Colorado

State’s smallest district enrolls 10 students

AGATE – Students in the state’s smallest school district are again enjoying some academic niceties officials there feared they’d never see again:

The entire student body of the Agate School District – 10 children in kindergarten through fourth grade – gathered around a classroom table.

Regular music and art classes, jettisoned years ago when the budget got tight, have been restored. Physical education is daily now. There’s a computer for every student and regular computer instruction.

There are even some luxuries other districts can only dream of, such as regular field trips. An artist-in-residence program. A well-stocked library and rich stashes of classroom supplies. Classroom space to spare. Frequent enrichment activities. And pretty close to individualized instruction for every student in every academic subject.

But there’s a trade-off for this kind of resource abundance. With only 10 students, officials in Agate aren’t sure how long their school district can remain viable.

“It’s working well right now,” said Kendra Ewing, district superintendent and principal of Agate School. “But I don’t know if it’s sustainable. I don’t have my crystal ball to look into.”

Board opted to close junior and senior high school

Nearly two years ago, faced with years of steady enrollment declines, the school board made the decision to close the district junior and senior high school and send those students to nearby districts.

Art classes have been restored in Agate, as well as music and regular computer instruction.

It kept open the elementary school, and determined to offer the best primary education possible.

Last year, there were nine students in the 36,000-square-foot building. This year, there are 10.

“But see me in two weeks,” said Ewing. “I bet we have 12 by then. One of our parents may have some relatives moving in.”

She also knows of at least three 4-year-olds in the pipeline. But Ewing isn’t willing to count her kindergartners before they enroll.

“It’s all so iffy,” she said. “We have a lot of movement out here. Half our students are from different families than we had last year. People move away.”

A lot of land, not many people

The Agate School District encompasses a vast area on the eastern plains. It’s 458 square miles of rural Elbert County.

Agate enrollment
  • Fall 2012 – 10
  • Fall 2011 – 9
  • Fall 2010 – 33
  • Fall 2009 – 45
  • Fall 2008 – 56
  • Fall 2004 – 91
  • Fall 2000 – 108

District funding

  • Agate receives $13,815 per pupil in state funding, based on an enrollment of 38 students
  • Since voting to become an elementary-only district in 2010, 28 of those students are sent to nearby districts
  • Agate pays three districts – Kiowa, Byers and Limon – to educate them
  • Agate also pays their parents part of the costs to drive them to those districts

“That’s a lot of land and not many people,” said Ewing, who lives on a farm in Genoa, 30 minutes from the community of Agate, where the school is located. “What other people call rural, I wouldn’t necessarily call rural. This is rural.”

Ironically, Agate School might be more easily accessible to residents on the eastern edge of the metro area than it is to some of the district’s own residents. It’s 70 miles east of downtown Denver, but right off I-70. Some students in the district live 30 miles or more away from the school, and must traverse dirt roads to get there.

The district actually is home to 38 school-age youngsters, and that’s what the state’s per-pupil funding is based on. But of the 28 older kids, eight now go to school in Kiowa, 17 in Byers and three in Limon. Agate pays those districts to educate its junior and senior high school students. It also pays their parents part of the costs to drive them there – 32 cents a mile for one round-trip per day.

In the enormously complex algorithm that is Colorado’s school funding formula, so far everybody’s making money on the deal, except the state. While the state average per-pupil funding in Colorado is just $6,474, for Agate it’s $13,815. In the neighboring districts accepting Agate’s older students, state funding ranges from $7,134 per pupil in Limon to $8,181 in Kiowa. Agate reimburses those districts 70 percent of their state funding rate for each Agate student they take.

“Ten extra kids to a school with 430 kids is nothing,” said Vic Craven, the district’s longtime business manager and former school board member. “They don’t have to add staff for that, so their expenses remain basically the same, but they get the extra funding for the extra students.”

Agate, meanwhile, banks the rest to build up its reserves. The district will spend only two-thirds of its allotted $944,000 income, and retain a third to help cover the bills for the following year – when income may be far less, if enrollment keeps going down.

“We are financially and fiscally in good shape,” Craven said. “We can operate on a minimum.”

