up close and personal

Northeast Denver charter puts a new spin on teaching and learning

Roots Elementary students hold iPads as they stand in line to go into one of the school's mini-classrooms.

One hundred kindergartners and first-graders scrambled to get their iPads from black metal cases around the lunchroom on a recent morning at Roots Elementary, a new charter school in northeast Denver.

A few stared blankly at the screens, which displayed large letters or symbols showing the children their first learning station of the day. Some swarmed around teachers for help while others figured out their destinations and headed off with little fuss.

The September morning marked a new beginning for students at Roots, which opened its doors in mid-August in the Holly Square neighborhood’s Hope Center. It was the first day that each child was following a personalized schedule, moving to a new station every 15 minutes for much of the day.

Principal Jon Hanover, a former business consultant and kindergarten teacher, said, “It’s literally the first time something like this is happening with elementary school.”

The scene—with 5- and 6-year-olds checking iPads and navigating along colored tape lines to get to their appointed stations—does appear to be a huge departure from the traditional school model. Students no longer have a single teacher, classroom or a standard sequence of lessons.

But Hanover said such a drastic shift is needed in an area that’s not been well served by traditional neighborhood schools.

“When you look at the achievement data of the schools in the region, there’s a crisis at the elementary level,” he said.

The percentage of third-graders reading proficiently at five nearby district schools — Smith, Barrett, Hallett, Columbine and Stedman — ranged from 35 to 47 percent, according to 2014 state tests. All have large populations of low-income students.

Roots, where about 80 percent of students qualify for free or reduced-price meals, won’t have a comparable third-grade achievement data until 2018. Still, when the time comes, Hanover’s goal is that 90 percent of students who’ve been at Roots for at least two years will be proficient or advanced in all subjects.

It will be an immense challenge, he said, but one that can be overcome by teaching “the right objective to the right scholars, at the right time, in the right way.”

For parents like Adam Harmon, who lives a few blocks from the school, Roots is a godsend.

“This is a new school with a revolutionary idea,” he said. “I don’t see the traditional elementary school surviving in 20 years.”

He believes Roots’ personalized approach will allow his 5-year-old son, Sir Adam, to advance unfettered by traditional grade levels.

“Their structure…is blended so you don’t know where kindergarten stops and first grade starts,” he said. “My son is in kindergarten but he just learned to count to 120.”

Differentiation with a twist

On the inaugural day of personalized schedules, 5-year-old Leilani was confused at first. She followed the crowd into The Grove, the large open room where students work independently at stations like the “Writing Center,” the “iPad Center” or the “Flex Center.”

Roots Principal Jon Hanover helps 5-year-old Leilani find her next station.
Roots Principal Jon Hanover helps 5-year-old Leilani find her next station.

Hanover came to the rescue, reminding her that the orange symbol on her iPad corresponded with the orange sashes hanging from the ceiling above the Writing Center. After a couple reminders by a supervising teacher to find her portfolio, she settled in to draw a picture of a house.

A few minutes later, chimes sounded, signaling students throughout the room to move to a new station. Some stayed in the Grove and others followed a blue tape line called “The Trail” to mini-classrooms around the perimeter.

It’s in these spaces, named for the neighborhood’s flora-themed streets, that students will work more directly with teachers. All told, the children will spend about half their academic time in these rooms, but the size of the group and the lessons they’ll focus on will depend on their personal needs.

In the “Birch” mini-classroom, the scene was similar to that in any early elementary classroom—though it was impossible to tell which students were officially kindergarteners and which were first-graders.

During one rotation there, writing and social studies teacher Mackenzie Wagner led 18 students as they practiced tracing then writing their names on paper attached to clipboards. During the next rotation, Hanover, subbing for a teacher who was sick, read the classic book, “Where the Wild Things Are” to a group of 24 students.

Students work independently at stations in this large open room, called "The Grove."
Students work independently at stations in this large open room, called “The Grove.”

Students do have breaks from shuttling between stations. Besides lunch and recess, they have “opening circle” and “closing circle” each day. Staff members called coaches lead these sessions, which focus on social-emotional skills and always include the same group of students.

“It’s very familiar there,” said coach Debbie Van Roy, a former teacher who will follow a cohort of 50 students throughout their Roots career.

In addition to working with children in groups and individually, coaches spearhead communication between home and school.

“We’re constantly in touch with kids’ families,” she said.

Another piece of the puzzle

While Roots may be a school to watch for its re-imagination of instructional delivery, it’s also distinctive for the gap it will fill in the geography of the Holly Square neighborhood.

Its permanent building, set to open next fall, will soon rise a stone’s throw away from its current quarters, on a plot once occupied by the Holly Shopping Center. That building was burned down in 2008 in a gang-related arson.

