School: Cole Arts and Science Academy

Website: http://www.coleacademydenver.org/

Type: Public-DPS Innovation School

Enrollment: 635 students

Tours:  Call school to make an appointment

Main Phone: 720.423.9120

Principal: Julie Murgel (2 vice principals and a principal intern)

Location:  3240 Humboldt Street, Denver 80205 (Cole and Whittier neighborhood)

Hours: ECE 8:30 am-3:30 pm; K-5th 8:15 am- 3:45 pm; Middle School  8:15 am- 3:30 pm

Grades:  ECE-5^th Grade along with DSST Middle School (6-8^th grade)

Average Class Size: Approximately 26 students per classroom (3 classrooms per grade level plus middle school)

Before/After Care:

-Kaleidoscope Corner for grades K-5

-Fit Fun and Literacy for Grades K-4 (an after-school program providing physical fitness and nutrition with homework assistance)

-Cole Beacon Neighborhood Center for 5^th-8^th grade students (funding from the Boys and Girls Club…program offers a variety of enrichment opportunities to students focusing on skill building and relationship building)

Facilities/Playground: 

There is a learning landscape west of the entrance to the school (north of the tennis courts).  Cole has a huge field north of the school that is used for P.E. outdoor learning, middle school sports and by DSST for outdoor P.E. (soccer, flag football, and baseball). There are basketball courts north of the field used primarily afterschool. A smaller playground for ECE is to the north side of the school (MLK Blvd).

Special & Core Programs:

• The Denver School of Science and Technology at Cole opened its doors this year. Currently it’s a middle school that welcomed sixth graders only in 2011 (each year it will add a grade). To learn more, click here.
• Cole became an Innovation School in August 2009. It is achieving its goals according to the District’s SPF. The school will be up for review this June 2012. Innovation schools are up for review every three years to monitor their accountability to the children they serve.
• Students partake in physical education each day. They rotate every 3 weeks for art, music and technology classes.
• In the primary years (ECE-1^st grade) there are 3 programs for the students: a traditional classroom, ELA (English language acquisition classroom), and a Spanish speaking only classroom. Students in 2^nd grade and up are provided a more traditional classroom approach. They are assessed and grouped according to need for math and science as well as literacy instruction. The second – fifth grade classrooms use a platoon model where two teachers partner; one teaches literacy and the other math and science.
• Cole is a designated American Indian Focus School. The program provides one location where all DPS students with American Indian heritage are invited to learn together.
• Afterschool tutoring by staff for students who need support.
• This school offers the Primary Multi-Intensive program for students in grades 1-3 and the Intermediate Multi-Intensive for students in grades 3-5. The children are placed by the district’s special needs team. Many are bussed in but some live within the neighborhood. The programs provide support for students that have development delays specifically cognitive delays.
• Infusions–Cole offers two separate Infusion sessions. Each session is 6 weeks long and takes place for an hour and a half, once a week.  Students choose classes based on their interests. The classes are composed of a mix of children from varying grade levels with a teacher other than that of their homeroom. Some of the past infusion classes offered included Salsa Dancing, skateboarding, photography, History of Five Points, History of Mexico, Nutrition, Horseback Riding, etc.

Impressions:

Cole Arts and Science Academy opened four years ago in the Cole and Whittier neighborhood (northwest of City Park) in Denver. The building itself was a former middle school. Two failing elementary schools in the neighborhood, Wyman and Mitchell, shut down not long ago and as a result, Cole Arts and Science Academy opened its doors hoping to provide a successful school in this very diverse community.

Cole’s exterior is old, beautiful and grand. It’s a huge school on the outside and within. As you enter the school, you can’t help but notice the various pendants hanging from the foyer’s ceiling. These pendants represent the staff’s college alma maters. As you walk a bit further, you’ll see a number of banners in the hallway boasting the words, Class of 2021, Class of 2023, etc. I learned that those years represent when the present students will graduate college, something many of their parents never had the opportunity to do. The banners and pendants are visual reminders to the students that anything is possible even a college education. This inspiration tactic from the staff reminds students that the Cole faculty believes in them. It’s the first thing students see when arriving and leaving school each day.

Elena Saenz, a family liaison, greeted me and led me on a tour of the school. She is a full-time family liaison. Her job is to advocate for families and make sure they know their role when it comes to supporting their child at home. She works with classroom teachers as well to help make sure this happens. Family outreach and engagement is a big priority at this school. Elena is bilingual like many of the staff at Cole. This comes in handy for the 60% Hispanic population that attends the school. Elena gives tours to families, too. If only every DPS school could have a family liaison!

