DCCUMENT RESUME EA 002 748

PLANNING QUALITY EDUCATION:A PROPCSAL FOP INTEGRATING THE DENVER PURLIC SCHOOLS. INETITUTION DENVER PUBLIC SCHOOLS, COL P UB DATE OCT 68 NOTE 158P.

LI,FS PRICE EDES PRICE MF-4,0.75 15C-$8.00 DESCRIPTORS CCMMUNITY CHARACTERISTICS, *EDUCATIONAL COMPLEXES, EDUCATIONAL FINANCE, EDUCATIONAL INNOVATION, *EDUCATIONAL PLANNING, *EDUCATIONAL PROGRAMS, *EDUCATIONAL QUALITY, ELEMENTARY SCHOOLS, EQUAL EDUCATION, INTEGFATION PLANS, RACIAL BALANCE, SCHOOL COMMUNITY RELATIONSHIP, SCHOOL CONSTRUCTION, *SCHOOL INTEGRATION, SECCIDARY SCHCOLS, STUDENT TRANSPORTATION, TEACHING ASSIGNMENT ILENTIFIERS DENVER

THIS DOCUMENTCONTAINS A COMPREHENSIVE PLAN FOR ACHIEVING QUALITY INTEGRATED EDUCATION IN THE DENVER, COLORADO, P UBLIC SCHOOLS. A SYSTEM OF ELENENTARY AND SECONDARY MODEL-SCHOOL COMPLEXES IS PROPOSED AS A VEHICIE FOE MAXIMIZING SOCIAL AND RACIAL INTEGRATICN WHILE PROVIDINGINNOVATIVE INSTRUCTIONAL PROGRAMS FOR ALL STUDENTS IN THE SCHOOL SYSEM. A DESCRIPTION OF THE APPLICATION OF THE MODEL-SCHCCLS CCNCEPTTO DENVER'S ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOLS IS FOLLCWED EY SPECIFICATION OF THE OPERATION-AL REQUIREMENTS IN THE ROLLOWING AREAS: (1) TRANSPORTATION AND PUPIL ASSIGNMENT,(2) INSTRUCTIONAL PPCGFAMS,(3) STAFFING, (4) CONSTRUCTION AND FACILITIES,(5) TIMING FOR IMPLEMENTATION, (6) FINANCING, AND (7) PUBLIC RELATIONS. A LIST OF COMMUNITY O RGANIZATIONS INVOLVED IN THE PLANNING PROCESS ANDeBIBLIOGRAPHY CONTAINING 90 RECENTCITATIONS ARE APPENDED.. MAPS ON PP. 15A-15I AND ON PP..99A-99F MAYBE OF POOR QUALITY WHEN REPRODUCED. (JH)

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4 , o4,0 4,44,4 , 1 Li IVNi11/41q. C (1U ALIT! EDUCATIO U.S. DEPARTMENT OF HEALTH, OFFICE OF EDUCATION EDUCATION & WELFARE PERSONTINS DOCUMENT OR ORGANIZATION HAS BEEN REPRODUCEDORIGINATING EXACTLY IT. AS RECEIVED POINTS OF VIEW OR OPINIONS FROM THE 11.111111' I A PROPOSAL FOR INTEGRATING THE DENVER PUBLICROBERT SCHOOLS D. GILBERTS, SuperintendentPOSITIONSTATED DO OR NOT POLICY. NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION I *4 BOARDALLEGRAJAMES D. OF SAUNDERSVOORHEES, EDUCATION JR Vice-President President JOHNA. EDGAR H. AMESSE, BENTON M.D. RACHEL B. NOEL STEPHEN J. KNIGHT, JR. WILLIAM G. BERGE 4 4 ROBERTEXECUTIVE D. GILBERTS STAFF Superintendent 43, CHARLESHOWARD E. L.ARMSTRONG JOHNSON Division . of .Planning and Engineering. Assistant SuperintendentDeputy Superintendent RICHARDEDGAR P.A. KOEPPE OtANDER . Assistant Superintendent Division of Education EMI I A PROPOSAL FOR INTEGRATING THE DENVERDivision PUBLICof Administrative Services SCHOOLS PLANNING STAFF DENVER PUBLIC SCHOOLS AssistantCHARLES Superintendent E. ARMSTRONG JOSEPHDirector,Division E. ofResearch BRZEINSKI Planning Services and Engineering PLANNING CONSULTANTS JOHNDenver, DEMPSEY Colorado & ASSOCIATES EDUCATIONAL CONSULTANTS PaloDAVIS Alto, California MacCONNELL RALSTON mademanyIn addition significant to the contributionswork of those to noted this plan. above, staff members of the Denver Public Schools have 4t, ;:- - 4..4 1>1V: this 14.srPfr " 4, a;`' +.4'; tc.; - " 7 x.1., . QUALITY "- ,..,...;: t ..1....v : I 4-:il;: " ' .." < , ,< : <, ,,t, , ,-' s-A-4 , e- .... ::".1%, INTEGRATED ,, 4 4, EDUCATION -.,,f z, 4.4 ' ' ' EDUCATIONNEWMETRO SCHOOLS YOUTH SUPPORT CENTER FACILITIES EXPANSION CONSTRUCTIONMODEL HIGH SCHOOL to meet COMPLEXneeds : JuniorElementary High $ 24,820,000 7,000,000 $ 43,090,000$ 13,000,000 OUTDOORMANUAL COLLEGE-HIGH EDUCATION CENTER PROJECT PROJECT otherSenior High $22,600,000 $4 500,000 $ 13,900,000 2,000,000 EXPAND SPECIAL PROGRAMS to enlarge opportunitiesINITIATEOPEN COMMUNITY MODEL- SCHOOL CENTERS.. COMPLEX-- to serve a neighborhoodsnew concept _ OPENREDISTRIBUTE ENROLLMENT- MEMBERSHIP- with transportation in specific schoolsprovided 1968-69 I 1969-71 1969-72 III 1972-77 IV TABLE OF CONTENTS Page 6 THEINTRODUCTION COMMUNITY 11 THERATIONALE CONCEPT 2417 CONCEPTELEMENTARY DESIGN MODEL-SCHOOL CRITERIA COMPLEX 2832 JUNIORSENIOR HIGH HIGH MODEL-SCHOOL MODEL-SCHOOL COMPLEX COMPLEX 4339 CONCEPTDENVER MODEL-SCHOOLOPERATIONAL REQUIREMENTSCOMPLEX 49 TransportationInstructional and Programs Pupil Assignment 5558 FacilitiesStaffing 7769 In May 1968 the Board of Education of the Denver Public Schools, through Resolution 1490, INTRODUCTION suchthe Superintendentplan then to be to considered, submit a comprehensive and refined byplan the for Board, the integrationthe Staff, andof thethe Denvercommunity Public prior Schools; to its directed adoption.prehensive plan for iintegration. Two major elements keynote this resolution. Second is the provision for thoughtful consideration and refinement First and foremost is the emphasis upon a com- Quality-Integratedof the proposal. Education The plan which is proposed meets these criteria. schoolsbecame clearwould thatbe an while important the reduction step toward of concentrationsintegratingAs the school ofSuperintendent, minority populations, racial the and consultants, and the staff began studying possible ethnic groups in the courses of action it These,ity ofthen, educational are the basesprograms upon in which all schoolsthe plan would is built--so rest that the goal upon provisions for quality education as well. ofthe Quality-Integrated actual existence of equal- . A EducationComprehensive can be Plan achieved. for Quality Integrated Education intensifiedtion is obvious. educational programs continues. That plans for racial integration must be accompanied by concomitant Research has indicated that even when integrated education is achieved, the Children of all races who come from deprived environments provisions for quality educa- need for 6 groundrequire and additioral to realize educational their full efforts if they are toachievement overcome the potential. limitations imposed by their back- A second, major justification exists Parents of all races desire the best possible for constructing integration plans upon a education for their boys comprehensive ofandprogram superiorgirls. of qualityeducational programs, When parents are presented with-a education. they are likely to support such proposals. comprehensive integration plan, combined with the benefits the comprehensive plan. Consideration of some of the more important elements of the proposal will assist in understanding Model-School Concept Key to the plan is the concept of elementary and secondary Model-School designed to preserve the best of two Complexes--each a local- worlds.izedintegration unit of thewould school be achieved system. by The neighborhood school would be maintained as Theproviding Model-School special Complexes programs--too are expensive to the basic unit, but maximum social offer on a neighborhood and racial basis--in the larger areas comprising the cluster. unit that designs its own instructional program to con- administrativeform to the interests and resource and units with Each cluster will form an administrative requirements of the students it educates. specialized personnel to aid in the Within each cluster will be central development, evaluation, and 7 diffusion of educational innovations. integration by attracting pupils It is planned that the special of all races. opportunities offered within thesePupil centers Transportation will promote and Assignment will go far toward broadening integration in schoolsmeaningful in all integration but a few incore these areas areas Study has shown that the Model Education Complexes of the city, heavily otherpopulated approaches will be required. by minority families. These include: To achieve . attendancetransportation areas, of minorityto other pupils, on schools where room exists the basis of geographical . an open-enrollment plan, with transportation integration in the receiving school provided by the is Schoolandimproved the District district's and when whenever theresources. requests are reasonable in terms of numbers Qulitywill promote Instruction integration Within the comprehensive plan are through racially and socially proposals for outstanding, shared learning, such as: innovative educational programs which . an outdoor education center with "live-in" experiences . Age" high school center to offer a wide spectrum ofa collegenew educational "Space course offerings work ranging from the technological to initial

1 . of Manual-College High as a joint venture between thelearningthe establishment Denver Public Schools and a leading institution of higher . disadvantagedpre-prmary children by education programs beginning their education designed to alter the at earlierenvironment ages of thanis parentalis presently involvement, the case. training, and perhaps Important to the success employment as teacher of this program Staffing for Integration aides. skilled in providing quality, integrated education are most important. Competent teachers and Continuing attention recruit and assign administrative staff will be given to their qualified teachers or recruitment and assignment. administrators from minority Special groups. effortssitivity,Employees will understanding,will continue also beto provided with a well-plannedand respect for peoples of varied ethnic Human Relations backgrounds. Program designed to promote sen- School Construction Implementation of the Model-School Complex concept will make possible the continuing use of many existinguses. structures. In addition some However, in some areasolder buildings will schoolsneed to will be replaced,be converted to other than and new schools built utilizing the their present s'i latest design concepts to insure that teachers and pupils will have the most modern educational Summaryenvironment. Briefly, then, these are the components of the comprehensive plan for quality-integrated educa- mentandtion. hasthe beenprofessional short. staff of the School District. The elements are presented in more detail in the pages which follow. More refinement will come through the work of the Superintendent, the consultants, The consideration of the plan by the Board of The time for their develop- quiredbutEducation a tobeginning. translate and the communitythe plan intowill action.lead to further improvements. The wholehearted efforts of concerned parents, teachers, and citizens will be re- This is as it should be for a plan is THE COMMUNITY Denver as a city is facing many complex problems; universal problems caused by before experienced by mankind. changes which have Powerful acceleratednology,forces, arecreated during intensifying by the the increas inter-person past two generations to a degree never ing population, expanding mass of 1 group relations and social stratification, crowding knowledge, and rapidly changing tech- cities and making living more complex and interdependen z. Knowledge has proliferated ms in hundreds of fields. and diversified to the Rapid technological paintmentadvances whereanti have speedthere brought of are communication, complete change toprofessional in curricul all fields of human economic activity withinthe discoverythe region; of new materials 'n industry, in exploration of space, in the refine- and in the progress of medical science Technological change has produced much social and surgery. disorganization. Rapid acceleratio in three areas -- population,and prepare knowledge, for the multiplying and technology and complex-- Many other agencies and institutions must assume constitutes an escalating challengerequirements to the Cityand trendsto an of the future. Educationtheir role can in not help- ticipate be aloneincludinging solvein assuming populationsocial responsibility.problems. mobility. The solutions to these problems depend upon an analysis of many factors Population in 1968 of abcut 517,000 persons, covers an area of The City of Denver, with a population 11 It is the Nation's 23rd largest city and the center of a growing metropolitanapproximatelyfive county regionarea100 squarecontains consisting miles. 57% of Adams,the state's Arapahce, population. Boulder, Denver, and Jefferson counties. By the year 2,000, estimates indicate that This decade65% of 1960-1970the State's are people contained will inbe theconcentrated following intable. the metropolitan area. POPULATION - DENVER METROPOLITAN REGION - 1960-1970 The population 'data for the Year Adams Arapahoe Boulder County Denver Jefferson ShiSA 196219611960 138,000128,000120,296 128,000121,000113,426 84,00078,00074,254 510,000493,887500,000 150,000137,000127,520 1,010,700 964,000929,383 196519641963 156,000152,000147,000 138,000134,000 95,00092,00088,000 505,000508,000511,000 180,000174,000163,000 1,074,0001,064,0001,043,000 196819671966 165,000162,000159,000 145,000142,000140,000 '110,000 117,000100,000 517,000512,000509,000 205,000196,000188,000 1,149,0001,122,0001,096,000 Sources:1970 175,000 U.S. Census for 1960; ICRPC estimates and projections for 1961-1970. 150,000 125,000 525,000 225,000 1,200,000 12 United States. In the past 25 years the Denver region has grown at a This trend is expected to continue for the next exceed that of the State as a whole, it is expected to continue faster rate than either the State or the 35 years. However, while the growth decreaseatrate a formore inthe moderate its metropolitan rate pace. of growth. Thisregion will is especially true for the CityWhile of Denver which has Denver's overall population has continued to increase, the rate experienced a marked ofDenver growth Public has changed Schools from 1.7% in the decade 1950-1960 to .8% in the 1960-1965 period. is coterminous with City and County boundaries.School District No. 1, the Denver Public Schools, with a pup Enrollment in the schoo period 1960-1965; and now is remaining about con- it membership in 1968 of 96,848 pupils is grew rapidly, 7.4% per year, duringstant.has roomthe 1950-1960to grow and decade; its school less rapidlypopulation during should the Estimates point to a stabilized school membership for continue to increase at a gradual rate. the next several years. However, Denver For a number of years school population in Denver has began to stabilize. increased annually at each school level, Secondary school member- untiltheships accompanyingrecently appear towhen begraph. theleveling-off city-wide sinceelementary increases membership this year are small. Membership trends are shown on 100,000 90,000 TOTAL 80,00070,000 MEMBERSHIP TRENDS 60,00050,000 ELEMENTARY 40,000 JUNIOR HIGH 20,00010,000 SENIOR HIGH 1955 1960 1965 1970 In the past ten years the rate of growth of pupil membership in the suburban counties has ex- districtceededtrend thatfor in theofthe Denver. fiveregion county and inarea the are State. shown in the following table: However, if present trends continue, Denver will remain the largest school Comparative pupil membership figures illustrating this DENVER METROPOLITANPupil Membership REGION Figures Year1962 35,292 Adams Arapahoe 39,132 Boulder 20,218 Jefferson 42,158 95,230Denver 19641963 41,26038,434 44,68442,514 23,05921,707 49,07946,042 96,52196,936 19661965 44,48242,792 46,82445,498 24,85327,065 51,39654,257 96,26096,085 19681967 48,61145,960 48,33250,205 30,63828,582 59,73557,242 96,43596,848 the years in meeting school building needs occasionedAs with by otherpopulation cities growth'and and urban mobility.areas, the Denver Public School system has had difficulties over Presently, 14 junior-seniorpublic schoOl.children high, and are7 senior housed high in 119schools. school buildings Other educational facilities include the Boettcher 91 elementary, 15 junior high., 2 School,ing Facility. Emily Griffith Opportunity School, Metropolitan Youth Education Center, and Aircraft Train- Many of the existing buildings are too old to serve adequately the demands of a modern educational program. Age groupings of the school buildings are shown inAGE the GROUPINGS accompanying OF THE table. PUBLIC SCHOOL BUILDINGS OF DENVER BY EDUCATIONAL LEVEL Date of Junior- t OriginalBeforeConstruction 1900 Elementary 17 Junior High 0 Senior High Senior High 0 Other Total 17 19211900 - 19401920 1720 71 31 2 2229 Since1941 - 1960 34 3 07 11 03 2 45 6 91 15 2 7 4 119 distributionresidential housingpatterns patterns, for public thus school making children difficult areLarge theshown integrationareas on theof theaccompanying of city some contain schools. charts. concentrations of ethnic and racial minorities as the result of The ethnic 15 "MI! J'2100 Liowatuala461H .01111nr OplaSSOUS V0 iausa Aano, pup A4!) 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.MINEMS ...... I1 : SaAns: II I1 :::, 601 t, t I1 IIIILas I III p I il MICIIVICI1 TIANARMIA I ., AAA. . - 141 MAMA& WI -aA 1. gr NA,NA,,, ,111.,,=Sr- ...... 2:. .-.-.1.....-...... -. ..-. .-.-.4--0. - 'V' 4 SERUM' mc 1°.011"91...... c.4...... _...... ,, .::. ..,018.. 7 .,. 4...... 10"...... ** MT. Pk r .. . I .....7. : .-. -.*:.;, .,,:...:%,:... ..ee ....4 0.0.0.1"1"0.0.11146.00' 7..:...... X..X....-...... -.:.-. . .-.-.-.-..-...... S....* :::::::::: 400i0 0.0.0 01440' 0 1, %%. PARK -NIL lir 0.111.0.46.0.0.0.0%.0.0.0. "M". COURSE GOLF STAPLETON ...... 1:...... :jk-...... :.- -.1 .*...... HARRINGTON ..:.:.:.:.:.:.:.:...... :.:. .-.:.-.4,....tplem, . -, Awigtoft . a 'Is...... NOM,. er...... e SMITH AIRPORT : 1 Neam. .,. ''EP...... ,....44110*...... tietalte...... " lie. 0%1%.0....0....*. ow. SARIteTT STEDMAN HAMM o.o.oests."1, ::::rte .1000...... 0e: COT PARK OWLET SWANS PK. MARS ...... 0.9mr...... op. , 0.11.44 :m A... PARK HAL ASHLEY .. 4, a TELLER COVE MONTCLAIR ANNEX O.O.a s s% 46046.40,460 MOORE . . PALMER MONTQAM NORTH ...... -...... rerrs EOM IRO/AWED STIKKA HILL WHITEMAN AIR FORCE LOWRY ETHNIC PERCENTAGE BY .0.0106.0.200141 MISWORTH CARSON AREASIN OF SCHOOL ENROLLMENTS DIST. (all grades) 0.0...... - ALAMJEDA FAILS JUNIOR HIGH HISPANO 10-61 WASHINGTON HIGH CEMETERYFAIRMONT 06.14..*.'.'.°Wier44.44.44.0.44.46.46.0.46.14, .46.0.0.46.46 .°.%04810.'.'117..*... igkb .0...44. MeMEENIriL III O PERCENT em0 WASHINGTON PARK ..°...... Jtoev...... a,...... 0'46-46-0- 0- 4.9 ...... *.'....°.°.*..st .0 EWS ASH GROVE 10-5 - 9.939.9 IWO.... 1 40 - 69.9 44. 01Cf.0.0.046_00 UNIVERSITY PARK 70 - 89.9 90-100 . MAVENS BRADLEY HAMILTON SCHOOL DISTRICT No.1 KENNEDY City and County of Denver Elementary 0 GOLF COURSE 11Senior*O Other Sites High Facilities Junior High 6 M11111111 4..4..0.I. ID I ...i.,... .v.r.. - . - - - 1110*. - . NORTH AREASETHNIC OF PERCENTAGE ENROLLMENTS BY IN SCHOOL DIST. (all grades) JR. 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(all grades) 1"7 0 \ SENIOR HIGH HISPANO ....144..141,...11Z.,!!arTRIP, .0.0.0..0.0.0.0.0.0.0.0..0.0..0016.0.0.0.0.0.0.0.0.0.000.'.'.'.tegm91.'.'.'.e..'.141 . . . 0 GLENDALE FAIRMONT 41.41../AUJOre.e..44.44.....0111're% ...... C.*.C.'.....C...... 11..... AMECCIEN . . WASHINGTON HIGH II 44 CEMETERY PERCENT .o.trerre.."...... r0104 w 410 41 ..'*e'.' WOMEN 0 0 - 4.9 . - - r4DUATTA1241.4441,...... 0 .'.'.':..1.t.0.....4444N0 . a EMS ASH GROVE 10-5 39.9-9.9 . 0."..".'.".". '.'.'."..'.'0116'.14144A. 4"4144414f...... vate 0.0 e ...... 0...... 0'. *...... WCIft . *So'. .. Y ...... 14...... " . . . VAIN M-., 40-69.9 ...4* ..'N., 40.10 4 0410 LAI.011t e.01011.*...... 4114. goinuatip UNIVERSITY 70- 89.9 4..40,4..AA:101 %iv 90-100 RE Dv '.'sdiels SlAviNS NUMMI AHAMILTON TOATO. SAWN sist KINNebv 10.=1" GORE COMOINIUSNME CitySCHOOL and CountyDISTRICT of No.Denver I (:) 0 GOO COMO LOGANPONT A ElementaryJunior High O *Sites Other Facilities Senior. 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MOVd A.11, ...;11JaAiro.e.o...... 10F 11/ SNI/01S 1 _ asvAacm t; e NUMMI .` '411'4110'411*.411s1 V i I ...... 41 40 ONVWNV NOM MOON O NOIWIdVIS 11104111111 0* 0.0%*,0-5°11.*********=4*411.0.411*T17.111411 111..411.111..111..411.41..41..6 I° 0 0 0 '491144104e 1114/4114V/IV 1111 NOSIO3 011111N010 . "."...... 1 4 VMWXVW:.::°:0:0:Juncoince ... i ...Ie. NW/VI/0503N V 111CNNIS wymmenio, °Pea° 11031V ...--11 NOSONW11 1114103 143:a AN3011/ '1W Amnon with other agencies -in attempts to recycle the residentialBecause of contributions education can make; chools will play an important role--along housing patterns of the City by plann- menting ofand new constructing educational outstanding programs must school be coordinatedfacilities locatedwith comprehensive appropriately City throughout the City. planning. Many solutions Develop- educationalexistingto the integrationeducational program. problemsystem towill assist be found in achieving through metropolitanmodels for successful cooperation integration and restruc and a high quality uring of the There is hope that the citizens of Denver can solve their educational problems. RATIONALE Although these problemsindication are thatapproaching they can a be overcom truly critical state in our urban, disadvantaged areas, there is every e agencies and institutions, is on trial. Those who work in the schools are acutely While there is ware that the educational system, along with other much that can be pointed to with pride critics culture.ourhave societycited conditions and draw attentionwhich demand to thesolution. deepening educational gap which ex Recent national re orts highlight the racial crisis in fists between groups in our arereally the schoolsa nation-wide where shiftsproblem in of residential society, as housing well Certainas patterns a metropolitan schools have haveresulted and become local in saddledacommunity concentration with problem. a disproportionate of amount of responsibility for what is Thes raciallynaturesegregated ofisolated theareas. situation. minorities with limited education and low incomes. Action for educational progress requires community leadership which understandsThe time thefor action is short, but if citizens are confident and determined, Human problems abound in these the challenge of providing, quality, integrated educationOne of the can great be met. hopes, indeed a necessity, for Denver's future the breaking of the cycle of 17 poverty and educational underdevelopment - lies in our public schools. It is in the classrooms that a basic opportunity exists for The kind of education we prOvide in our urban schools must be regenerating our youth and our city. imaginatively different from that withwhichprepared specialhas beenthan educational traditional.their predecessors, talents or havingphysical more disabilities advanced and are provided with It is true, as some observe, that teachers and administrators are specialized preparation. special classes. Likewise, pupils The better curriculumMost schools in thehave schools excellent is muchclassrooms, advanced libraries, and improved science in format over that laboratories, and other facilities. Test scores show that our city's of even a few years ago. The motivatedbookspublic and schools bymaterials their are families ofdoing instruction an to outstanding learn. are among job thein educatingbest ever thosehad. children However, there is evidence that the schools are only partially who eagerly come to school, education.successful with those children who reside in areas where there are lower And this is the problem. achievement,Though it educatorsis only recently have recognized that the forpublic many has years realized the effects the of levels of income and of a limitedenormousdeprived socio-economic concentrationenvironment on background.of scholastic intellectual and financial resources required to overcome the effects of straps." It is a part of the American tradition for an individualThe advice to traditionally"pull offered b, parents to children has been, "Get a good education.' himself up by his own boot- 18 orIt national h o as been a matter of national pride that in America anyone, rich or poor, regardless of race,rigin, creed could get a good