Roots Elementary's permanent building will go up where these temporary basketball courts are now.
Roots Elementary’s permanent building will go up where these temporary basketball courts are now.

The new school will be nestled among a complex of buildings that includes a Boys & Girls Club, the Hope Center, a library and a city recreation center. It was selected for the spot, which is owned by the Urban Land Conservancy, by a group of community stakeholders.

“This idea of creating a children’s campus…really resonated with everyone around the table,” said Tony Pickett, vice president of master site development at the Urban Land Conservancy.

“Seeing Roots fit into that was a sort of natural evolution.”

That evolution is set to continue in the fall of 2016 with the opening of a new charter middle school, the Near Northeast Community Engagement School, inside the Boys & Girls Club space, Pickett said.

“I think there is a tremendous opportunity to really change the life course of young people in that community,” he said.

While Roots, like any charter, is technically open to students from across Denver and even outside the district, Hanover and his team have put a premium on attracting students from the neighborhood.

“We knocked on every door in Northeast Park Hill at least four times during the enrollment process,” Hanover said.

Pickett noted that Hanover and other school leaders have consistently showed up to community meetings and worked to build relationships with parents.

Those efforts seem to have paid off. About 80 percent of students are from the immediate neighborhood.

National influences

Before Hanover taught kindergarten for two years at Rocky Mountain Prep charter school, he worked at the Broomfield-based Charter School Growth Fund.

roots uniforms

That organization, which gave Roots a $200,000 “Next Generation” grant, funds expansion of high-performing charters across the country and provides start-up grants for promising schools.

Given Hanover’s background, it’s not surprising that Roots is heavily influenced by certain high-profile charter sector practices. Examples include the school’s gray and blue uniforms, the way teachers address students as “scholars” and reminders for children to track the speaker.

But it extends beyond that. For example, the school’s math program, Cognitively Guided Instruction, is drawn from the high-achieving Success Academy charter network in New York City. Summit Public Schools, which operate in California and Washington, was the model for Roots’ “Habits for Success.”—reminders like “I stop, think and make a good choice when I’m upset.”

Finally, the school’s approach to culture, which emphasizes core values like kindness and respect as well as community-building activities, comes from the Brooke Charter Schools in Boston.

Hanover describes the various charter school influences as “taking the best from the best.”

At the same time, he believes working closely with other local youth-serving groups is critical to the school’s success.

“A great elementary education is super important but not enough,” he said. “The only way for us to meet our mission is if we’re really smart in how we’re partnering with other entities in the community.”

School choice

Secret CPS report spotlights big vacancies, lopsided options for students

The school district says the report will help inform how it invests in and engages with communities. Communities groups worry the document will be used to justify more school closings, turnarounds and charters.

An unreleased report by a school choice group backed by the business community paints in stark detail what many Chicagoans have known for years: that top academic schools are clustered in wealthier neighborhoods, and that fewer black and Latino students have access to those schools.

The report highlights startling figures: About 27 percent of black students are in the district’s lowest-rated schools, compared with 8 percent of Latino students and 3 percent of whites. It also says that while Chicago Public Schools has more than 150,000 unfilled seats, 40 percent, or 60,000 of them, are at top-ranked schools. That surplus will grow as enrollment, which has been plummeting for years, is projected to decline further by 5.1 percent over the next three years. What that means is the cash-strapped district is moving toward having nearly one extra seat for every two of its students.

The document effectively shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

In a city still reeling from the largest mass school closure in U.S. history, this report could lay groundwork for another round of  difficult decisions.

The “Annual Regional Analysis” report, compiled by the group Kids First Chicago on CPS’ behalf, has been circulating among select community groups but has not been made public. It comes on the heels of a report showing students’ high school preferences vary with family income level. Students from low-income neighborhoods submit more applications than students from wealthier ones and apply in greater numbers for the district’s charter high schools.

The group behind the latest report has had many iterations: Kids First is a new name, but its origins date back to 2004, when it started as the charter fundraising group Renaissance Schools Fund. That was during the Renaissance 2010 effort, which seeded 100 new schools across the city, including many charters. The group changed its name to New Schools Chicago in 2011 and again rebranded this year as Kids First, with a greater focus on parent engagement and policy advocacy.

The report has caused a stir among some community groups who’ve seen it. Because the school district has used enrollment figures to justify closing schools, some people are worried it could be used to propose more closings, turnarounds, and charter schools.

“To me this is the new reason [for school closings],” said Carolina Gaeta, co-director of community group Blocks Together, which supports neighborhood schools. “Before it was academics, then it was utilization, now it’s going to be access and equity. Numbers can be used any way.”

In a statement on the report, Chicago Teachers Union Spokeswoman Christine Geovanis blasted Mayor Rahm Emanuel’s administration for policies that she alleged “undermine enrollment at neighborhood schools,” such as the proliferation of charter schools, school budget cuts, and building new schools over the objection of community members.

