Co-location plans draw community ire

Denver Public Schools students, parents, teachers and administrators formed a lengthy parade before school board members Thursday night as efforts continued to sway opinion prior to decisive votes slated for next week.

Among the many proposals the board will decide Nov. 17 is a plan to find a home for a new KIPP charter elementary school, which could lead to a second school being located at an already-crowded middle school, which might mean hundreds of those students must be shifted elsewhere.

It’s one piece of a package that demonstrates the complex balancing act facing a district struggling to meet uneven enrollment demands as it works to close low-performing schools and open higher-performing options.

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KIPP, which already operates a successful middle school and a relatively new high school in southwest Denver, was approved to open an elementary in fall of 2012. DPS is asking to delay the opening until fall 2013, to give KIPP time to focus on improvements at its high school but also to allow for better alignment of southwest Denver schools.

When KIPP elementary does open, DPS wants it to do so either at the Rishel campus, which is home to KIPP Collegiate Denver High School and adjacent to KIPP Sunshine Peak Academy middle school, which serves grades 5-8. But that would require the Math and Science Leadership Academy, a K-4 school, to move from Rishel to the Kepner Middle School campus, about two miles away.

Or, if MSLA chooses not to move, DPS would place the KIPP elementary at the Kepner campus instead. Kepner is across the street from the former Lutheran High School campus, which was purchased by DPS and is being renovated for two other schools, the high-performing West Denver Prep-Harvey Park and a new West Denver Prep high school.

But because Kepner is now at an enrollment of close to 1,200 students, placing either MSLA or KIPP elementary there would require shrinking Kepner’s numbers. That would mean moving several hundred future Kepner students to two new programs opening next year at West High School or the two West Denver Prep middle schools in the southwest or a new Denver School of Science and Technology 6-12 charter opening on the Colorado Heights University campus next fall.

Kepner teachers seek vote delay, more input

“The community must be involved in this problem-solving process,” said Janell Martinez, a teacher at Kepner. “Rather than having something happen to us, we would like to be part of this process.”

“We do need to right-size Kepner,” said Martinez. “I don’t think there’s anyone in the Kepner community who disagrees with this. But we are not being given a voice … What we’re asking is please allow us to have a voice and to be heard on what is happening to our families.”

She was echoed by a colleague, Kepner math teacher Michael Yackel. He said that talk about “right-sizing” Kepner down to about 750 students had only recently evolved into “rumors” of a co-located school also coming to Kepner. Yackel asked that any vote affecting Kepner be tabled next week to allow the school’s staff and community members to examine plans in detail.

“This is a vibrant community, and it’s a vibrant school with great things going on in it,” said Yackel. “Give us a chance to sort through these rumors, and for parents and teachers and students to consider their best interests and give you that feedback so you can make the best decision for west Denver.”

Jeannette Martinez spoke as both a Kepner staff member – she teaches eighth-grade algebra – and the mother of a sixth-grade student there.

“I have grown accustomed to not having a voice in what happens in the school I work in, but as a parent, I’m not accustomed to that, and quite frankly, I’m a little angry about it.”

“I have grown accustomed to not having a voice in what happens in the school I work in, but as a parent, I’m not accustomed to that, and quite frankly, I’m a little angry about it,” she told the board.

While she admitted that at its current enrollment, a reduction in the Kepner population is appropriate, a drop as large as she has heard discussed, she said, is not.

“I think cutting us some is a terrific idea,” said Martinez, “but I think cutting us with the numbers we have heard, is not okay. I think that cutting us in order to place another school in our building is criminal, and I oppose it strongly.”

During a break in Thursday night’s session, Alyssa Whitehead-Bust, chief of innovation and reform for DPS, said MSLA is key to determining how the southwest relocations work out.

“MSLA is really in the driver’s seat,” said Whitehead-Bust. “They have two options. They can consider staying where they are or consider the possible benefits of the Kepner-Lutheran campus.”

Going to Kepner, she said, offers MSLA “a more stable enrollment, because there’s a high need for elementary seats in that neighborhood, there’s the possibility to expand to include an ECE (early childhood education program) and then, the possibility of getting some facility upgrades that they deem desirable.”

Anger over co-location proposal at Merrill Middle

The board on Thursday night also heard continued input on a proposed plan to locate the new Creativity Challenge Community (C3) elementary school inside Merrill Middle School starting with the 2012-13 school year.

Plans for C3 have been developed by current Cory Elementary School Principal Julia Shepherd, together with a group of parents and staff from that school. C3 is planned as a district-run school with an emphasis on creativity and hands-on learning, with Shepherd as principal.

The board unanimously approved C3 in June through the DPS new schools process, but its co-location with Merrill requires a separate vote.

DPS believes 500 to 1,000 new elementary school seats are needed to address demographic growth in the southeast, to relieve crowding issues in the area. Merrill, meanwhile, has about 550 students in a campus designed for 1,100, according to the district.

C3 would open at Merrill in the fall of 2012 with about 100 students in first and second grades, with another 25 kindergarten students at the Stephen Knight Early Learning Center. Adding another grade each year, by the 2015-16 school year, C3 would serve about 400 students – 375 at Merrill with 25 more at the early learning center.