education in the public schools and climb the ladder of success. betweeninfinitely the more school complex. on the one hand and the p The system does not work in the segregated poverty pockets of big cities where the situation is In these areas inequities are aggravated. upils and their parents on the other. A psychological gulf has developed Traditionally, fromeducation broken has home's. depended upon the home to reinforce th They are often unable to see a connection e work of the school. between their school work and their lives. Many of these youngsters come Theirdividualaffluent poorly orsections family.educated of theparents city. cannot get the kind of job which will e It is extremely difficult for the public school, in this setting, Overcoming these obstacles is almost beyond t nable them to move out to the more e ability of any in- to accomplish its time-honored purpose of helping the individualThe to recent better report himself. of the President's National Advisory Commission on Civil Disorders states that entsaning explosive ofwhich this have mixture resulted arehas pervasivebeenin the accumulating continuing discrimination inexclusion our andcities ofsegregation greatsince numbersthe in end employment, ofof NegroesWorld War education,from II. the benefits and hous- of The ingredi- facilitiesconcentrationseconomic progress.and services of impoverished and unmet Negroes human needs.in our major cities, create a growing crisis of deteriorating Black in-migration and white exodus, which The ghettos where segregation and poverty converge on have produced the massive and growing 19 the young destroy opportunity and enforce area have prospered failure. to a degree unparalleledAt the insame the time the report points out that otherhistory of civili- citizenszation.issues outsideand circumstances--social, the econom Thus, it can be seen poverty that the causes of the present ic, political, and psychological. conditions are embedded in a tangle of opinions are as important as A major source of difficulty seems laws in determining the general to be the attitudes and sta opinionstus of anthat ethnic prevail. group. Attitudes andIf ethnic Attitudes towardrelations events, in the courses City ofof Denveraction, are to and people are constantly be improved, attitudes and life, and attitudes are built up developed in individuals opinions must be modified. by accretion w as a result of ith each experiences.necessarilynew experience follow that they are Experiencingadding goes toon theall sumthrough of the feeling. consciously taught. That is to say, attitudes are learned. It does not Nevertheless, education can have a attitudes of the general public. deliberate effect, not only on some In the present situation, attitudes of children, but the Denver alsoceduresPublic to aSchools whichcertain willhave extent fostera serious upon constructive responsibility for developing attitudes among people of all instructional programs and school pro- ethnic groups toward other people and toward our objective of To a child, one crucially important quality, integrated education. determinant of attitude is the experience he has with other children, what he hears about them, what he is taught as he associates with them. As a child 20 accumula tes positive experience with other children and children of other ethnic groups, his attitudes largetend tomeasure become be m a conseq re understanding uence of school and more accepting. experience is obvious. That attitudes toward other children will in There is much truth in the saying that Children are born without prejudice,if school integrationand children were of differentleft to races the children, there would be no problem. adjust to each other quickly and naturally when given an and sometimes teachers, often transmit their feel- opportunity.haveings to childrenbe made notwithout by the even children realizing but by However, adults, particularly parents it. their elders and thisIn willthis sense, the largest part of the adjustment will not be easy. Discussion, debate, conversation seldom change Yet attitudes do change, gradually, on the deep seated attitudes; attitud basis of experience-- s which have been positive, supportiveacquiredimportant over experience--andtool many for years. changing it attitudes.becomes clear that integration in its best sense can itself serve as a Integration can take many forms. More than the mere physical presence of Integrated schools are generally minority group children successful,conceivedin a school as andis schools necessary,that whatwhere theyfor children thisdo makes is of but alla difference.a ethnic groups form of desegregation. The last is especiallyfind important. that they are respected, that Students they can be withthat a nosense matter of controlwhat they over do, their they ownwill destiny have little do chance in much better in schools than those who are life. Our curriculum must be redesigned convinced 21 ships.capabilities,to destroy stereotypes self-confidence, and to provideand self-esteem a basis cfmust factual permeate information the entire for school constructive program.Relevance human in relation- the curriculum, respect for the student, and the continuous cultivation of his academically to meet the demands of our society. But something more is required. Few would deny that intensive programs can prepare students Most people wculd agree that properly designed educa- otherhimtional skills races, programs necessary their can values buildfor success. andself-esteem, attitudes, a andpositive their self-imagecontributions in ato student, our American and at way the cf same life. time give Such programs do not, however, help children to know the customs of ity groups. There are many differing opinions on development of ability and self-concept in childrenThe question of minor- of how best to educate them has not yet been settled. However, the schools objective.thedare schools not now with neglect large the minority education populations. and future of these youngsters. Citizens of Denver faced with this problem will meet their responsibilities in Integration is a value which rust be cherished as an A special effort must be made in a positive manner. Baiic to any plans for integration is a climate favorable to change. Many of the desirable solutionstional are dependent for their implementation upon funds-which must be provided.government, the ultimate decision as to what is right is determined by the most democratic way In our constitu- known to man--the will of the majority--with due respect for the position of the minority. One may say 22 Athat plan the which majority does notis wrong,work, howeverbut without "right" acceptance it may be,and willsupport not byhelp most to ofachieve the our purpose. people, no plan will work. intentIdentifying in the theeducational elements processof an approachand result that in willtheTantamount lastingspeak to integration theto suchproblem a ofplan while the is Denver atthe the provision Public same timeSchools. of satisfy-leadership which will result in deliberate improve- judgmenting the divergentas to what views will withinbe appropriate. our community is a difficult task. It must be based upon informed of providing quality, integrated education. There is no single solution. But there are steps which appear best to be in accord with the aim The concepts identified will, with the support of the bytocitizens, the take Board its be ofplace further Education at therefined inforefront determining and improved in both a policyuponeducation in for the andthe weeks racialDenver which relations.Public follow, Schools, providing and permittinga basis for Denver action

23 THE CONCEPT quality,, integrated education is the concept of the Educational One of the most important Model-School Complex. consideration Denver as a elements in providing for The idea of an Educational geographic entity and Denver's Complex is exciting. educational insti- It is an approachflexibletution aswhich in it a existstakesperiod into todayof rapid while providing an change. Such a concept promotes a administrative organization free flow of ideas among which can be stable and yet the adminis- tration, the teachers, and the community. organizational design is unique. It is adaptable to the Lethodology ana The Educational Model-School Complex asfacilities an required by the the schools can more social and educational needs effectively assess and meet of the community. the needs and Throughaspirationsit must the organize Complex of the toorganization,community. meet new challenges, to plan,As and changes to in society place new demands upon provide new services. the educational system, Specifically, the educational complex would: 1. Provide within the model-school community the special skills, knowledge, and range 2. ofLessen theservices. somewhat the feeling inflexible of and alienation of teachers and impersonal district structure. citizens caused in large part by manner.community,The further the the more decision difficult The larger the school making process is removed it becomes districtto meet localbecomes, and the from the local school needs in an innovativegreater the number and 24 centraloftakingrequirements. schools administrationthe it initiative serves, theforat lesstheservice neighborhoodflexible and leadership it level.is in itsrather response than effectivelyto local school The community and the schools become accustomed to look to the The central administration anduponIttends assisting iseach feltto schoolbe that viewedthem orthe to group as bestevolve the ofsystem place programsschools forwhere servingdecisionsuited decisions toa making communitythe are needs placesmade. whileof responsibilitytheir encouraging children. 3. subjects,BeprideSuch conducive staffin makingactivities, and to communitythe establishmentschool and involvementservices, sensitive of pre-primary aandwill community-centered adaptable foster to strong adult,to community commitment orientedschool aspirations.with toand the develop require- ofagenciesmentsnight,tively our of large twelveain given meaningfulurban months geographic community perways year area. wouldso providingthat begin it isbreaking a possiblebroad downrange to the affordof monolithicservices to revitalize to structure the community. effec-the educational program. For example,Such such a cohesivea school approachwould operate involving day andcommunity 4. mechanicalfessionalcompetence.Reconstitutein staffing taskstraining, presentthe should complex talent, staffing be conceptperformed and patterns. time. will by bepara-professionals the more efficient or utilizationaides. of pro- Correlative with this growth is a growing recognition that routine, Teachers are growing in professional The intent 5. Requiretheyto alloweffective would the for developmentbe localandmade economical atdecisions. theof Plannedlevel use whereof Program School they BudgetingDistrictwould take moniesSystems effect. and realistically resources in attuned order Financial decisions would be more realistic in that designedSummary to provide quality, integrated education inAs anthe economical foregoing and statements efficient indicate manner. an educational complex is a planned system of organization 25 The advantages of an educational complex include: 1. Many potential patterns of pupil assignment with the total complex 2. Utilizationneighborhood.to encourage of multi-ethnicpresent school education facilities within in suchthe expandeda manner schoolas to outlayofUnlikeprovide much for theof maximum newtheeducational construction,present educational schoolpark concept the benefitsplant educational withwhich with concomitant would minimum complex require cost. effectivelymassive abandonment capital 3. Uniqueutilizeslarge possibilitiesinvestment. most of the forexisting decentralizing facilities the in schoolwhich taxpayersadministrative have a 4. Outstandingorganizationservicescouraging not initiativeopportunities and now involving available and for responsibility.the in economically localindividual school-community schools. providing supportive thus en- These services 5. wouldIncreasedic teaching include flexibility clinics,transportation, complexin school multi-mediaresource organization: and mechanical instructional and electron-materials. K-6, K-5, 6. Greateragepre-primary-3, individualization 4-6, and the of like. instruction and flexibilityand ungraded of student activities. It would also provide for multi- 7. Anrequirements.assignment. expanded, coordinated curriculum suited to neighborhood 8. services.agenciesMany possibilities for parks, forrecreation, coordinated libraries, planning and o ith community her city 9. operation.minimizingIncreased district availability travel of time staff and and effecting service economiespersonnel ofby 10. madethinking.Finally, when educationthere would is befreed the fromgreat the contribution bonds of traditional that can be CONCEPT DESIGN CRITERIA important considerations guided the planning. In arriving at recommendations to expand integration throughout the Denver Public Schools, certain Basic among these criteria are: . writing,problemHistorically,Provision andof of assimilatingarithmetic quality, the responsibility integrated-- waves the traditionalof eduimmigrantsof the public three the schoolR's.nation waslooked to teachto its reading, ti on for all the children of Denver. Faced with the Sincegreattheschools. development democraticthat time, oftraditionsadditional loyal, patriotic anddemands institutions. haveAmericans been madewith uponan understanding the schools. of our Citizenship education was added to the curriculum. Its goals -- They humanizeeducation.developareing to in build youththethe fulfillmentemotionally forwith social salable justiceofscarred skillsindividuals throughchild, or competency astoeducating unique,aid through for ofpriceless advanced the teaching very humanuniversity poor; and beings; learn-to The schools are expected to inculcate attitudes and values to Commentingbeneficialandfor to an integrate educational manner.on societal racially renaissance. expectations, different childrenDr. Sidney in P.a wholesomeMarland, Presidentand mutually of These are objectives that call for vision and daring -- Weorder.whethernothe inmore Institutethe thanthe schools schools30 foryears are Educational might mandatedago, darewhen to Development,contemplatescholars create asuch new therecently as socialcreation George said,order, of "Thereanew an ordersocial was thata time, The question has been answered without our really having weighed it. Counts were asking stuffedhappeningaregenuinelythe trained task. into inassures orthespite competent contemporary universalof us; for so equality theitsdefinition task,processes of opportunity;of haveeducation. been, notto abecause large degree,we teachers But we are here; a new social order is happening and would be certainly not because we have sought Stuffed, without due concern for the sufficiency of the manpower and resources available." 28 inIf, basic in addition competencies, to maintaining the schools their are to assist societyunique in sclving role ofthe educating youngsters definingthezationsrequired.city's necessary social theand parametersthe fiscaland religious racial and of moralproblems, thecommunity role support. theadditional have school The political agencies of the city, a responsibility to assist in financingcivic, andis tocommitment andplay business and isin musteringorgani- tionsPublicConsideration of education the citizens of in what Denver of is Denver. possible.is being tested as never before by the expecta- "IsactionAfteranoThe itveryrecommendations allpossible?"decided American the dreamsupon, manner. containedtheyhave havebeen inbeendreamed, this further They have been subjected to the test report have been judgedand thein most promising refined by asking the question, courses ofof practicality.a pragmatic The answer to this query rested - Will the plan unite the community and avoid upon several other criteria: further polarization? sensusNumerousDenvermany petitionsamong citizensinterviews, citizens haveand conferences,teachers.indicatedin the community. what discussions, is the attitude and There is a rather large degree of countless letters, and desire of most con- extremereststudeIt is of uponclearlyplans, the findingproblem. doapparent want solutions to that move the whichahead. citizens will They know that Denver's future They are awareimprove of the racial ofmagni- Denver, integration while inrejecting as a viable city acceptance.essential,andtionalthe moral schools. program commitmentfor inevitably and policyfor alleviatingimprovements changes which de in And perhaps most importantly, Denverites cannotfacto segregation. succeed withoutintegration public involve educa- feel a humanistic This is 29 gains?Will the plan immediately move the community forward and lead to lasting weManyular solutions short-term which results rewere rejected. atconsidered the expense might of lastinghave produced gains. rather spectac- Experience in other cities has shown that people must be All of these EvaluationDenverinitiateled an integr a of other plans d must accept solutions. ction that would fit into a time-phased planted. that would keep The test of a sound plan is that it would andchallenge.otherDenyer to partslearnis not ofwhat alonethe might nation in dealingbe alsoapplicable arewith facing integration in Denver. this serious problems. educational It, therefore, seemed desirable to study their efforts Cities in plansportation,explored.Integration were interviewed.and plans magnet of schoolsall the werelarger studied. and many smal Promising practices such as educational pa It became apparent that there existe Proponents o ler cities have been rks, pupil trans- f various d no . differencesstillbecompletelyto without Denver. untested substance. successfulsuch and as existed geographic model only or sizeprototypeon paper. and population which could numbers be transferr made im- Claims for some widely publicized approached appeared to In other cases, recommended solutions were In yet other instances, Theofpracticalusing bestDenver's thesolution the bestschool transfer elementsof integrationthe ofproblem ofsuccessful other problem.is plansa speciallyattempts in moving totailored the toward city approach, theof Denver.solution - ableEachtoIs thepayresources.idea planfor proposed theeconomically proposal was weighed withinfeasible? against the current current tax and structure potentially or through avail- tap- Consideration was given to the ability of the citizens ping new sources of funds from the state and the federal government. 30 InablePlans Denver, manpower were asalso inand evaluatedmost physical cities, inplant. light of existing and potentially avail- financialtendtionrently ofto inadequate. humanbeability segregated needs is ina growinginour some schools. concentration of deprived This is so because there is areasnecessary of the financial city. resources are cur- Coupled with the inadequate a growing concentra- people who There is considerable evidence to show that: 1. needsdifferentSubstantial require educational numbers costly, of newneeds urban expanded because Denver ofPublic their School socio-economic pupils # or intensified educational programs and present significantly backgrounds. Such 2. Theseexpendituresservices. expanded causingprograms severe and services pressures require on tax resources. a disproportionately high level of immediaterequirements attention. in terms of state and federal These findings have direct relevance for educational support. Problems identified by these findings demand policy. They point to increasing fiscal whichto produce will make an equitablepossible equalizationfinancing pattern of educational allocating Positive action by concerned citizens is resourcesopportunities to urban throughout areas wherethe city serious and stateand urgent and necessary to help secure the monies problems are concentrated. In review, potential models which may contribute to furthering integration of the Denver Public educationalSchoolsintegration were and judgedof integrationpupils on theof all basisproblems races of theirin Denver's potential schools. -- the goal being expanded educational opportunities and the contribution to the lasting solution of Denver's ELEMENTARY MODEL-SCHOOL COMPLEX other big cities of the United S There are large n umbers of and marked differences among the public elementary schools of Denver and tates. They differ in size, in type of building, in organization and program, in composition of the faculty an Some of these differences are good. Every elemenstudent body, and in educational achievement. ary school has its own traditions, customs, its acterspecial and meaning personality. for the children and adults it serves, its unique This is good. On a number of occasions this Board value to the community, its own char- f Education has heard Whittier,earnestpoint uppleas andthe Columbiantoimportance preserve have ofEmerson, amade school's much "Denver's individuality.of their little seventy-fifth red school anniversaries. house." Schools such These illustratio as Columbine, ns bodyand meanvariety differences of instructional in breadth materials and depth and of equipment4Ohich educationalYet number program canand bevariety which provided canhave beat their offered.reasonable disadvantages cost vary also. Differences in sizes of faculty and student The quantity tionfrom classes.school to school. Most of all, the limited environment of many elementary schools tends to limit the out-The same is true of services suchy as nursing, social work, and special educa- races,togetherlook of creeds,pupils children and,and from nationalto somefamilies extent,origins of allfaculty.in thelevels community, of income and and promoted education, all kinds of occupations, "The little red schoolhouse" in a small community brought mutual understanding and good will all through their common learning experiences. In today's large urban centers, an elementary school is 32 differenceslikely to serve in educational but one, or achievement at most two, occur ethnic from groupsThus, one elementary notand forsocioeconomic any school single to levels.reason, another, but and as thesea result differ- of various combinations of many factors, marked population,ences are not in good. facilities% staff, materials, equipment,One solution programs, to theand problemservices. is to make all schools as nearly alike as possible, alike in pupil They amount to inequality of educational opportunity. Uniformity is a kind atof theequality, cost of but individuality, equality to beof attainedlocal flavor, only atof greatSurelypersonal cost in freedom thisin money day and ofand personalexpanding -- what identity. isknowledge truly significant of organizational -- structures, of increasingly efficient choicemeans ofand transportation the personalities and communication,of schools to achieveit is not Ineffective necessaryview of andthese or productive even considerations, expedient educational to thesacrifice Superintendent,programs. freedom of the staff, and consultants evolved the concept oftogetherof schools, the Elementary for or thea regional commonSchool goodassociation,Complex. as a means or ofa localserving federation the best --interest whatever of termeach mostschool clearly and providing means working each We call it Complex, although it might be thought of simply as a group ingpupil large the numbersbest possible of pupils. educational program. A complex would consist of several schools located conveniently to each other and together enroll- Their combined resources of funds, facilities, and personnel would enable 33 Theirthem nearnessto provide would pupils make many it feasibleprograms toand share services these which jointly-supported for individual opportunities schools would by be impracticable. a variety of ofdancearrangements books at anda different equipment,-- full-time school traveling enrollment for a teachersparticular of a pupil program, in whichever exchange school visits best for suitedspecial him, part-time -- all with a minimum of transportation and dislocation. events, circulation atten- ourresources multi-racial, and opportunities multi-ethnic, would and facilitateotherwise variedintegrationThe community. schools and ofcommon a complex understanding. would be so selected as to include the widest feasible representation of Thus the sharing of educational At the same time each school would retain its distinctive individualThe character.organization of a school complex in our present thinking is built around a center, or nucleus, whichschooland servicewe incall the unitsa complexschool maintained complex.would serve for theas administratoruse of all schools for the in cluster,the cluster. The complex is one of the schools plus a number of special facilities or what might be termed a team The principal of the center leader among his fellow principals. The combined administrative, teaching, and service staffs of all the schools, together with the educationalcomplex'sseveral community programsneeds. advisoryand services committees, within limitationswould be expected of available to design resources and develop to meet the the elements area's ofparticular their In other words, the complex arrangement is intended to give school personnel and citizens at the local level a greater voice in shaping their own educational program. 