Reached by phone Thursday, Kids First CEO Daniel Anello confirmed that his organization helped put the report together, but declined to comment on its contents, deferring to the district. CPS Spokeswoman Emily Bolton acknowledged the report’s existence in a statement emailed to Chalkbeat Chicago that said the school district “is having conversations with communities to get input and inform decisions” about where to place particular academic programs. The statement said CPS is still in the process of drafting a final version of the document, but gave no timetable. Mayor Rahm Emanuel’s office didn’t grant requests for interviews about the Annual Regional Analysis.

Below is a preview of the report provided to Chalkbeat Chicago.

Gaps in access to arts and IB programs

Data released this week from the district’s GoCPS universal high school application clearly shows what academic programs are most in demand: selective enrollment programs that require children to test in;  arts programs; and career and technical education offerings, or CTE.

The Kids First’s analysis puts those findings into context, however, by detailing how supply is geographically uneven, especially when it comes to arts. Maps in the report divide the city into regions defined by the city’s planning department and show how highly-desirable arts programs are not spread equally throughout the city, and are most concentrated along the northern lakefront and downtown.

PHOTO: Sam Park
This map shows the number of fine & performing arts program seats available per 100 elementary school students in each planning area.

Worse, four regions offer 10 or fewer arts seats per 100 students, including the Bronzeville/South Lakefront region that includes neighborhoods such as South Shore, Woodlawn, Kenwood and Hyde Park. They are also scarce in the West Side region, which includes Austin, North Lawndale, and Humboldt Park and in the Northwest neighborhoods of Belmont Cragin, Dunning, and Portage Park.

The report also shows an imbalance in the number of rigorous International Baccalaureate programs.

This map shows the number of IB program seats per 100 students available to elementary and high school students in each planning area.

The highest number of IB seats are in the wealthy, predominately white Lincoln Park area. In contrast, there are far fewer IB seats in predominantly black communities such as  Englewood and Auburn Gresham, Ashburn and in the predominantly Latino Back of the Yards.

When it comes to selective-enrollment elementary school programs such as gifted centers and classical schools, which require students to pass entrance exams, options tend to be concentrated, too, with fewer choices on the South and West sides of the city. This map shows where selective enrollment high school options are most prevalent:

PHOTO: Sam Park
This map shows the number of selective enrollment high school seats available per 100 students in the city’s planning regions.

STEM programs are more evenly distributed across Chicago than both IB and selective enrollment schools, yet whole swaths of the city lack them, especially on the South Side, including the Greater Stony Island. As the other maps show, that region lacks most of the high-demand academic programs the district has to offer.

PHOTO: Sam Park
This map shows the number of STEM program seats available per 100 elementary school students.

Racial disparities in school quality

The analysis also shows disparities in quality of schools, not just variety.

At CPS, 65 percent of students districtwide are enrolled at Level 1-plus or Level 1-rated schools. But only 45 percent of black students and 72 percent of Latino students are in those top-rated seats, compared with 91 percent of white students.

The disparities are even more severe given that the school district is mostly Latino and black, with fewer than one in 10 students identified as white. 

A page from a presentation of the Annual Regional Analysis showed to select community groups.

In the Greater Lincoln Park region, 100 percent of elementary schools have one of the top two ratings — the highest concentration of them in the city.  The highest concentration of top-rated high school seats, 91 percent, is in the Central Area, which includes Downtown and the South Loop.

The lowest concentration of top-rated elementary seats, 35 percent, is in the Near West Side region, and the lowest concentration of high school seats, 14 percent, is in the West Side region.

Long commutes from some neighborhoods

The number of students choosing schools outside their neighborhood boundaries has increased in recent years.

But the report shows that school choice varies by race: 44 percent of black students attend their neighborhood elementary school, compared with 67 percent of Latino students, 69 percent of white students, and 66 percent of Asian students. For high schoolers, only 14 percent of black students attend their neighborhood school, compared with 28 percent of Asians, 30 percent of Latinos, and 32 percent of whites.

More students enrolling outside their neighborhood attendance boundaries means more and more students have longer commutes, but how far they travel depends on their address. 

Again, this is an area where the Greater Stony Island area stands out.

A graphic from the Annual Regional Analysis executive report that shows how far elementary school students in each of the city’s 16 planning regions travel from their homes to school. The data shows that students on the South and West Sides tend to have longer commutes.

The average distance traveled for elementary school students is 1.5 miles — but K-8 students in Greater Stony Island travel an average of 2.6 miles. The average distance to class for high schoolers citywide is 2.6 miles, but students in the Greater Stony Island region travel an average of 5 miles, about twice the city average. 