We started our tour on the first floor. The school is complete with three levels and shaped like the letter H. The vastness of the school was a bit overwhelming. I am guessing that becoming comfortable in such a large building takes time for new families and students. With that being said, the first floor houses the primary wings: ECE for 3 and 4 year olds, Kindergarten, first, second grade classrooms, and a large auditorium. Although the school is very old, the classrooms were spacious and bright. I saw many smart boards in the classrooms, a tool growing in popularity throughout DPS. The hallways were adorned with beautiful artwork. This year, two full-time art teachers work at the school and they’ve done wonders beautifying the school hallways with projects created by the students.

One of the primary classrooms we visited had a classroom teacher from the Teach for America program. This program helps ensure that children growing up in poverty can receive an excellent education. She went through the two year program at Cole and is now teaching here full-time. I enjoy hearing stories such as this. These high achieving educators are placed in urban schools within low-income neighborhoods. Currently, Cole has a 96% free and reduced lunch ratio.

This school has 11 DTR’s (Denver Teacher Residents). This program offers yet another way to bring in motivated and passionate educators who want to make a difference (both programs are enticing high caliber educators and providing them the support and resources they need along the way). I chatted briefly with a number of staff members that day, including the principal. Everyone seemed to be very energetic, happy and proud to be working at this school. With that being said, there seems to be some teacher turnover, 11 new teachers started this school year.

On the second and third floors are the upper elementary classrooms, middle school (separate entrance), two gymnasiums, cafeteria, huge music room, two art rooms, library, two technology labs, etc.  Each floor has access to a classroom set of net books, too. I was amazed at all the technological resources this school has despite the fact there is no PTA.

Students were coming and going as we made our way through the hallways. They wear uniforms at the school. Due to the recent partnership with DSST, Cole has adapted some of their cultural system. As a result, school behavior has improved this year. Julie mentioned that the partnership between DSST and Cole is unique in that it benefits both programs. For example, Cole has been influential to DSST on family and community engagement.

Since Cole is an innovation school, they have greater autonomy when it comes to their budget, hiring and curriculum. A short time ago, students were not finding success with the district’s reading curriculum. Students were struggling with phonics. The staff re-evaluated and decided that another more structured literacy model with a strong emphasis on phonics would be more successful for the kids.  This is why innovation is important, folks. If children are lacking important skills and not finding academic success, the school should have the freedom to find something that works! Shouldn’t more turnaround schools apply for innovative status so they have the freedom to see what works, what doesn’t and make the best possible decisions for their students based on these findings? The ultimate goal is to set our children up for success, not failure.

Elena mentioned repeatedly that Julie Murgel, Cole’s principal, is an extraordinary leader who works tirelessly on searching for funding to ensure that these children are getting what they need. I could see this by the abundant resources that the school has and the partnerships Cole has created within the community.

Has Cole made progress the past few years? Yes. Is Cole setting up systems to help students reach their full potential? Yes. Does Cole have a long way to go when it comes to academic achievement? Yes. This is a school that is trying to beat the odds by creating a team of intentional and passionate educators, having strong leadership at the helm, patience in making decisions based on the best interest of the child, and hope that every child no matter race or socioeconomic status can and will learn. Julie Murgel said it all when I asked what makes Cole special. She said, “Cole is Hope. It is an example of a school defying all the odds.” I hope it does!

We welcome your comments and impressions on your experience with Cole Arts & Science Academy.

School: STANLEY BRITISH PRIMARY SCHOOL

Website: http://stanleybps.schoolfusion.us/

Type: Private Accredited K-8 Independent Day School—ACIS and NAIS

Tuition & Fees: Tuition for the 2010-2011 school year is as follows: Kindergarten-5^th grade: $12,784 and 6^th-8^th grade: $14,535 plus additional costs. Financial Assistance is available.

Tours: Call the Admissions Office at 303.360.0803 to learn when their Open Houses are scheduled or to schedule an appointment for a tour of the campus. Tours run weekly in October through December.  Visits by both parents are required as part of the application process.

Main Phone: 303-360-0803

Hours: 8:15 AM-3:00 PM

Head of School: Tim Barrier

Director of Admissions: Ida Daniel

Location: 350 Quebec Street, Denver, CO 80230 (Lowry Neighborhood)

Grades: Approximately 400 children in Kindergarten-8^th Grade.

