School: Highline Academy

Type: Charter School-(Chartered by DPS)

Website: http://www.highlineacademy.org/site/home

Tours:  Open House- Contact school to inquire about tours.

Enrollment: When applying to a charter school you must contact the school directly for information on the application process.

Main Phone: 720.449.0317

Principal: Gregg Gonzales

Location: 2170 S. Dahlia Street, Denver, CO  80222–southeast Denver

Hours: 7:30 AM -3:30 PM (M, T, Th, Fri) and Wed. 7:30 AM-2:10 PM

Grades: K-8^th grade

Average Class Size: Approximately 460 students attend this school. There are 2 classrooms per grade level. Literacy classes average 19 students and the average math class averages 18 students.

Before/After Care: Kids Adventures is the before and after school program. They also provide activities for the students to participate in during school vacations as well as summer break. After school programs such as Destination Imagination and Girls on the Run are also available for the children.

Facilities/Playground: This school is very unique compared to most traditional public or charter schools I visited. It is located in a renovated warehouse surrounded by office buildings and other warehouses rather than a traditional school building. I attended an evening Open House so I was unable to see the playground. I was told there are two playgrounds–one playground for the younger children and one for the middle school students. The students themselves helped to design them. What a novel idea and great teaching moment! The playground area consists of basketball courts, four square and tetherball courts, along with playground equipment for the younger children. There is no grass area for fields or organized play.

Special & Core Programs: The “Reach” program strongly emphasizes the school’s core values. Highline wants to teach their students how to succeed in diverse environments such as college, the work place and the community. The five values taught are: responsibility, empowerment, aspiration, citizenship, and honesty.  The children are taught these character traits then asked to implement them in their daily routine.  Each month students are selected and recognized for demonstrating these values. Handprints, representative of these children, line a school wall in the cafeteria. Students may be recognized for “reaching out” (community service), “reaching in” (self-growth), or “reaching up” (academic excellence).

Highline has a strong community partnership with the University of Denver’s School of Psychology (a psych clinic is stationed on the premises). University students work with some of Highline’s students (permission granted by parents) one on one or in small groups. From year to year, you can also find student teachers and tutors from various colleges also working with the children. I love the idea of schools partnering with universities. It’s a win-win situation for the children, the staff, and the university students. Everyone learns something or has something to offer. Also, seventh grade students spend a day at DU each year. They go to college classes where the professors teach to their level. The students eat in the dining hall. This field trip is a big thrill for the kids and reinforces the importance of education and college.

Highline’s curriculum consists of a Core Knowledge program. It is the means by which they teach at this school. The program emphasizes a sequential and integrated approach to learning (interdisciplinary approach). The school has outperformed DPS in most subject areas at all grade levels on the CSAP.

Some other programs for the students are:  a student council for middle school students, many after school sports such as volleyball, tennis, and flag football and the opportunity for children to interact with other students from varying grade levels on special projects. There is performance grouping for the students in math and literacy. Children are grouped together by their performance skills (not their age). If a child needs to be challenged in a specific subject, they may move up to the next grade level for instruction.

Impressions: A friend told me about Highline Academy a couple of years ago so I wasn’t surprised when I found myself driving down a street lined with warehouses on my way to the Open House. I took a turn into an industrial park lined with warehouses and office buildings. If you didn’t know anything about this school, I’m sure many parents would be surprised at its location and its unconventional setting. I told myself to keep in mind the exterior of a building doesn’t make the school; it’s the community, the leadership, and the learning within the walls that does. Inside the facility looks like a school for the most part. Highline Academy has one more year in the building. The school will move to another location within the southeast neighborhood and they are currently considering several options nearby.

The school building itself is small. A small, safe community is something they pride themselves on. There is no kitchen in the cafeteria. Hot lunch is made at another school close by, brought to Highline, and sits on warmers until the students arrive for lunch. I was told (didn’t see it on the tour) a library and two computer labs are in the building. One computer lab is reserved for teachers and students working on special projects; the other lab is for technology instruction.

During the Open House that evening, I made my way down a long, narrow hallway passing by offices and some classrooms. Chairs were set up in a foyer like area while the principal, staff, as well as students, sat on stools facing the 40 or so people gathered. The staff and students welcomed us by sharing words which best represented their school such as accepting, family, diversity. I really enjoyed the intimate feel of this gathering. This school prides itself on community, and I got that vibe from the moment I arrived.

The new principal, a former educator and assistant principal at Highline, gave an overview that included Highline’s mission, curriculum, and the many things that make their school unique. Some of these things included the core knowledge program, Spanish instruction beginning in Kindergarten, small class size, a competitive and growing athletic department. A Question & Answer session followed.

We then broke into small groups to ask specific questions relating to the grade levels that our child would be enrolling in. A couple of teachers and students answered the various questions people had. What a clever idea it was to have teachers representing various grade levels sharing their expertise with the parents! I asked the students during the Q & A to share what they loved about their school. One child responded, “Our school is accepting of all children. Everyone knows each other and it feels like a family.” The other student liked the winter concert and the 5^th grade students partnering with the Kindergartners for Reading Buddies. I loved the idea of students being included in this Open House. The students were well versed in answering the questions and their school spirit was contagious. The students then led us on a tour of the building. It was also nice that staff members joined the tour for more in depth responses to the questions we had.

There are two classrooms per grade level K-8^th grade. Some of the classrooms I observed had no doors. I thought about how distracting it must be for students within the classroom to deal with noise in the hallways especially when children are making transitions. Some of the classrooms were more traditional with desks in a row while other classrooms had desks grouped together indicating cooperative learning. The first grade classrooms were not classrooms at all. They were found in an area of the school with only a dividing wall separating them from the hallway (the divider walls were not from floor to ceiling). One of the Kindergarten classrooms was set up like this as well.  Due to this arrangement, some classrooms felt very small and crowded while others were spacious. Again, I couldn’t help but think of the noise distraction and how disruptive it must be for young children when concentrating on the task at hand. A staff member on our tour assured us that children adapt quickly.  I confess that I got hung up on this non-traditional school environment and I’m very supportive of the charter school movement. It’s definitely not for everyone. Families looking at charter schools tend to be looking for non-traditional learning environments so I doubt they would have an issue with this.

The children wear uniforms because the focus is supposed to be on academics and not one’s attire. The diverse student population represents over 40 countries. I thought that statistic was pretty amazing and how lucky for these children to be immersed amongst other children with such varying backgrounds! I also liked the fact that Highline purposely sets aside a specific percentage of their enrollment for children of low-economic status (40% of children qualify for free and reduced lunch). This allows for even greater diversity.

Another student-focused program I learned about was their Ambassador program. When a new student arrives at Highline they are immediately partnered with a buddy for a period of time. This buddy shows them the ropes so to speak and helps make their transition from their old school to their new one, as comforting as possible. What better way to help a new student acclimate to his/her new surroundings! I loved the idea of this program. If you are looking for a school that hosts an alternative approach to learning, along with a small, close knit, diverse community where children are granted various opportunities to “reach out” to help one another while developing leadership skills in the process, Highline may be the school for your child.

We welcome your comments and impressions on your experience with Highline Academy.