34 The school building located in the complex will be so constructed as to facilitate innovative teaming, electronic wireless learning labora- practicesincludetories, computerstaff-- large and assisted groupfacilipes and instruction, smallfor educationalgroup andinstruction, so research forth, as desired. and development. It follows that the complex will Other programs and services which might be included in the complex, as desired by staff and It should be kept in mindcommunitynecessarily that advisorythis form illustration acommittee, circle, isnor are a will diagramshown the on andeducational the not a complex accompanying schematic diagram. picture; that is, the several schools will not necessarily be located in the middle of the cluster. Here, then, are some programs and services which could be provided for elementary schools in a cluster with a central school complex: 1. A Cultural Arts Program. This would be an extension of the proven successful program gradeCulturalandnow the in6, danceoperation.hasArts already staff,plus learning projectedconscious experiences plansthat itfor now carefullyoffering serves certainonly about a Other parts of the program would include pupils from Pupils are provided enrichment experiences in music, art, designed-to foster integration. phases of its program within third of the pupils inseveral clusters, drama, The 2. Resourcewhilea cluster. still Materials others Center.would be continued on the present city-wide This would be the repository for library books for school libraries,basis. which all wouldforschoolsingnewly the makewould onmostin available thethebe part circulatedmarket.cluster, are a wealthnot thus fromlarge of supplementinghere. otherenough instructional to meet present all needs.elementary Also films, filmstrips, recordings, and similar Facilities for pupil research and individual materials, many of which are In addition, the R. M. C. aids to learn- study, with information retrieval systems, are further possibilities. This facility 35 ELEMENTARY MODEL-SCHOOL SCHOOL ELEM. COMPLEX SCHOOL. ELEM. CULTURAL ARTS010111.111111111111111mmisaium ACADEMICSPECIAL MA RESOURCE ELEMENTASCHOOL $CI4OOL ELEP1. CENTER BUILDINGEDUCATIONALDESIGNINNOVATIVECONCEPTS SCHOOL. ELAM, SCHOOL. &Lim . could also be used by faculty members for study and preparation of their own materials. 3. TheReadinginstructional center Clinic. could television.function as a control and distribution center for open or closed-circuit Here would be placed a highly qualified staff of teachers, adequately undoubtedlymaterialssupportedinvolvementtual, emotional, andby be of medical devices included,others. and and todevelopmental sincehelppsychological pupilsmost individuals problems,with specialists, learning as with well difficulties. equippedone as ofreading these with retardation,problemsthe latest have and would some best A pupil from any school in the complex could be sent for diag- Pupils with percep- 4. Specialnosis,retrieval forAcademic part-timesystems Facility and help other furnishedon amultimedia regular with basis, tomodern accommodate or electronic for full-time specialized equipment enrollment instruction such as dataneeded. in Pre-Primaryscience,foran expansionthis foreign age Facility groupof language,the developed scaledvery successful mathematics,and by equipped the staffHead andfor Startand other4 parents.and academic5 year-old programs. children will accommodate Program and other programs appropriate Close parent cooperation is 6. Communityessential.testing andAgencies measurements Facility -- will a satellite accommodate center services for community in health, use guidance, in terms of job Social agencies providing family, welfare, legal, counseling, place- mentcooperativeSpecificfacilityand andhealth employment servicesto servicesstudygive more withprovidedopportunities. will thoroughthe be advisory mayavailable varyeducational committees.in here. different evaluations complexes to pupilsand will with be learningidentified Diagnostic learning can take place in this problems. through 7. placedofcommunitiesRecreation hobby on andsports Facilitiescraftin theand activitiescomplex. activities will provide and in culturalwhich programs participation and for educational both childrencan continueprograms. and adultson through life. Not only games and sports are projected, but also a variety Emphasis will be from all school 8. AdministrativethisIntercultural element ofFacility. andthe intergroupcomplex, it events is expected to foster that integration coordinators will for be probationary stressed. Besides the directive and supportive services to be provided in teachers and other supervisory help would operate out of this center for the schools of the 0 cluster. 36 9. Specialto Education. individualize education in Special education has assumed response to each child's particular needs, potentials, a significant role in an overall effort ana exceptionalchildrenwillremedialgoals. reouire primarily reading, children in should t In an educational program responsive special educational programs whether they or other special service areas. he degree to which they require special to individual needs, every student at Exceptional children differ from other are in the areas of Cultural Arts, educational services. some time Most WithinregularHowever, the of theseComplex, what childrenis apossible total do and requirin on-going Special pend a portion of theira regula school time in regular supplemented services for specific needs rbeyond class. Education program will be effectively classrooms. the childrenasbeingprovided fully to identified asprovideby possibleeducational those as intohaving special specialists regular exceptional services school working requiredneedsactivities and academic with other community agencies. while at thewithin same timethe educationalintegrating Complexthem for programs. The aim elementary.educaticn staff is of the opinion thatAnother function of the central school complex will be to offer summer school programs. he alla school elementary term ofschool forty-six pupils weeks rather than the customary thirty-eight. now take advantage of the limited five-week a substantial proportion of our urban children need summer offering.Approximately ten percent of Summer ele- mentary school programs should be expanded, with emphasisThese are some ways in which the elementary school cluster will contributeon enrichedto quality, and integratedextended learning experiences. educationtothe meet complex newin Denver.needs.concept is that it The list is neither complete can be varied almost without limit to meet needs of particular nor restrictive. One of the greatest advantages of areas or 37 Basically, however, it offers means, also almost limitless in number and variety, placesevery pupila rich in store our elementaryof materials, schools services, a broad, rich program suited to his learning requirements.and programs at the command of every school. for providing It provides It fullqualitya place advantage ofanG inter-group the of occasion our existing and for inter-personal unifying school our communities, promoting better understandingrelationships and among adults as well as children. a better It takes of round-the-calendarthe most modern, forward-looking, basis. and Such new construction and extension buildings and encourages theiradaptable types. of facilities as are reouired will use on a round-the-clock and be urban life. This is an unique plan, It holds great promise for a Denver plan, a design that will enrich and improve the our future and the future of our children. quality of our

38 THE JUNIOR HIGH SCHOOL ORGANIZATION eachset ofof systemswhich functions somewhat todistinctive provide: from those of Withineither thethe Model-SchoolElementary or Complex Senior ConceptHigh School the juniorComplexes, high school organization will be developed as a . specialized educational programs and instructional equipment . community services and recreational facilities . enlarged pupil attendance areas to promote integration . supportive educational resources and services to individual schools in the cluster Only. the latter three roles willanthe beorganizational cluster.assigned to thebase Junior for the High decentralized School Complex administration organization of in the schools within considered,order to avoid the unnecessarylogic underlying duplication this differentiated of effort and rolecostly for gemination the junior of high equipment. schools is apparent. ti When function is The vicesaelementary relatively required school cohesive by thecomplex area.residents. constitutes a workable neighborhood unit for serving children and citizens in It is at this level -that many civic groups and agenciesSomewhat will similarly, provide atser- a more advanced level, the Senior High School bestudentsComplex the centers organizationand adults for anin provides expandeda larger an educationalcommunity. effective andapproach recreational to the moreprogram sophisticated for Denver's needs youth of andhigh adults. school Drawing patrons from a large area, the high schools can 39 citizens at local neighborhood and city-wide levelsThus, is the requirements for a community-centered school This permits the junior high school to be organized as adequately met by the establishment of the ele- organization responsive to the needs of promotingamentary means ofand integration. decentralizing senior high complex school organization. administration, of providing supportive educational services, and changes. Integration at,this level will be accomplished primarilyPlanned throughexchanges by means of District furnished pupil transportation transportation and boundary will serve to promote members will examplebemulti-ethnic transported of this education. forprocedure full-time is providedenrollment by inthe other plans for Cole Pupils from schools having large number of minority ethnic group junior high schools with available capacity. Junior High School. An Cole Junior High School integration because of location and ethnic composition of the student body which is approximatelyCole Junior High School offers limited possibilities for Transportation of pupils to other junior high schools offers one 65% Negro, 28% Hispano, 6% Anglo, and reasonable way of provid- for1%ing Asian. other quality, uses. integrated education for Cole students. Space in the building will thus become available ized educational programs such as the CiAtural ArtsThe andCole expansion building, because of its size and variety of facilities, can be utilized for special- of the Metropolitan Youth Education program both of which urgently require sufficient space to house them. 40 It also is planned that Cole in combination with Mitchell Elementary School will be a center for existingschoola pre-primary, reorganization. elementary p school building imary education, school and community complex serving as a prototype Pfor elementary e-primary and primary children will be housed in the newer section of the at Mitchell and the intermediate grade students will be transported otherseducationto other with schoolscenter new additions alsoin the can District includingbe used wherein not several spaconly Mitchell,new buildings but Stsuch as Smith, Barrett, and Gilpin; and will be available. edman and Harrington as well. This plan for an early childhood These build- ings are easily adaptable to this use. Should the decision to implement these recommendations, effective September, 19 69, become final it tois other recommended junior highthat schoolsthe 7th throughoutgrade pupils the living city. in the Cole Junior High School subdistrict be This move will create a greater percentage of schoo transported 1 cialbeintegration devisedtype programs forin ourthe to receivingremaining be in effect schools.800, in8th September, and 9th grade 1969. pupils of Cole Junior High School. This transfer of approximately 450 pupils will enable some spe- Special intensified instructional programs will school program at Cole will take place with approximatelyIt is 375recommended 9th grade that pupils in September,being enrolled 1970, at the final stage of the phasing out of the junior high Manual-Collegephased out no Highlater School. than September, 1971 Under this plan the entire Cole Junior High School program will be as1969, the allopen pupils enrollment at Cole with will transportation have an opportunity to other toIn junior takeaddition advantagehigh to schools. the of transfer limited of the 7th grade pupils from Cole Jun for High School in September, open enrollment as well THE SENIOR HIGH MODEL-SCHCOL COMPLEX permitsgrated education,a controlled because situation it is with the support The Senior High Model-School Complex is center for thea most entire crucial School unit District. in terms of the aims of quality, inte- Its craanization activitiescomposition canof studentbe offered body. for students from With centralized facilities, a definite cross-racial, cross-cultural, and diverse every high school in the city, but students will retain an extremely broad range of course and economic offerings.wembershipuse of tneir and time.identity in their home schools. Proorams will be scneuuled.on a modular basis so that students can make the most effectiveThey will attend the center for highly specialized , new kind of organization has important functions to fulfill because accelerating change, being a newandpredominant politicalmethods and characteristicproblems procedures on the assists of basis life in oftoday, treatingpast doesexperience. human beings not permit solutions to social, moral, technological, however, computer technology alone with other possibletion between while theat theindividual same time and treating society thenis a matter of serious question.as individuals in unprecedented ways. collectively to an extent Involvement, participation, and Thenever hard before distinc- beniques,interaction analyzed. and new are organizational emphasized instead. concepts provide Developing educational programs, innovative an operating base from hhich some of the challenges instructional tech- can 43 The centralization, financial and human resources, and specialized facilities in a Complex provide an economical means of utilizing human resources andThe specialized Senior High educational I1odel- School facilities. Complex includes all of the existing high schools, the Opportunity andSchool,extrerr.ely eventually and the broad the Metro metropolitanrange Youth of Educationcourses area. ano Center. activities for high school students from throughout the entire city The facilities included in this center are as follows: In its centralized location, the Complex will offer an I. systems,holographicandThe spaceAstro-Aerospace andscience. projectionprograms Center in systems, aerodynamics. will lightaccommodate ray and programs ultra sonic in advanced projection mathematics refraction This facility will utilize laser beam technology, Instruction in such areas as inter- 2. Theandelectronics,planetary Scientific thermodynamics. orbital advanced patterns technological and astronomy education, will besophisticated offered. courses in metallurgy, - Technological Education Area will accommodate programs in advancedA combination of activities provided by this center will 3. academicTheencourage Advanced areas. a wide-rangeAcademics Facilityof activities will-offer which highlywill relate specialized theory coursesto practice. in all Some of these courses will be taught in cooperation with increasingAmaterialsarea Resource colleges bogy areMaterials ofandto knowledge. beuniversities. providedCenter. including data processing and computer techniques. The march ofTechnological mankind is accompaniedadvancesAppropriate now by permit an ever-technological the communi- equipment and nowbydatacationactivities whichplaced are of maximumcompiled,this upon by knowledge bothindependent utilization places students in increased astudy, ofandvariety instructional staff, as importance ofwell requiresways. as uponmaterials upon special extensive the isdevelopment provisions assured. research ofso and athat systemreference these The pace by which new facts and The emphasis vital functions can be not only accommodated but also encouraged. The Resource 44 Materials Center will be the "hub" of the school. The facility should be programmed to house listedand accommodate several special today's areas needs suggested and to be for readily the Resource adaptableTheand Production technical Materials to the Centerassistance needsCenter. --of planned tomorrow.for producing to provide teaching materials, materials equipment, for use Among these areas are: Below are tionforstudentbythe all individual ofneed departments.needs.resource for currentstudent materials. materialsand teacher geared use willto individual allow maximum classroom utiliza- and Well-prepared transparencies, slides, and materialsAccentuation of this service is the result of Theorodated.preparationschool. Communicationdemand basis. areas, Control a variety Center of --audio-visual the electronic services nerve can center be accom- of TheThrough system a conduitwill allow system two to-way all signals instructional, on either study, a scheduled and The potential of such a system is only now begin- acceptfutureOtngforing toprograms.present theeven be wires realized,more and oreffectivefuture cables and uses. recent requiredin supporting advances assures thein adaptability technologyinstructional will of andthismake learn- systemits The provision of a system of conduit which will readily Theture,throughinformation Listenin9 hear the a in useCenterrecorded the of formheadsetswill symphony, ofprovide records will or abe spaceandgain able tape listening whereto recordings.listen students comprehension to a canclassroom retrieve skills lec- Here, students disseminationThein Audio-Visualtheany school.one ofarea a Circulationnumberfor all of audio-visual foreign and Storage languages equipment Area being will and studied.be materials the central storage, 5. Thecivicprogramming,programs Cultural light for Artsopera choreography,those Facility, and students other inrecital culturalwishing addition presentation toprograms. topursue usual courses performance--serving in thein activities, anareas auxiliary of television will capacity accommodate production, with other 45 Theshouldstudents high beschool toone gain ofof theantoday appreciationfocal must points offer ofof thethe finehigh and performing arts. sufficient breadth of program to enable all school plant and will provide space This Center Spacescommunity,for instruction for asvocal well andin as art, instrumentalstudent music, use. and music drama. will be designed to rehearsal halls as well as ensemble and indi- An auditorium must be convenient for accommodate a basic mentvocationalofvidualprogram theof personalpracticehigh and or schoolinclude avocational skills,rooms. curriculum large-group abilities, pursuits. are fulfilled.and Through the arts program the objectives of several aspects talents that may lead either to future Emphasis is placed on the develop- 6. withinhighlysight,Special the speech,specialized Education District. hearing, Facilityway offeringand willthe slowtrainingaccommodate learners. to studentsprograms notfor This facility will function in a exceptionalavailable instudents other schoolsin 7. RT4herThemay College-University begin education their in-thecollege Centerarea. education will have close coordination Highly motivated students wishingwith highervisiting education professors utilizing this facility. College students may begin with institutions of 8. ThetheirandInservice Community hearingtraining training Agenciesreferrals. in a practicalof Facility district settingwill staff house inwill this services be center.provided. such as This complex will be the center for job placement, medical, dental, sight, testing 9. legalprograms, aid. psychological ano social testing programs, psychiatric services, and facility to accommodate programs for Theschoolinallcenter. Continuation theindividuals diplomascomplex willHighwillwishing permitSchcolreceive to obtainutilization-- instruction a specialized high schoolof here. the diplomas.equipment, Youth and adults who have left school and wish to return to materials,The location and of staff this offacility the work for high 46 10. The Centralized Supportive Services Facility to accommodate supportive This facility will houseservicesthe District.Department:those as auxiliaryyet to of be Health branchesdetermined required by Included in this center will be such Education, Psychological and Socialand Evaluation, and Counseling and the School District. for a sound educational program supportive functions as Work, Medical Guidance. in 11. Theandresearch ResearchDental andServices, and development Development Testing program. Center will house the innovativecore of the studies to be conducted byThis center will accommodate District'sresearch the TheSchoolandrelevant research micro-teaching District to centerpilot or cooperativelyprograms canand developprovide and new inservice trainingwith in collegesthem for orthe universities. teaching instructional techniques such as macro- staffdecisionadditional thus makersbridging responsibility at theall gaplevels. of this between theory and practice in unit is to produce information needed All of the administrative services education. An by of 12. Schoolmultiplecenter.involvedthe District District withuse ofwill muchAdministration the beof many the servicesactual Instructional personnel, students, and located-here. Center. educationalprovided operations in the taking center.Administrative place personnel can be closely administrators can make in this 13. Studenttelevision,assist Studystudents informationCenter. in all areasretrieval of systems, Here will be assembled the most learning. andStudy various carrels, other closed audio circuit and modern equipment to will assist visual studentsaids will using be available. this center. facilitiesSpecially needed trainedby high teachersschool students and aides and adults in the community areand far economically too expensive in the These essential programs and to be provided for eachSenior of High Model-School Complex. the high schools, but they can be Because students will be drawn from provided functionally all of the areas of the city, integrated education will have been achieved. 