Average Class Size: About 28 students in each classroom, rather a large size for private school. However, each class has two classroom teachers, plus an intern that lends itself to a student-to-teacher ratio of 9:1.

Diversity: 28%-30%

Before/After Care: There is an extended day program (before and after-school care) for the children. The before school program starts at 7:15 am while the after-school program begins at 3:00 pm. It’s an extension of the Stanley BPS environment and children can engage in outdoor play, arts, and crafts. There are after-school enrichment classes too such as science, chess, skateboarding, and dance.

Facilities/Playground: The school is located on an 11-acre campus in the historic Lowry neighborhood in east Denver. It’s the former Lowry Air Force Base. The K,1,2 classrooms each have a side yard with small outdoor area. There is a small playground in the middle of campus located near the upper grade and Middle School classrooms. There are also playing fields for the Middle School students on campus.

Special & Core Programs: What does British Primary Mean? These principles of Friedrich Froebel have guided Stanley BPS through the years:

-Learning is a cumulative, integrating process, rather than one consisting of fragmented, discrete elements.

-There is an intense respect for and interest in the person being taught.

-There is a continuing relationship between the learner and the teacher in the enterprise in which they are jointly engaged.

This is Stanley’s educational philosophy: It’s the education of the “whole” child that entails an integrated curriculum in a challenging, experiential learning environment. In a classroom, you may see the following: direct teacher instruction takes place in small groups, teachers guide and facilitate learning, subject matter is “uncovered,” and children are grouped in multi-age and multi grade settings. Curriculum skills base follow the state’s national standards.

Middle School Students (6^th-8^th grade) can participate in a formal after-school sports program. Sports include soccer, volleyball, field hockey, basketball, and lacrosse. They play against other independent schools.

Another unique program here is the Teacher Preparation Program; not only is Stanley a K-8 school but a teacher preparation center. Intern teachers spend a year working closely with mentor teachers as part of their training to receive their Colorado teaching license. Every Stanley BPS classroom has at least two adults working with students. Stanley offers a strong professional development program for classroom teachers as well.

Summer Day Camps are also offered at Stanley (see website for details).

Impressions: A couple of weeks ago, I attended an Open House at Stanley British Primary School (a.k.a. Stanley BPS). As I walked through the main entrance to the school, I couldn’t help but be reminded of my best friend’s apartment building entrance in N.Y.C., canopy and all. On the left hand side of the entrance, sits a pool; the Lowry Swim Club nestled right there on the school grounds (the former officer’s pool). I thought it to be a bit unconventional to say the least! Upon entering Stanley’s main building, several people welcomed me and suggested I join a tour already in progress.

A parent was leading the tour. He, like most parents guiding school tours, was passionate about the school and seemed to be very knowledgeable about Stanley and its philosophy. As we walked down the hallway, I noticed all the creative artwork and projects that occupied the walls.

We first visited a K-1-2 classroom. There are mixed-aged classrooms here at Stanley (K, 1st & 2nd together, then 3rd, 4th and 5th together, and then Middle School 6^{th, 7th &} 8^th grades together). The K-1-2 wing was designated solely to the lower school. The classrooms were quite spacious and bright. All the students were bustling around the room engaging in different activities. Again, artwork and projects were abundant and hanging from every nook and cranny of the room; some parents may feel that the classrooms are a bit busy with sensory overload. Our tour guide mentioned that throughout the day, you might only find half of the children in the classroom because of the Specials schedule; the children are in designated groups continually coming and going. In the middle of this room was a sitting area complete with couches and chairs. Each classroom has a similar set up. Several children were engaging in a project while sitting at tables and chairs. There is no assigned seating and children can choose where they want to sit and work on a daily basis. Children are given freedom of choice and independence throughout the school day.

Choice Time is another integral part of the children’s day. It’s a time given each day (or several times a week) where children play, work, and make decisions for themselves. In the upper grades, it’s a time when students create and provide Choice Time activities for each other. What a great opportunity for kids to explore their interests while working independently or within a group. I spotted a door that led to a side yard (each K-1-2 classroom had this) where the kids could venture out to play. I wasn’t even in the building for ten minutes and felt an overwhelming sense of creativity from this school. It’s just the vibe I instantly got! A parent asked about second languages. In the lower school, there is an introduction to spanish with a focus on mastery in the upper grades.

