DPS board to switch hands tonight, tomorrow

DPS board member Jeannie Kaplan, right, frequently questions the district's pension numbers. At left is Mary Seawell, chair of the board's finance and audit committee.
Denver Public Schools board president Mary Seawell, left, and member Jeannie Kaplan will leave the board tonight. New members of the board of education will be sworn in Friday.

As school board meetings go, tonight’s Denver Public School’s could be considered fairly mundane. Minutes will be approved, contracts renewed, charters reviewed.

But tonight’s meeting marks the beginning of a two-day changing of the guard which is expected to dramatically alter the tempo of Colorado’s largest school district.

The board’s current composition, established after the 2011 election, was often contentious, rife with ideologic rancor and, according to several educational activists, unproductive.

As a result of November’s election, the board’s 4-3 divide in favor of the district’s current policies of accountability-based reform will be closed Friday when a 6-1 supermajority in support of the administration’s efforts is sworn in.

“This is a mandate,” said Jeannie Kaplan, one of the board members leaving Thursday in an interview with EdNews after the election. “The mandate is for more charter schools, more co-location, accountability based on test scores, more teacher bashing. It’s the national agenda.”

Board observers consider Kaplan the most outspoken of the board’s current opponents of the reforms. During the election, she championed a slate of candidates who aligned with her preference for supporting comprehensive neighborhood schools with a strong liberal arts curriculum.

Leaving the board with Kaplan is Andrea Merida, another dissenting voice, and board president Mary Seawell.

Kaplan, who is term limited, said she has high expectations for the board and urges the electorate to hold them and their tenets accountable if the district doesn’t see better tests scores and graduation rates in four years.

“It will be 13 years of reform in DPS,” she said. “That’s one student’s full K-12 career.”

But beyond keeping a close eye on the district’s progress, Kaplan has no immediate plans to have an official capacity within the school system.

The same can’t be said for Merida.

“I’m not going into retirement,” she said. Although she is leaving the board after deciding she couldn’t “morally fulfill her duties” as a board member, which requires she administer state assessments, Merida plans on advocating for English language learners and low-income students.

“We need to be talking about the value of the English language learner and what they bring to the community,” she said.

Not all of the outgoing members are as critical of the administration. Board president Seawell said she’s excited to see what the new board and Superintendent Tom Boasberg do.

After all Seawell, who opted not to seek re-election, acknowledges there is still plenty of work to do for the district. But she decided her time in an official capacity is up.

“We’re in the place where we’re supposed to be,” she said. “I have no regrets.”

She’ll be working on several projects, including helping plan the new Stapleton high school.

The next board will have a greater opportunity to look at how reforms are working on a school-by-school basis, she said.

“We still have some that are really struggling,” she said. “We looked hard at a lot of schools, but the data wasn’t there yet.”

Filling their seats are lawyer Mike Johnson, former Denver City Councilwoman Rosemary Rodriguez and former Lt. Gov. Barbara O’Brien. They’ll be sworn in on Friday.

Landri Taylor, who was appointed to the board earlier this year, won his seat outright in November’s election.

“I hope they are successful, because our families deserve it,” Kaplan said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.