#NeverAgain protest

‘Really scared and extremely angry’: Why Colorado students are walking out of school Wednesday

From left, Emanuel Lamboy, Jackie Estrada Hernandez, and Elena Skaro, eighth-graders at Grant Beacon Middle School. (Melanie Asmar)

They want this time to be different.

Whether they’re walking out of school on Wednesday to call for new gun laws or whether they’re “walking in” to broader community conversations about violence, Colorado students told Chalkbeat they want the 17 lives lost a month ago in Florida to serve as an impetus for changes that have proven elusive for years.

Students at dozens of schools around Colorado are planning to walk out at 10 a.m. Wednesday, part of a national action to commemorate the victims of the shooting in Parkland, Florida. EMPOWER, the youth branch of the Women’s March, has recorded more than 2,500 planned walkouts around the country.

The issue of mass shootings has a terrible resonance in Colorado, where the murder of 12 students and a teacher at Columbine High School in 1999 shaped a generation. Last year, that attack fell off the list of the 10 deadliest mass shootings in modern American history.

Colorado has been the site of two other school shootings that quickly passed from national awareness: the 2006 Platte Canyon High School hostage crisis, in which Emily Keyes was killed, and the 2013 Arapahoe High School shooting, in which Claire Davis was killed.

Students in the Denver metro area also have a history of political activism. They’ve walked out in solidarity with Black Lives Matter, and in support of classmates and teachers affected by President Donald Trump’s immigration policies. Unlike in other parts of the country, many, though not all, school leaders here support and facilitate these walkouts, rather than threaten students with punishment.

At the same time, some students have chosen other ways to respond that they find more meaningful than walking out of school.

Here’s what these Colorado students had to say about why they’re doing what they’re doing:

“I was terrified of going to high school because I had heard of Columbine.”

Mariah Clute, a junior at Grandview High School in the Cherry Creek School District, was upset and worried after the shooting in Parkland. People with unstable minds know schools are easy targets, she said. It’s a feeling she’s lived with since middle school.

Back then, she said, “I was terrified of going to high school because I had heard of Columbine.”

Mariah Clute, a junior at Grandview High School in the Cherry Creek School District.

Clute, 17, plans to participate in Wednesday’s walkout because she wants to see real changes that make schools safer.

“I feel like even though this movement is getting pretty big, I think it will get even more attention as people show that they’re serious and they care about it.”

While Clute acknowledges that gun control is a “political minefield,” she said she’d like to see a return to an Obama-era rule that prevented some people with mental health conditions from buying guns.

She’d also like to see stepped-up school security. She’s heard talk about arming teachers and while she thinks that could help, she said, “I don’t feel like all teachers should have guns, at the same time.”

“Really scared and extremely angry”

Saroja Manickam, 15, is one of several students at Eagle Valley High School in western Colorado helping organize Wednesday’s walkout at her school. The sophomore, who said she’s been doing lockdown drills at school since first grade, was moved to get involved after the deadly shooting in Florida.

Saroja Manickam, a sophomore at Eagle Valley High School in western Colorado.

“When I read the news about the Parkland shooting I was just really scared and extremely angry about what was happening,” she said.

Manickam believes the Parkland shooting has resonated so strongly across the country because, “It’s the youth, it’s the kids from the actual shooting talking about it.”

Manickam said the point of her high school’s walkout is to spur action, though she also recognizes the tension in talking about gun control in a rural community where many people use firearms recreationally.

“We’re not saying we need to take away all guns,” she said. “This is to honor the victims and say something should be done.”

Manickam and her fellow walkout organizers have met with their principal and gotten permission to walk along a stretch of road in front of the school. She hasn’t made the sign she’ll carry yet, but she’s considering this message: “Could I be next?”

“Staying in and finishing what they started”

Eighteen-year-old Jabari Lottie is not planning to walk out of school Wednesday. Instead, the senior at northeast Denver’s Manual High School is helping plan a “walk-in” later this month so students from several nearby schools can come together to talk about gun violence.

The events that occurred happened while students were in the building,” Lottie said. “I feel like walking out is almost more disrespectful than staying in and finishing what they started.”

Manual High School student Jabari Lottie. (Courtesy Jabari Lottie)

Lottie has participated in protests before, joining other Manual students in walking out in solidarity with the Black Lives Matter movement. He was also part of a walk-in at which Manual students hosted Denver police officers for a conversation about the relationship between law enforcement and the community. He said he preferred the conversation.

“We did a silent walkout and yeah, the people saw us in the streets, policemen saw us in the streets, but at the end of the day, it’s only a representation of what we think,” Lottie said. “But (with) a walk-in, we can really have a discussion.”