47 The means by which this may be accomplished are illustrated graphically in the following chart. SENIOR NIGH MODEL - SCHOOL COMPLEX SCHOOL HIGH SCHOOL NIGH SCHOOL HIGH SCHOOL HIGH EDUCATIONMETRO YOUTHCENTER (CULTURAL ARTS INIIIVNIftwamsgewsiMMINIMPANNIA01.11 CENTER UN MRS I TYCOLLEGECENTER COMMONITYAGENCIES SCHOOL HIGH SPACECENTERAEROA STRO EDUCATIONSPECIAL EDUCATIONSCIENCE TECHNICAL CENTER. a1sematc14 & DavaLaPmaNT CIII4qTrat SCHOOL MOH OPPORTUNITYSCHOOL. SCHOOL. H IGH SCHOOL HIGH SCHOOL H IOW As the foregoing statement indicates, THE DENVER MODEL-SCHOOL COMPLEX ingdesigned schematic to provide diagram quality, illustrates integrated the organizational education an educational complex is a planned system in an economical and efficientrelationships of various complexes in the city. manner. or organization The accompany- viously controlled thinking and proscribed Great contributions result with the break from efforts are no longer valid and traditional approaches. progress will occur asLimitations which pre- programsgroupcurrent elementary proceduresof all the schools andschools practices around in the a specialCluster. Complex designed are examined. For example, the Elementary Educational Cluster to reinforce and support the educational will principal in the elementary school This organization will provide for a new approach in the administration of our schools. The assistantthe other principal elementary will schools aid in in the the attached'toadministrationcluster the Complex as well will of as thehavefor Complex thesupervisory special school facilities and another in the Complex responsibilitiesin the forCluster. An Juniortheitself. Complexand senior will high provide schools support will The Complex school will be oriented to all schools in the Cluster serveand services to supplement for space as programs to the development of exemplary education to the community itself. programs while Complex Centers. The purposes and goals of the Model-School Complex are developed in these may be considered in four general categories, 49 DENVER PLAN JR. HI JR. HI EEC EEC COMO:n-1LXfi006.1.-scJR. iscro 14 14 14 H I OPPORTUNITY SCHOOL. DENVER OUTDOOR MODEL-SCHOOL.aouc COMPLEX AT1ONAL EDUCATIONcaw-Talk ;.: z ya EEC ELEMENTARYEDUCATION EDUCATIONCENTERYOUTMETRO H ES COMPLEX ES However,educational, the social-psychological,major purpose of the Model-Schoolcultural, and Complex economic. for the City of Denver is the emergence of a Other purposes can and should be included. adynamic ful,purpose integrated and that viable will educational systemchange ofreadily educationexperiences. as demands that will change meet and present yet will and providefuture needsthe opportunity of the boys for and meaning- girls, In the final analysis, the Complex is best evaluated in terms oftion ingthe ofaquality completethe Model-School of andliving innovative engendered Complex educational in by Denver. the facility. environment for a multi-ethnic student body through applica- Outstanding opportunities are possible for creat- needed for other emerging educational concepts. Careful design will allow for multi-use alternatives in the system and will provide the flexibility Denver's educational problems. The inherent flexibility of the Model-School Complex makes it a viable concept as applied to The advantages of the Model-School concept can be assessed by examina- tion of its application at the elementary level.The wide range of alternative organizational patterns can be seen readily at this level, for while Primarypossible.the neighborhood units (enrolling elementary youngsters school constitutesfrom age 3 throughthe basic the unit, second many grade) other while organizational other schools patterns in the are Schools, for example, may be grouped permitting some to specialize as Pre-primary, same complex could become intermediate units educating boys and girls in Grades three through five. 50 alschool programs with for attendance a portion at of the the complex school centralday on aresource regularlyAnother cluster possible scheduled for organizational specialized,basis. concentratedpattern would education- enroll boys and girls in their neighborhood Because of the larger attendanceasethnic adults and areain social tomorrow's which groups is world.an would inherent receive part the of benefitsthe Model-School of quality, Complex integrated concept education children theyfrom willall multi-require Organization of the Model-School Complexes A large measure of racial integration is achieved when the District's elementary schools are organizedtuted, is into the twelveminority Model-School ethnic population Complexes. greater than 50 percent. In one instance, the Montbello Complex, In only three of these, as they are presently consti- model, inte- minoritygratedit is communityanticipatedresidents requiringis that such as that littlenew integrationresidential transportation. canunits be areachieved constructed only with the usearea of will transportation. become a In the remaining two areas the concentrations of Here again, the applicability of the plan, is demonstrated.A great need within these inner-city areas is for early childhood education to overcome limita- razetionslarge theimposed concentrations older, by educationallysocio-economic of minority outmoded conditions. pupils structures and relatively while newretaining building the additions. Certain of the schools in this part of the city have both newly constructed portions of the The plan proposes to 51 possible pupilstheschool. conversion will be oftransported the remaining to available structure room to thein otherPre-primary, existing Primary and newly units. constructed This action will conserve the usable portion of these educational facilities making The intermediate level schools in variousas the partsolder ofportions the city. are razed are: Among the schools which may be converted to Pre-primary, Primary units . Columbine (capacity 435 pupils) . Mitchell (capacity 570 pupils) . Swansea (capacity 390 pupils) . Whittier (capacity 600 pupils) geographical attendance areas, in EducationsuchFrom athese way orasschools otherto improve usesalone manyintegrationover more 2,000 pupils pupilsin other can can beschools. betransported transported, for byquality, integrated As additional schools are converted to Primary education. soundthe Culturalbuildings Arts are Program,converted and to toother provide uses. an additionalThe appropriateness site in northeast of the DenverModel-School for Complex is further demonstrated when certain The conversion of Cole Junior High School to house the expansion of structurally ofconstructionthe Cole'sMetropolitan 1200 costs plus Youth by pupils using Center inexisting issuch an a example. structures.way as to further multi-racial education in The taxpaying citizens of Denver are sparedIntegrated unnecessary education is promoted by the reassignment the receiving schools to which they will be assigned. 52 unitelementary as the andprimary secondary vehicle organization for the provision within theof certainplanThe furtheris specializedexamined. flexibility of the Model-School Complex concept is seen when the relationship of the By concentratingeducation upon for the boys elementary and girls, and willarefor providedthebe theconcentration first within example the of local neighborhoodof the area development making service of centers this idea. for city and community agencies, these centers truly community schools. The Cheltenham Complex these services considerationstep for Denver of thesuited Montbello to the Educationalarea served Complex.by this Furthercomplex. insight into the adaptability of the Model-School Complex concept may be gained from This campus-like cluster will be an innovative It is planned that for the first time in ofthusthe that citymaking neighborhood. all possible of the schoolsthe concentration within an areaof specialized will be constructed educational on facilitiesone site of suited approximately to the unique 60 acres, needs This procedure can be followed economically because the area to be served is a excessivecompletelyplan were costs newto he developmentoccasioned carried out byand inabandoning the established centralization previously portions of constructed ofthe the educational city. buildings' Plant ason mightone site be thewill case not ifentail this Model-Hightypes of servicesSchool Complex required where by olderquite students advanced and education Atadults. the secondarycan be carried level on,the andsenior where high the schools students can can serve as a nucleus for the more sophisticated They in turn can be linked to the central 53 MONTBELLO COMPLEX ELEMENTARYSCHOOL JUNIOR HIGH SCHOOL oef CULTURAL- RECREATIONAL RESOURCECENTER ,AfAr..-.0'...... ,". A,AAs.v. 0'01 SENIOR HIGH SCI-100L VOCATIONALCOMPLEX ELEMENTARYSCHOOL body.be enrolled for a regularly scheduled portion of the school day as members of an integrated student integration within the junior high schools will In order to avoid costly duplication of effort and facilities within this conceptualization, crowdedcontemplated core area that schools the Complex to schools Concept with will serve at the junior high level: available space in other parts of the be achieved primarily by pupil transportationcity. from However, it is 2.1. Asschools. an`a means organizational of decentralizing base for the required administration of tne junior high supportive services Any plan to promote integration must incorporate considerationTRANSPORTATION AND PUPIL ASSIGNMENT . assignment of students of at least three elements: . establishment of school boundaries Certain steps based on the above factors . transportation of students. must be taken at once. It is recommended that: 2.1. enrollmentTheBeginning present plan withopen be theenrollment expanded second semestertoplan provide be of continued. the 1968-1969 school year, the open Thisstudentsofor theircontracted,transportation ofrace their are for a also voluntarymajority will transfer of pupils from race are a minority and whenever the numbers to any othermake schoolpossible within the attendancethe system of Anglo transportation, either School District any school where pupils are reasonable. where pupils at willraceTheschools provideplan are whererepresentsa majoritytransportation there isto any forother school within a departure from current practicesa high in percentagethat the District of minority pupils. pupils from any school where pupils of their planpl'ns,betheir acan major race become stepare aforward minority because, and whenever parents were responsible for transporting even more helpful if extra capacity is built into heretofore, under current the numbers are reasonable. the system where studentspupils. of The transportationopen enrollment new facil- This will 3. whereby Initiestransportation presentlyspace when is authorized available.integrated of pupils for schools construction to attendance areas in other parts of thea reasonablecity ethnic ratio must be maintained in other areas of the city. . Thisareas step will contemplates be designated that for children transportation to predominantly in certain geographic 55 Anglomajorprevent schools departure additional with from available schoolscurrent space, from becoming resegregated.policy. and represents anotherIts purpose is to help 4. expanded.Transportationethnicand other groups student fortogether specialexchange for programs specialprograms These include the Cultural Arts, educationalwhichproviding programs. bring integrative boys-and girls education of all will be Cultural Understandings, In addition to these immediate 1. andEstablishment to assist inof neighborhoodsubdistrict boundary proposals, other desirable steps being stabilization. changes to reduce racial segregation considered are: . onImplementationsufficientlater. necessary sizephysical of inthis newly recommendation annexed areas In general, this involves facilities, plans for which will be constructing facilities of is to some extentto provide dependent some additional explored plan,TheseOrganization and plans coordinate include: for a Metropolitanexchange programs Area capacity for minority pupils. Student Exchange Programbetween to encourage,city and suburban schools. . ThereWorkingsuchSuperintendents' iscooperative with some other feeling enrollmentCouncilsuperintendents that toall bring districts exchange procedures. in the Denver Area School will benefit from plans into being. . notableExpansion example of part-time is the oneexchange with theprograms now Cherry Creek School System. in existence. A . schoolsProvision to forprovide enrollment integrated of some educational inner-city experiences. pupils in suburban . Enrollmentin highly on technical a cooperative specialized suburban and educational facilities beyond urban basis of pupils the financial ability of any one district. 56 PublicandConsiderablethestudent the suburban Schools. metropolitan and interest teacherschools exchangehasto havedeveloped exchange during area. Numbers of programsrequests withinhave been the madeSchool District programs with the Denver the last few years in by livetheIt is largerif important they community are forto youngextending people beyond grow into responsible citizens of the world. to see themselves as the neighborhood where they a part of TheotherNoface schoolamount people.to facehasof abstract, aexperience responsibility vicarious in coming experience totakes understand the place and of respect forknownotexperience people provideenough to possible peoplethisknow experience in when order opportunities naturally persons who refute the usual stereotypes and to to like some and to dislike others. to make this person-to-person and easily.within the neighborhood do It is important ofmutualopportunityFor our these democraticrespect, reasons, to andhelp exchanges of pupils purposes. youngsense people of common develop interests the kinds basic of understanding,to the and teachers offer a valuablesuccess INSTRUCTIONAL PROGRAMS Schools have long been noted for excellence in thisBasic to the intellectual development of pupils is the instructional program; call for immediate attention if Denver's educational program is not to field. Recent test results, however, point to the Denver Public deteriorate beingassome the areas takeninstructional which to maintain programs an outstanding instructional program, have in some other large cities. the base upon whichTherefore, integration certain rests, immediate steps are as the magnet attracting and A. Expansion of Racially and Socially Shared Learning Experiences holding parents to the city. memberforBecause intergroup of ofan theeconomically, experiencesimportance racially, ofsuch promoting as providedand asocially student's by the diffused Culturalawareness Arts of Center, nation,opportunities himself as a the Theyexpanded.Culturalopportunitiesing point additional Understanding toward must, integratedthe ofuse Program, necessity, of learningquality and become other educationalexperiences. studentan integral programs exchange part as programsof a means mustof These programs have proven to be among the most popular ever Appropriate shared educational the program planning. provid-initiated.be Thesegreata bygeneration acquaintanceracially thrust ofand youngthe withsocially proposal peopleyouth shared ofwhoseto theimprove learning totaltotal integrationsociety experiences they centers willwill enter. development will have been enhanced about qualityhelp educa- to produce racially and Therefore, one yearbyconstructsociallytional mountainsplan. programs sharedan outdooron learninglandthat educationacquiredwill experiences. naturally throughcenter. provide donation, an opportunitywill be developed for on a One of theseThis is center,a plan to acquirebe located and in the near- five- Outdoor Education Center The Outdoor Education Center will provide: . a laboratory for natural-science education . a facility for a year-round instructional program . Asa integrated,manyfew inas the1,000 currentlive-in pupils studenteducation could attendsummer of the leadership type at one time now limited to camps. . qualityEducationtogetherintegration education toCenter. participateof pupils such from in all parts of Denver as those provided by the Outdoor programs of outstanding brought A Detailsproposal of has this been plan presented follow: to the Board of Education to develop an Outdoor Education ofSchools,withoutCenter inDenver. buildings for costthrough the to Denverand theits improvements DenverBoard Public ofPublic Schools.Education, to Schools. develop The proposed site comprisingwillan outdoorinvest 550 $500,000education over center the fornext Inthe five return pupils for this land, the Denver Public acres is offered years 1. BackgroundofnatureLike this other typeand wildlifeexpandingin order sanctuaries.tourban tell communities, the dramatic The Denver Public Schools require Denver needs open space, unspoiled a site values.mentlessthis of kindeducational civilization of a site heritage into thisimprove for historic allits the center of Moreover, a center of this type could provide, in educational, scientific, and culturalresidents of the city. story of history in the develop- the west. time,Denver a needsprice- 59 2. DiscussionThe advancement and growth of civilization wellPubliceacha people the other. Schoolsyoung united people and by othera ofcommon America urban ethic schoolsweld based the on understanding and If young America is to meet its challenge, must guide and prepare many culturesin and the races future into depends on how the Denver respect youngfor mentAnconcepts peopleoutdoor within for by educationan includingthe outdoor task. curriculumman and his of relationship social program such as this should enrich teaching to his natural environ- grouplivingcouldeducation, confidence, bethings aimed and with theat integrity, thespecialarts development and emphasisandhumanities. competence of through the personal on the buildinga sense of ofindividual "stewardship" and for all An interdisciplinary approach studies, science, physical develop- 3. Purposes mentof inan of theOutdoor outdoor community. Center skills for and Denver the establishment of the individual's place guidance,Thenatural basic landcanpurpose learnwhere of aboutchildren natural and adults, an outdoor center is to provide the community with resources, thereby developing an underPublic competentSchools direction and underEducationalandunderstanding conservation.four headings: and an interest in the The main objectives of natural sciences, nature study, a nature center can be grouped . worldto increase and his knowledgeplace in itand understanding of man's natural . resourcesandto affectiondevelop sensitivity for nature, toward, natural awareness of, appreciation beauty and all natural 60 . resourcesto develop of athe desire earth to and protect to use the them living wisely and non-living Scientific. programsto provide an outdoor school for the enrichment of the school . to provide a natural area where students may study Cultural. and Socioeconomic people.stimulationto help provide of scientific a natural curiosity,outdoor laboratory especially for the among young . ofeachconducivethe toall atmosphereprovide otherraces to and athe site ineconomic developmentwhich in which prejudicebackgrounds pupilsof understanding breeds, can congregate away from can meet in an atmosphere one in which children and respect for . anto accepted give individuals part of the of communityall cultures a sense of belonging as . thusto helpadd totrain their persons capacity in for enjoyment awareness and in basic skills and . man'srespect,to developmoral and character inreverence young people for all and living adults things, thus a sense of appreciation, adding to . responsibilityto promote effective citizenship by stressing individual 61 Recreational. orto whereprovide their a place interests where canpupils be developed.can be usefully employed . to make leisure time productive and effective . to help develop needed outdoor recreation skills . to provide a place for those outdoor pursuits which truly B. Expansion of Other School Programs refresh the individual. allandPriority racesrecreationalafter willandregular providebe givenactivities; school quality to hoursexpansion programsintegrated to cover of whichschool aeducation. wide will variety attract of and academic, hold children vocational, of programs during the summer months . ExperiencesschoolwhenThe Summer thousands year School haveto relativeof shownProgram.children that idleness arethe releasedsummer during schools thefrom the which full draw regular from Facilities and time are wasted summer months. culturalconcentrationfora ingmuch integrated integration. larger arts, onattendancerecreation,education basic verbal inarea job the skills,offertraining, academic an innovative excellent and work meansexperiences. of promot- Expanded summer school programs will provide areas with intensive programs in . makeAfter-School possible Program. the opening of art centers during the first semester A recently awarded Title III Grant will vocationalPublicplannedofinstruction the 1968-69Schools to areas attract in schoolafter-school willthe cross-racial finebe year. continued. and hoursgraphic attendance program arts. in by recreation offering exemplaryand These high school centers are being These programs make The usual Denver 62 A valuableit possible integrated for boys, activities. girls, and adults to participate in integrated education through In addition to these steps, certain other plans provision of quality educational are contemplated. programs. The aim isThese to bringplans include: about 1. willenrollmenttunityraciallyEstablishwent be opened. Program, mixedwhich of attendancewouldproven schools remain to withbe areas. educationallyso,specialized beneficial,if the program educational is expanded. For example, the Metropolitan Youth Oppor- programs nowand veryhas abroad racially integrated Additional centers 2. whichschoolportionA Space-Age cannot willof the beEducationalbe provideddayprovided high inschoolCenterby the will every high school. Schoolyoungsters District. who require be established. TransportationThe curriculumfrom their will home This center orwill wish enroll specialized training include: for a high . beairplanespreparation spaceaero-spaceaided age.by actual foreducation, the flights future desirable in in view Exploration of careers in in school district owned this rapidly expanding aero-space industry andof Denver's role in the or leased field will . equipmentscience-technology and computers courses requiring specialized electronic . andhighly modern specialized office equipmentjob entry programs utilizing complex machines . cultural programs and advanced training in the arts. Expansion of Programs to Provide Many disadvantaged and minority youths drop out of Entry into Occupations the traditional