“And we’re frugal wherever we can be,” added Ewing. “Not when it comes to enrichment activities. And anything our teachers need, they have. But our worries are about numbers. If our student count goes down, we’ll run out of money.”

Everyone involved in educating the children

Agate’s students – two fourth-graders, one third-grader, four second-graders, two first-graders and one kindergartener – soak up all the attention one part-time and two full-time teachers can lavish on them. Ewing, Craven and Ewing’s secretary, Jolene Chambers, also work with the children as needed.

Superintendent Kendra Ewing puts kindergartner Peyton Golliher down for a nap in her office.

“Everybody in the building teaches,” said Sue Anderson, who came out of retirement last year after teaching in Limon for 32 years in order to fulfill her dream of teaching in a “country school.”

“If I have someone who needs to read a story one more time, I can send that child to Kendra or Vic. Everyone in the building knows every child, and knows what that child needs to work on,” she said. “There’s no need for special ed in a system like this because we all know where every child is. They don’t have a chance of not mastering things when they have seven or eight people quizzing them on what they need to know.”

Anderson splits teaching duties with Agate veteran educator Karen Beuck, who taught at Agate High School since 1999, but got her elementary certification over the summer. Beuck teaches math and art to everyone, and social studies and science to the older students; Anderson does music, most of the language arts, and social studies and science for the younger ones. The students all take music and PE at the same time.

“I do miss the high school students. I enjoyed working with them. But each grade has challenges of its own,” said Bueck, whose three daughters all graduated from Agate High School. “Besides, I don’t know many other elementary schools where the students have computer training every day, and where there’s a teacher certified in art and a teacher certified in music.”

“I’m probably the only superintendent in Colorado who does playground duty … I’m probably also the only superintendent who has a kindergartner nap in her office.”
— Agate’s Kendra Ewing

“It’s not as though we’re small and don’t have anything to offer students,” she said. “In a lot of ways, we provide more opportunities for our students than larger schools.”

The youngsters all eat lunch together, and afterward hit the playground, where Ewing supervises recess at least one day a week.

“I’m probably the only superintendent in Colorado who does playground duty,” she said. “But I want to do it to be fair. We all share playground duty.”

After lunch, nine of the 10 students return to their afternoon classes. But the kindergartener beds down for her afternoon snooze – in Ewing’s office.

“I’m probably also the only superintendent who has a kindergartner nap in her office,” said Ewing, who taught elementary classes in Agate from 2002-2005, then returned to Agate as superintendent in 2010.

“The first week of school, I had a sign up on my office door that said ‘Shhh! Nap time!’ but you don’t want people thinking the superintendent takes naps during the day.”

Lots of lessons to prepare

While enjoying the luxury of extremely small classes and four-day school weeks, Anderson and Beuck do sometimes strain to prepare daily lessons for so many subjects and so many grades.

“I didn’t realize how much time and effort it takes to plan for that many kids at different levels,” Anderson admitted. She must prepare four different reading lessons every day, plus two music lessons, two P.E. lessons, two science lessons and two social studies lessons every week. “That’s why I’m usually here every Friday, just to plan,” she said.

Sunnie Iacovetta, the mother of a fourth-grader and a second-grader at the school, had no qualms about enrolling her children there when the family moved into the district last May. They came from Jefferson County – the state’s largest school district – but she had briefly home-schooled them as well.

“It’s A-OK with me on the smallness. I like the closeness the kids all have.”
— Agate mom Sunnie Iacovetta

“My kids have been to regular schools where there are twenty-some kids to a class, and I liked that too,” she said. “But I like this a lot better. It’s A-OK with me on the smallness. I like the closeness the kids all have. They snack and have lunch together, they do recess and gym together. And I can see the teachers really care about the students.

“The lack of sports doesn’t bother me because they’re just in elementary school,” she said. “And they’ll be in 4-H. They’re active kids. My daughter, Brooke, says she misses one friend she had before, but otherwise they don’t miss anything. They’re just happy kids living out in the country.”

Beuck wonders if other parents who currently home-school their children might not consider enrolling them in Agate School, if they knew about it.

“This might be a wonderful fit for them,” she said, “because it’s not that far from individualized instruction, but they’d get more socialization than what they have at home.”

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.