Colorado

Denver board hears report on campus sharing

Can two schools with different philosophies happily co-exist in Denver where the term “colocation” has sparked near riots?

Choose North Now protesters hit the sidewalk with signs and chants Thursday before the DPS board meeting when a controversial co-location plan was expected to be approved.
Choose North Now protesters hit the sidewalk with signs and chants before the DPS board meeting when a controversial co-location plan was expected to be approved.

Well, yes, according to a short report by district staff and shared with the school board this week. And that’s important as the district continues to explore shared campus options as a way to maximize efficiencies and promote school choice. There are now 15 campuses in DPS that house 42 schools attended by more than 12,000 students, or 14 percent of the district’s student population.

“Schools on a shared campus that have intentional events to get staff together have expressed greater collaboration between the two schools,” said Liz Mendez, director of operations and support services.

Key components of a happy marriage, according to interviews by staff with people at several shared campuses in the district, include:

  • Frequent communication between school leaders through regular team-building meetings;
  • Including all schools – especially if there are more than two  — in communications regarding the campus;
  • Providing each principal with equal say in building use, regardless of school size or tenure 
on campus.
  • Planning intentional events for all campus staff and students so collegial relationships can be forged.
  • Sharing behavioral support staff, such as school deans, to create a fair and balanced campus culture with consistent behavior expectations for all students regardless of school affiliation.
  • Dedicated areas for each school, such as wings, pods, hallways and  floors so that the school can build identity and culture.

Of the schools on shared campuses, most – or 34 – are at the secondary level.

Mendez told the board that the arrangements save the district money.

For instance, it would have cost the 350-student Creativity Challenge Community elementary school $11 million to buy land and build a school. It only cost $680,000 to renovate Merrill to accommodate the school.

sharedSimilarly, renovations at Gilpin Montessori Public School cost $107,000 compared to an $11 million price tag had Denver Montessori Junior/Senior High had to buy land and build a school, or the $1.5 million cost for a three-year lease in another facility.

But board member Arturo Jimenez pointed out that it would cost the district less if charter schools provided their own facilities.

Board member Jeannie Kaplan also raised concerns about how the district helps charter schools secure locations.

“We’re building new facilities for a lot of our charter entities,” she said. “It’s something I really struggle with. I appreciate trying to be equitable, but I think we’ve leaned over the other way and it’s more equitable for the charter schools.”

Superintendent Tom Boasberg said schools like Merrill would not have gotten the facelifts they needed and additional educational resources without the impetus of the shared campus and a robust student body to glean efficiencies.

There’s no doubt the school mergers are not always harmonious – especially at the time of proposal.

The community at North High School was not pleased with the idea and ultimate approval by the school board of a new STRIVE Prep High School joining them in the fall 2013. But Mendez said work is underway to ensure a smooth transition. She said the sports teams will be merged with coaches from both schools. A joint booster club is also in the works. The schools will also share a nurse. STRIVE will use the North gym only for special events. STRIVE’s physical education classes will occur in their own multi-purpose room, Mendez said.

The board will take up possible changes to its campus sharing policy at its regular  meeting Thursday. Board member Happy Haynes said she would like to see more information and data from campuses shared by different age groups.

Cole Arts & Sciences Academy Principal Julie Mergel said things have worked out well between her school and DSST at Cole. Cole serves elementary school students; and DSST is a middle school.

“We, from the beginning, have structured [the campus] around the language of one not two schools,” she said. “It’s one school with two programs.”

The two school leaders meet once a month at a minimum, but usually more.

The schools have worked hard to make a harmonious lunchtime since elementary school students are mixed with middle-schoolers. Eighth-graders eat on their own.

However, school leaders acknowledged they could have done more in the beginning to bring staff together.

“It would have been more powerful and created more ownership among the team,” DSST Cole Middle School Director Jeff Osborne.

Behind the brawl

Three things to know about the Tennessee school behind this week’s graduation brawl

PHOTO: Arlington Community Schools
Arlington High School is a 2,000-plus-student school in suburban Shelby County in southwest Tennessee.

Arlington High School is considered the crown jewel of a 3-year-old district in suburban Shelby County, even as its school community deals with the unwelcome attention of several viral videos showing a fight that broke out among adults attending its graduation ceremony.

The brawl, which reportedly began with a dispute over saved seats, detracted from Tuesday’s pomp and circumstance and the more than $30 million in scholarships earned by the school’s Class of 2017. No students were involved.

“It was unfortunate that a couple of adults in the audience exhibited the behavior they did prior to the ceremony beginning and thus has caused a distraction from the celebration of our students’ accomplishments,” Arlington Community Schools Superintendent Tammy Mason said in a statement.

Here are three things to know about the 13-year-old school in northwest Shelby County.

With more than 2,000 students, Arlington is one of the largest high schools in Shelby County and is part of a relatively new district.

It’s the pride of a suburban municipality that is one of six that seceded from Shelby County Schools in 2014 following the merger of the city and county districts the year before. (School district secessions are a national trend, usually of predominantly white communities leaving predominantly black urban school systems.) More than 70 percent of Arlington’s students are white, and 6 percent are considered economically disadvantaged — in stark contrast to the Memphis district where less than 8 percent are white, and almost 60 percent are considered economically disadvantaged.