Next, we saw another large classroom where the children gather for the extended day program (before and after school). The activities for the extended day program (and after school enrichment) follow the school’s same educational philosophy of a child centered approach. The classroom had a cozy, ski lodge feel to it.  There was a foosball table, computer area, tables and chairs. Resources seemed abundant at Stanley.

We then walked by a huge library made up of several connecting rooms. Books, books, and more books were shelved on each and every wall. Couches and chairs made up most of the seating area.  If you were a student here, there would be no reason to venture to your local library. Books were plentiful.

Next, we visited the theater area. Middle School students were on stage while some were in the audience. Arts (visual and performing) is something taken very seriously at Stanley. In the upper grades, is a weekly program called Afternoon of the Arts. In Middle School, sixth graders participate in the annual Shakespeare production that’s integrated with their Humanities curriculum. Skits and an annual Cabaret show are performed in seventh and eighth grade. The arts program at Stanley gives the students another opportunity to address their creativity whether it be being an actor or working behind the scenes on a production. A divider wall separates the stage area from another large adjacent room where school wide assemblies take place.

Although we didn’t see the cafeteria, our tour guide shared that the lunch offered at Stanley is quite delicious. A parent at Stanley, who is also a chef, designed the lunch program and works with staff and parent volunteers to implement it. On our way out of the building, we ran into Tim Barrier, Head Of School. He took the helm recently, after Carolyn Hambidge retired in 2007. She was the founder of Stanley.

Our tour continued outside as we walked along the lovely and unique campus, the former Lowry Air Force Base. Children passed us on their way to a small playground. There was an art barn and science barn where art and science classes take place. The upper grades (3,4,5) and Middle School take residence in the old “officer homes” that were converted to classrooms. The classrooms looked like apartments with a lower and upper level (a separate classroom is on each level). We walked into a 3,4,5 classroom. Again, students were engaged in different areas of the classroom working on different projects. The displaying of kids schoolwork was a normal encounter in the few classrooms we visited. We were told one teacher was working with a small group of students in a small room adjacent to the classroom. Each classroom had a room like this where small groups could gather. I felt a real sense of community within these classrooms and a mixed-age classroom naturally lends itself to this.

There seems to be mixed feelings from parents regarding mixed-age classrooms. Some parents who support this idea love the fact that their child takes on a role of both mentee and mentor during their few years in a classroom such as this. He or she learns to work with children of varying age levels and academic levels and take on certain roles while doing so. Community is an essential part of learning in a mixed age classroom. The child is in the same classroom for a few years, with the same teacher so that teacher really gains a deep understanding of the child, socially, emotionally, and academically and has a good handle on how to support or challenge the child. The children also feel a sense of security and are more able to take risks. On the flip side, what if this teacher is not an ideal mentor in your eyes? Now, you are stuck with him or her for the next three years! Is three years too long for a classroom set up such as this? I spoke to several parents whose children attend this school and they think their child is more than ready to move on during that third year in the classroom. Also, there is such a broad range of diverse learners in one grade level never mind three grade levels; don’t some children get lost in the shuffle? The planning must be quite extensive for the teachers with all of the small group work and independent projects that occur. One parent told me that in her son’s first grade class (a couple of years ago) about half the class received outside tutoring for reading. Currently, there is a reading specialist on staff.

As our tour was ending, the guide pointed out the new gymnasium. The gym was built in 2003 and I hear it is state-of-the-art (unfortunately, I did not have the time to tour it). Solar panels covered the roof. Stanley is converting to a green campus and plastic is no longer used in the cafeteria.

Our guide then pointed out the fields and buildings for the Middle School and told us that the Middle School is what sold him on Stanley. He took the time to observe Middle School students in the classroom one day when deciding on which school his children would attend. He was enamored by how articulate, independent and enthusiastic these Middle School children were about life and learning. He went on to say that the children at Stanley are made to think for themselves and question things. In Middle School, the teacher does not lead the parent teacher conference, it’s the student that does. The students share with their parents how they learn best and what they’ve accomplished during the year. Stanley students continue on to high schools such as Kent Denver, Denver School of the Arts, East High School, and Colorado Academy. One parent on the tour asked how these students transition once they leave here. Of course, the tour guide assured us that the transition was a smooth one. I imagine there is a bit of a transition if a student from Stanley attends a more traditional high school. However, I am also sure, that students from this school are equipped with a good sense of self, knowledge, and love of learning that will help them to adapt quite easily to new experiences.

