catching some zzzzs

One Colorado district moving toward later high school start times — maybe — while another shelves the idea

PHOTO: Chellseyy, Creative Commons

Of the two large Colorado school districts that were actively exploring later high school start times for the 2017-18 school year, one is moving ahead and one has dropped the idea for now.

The 55,000-student Cherry Creek district — the state’s fourth largest — continues to consider proposed start- and end-time changes at all school levels. While the district is still collecting community feedback, the current proposal would set elementary school start times at 7:55 a.m., middle school start times at 8:50 a.m. and high school start times at 8:15 a.m.

Currently, Cherry Creek elementary schools start about 9 a.m., middle schools start about 8 a.m. and high schools start about 7 am. A recommendation will go before the Cherry Creek school board this spring.

Meanwhile, the 31,000-student Boulder Valley school district won’t change school start times next year because of the complexity of managing school bus schedules and the prospect of higher transportation costs, district spokesman Briggs Gamblin wrote via email.

Changes are still possible for the 2018-19 school year if the district can find a way to keep transportation costs at their current levels, he wrote.

The push for later high school start times has gained steam nationally with increasing evidence that when school schedules match with teen sleep rhythms, students are healthier, more focused, attend school more regularly and do better academically. In the last two years, both the American Academy of Pediatrics and the Centers for Disease Control and Prevention have come out in favor of start times of 8:30 a.m. or after.

In districts that have considered changing high school start times or actually changed them, the logistics of bus schedules and after-school sports are typically the biggest hurdles.

In Colorado, some smaller districts, including the Montezuma-Cortez district in southwest Colorado and the Harrison district in Colorado Springs, have pushed start times to 8:30 a.m. or after for some or all secondary schools.

But large districts have been slower to join the club. Denver Public Schools, the state’s largest school district, briefly explored later start times for some high schools a couple years ago, but the effort did not lead to any changes.

In the Boulder Valley district, a task force spent the 2015-16 school year researching later high school start times, with one of the group’s leaders saying last August she hoped the district could move forward with changes in 2017-18.

In Cherry Creek, where changes to school start and end times have also been under consideration over the last year, a November survey on the topic drew 25,000 responses.

Seventy-three percent of respondents said they wanted high school start times to align more closely to the American Academy of Pediatrics recommendation. When respondents were asked to pick between six high school schedule scenarios, the 8 a.m.-3:30 p.m. scenario was most popular — garnering more than 7,000 votes.

crisis mode

Adams 14 proposing expanding mindfulness and other programs for student well-being

First grade students practice reading in Spanish in their biliteracy classroom at Dupont Elementary School in Adams 14. (Photo by Yesenia Robles, Chalkbeat)

The Adams 14 school district is proposing an expansion next year of mental health staffing and two programs, including mindfulness, meant to help students get out of “crisis mode.”

After significant pushback in the current year on cuts that were meant to have schools sharing mental health professionals, every school will have their own next year.

Kim Cini, the district’s assistant director of student services believes, however, that the work of helping students with mental health problems, can’t be only the responsibility of a particular staff member in a school.

“You are never going to have enough mental health workers, ever. You just aren’t,” Cini said. “We are at a time and place in education, in the nation, that it’s time for all of us to step up and get involved. You need your classroom teachers, your parents, volunteers, front office staff, everybody.”

That belief is behind Cini’s push to introduce mindfulness programming in the district’s middle schools. That programming is meant to teach students to also take charge of their own mental well-being and to teach them ways to cope with stress.

In elementary school, Cini helped introduce a curriculum called Random Acts of Kindness to help younger children learn social and emotional skills including coping with trauma, a common challenge for students in the district where more than 86 percent qualify for free or reduced price lunch, a measure of poverty.

Three elementary school principals — from Dupont, Alsup and Kemp — tried out the Random Acts of Kindness this year, and Cini said they’ve seen results. Now, she is planning to expand the program to more schools next school year.

Pat Almeida, principal of Dupont Elementary, one of the three schools using the Random Acts of Kindness curriculum this year, said students get 30 minutes daily to learn coping skills, talk about current events on their mind, and plan activities meant to show compassion for one another.

“My staff is so much more focused on that time as being part of our wraparound services for all kids,” Almeida said. “It’s just part of what we do.”

Almeida said for most students the program has big benefits, but said for some students, it’s not enough help. That means often teachers are able to identify those students who need extra help more quickly and to provide them the right resources.

Long term, Cini said she will be looking at surveys in those schools working on mindfulness or Random Acts of Kindness to see if students report an increase in feeling safe, calm, or in sleeping better.