academic curriculum, because 63 trainingit is not and relevant education. to them. Emphasis must be placed on the developmentNew ofcombinations marketable ofskills reward and status must become part of vocational making benefitadvantaged,this education from segregatedthese relevant opportunities. areas. by providing a This program is important for the youth in the entire way to a job and an opportunity to escape from the dis- city who can Immediate plans are to: 1. Reorganize completely and expand the cooperative vocational education ofsemesteronbusinessprograms released part-time ofandin time. the industrialcooperative currentDenver Publicschoolcommunity. education Schoolsyear. and withwork-study the involvement programs throughof the Plans are to implement this step during the first Greater emphasis will be placed use 2. oforientedRestructuring youth intoto the ofjobs availablethe upon vocational-technical completion job market of withthe opportunities courseprogram of sostudy. that it is for entry Here- vocationalforvocational-technicalassistancetofore, immediate the trainingavailable Denverattention Publicprogramstraining.under are Schools the stepsin Vocationaleach tohave ofexpand notthe Education completelyhigheffectively schools. Act used, existingfor the The need is critical, and recommended Programs to Build Understanding Manualfacilities,new cosmetology High School, and modernlaboratory, for example,vocational-technical a new will automotive-power begin thefacilities. school shop, electronics year with a of the contributions of Negroes, Hispanos, and othersThe School District has recently taken steps to establish to our common culture. programs to build understanding These programs 64 Thesenewhave courses materialsstarted of in werestudy, the developedelementary books, films,by and Denver secondaryand teachersfilmstrips schools and clearly consultantsin the emphasize social from studies the important and contributions many ethnic groups. history classes. These to our culture of Hispano, Negro, and other minorityThe ethnicColorado State Department of Education has prepared: groups. . study guides for units on race and minority history . an evaluation of the treatment of minorities in textbooks . an updated history of human relations in Colorado. Expansion,ofThese materials Early will Childhood be made Educationavailable Programs.for teacher use. areeducation essential provided to overcome to disadvantaged early cultural children. deprivation.Programs in early childhood education are the key in efforts to improve the qualityComprehensive of programs similar to Head Start classes child50 percent is eight. of children's intelligence development.Research has shown that childhood experiences before An additional 30 percent occurs before the age five determine approximately cantarget be made area available, of the city, a major to enroll expansion pre-kindergarten of early childhood education With disadvantaged children these early age children will be recommended. years are crucial. programs, especially in the As rapidly as funds 65 Intensified Education Programs An improvement of intensified education programs is necessary to promote integrated education asfor rapidly a number as possible.of years. This is aAttention requirement must if be existing given to deficiencies pupils who willare toremain be overcome. in target area schools environment, to overcome existing deficiencies, andThis to approach provide will require a comprehensive plan to reconstruct the necessary materials of the social andif theintellectual need is to be met. Therefore,areasinstruction. of Denverthe plan where is tothis concentrate kind of and improve current The intensified program will, be costly, but imperative assistance is needed. intensified educational programs in the intensified programs in target area schools duringApproximately, the current threeschool million year. dollars in Federal Title I funds funds shared by all schools equally. will be earmarked for use in This will be in addition It is also contemplatedtothese the regularschools that expenditureto additionalraise the of levellocal Denver offunds Publicpupil of achievement.approximately'Schools one million dollars will be provided for NewWhile Educational no one approach Ideas has proven to be completely Asatisfactory requisite for in quality education rests upon the discovery of new other cities, certain elements hold educational approaches. 66 prom se. The school staff plans to investigate the more promising of these emerging practices, including: 1. Designthrough and the application application of ofa newsystems approach analysis. to the development of school programs school.toschoolinitiated begin personnel, immediately during assistedthe in coming one bypredominantly semestersystems analysisas aNegro pilot experts,and one predominantlyhave proposed Hispano This program, preliminary work for which began this A committee of teachersprogram. and other summer, is being a program 2. makingvisionsresponsivetheirPlans authority instructionalare will underwayto be theand facilitated requirements more forprograms schooleffective by by staffsadministrativeof allowing waysthe to communityof examine andinvolving assistingdecentralization insystematically whichthe themcommunity. they to work.ofbecomeand decision- to improve These re-more 3. services.toDiscussions improve programs with teachers of counseling and parents and guidancehave suggested and supplementary that there Steps have been taken to secure personnel and initiate this is a needsup port ction ofStaffizationimmediately. the andcommunity, ofconsultants present teachers, grade have level suggestedand principals,patterns. after theirthat therecommunications should be with members The high school, for example, might a reorgan- youngsters.specialassigningelementaryenroll programsgrades youngsters pre-school-grade 9-12, to enhance ofthe more junior the 5.similar holdinghigh school would have grades 6-8, and the Reorganization would solve some problems by ages and interest together permittingpower of the schools for minority Thefundslevelis grade-level required becausereorganization to ofreorganization understandadditional will require its has implications capital financing fully. beyond available space needs. a great deal of merit. Implementation of grade- Further study current 67 ofManual-College Manual High School. High School One of the most exciting elements of the entire proposal deals with plans for the future learning for the cooperative operation of The Denver Public Schools will contract with one of the region's Manual High School. This unique arrangement will bring leading institutions of higher to the staff and students of Manual the total This association of college and school will resources of the institution. blend the expertise and practical knowledge required intheto thetransform practices District's Manual and otherinnovative into high the schools.city'scurriculum Model, developed at Manual will be addedCollege-High School. It is anticipated that ultimately to the instructional programs STAFFING A Need for Sta Leading educators hold the view that a "quality" school system consists ff Development of three major resource dimensions in the following order of importance: 1. Human The(administrators, people teachers, and students) f the educational enterprise 3.2. EnvironmentProgram The(organization, processthings ofof thethe curriculum, educationaleduc ational and enterprise enterprisepolicies) No single dimension can effectively stand alone (facilities, equipment, and materials) -- all must be carefully linked and interrelated Themustto Denver formaffect a Public coordinatedall three Schools resources enterprise. need this simultaneously. type of educational planning in This part of the discussion deals with staffing. The vehicle for doing this is developmental order that their teachers may be evelopment changes p lanning. recycled to cope with changes in methodology and Planningeducational implies challenge. a basic assumption that complete, timely information will improve the probability withofconsists soundthe next, decision-making of athey series must of be concerningdecision-making considered all in dimensions situations of and, the becauseeducational of the a logical sequence and in relation to the total picture. enterprise.interrelationship of one decision The planning process 69 For example, to decide to provide open space for independent study in increasedteachers a if it is d students will use this space functionally. accompanied by a viable plan based on sound learning The validity of this assumption principles to assure that a facility assumes that can be greatly teachingstudents andwill administrative be rewarded practic or independent effort while the facility in turn lends itself to sound e. A Planning Framework Educational development services might be construc ted around three major areas of work, each involving a special capability: 1. Staff Development 3.2. EducationalMaster Planning Programming Thetime areas pattern. are so arranged These three areas of work relate to the development This approach builds an interdisciplinary planning as to bring to bear particular kinds of planning capabilities in of human, program, and environmental dimen a sequential sions. staffly examine members, all facets of existing problems and educational consultants, planners, and specialists develop data-based solutions. team whichas canthe creativelyneed for special and rational- skills arises. The planning team includes Staff Development Program Estimates range from five to eight years as to the half-life for information competence for a 70 teacher. Knowledge is exploding. Yet, information is not the only function in the learning equation. Meaninglearningleft, isboth isperhaps mostinformation important.more important. and meaning, that the individual can use. Learning must be concerned with the residual of the process, what is It is at this level of meaning that learningthat exists process in humanthat doesbeings not is attempt dramatic. to account Thefor wavegreat of individual change engulfing difference, education by definition, today is directedwill primarily at learning processes. This is especially true of the way individuals learn. VarianceAny miss most of the learners. What is known about learning processes dictates substantial change in education and, more particu- orthodoxy.larly, educators. Innovation and change in education must be designed as an open-ended Everyrefinement precaution cycle, must as be taken, however, to avoid the human tendency to generate a new educatorforcontinuous in manymay ashelpareas a learningreduce little anxiety certaintyprocess in itself. theexists. learner as he faces the unknown. In fact, educators mustMoreover, learn byto reflectingbe comfortable his ownwith comfort uncertainty, with ambiguity, an A second temptation must be centeringsprotected or on schedules,by theagainst, changing that themselves of of teacher changing has and createdobjects student littleor behavior. things change rather in learning.than people. Real change in learning seems Changingto curriculum, build- 71 in educatio The impact of changing things is n, therefore, must be focused directly related to on the professional staff. precedent change in human behavior. Change is in its longitudinal design. The power to impro e an educational system through staff development The goal for the Denver Public Schools is a staff involved in -- the human dimensions -- a process Staffingof refining their professional competen y toconsequence, need. there is need to develop Staffing patterns will be The bases upon which staffing consistent with the goals a systemized approach to staf an objectives of the school ing which properly relates function system. As a essentiallight of ascurrent such planningresearch for requirements and knowledge. facility development. patterns have been developed Master planning of staffing are limited and unrealistic in p atterns is as that the appropriate ratio Too often staffing decisions for instructional are made on the basis of a ratio. purposes at the high school level be set For example, it may be concludedat one teacher for every twenty-eight pupils. The institution of the planningClass size process may become fixed and bear little resemblance to function. aretion both of internalproblems andto beexternal. resolved. As a consequence,Forces the which central influence the presupposes certain procedural steps resulting school district decision-makingadministration, particularly the in defini-process 72 uperintendent, must be alert to the signsSuggest and cues which call for action. d steps in the process would include the following: I. Theunmanifested),Compilation first stage encombine of Information tails development of sensitivity to needsd with(both the manifested gathering and of information from all sources. 2. AThe Establishing"priority second stepgrid" Priorities involves type of ananalysis, assessment in whichof the variations information of toa singleestablish idea priorities. or 3. EvaluationDeterminationalternative to objectives ofdecide Resources on areresources considered, of time, is helpfultalent, atfunds, this sppoint. ace, materials, 4. Allocationconsultants,(b) available, of layResources groups,for assignments and administrative to the newly skill defined which function are (a) or pro required, and gram. 5. AssignmentavailabilityAllocation of of Implementationresources resources. will Responsibilitybe related to tasks to be performed and the (t 6. ReviewresponsibilityFollowing of Entire the determination forProcess the implementation and allocation of the of new resources function the must assignment be determined. of errorbalanceTheand use complexcan onof bethea eliminatedsystematizededucational decision-making in problems. processthe process.quest is forone bettermeans ofsolutions providing to aperplexing check and It is a method whereby trial and 73 to by the The flexibility of the system magnitude of problems which as a functional approach to thecan decision-making be subjected to the procedure. process is attested meet some of the growing educa It appears essent ial that the school district undertake the tional demands of the district. For example, the involvementuse of a wideof range of personnel to a broader introductionimposedrange of by non-certificated learningof aides needs.to assist personnel teachers. may A pupil-teacher provide increased flexibilityNor in should meeting rathe tio will not be employed as an instrument to prevent the requirements instructional-learningto prevent appropriate staffingfunctions to should meet instructionalbe the staffing objectiv uch a ratiogoal. be used as s. Flexibility to adjust class size to a deterrent or an excuse begin to consider While development of a commitment of funds for human development a staffing process is deemed a top priority item, the purposes. Such funds will be sc hool district must used to processworkshops,allow theof change.andstaff visit time schools to interact where change among themselves, attend conferences and seminars, participate and innovation are stressed, and participate directly in the in Personnel Assignment Procedures Because the success of assignmentsupport personnel patterns of contribute the School to District, the total certain any plans for integration depend to a large extent system-wide integration plan. immediate steps are being taken to insure that upon the faculty and faculty These steps are: 74 eachers are to be assigned so as to bring about significantly more integration 311minorityinner-citythroughout Negroes, backgroundteachers schools.the74 Hispanos,school in were every system employed36 school Orientals, including inand the maintaining 3 accelerating DenverAmerican Public appropriate the Schools placement At the end of the recent school year, 425 teachers of racial balanceincluding: in of qualified beenareschools;They consideredassigned.were and teaching in forall placementinnine 75 seniorof thefirst high91 inelementary schools. schools whereschools; no minority teachers have Continued efforts will be made to transfer teachers Newly employed minority teachers Indians, ana 1 East Indian. 14 of the 15 junior high where such 2. thebeingIntensivetransfers classified undertaken effortswill staff contributesince to of recruit anthe integrated toschools. andfaculty train staftingracial minority balance. workers pattern should al fo r job vacancies are o exist within 4. makingTheperienced,The central promotion level, administrativequalified including practices minority the of staff Superintendent'sthe personnel Districthas members centralof minority office are being examined to insure that ex- groups at the decisi staff. n- supervisors.a. retained,Experienced widespread teachers communityare needed support in inner-city must be schools.cultivated and can continue to become principals and If they are to be maintained. c.b. PrincipalsTeachersinstruction, in who schcols person,are likely must or bepossessions.to protectedbe successful from inundue interference core area schools should with their d. theforContinuing,be identifiedpracticeservice inintensiveof and theusing selectedDenver Negroeffort Public forand should assignmentHispano Schools. be maderecruiters. there. to recruit minority This will include maintaining teachers 75 e. Jointtinuepare programs teachersto be pursued. withespecially teacher for preparation service in institutions the inner-city to schools will recruit and pre- con- f. willTherefore,Localto beserve schoolestablished inthis anaa viablerole district to must assistway bebudgetand indefined should making advisory performand the implemented committeesschool a broad system andshould continuing be role. so thaV4participation more responsive to reconstituted Jointtointerestedlocal administrative programs school teachers, requirements. have andbeen withsupervisory established special positions.emphasis with universities to upgrade and on minority persons, for promotion prepare 5. whereverSensitivityteaching, a pupil administrative,training may go is to being school clerical, provided in the and city classified. he will be received on a continulng basis for all employees its purpose is to assure that and treated with -- 6. Newareuseunderstanding, staffing beingof teacher determined patterns aidesrespect, enhancingbyand means andother faith oftheparaprofessionals the inrole systemhis ofability theanalysis professional willto achieve.approach. be expanded. teacher F Differentiatedand providingroles for These immediatea. efforts will be supported by certainmayInitiation long-rangebecome aware of a ofprogram staffing whereby problems teachers and workand theirfor their representative solution. plans including: organization 7. SpanishThetion Community and bilingual b.Negro Representative aides aides will will be Programbe used employed in begun predominately in at schools BakerBuilding Juniorblackwith predominately neighborhoods.staffHigh Schoolstability in inner-city schools. Hispanowill be extended.popula- understandingandPersons the schools.who are the residents role of theof theschool. neighborhood Their function would be to elicit participation of people and The persons selected for this function should have area would serve to link the neighborhood groups in familiestheya strong will and family learn to the andskills community. neighborhood of interpreting orientation. educational and social needs of students In a specially designed training program to their 76 The Model-School Complex SCHOOL FACILITIES theneeds concept of all opens Denver the children, way for innovative programs hasconcept, many implicationsproviding for for the schools now in the planning process school building location to fit the educational and design. program to the because infor such new aeducational way that ideas modifications to fit the building and techniques not yet even thought of, school buildings for new uses can be made economicallyas well as atpossibilities any time. must be constructed As education changes, the Development of any educational school building must change facilities plan must take accordingly. account of the extent to which educationalsolves the existingfacilities program and facilities problemare within merely the tools of the educational program they should reflect thatlimits of available resources. program the planSince based on the aims and objectives NEW design concepts, new construction techniques, and of the education. new systems of planning and analyzing needs are available to assist citizens, A thorough analysis of changing educational teachers, and other school objectives, learning staff to carry out this process effectively. curriculumreasonable trends financial which limits are possible with the Model-School to utilize many existing Denver school buildings Complex idea shows that processes, teaching methods, and effectively. there are ways within , 77 the Model-School The following sections Complex. A complete listcontain of a few examples projects appears in the to point up the relationship of school report in the section facilities to ReplacementConcept Time of Phases.School titled to serve a wider Some of the buildings attendance area. Buildings need to be replaces A building either in the same location or on another site in order theto Alcottaccommodate and Berkeley the programs and services needed Elementary Schools can be combined in so required by the Model-Schoolin the cluster of schools in that complex. Complex will be designed For example, ofthe an groupolder ofbuilding schools needingwhich are replacement a part of a complex in that is Elmwood Elementary general area of the a new buildingSchool. on a If the residential City. new site central to Another example Remodelingconstant, ofElmwood Buildings will be replaced to serve the same attendance area. pattern remains made to improve their Some school buildings adequacy to house the are structurally sound and new educational can be used for programs to be contained in many years when modifications the central are asexample.school satellite of the schoolsComplex. in the In contrast to Montclair Elementarythose serving as central schools, other School, constructeo structurallyin 1943 with sound buildings an addition in 1948, is will serve an Ashley,little Brown, remodeling Steele, or alterations will be and Bradley Elementary various complexes necessary. Schools.around the city. Representative of these Because of their buildings are Remington, age and condition, Conversion of Buildings ingnumber numbers of years of children. when the city Denver, like other urban centers, has was growing rapidly and accommodations many school building needs that have developed were needed to house the increas- during a beenbuildings well maintained because of and financial remodeled limitations. from time Pressures to provide new facilities where toAlthough time to Denver's improve schooltheirneeded function,buildings, precluded any major replacement program for older regardless of age, have continuingmethods and maintenance scope of education have made them program, facilities are safe, healthful, and reasonably less adequate than our newer'. buildings. functional.rapid changes in the Because of the Because of changing school and community Some buildings are structurally souna and other buildings have had new additionsneeds, these buildings are no longer suitable for accommodat- constructed. manychildrensectioning the of appropriatethe will City be whererequired educational concentrations if the major of programs. These schoolsminority are located, group children generally are such that transportation of in the north central schoolsorganization to house for these schools younger in the children. area to pre-primary and grades K-3 will require The utilization contemplatedpurpose willof the plan is to be realized. permit the elimination of conversion of some Modification of the use.the older sections of some buildings having For example, Whittier and Mitchell Elementary new additions and conversion of some buildings to multiple Schools have new additions suitable for use, with 79 some remodeling, as pre-primary and primary schools. Cole Junior High School will be converted to maintainedasserve a junior several during high functions. itsschool. TheAs building,noted in anotherhowever, section of the report, is safe and structurally this school will sound having been well- no longer serve facilitiesically for available other purposes, such as, the Cultural at Cole withuse practically as a junior high school. Arts Program which It can therefore, be needs auditorium and used effectively and classroom econom- Metropolitanspace, special Youth laboratories, Education Center.and industrial art no remodeling. rooms which could The building has serve as basic facilities for sufficient classroom another School, can function Some classrooms in the efficiently to house the building, when programed pre-primary and preschool with the facilities program. at nearby Mitchell Elementary Use of Older Buildings Because the time-phase Forfacilities example; andthe existing new construction, some older building at Cheltenhamaspects of the plan permit buildings can remain in a logical process for utilizing use during the transitional existing steps. completecentered new and facilities special programs from the time the firstare completed for the complex School could continue tobuilding be located phase there. has been in use to house the completed in 1970 until community- Complex Concept. These are but a few examples used to clarify the relationships of building utilization with the 80 Implications for Integration of quality, integr The c urrent building program ted education. now underwayTwo principlesis making ahave significant governed planning for new buildings: contribution to the objectives 1. tutionstoareasFacilities prevailing of from the areany cityhousing bepart whe ofpat the C ng provided for housing exemplary and e there are large concentrations of rns. 