The planned walk-in on gun violence will feature students leading conversations about the necessity of guns and the dangers of them, the arguments for and against stricter gun control laws, and how other countries regulate guns compared to the United States, Lottie said.

Lottie said he believes something has to be done to keep people from killing each other with guns, a problem he sees as uniquely American. “If we all didn’t have guns, these altercations would not end in violence and mass shootings wouldn’t occur,” he said.

“It really does take a group of people to say we can’t take this anymore.”

Brianna Mauricio-Perez, 17, a senior at Hinkley High School in Aurora, said the Parkland shooting had a magnified impact at her school when students were placed on lockout the same day.

It’s not entirely clear what happened. There was a report of someone in the school with a gun, Aurora police said, but a gun was never found. Three juveniles were charged with trespassing. A spokesman for the school district said the lockout was a precaution, and the police determined the school was safe.

Brianna Mauricio-Perez, 17, Hinkley High School, Aurora (Courtesy Brianna Mauricio-Perez)

Mauricio-Perez said many students and parents feel the school district didn’t provide enough information about the incident and some question whether the correct response was used if the threat was reported inside the school.

“It started making us feel unsafe,” Mauricio-Perez said. “Even though nobody was hurt this time, what is it going to take for something to change?”

When she walks out Wednesday, Mauricio-Perez wants to send a message to her Aurora school district that communication should improve between students, parents, and officials so that all can work together to help keep schools safe. She also wants lawmakers to consider gun regulations.

“Things have to change,” she said. “It really does take a group of people to say we can’t take this anymore.”

“We need to show that this time will be different.”

A few weeks ago, Madeline Dean and several of her classmates from the Denver School of Science and Technology’s Stapleton campus went to the Colorado Capitol to testify against a bill that would have allowed people with concealed carry permits to bring handguns on to school grounds.

This bill, sponsored by a survivor of the Columbine massacre who now serves as the top Republican in the House, is part of Colorado’s perennial gun debate. Every year, Democrats kill this legislation after hours of emotional testimony.

It was there that students from DSST: Stapleton heard about the walkouts and started talking about doing their own. Many people thought Sandy Hook would be a turning point, said Dean, a senior, especially because the victims were so young. But nothing happened. She hopes this time is different.

“There is a lot of fear when you go to school and when you have lockdown drills,” Dean said. “In a lot of ways, students are directly affected by this, but they haven’t spoken out before. … Now that it’s happened again, we need to show that this time will be different, and we won’t accept this anymore.”

Dean sees the problem of gun violence as much broader than just mass shootings.

“A lot of people aren’t thinking about how it’s connected to other issues like police brutality and mental health,” she said. “We don’t talk about that, but people who care about those issues should care about this one.”

“We are honoring those people who lost their lives, with action.”

Caitlin Danborn, a 17-year-old junior at Arvada West High School in Jeffco, decided to organize a walkout at her school because she was inspired by the students in Florida, upset that shootings continue to happen, and worried after threats were made at her school just days after the shooting in Florida.

Caitlin Danborn, 17, Arvada West High School, Jeffco. (Courtesy photo)

“That really spoke to everyone at our school,” Danborn said. “We’ve had tightened security measures since then. We have to do things like sign out when we go to the bathroom.”

School administrators heard about Danborn’s plans when her Facebook event for the walkout had about 50 people confirming they would participate. Working with the administration, teachers, and other students, Danborn said the plans for Wednesday’s walkout will call for students to walk across the school to a field where students will form the shape of a heart. A drone will take aerial photos. Throughout the day, there will be letter-writing stations at the school where students can write a letter to their representatives.

“We wanted to have something tangible and very intentional that would be very visible,” Danborn said.

She thinks it’s unfortunate that students who are in fear have to stand up for change, but says that is why things are different after the Parkland shootings.

“I hope that people can see unity, and they can see that school safety and gun violence are two issues kids feel passionately about — enough that we’re willing to get up and walk out and do something visible,” Danborn said. “I also hope they can see that we are honoring those people who lost their lives, with action.”

“People will stop and say, ‘What are these kids doing?’”

Eighth-graders Ada Youngstrom, Lillian Lemme, and Rachel Zizmor say they’re motivated to walk out of school by love for the community they have at Skinner Middle School in northwest Denver.

“One of the big things we were talking about when we presented to our classmates is that one person with a gun could destroy our community,” Youngstrom, 13, said. “Skinner is a family, and gun violence has made us understand that that could go away so fast.”