The school’s graduation rate is high … and climbing.

Last year, after adding interventions for struggling students, the school’s graduation rate jumped a full point to more than 96 percent. Its students taking the ACT college entrance exam scored an average composite of 22.5 out of a possible 36, higher than the state average of 19.9. But only a fifth scored proficient or advanced in math and a third in English language arts during 2015-16, the last school year for which scores are available and a transition year for Tennessee under a new test.

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen visits with students at Arlington High School during a 2016 tour.

The school was in the news last August when Tennessee Education Commissioner Candice McQueen visited its campus.

The commissioner spoke with students there to kick off her statewide listening tour that’s focused on ways to get students ready for college and career. McQueen highlighted the school’s extracurricular activities and students’  opportunities to intern for or shadow local professionals. She also complimented Arlington for having an engaged education community. 

poster campaign

How one Memphis student is elevating the conversation about school discipline

PHOTO: Laura Faith Kebede
Posters created by junior Janiya Douglas have amplified student voices about the culture of White Station High School in Memphis.

Now in her third year of attending a premier public high school in Memphis, Janiya Douglas says she’s observed discipline being handed out unevenly to her classmates, depending on whether they are on the college preparatory track.

PHOTO: Laura Faith Kebede
From left: Janiya Douglas and Michal Mckay are student leaders in Bridge Builders CHANGE program.

“We’re heavily divided in an academic hierarchy,” said Janiya, a junior in the optional program for high-achieving students at White Station High School. “It’s obvious students are treated differently if they are in traditional classes.”

Janiya also has observed racial disparities in how students are disciplined, and the state’s data backs that up. White Station students who are black or Hispanic are suspended at significantly higher rates than students who are white.

Frustrated by what she’s seen, Janiya took her concerns last Friday to the hallways of White Station and hung 14 posters to declare that “our school doesn’t treat everybody equally.”

By Monday morning, the posters were gone — removed by school administrators because Janiya did not get prior approval — but not before other students shared images of some of the messages on social media.

Now, Janiya is seeing some fruits of her activism, spawned by her participation in Bridge Builders CHANGE, a student leadership program offered by a local nonprofit organization.

In the last week, she’s met with Principal David Mansfield, a school counselor and a district discipline specialist to discuss her concerns. She’s encouraged that someone is listening, and hopes wider conversations will follow.

The discussions also are bringing attention to an online petition by the education justice arm of Bridge Builders calling for suspension alternatives across schools in Memphis.

White Station often is cited as one of the jewels of Shelby County Schools, a district wrought with academic challenges. The East Memphis school is partially optional, meaning some students test into the college prep program from across the county.

But Janiya and some of her classmates say they also see an academically and racially segregated school where students zoned to the traditional program are looked down upon by teachers. Those students often get harsher punishments, they say, than their optional program counterparts for the same actions.

“Our school doesn’t treat everybody equally. A lot of groups aren’t treated equally in our school system,” junior Tyra Akoto said in a quote featured on one poster.

“If we get wrong with a teacher, they’ll probably write us up. But if a white student was to do it, they’ll just play it off or something like that,” said Kelsey Brown, another junior, also quoted in the poster campaign.

A district spokeswoman did not respond to questions about disciplinary issues raised by the posters, but offered a statement about their removal from the school’s walls.

White Station is known for “enabling student voice and allowing students to express their opinions in various ways,” the statement reads. “However, there are protocols in place that must be followed before placing signs, posters, or other messages on school property. Schools administrators will always work with students to ensure they feel their voices are heard.”

PHOTO: @edj.youth/Instagram
Members of the education justice arm of the Bridge Builders CHANGE program

To create the posters, Janiya interviewed about two dozen students and had been learning about about school discipline disparities as part of the Bridge Builders CHANGE program.

State discipline data does not differentiate academic subgroups in optional schools. But white students in Shelby County Schools are more likely to be in an optional school program and less likely to be suspended. And statewide in 2014-15, black students were more than five times as likely as white students to be suspended.

White Station reflects those same disparities. About 28 percent of black boys and 19 percent of black girls were suspended that same year — significantly higher than the school’s overall suspension rate of 14 percent. About 17 percent of Hispanic boys and 7 percent of Hispanic girls were suspended. By comparison, 9 percent of white boys and 2 percent of white girls were suspended.

Shelby County Schools has been working to overhaul its disciplinary practices to move from punitive practices to a “restorative justice” approach — a transition that is not as widespread as officials would like, according to Gina True, one of four specialists implementing a behavior system called Positive Behavior Interventions and Supports, or PBIS.

“The whole goal is to not get them suspended, because we want to educate them,” said True, who met this week with Janiya and several other students from Bridge Builders. “When students are cared for emotionally, they perform better academically. As counselors, that’s what we’ve been saying for years.”

Janiya acknowledges that she didn’t follow her school’s policy last week when hanging posters without permission at White Station. But she thinks her action has been a catalyst for hard conversations that need to happen. And she hopes the discussions will include more student input from her school — and across the district.

“Those most affected by the issues should always be a part of the solution,” she said.

Correction: April 10, 2017: A previous version of this story said Janiya put up 50 posters at her school. She designed 50 but actually posted only 14.