'ty but to modify them to houseThe plan is not to remove educational insti- innovative programs minorityin groups due effectively the 2. racialcapacityNewprograms buildings integration to developed accommodate being in specifically the fo constructed in other some children from thenew schools. the community in which they p its of the city will have disadvantaged areas to are located. sufficientpromote for the present construction The continuing study of school building needs and ways in which they can be met has been the basis describedof Education in more will detail be later a logical part of the immediate and program. in this report. Projects under construction long-range requirements of or authorized by action of the Board the o erall plan Projects under construction: Park Hill Elementary School - Classrooms,lunchroom toResource be completed Materials in January 1969 Center, and TraylorHamilton Elementary Junior High School School -- AdditionalfallA new of building 1968 classrooms to be to be completed in January 1969 completed in the 81 Projects authorized: Hamilton Junior High School - ofAdditional 1969 classrooms to be completed in the fall CheltenhamNew junior Elementaryhigh sc Schoo hool - - ANew new building building to to be replace completed the inexisting 1970 building of revenue derived from this These building projects sourceare being will financedbe required. by c onstructed in 1891 revenue from the Capital Reserve Fund. - nucleus of the Complex Three years theand Schoolto improve District's integration plans in the Studies of how best to provide school may be evaluated: Denver Schools have resulted in development facilities as a part of the pl 410 n to promote quality education of so e guidelines by which . whichreasonable may be assurancerealized of predicted values or gains . immediate, medium, and long-range goals coordinated in . order to accomplish objectives of the plan . conceptsideas utilized promoting successfully wider use ofin schoolother cities buildings after . economicschool, infeasibility the evening, of plansand during the summer . salability of plans to people in the community. 82 achieved as resources become available. Consideration of these guidelines has led to the development of a time-phased plan that can be Changes in the plan will, no doubt, be required as unforeseen goals.changes occur in Denver and as continuing studies show more effective ways of achievingHowever, flexibilitythe educational inherent in the plan will permit appropriate modifications during the a process without minimizing opportunities to attainAlong the withobjectives. the guidelines noted in the foregoing, some assumptions have been made: 2.1. TransportationIntegrated education of pupils is will desirable. be necessary. 4.3. bestProblemslocalImproving be community.solved involved urban on educationain metropolitan urban educationwill requirearea inbasis. thefunds long-range beyond the view ability can probably of the andenvisioned 'the services by these provided building the plans citizens will ofenhance Denver. ratherAs more than study limit is the given teaching-learning to these ideas experiencesand as more programs are developed, the flexibility Manual-Collegeof Manual High High School. Schcol One of the most exciting elements of the entire proposal deals with plans for the future 83 thelearning staff forand thestudents o Th e Denver Public Schools will contract with one of the region's leading institutions of higher cooperative operation of Manual High School. Manual the total resources of the institution. This unique arrangement will bring to to transform Manual into the city's Model-High This association of college and s hool will blend the expertise and practical knowledge required School. District'sand innovative other curriculum hign schools. developed at Manual will be ad This, in combination with other p dedIt tois theanticipated instructional that ultimatelyprograms in the the practices ans for the area, will provide for the Manual community a comprehensive educational program.The proposed conversion of Cole Junior High School to the nucleus for Cultural Arts and Metropolitan programsat,Mitchell,Youth Education required will Center forconcentrate equality programs, withinof combinededucational a geographically with opportunity. the establishment compact neighborhood of the early the childhoodwide-range education of educational unit

84 CONCEPT TIME PHASES* Public Schools and the tim The specific application of the Model-School Complex to the educational program of the Denvere phasing of its application is detailed in the chool level, elementary, junior high, and senior high on the maps plan which follows. This whichpotentialis portrayed follow transportation the graphically respective requiredfor sections. each tos bring about int The m aps show possible Complex boundaries and indicate, as well, egration. Phase I A. Transportation 1. Elementary a.School beEffective transported at the from start the ofpredominantly the 1968-69 Negroschool Smith year, Elementary approximately School 250 to pup eight This program will: ils will predominantly. Anglo schools with unused capacity.reduce crowding at Smith School . thepermit receiving introduction schools of innovative programs both at Smith School and . Allow youngsters both from receiving schools and sending schools to . Servereceive as thea pilot benefits for otherof an similarintegrated programs. education * Phase 3:2:1: ConstructionImmediate operation toand/or be financed program 1st semester byauthorized bond funds funds and budgeted - financed1969-72. (available) - operation 1968-69 1969-71. school year. Phase 4: Other needs - 1972-77. 85 b. Transportation of 110 pupils from crowded Philips Elementary School to Cory, willUniversity be continued. Park, and Carson elementary improve the educational This transportation will: program at the sending school by reducing schools where capacity is available crowding . costenoughimprove pupils the educationalto maintain expanded program at the educa ional programs at reasonable eceiving schools by providing . maintain a reasonable eth nic ratio at the sending school c. Current transportation. of 275 pupils fromprovide an opportunity for integra ted learning experiences. Stedman Elementary School to eleven predominantly. Anglo schools be continued. This plan: . providesreduces crowdingan opportunity at Stedman Elementary School d. whenevercity'sDetermination publicthe racial schoolsof the balance possibilitywith will transportationfor integratedbeing provided learning. beof improvedpermitting and complete whenever the open enrollmentby the in School all District e. CulturalExpansionreasonable. Understanding of racially shared Program, and Metropolitan Youth learning experiences including Exchange. Cultural Arts Center,numbers are 2. Junior Higha. School transferExpand the of currentpupils to schools open enrollment policy by providing transportation with available capacity. for voluntary byschoolsSmiley transportation Juniorwhereplanned roomHigh and ofexists.School underpupils construction,pupils will continuecrowdingandConcurrent toatby beSmileymeans withof boundary the completion changes. transported to majority willof newbe reducedjunior high 86 c. Cole Junior High School offers limited opportunities for integration because of otherTherefore,theresidential communityschools the housingin administrationa theplan District.patterns. to facilitate will explore integration with the of Cole pupils by assignment to school staff and citizens in needusedIf Coleforto house space.is phased other outimportant as a junior educational high school, The space made available by this programs for which there is a pressing pupils from the Manual attendance step will be 3. Senior High School higharea schoolwill be contributes given the option of attending the high school to which or of attending the Manual-College High School. their junior Phase II a. transferExpand the of currentpupils toopen schools enrollment with availablepolicy providing transportation for voluntarycapacity. A. Construction1. Elementary School a. CheltenhamParkelementary Hill replacementAddition educational center during and after-school -- promote the magnet school concept through-- designprogram facilities development for operation as a community/neighborhood hours and in the summer. c. Traylorincludingand maintain Addition grade an integratedreorganization school. to the cluster Attention will be given to innovative of schools adjacent to Park Hill. programs 87 Junior Higha. School Ha milton Junior High School and addition . beginningassign p of pils from Thomas Jefferson Junior-Senior High Schoolhe secondat the semester 1968-69 to eliminate double sessions . Schoolrelievetransfer crowding some pupils, and make S roo eptember 1969, from Hill Junior High School to m for some pupils from Smiley Junior High These two moves will reduce membership at Smiley Junior. High Sc transfer some pupils, September 1969, from Smiley Junior High School. hool and achieve b.some change in the racial composition.EastNew juniorFlorida high Avenue. school complex to be constructed at South Quebec Street an . By means of transportation and subdistrict boundary changes, assign pupils Completion expected in September 1970. accommodateracialfrominghigh Smileymembership school,composition innovativeand thus Coleat there.Smileyenrolling to.Gove, and toexemplary approximatelysomeHill, Negroes Morey,programs inByers,1,200 allnow andofbeingGrant, thesefurther planned. and schools theimproving junior and reduc-the Space made available at Smiley will be used to Phase III A. Construction 1. Elementarya. School Complex Units Park Hill - Montclair *Estimated Construction Cost . Park Hill $ 500,000 * These data are based upon current construction costs in Denver 88 b. Cheltenham . andMontclair remodeling and Montclairas complex Annex -- site addition $ 2,500,000 . Boulevard - eliminate building (capacity 390 pupils) 25,000 .. CowellCheltenham - classroom addition and auditorium - new complex 2,000,000 600,000 c. Fairmont . . AlamedaFairmont - replace building (capacity 240 pupils) 600,000 . Elmwood - replace building- additional (capacity classrooms 450 pupils) - enlarge site 1,500,000 750,000 d. Mitchell-Cole. Shermansite - replace building (capacity 360 pupils), add to 1,080,000 . Columbine - eliminate older building (capacity 435 pupils) 50,000 . addMitchell auxiliary - eliminate older building (capacity 570 pupils),spaces 450,000 e. Mansfield-Tamarac. phasingCole out its - convert to elementary community function by eventually use as a junior high school 1,500,000 . University(capacity Park 150 pupils) - eliminate older building 25,000 89 . Site 139 - new facility $ 1,600,000 f. Morey Conversion. Mansfield and Tamarac - new facility 1,600,000 WhittieraddBromwell to site - -eliminate replace buildingolder building (capacity (capacity 270 pupils), 600 pupils), 1,500,000 Moreyunitadd auxiliary - convert to elementary complex spaces for use as a Pre-primary-Primary- 1,750,000 350,000 g. College View Bow-MarCollege HeightsView - replace building (capacity 515 pupils) 2,500,000 Alcott-Berkeley Berkeley - replace building (capacity 330 pupils) - new facility 1,600,000. Alcott CAPITAL OUTLAY- replace building (capacity 570 pupils) - ELEMENTARY PHASE III TOTAL $24,820,000 1,440,000 900,000 2. Junior Higha. School Unit Skinner b. Southwest junior high school Skinner - building addition, add to site $ $4,000,000 1,500,000 90 c. Byers MoreyB yers - convertbuilding to addition, elementary add complex to site $ 1,500,000 . Cole - eventually phasing-out and usesee building Phase III - Elementary Schools forcenter selected grade patterns CAPITAL OUTLAY - UNIOR HIGH PHASE III TOTAL and for community $ 7,000,000 4 3. Senior Higha. School North $ 1,000,000 . Consolidatenicalfield, center add thefacilities site and for relocate vocational-tech- athletic b. ThehigherManual-College professional learning Highwill Projectbe resources of a regional institution of made available and utilized. The Thebyfaculty totalgoal, Manual resourcestoto High becontinue achieved School. of tothe build college on the traditions representedwill augment the work of the 4 ingtrationimprove high and schoolManual faculty inHigh the of School. city.Manual, through working with the adminis- It can become the outstand-will be to transform and mentofA special staffand will and project evolvecommunity director plans and representatives will guide this and a steering committee composed programs in the following develop- areas: 91 . tration,conceivedforstructuring broad curriculum, practicalin theirthe total widest educationalguidance, Manual scope, including adminis- High School communityand counseling,planning and and programs . curriculumother activities development which affect students . resourcesre-allocating and augmenting professional personnel and . evaluating and developing plans for the physical plant . applyingnecessary programmed to implement budgeting the program techniques . needsprepareoperating personnel programs and meet on the college campus and at Manual a wide variety of educational to . motiveascontinue cosmetology, classes technical-vocational electronics, drafting, program development such power, and auto- . establish job entry training . develop intensified programs in all curriculum areas . specialimprove emphasis instructional techniqu'es in all areas with . major building addition on counseling and guidance - add to the building sourcestheIn goalsummary, will of bemaking many required Manual and provided. capacity, add swimming pool resources exist and will be utilized an outstanding school. Additional re- to achieve $ 500,000 92 educationalPupils choosing program to cooperativelygo to Manual willdeveloped be and provided with a superior higherthe Manual learning. faculty in cooperation with a leading institution of implemented by $ 2,000,000 . majorscience, remodeling home economics, to improve industrial educational arts, function for physical . education, and to provide a Resource Materials Center . addpurchase to site of state land now being leased . increase capacity of building to 3,000 - 3,500 d. DenverConstructNew High aSchool new school in the vicinity of West 8,500,000 . all-cityacquire siteathletic sufficient field for construction of second . lieveschools.pupilsbuilding crowding and capacity ninth there. grade 3,500 pupils from Possibly reassign some North High pupils - 4,000 to house West High School contributing middle to re- e. functionsConvertModel High West as: School-Complex High School to a special center housing such 6,000,000 . Science-technical education . Cultural program 93 AdvancedSpace-age language, education mathematics, science and art classes Pupils would attend on a part-time basisSpecial with transportation ServicesEducation Center Center f. Georgeprovided Washington to and from their home schools.add classrooms and vocational-technical center $ 2,000,000 g. increase capacity to accommodate ninth grade. Abraham Lincoln. add vocational-technical center 500,000 h. South . addincrease vocational-technical capacity to accommodate center and ninthswimming grade pool 800,000 i. Thomas Jefferson addincrease vocational-technical capacity to accommodate center ninth grade 500,000 j. John F. Kennedy increase capacity to accommodate ninth grade. 800,000 . add vocational-technical center and swimming pool 94 . increase capacity to CAPITAL OUTLAY accommodate ninth grade. - SENIOR HIGH PHASE III 4. Other Projects GRAND TOTAL PHASE III $22,600,000 $54,420,000 a. availableDevelop anthrough Outdoor donation. Educa Estimated costs ion Center on land to be made GRAND TOTAL periodCapital outlay during a five-yea r 500,000 $54,920,000 Phase IV A. Construction 1. Elementarya. Complex Units Cheltenham PerryEagletonFairviewAshland - abandon building (capacity- replace 150- building replaceeliminatepupils) building(capacity annex (capacity(capacity 630 pupils) 180480 pupils)pupils) $ 1,500,000 1,500,000 25,000 95 b. MOntbello* . Swansea - replace building (capacity 390 pupils) $ 1,125,000 . pupils)Elyria - convert to pre-primary unit (capacity 150 50,000 c. Fairmont . 6G elen rden Place entary schools (Montbello) @ $1,500,000 - replace building (capacity 645 pupils) 9,000,0001,500,000 . toEvans site - replace buildin g (capacity 460 pupils) and add d. Mitchell-Cole Crofton - replace building (capacity 360 pup 1,080,0001,500,000 e. Mansfield-Tamarac addWyatt to site - replace building (capacity 450 pupils) ils) a d 1,200,000 f. Morey . HeightsSites 143 and and East 146, Belleview and school sites in Hampden 7,360,000 todoMooreStevens sitenecessary remodeling - replace old section (capacity 240 pupils)replace and building (capacity 390 pupils) and add 600,000 *Phase 1 a. Acquire 50-60 Lease elementary and junior high school facilities 1,500,000 ebo c.b. AcquiretheConstructchildren complex. elementary elementaryfrom that sites and and acres, near center of area, from developers. area. secondary facilities to construct schools as needed beyond provide a nucleus for the capacity provided in a complex to house 96 . Wyman - replace building (capacity 420 pupils) g. College Emersonsite iew - replace building (capacity 360 pupils) and add to $ 1,125,000 1,080,000 . Bear Valley Heights h. McKinley-Thatcher. West Bear Valley - new facility - new facility 1,080,0001,600,000 . Lincoln - replace old section (capacity 540 pupils) 1,260,000 . pupils)Washington Park - replace old section (capacity 540 900,000 i. Westwood . ThatcherMcKinley - replace building (capacityreplace building 365 pupils) (capacity 345 pupils) 900,000 Florida and .Quebec Westwood - new complex Street 2,500,000 Alcott-Berkeley. Florida and Quebec - new complex 1,440,000 . ColumbianSmedley - replace old section- replace(capacity old 450 section pupils) (capacity 540 pupils) 1,140,000 Long-range considerations ESTIMATED CAPITAL OUTLAY include eventual - PHASE IV - TOTAL ELEMENTARYreplacement of all buildings constructed before 1921 $43,090,000 1,200,000 childrenwith attention would begiven within walking distance. to replacement so that new buildings Land use patterns can serve several subdistricts as suggested in the City Comprehensive where 97 buildingsPlan will and also sites be will be considered in making decisions necessary in future annexed areas. about replacement. In addition, consideration for new 2. Junior Higha. School Units Gove b. Montbello, replace with new facility (capacity 790 pupils) $ 4,000,000 ESTIMATED CAPITAL. OUTLAY'- new facility PHASE IV - TOTAL JUNIOR HIGH $13,000,000 9,000,000 3. Senior Higha. School North 7,500,000 . replace old section of building and site acquisition - b. Montbello gradeincreasing pupils capacityfrom contributing to 3,000 middle - 3,500 to accommodate ninth schools 6,400,000 ESTIMATED CAPITAL. OUTLAY new facility for thiS - PHASE IV area- TOTAL SENIOR HIGH $13,900,000 98 4. Other Projects b.a. Constructin various additionadditional areas ofto MetropolitantheService city as neededBuildin, Youth Education Centers $ 1,000,0001,000,000 E. SUMMARY - ESTIMATED CAPITAL ESTIMATED CAPITAL OUTLAY OUTLAY - PHASES III- ANDPHASE IV IV - OTHER PROJECTS $ 2,000,000 JuniorElementary High Schools Schools $24,820,000Phase III $43,090,000Phase IV $ 67,910,000 Total OtherSenior Projects High Schools 22,600,0007,000,000 500,000 13,900,00013,000,000 36,500,00020,000,000 The phases outlined in the foregoing meet the major $54,920,000 objectives of the plan for quality $71,990,000 2,000,000 $126,910,000 2,500,000 staffeducation and citizensin the Denver of the Public community it is possible that Schools. As additional study of building the time-phasing of construction needs is made by the school can be modi- integrated astofied well achieving on as the being basisthe financially goals of priorities feasible. as fast as is reasonable from the point established. The proposed steps of view of citizens ofare the in keeping with an orderly approach community 99 MACH COURT EITIGA SWANSEA PARK-HILL MONTSEUO BRYANT-WEBSTER COURSE GOO SMITH MITCHEUA COIF HAUETT SOGIEVAIO SMUT NORTH STIRS STORE PHASE II UNCOLN ELEMENTARY SCHOOLS WASHINGTON NM ONO REPLACEMENT NEW CONSTRUCTION OF FACILITY ELLIS ASH GROVE O COMPLEX OOX ELIMINATE FACILITY ADDITION TO FACILITY CitySCHOOL end County DISTRICT of Denver No. 1 001, COMA RENHOr 1=11111111MIWARIMEII ELYRIA GOWN PLACE SWANSEA PAM-NOLL GOO NONOILLO MATT HARRINGTON COURSE SMITH i 111 I I STAPLETON * MITONUEIA COW STIOMAN Jill mean, CROFTON GILPIN WHITTIER CowMWINE 1_1 °L= DORTON, crn PAIR PAM HILL OPPORTUNITY** 12711 PDX WORDING AM. WOMAN T WISH 1101CLAIlt ANNEX FAIRVIEW O WITIOI WEST HIGH 41715°S PALMER NONTCLAIR NORTH EACKETON_A_ SERVICE WIIROMG71 WIRWOCM = MOON Kflpsutts NEWSOM SOW BROMWELL STECK A NLL PERT WNW* NOW ORTH PHASE II ZP FAILS SECONDARY SCHOOLS ISMONT WISnv000 WASHINGTON HIGH 1110 0 REPLACEMENT OF FACILITY SCHENCK NEW CONSTRUCTION KNOWN 11. O ADDITION TO FACILITY COMPLEX GUST COWAN VIEW OX ELIMINATE FACILITY V VIA Trip SAWN CitySCHOOL and County DISTRICT of Denver No.1 Elementary IIIA Senior OJunior *Sites Other High Facilities High CIPPOIMJNITY** 