George Washington

New principal for George Washington High School after year of transition

The recommendations call for George Washington High to get $6.7 million for upgrades or renovations.

As George Washington High School embarks on a new effort aimed at bridging academic and cultural gaps in the school, students and staff now know who will lead the school when current interim principal Jose Martinez retires at the end of next school year: Scott Lessard, currently an assistant principal at the school.

Lessard will be the school’s third principal in four years. Former principal Micheal Johnson left the school last summer for a central office job after a proposal to dramatically open up the school’s International Baccalaureate program caused an uproar among many IB parents. He was replaced by principal Martinez. Initially slated to stay for one year, Martinez announced in January that he will stay at the school until the end of the 2015-16 school year.

Lessard came to George Washington last summer after 13 years at Denver’s Thomas Jefferson High School. Next school year, Lessard will be a “succession principal,” which means he will be working with Martinez to prepare for the 2016-17 school year for a full school year before he officially becomes principal.

Scott Lessard will be the principal at George Washington High School starting in the 2016-17 school year.
PHOTO: via DPS
Scott Lessard will be the principal at George Washington High School starting in the 2016-17 school year.

Chalkbeat spoke with Lessard about his vision for George Washington, retaining teachers, and how the school is working to improve academics for all students at the school.

Why were you interested in being George Washington’s principal?
From the day I got to GW, I realized what a special place it was and how many assets it had. As you know, it’s gone through some turmoil that I thought that shouldn’t be repeated. I think I have a clear vision for success and I want to make sure we have the consistency here to make those things happen.

What is that vision?

GW has an International Baccalaureate program second to none in the state of Colorado. So part of my vision is to make sure that it maintains its status and its academic excellence so students around the city have that kind of environment to come to to study. At the same time, we have to spend a lot of time and energy making sure students who aren’t in IB — which is two thirds of students — have an academically rigorous and engaging program so they can graduate college-ready.

What are you doing to close opportunity gaps at the school?
Specifically thinking about IB, we have broadened the pipeline for entrance. There’s no more screening at freshman year. If we’re talking about the school at large, we did a lot of work to identify the different challenges that our entire population has regarding academic success and identifying things we can do.

One is streamlining curricula to make sure students in 9th and 11th are getting coursework they need so they can take college level-classes senior year without fear of not succeeding.

At a presentation describing plans for the school next year, students talked about a cultural divide in the school. How are you going to address this?
There was a big division between IB and non-IB students. We have dedicated a ton of resources going into next year to make sure we can run a full-fledged, integrated advisory for ninth graders. Students will work on a service learning project, and kids will be grouped together to build relationships over the whole year.

There will also be a group of upperclassmen called the PIT group, or Patriots In Training, who will be leading those ninth graders.

There are more high schools on the way in the area: For instance, DSST has announced plans to expand. How are you thinking about recruiting and retaining students?
You have to have a great product, and word of mouth is everything. While I do engage with our community at large in different areas — I just met with the president of our local Homeowner’s Association to give them a sense of what’s going on at GW — the key to success and growing enrollment is making sure we have a great product. That great product is students graduating college ready and scores reflecting that.

The other part is, we want to make sure students are safe. That means kids are doing what they’re supposed to be doing.

Leadership transitions often come along with significant staff turnover. Can you talk about how you’re approaching teacher retention?
Last year we had to replace 17 teachers, and many of those were teachers who decided to leave GW and go to a different school in the community. That means they thought it was better to go somewhere else than to stay here. This year we have only one doing that, and they live closer to the school they’re going to. That says volumes to the optimism of staff in the ability of this community of educators to provide an outstanding education.

How are you working with the community and parents? 
Both Jose and I know it’s critical to keep people who’ve demonstrated such passion for GW engaged in the work we’re doing. Last spring was tumultuous but I think it brought out the best of what GW can be because there’s a lot of people wanting to make things better.

Is there a possibility that GW would eventually offer credits for individual B courses instead of having only an all-in diploma program?
While I never say never, we do not have any thought of offering IB coursework to non-diploma program kids. We are a diploma program. It’s been critical for our success over last 30 years that that be part of goal for every kid who’s participating. I think to dilute it by doing certificates within the program would compromise the IB program’s long-term success.

We also have a great Advanced Placement program, and a lot of really smart kids who don’t necessarily want the IB Diploma. They’re very happy in AP program. There’s a different kind of structure than the certificate would have, but the academic rigor should be the same.<

How does the introduction of an IB program at Northfield affect George Washington?
We might lose kids to Northfield IB. That’s the nature of the game – when you build more schools, enrollment will change. But I’m not overly concerned that Northfield will draw out the heart and soul of our IB. I think that Northfield will offer its program. For kids in grades 5 or 6, there will be an opportunity to watch both grow and develop before they make a decision. I think ultimately we can offer something that a lot of people are very interested in.

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.