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.”

Politics & Policy

Indianapolis school board members make an unusual school visit — halfway around the world

PHOTO: Courtsey: Kelly Bentley
Kelly Bentley posted a photo of herself and Thai students on Facebook. The students hosted American teens enrolled in a study abroad program IPS could join.

When Indianapolis Public Schools board members visit schools, it’s usually a short trip across town. But the latest site visit took them a little farther afield — about 8,500 miles.

IPS board president Mary Ann Sullivan and member Kelly Bentley traveled to Thailand earlier this month to visit a study abroad program that could soon be available to students in the district.

Thrival Academy, which is designed to give low-income high school students the chance to study and travel internationally, aims to launch as an IPS innovation school in 2018. If the Indianapolis school gets board approval, it will be the second Thrival site. This year, the group is piloting the program in partnership with Oakland Unified School District in California.

Indianapolis has a rapidly growing selection of innovation schools, which are considered part of the district but are managed by outside nonprofits or charter operators. With its study-abroad focused program, Thrival is one of the most unusual ideas put forward.

It’s so unusual that Bentley and Sullivan wanted to see the program in practice.

During a four-day visit, they stayed at the camp where Oakland students lived, visited sites where the teens did home stays, and learned about the academics that are offered during the three months that high schoolers in the program spend in South Asia. They also had the chance to talk with students from Oakland about their experience.

“These were kids that, some of them had never, ever been away from home,” Bentley said. “I think it is a life-changing experience for these kids.”

PHOTO: Courtesy: Kelly Bentley
A camp where Thrival students stayed in Laos.

The trip was paid for by the Mind Trust, a nonprofit that partners with IPS to support innovation schools and that funds a fellowship that Thrival’s founder, Emma Hiza, won to start the school.

In addition to the board members, the Mind Trust sent the IPS chief of operations, and Aleesia Johnson, who oversees innovation schools for the district, had previously gone to scout the program. Other board members were also invited to go, but declined because the trip was on short notice, said Sullivan.

Almost as soon as Bentley and Sullivan shared photos and tidbits from the trip on Facebook, critics of the Mind Trust’s influence in Indianapolis schools began raising questions about the Thailand trip.

Brandon Brown of the Mind Trust said the group wanted board members to have a chance to see the program because it is so unusual — not in an effort to sway their votes.

“Because we are sending students halfway across the world,” he said, “we thought it would’ve been irresponsible for them not to go see it.”

PHOTO: Courtesy: Kelly Bentley
A garden near the camp where students stayed in Thailand.

The camp did not charge Bentley and Sullivan for their stay, Hiza said, so the group’s main costs were their plane tickets.

But accepting an international trip to see a school they will eventually vote on could make it appear that the board members are not impartial, said Kristen Amundson, president of the National Association of State Boards of Education.

“I would just have advised them not to do it,” she said. “I’m not questioning anybody’s integrity. I’m not questioning anybody’s motivation. … It’s the perception.”

For their part, Bentley and Sullivan say they won’t make final decisions on whether to support the school until the details of the Indianapolis program are ironed out. But they now have a greater understanding of Thrival’s model.

The trip gave them insight into the program that it would’ve been hard to get without seeing it in practice, said Sullivan, such as how Thrival integrates academics into study abroad.

“It’s a really big jump for IPS to get involved in something like this,” she said. “Some of the questions I think that we had and will have were answered much better by actually seeing and meeting the students, the teachers, the people on the Thailand side.”

Story booth

A Detroit student speaks: Her charter school promised college tours and art classes. They didn’t exist.

Detroit high school senior Dannah Wilson says a charter school broke promises it made promises to her family.

When Dannah Wilson decided to enroll in a charter school on Detroit’s west side, her family was drawn by the promise of programs like college tours and art classes.

In reality, however, those programs didn’t exist.

“We were made promises by the administration that weren’t kept,” said Wilson, who is now a high school senior at another Detroit charter school.

But when parents and students tried to complain, they discovered that the college that authorized the school’s charter, Bay Mills Community College, was in Michigan’s Upper Peninsula, a five-hour drive from Detroit.

Wilson had been the “poster child” for the school, she said, her face plastered on billboards and brochures for the school.

“I willingly gave,” she said. “But did not receive a quality education in return.”

Wilson discussed her challenges navigating Detroit schools in a story booth outside the School Days storytelling event at the Charles H. Wright Museum last month.

The event, cosponsored by Chalkbeat and the Secret Society of Twisted Storytellers, featured Detroit parents, educators, and a student telling stories on stage about schools in Detroit.

The event also invited other Detroiters to share their stories in a booth set up by Chalkbeat and the Skillman Foundation. (Skillman also supports Chalkbeat. Learn more about our funding here.)

Last week, we featured a teacher sharing the tragic reason why her students don’t always come to class. This week, we’re featuring Wilson, who is part of a family whose children have collectively attended 22 different schools in Detroit in search of a quality education.

Watch Wilson’s story below, and if you have a story to tell about Detroit schools — or know someone who does — please let us know.