At the end of the tour, I had a few moments to watch a video that most of the parents viewed prior to the tour. The video highlighted this school as a place where children are valued and respected, where children are actively engaged in their learning and follow their interests and passions, and wherein lies a strong, committed, parent community supportive of the staff and school. One of the admissions personnel was kind enough to answer several of my questions before I left. She validated my thoughts regarding the fact that parents choosing this school have to accept this unique philosophy. It’s certainly not for everyone and children with attention and sensory issues might not thrive in a learning environment such as this. It is also a school where rich learning takes place daily and children become joyful, lifelong learners.

You should consider Stanley for your child if you want an unconventional academic environment where the whole child is celebrated, children learn at their own pace and there is a strong emphasis on individualized learning in a multi-age setting, and a love of learning is inspired and supported by staff that are well-trained in the British Primary philosophy.

We welcome your comments and impressions on Stanley British Primary School.

School: Stedman Elementary

Website: http://stedman.dpsk12.org/

Type: DPS-Public

Tours: Call ahead to schedule a tour. Best times available to tour are in the mornings from 9:15-11 or the afternoons from 1:30-3:00.

Main Phone: 303.322.7781

Principal: Deborah Johnson-Graham

Location: 2940 Dexter Street, Denver, CO 80207—(north) Park Hill neighborhood

Hours: 8:45 AM-3:45 PM (early release day every other Friday)

Grades: ECE-5^th Grade

Average Class Size: There are approximately 350 students that attend this school. Class size is 25 students or less on average. There is a half-day ECE program for 3 year olds and a half-day and full day ECE for four year olds. It is one of the eight DPS schools that offer Advanced Kindergarten. There is one Advanced K class.

Before/After Care: After school programs are offered to students in various grade levels at different times throughout the school year (e.g. golf, a science club through the Museum of Nature and Science, etc). An after school tutoring program is available for students (M-Th).

Facilities/Playground: The playground is wonderful; everything has had a facelift!  It gives me hope for the school my children attend. The equipment is new, bright, and colorful. The organized play areas on the black top have colorful paint for hopscotch, four-square, and other games.  There was another spacious black top with several basketball nets. Also, there’s a grassy area for organized play and a small community garden that is maintained by the staff, children, and parents at Stedman.

Special & Core Programs: A half-day ECE program for three year olds is offered. It also has a half-day and full day ECE program for four year olds. There is one Advanced Kindergarten classroom at this school.

A strong after school tutoring program is offered to the students. They have to qualify for the Free & Reduced Lunch Program (close to 90% of the students do) and be recommended by their classroom teacher in order to participate. The program runs after school Monday-Thursday by paid teachers. There is even tutoring on Saturdays! Last year approximately eighty children participated. The students spend half their time on a computer working on literacy software called Lexia, the remaining time is spent with a teacher on specific academic needs. The tutoring is for strengthening both reading and mathematic skills. I wonder if this program has contributed to the recent rise in test scores?

Stedman has several partnerships within the community including the Mobile Health Clinic that visits once a month to provide their services to families, Walmart donates items for various events and projects throughout the year, and the community garden which is tended to by students, staff, and parents.

Impressions: Thus far, most of the school profiles we’ve completed have been written about the schools that everyone has been talking about for one reason or another. Today, I visited a school that hasn’t received much buzz with the exception of the recognition it received on the first official day of school this year. Stedman Elementary School, was recognized for its academic growth (one of the best in Colorado).  Students have made tremendous, double digit gains in math, reading, and writing.

Stedman Elementary is located in the northern historic Park Hill neighborhood of Denver. It’s a beautiful old brick building. I didn’t even know it existed until recently when I drove through Park Hill looking for Satchel’s Market. It caught my eye because of the beautifully updated playground. I am always pleasantly surprised to find these old schools in Denver to be so bright and inviting once inside. This was the case at Stedman. The hallways were neat and full of light. Artwork was sporadically hung on the walls. The school has two levels so it was easy to find my way around. I joined a small tour already in progress.  The other two women were interested in the Advanced Kindergarten classroom.

A family liaison escorted us around the building. I love the idea of a family liaison. He was laid-back and the tour was very informal, yet informative. A large part of his job is communicating to the Spanish speaking population at Stedman, running family events at the school, leading tours for parents, and oh yes, he’s the half time computer teacher as well. He’s worked at the school for five years and has recently seen some new, positive changes. Some of these include more teacher retention the last couple of years, an expanding student population (some students and teachers came from nearby Hallett when it closed), and a fairly new, very involved principal. Diversity is welcomed and celebrated at Stedman. The majority of the student population is comprised of African-American and Hispanic students.

