Unleaded

Fixes underway to remedy high lead levels in Denver, Jeffco and Cherry Creek school water

PHOTO: Flickr

A small proportion of sinks and water fountains in Denver, Jeffco and Cherry Creek schools have been taken out of service because of high lead levels found after school district testing in the summer and fall.

So far, results are back for one-third of Denver schools, mostly elementaries. They show that about 4 percent of samples came back high. Some schools have no sinks or fountains with elevated lead levels, while others — such as Greenlee Elementary and Denver Montessori Junior/Senior High School — have four or five.

“We haven’t really found anything alarming,” said Joni Rix, environmental services manager for DPS. “Certainly we’ve found lead, but it’s not widespread.”

Fixes, which are expected to cost around $500,000, will happen at every school with elevated lead levels, she said.

That’s not the case in Jeffco, where testing revealed that about 80 percent of schools have at least one sink or water fountain with high lead levels.

While smaller fixes have been or will be made, district officials say voters’ rejection of the district’s $535 million bond issue earlier this month will make extensive plumbing repairs impossible.

“If it’s any kind of big fix it’s probably not going to happen,” said district spokeswoman Diana Wilson. “It’s probably going to be easier to shut some sinks down.”

In Cherry Creek, where testing was conducted this fall, some schools had elevated levels. In most cases, fixes have already been made, though more systemic problems surfaced at the 1980s-era Creekside Elementary. Water samples from 10 locations in the school had elevated lead levels and samples from most other locations also showed some lead, though not above the federal limit.

District spokeswoman Tustin Amole said via email that students there are drinking bottled water until repairs can be completed — probably over winter break.

The risk of lead poisoning from school water is relatively low, according to experts in Colorado. Still, they say school officials are right to be aware of it given that high lead levels can severely impair children’s physical and mental development.

School districts aren’t required to test their water for lead unless they’re considered public water systems. (That’s the case in some rural districts and on a limited basis in Jeffco, which provides water to six mountain schools.)

Still, in the wake of the lead-poisoning crisis in Flint, Mich., last year, Colorado’s five largest school districts all decided to test their water.

Douglas County School District launched its effort last spring at 19 older schools, and had no samples above the federal 15-parts-per-billion threshold, according to district records provided to Chalkbeat last summer.

Jeffco began districtwide lead-testing in June and Denver followed in August. In Jeffco, testing is now complete save for a small number of re-tests in locations where fixes have been made.

Aurora Public Schools began testing school water in October, and so far results are available for two early childhood centers, according to the district’s lead-testing web page. Neither have elevated lead levels.

Results for the remaining two-thirds of Denver’s schools will be back by the end of January. Rix said she expects a similar proportion of those samples — 4 to 5 percent — to have elevated levels. All told, district staff collected more than 4,000 water samples this fall.

Starting this Saturday, DPS will also test some schools’ service lines — the pipes that run from buildings to the city’s water mains under the street — to determine whether they are made of lead. That testing, which involves drilling into the ground to reach the service lines, will start at Newlon, Cowell, Goldrick, Schmitt and Knapp elementary schools.

The five, all built in the 1950s, are among 69 district schools that may have their service lines tested this year. The $572 million bond Denver voters passed earlier this month will provide $800,000 to replace lead service lines.

Correction: An earlier version of this story incorrectly stated that Cory Elementary in Denver was among schools with four to five sinks or water fountains showing high lead levels. It had only one water fountain with elevated lead levels. 

How I Help

Why this high school counselor asks students, ‘What do you wish your parents knew?’

Today, we launch a new series called “How I Help,” which features school counselors, social workers and psychologists across Colorado. It is a companion to our popular “How I Teach” and “How I Lead” series.

Through “How I Help,” we hope to give readers a glimpse into the professional lives of school staff members who often work behind the scenes but nevertheless have a big impact on the day-to-day lives of students.

Our first “How I Help” features Cassie Poncelow, a counselor at Poudre High School in Fort Collins. She was the 2016 Colorado School Counselor of the Year and is one of six finalists for the 2018 National School Counselor of the Year award.