From left: Lillian Lemme, Rachel Zizmor, Ada Youngstrom, all eighth-graders at Skinner Middle School in northwest Denver. (Courtesy Ada Youngstrom)

The students all come from politically active families, attended the Women’s March, and frequently discuss current events in social studies class. They’re frustrated that previous school shootings haven’t created any policy changes, and they don’t want this one to fade from the public eye.

“One thing I really want adults and politicians to take from this is that we’re not going to forget anymore,” Youngstrom said. “I’m never going to forget about the 17 (people) who are killed. From the day of the shooting on, we are holding their memories and their lives in our hands. I’m not going to just stand by.”

The organizers are hoping that between 300 and 600 students will walk out of school. Seventeen students will stand outside the school to represent the 17 lives lost as their classmates march out to West 38th Avenue, the main thoroughfare in the neighborhood.

“What we’re hoping to accomplish is that because 38th is a busy street, people will stop and say, ‘What are these kids doing?’ and know that we are doing something and maybe become aware,” said Lemme, 14. “If there’s a procession of 300 to 600 students, that’s not something you can ignore.”

The students said they know that walkouts by themselves won’t change laws, but it’s a way to honor the lives lost and keep the pressure on policy makers.

“This is powerful because it’s silent to show respect for the students in Florida, but by itself, it’s not going to change anything,” Zizmor, 14, said. “It’s a step in the right direction. … Just because we’re kids and we’re small doesn’t mean we can’t make a difference.”

“17 different things that would make a change”

The eighth-graders organizing the walkout at Denver’s Grant Beacon Middle School in south Denver are hoping to focus on more than just the debate over gun control. Part of their goal is to give their fellow students different ways to honor the 17 victims of the Parkland shooting.

They’ve timed their walkout to last 17 minutes, with sixth-, seventh-, and eighth-graders each leaving school through different doors and taking similarly timed routes to the same public park. There, the students will read the names of the 17 victims and hold a moment of silence for each.

But for those who don’t want to walk out, or who want to do something more, the students are offering another option – one with its very own hashtag: #What’sYour17? The idea is to encourage teenagers to do “17 different things that would make a change,” said 13-year-old Jackie Estrada Hernandez, one of the students planning the walkout.

Those things could be as simple as smiling at 17 new people, the students said.

“It would help the community out because some people have problems, but if you smile and give them a compliment or something, it would probably make their day,” said Elena Skaro, 14.

Emanuel Lamboy, 13, had a different take.

“I imagine I’m smiling at the 17 people that died and trying to commemorate them,” he said.

 

survey says

More bullying reported at New York City schools, study shows

PHOTO: Anthony Lanzilote

More New York City students say there is bullying in their schools, a report released Monday showed. The findings also revealed that many schools reporting the greatest number of violent incidents on campus have no social workers on staff.

The report was commissioned by New York City Comptroller Scott Stringer.

Stringer also released an audit of how school safety matters are recorded, and concluded that the education department should provide more oversight and streamline incident reporting rules.

“The audit found clear breakdowns in communication in the reporting and tracking of incidents and actions taken,” according to a press release from Stringer’s office.

The education department disputed some of the comptroller’s findings, and in a written statement, spokeswoman Miranda Barbot wrote: “We have detailed protocols in place to ensure allegations of bullying are immediately reported, investigated and addressed, and are investing in both anti-bullying initiatives and mental health supports.”

But the pair of reports raises scrutiny of Mayor Bill de Blasio’s school discipline reforms, which favor  “restorative” practices that emphasize mediation over punishment, and make it harder to suspend students.

Advocates of the de Blasio reforms say the shift is necessary because black and Hispanic students are more likely to be arrested or disciplined at school. Research has shown such disciplinary action can lead to higher dropout rates. Critics of the reforms, meanwhile, say the changes have created more chaotic schools.

The findings are also likely to add to a chorus of parents and elected officials who say more emotional supports are needed for the city’s most vulnerable students. Students who experience a mental health crisis during the school day may be handcuffed and shuttled to hospitals. The city’s latest budget, which was approved last week, includes an additional $2 million to hire social workers and guidance counselors in schools that currently don’t have any.

Here are some highlights from the reports.

More students report there is bullying in their schools — but the data comes with a catch.

Last year, the education department’s annual survey showed that 82 percent of students said their peers “harass, bully, or intimidate others in school.” That’s up year over year, and up significantly from 65 percent of students in 2012, which was the lowest rate recorded since at least 2010. (De Blasio’s discipline reforms started to take effect around 2015.)

