running out of time

These five Jeffco elementary schools face possible closure. Here’s why.

Five Jefferson County elementary schools in three different areas of the state’s second largest school district would be closed after this school year as part of $20.4 million in budget cuts proposed Thursday.

Jeffco Public Schools is facing a squeeze in local and state funding while it also seeks to better pay teachers and staff, which the school board has made a top priority.

In hearing staff budget recommendations Thursday night, the board kicked off what is sure to be a difficult, contentious process. Few issues are as gut-wrenching and politically fraught as closing schools that are woven into the fabric of communities.

The five schools facing possible closure after this school year are: Peck Elementary and Swanson Elementary in Arvada, Pennington Elementary in Wheat Ridge, Stober Elementary in Lakewood and Pleasant View Elementary in Golden.

In total, the schools have 850 students in their enrollment boundaries, district officials say. All five are in buildings that are at least 50 years old. All but one — Pennington — saw enrollment declines this year.

Four of the five schools share another characteristic — their student populations are poorer than the district average. At both Pennington and Pleasant View, more than 80 percent of students qualify for free and reduced-priced lunches, an indicator of poverty. At Swanson, the rate is 66 percent and at Peck, it is 58 percent. The district average is 33 percent.

Closing the schools and sending the children to neighboring elementaries would save the district $3.5 million a year, staff said.

“We need to get the process right as we go down this trail,” said board president Ron Mitchell. “Part of the reason I believe that is because this is not the end of this process. This is the beginning. We are going to be in this business (of closing schools) in the years to come … We need to do it well, do it right.”

The board was asked to vote on the closures and other budget cuts on Feb. 9 — a quick turnaround that illustrates the difficult position the district is in after November’s failure of two tax measures that would have gone to buildings and teacher salaries.

Other Denver-area school districts passed their tax measures, putting Jeffco at a disadvantage when economic forecasts and limitations from the state’s complicated tax laws mean “there is no life raft coming from the state,” as one staff member put it. 

With 13,000 seats sitting unused, enrollment projected to continue declining in certain areas, and the edict that teachers be paid more to keep the district competitive, district staff said the time to act is now.

“It will be a disruption to some families short-term,” Superintendent Dan McMinimee said. “But hopefully long-term, those families will see the benefits of having high-quality educators in classrooms their kids can access.”

District staff chose the schools based on a number of criteria, including enrollment trends, the condition of the building and the capacity of nearby schools to absorb more students. Academic performance was not taken into account.

District staff is also recommending another significant, long-discussed change: that Jeffco middle schools add sixth grade in addition to the existing seventh and eighth grades, to make better use of space and save money. The majority of districts in metro Denver and the nation follow that structure. Some Jeffco middle schools would get additions to make room for the additional grade.

Other budget cuts that district staff recommended include:

  • Eliminating all social and emotional learning specialists and a coordinator. Schools nationwide are investing in this work, which helps students develop skills to manage their emotions, resolve conflicts and make responsible decisions. Denver Public Schools in November passed a tax increase that will bolster efforts to help students’ social and emotional needs.
  • Cutting by half the number of specialists who teach literacy to students who are below grade level. District research shows literacy interventionists are “closing the gap for our most highly impacted populations.”
  • Cutting four of 16 “resource teachers” who help support teachers of students determined to be gifted and talented.

Other proposed cuts include increased athletics fees, elimination of a quarterly audit and a reduction in how often schools are cleaned at night by custodians.

Only a handful of the proposed cuts — including the school closures and fee increases — require board approval.

Several school board members expressed reservations about the proposals Thursday, voicing concerns about a “very squeezed timeline,” that three of the schools slated for closure were not previously identified as candidates for closure, and a possible erosion in community trust in the board. Some questioned whether school performance should be a factor in closing schools.

Board member Ali Lasell said the board had told the community that steps such as moving sixth grade into middle school wouldn’t happen until 2018. The response from district staff: Circumstances have changed and so must the plan.

Said Mitchell: “We’ve got in my mind a little bit of an integrity issue here.”

McMinimee said fewer than 120 teachers and staff would be impacted by the closures, and most would likely be offered other positions in the district, in part because of expected turnover.

As a result, the district will save money not on personnel but on not having to keep open and maintain under-utilized buildings that also are in need of repair. The district can also sell the property, taking earnings from that.

In an interview before Thursday’s meeting, McMinimee said the district is watching enrollment along the county’s eastern boundary with Denver, where some longtime families no longer have children in school and others are being priced out or kept out by skyrocketing housing costs.

Both Denver Public Schools, which is seeing its enrollment growth slow, and Aurora Public Schools, which saw a record enrollment decline this year, also are feeling the impacts of rising costs and gentrification.

“Growth in a metro area is a lot like throwing a rock in a pond,” McMinimee said. “What happens in Denver just has this ripple effect you see going out into the suburbs now. Obviously, that stops when you get out into an area where there are high-priced homes already.”

The district and community groups have poured resources into lifting student achievement in clusters of schools with large numbers of students who live in poverty. Just last week, the district celebrated graduation rate gains at one such school, Jefferson High.

McMinimee acknowledged he was concerned about the impact the closures could have on the district’s efforts to serve traditionally underserved communities, but he urged a broader view.

“I am concerned about that, but I also recognize our responsibility is to 86,000 kids,” he said. “It’s not just one specific area. Those efforts that we put into those schools, those can be replicated in other areas.”

First Person

A Queens teacher on Charlottesville: ‘It can’t just be teachers of color’ offering lessons on race

PHOTO: Bob Mical/Creative Commons

In a few short weeks, school will resume in New York and I’m already thinking about how we are going to address racism within the four walls of my classroom. I’m thinking about what texts, historical and current, we can read and films and documentaries we can watch to support dialogue, questioning, and solutions for combatting that ugly, pervasive thread in the fabric of our country’s patchwork quilt called racism.

