Growing Up

GALS plans for expansion in and out of Denver

The Girls Athletic Leadership School (GALS), an all-girls charter school in West Denver, has plans to grow both in Denver and in cities across the country.

The Los Angeles Unified School District will vote later this month on whether to open a brand-new GALS middle school in 2016, and GALS’ leadership in Denver is researching the possibility of opening an all-boys school in Denver.

GALS opened in Denver in 2010. The school currently enrolls 280 students — all girls — in grades 6 through 9, and plans to eventually enroll 600 students in middle and high school. GALS is in the midst of doubling the size of its school building.

Plans for an all-boys school in Denver are still in early stages, but a new task force assembled by the school’s leadership and board is studying the possibility.

Chalkbeat talked with GALS founder Liz Wolfson about why the school is considering expanding, the purpose of an all-boys school, and more. The interview has been edited for brevity and clarity.

Why an all-boys school?

There are practical reasons and then there are philosophical reasons.

GALS was founded on an assumption that we can create a more civil society in the world by ensuring that as many young women as possible understand that they have access to all opportunities and that we can break the clear ceilings that exist in all industries for women.

Philosophically, you can’t change society by only working on women. The philosophy of GALS is based on healthy relationships.

There’s a clear, direct path from education to behavior and relationships that create a more dynamic, inclusive society. This is just our piece of adding our choice option to portfolio of schools that exist.

What boys deal with in schools is just as sensational as what’s going on for girls, in terms of achievement in schools but most importantly in terms of who they are in the world. The messages boys are receiving through public culture today are really disempowering. They need real attention in terms of knowing who they are and feeling that they matter just as they are.

Practically, now that GALS has developed this strong program around health, wellness, and gender, one could argue that a boy doesn’t have that choice, especially with Sims-Fayola [an all-boys public school in the district] closing.

Why does that learning for boys and girls have to take place in a single-gender environment? 

We’re honoring the journey of adolescence, so each gender has a chance to fully become themselves before they go into the natural organic stages of socialization, romance, interconnectedness.

It’s about honoring the reality that our public culture hypersexualizes boys and girls and hyperinflates issues of who you’re supposed to be based on a girl in a bikini and a guy watching football. The idea’s to slow that down and allow boys and girls to figure out who they are first…

All we’re saying is, we want healthy interaction, but most importantly we want kids to know who they are.

What’s most important for boys is not always the same as what’s important for girls. Empowerment isn’t the issue, it’s about finding your voice and recognizing that you don’t have to be Superman to be valued and impactful.

What are your plans for expansion outside of Denver? 

We’re in the process of putting together our strategic plan for national expansion. The vision from the get-go was to be in four or five distinct geographic regions across the country, with the idea that we want to put out a next generation of girls who have been through our schooling.

We’re not looking to expand like KIPP, or to dominate a single city. We’re looking to hit the discourse around equity around the country.

We’re not going to be a CMO [charter management organization] like DSST or STRIVE, where there’s a central office. It will be a series of place-based organizations, and the directors of each will be on the board of the national GALS.

There are a number of cities we’re interested in: Baton Rouge, Rhode Island, Indianapolis, Seattle Tacoma. We believe it’s not about whether we’re interested, it’s what’s going on locally and do we have the leadership to make it happen.

What does your staff look like? Are your teachers mostly female?

I think our staff looks like every staff. The research shows it’s important to put role models of every shape color and age in front of students.

One thing is that we want role models of different ages. The idea that you can continually fill staff with just 23-year-olds…the bottom line is, a 23-year old has a different perspective than a 45-year-old. We want both. We also look for diversity of staff to match the kids in the school.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.