Many of the classrooms I visited were cheerful and cozy. I couldn’t help but notice the class size that seemed smaller than many of the DPS schools I’ve toured. Staff seemed friendly and many invited us into their classrooms to take a closer look. The computer lab was smaller in size than others I’ve visited but complete with new Dell computers. The new computers along with several SMART boards, were paid for by the recent technology bond. I visited a few classrooms where the SMART boards were being used. They remind me of a more advanced overhead projector. The SMART boards are basically interactive whiteboards (connected to a computer and digital projector) that help engage students with various learning styles. They are interactive and engaging to children. I haven’t seen many of these and thought it was a great learning tool for the students. The library next door to the computer lab was quite small, however many brand new books filled its shelves thanks to a recent grant they received. The librarian is also the part-time gifted and talented teacher. The auditorium looked a bit dated. I don’t remember seeing any chairs in this room, just carpet, which makes me wonder now if the children sit on the floor for school assemblies. The music teacher also conducts music class in the auditorium due to space issues. Unfortunately, due to budget cuts, there is no art program at this school. Because of this, they do try to provide enrichment programs in art after school.

Their character education program is taught and reinforced constantly through monthly school wide assemblies. Many of the teachers that day were wearing tee shirts with the “RAPPS” logo. School spirit was all around us and it was contagious. And speaking of teachers, not long ago a third grade teacher received a teacher of the year award for her outstanding work facilitating and running the tutoring program after school. How lucky for the students at Stedman!

This year Stedman is trying out a new school wide enrichment program on the early release days that occur every other Friday. The children meet in small groups across grade levels to learn further about a topic of interest. All teachers participate and facilitate the learning. I mean all adults participate in this program, including the janitor who runs an art class and the computer teacher, a guitar class. I loved the idea of all staff partaking in this project, not just the classroom teachers. This is what community and collaboration is all about! It sounds like a promising program where children take an active role in the learning.

The school’s achievements should be applauded but there is still work to be done. Stedman students still perform below the 50% proficiency mark in all subjects of the Colorado Student Assessment Program. However, school officials are hopeful and optimistic that change is on its way in this small school that has deep roots within the Park Hill community. I can see why people have so much hope for a school like Stedman where change is on the way!

To hear directly from Stedman Principal Deborah Johnson-Graham, click here!

We welcome your comments and impressions on your experience with Stedman Elementary.

The School Scoop category of our blog is a compilation of our impressions on both public and private schools around Denver. These “profiles” include vital facts about the school along with our impressions from visits, discussions with parents and interviews with staff.  We plan to add quite a few more profiles this fall so keep checking back for schools that you have interest in learning more about!

We hope to also educate you on the vision of each school from multiple perspectives, provide information on special & core programs that each school has to offer as well as provide a forum for parents to comment on their experiences with the school.

It’s important to remember that the impressions section on the school profiles is just that, an impression.  While visiting the school we take into consideration many factors beyond just what we see and hear. It’s your job as a parent to research and visit the schools that interest you most, so you can get a vibe, and see which schools have left an impactful impression on you.  Do not rely on our profiles or parent comments alone; see for yourself.

We are not including a full report on public school CSAP test scores in our reviews because we do not feel that they are a highly relevant part of the process.  If it’s test scores you seek, then you can find them at the Colorado School Accountability Report Website.

School:  THE LOGAN SCHOOL for CREATIVE LEARNING

Website: http://www.theloganschool.org/

Main Phone: 303-340-2444

Type: Private accredited member of the Association of Colorado Independent Schools

Tuition: Tuition for 2009/2010 school year is $14,090 per student.  Need-based scholarships are available.

Tours: Parent information sessions and tours take place beginning in October through the middle of December.  Call or email Rachel Shields to schedule: 303-340-2444 x133 or Rachel.shields@theloganschool.org.

Head of School: Andrew Slater

Director of Admissions: Becky Godec

Location: 1005 Yosemite Street, Denver, CO 80230 – Lowry Neighborhood

Hours: 8:30 am to 3:00 pm

Before/After Care: Extended Care is available before school from 7:30 to 8:30 and after school from 3:10 until 6:00 for $5/hr.

Students: 248, ages 4-14, 19% students of color, avg. class sizes range from 16 in the younger classrooms to 22 students in the older classrooms.