The proposal to place C3 at Merrill has drawn plenty of fire over recent months, and opposition was voiced once again Thursday night. Much of the criticism has included dissatisfaction at the degree to which community members have been kept informed and given opportunity for two-way dialogue with DPS staff about the co-location plans.

“I think C3 is a great idea … However, I am very sorry that you have a wonderful idea that is being shoved through by a school district that is willing to walk all over its middle-school parents.”

“I think C3 is a great idea,” said one parent, Happy Lear. “My daughter is extremely creative. However, I am very sorry that you have a wonderful idea that is being shoved through by a school district that is willing to walk all over its middle-school parents.”

Michelle Olree, who has children in both seventh and eighth grades at Merrill, said it’s a fiction that there is plenty of unused space at the school.

“There’s a little bit, but certainly not enough for another school,” said Olree. “I feel a little bad for these C3 parents because they don’t know what they’re getting into. They think there’s plenty of seats at Merrill, there’s plenty of room. There isn’t – unless you want to create classes with 40 kids.”

Also blasting what she said was an insufficient job of including community members in the C3-Merrill discussions early in the process, Olree said, “Why can’t you start that process today? Ask for forgiveness and start over.”

Not all of the C3-Merrill commentary was negative.

Sara McDonnell, the mother of four whose oldest child is at Cory Elementary, sees C3 as an exciting addition to the Cory-Merrill school community.

“I believe C3 will bring an amazing element of collaboration to the Cory-Merrill campus, and a great opportunity for an educational experience, that can start in kindergarten and go all the way through middle school,” said McDonnell.

“I also believe strongly in Julia Shepherd, and that she will do a great job as principal at C3, as she has done at Cory.”

DPS staff recommendations for new schools, other changes by region


  • New schools: Monarch Montessori – Deny application; Sims Fayola International Academy, an all-boys school – Approve application with conditions
  • Charter renewals: Northeast Academy – Performance declining, change grade configuration to 1-5 and 7-8 and review school performance again in fall 2012
  • School placements: West Denver Prep campus #5 at Evie Dennis Campus and West Denver Prep campus #6 at Samsonite building
  • Rationale for regional recommendations – DPS presentation, pages 22-48


  • New schools: None
  • Charter renewals: Venture Prep – Inconsistent results, one-year conditional renewal with the opportunity for a one-year extension if the school meets academic benchmarks and contract terms
  • School placements: None
  • Other: Delay consideration of adding grades 6-8 at Manual High; McAuliffe Middle School, opening with grade 6 in fall 2012, will share boundary with Bill Roberts K-8 School in 2012-13 with future boundary decided after community conversations
  • Rationale for regional recommendations – DPS presentation, pages 49-67


  • New schools: Four Winds Indigenous Charter – Deny application
  • Charter renewals: Cesar Chavez, Colorado High School, Justice High School – All three recommended for one-year renewal with opportunity for one-year extension if they meet performance benchmarks and contract terms; Life Skills – Failed to meet conditions of probation, recommend non-renewal of contract; Escuela Tlatelolco, a contract school – Review in December
  • School placements: None
  • Rationale for regional recommendations – DPS presentation, pages 68-108


  • New schools: None; two new programs at West High already approved
  • Charter renewals: None
  • School placements: None
  • Other: New programs at West High – West Generation Academy and West Leadership Academy – will grow to serve grades 6-12. To align boundaries and relieve overcrowding at Kepner Middle, recommendation is to extend West High School boundary to middle school level. Some schools feeding into Kepner would go to West while some feeding into Lake Middle and then to West would instead go to Lake and then North High
  • Rationale for regional recommendations – DPS presentation, pages 109-113


  • New schools: None
  • Charter renewals: KIPP Sunshine Peak and West Denver Prep-Harvey Park – Renew contracts for five years; KIPP Collegiate High School – Inconsistent instruction and significant leadership turnover, two-year conditional renewal with opportunity for one-year extension if school meets performance benchmarks and contract terms
  • School placements: West Denver Prep-Harvey Park will relocate from Kunsmiller to Lutheran campus in fall 2012; West Denver Prep’s new high school will open with grade 9 on Lutheran campus in fall 2012; Denver School of Science and Technology campus #4 will open with grade 6 at Colorado Heights University in fall 2012
  • Other: All West Denver Prep campuses in southwest Denver, along with Kunsmiller and DSST, will have a geographic preference for students living south of Sixth Avenue and west of Santa Fe Boulevard; DPS has asked KIPP Elementary to defer its opening in southwest Denver until fall 2013, when it would open at the Lutheran campus or at Rishel, if the Math and Science Leadership Academy decides to leave Rishel
  • Rationale for regional recommendations – DPS presentation, pages 114-138


  • New schools: None
  • Charter renewals: Highline Academy – Renew contract for five years
  • School placements: Co-locate Creative Challenge Community or C3 at Merrill Middle School; Rocky Mountain Prep, approved in June, is locating at Highline facility; both C3 and Rocky Mountain Prep would have geographic preference areas to address overcrowding at area elementary schools
  • Rationale for regional recommendations – DPS presentation, pages 139-155

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”