Last year we read “Narrative of the Life of Frederick Douglass,” a former slave turned abolitionist, and juxtaposed its reading with a viewing of Ava DuVernay’s documentary “13th,” which discusses modern-day slavery in the guise of mass incarceration. Students asked questions of the documentary as they watched it and discussed those queries within their groups and with the class at large afterwards.

We do our children and ourselves a disservice when we don’t have these difficult conversations as a part of our collective curriculums. However, many teachers from various walks of life are neither well-versed nor fully comfortable discussing race on any level with their students. Not talking about racism won’t make it go away. If anything, not talking about racism in the classroom further perpetuates racist ideologies that are, at their root, born out of ignorance. Education’s goal is to dispel ignorance and replace it with truth.

With that being said, just how many teachers feel equipped to facilitate lessons that touch heavily upon race in the classroom? Not nearly enough.

According to Teaching Tolerance, “The dialogue about race should start in the classroom — the teacher-prep classroom, that is. Preservice teachers should be exploring multiculturalism and discussing ways to honor diversity in their future classrooms.”

But often, Hilton Kelly, a professor of education at Davidson College in North Carolina told the site, the coursework isn’t giving future teachers the training they need to talk about race. “Even when future teachers take courses on diversity and multiculturalism,” Kelly said, “those courses don’t take the critical approach to race that future teachers truly need.”

“Food, folklore and festivals are not the same as an analysis of race in America,” Kelly argued.

But an analysis of race in America is exactly what needs to happen. Furthermore, it can’t just be teachers of color solely facilitating such lessons in their classrooms.

I don’t want to write about the events going on in Virginia. I don’t want to think about it. I’m so tired of the hatred and I long for peace, but I can’t very well in good conscience remain silent. That would be akin to protesting with those hate-mongers in Virginia last weekend. I can’t just write about back-to-school shopping, lesson planning, and business-as-usual while my brothers and sisters in Virginia are being murdered in cold blood by white supremacist American Nazis.

Are the children of Virginia safe? Are our children anywhere safe? What can I do to make a difference within the hearts and minds of the children whom I teach? If education is our best vehicle for bringing about change — which it is— how am I going to infuse the lessons I teach with critical thinking and analysis about racism in the United States for the seventh-graders entrusted in my care? How are other educators planning to address these events with their students at every grade-level?

I pose these questions to all who are reading. Whether you are a teacher, a student, a parent, an administrator, or a community member, I plead with you to work together to create answers that work toward healthy conversations and hands-on action in the fight against racism.

Vivett Dukes is a teacher at Eagle Academy For Young Men in Queens. A version of this post first appeared on New York School Talk

Consolation prize

Crosstown High wins $2.5 million to help reinvent high school in Memphis

PHOTO: Caroline Bauman
Newly named leaders Chandra Sledge Mathias and Chris Terrill are working to launch Crosstown High School, a charter school that will open in the fall of 2018 in midtown Memphis.

A charter school opening next year in midtown Memphis has been awarded a $2.5 million grant through a national contest aimed at reinventing America’s high schools.

Leaders of Crosstown High announced Wednesday that it’s receiving the money over five years from the XQ Super School Challenge, an initiative backed by Laurene Powell Jobs, the widow of Apple co-founder Steve Jobs.

The upcoming school garnered national attention last year as a finalist for one of five $10 million XQ awards. Although Crosstown didn’t win, its leaders say the new award will help keep the school on the map of America’s “schools of the future.” (Crosstown is among 18 schools being featured on a live national broadcast on network television on Sept. 8.)

“This hasn’t been attempted in Memphis,” said Chris Terrill, executive director of Crosstown High, about creating a high school of tomorrow from scratch. “There’s energy nationwide for education reform, and we get to be a part of that.”

The new Memphis school will look different from a traditional high school. No classrooms arranged with rows of desks. No high-stakes tests. No failing grades. It will join a growing group of other U.S. schools grounded in mastery-based learning, which emphasizes student-led projects over teacher lectures.

Authorized last year by Shelby County Schools, Crosstown High will open in 2018 with 125 ninth-grade students, eventually growing to 500 across four grades. The students will be chosen through a random lottery that opens in September.

PHOTO: Caroline Bauman
Crosstown Concourse has room for more than just the 500-student high school.

The school will be housed on several floors at Crosstown Concourse, a redeveloped high-rise building that once was a Sears warehouse. The building opened this spring as an urban village and already is home to several nonprofit organizations, community health initiatives and creative arts groups, with whom the school is seeking to leverage partnerships.

“Inside the concourse, there are thousands of different job titles,” said Terrill, whose family has moved into an apartment in the complex. “We’ll be able to listen to what students are interested in and then pair them with places that match those interests.”

Terrill arrived at Crosstown this summer from Mooresville, N.C., where he was head of a charter school. He’s being joined by another charter leader from Warrenton, N.C., Chandra Sledge Mathias, who will serve as Crosstown’s first principal.

Much of the $2.5 million award will go toward professional development, says Sledge Mathias.

“We have lofty ideas, but making it happen in real life is what we need to make happen,” she said. “That starts with teachers who understand what we’re trying to do here, which is going to be very different than the classrooms they’re coming from.”

The school invites the community to stop by Crosstown Concourse on Thursday for a block party celebration featuring the XQ Super School Bus, which visited Memphis last summer as part of the national competition. The event will be an opportunity for Memphians to weigh in on what they want to see at Crosstown High, said Ginger Spickler, the school’s director of strategic partnerships and projects.

“Being a super school means questioning everything,” Spickler said. “We have a mandate to try to do things differently. We want community input as we continue to figure out what different looks like.”