Playground/Facilities: At first, driving up to the school, I was slightly put off by the location and campus as it seemed somewhat barren and, quite frankly, ugly. The decommissioned Lowry Air Force military space did not appeal to me.  This quickly changed as I got to the front and saw a nice playground, attractive landscaping in the main entrance area, and a modernized renovation to the main building. There are a total of three buildings on the campus, one that holds the lunch facility and extended care and another that holds a huge gymnasium and a theatre.  There are also playing fields on campus for sports such as soccer and baseball as well as another playground area.  In total, the campus is about 13 acres. 

Special & Core Programs: Since The Logan School is an experiential learning institution, students participate in a variety of field trips to meet their needs for individual units, class units, environmental education and service learning needs.  Some of those trips for the upper level students will be overnight trips.  The Logan School also has a student Expo in the winter where students showcase the work they’ve done since the beginning of the school year on their individual units.  There are a number of extra curricular activities including a school rock band, poetry competitions, MathCounts, geography and spelling bees.  On campus there is a natural wetlands, a hands on butterfly habitat and a garden. 

Impressions: I have visited the Logan School on several occasions and, after my initial poor first impression of the campus, I was thoroughly pleased.  Both my husband and I were greeted each time by the front entrance with a handshake from either current parents, the Admissions Director or the Assistant Admissions Director.  Prior to the tour, we were briefed on the school, its philosophy and direction, shown a video, and given an opportunity to ask any questions we had.  Then, we were led around the school by some of the most polite Upper Level (8^th graders) students we have ever encountered.

It was great to be taken around the campus by a student rather than an Administrator or a parent that might give a biased view of the school.  We were able to ask the students their perspective on particular qualities of the school that we would not have been able to get from anyone else.  We were also given an opportunity to see the children “in action” and speak to some of the teachers to get a clearer picture of how the Logan teaching philosophy works.

The Logan School philosophy is quite different than a traditional school in that the students are empowered to be extremely independent and think for themselves. Early in the school year, they choose a “Unit”  to study and then apply more traditional subjects to that Unit.  For instance, if they chose insects to be their Unit, then they would apply math, reading, science, etc. to the subject of insects.  There is a culminating “Expo” in February where the children present their work on the Unit to parents and faculty. Then in the Spring, they typically choose another area of study.  Teachers act as facilitators and mentors while encouraging independence at the same time. Then in each homeroom, the lead teacher covers other subjects such as World History, Geography or Science so that it is more multidimensional.

This experiential style of learning may, or may not be right for your child so it’s up to the parent to understand what type of learner your child is and if it makes sense for them. This experience-based style instruction is then taken beyond the classroom to include several field trips that allow students to explore art, environmental studies, foreign languages, business, etc. and to then be applied to their studies.

It seems that the Logan School has a very rich learning environment that fosters a unique way of thinking for children.  The school is indeed for students that have gifted and creative tendencies, however, it is not exclusive or pretentious.  The qualification of “gifted” is more than just a test score; they’re seeking students that would be impacted the greatest from the style of instruction Logan offers.  Students who are the best fit for this school are those that do fall in the gifted range, but have other qualities on top of that.  A child might score in the 99.8^th percentile on an intelligence test, however, they might not learn in a way that would allow them to succeed at Logan. One thing to also understand is that, while Logan does offer instruction to 4 year olds, those children must be “Kindergarten-ready”.  Logan does not consider true age as much as they do readiness, both emotionally and intellectually.

Logan looks at the child “as a whole” through the admission process and considers heavily each aspect of the application package including the 2 hour observation of the child, an intelligence test score, teacher evaluations, and the parent questionnaire.  The admission process is lengthy but there is a reason for it.  There are typically very few spots for incoming 4 and 5 year olds.  For the 2009/2010 school year there was approximately 1 spot for every 2 applicants and even fewer openings for the younger students.  There were also quite a few sibling applicants and they are given first priority.

Parents are expected to participate in school fundraisers including an annual spring auction and to also be involved in school and classroom activities.  Volunteerism and philanthropy are a very important part of the school community.  There is a well-established Parent Association and a Board of Trustees that manage Logan’s events and affairs.

You should consider this school heavily if you are able to afford private school and believe your child could prosper within an experiential environment.  Do think long and hard about the fact that, if accepted, your child could be in this school for 10 or more years.  There are only about 248 students and it goes from age 4 through 14, or until high school.  Making the transition to a traditional high school has been known to be tricky, but students coming from Logan tend to adjust quickly, especially in the more advanced classes, due to their independence and ability to apply their experiences to each new learning environment.