A note about these numbers: Prior to 2017, the survey asked whether students harass, bully or intimidate other students none, some, most, or all of the time. The most recent survey responses were slightly different: none of the time, rarely, some of the time, or most of the time — a change that may have artificially inflated the bullying numbers.

That’s enough to render the survey data unreliable said Max Eden, a researcher who has studied school climate for the conservative-leaning Manhattan Institute — a critic of the mayor’s discipline reforms. Still, taken with other findings, it’s reasonable to think that bullying is on the rise at city schools, he said.

Among the other evidence: A first-of-its-kind report, released this month under a new city law, that showed substantiated bullying incidents are on track to increase this year.

Schools that log the most violent incidents often lack mental health supports.

Guidance counselors and social workers are key when it comes to creating safe schools because they can help address the root cause of violent or troublesome behavior, advocates who want more mental health supports say.

But many of the city’s neediest schools go without that help.

Of the schools reporting the most violent incidents on campus, 36 percent lack a full-time social worker, the comptroller found. On campuses where there are social workers, caseloads are a staggering 700 to one. That far exceeds the recommended ratio from the National Association of Social Workers of 250 general education students per social worker — and it’s higher than the citywide average of 612 students per social worker, according to the comptroller.

The comptroller’ compares that to the ratio of New York Police Department school safety agents who are placed in schools: There is one safety agent per 228 students, according to the report.

“Our city is failing to meet the social and emotional needs of our students,” Councilman Mark Treyger, of Brooklyn, who has pushed the city to report more up-to-date bullying data and to hire more school counselors, said in an emailed statement.

Schools may be underreporting violent incidents, something the education department disputes.

In a separate audit, the comptroller compared logs kept by school safety agents to incident reports filed by school leaders. In 21 percent of cases, incidents that were noted by safety agents were not reflected in the school reports.

The school data, in turn, are used to report incidents to the state for its Violent and Disruptive Incident Report, or VADIR. The discrepancy could raise questions about the already-controversial reporting system. (VADIR has been criticized for classifying schoolyard incidents as serious offenses, and the state has tweaked its definitions in response to those kinds of concerns.)

This finding also comes with some caveats. The comptroller looked at only 10 schools — a tiny sample of the city’s portfolio of about 1,800. And the education department took issue with the methodology.

In its response to the audit, education department officials said that the police data doesn’t align with the state’s reporting categories, and that the information may not be comparable because of student privacy concerns and recordkeeping issues on campuses where multiple schools share a building.  

Student Voices

What would these students tell newly trained teachers? ‘Be woke’

PHOTO: Rebecca Griesbach
Freedom Prep student Destiny Dangerfield talks alongside Asiah Hayes, Detario Yancey, and Evan Walsh at a panel discussion for TFA Memphis trainees.

Respect for others, being resourceful, and confronting biases are among the lessons four high-school-age students wanted to convey during a panel discussion for future Teach for America participants.

Teach for America Memphis trains recent college graduates and places them in local classrooms for two years, with the goal of developing leaders who will commit to educational equity. Earlier this month, TFA Memphis kicked off its Summer Institute, welcoming 153 new trainees. Created in 2006, the group now has over 400 alumni working in local schools. 

High-schoolers Asiah Irby, Evan Walsh, Destiny Dangerfield, and Detario Yancey shared their personal stories with about 200 corps members, directors, and alumni last week. When these students enrolled in Freedom Preparatory Academy and KIPP Memphis Collegiate Schools, it marked a turning point for them. Both schools are charters that hire many program grads.

“We wanted kids that embody so much of what we hope for for all of our students,” said Athena Palmer, executive director of TFA Memphis. “What were the key moments along the way” in their educations?

Based on interviews and the panel discussion, here’s what the students thought first-time teachers should know:

Tell us you won’t tolerate bullying. And mean it.

Destiny Dangerfield wants to be a federal prosecutor, or a civil rights attorney, or perhaps a performer one day. These are lofty goals for any student, but they once seemed unreachable for Dangerfield. Her father, a musician, packed his bags before she started middle school.

“That took a really huge toll on me because that was when I was starting to be introduced to a whole lot more boys,” she said. “Having him walk out on me did a number on my self-worth and self-image and I saw myself as little to nothing.”

School for Dangerfield was supposed to be a safe haven. But that wasn’t always the case. Sometimes, she said, an act as simple as momentarily stepping out of the classroom could affect a student’s safety.

“In reality, that two minutes could be the difference between a child getting in a fight or being talked about or ganged up on,” she said. “Be articulate that you won’t tolerate bullying of any kind. And show them that that’s not an empty threat and that you mean business.”

