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.”


Colorado schools are getting a major bump in the state’s 2018-19 budget

Students waiting to enter their sixth-grade classroom at Kearney Middle School in Commerce City. (Photo by Craig Walker, The Denver Post)

Colorado’s strong economy has opened the door for state lawmakers to send a major cash infusion to the state’s public schools.

As they finalized the recommended budget for 2018-19, the Joint Budget Committee set aside $150 million, an additional $50 million beyond what Democratic Gov. John Hickenlooper had asked for, to increase funding to schools.

“We believe this is the most significant reduction in what used to be called the negative factor since it was born,” said state Rep. Millie Hamner, the Dillon Democrat who chairs the Joint Budget Committee.

Colorado’s constitution calls for per pupil spending to increase at least by inflation every year, but the state hasn’t been able to meet that obligation since the Great Recession. The amount by which schools get shorted, officially called the budget stabilization factor, is $822 million in 2017-18. Under state law, this number isn’t supposed to get bigger from one year to the next, but in recent years, it hasn’t gotten much smaller either. 

But a booming economy coupled with more capacity in the state budget created by a historic compromise on hospital funding last year means Colorado has a lot more money to spend this year. In their March forecast, legislative economists told lawmakers they have an extra $1.3 billion to spend or save in 2018-19.

The recommended shortfall for next year is now just $672.4 million. That would bring average per-pupil spending above $8,100, compared to $7,662 this year.

Total program spending on K-12 education, after the budget stabilization factor is deducted, should be a little more than $7 billion, with the state picking up about $4.5 billion and the rest coming from local property taxes.

The budget debate this year has featured Republicans pressing for more ongoing money for transportation and Democrats resisting in the interest of spreading more money around to other needs. The positive March forecast reduced much of that tension, as a $500 million allocation for transportation allowed a compromise on roads funding in the Republican-controlled Senate. That compromise still needs the approval of the Democratic-controlled House, but suddenly a lot of things are seeming possible.

“We knew we were going to have more revenue than we’ve ever had to work with,” Hamner said of the status at the beginning of the session. But that presented its own challenges, as so many interest groups and constituencies sought to address long-standing needs.

“The fact that we’ve been able to reach such incredible compromises on transportation and K-12 funding, I think most members will be very pleased with this outcome,” Hamner said. “Where we ended up is a pretty good place.”

The big outstanding issue is proposed reforms to the Public Employees Retirement Association or PERA fund to address unfunded liabilities. A bill that is likely to see significant changes in the House is wending its way through the process. The Joint Budget Committee has set aside $225 million to deal with costs associated with that fix, which has major implications for teachers and school districts budgets.

The Joint Budget Committee has also set aside $30 million for rural schools, $10 million for programs to address teacher shortages, and $7 million for school safety grants.

The budget will be introduced in the House on Monday. Many of the school funding elements will appear in a separate school finance bill.

Going forward, there is a question about how sustainable these higher funding levels will be.

“It does put more pressure on the general fund,” Hamner said. “If we see a downturn in the economy, it’s going to be a challenge.”

outside the box

Program to bring back dropout students is one of 10 new ideas Jeffco is investing in

File photo of Wheat Ridge High School students. (Photo by Nic Garcia/Chalkbeat)

Jeffco students who drop out will have another option for completing high school starting this fall, thanks to a program that is being started with money from a district “innovation fund.”

The new program would allow students, particularly those who are older and significantly behind on credits, to get district help to prepare for taking a high school equivalency test, such as the GED, while also taking college courses paid for by the district.

The idea for the program was pitched by Dave Kollar, who has worked for Jeffco Public Schools for almost 20 years, most recently as the district’s director of student engagement.

In part, Kollar’s idea is meant to give students hope and to allow them to see college as a possibility, instead of having to slowly walk back as they recover credits missing in their transcripts.

“For some kids, they look at you, and rightfully so, like ‘I’m going to be filling in holes for a year or two? This doesn’t seem realistic,’” Kollar said. “They’re kind of defeated by that. As a student, I’m constantly looking backwards at my failures. This is about giving kids something like a light at the end of the tunnel.”

Jeffco’s dropout rate has decreased in the last few years, like it has across the state. At 1.7 percent, the rate isn’t high, but still represents 731 students who dropped out last year.

Kollar’s was one of ten winning ideas announced earlier this month in the district’s first run at giving out mini-grants to kick-start innovative ideas. Kollar’s idea received $160,000 to get the program started and to recruit students who have dropped out and are willing to come back to school.

The other ideas that the district gave money to range from school building improvements to comply with the Americans with Disabilities Act at Fletcher Miller Special School, from new school health centers to a new district position to help work on safety in schools. One school, Stott Elementary, will create a “tinker lab” where students will have space and supplies to work on projects as part of the school’s project-based learning model.

The Jeffco school board approved $1 million for the awards earlier this year. It was an idea proposed by Superintendent Jason Glass as a way of encouraging innovation in the district. This spring process is meant as a test run. The board will decide whether to continue investing in it once they see how the projects are going later this spring.

Officials say they learned a lot already. Tom McDermott, who oversaw the process, will present findings and recommendations to the board at a meeting next month.

If the board agrees to continue the innovation fund, McDermott wants to find different ways of supporting more of the ideas that educators present, even if there aren’t dollars for all of them.

That’s because in this first process — even though educators had short notice — teachers and other Jeffco staff still completed and submitted more than 100 proposals. Of those, 51 ideas scored high enough to move to the second round of the process in which the applicants were invited to pitch their ideas to a committee made up of Jeffco educators.

“We’re extremely proud of the 10,” McDermott said, but added, “we want to be more supportive of more of the ideas.”

McDermott said he thinks another positive change might be to create tiers so that smaller requests compete with each other in one category, and larger or broader asks compete with one another in a separate category.

This year, the applicants also had a chance to request money over time, but those parts of the awards hang on the board allocating more money.

Kollar’s idea for the GED preparation program for instance, includes a request for $348,800 next year. In total, among the 10 awards already granted, an extra $601,487 would be needed to fund the projects in full over the next two years.

Awards for innovation fund. Provided by Jeffco Public Schools.

The projects are not meant to be sustained by the award in the long-term, and some are one-time asks.

Kollar said that if that second phase of money doesn’t come through for his program, it should still be able to move forward. School districts are funded per student, so by bringing more students back to the district, the program would at least get the district’s student-based budget based on however many students are enrolled.

A similar program started in Greeley this fall is funded with those dollars the state allocates to districts for each student. So far, eight students there already completed a GED certificate, and there are now 102 other students enrolled, according to a spokeswoman for the Greeley-Evans school district.

But, having Jeffco’s innovation money could help Kollar’s program provide additional services to the students, such as a case manager that can help connect students to food or housing resources if needed.

And right now Kollar is working on setting up systems to track data around how many students end up completing the program, earning a high school equivalency certificate, enrolling in a college or trade-school, or getting jobs.

Helping more students on a path toward a career is the gold standard, he said, and what makes the program innovative.

“It’s not just about if the student completes high school,” Kollar said. “It’s are we making sure we are intentionally bridging them into whatever the next pathway is?”