A graphic from the Annual Regional Analysis executive report that shows how far high school students in each of the city’s 16 planning regions travel from their homes to school. The data shows that students on the South and West Sides tend to have longer commutes.

Looking forward

The introduction to the Annual Regional Analysis describes it as “a common fact base” to understand the school landscape. It clearly states the intent of the report is to assist with district planning, not to provide recommendations.

It still bothers Wendy Katten, founder of Raise Your Hand, who has seen the report and said it tells little about how kids are actually learning at schools.

“It sounds like some data a company would use to reduce inventory at a manufacturing plant,” she said.

Gaete with Blocks Together said the numbers in the report are also missing important context about how the proliferation of charter schools, a lack of transparent and equitable planning, and a lack of support for neighborhood schools in recent decades has exacerbated school quality disparities across race and neighborhoods in Chicago, one of the nation’s most diverse but segregated cities.

It’s unclear when the final study will be published, or how exactly the school district will use its contents to inform its decisions and conversations with communities.

But an event posting on the website for Forefront, a membership association for “nonprofits, grantmakers, public agencies, advisors, and our allies,” mentions a briefing for the report on Oct. 10.

Kids First Chicago CEO Dan Anello and CPS Director of Strategy Sadie Stockdale Jefferson will share the report there, according to the website.

Q and A

In a wide-ranging interview, Carranza takes issue with admissions to New York City’s gifted programs

PHOTO: Christina Veiga
Since becoming schools chancellor, Richard Carranza has questioned city admissions methods that critics say exacerbate segregation. Here, he speaks to a crowd at a town hall about school diversity.

Ever since the city launched a push to scrap the entrance exam for its vaunted specialized high schools, Chancellor Richard Carranza has made it clear that he doesn’t believe a single test should be used to make school admissions decisions.

In an exclusive back-to-school interview with Chalkbeat on Friday, he said that also goes for the city’s gifted and talented programs.

Just like specialized high schools, gifted programs are deeply segregated. Only 22 percent of students in gifted programs are black or Hispanic, compared with 70 percent citywide. And just like specialized high schools, admission to most of the city’s gifted programs hinges solely on the results of an exam.

“I think that’s not a good idea,” Carranza said. “When you look at the disparities in representation across this system, you have to ask the question, ‘Do we have the right way of assessing and making decisions about students?’”

Most students enter gifted programs when they’re in kindergarten, so they are only 4 years old when they take the test — an approach that Carranza questioned.

“There is no body of knowledge that I know of that has pointed to the fact that you can give a test to a 4-year-old or a 5-year-old and determine if they’re gifted,” he said. “Those tests — and it’s pretty clear — are more a measure of the privilege of a child’s home than true giftedness.”

A full transcript of our interview with the chancellor is coming soon. We’ll have interesting insights about Carranza’s relationship with his predecessor, what he thinks about the city’s Renewal turnaround program now that he’s had time to get to know it better, and the problems he’s trying to solve with a recent bureaucratic overhaul. Here are some highlights to hold you over until then.

Why few schools may get shuttered under Carranza’s leadership — even though he’s ‘not scared’ of closures

In one of his very first moves as chancellor, Carranza spared a storied Harlem school that was slated for closure. Since then, he has shaken up the school’s leadership, initiated new partnerships, and brought in a different support structure.

It’s just one example, but it could be a hint of what’s to come during Carranza’s tenure.

The school that won the reprieve is a part of the mayor’s high profile Renewal program, which aims to boost student learning by offering social services and a longer school day. The program has shown mixed results, at best, and many Renewal schools have been shuttered after failing to make progress. 

Carranza indicated there could be more closures ahead: “Let me be clear: I’m not scared of closing a school if it’s not serving the needs of the students,” he said.

But he added: “My experience — nine times out of 10 — has been that we haven’t done all we can do to give schools that are struggling to improve the right conditions, the right resources and the right support to actually improve.”

Did Carranza push City Hall to do something about segregation at specialized high schools?

City Hall has indicated that its plans to overhaul admissions at the city’s vaunted specialized high schools had been in the works for some time. Indeed, de Blasio promised to do something about the stark underrepresentation of black and Hispanic students at the schools during his first run for mayor.

Carranza wouldn’t reveal much about what happened behind the scenes in the lead-up to the city’s June announcement that officials would lobby to scrap the exam that serves as the sole entrance criteria for specialized high schools. The chancellor said he brought up the issue in his talks with the mayor before coming onboard, and said his boss shared the same vision.

“I can tell you the mayor is passionate about making sure that our schools are just as diverse as our city,” Carranza said.

Asked whether he personally played a role in the decision, Carranza would only say that the mayor “knew what he was getting,” when he was tapped to be chancellor.

He later added: “One of the things that I appreciate is, that what the mayor hired was an educator to be the chancellor, and he lets me do my job.”

Alex Zimmerman contributed reporting.