“We need to get them to go to sleep and stop that hypervigilance and hyperarousal,” Cini said. “They’re just hyperaroused at every little thing. I mean every time Trump comes on with something about DACA, we’re off to the races over here. It’s just crazy.”

Principal Almeida said the work has also made staff reflect more about the work as well.

“As adults we think we understand compassion and empathy,” Almeida said. “But to actually think about it and teach it is different.”

Cini said staff across the district are, like students, also in crisis, and often making decisions based on urgency.

“When you’re operating in crisis mode, you are hypervigilant and you start responding and your decisions become shaped around that,” Cini said. “You see a couple of kids wear a gang-related color and as a leader you make a decision to ban the color red based on the actions of a couple of kids. That’s a pretty big thing to do. We have got to stop making decisions like that.”

Police in schools

The Denver school district is exploring the idea of creating its own police officers

PHOTO: Photo by Katie Wood/The Denver Post via Getty Images

School safety patrol officers in the Denver district would get the authority to arrest students and write tickets under an idea being explored by the district’s safety department.

The head of Denver Public Schools’ safety department says the goal would actually be to end the “school-to-prison pipeline” that criminalizes students for misbehavior at school.

The idea is that giving more authority to school safety officers who have experience with children and training in the district’s restorative justice model would mean outside police get called less often, even for matters that are potentially criminal.

This is not yet a formal proposal, but the idea is already generating pushback.

Local organization Padres y Jóvenes Unidos has worked for years to reduce harsh disciplinary practices in the district, and its staff say certifying safety patrol officers as police officers would represent a big step backward.

“To do this would undo everything you have stood on national platforms bragging about,” said Monica Acosta, the organizing director at Padres y Jóvenes Unidos. “Going down this road would double down on policing and criminalizing students of color.”

About 77 percent of the 92,600 Denver Public Schools students are children of color. Approximately 67 percent of students come from low-income families.

Police in schools is a controversial topic in Denver. Staff and students at an alternative school called RiseUp Community School are speaking out this week about an incident in which Denver police searched for a student the principal told them wasn’t there. The principal said police officers pulled their guns on a teacher during the search.

The incident sparked intense backlash – and an apology from Denver Public Schools Superintendent Tom Boasberg.

“What happened should not have happened,” he said at a school board meeting Thursday night. He said the district will participate in a city investigation of the incident and work “to ensure something like this does not ever happen again.”

RiseUp student Mary Jimenez said she and her peers were left feeling disrespected and unsafe.

“Because we are students of color and students of low-income, we get harassed and pushed around and we’re expected not to fight back,” Jimenez told the school board.

Although the incident involved city police officers, not district safety officers, community activists said it’s an example of why law enforcement doesn’t belong in schools. Armed officers create a hostile learning environment, they said.

But Denver Public Schools Chief of Safety Mike Eaton said school policing is different than municipal policing. Whereas city police would be more likely to use the criminal justice system to respond to a report of a student getting into a physical fight or having illegal drugs on campus, Eaton said district officers would be trained to first look to the discipline policy.

The policy emphasizes that consequences should be age-appropriate and that the focus should be on correcting student behavior. “Interventions should provide students an opportunity to learn from their mistakes,” the policy says, “and re-engage the student in learning.”

The district safety department employs about 135 staff members, Eaton said. Of those, 35 are armed safety patrol officers who are not assigned to a particular school but respond to incidents across the district. Those are the only officers the district would seek to certify as police, he said. Unarmed school-based campus safety officers would not be certified.

Authorizing any new group as police officers requires approval from state lawmakers.

Denver Public Schools already has 16 “school resource officers,” which are city police officers assigned to work in its large high schools and a few middle schools. Eaton said his aim would not be to increase the number of school resource officers but rather to give the district’s own security staff the discretion to handle police matters.

“We have the opportunity to directly impact the school-to-prison pipeline, to eliminate or reduce it,” Eaton said. School policing, he said, “focuses on restorative and redemptive practices in dealing with students. Students are young. They’re going to make mistakes.”

Several large, urban school districts across the country have their own police forces, including districts in Cleveland, Atlanta, and Miami. Before moving forward with a proposal in Denver, Eaton said he’d seek input from students, parents, and community members.

He has floated the idea by the Denver school board. The board president and vice president said they’re open to discussing any ideas that would make students safer. But president Anne Rowe said she understands why the community might be concerned.

“I can appreciate the initial reaction of folks when they think about an urban district thinking about certifying their officers,” she said. “That’s going to require a lot of community engagement and getting down to: What are we trying to accomplish by doing that?”