We welcome your comments and impressions on your experience with The Logan School.

School:  MONTCLAIR ELEMENTARY (aka: MONTCLAIR SCHOOL OF ACADEMICS AND ENRICHMENT)

Website: http://montclair.dpsk12.org

Type: Public-DPS

Tours: Generally take place late fall (check website).

Main Phone: (303) 333-5497

Principal: Donna Neill (new principal 2011-2012)

Assistant Principal: Emily Zabroski

Location: 1151 Newport Street, Denver, CO 80020 / Montclair Neighborhood

Hours:  8:55 am-3:45 pm

Grades: ECE-5th Grade–3 Full Day Kindergarten classrooms

Average Class Size: It varies….K-2 classrooms try to maintain 25 or less students in each classroom with full-time paraprofessionals and grades 3-5 usually have less than 30 students per classroom.

Before/After Care: Programs are tuition-based and grant funded. After school extensions such as Brownies, Rocky Mountain Children’s Choir, Destination Imagination, and Girls on the Run are offered as well. *Update: Kaleidoscope Corner now runs the after school program.

Playground: There is one large playground with designated areas for children in the upper grades and lower grades. The lower grade’s equipment needs a significant upgrade. The upper grade’s area just had a few pieces of new playground equipment installed. There is a blacktop for basketball and another for tether ball. There is also a large grass area with two baseball fields and play area for organized activities. I was told that future plans are being carried out to update equipment and create a learning landscape. The plans are to take place in 2010 after other prioritized construction of the school is complete.  *Update: Learning Landscape completed 2010!

Special & Core Programs: Montclair uses Renzulli’s Schoolwide Enrichment Model. Some of the programs include Brown Bag Lunches where children eat lunch and learn about a topic of interest from a guest speaker, Enrichment Clusters where children from varying grade levels come together and choose a topic of interest and learn about it in depth over an 8 week period, monthly assemblies and monthly field trips including one unique field trip per grade level that ties into the curriculum (e.g. Kindergarten Bunked with the Beasts this year at the Denver Zoo), High Strides Classrooms which is an accelerated program offered for students at or above grade level in literacy and Progressive Classrooms which are an intervention-based program designed to develop a strong foundation of literacy skills to students. There is also a schoolwide event called International Night which is a celebration of the diverse community that attends Montclair and includes performances and food from around the world.

Impressions: I visited this school on several occasions. It’s a great little neighborhood school adjacent to a park where parents and children meet after school occasionally. The school was clean and the hallways were adorned with great artwork. The children seemed very engaged when I visited the classrooms. I met the Principal, several parents and a few staff members, all of whom were very enthusiastic about the school and the transformation it has been through. Shannon Hagerman, the principal, tells me there is a high level of teacher quality at the school. Twenty-two out of twenty-four staff members voted in favor of becoming Colorado State’s first “Innovation School” at the elementary level. This tells me the staff is confident in their ability to teach and put forth a great effort to increase student academic achievement, along with strengthening their own professional development through annual coursework.

I was so impressed in learning about their programs which really focus on the individual learner and how best to support or enrich the child. Also, children in some grade levels switch classrooms for certain subjects. Each grade level is divided up between classrooms for their “specials.” In this way, the students are ensured a differentiated learning experience. Shannon Hagerman greeted children in the hallways and seemed to know every child by name. I felt a very strong sense of community here at Montclair.

After talking to several parents, I learned that they have a “growing” PTA with two major fundraisers. The PTA  also strongly supports the enrichment programs at the school. I got the impression there are different levels of parental involvement from the highly involved to the less frequently involved. Also, some of the parents I spoke to choiced in to Montclair due to the variety of enrichment programs that are offered to students, smaller class sizes in K-2 classrooms, and a more diverse student body compared to their neighborhood schools.

Montclair has received a lot of local media attention over the past few years due to their school-wide revitalization plan. It’s a Beacon School and recently was designated a School of Innovation. This means Montclair was granted autonomy from district and state rules which allows them to control their own budget, curriculum, hiring, school calendar, etc. Because of these things, Montclair’s popularity has increased over the past few years with more children choicing in (over 25%), along with a growing number of children on wait lists. Their innovative school reform efforts are being recognized and in April, The U.S. Secretary of Education Arne Duncan visited Montclair to learn more about their programs.

We welcome your comments and impressions on your experience with Montclair Elementary.