01110011111 1370 POI* 10.11131001 Iv NORTH MOT 11710100/0 kPP Arm.0 ELEMENTARY SCHOOLS PHASE ill NUMMI 101100000 mtm011 REPLACEMENT OF FACILITY 30010411 COMPLEXNEW CONSTRUCTION 01101S010 A a ® ADDITION TO FACILITY ELIMINATE FACILITY ;LIP MON CitySCHOOL and County DISTRICT of Denver No.1 Elementary 1111SaniorA Junior*0 HighOtherSites Facilities High PAIX-11111COURSE coin I! I I , ' STAPUITONAMON STIOMAN MUM /ILJX I PHASE III 10 REPLACEMENT OF FACILITY SECONDARY SCHOOLS CI NEW CONSTRUCTION COMPLEX LJ ADDITION TO FACILITY ELIMINATE FACILITY CitySCHOOL and County DISTRICT of Denver No.1 A *0Junior Othersifts High fealties SeniorE lementary High NORTH ELEMENTARY SCHOOLS PHASE IV OR REPLACEMENT OF FACILITY ON COMPLEXNEW CONSTRUCTION OO ADDITIONELIMINATE TO FACILITY FACILITY CitySCHOOL and County DISTRICT of Denver No.1 Elementary A Junior0 *Sites Other High Facilities Senior High , S7APILITON VIVANT- *Slain AncielLOA WVA/TCOO AMINO," NOON ASHLAND COOPON O GILPIN CODAS CHUTI1101,41111 12711 PDX* .7.01A1111 GRIMM WEST MGM ev MOUTON SOVICI 111.1/1/11011GW SAM NORTH PNWION f Alt111074r 11110411Will At KAKI 10111111( SECONDARY SCHOOLS PHASE IV OR REPLACEMENT OF FACILITY WASIONGTON PAM ON COMPLEXNEW CONSTRUCTION ®10OX ELIMINATEADDITION TO FACILITY FACILITY TEAM or'(Th t.44.4 CitySCHOOL and DISTRICTCounty of No.1Denver Elementary SeniorAO* Sites Other Facilities Junior High High FINANCING QUALITY-INTEGRATED EDUCATION outlay expenses. Financing education is usually considered under the two general These two categories have been referred to in the report under headings of operating and capital such specific topics as instruction, supportive services, transportation,Operating health expendituresservices, and are school the day-to-day expenses of running the chool system and are budgeted building facilities. annually. Programs and services discussed in the tinuethe 1968 to andrise, 1969 additional budgets. funds in these budgets and in future As these programs and services are expanded and report will require an expenditure of funds included in budgets will be required. as costs on education con- construction of buildings, additions, major remodeling,On the andother equipment. hand, capital outlay funds usually derived from bond funds are used to finance the tionthe ofDistrict. property in a school district without permissionBond funds of the must be authorized by State law limits the amount of bonds which a vote of the people and are a lien on the taxable property of can be issued to 10% of the assessed valua- Tax Commission or 15% if voted by the approximatelypeople(1967 andabstract) approved $122,500,000, the by Denver the orCommission. Schools with permission would be permittedof the Tax Commission $183,800,000. Therefore, based on an assessed valuation of $1,225,089,510 by law to incur a total bonded indebtedness of Outstanding bonds 100 Districtfrom the has1952 a andnet 1956bonding bond capacity of issuesa minimum being of retired$94,600,000 by annual payments total $27,900,000. Therefore, the bondImmediate funds areschool well facility within needs requirethis a rangecapital of outlaycurrent debt limitation. of $54,920,000 and if or a possible maximum of $155,900,000. financed entirely by PLANS FOR INVOLVEMENT plana first by the step board in complianceof Education, with the Resolution staff, 1490.Presentation of this proposed plan by the Superintendent and the citizens. The next important step is the consideration to the board of Education constitutes of the cism, public understanding, and The nature of these recommendations is such support. Planned feedback is essential when the that their implementation depends proposed education upon informed criti- plan involves program and policy changes which Close coordination with the community will can succeedbe maintainedonly with public through acceptance. the city spreadengender communication a thorough andand completeto generate examination interest in and support for the Denver Public of the plan. Information will be provided to insure wide- news media in order to Schools. carefully and to modify the suggested If the proposed process is to serve this community, citizens must have the courses of action. With the help of the press and theopportunity public, to consider grationfessionalthis opportunity program staff adopted to will the bebyrecommendation extendedthe Board. through planned hearings. will, in the final analysis, determine The responses of thecitizens and the makeup of the inte- pro- 102 Public Hearings The Board of Education will hold public hearings on the plan at South High SchoolNovember at 7:30 26,12, 1968 p.m. on: Theseihearingscitizensparticipants. to voice will theirbe telecast opinions by publiclyKRMA-TV, butChannel also 6.provides wide dissemination of the views stated by This arrangement not only permits interested understandingBoard of Education of the and proposal. the Superintendent plan to takeIn otherorder stepsto promote designed full to and encourage complete community discussion of the issues by all concerned citizens, the clubs,Speakers and Bureau civic organizations. Speakers will be made available to explain the plan to interested groups of citizens, service . AdministrationSpeakers may be Building, scheduled 266-2255 by calling the Speakers Bureau at the School Ideathe ExchangeSchool District. Center Idea Exchange Centers will be established in each of four schools in various geographic areas of Staff members will be available to explain the plan, provide requested data, 103 record suggestions, and to transmit information to theIndividuals Superintendent or groups and wishing to record their views or to present statements for Board of Education. consideration may Building,schedule time266-2255. for expressing their positions by phoning the Idea Exchange Center, School Administration 9:00 a.m. and 9:00 p.m. on the following dates:Appointments may be made at any time for use of the Idea Exchange Center between,the hours of . November 11, 12, 18, 19, 25, 26 . December 2, 3 be scheduled. If these dates do not provide sufficient time to accommodate all requests, additional dates may Televised Board Conference the Board of Education will maydiscuss hear the the plan. points of view of A conference will be held on December 5 at 7:30 p.m. at which time This board conference will be broadcast over KRMA-TV, Channel 6 so individual board members. that citizens Additional Information It is planned that during the course of the next few weeks additional information concerning the plan will be made available by the Superintendent. These additional data will be furnished freely to 104 the public, to all television and radio stations, and to all newspapers serving the community so that Writtenthe people Communication may be kept apprised. tothe do proposalso, are at the Any interested citizen of Denver public hearings. Thoseis invitedwho are tounable to express his views or give his attend the hearings, suggestionsor regarding who may not wish Denver,414board Fourteenth of Colorado Education Street urged to write their 80202 suggestions to: WHAT THE PLAN ACCOMPLISHES - A SUMMARY - of students of varying The Model-School Complex, socio-economic, racial-ethnic, and a subsystem of the city and school religious backgrounds system, links together large groups economicrelated resourcessites. of the Education in the complex area. The complex focuses reaches toward all of the on innovation, research and development, cultural, recreational, social, on one or more inter- and ofgroup educational of schools change making and up the complex diffuses tested educational share the facilities in the improvements to the whole central or core school making system. Students in the evaluation use of specialized staffs, The Model-School Complex prqgrams, support services, and facilities. concept designed for Denver makes possible provision for odologyassignment and materials,of teaching staff, . construction of new facilities, development of innovative teaching differentiated meth- themselvesdecision making bring relatedabout integration. lengtheningto ofeducation the school of their children. However, school organization day and year, involvement of These changes, while important,neighborhood do citizensnot by in Servicescontribute Within significantly the Complexes to integration. within the Model-School Complex can experiencedifferent ethniccan be compositionprovided: School complexes can be constituted in many can be grouped in a complex in such ways. For example, schools with a way that a variety of integrated memberships of 106 . inClasses the Central from various Complex. schools will be brought together to participate in special programs . wouldhourSpecialtime profitper daily needs day from or inof for orderintensivepupils some to portionreceive instruction ofthe help can be served by attendance at the a day on a scheduled basis. ac the reading centerof could reading be specialists. center for a short period of For example, pupils who enrolled for an . week,Students month, can orbe semesterassigned to the - so as to use the multi-media instructional devices core school for extended periods of time - such as a provided. . Accommodationgradesschoolin bringing 3-6.within togetherof the similar unit mightgrade belevels devoted in a staff with specialized professional to pre-primaryvarious education, schools anotherwithin the complex competency. For example, one K-2, and a third, would result Integration Within Elementary Complexes In order to assess the potential table.divided into twelve Elementary Model-School Educational Complexes. contribution the complex can make to integration, the city was This is shown in the accompanying tain a minority population greater It can be seen that if, in the than 50%, transportationinitial stages, of an pupils assumption is made from only three of the twelve that no complex should con- Districtbecomplexes applied, are as adjustmentsrazed. they are in the ethnic now constituted will be required. composition can be made when the oldest If it is determined that this structures in the School measure should . schoolsoldFor school example, as olderis eliminated;in buildingsArea Three, in Area390 are closed; in Area Five, 1,785 pupils from schoolspupils scheduled can be transportedFour, 1,050to achieve pupils can be assigned to integration when an non-minority for closing can be enrolled in complexes presently lacking a multi-ethnic student body. 107 SERWELEY PK SEMI ELS., LEACH COURT REPLUNGTON ELYRIA SWANSEA ALCOTT ShIE HOMICE MA GARDEN PLACE MONTYI ILO SR YANT WEBSTER A ST* PIE TON MITCHELL. COLE STECHNIN HALLETT SOULE VAITO SLOANS PIT ASHLEY COLFAX CHELTENHAM OPPORTUNITY** 1278 110X* BUILD WYMAN EAST NIGH GOVE CLAM ANNEX . COWELL GREENLEE in STEVENS TELLER !CLAM NORTH NEW1ON 1110MwELL Al. FORT:: LOLVV/ GLENDALE WASHINGTON MGM III FAUN FAISmOenCEMI TEEM WASHINGTON PA MOMEN 0 DENISON THATCHES EMS ASH G110,E ROSEDALE UNIVERSITY PARR COLLEGE VIEW CitySCHOOL and County DISTRICT of Denver No.1 HAVENS SRACNSI AHAMILTON0 LOGAN FORT MODEL-SCHOOL COMPLEX ELEMENTARY DENVER ESTIMATEDELEMENTARY POPULATIONMODEL-SCHOOL COMPOSITION COMPLEX Area Number of Schools Complex in % PercentMinority Population Range % An lo %Proposed Minorit Complex Population# % An lo 321 1110 18 7% - 9287% 11% 6 - -83 91% 4622% 5076% 54 947 24 8 - 79 87 2012 1 - 85 75 b 6261 39*36* ba 6 4 93 0 99 1 98 99 97 1 99 2* c 10 987 975 5428 - 1799 5224 4776 1 - 9490 9898 4323 98 77889257 d 1211 7 10 0 74 8 2590 -100 90 45 1 9854 a.*# TransportationMinority percentagesThe majorwill be ethnicinclude required group Negro to is maintainand Hispano. Hispano. integration. As lontbello develops % of minority pupils expected to decrease Therefore all percentages do not total 100%. c.b. Theimprovelessening major integration.ethnic need forgroup transportation is Negro.Hispano. for integration.- New primary units will house Preschool through Grade 3. Transportation of 2,329Transportation intermediate topupils other to areas other required areas will for integration. Note:d. District.The transportation of 312 intermediateThe transportation pupils from of Whittierthese pupils will willreduce be phased with the availability the minority % in the of space. 108 Integration Within Junior High Schools The Junior High Schools in the Model-School Complex will operate in a differentHigh Schoolmanner Complexesthan either in order to avoid unnecessary supportiveduplicationthe Elementary services, of effort.Model-School and 2) as Complexes a means ofor decentralizingthe Senior the The junior high complexes will serve administration1) as an organizational of the junior base high for schools.required crowded inner-city schools. Integration at this level will be accomplished primarily It will be necessary to transport pupils from through transportation of pupils from predominantly minority and Smiley. Similarly schoolstiontransportation will in somehave instances.anmay important be required role at in Morey the District'sand perhaps at Baker Plans to accomplish this have been discussed for Cole integration plan continuing intensive efforts to and Horace Mann. While pupil transporta- gratedupgrade education the curriculum will contribute within the measurably schools will to improvingalso be required - children's academic performance for while there is hope that inte-education-wherever pupils go to lasting school.improvementsprovides benefits in school it takesachievement only a willsmall require step toward intensified, equality quality Commenting in this regard concerning his report Dr. Coleman concludes of educational opportunity.* that while integration *"Towards Open Schools," James S. Coleman, the Public Interest, Fall 1967, P. 23. 109 OPPORT UN IT 127$ FOX* YArt. BURCH GREENLEE WEST NIGH ORTH RAKER PERRY RAINUNI

MODEL-SCHOOL COMPLEX JUNIOR HIGH DENVER ESTIMATED POPULATIONOF JUNIORCOMPOSITION HIGH SCHOOL EFFECTSPUPILS OF TRANSPORTATION Area Number of Schools % PresentMinority Population Range % Anglo % ProposedMinority Population Distribution % Anglo 1 7 1% - 92% 9% - 99% 30% 69% 2 5 15 - 95 6 - 94 48 51 43 15 Self-contained Montbello Educational Complex 69 30 - 99 15 69 Integration of Senior High Schools whenwhich, completed. it is estimated will be racially integrated be accomplished. The Senior High Model-School Complex will be an Because attendance at the center will be for In its initial stages, the High School-Complex essential means by which cross-racialrelatively education short canmodules of time, many of the will accommodate 3,000 pupils at any onegivenDistrict's time. in the high complex. school students will be able to benefit from the At some time during their high school careers most of quality, integrated education to be Denver's approximately experiences.20,000 high school students will have the opportunity for When the present West High School has been relocated, remodeling of the building will meaningful cross-racial, educational provide facilities forming the nucleus of the Senior High Model School-Complex. 110 BERKELEY HL BEACH COURT ELYRIA SWANSEA ALCOTT PARK-HalCOURSE GOLF STA Pt F TON MONTh 1O EDISON BRYANT WEBSTER MIT CHEL L OA WATT NORTH MGM GILPIN COLE COLUMBINE BARRETT STEDMAN KNOWN BOULEVARD CROFTON WHITT IER NAL SLOANS PK BOETTCHER WYMAN PARK HILL ASHLEY COLFAX CHELTENHAM OPPORTUNITY** BUILD! ADM., EY EMERSON EAST HIGH GOXE MONTCLAIR ANNEX FAIRVIEW GREENLEE 1271 FOX,. EV ,STEVENS TELLER A PALMER MONTCLAIR TH ARO 'AWE L L AIR FORCE Lowry PERRY BARNUM ELLS CARSON VALVERDE ALAMEDA STEELE BELMONT MSHELA LINCOLN DALE WASHINGTON NIGH 111 FAILS FANMONTCEMETERY McKINLEY WASHINGTON PARK 0 SCHENCK OVERLA co.. MERRILL DENISON JOHNSON HATCHER A GRANT A ELLIS ASH GROVE KUNSMILLER LINCOLN HIGH ROSEDALE UNIVERSITY AAN DOULL COLLEGE COUNTY VIEW CitySCHOOL and DISTRICTCounty of No.1 Denver SU WENS BRADLEY AHAMILTON0 FORT Elementary LOGAN IIIA JuniorSenior*O Other Sites High High Facilities MODELSCHOOL COMPLEX SENIOR HIGH DENVER plan with transportation being provided whenever theIntegration in the City's high schools will also occur through expansion of the open enrollment everthe numbersnumber ofof pupilspupils whoare willwithin exercise the capability their option of the under District this planto be accommodated. requested transfer improves integration and when- can be made during the current Determination of Otherschool Integration year. Plans Education Center providing live-in, integrated qualityMeaningful education integration will also occur through metropolitan student exchanges; at the Outdoor for as many as 1,000 youngsters per week;recreationstanding and inProgram, programs.other culturally-sharedthe Cultural Arts learningCenter, theexperiences regular summer school programs,such and as the are after-school provided by the Cultural Under- Transportationutilized to improve and Pupil integration. Assignment Changes in pupil assignment by means of modifications in school attendance Careful study has revealed that such boundary changes will be areas will also be Openof mostEnrollment value inPlan preventing resegregation in certain areas of the city. high schools, and 4 senior high schools which haveAt lessthe presentthan 10% time Negro within and the City and County of Denver there are 24 elementary schools, 5 junior Spanish-American pupils. In contrast, there are 8 elementary schools, 2 junior high schools, and 1 senior high school having more 111 Spanish-Americanthan 50% Negro, pupils.and 18 elementary schools and 2 junior high schools having an enrollment of over 50% boundaries.communities, and cannot be placed in integrated Offering integrated school experience Students who attend these schools live school situations by to these pupils will require transportation within almost completely segregated means of revising subdistrict area pupils. There is crowding in some schools in the city. of some capacity.tional capacity will be included These schools may be used to improve integration. so that pupils from inner-city schools may attend. Schools in other sections have under-utilized When new schools are constructed, addi- follows: SeniorThe proposed High Schools plan, effective the second semester of the 1968-1969 school year, is presented as program.Anychoice senior provided high school the transfer student willwho wishespermit him may request enrollment in the schoolto participate of his in an integrated school parents.minimum of one semester. This request for transfer could be full-day The maximum time would be determined by the student and or half-day enrollment for a his mobile,The schools or charteredmay provide bus, services depending by school Transportation of students will be subsidized by the on the transportation problem. bus, public transportation, private auto- Denver Public Schools 112 GARDEN PLACE OWIlittl0 SMITH STAAIRPORT Plf TON HALLETT ASHLEY *AJMER MONTCLAIR MONTCLAIR ANNEX NORTH WHITEMAN FALLIS

CitySCHOOL and County DISTRICT of Denver No.1 Elementary 0 AHAMILTON liSeniorA Junior*o OtherSites High High Facilities MODEL-SCHOOL COMPLEX SENIOR HIGH DENVER The1. plan will operate under the followingRequest conditions: for enrollment in another school must improve integration in 2. orRequestschool. guardian. for enrollment must be in writing and signed by the student and his parent the receiving 4.3. mustRequest be based for enrollmentupon the reasonableness must be forapproved one-half of theby thenumbers school of administrationpupils or a full-day for a minimum of one involved. since decisions 5. studentsipateIfsemester. a studentin who all transfer studentelects fullfromactivities enrollmentother situations.in that in anotherschool, school,subject he to existing limitationswill be on eligible to partic- 6. Transportationrequestingipate in studenta transferwill activitiesbe establishedalso may at be the enrolled school ofin histhe so that any brothers and sisters of a pupil Otherwise, he will continue to partic-original enrollment.new school. choiceJunior providedHigh Schools the transfer will improve integration.Any junior high school student who wishes may request enrollment in a junior high school of his publicfull-day transportation, enrollment for private automobile, a minimum of one semester. or chartered bus, depending on the transportation problem. Transportation of students may be by schoolThis bus, request for transfer must be made for The1. plan will operate under the followingschool.Request conditions: for enrollment in another school must improve integration in the receiving 113 0