Poncelow talked to Chalkbeat about how she creates a legacy of caring, what teens want their parents to know and why peer-to-peer mentoring is better than a social-emotional curriculum taught by adults.

This interview has been condensed and lightly edited.

Why did you become a school counselor?
I was incredibly fortunate to have many powerful educators shape my life in my time as a student, but none did more so than my school counselors. My counselor from high school remains a dear friend and mentor. I knew that I wanted to be a part of what is happening in education and loved the diversity of the school counselor job. They get to collaborate with so many different stakeholders, get to know students in really cool ways and be involved with so many aspects of making change.

Cassie Poncelow

Tell us about an effort or initiative you spearheaded at your school that you’re particularly proud of.
Three years ago, we noticed that students were dropping out continuously because they were short on graduation credits and tired of taking the same classes over and over again. I worked with a team to create Opportunities Unlimited, which is a dropout recovery program for students ages 17-21 that is focused on GED completion and concurrent enrollment opportunities. A fifth cohort started this fall and the program has graduated 26 students in two years.

Is there a tool, curriculum or program you couldn’t live without in your job?
Our Ambassadors program is in many ways the backbone of our climate and culture at Poudre High School. This program trains 50 upperclassmen to mentor freshmen through a year-long curriculum that includes topics like stress management, suicide prevention and sexual assault. This mentoring model means that every freshman has an ambassador that is connecting with them for almost three hours each month. The ambassadors deliver comprehensive, peer-to-peer education that is far beyond and better than any social-emotional learning curriculum that counselors could facilitate. As the co-leader for this program, I also couldn’t live without the hope that this crew gives me. They are the best part of my job.

What’s the biggest misconception you’ve encountered about your role in the school(s) where you work?
I am grateful to work in a place and with people who see the vital role of school counselors and are eager to partner with them. In my time at Poudre High School we have added two new school counseling positions, further demonstrating our school’s belief in the work we do. I have worked at schools in the past that created a lot of systemic barriers to accessing school counselors and I think this was based on a misconception that we were a more frivolous part of services for students.

You spend lots of time with students. Knowing what you know, what advice would you give to parents?
I often ask my students, “What do you wish your parents knew?” What I hear consistently is a plea for them to remember what it was like to be 16: How painful and awkward it was, how boys were all the rage and not getting invited somewhere really was the actual worst.

So, I advise parents to remember that. And remember that a lot of what they dealt with at 16 is even more complicated by the world our kids are experiencing. Social media wasn’t a reality when they were kids and our current students have never known a world where mass shootings haven’t happened often. I know it’s no, “I walked uphill both ways without shoes in the snow,” but this is a scary time to be student — different, but equally hard. Our kids need us to hear them in that. And believe that they can change it.

Tell us about a time when you managed to connect with a challenging student or a student facing a difficult situation. How did you do it?
At my core, I think we all thrive on authentic relationships and I do whatever I can to create these with my students. I want each of my students to feel like I am truly in their corner and a champion not only of what they do but more so of who they are. I hope to not only live this, but to model it for my students in ways that inspire them to do the same.

This semester I have a freshman boy who was consistently skipping class (who knew gas station tacos were such a draw?) and failing multiple classes. His “consequence” is that he has to spend a period working on missing work in my office. I also have a slew of seniors who have made my office their home during this fifth hour, many who are excellent students and are just looking for a place to study. They have taken this freshman under their wing and are committed to his success far beyond what I could ever be. They are constantly asking about his upcoming exams, what he needs help with and celebrating his rising grades with him. I think I have built really authentic relationships with these upperclassmen who then remember what it means to feel connected and cared for and are passionate about showing this student just that. I often stress “legacy” to my students and this seems like a clear picture of that.

