olive branch?

New Montessori program to launch at Denver elementary, offering home for students at school slated to close

PHOTO: Denver Post
Students dance with brightly colored scarves during a music class at Gilpin Montessori (Denver Post photo).

Denver Public Schools moved quickly Friday to try to placate families upset by a vote to close a long-struggling Montessori school in near northeast Denver, announcing the launch this fall of a Montessori program at a higher-performing elementary school nearby.

In a letter to Gilpin Montessori School families, deputy superintendent Susana Cordova said the new Montessori program at Garden Place Elementary would run alongside the school’s traditional program. A similar setup exists at Lincoln Elementary School in the West Washington Park neighborhood.

Gilpin students who live in the area’s enrollment zone — a boundary that includes several schools in near northeast Denver — will be provided free bus transportation, with a stop at Gilpin.

Garden Place scored “green” — the second highest mark — on DPS’s most recent color-coded school performance framework. Gilpin scored in the red — the lowest category.

Current Gilpin students also will be given priority status at other DPS schools with Montessori programs — Monarch, Denison, Lincoln and Academia Ana Marie Sandoval. Seats can be hard to come by at at least some of those schools, however, and transportation may be a barrier to many families.

The district had little time to waste in putting together the option because DPS’s school choice window — when families fill out forms listing their top choices for the 2017-18 school year — opened last week and closes Jan. 31.

The letter to parents Friday did not come as a surprise. At a meeting at Gilpin earlier this week, three DPS board members pledged to push the district to think about making another Montessori option available in the area.

The school board unanimously voted Dec. 15 to close Gilpin and two other low-performing elementary schools under a new district policy known as the School Performance Compact.

Since then, however, Gilpin parents and teachers have mobilized to try to save the school. Citing emails obtained through an open records request, they have questioned whether Gilpin’s score on a recent quality review was “willfully altered” to meet the criteria for closure because the district wanted to repurpose the building for office space or to house a charter school.

District officials disputed that, saying the review was conducted by an independent party and that no decisions have been made about the building. The board members who attended the meeting defended the new school closure policy. None indicated they would heed Gilpin supporters’ call to put the issue of potentially reversing the closure vote on the board’s Thursday meeting agenda.

Playing around

These Detroit student activists wrote a play about the recent political turmoil in city schools. Watch it here.

Students in the 482Forward youth organizing collective perform a play about recent events in Detroit schools.

It’s been a nerve-wracking year in Detroit education, with state officials threatening to shutter two dozen city schools for years of low test scores, then backing off closures in favor of “partnership agreements.”

It’s all been very complicated, which is why a group of Detroit students wrote and performed a play about recent events in the city schools.

Called “Fork in the Road: Succeeding with us or failing without us,” the play was staged for an audience earlier this month at a church on the city’s east side. It was performed by the youth arm of 482Forward, a citywide education organizing network.

“It was their idea to do the play,” said Molly Sweeney, 482Forward’s director of organizing. The students involved wrote and performed the play, she said. “Given all the chaos in the city and everything being so confusing, this was a way of explaining the partnership agreements in a fun and interactive way.”

The play features a student who receives messages from the future via Snapchat that warns of dire consequences if students, parents and teachers are not involved in the work of turning around struggling schools.

Watch it here:

Fork in the road 1 from 482forward on Vimeo.

Building Better Schools

Training overhaul aimed at a big IPS shortfall: Just 1 in 4 student teachers stick around.

PHOTO: Alan Petersime

Seventy-four student teachers trained in Indianapolis Public Schools last year. But just 17 of those freshly minted educators were hired by the district after they graduated.

In a district where some schools struggle to hire enough teachers, that gap is a problem.

That’s why IPS is revamping teacher training to give student teachers more time in the classroom and attract new educators to the district.

“We really need to focus in on the folks who are student teaching in our buildings, making sure they have a really strong experience,” said Mindy Schlegel, who leads human resources for the district.

In order to attract new teachers and make sure they are well prepared, IPS is rolling out a host of plans, from making sure student teachers in traditional programs are working with experienced mentors to launching two new residency programs.

The residencies, which will be selective, will allow students to spend one to three years in the classroom — far more than the six to nine weeks education students typically spend teaching, said Schlegel.

Those plans are among three programs getting a boost from a new grant program run by the Mind Trust, a nonprofit that supports Indianapolis school reform.

  • IPS received a three-year, $207,000 grant to pay for a staffer dedicated to improving student teaching in the district;
  • KIPP Indianapolis received a three-year, $38,500 grant for a new yearlong leadership program for current teachers; and
  • Christel House Academy received a $20,000 grant to plan IndyTeach, a transition-to-teaching program at the charter school that it plans to pilot in 2017-2018.

The program will support new efforts to improve teacher recruitment, training, retention and diversity, said Jackie Gantzer, director of talent strategy for the Mind Trust.

“A lot of the best solutions to any one of those pieces is likely going to be developed and driven locally by schools and networks and the teachers who are in that environment,” she said. “We are really interested in testing those hypotheses and seeing what is effective and what can potentially be scaled.”

IPS plans to begin the first teaching residency this fall, with about 10 students from Purdue University’s online degree program in special education. The students will train in IPS schools during the three-year program.

The other residency is still in the planning stages, but the aim is to assign college students to work with experienced teachers in schools using new teacher-leadership models.

One reason the district is focusing its attention on improving recruitment of student teachers is that it is hard to attract educators from other areas, Schlegel said.

“A lot of urban districts are moving in this direction because it is so difficult to get teachers to relocate,” she said. “(We) are really refocusing our recruitment efforts to what local pipelines exist.”