A safe community of friends and classmates helped Dangerfield get through school. Now, she wants her circle to learn to use their voices to make change, even though she feels people like her are misunderstood and often neglected.

“I want to see more investments within our city.…” she said. “I feel like Memphis has so much to offer … no one has the chance to see our potential.”

The classroom is where teachers can start to grow that potential. But one of her teachers didn’t, and that sticks with her today.

“I don’t want to be talked to like I’m 2 years old when I’m 17,” she said. “I will respect you no matter what, but I want to feel respected in the process.”

Open up. Everyone is nervous on the first day, including us.

In ninth grade, Evan Walsh listened while a faculty member told his parents, “He’s not up to the academic rigor of this school.” The meeting lasted five minutes, and he left unenrolled.

“When a student is in an environment where they feel like the people around them couldn’t care less about their education or what they do in life or what happens to them, you get the unfortunate situation that a lot of students are in right now,” he said, referring to two of his former classmates who lost their lives to violence in the city.

For Walsh, who spent his life moving from place to place, first times were frequent. Creating a bond with students in awkward moments can create lasting relationships, he said.

PHOTO: Rebecca Griesbach
Corps members talk to and hug participants Evan Walsh and Detario Yancey after the discussion.

“Don’t be scared,” he said. “We’re all human. We can all be scared. Understand like, we’re just as nervous as you are, especially on the first day.”

With the help of a former assistant principal who had a son in the school, Walsh found his way to KIPP, where his GPA shot from a 2.5 to a 3.6. In May, Walsh graduated summa cum laude, and he was the first from his school to apply for early decision and be accepted into the college of his dreams: Franklin and Marshall in Lancaster, Pennsylvania.

Still, he thinks of his two classmates and their dreams deferred.

“I’m a strong believer in thinking that violence and poverty is a cycle, and the way to break through some of it is with education,” he said. “I was lucky enough to have family and people around me that recognized the value of education.”

Expect only the most out of us – we’re smarter than you think.

In the rocky years that followed first grade, Asiah Irby found herself caught in a custody battle. Because her mother took care of her, she now wants to return the favor.

“‘That kind of shaped me into the person I am today,” she said. “Even when I’m at my lowest, I still push myself to do my best and be better. I just want what’s best for me and my family.”

When Irby thinks of excellence, she thinks of a poster that was on her English teacher’s wall: “I won’t insult your intelligence by giving you easy work.”

PHOTO: Rebecca Griesbach
Incoming corps members clap for students during panel discussion.

“Coming into a classroom seeing stuff like that just made me know that he cared and that being in his class, I was safe to just learn and try and fail and succeed,” she said.

But she hasn’t always been so lucky. Irby’s worst experience was when she switched teachers in the middle of the year, leaving her with an F grade in the class. Her new teacher didn’t have high expectations for her.

“He was white and kind of privileged, and he would make comments in class that were kind of racist and sexist,” she said. “I want to be something in life, and I don’t want anybody to tell me that I can’t be anything.”

Irby is now a rising senior at Freedom Preparatory Academy, where she raised her ACT score from a 23 to a 27 in one year, enough to get into highly ranked schools such as Syracuse and the University of Texas. And Irby won’t settle for anything less. Success for Irby means leaving a path that students like her younger sister can follow.

“I want to do what I can to make sure that she does better than I do,” Irby said. “My dream for Memphis is for kids that look like me to get experiences that kids who don’t look like me get.”

Teaching is about developing your ‘mommy instinct.’

At home, Detario Yancey’s parents gave him a stable life. But at his failing elementary school, resources were scant, and Yancey’s grades suffered.

“I felt like I was behind,” he said. “I felt like I had a lot of potential locked up in a door, but somebody had to unlock it.”

Yancey enrolled at KIPP in the fifth grade, eating his lunch during tutoring as he worked to recover his grades. Being a teacher in a school this rigorous requires a kind of finesse and quick wit – almost like a “mommy instinct,” he said.

“You want to make your children feel as safe as possible,” he said. “They may not have that love at home. They may not be feeling that love from their peers. Find a creative way to make them feel loved and safe.”

Now, the recent graduate prides himself on representing his class as president and valedictorian.

“I want to see underprivileged kids like me surpass expectations,” he said. “The system is in place for us to fail. I want to see us live to beat those systems down.”

In the weeks ahead, TFA’s incoming corps members will teach summer school at Memphis Business Academy before receiving their assignments for the new school year.

Yancey left them with one last bit of advice: “Be creative, be intuitive, be socially intelligent – and be woke.”