What is the hardest part of your job?
Kid stuff is hard. I hurt for kids a lot, as I think all educators do. They live lives far beyond our walls and far beyond what we could imagine and ever control. That’s the hardest. Close second would be trying to operate in a system that seems to be driven by folks who aren’t doing the work. I recognize that there are so many moving pieces and would love to have some of the actual “decision-makers” come spend the day in our role and better understand the work we do.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
A year ago, I had a student who was really struggling with some significant mental health issues. I knew that we needed to bring in a parent but the girl was very anxious about this idea, to the point where she had literally crumpled up on my office floor. After calling her mom to meet with us, I joined her on the floor of my office to talk more. Her mom walked in shortly after, assessed the scene and sat right down on the floor with us, despite the chair-filled room. This move shifted everything and I was so grateful for her wisdom to be where her kid was at. It was a good reminder to me to do that always: be where kids are at.

You spend your days trying to help students and staff with any number of things. How do you wind down after a stressful day?
A lot of my unwinding still includes my students as I announce volleyball games or attend other sporting events or performances. I love these opportunities because they let me see my kids in a different light and remind me how awesome they are. I also spend as much time outside as possible, whether it’s going for a quick hike with my pup or a bike ride. Beyond traveling and reading, I cheer hard for the CSU Rams! Go State!

Big money

Millions in grant dollars will bring more counselors to Indiana’s underserved students

KIPP Indy was one of several schools in the county to receive a counseling grant.

Scores of Indiana schools were awarded private grants that will allow them to bolster counseling services for students, many of whom are lacking help for an increasing portfolio of problems, including fallout from the state’s drug epidemic and basic needs like advice on college applications.

The $26.4 million in grants, decided last month, include six for Marion County districts and charter schools. They were awarded by Lilly Endowment, a prominent Indianapolis-based philanthropy founded by key players in the pharmaceutical giant Eli Lilly.

The grants went to 52 school districts and five charter schools, covering about a third of the state’s counties. Based on enrollment, they ranged from about $68,000 to almost $3 million.

Lilly began its push to help schools build better counseling programs last year.

“The response from school corporations and charter schools far exceeded the Endowment’s expectations,” said Sara B. Cobb, the Endowment’s vice president for education. “We believe that this response demonstrates a growing awareness that enhanced and expanded counseling programs are urgently needed to address the academic, college, career, and social and emotional counseling needs of Indiana’s K-12 students.”

As Chalkbeat previously reported, school counselors have been stretched exceedingly thin in recent years, both in Indiana and across the country. On average, each Hoosier counselor is responsible for 630 students, making Indiana 45th out of 50 states and the District of Columbia for counselor-to-student ratios. The American School Counselor Association recommends a ratio of no higher than one counselor for every 250 students.

So far, state-led efforts to expand counseling have fallen short; a bill proposed in 2015 to require a counselor in every school was withdrawn for further study, and the issue hasn’t resurfaced significantly in the legislature since. At the time, cost was the sticking point.

Schools and districts had to apply for the grants and show how they would use the money. Lilly reported that mental health and business partnerships, mentoring programs, improving curriculum and adding in more training for staff were all strategies that grant-winners have proposed.

Initially, 254 districts and charter schools applied, many pointing out how Indiana’s recent opioid crisis has increased social and emotional challenges for students. Counselors have to juggle those serious needs with college and career advising and, increasingly, responsibilities that have nothing to do with counseling, such as overseeing standardized tests.

Because of the level of interest, Lilly is planning a second round of grants, which would total up to $10 million.

“Because the implementation grant process was so competitive, the Endowment had to decline several proposals that had many promising features,” Cobb said. “We believe that with a few enhancements, many of these proposals will be very competitive in the second round of the Counseling Initiative.”

These are the districts and schools in Marion County that received counseling grants. (Find the full list here.)

  • Indianapolis Public Schools: $2,871,400
  • KIPP Indianapolis: $100,000
  • Lawrence Township: $1,527,400
  • Pike Township: $1,114,700
  • Neighborhood Charter Network: $68,312
  • Southeast Neighborhood School of Excellence: $99,870

IPS said in a news release that it planned to use the grant money to build counseling centers in each of the district’s high schools, which would begin operating in 2018 after IPS transitions to four high schools. Superintendent Lewis Ferebee said counselors are “critical” for students as they prepare to graduate high school and pursue higher education and careers.

“We’re thrilled that the students and families we serve will benefit from this gift,” Ferebee said.