Colorado

Time running out on SchoolChoice

The clock is ticking toward the deadline for Denver Public Schools parents to turn in their forms as part of the district’s new SchoolChoice initiative, but many families have yet to be heard from.

Families attended a Denver Public Schools "choice expo" last year. Photo courtesy DPS.

The deadline to complete choice forms for families with students entering transition years – starting ECE or kindergarten, or moving into sixth or ninth grade – is 5 p.m. Tuesday.

According to DPS, there are about 13,000 students in those transition years. As of late Thursday, about 9,300 forms had been turned in – but many of those didn’t come from the targeted transition-year students.

Information from 4,158 of the forms that have been entered into the district’s database shows that only 2,203 of those forms came from students in the targeted transition years.

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Still, Shannon Fitzgerald, director of choice and enrollment services, is encouraged at the level of participation that she has seen so far.

“They’re looking better than we anticipated,” she said. “This is actually more received, earlier, than I would have anticipated.

“We’re hopeful that the vast majority of transitioning students submit a form,” she added. “Because we have no benchmark, I would hesitate to give you an exact figure, but I would say we’ll be pleased if we receive 80 percent of the forms.”

The SchoolChoice program, launched this year with an assist from a broad coalition of community organizations led by Get Smart Schools, is aimed at creating a school enrollment program that creates equity and eliminates confusion from the selection process.

“In the Far Northeast, we have already received forms from 75 percent of all transitioning kids,” said Fitzgerald. “We feel like we’re tracking very well. Last year, we received forms from 92 percent (in the FNE) at the end of the whole process. We’re tracking very well to that 92 percent (again), if not more.”

Feedback from DPS community is mixed; concern about outreach

Green Valley Ranch parent MiDian Holmes, with two sons and a daughter in DPS schools, believes the selection process as designed will be more effective in eliminating opportunities for some parents to “game” the enrollment process to the detriment of those who are less sophisticated or hampered by language issues.

However, Holmes is among those criticizing the job DPS has done explaining it to the public.

“I believe the communications process has been a lot more reactive than I would have hoped for,” said Holmes. “If you are not keyed in and don’t have your finger on the pulse, they are not fully aware of what is taking place and what SchoolChoice really means.

“There are parents in my community that have no idea about this new process, and they haven’t received anything in the mail.”

DPS board member Andrea Merida, a frequent critic of district initiatives, gave low marks for the job that has been done in southwest Denver, the district she represents.

Merida called the district’s community outreach inadequate “especially for Spanish-speaking parents. They express a lot more confusion; they don’t understand the necessity of doing this.

“They talk about the heavy sales pitch they get to move their kids” out of neighborhood schools,” she said. “The communication has not been clear … specifically that you don’t actually need to do anything; you’re fine. They are all under the impression that they have to choose something.”

Others have complained the enrollment forms being used this year cannot be completed online; that will change, next year.

District defend publicity campaign, details communications plan

But the district, and support groups such as Stand For Children Colorado, which has sponsored two dozen workshops in English and Spanish, defends the communications support for SchoolChoice in its inaugural year.

The success of informational workshops for those parents who took advantage of them was applauded by Kepner Middle School parent liaison Lourdes Valenzuela, who disputed Merida’s claims of widespread confusion.

“No, no, no,” Valenzuela said. “We haven’t heard of anything wrong.”

District spokesman Mike Vaughn also batted down the notion that the community hasn’t been told enough about the program.

“We’ve been working over the past several months with key community partners on a very aggressive and extensive multilingual outreach campaign to support SchoolChoice,” said Vaughn.

“That included more than 4,000 parents at our citywide expo in the fall and – for the first time ever – school expos in every region of the city in December.”

The publicity campaign, Vaughn said, also included call lines featured on 9News and Univision, plus “dozens” of informational sessions hosted by DPS and community coalition members.

Two newsletters from Superintendent Tom Boasberg to 20,000 recipients, discussion on Spanish-language radio, and 52,000 informational guides in English, Spanish, Vietnamese and Arabic have helped spread the word.

Also, Fitzgerald said, “We sent home with each and every transitioning kid a very complete packet of information, and enrollment guide, instruction and forms.

“We tried our best this year to make the outreach as comprehensive as possible,” she added. “Certainly there will be more we think of, that we want to do for next year.”

SchoolChoice goal: equity in enrollment process for parents

In presenting the SchoolChoice enrollment plan to the DPS community, district officials have stressed its simplicity.

In the past, the increasing diversity of traditional schools, magnet programs and charters within DPS had spawned more than 60 different choice forms circulating in the district.

That has now been replaced by a system which, as the district promotes it, features “one application, one timeline and one (school) assignment.” It replaces one in which students might receive acceptances from three different schools, effectively tying up a seat at two of those three schools long enough to exclude other students from a coveted spot.

“I think having a single application is extremely beneficial,” said Sonja Semion, spokeswoman for Stand for Children Colorado. “The problem before is that there were so many application processes. I’d heard from so many parents that it was overwhelming, even for educated parents. And I can’t imagine if English was not your first language.”

Parents now are asked to rank their top five school choices and will be assigned, by lottery, to their top available choice. All students are guaranteed a seat at their neighborhood school. But if they rank another school as a higher preference, and are awarded a seat at that school, they forfeit their spot at the neighborhood school.

Currently, Fitzgerald said, about 52 percent of DPS students opt out of their neighborhood school.

The single form now utilized for every school in the district is actually four pages long, although much of it is informational in nature or consists of the listing of schools, with bubbles to be filled in indicating first-through-fifth preference.

“I just can’t think of it being any more simple”

Sheryl Ziegler, a Mayfair neighborhood parent, has visited nine different schools in her effort to choose an ECE program for her 4-year-old daughter. Ziegler, who is a child psychologist, lauded the new process.

“It’s simple. Very simple,” said Ziegler, who also appreciated that parents can list as many as five preferences. ”I found that at nearly every school I visited, nearly every school had a packet, they reminded you of the deadline, and when it gets to filling it out, I just can’t think of it being any more simple.”

Ziegler is representative of a parent who is enthusiastically involved and fully capable of making a close study of the school selection process. A 2010 assessment of the previous enrollment process, conducted by the Institute for Innovation in Public School Choice, found that it was skewed in favor of such parents.

The assessment found a high incidence of students being hand-selected at the school level and numerous out-of-boundary students landing at boundary schools in ways that could not be explained. It concluded the system encouraged families to strategize, misrepresenting their true choices in order to manipulate the selection process.

Fitzgerald feels the “virtual lottery” created by the algorithm designed for processing parents’ preferences means those days of inequity are done.

“I feel like we’ve eliminated the advantage that the super-savvy parents get,” said Fitzgerald. “All you have to put on the form is what you really want for your kid. There is no strategy that you can really employ … All parents needs to do is tell us is what they really want.”

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.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.