new school on the block

After unusual accomplishment, Denver charter network opens third high school

PHOTO: Nicholas Garcia
DSST Cole High freshman Jayr Cardenas is the first to arrive for the school's morning meeting.

Just moments after Ben Cairns dismissed his teachers and freshman from their morning meeting, he huddled with DSST Public Schools’ head of schools Rochelle Van Dijk.

Cairns, a former Denver Public Schools employee, is founding school director of  the charter network’s newest high school at the Cole campus in northeast Denver. Monday was the first day of school for most of Denver Public Schools including freshman at DSST Cole High.

“Going to college starts today,” Cairns told his students during their morning check-in. “Everything you do matters … Your grades matter.”

Students at DSST schools are expected to move quickly in the halls and between tasks, be respectful, continually push themselves toward higher academic goals. So are the adults.

Setting the school’s high expectation and culture immediately was job number 1 for today.

Van Dijk, who previously opened DSST Green Valley Ranch, pointed out what Cairns did right and what he needed to work on. Cairns could of have had a little more fun with the freshman and built excitement about it being the first day of school, Van Dijk said.

Then it was off to check-in on classrooms with the associate school director Becca Bloch.

“If you don’t practice it right on day one, you’re not going to get it right on day two,” Cairns said.

Freshmen at DSST Cole High School in Dexter Korto's morning advisory class look to the back of the class where English standards are posted. Korto, standing, taught at DSST Cole Middle School before following the freshman to open the new high school in northeast Denver.
PHOTO: Nicholas Garcia
Freshmen at DSST Cole High School in Dexter Korto’s morning advisory class look to the back of the class where English standards are posted. Korto, standing, taught at DSST Cole Middle School before following the freshman to open the new high school in northeast Denver.

Getting it right from day one and continually improving systems and instruction within the network are in part what several DSST leaders believe have led to the charter networks most recent and unusual accomplishment.

For the first time in DSST history, tenth graders who qualify for free- or reduced-lunch prices at both DSST high schools outperformed their more affluent peers in some subject areas on state tests last spring.

“One paradigm we haven’t been able to shift is the income achievement gap,” said DPS Superintendent Tom Boasberg at a recent meeting with the staff at Green Valley Ranch High. “What’s so shocking about the results here is that you’ve turned the gaps upside down.”

At DSST Stapleton, 92 percent of low-income 10th graders scored proficient or advanced on the state’s reading test, compared to 89 percent of their middle-income peers. Eighty-five percent of low-income 10th graders scored proficient or advanced on the state’s writing test compared to 81 percent of their middle-income peers.

At DSST Green Valley Ranch, 63 percent of low-income 10th graders scored proficient or advanced on the state’s math test, compared to 58 percent of their middle-income classmates.

At both campuses and in all subject areas, DSST’s 10th graders who qualify for free- or reduced-lunch, a proxy of poverty, either met or beat the district’s middle-income students proficiency rates.

While Stapleton’s low-income student population is below 50 percent, Green Valley Ranch’s rivals the districts at 71 percent.

Results like DSST’s inverted achievement gap are rare but not unprecedented, said Daria Hall, K-12 policy director at The Educational Trust, an education advocacy group that focuses on income and racial disparities in public education.

“To be clear, there are not nearly enough of these schools that points to a real change in high schools,” Hall said. “You see across the board high school’s aren’t doing as well, that’s why success at the high school level is that more important to celebrate and understand.”

DSST Cole High School Director Ben Cairns and DSST Director of Schools Rochelle Van Dijk discuss Cairns' first morning meeting.
PHOTO: Nicholas Garcia
DSST Cole High School Director Ben Cairns and DSST Director of Schools Rochelle Van Dijk discuss Cairns’ first morning meeting.

Hall said her organization has identified four traits most schools that serve mostly low-income or large populations of African American and Latino students and that post high results on standardized tests share. Those are a belief that all students of all backgrounds can achieve at high levels; a commitment to developing leadership; a tight correlation between instruction and assessment; and quality teacher requirement, retainment, and development. 

Leaders at both high schools echoed Hall when asked what led to the surprising results.

Further, specific instructional changes last year at the charter’s high schools could have also contributed to DSST’s 10th graders beating the gap. At Green Valley ranch there was an emphasis on more complex problem solving and written statements in math. And at Stapleton there was a shift to more nonfiction texts, deeper readings, and evidence-based writing.

“It’s not about softening it for them,” said Jeff Desserich, school director at DSST Stapleton High.

Cairns has no plans on softening the DSST model at the Cole campus. After all, he was one of dozens of parents who lobbied for a high performing program to come to the northeast corner of the city.

“We didn’t want a pathways school,” he said, recalling the community’s feelings in 2007 when DPS was considering options for the campus. “We had enough of those in northeast Denver.”

This morning Cairns led the first morning meeting with the first class of freshman of DSST Cole High.

“We’re creating a school together,” he told the class of 2018 sitting in front of them.

defensor escolar

Memphis parent advocacy group trains first Spanish-speaking cohort

PHOTO: Caroline Bauman
Manuela Martinez (center left) and Lidia Sauceda (center right) are among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

“Our mission is to make the powerless parent powerful …,” she said.

The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

PHOTO: Caroline Bauman
Hispanic parents attend a training with the Memphis Lift fellowship program.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

Stopping summer slide

On National Summer Learning Day, Memphis takes stock of programs for kids

PHOTO: Helen Carefoot
Torrence Echols, a rising first-grader in Memphis, builds a tower with giant legos at the Benjamin L. Hooks Library on National Summer Learning Day.

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”

You can find summer learning resources for families from the National Summer Learning Association.