1 o Request for enrollment must be in writing 3. basedRequestguardian. upon for the enrollment reasonableness must beof approved the numbers of pupils involved. by the administration andsince signed by the student decisionsand his parentmust be or 5.4. TransportationingRequest a transfer for enrollment must be for willmay be established also be enrolled in the soa full-daythat any forbrothers a minimum and sistersof of new school. one semester. a pupil request- Elementary Schools Any parent or guardian of an elementary school pupil who wishes may request to have his child enrolledtransfer in must any beelementary for a full-day enrollment for a minimum school provided the tran fer will improve integration. o one semester. Transportation of the This request for students "Will be provided by the The plan will operate under theSchool following District. conditions: 2.1. Requestschool.Request for for enrollment enrollment in another must be in writing and signed by school must improve integration the parent or legal guardian. in the r ceiving 4.3. RequestmustRequest be basedfor for enrollment enrollment must be upon the reasonableness of numbers must be approved by the school for a full-day for involved.a minimum of one semester. administration since decisions 6.5. TransportationgradesStudents and willclasses will be assignedbeof established in the receiving school. such a way that they will be so that brothers and sisters of integrated throughout the a pupil request- ing a transfer may also be enrolled in the new school. 114 AL, to improve integration in the Denver Public These provisions for voluntary open enrollment with transportation provided by the District trictphases tomay finance be Governed the program, by the reasonablenessthe long-term implicationsSchools representof numbers are extremely in terms promising. of a major step forward. space and the ability of the Dis- While the initial started. Implementation of pupil transportation proposalsApproximately 900 pupils already to provide quality, integrated education has been expandedStedman Schoolsas needed to schoolsother schools constructed with availablein newer partsare of beingthe city transported provide additionalfrom Philips, capacity. Smiley, Smith, capacity.and This aspect of the integration plan can be Instructional Programs The real value of any transportation plan depends upon the educational Programsat the end of of massive their journey.cross-busing for racial This is the key to the proposed plan for balance do not, in themselves, contain sufficient quality, integrated education. program that awaits pupils promise of long-range educational benefits. The recommended plan is based upon programs of educational excellence. aarrive, level theyof instruction will benefit beyond from thatthe educationalpossible in everyexperience school. which has been carefully planned When transported pupils to provide they are built upon exemplary educational The racially and socially shared learning programs. experiences proposed in the plan will succeed, At the elementary level, the educational complexes because 115 will contain multi-media equipment, a resource of specialized staff and to duplicate in all schools. The Senior High Model-School Complex supportive services too costly andcity's activities high schools. for high school In this centralized complex students who will attend this will be the educational hub for will be offered an extremely broad range of students from all of the courses humanities,For example, commercial, advanced and technical courses will be given in the cultural arts, education. In addition, the Complex center for highly specialized offerings. mathematics, science, language, will serve as a center for the administrativealsadvanced and student placement services. study; and educationalcollege level courses; data storage and research and development; District information retrieval; supportive educational and resource materi- network of television and other Through this center, all of the proposed media. An organizational structure complexes can be interrelated through a communications for economical utilization of Two other equally exciting educational facilities, personnel, and materials throughoutcan the be entire created school which will allow system. cationpotential Center for andproviding the Manual-College cross-ethnic Highand Program.quality educational programs, based upon innovative educational ideas Denver urgently needs such educational experiences are the proposed Outdoor Edu- with the willand beprograms an important wherein part pupils of thefrom District's all races can attend and learn offerings. It is planned that these together. These two new development; programs will evolve facilitie-; into productive educational experiences for the children and youth of Denver. 116 Staffing the present time there Staffing patterns will continue are 425 minority teachers in to be consistent with the goals and objectives of integration. At fessionalemployed staff.minority teachers Continuing efforts are assigned to schools in ways that best are being made to recruit and employ additional a total teacher staff of more than 4,000. promote integration of the qualified minority Newly pro- educators as teachers and Intensive efforts to hire and administrators. retain minority k group employees for all job classifications are ofprofessional their work corpsfor human of the and Denver A most important part of staffing practices relates Public Schools will be sensitized to sensitivity training wherein to the importance and implications the entire seminars,rently being and televisioncarried on by the Office of School-Community programs. intergroup relationships. Several projects to accomplishRelations this by means of inservice , meetings, are cur- Facilities Implementation of the Model-School Complex concept enables the staff and community to approach learningrooms,school laboratories,buildingexperiences design inspecial in SI:4c6S the schools, innovative ways. and service facilities to Modern educational complementprograms require the wide many variety types of class- teaching- Effective planning will enable the staff and citizens to make economical newings, buildings replace in older areas buildings of the District where children in locations best suited to the do not now have schools close needs of the community, and to use of existing build- to their homes. construct SummaryThe following of School table Building summarizes Projects projects Under construction proposed in the various phases of the report: Elementary Complexaddition unit 1 Authorized and financed Junior high school - newaddition 1 Projects in Phase III JuniorElementary High SchoolComplex unit - Bond fund financing required 11 A. Elementary Replacements 7 NewMajorConversionsElimination buildings additions to of Complex old sections units 325 B. Junior High Schools MajorConversions additions to elementary Complex units 2 118 C. Senior High Schools Major additions 8 D. Other Projects ConversionNew buildings to Model-High School Complex 1 Bond funds will be required for those projects neededProjects to implement under construction the and authorized will beIf financed by Other Projects means1 of Capital Reserve Funds.most urgently needed building remodeling, replacement, and new construction. In addition to these projects other building needs have been identified and have been included in CompletePhase Four details so that of inthis the phase long-range are found consideration in Phase Four all of theDenver's Time-Phase school section building of the needs can be met. report. Initiating Complex Organization Immediate steps to begin implementing the Model-School Complex Concept zationthe proposal can begin is approved.to function even though actual construction of Once the Complex structure has been identified, the administrative organi- some units will begin in a later phase. can be taken as soon as Thisprocess,can reflectsbegin and functioning theserving flexibility to at provide once inherent thereby required inassisting supportivethe Complex in planning,services. Concept becausedecentralizing the administrative the decision making structure 119 The materials contained in the Appendices theof theextent comprehensive of relevant nature printed of materialsthe community studied by the Con- contacts made and are illustrative directlygestionssultants. with by letter,the consultants. while representatives of others Some of the organizations communicated their conferred sug- report.by the Consultants represent an important contribution to theThese act$vities,engaged in forwardcontacted these or whoat thismay havetime. additional suggestionsAny other interested individuals or groups who were not are asked to APPENDIX A AmericanAdult Educational Civil Liberties Council Union LIST OF LOCAL ORGANIZATIONS ASKED FOR DATA AND MATERIAL: Colorado CouncilCivil Rights of Churches Commission American GIFriends Forum ServiceDenver Committee Chapter ColoradoColorado OfficeEducationDepartment of EconomicAssociationof Employment Opportunity Anti-DefamationAmerican Jewish LeagueCommitteeSkylineMile-Hi Chapter CommitteeCommissionColorado onon GreaterCommunity Opportunity Relations (Denver) Partners of the Alliance (CPOA) AurariaAuBahai Naturel DenverCommunity Assembly Center CongressConcernedCommunity of CitizensDevelopment Hispanic for Educators AgencyNeighborhood Schools BoulevardBlack YouthEducators East United CommunityUnited Action Group CrusadeCoreCongress City for onMinistries JusticeRacial Equality CatholicCapitolBureau of HillHuman Indian Improvement Relations Affairs CouncilCommittee DeDeltaCurtis Smet Sigma ParkIndian ThetaCommunity Center Sorority, Center Inc. ChristianCEACatholic Summer SchoolFamily Project OfficeMovement (CFM) Denver Boys,EastClassroom CentralInc. Teachers Human RelationsAssociation Council ChurchwomenChildren'sChamber of Commerce EducationalUnited in Denver Fund Denver FederationInnerHousing City Authority ofParish Teachers ClearinghouseCitizens for Onefor CommunityConcerned Citizens Denver League of Women Voters 121 Denver Opportunity Metropolitan Council for Community Service Denver PoliceParksOpportunity andDepartment Recreation Youth Center MountainModelMetropolitan Cities States State Employers College Council East DenverArapahoe Parents County Council PoliceHuman RelationsCommunity CouncilRelations Division NAACP JuniorFreedom and House Senior HighMile School Hi (NAACP) Clubs of DevelopmentFutureFoundationEast Side of CentralAction (FUND)for Urban CouncilArea & SchoolsNeighborhood Community Mile-HiMetropolitanPark Hill Chapter BranchYoung Council Adult and College Chapter JapaneseGoodInner-City American American Entrepreneurs Organization Citizens League(ICE) National Conference of Christians and Jews CouncilCongress ofof JewishAmerican Women Indians JobsJeffersonLARASA for Progress, -County OJT Human Inc. Relations Council NeighborhoodNational Health Center(Sponsored by City & County, Health & Hospitals) Council of Negro Women LEAPLatinLatin American American Research Educational and ServiceFund Agency, Inc. NorthNewNeighborhood Hispanos Denver ActionYouth CorpsCouncil LorettoLittletonLEAPFROG Heights Council College for Human Relations TheNorthwestNortheast Optimist DenverPark Club Hill Communityof CivicSoutheast AssociationRelations Denver Council MetroManualMagi Adventurers Denver John-Donne Fair HousingFoundation Center RegisPlattePark HillCollege Valley Action Action Committee Council Metropolitan Council for Community Service Religious Council on Human Relations 122 Roman Catholic Church Human Relations Committee University of Colorado SalvationServiceSalaries, Employment ArmyInc. Redevelopment (SER) University of ColoradoCenterCommunity - Denver for Service UrbanExtension Affairs Department Center Southeast Denver JayceesHumanSocial Relations Action Group UrbanWest RenewalLeagueSide Action ofAuthority Denver Council Southwest DenverAdamsAction CountyHumanCouncil RelationsHuman Relations Council Council WorkWomenWhite OpportunityBuffalofor One CouncilCommunity Center SpanishState DepartmentSurnamed Small of DivisionEducation Businessmen's of Urban Association Education YMCA:YEA for Denver ProgramDenver Chamber of Commerce UnitedTurnstile Fundfor Progress Youth Council for CommunityBranchBranch - -Action1545 25 EastTritont (YCCA) 16th Place Ave. 80202 UnitedUnited States States SmallCivil Dept, BusinessService of Transportation CommissionAdministration Youth MotivationOpportunity Program Center 123 The list of some books, documents, and articles that have been evaluated for this report APPENDIX e are: StateAgreement of Colorado, Between theand Schoolthe Denver District Classroom Number Teachers One in theAssociation, City and CountDCTA-CEA-NEA, of Denver, AnalysisAlternativesDenver,(Reprint), ofColorado, Dropout for Winter, Urban NovemberStatistics 1968,School 21,Ford Reform,of 1967-April Foundationthe ColoradoFantini, 6, Office 1969. DropoutMario of D., Reports,Research HARVARD Newand EDUCATIONAL York,Action New Project, REVIEWYork, 1968. Washington,Materials,AsColorado the Child State NationalD.C., Reads..., Department February NEA-PR The of Education, Denver 1965. Treatment8-10,& R Conference 1967. of Minorities on Civil in andTextbooks Human Rightsand Other in Education,Teaching TheContractB'nai-Brith14, Beautiful 1947. Colo-Cap-66-9575.) AntiPeople Defamation of Denver: League Myth Presidents'or Reality?, Conference, Mendelsohn, Denver, Harold, Colorado, Ph.D. February (Paper based on research conducted under Office of Economic Opportunity Address, SATURDAYBigBlacktownBlack City Ghetto, REVIEW,Schools & Whitetown Vernon, pg.IV-Washington: 71 --R.,ff., The Pioneer November Case National forPublishers, 18, a MomumentNew1967. Federalism, New to York, Failure, Ferry,New York,Jacoby, W.H., 1968. SusanSATURDAY L,, REVIEW, Newpg.ColoradoBlueprint York,14 ff., NewCooperative forJune York. the 15, Disadvantaged, 1968. Manpower Plan, Riessman, Fiscal YearFrank, 1968, Anti-Defamation CAMPS, Colorado Leage Manpower of B'nai Brith, Coordinating ColoradoDevelopmentCommunityCommittee, Manpower Data,June Study, 1967.TheReiiew, February YMCA Coloradoof 1964.Metropolitan Department Denver of Employment,Goals and Objectives, July 1967. Long-Range 124 Director;DenverCommunity Community LeadersCassata, Socialand Donald, Minority/Poverty Survey and Goding,Project IssuesWilliam,- Bulletin in, Research Denver,3, Assistants;Colorado, Denver, Mendelsohn, Harold, Ph.D., University of CommunityColorado,DepartmentDenver Boys, JuneRenewal of Inc., 1967.Employment, Program, 20th Anniversary Cityand Denverand County Report: Public of Schools,Denver, ColoradoSponsors (Ewing, Tom W., The Rotary Club of Denver, Colorado (Official Brochure). OctoberCountyDenverDirector, 20,ofDepartment Denver,and1966. McWhinnie, Decemberof Welfare C.J., 1963. Maps Chairman and Charts of the on Directorate), Census Tracts Denver, in the City of Colorado, DenverUniversityStatusThe Denver Metropolitan -- FutureofMetropolitan Notre Outlook, Area Dame, EconomicArea NotreResearch Catholic Dame,and Study, Social Indiana,Schools 1967-1968, Profile, of1968. the OfficeArchdiocese for Educational of Denver, Vaughan, R.D., MST, June 1962. Research,Current Mayor,DenverDenver's City 1985Metropolitan Schooland -- CountyA ComprehensiveBuildings Area of Denver,Jobs - andPlan Denver, the for Future, CommunityColorado, Vaughan, Excellence,January R.D., 1, 1967.Currigan, Thomas Today and Tomorrow, A Five Year Plan, Denver Public MST, October 1962. G., SchoolsDivisibleAdministration,Dictionary Division Auditoriums, of Occupational ofBureau Planning Educationalof Employment Titles,and Engineering Facilities1965, Security. Volume ;Services, Laboratories, II, U.S. August Dept. Inc.,1967. of NewLabor, York, Manpower New York, MayEducationSATURDAY 1966. REVIEW, forReform a Newpg.1957-1967: Era,77 ff., Vanderslice, ItSeptember Didn't ThomasStart16, 1967. withA.; Conant,Sputnik, James Jennings, B.; Marchall, Frank G., Charles; TheNaomiEqualityKlutznick, Ethnic and Arnold,ThroughChallenge Phillip Anti-DefamationIntegration ofM. Today,SATURDAY Scruggs, REVIEW,League R.S., ofpg. B'nai 48American ff., Brith, January Telephone New York,13, and1968. New Telegraph York. Company, A Report on Greenburgh School District No. 8, Buchheimer, address,1967. Public Relations Society of America, Philadelphia, Pennsylvania, November 14, 125 ActFair ofHousing 1968, 1968,U.S. DepartmentAn Interpretation of Housing of Titleand VIII Urban Development, Federal Housing (Fair Housing) of the Civil Rights One,FinalAdministration,in the Denver,Report Denver andColorado, Public Washington,Recommendations Schools,The AdvisoryD.C., Denver, to July theCouncil 1968.Colorado,Board on of Equality February Education, School District Number of Educational1967. Opportunity MayForFreedom25, 18,Those 1968. 1968. andWithout Learning: Bootstraps, The Need Pollard, for Choice, Spencer, Goodman, SATURDAY Paul, REVIEW, pg.SATURDAY 20 ff., REVIEW,May pg. 73 ff., GoodGettingREVIEW,The HousingGolden A pg.Ghetto Age,for58 ff., theBackThe Boston SeptemberGatheringin Shape, Ghetto 23,GloomBUSINESS --1967. --A Case CaliforniaWEEK, Study article inEducation, Public-Private reprint, March 23, 1968. Schrag, Peter, SATURDAY Partnership, NinthGuidelinesCivilGoldston, Congress, Rights forEli, of School Second President,the Committee Desegregation,Session, Eastern onDecember the Gas HearingsJudiciary, and 14, Fuel 15, before Associates,andHouse 16,the of 1966, SpecialRepresentatives, May Serial 2, Subcommittee 1968. No. 23. on Eighty- Chicago,A DenverImprovingHandbook PublicIllinois, forAttitudes, Teachin:Schools, 1968. Cultural inResearch the GhettoUnderstanding Services, School, Title andTrubowitz, IIIThe CulturalOpportunity Understanding for Achievement, Sideny, Quadrangle Books, Inc., Project, Tom,MayInInnovation 1967ResponseMayor, through Denver, toin aEducation:June Flood.. Colorado, 1968. Denver, New 1965. Directions Colorado, for City the and American County School,of Denver, Committee for Economic Currigan, JuniorDevelopment,LearnDepartment High Baby, School ofResearchLearn General Guidance ... and AnCurricum PolicyAlternative,Handbook Services,Committee, for AParents Student's Denver, New York,and Colorado, WorkshopPupils, New York, Denveron1967-1968. 1968. Public Social Issues, The Schools, MayLittleton 17-19, 1968. Council for Human Relations, Mimeographed publication, Estes Park, Colorado, 126 EconomicLow-Income Research Families Service, in the U.S. Spanish-Surname Dept. of Agriculture. Population of the Southwest, TheMaintenanceColorado,Division Making ofof MayJobs BusinessLeaders, 1, and1968. Costs, Services,Wharton, Nineteenth JohnDepartment F., Annual SATURDAY of OperationReport REVIEW, and pg. Maintenance, 25 ff., April Denver, 13, 1968. - 1967, Denver Public Schools, SchoolMetropolisMetroEducation DenverSuperintendents' and Fair Orientation), Housing Council Center, M.D.F.H.C., Inc. (official Inc., Denver, brochure Colorado. Muddle or Model?, The (editedAcademy andfor publishedEducational for), Development, A Report onDenver a Symposium, Area - Organization-Strategy- MetropcilsColorado,andDenver, published Colorado, April for), 3, December4, A 24,Report 1968. 4-8, on Muddle or Model?, Denverthe1967. Second Area Schoolof a Series Superintendents' of Three Symposia, Council Denver, (edited Thepg.Needed: 18,Negro MarchA inDomestic the30, West1968. Marshall Plan, Young, Whitney M., Jr., SATURDAY REVIEW (Editorial), .. The Negro Consumer, U.S. Dept. of Labor, Bureau of Labor TheStatistics. Negro Pilgrimagein the West in America, Lincoln, I.W., Bantam Books, New York, New York, 1967. .. The Negro Worker, U.S. Dept. of Labor, Bureau of Labor OpinionsJulyNewDenver, York20, 1968.CityofColorado, Formal Schools: CommunityUniversity A Sick Leaders Bureaucracy,of Denver on CommunitySelected Rogers, Police-Community SocialDavid, SurveySATURDAY Project IssuesREVIEW, - in Bulletinpg. the 41 City ff., 1 of Director,StanfordPlanners(Mendelsohn, University,&Stanford, Planning, Harold, California, Mayhew,Community Ph.D., Lewis Director), CollegeMay B.,1966. Director,Planning Denver, CenterandColorado, Smith, Staff, NovemberArden School K., 1966. ofAssistant Education, 127 Report,Assistant,EducationPlanning Denver for forVocational a thePublicComprehensive Denver Schoolsand PublicAdult Program- ModelEducation,Schools, forCities Galloway,Occupational Denver Survey, Public James Denver, Exploration R., Schools Colorado,Administrative April 15 and VocationalInterim PockettoVisitingPolicy June Data 30,'for Associate, 1968.Book, the PublicU.S. Joint Dept.Schools: Center of Commerce,Compensation for Urban Bureau Studies or Integration?,of thefor Census,Harvard and Cohen, David K., USA, 1967. MIT for the NationalProfileU.S.1967. Commission Conferenceof Denver's on on CivilParticipants Equal Rights Educational (sponsor),in Civil Opportunity Right Washington, in America'sD.C., Demonstrations, University of November 16-18, Cities, McClurg,TheDirectorDenver Problem Community Donald,and of Cassata, Poverty EconomicsSocial Donaldin Survey Denver: Department, M., Project Research University Assistant, of Colorado.Denver, Colorado, September 1967. A Preliminary Report Prepare Bulletin 4, Mendelsohn, Harold, Ph.D., d for DO, JanuaryPovertyProjectProgram 12 Area,Title,Areas, - February AUrban Plan 9, Leagueto 1966. Reduce of Colorado,Unemployment Research and Underemployment Department, in an Urban City and County of Denver, May 1967. National Urb an League, DenverCouncilPopulationProposal Public for for andCommunity Schools InserviceHousing TeachersService, Facts Through by andInc., CensusSeminars Administrators, Denver, Tracts and Colorado, Projectsfor theHarvat, Four-Countyin1960. Sensitivity Area, Training Joe, Office of School Metropolitan for Jones,A InstructionalCommunityProposal Lloid forRelations, B., theServices, As ReorganizationPresented Denver Denver Publicto PublicDr. of Schools,RichardFour Schools, Northeast Koeppe,Denver (Mimeograph), DenverColorado.Assistant Elementary Denver, Colorado, Superintendent, Schools, JuneSecondaryRyan,Prospective 25, Charles 1968. Education Changes O., Associate Actin Societyof 1965 Director, byand 1980, (8) (Eight-State SponsoringMorphet, Edgar States,Project), L., Denver, Elementary Colorado, July 1966. Project Director and and Services,LargeProvisions Western Denver, and School Practices Colorado, Districts, with Hershey, Regard Denver Edna-Jean,to Public Disadvantaged Schools, Ph.D., SchoolsDirector,Division Followed July 25, by 1968.17 of Personnel 128 No.Public 4 -I, Facilities Denver Planning Standards Board, -- DenverMilstein, Planning Philip, Office Chairman, Comprehensive Denver, Colorado. Plan Bulletin ReportPlanningA Regional and Commission, RecommendationsEconomic StudyJanuary, ofto thethe1967. DenverBoard ofMetropolitan Education SchoolArea, Inter-CountyDistrict Number Regional One, Services,Denver,Reportin the Colorado,-- October DenverPupil Transportation,Public19,A Special 1967. Schools, Study DenverMarchCommittee 1,Public on Schools,Equality Divisionof Educational of Business Opportunity 1964. SchoolJuly,theReport Denver 1968. Desegregation on MetropolitanWorkshop toin DevelopArea,Berkeley, June Human California,9-15, Resources 1968, Avakian,Moore,Among Mexican-AmericanFernie Spurgeon, Baca, Judge, Denver, Teachers Superior Colorado, in SchoolNovemberAmerica'sCourt ofDesegregation: 16-18, AlamedaCities, 1967. County,U. S. Commission National Conferenceon Civil Rights on Equal (Sponsor), Educational Washington, Opportunity D.C., in Progress in Eight Cities, Stout, Robert T., Claremont TheWashington,OpportunityGraduate School School, Library D.C.,in America's Claremont, November- Facilities Cities, 16-18, California, of U.S. 1967.Independent Commission National Study onConference Civilin the Rights Secondaryon Equal (Sponsor), EducationalSchool, EducationalTheEllsworth,Laboratories, Schools RalphFacilitiesand Inc.Urban E., (Report), Ph. RenewalLaboratories D. and --New Wagener,A York, Case(Report), Study October,Hobart Newfrom D., 1966.York. New Educational Haven, Ferrer, Facilities Terry, StudyASome Studyin ViewsLargeand of Discussion SchoolonCity the School BuildingRelationship Only Systems, and Sitebetween Farmer, Needs Decentralization James, of the Denver Publicand Racial Schools Integration - Denver Public Schools, Division of Planning and - For Engineering Services, Denver, Colorado, April, 1966. 129 SCSD:New York, New York, May, 1967, September, 1967. The Project and the Schools, Educational Facilities Laboratories, Inc., StatementSchoolSomething District, That'sPresented Happening:The to San the Francisco Special StudyFoundation Committee (Grant), -- Equal Sausalito, Educational California, Opportunities 1968. A Portrait of the Sausalito School District, Sausalito Administration,StudentsJanuaryfor the 6, inDenver 1964. School 1960-1967.Public by School Schools, and Owens,Year, Denver,Sebastian, Colorado, C., Urban Denver League Public of Colorado,School Inc., TeachingTeachers'Inc., Art Chicago,Guide Th'ilough to Illinois,American New Media- Negro1968. Teaching History, the Katz, Cultural, William Historical, Lora, Quadrangle Critical Books, and ToDecember,EducationPhilosophical Build or 1967.(PACE),Not Aspectsto BuildSchool of - DistrictArtA Report Through No.on NewtheOne, Media,Utilization City andProjects County and toPlanning of Advance Denver, of Creativity InstructionalDenver, Colorado, in CollegeTowardFacilities ofA ContactEducation, Laboratories,in Small Curriculum, MichiganColleges, New Fantini, StateYork, Based University,New onMario York,Research D. November, andWeinstock, by,Jamrich, Weinstein, 1966. Ruth, JohnGerald, Editor, X., Anti-DefamationAssistant Educational Dean, Hoover,D.C.,UrbanLeague andSchoolEdgarof B'NaiPittsburgh, M.,Planning B'Rith,Regional Pennsylvania,- REDI Economic Occasional Development June, Paper 1968. NumberInstitute I, Marker,Incorporated, Gordon Washington,A., and New York, N. Y. SaturdayUrbanP.Voices 71, Crisisff.,in Review,the June --Classroom: The15,P. 30Battle1968. ff., WeFebruary Can Win, 24, Gavin, 1968. (Lt. Gen.) James M., and Hadley, Arthur, Learning in a Storefront, Schrag, Peter, Saturday Review, The Urban Prospect, Mumford, Lewis, Harc p.WhatNew 28, AreYork, May Young 18,1968. People Telling 1968. Us? Cousins, Norman, ourt, Brace 8 World, 255 aturday Review, (Editorial), pp., New York, Whitep.WhatPublishing 57 Pieties isff Race?and Trust,andp. National 60Black ff.,Wilmette, SpiritualRespectively. Reality, Coles, Robert and Illinois, 1967. Assembly, Baha'is of the United Egerton, John, Saturday Revie S ates, Baha'i

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