'leap of faith'

Denver Public Schools wants to give more autonomy to more schools through expanding “innovation zone” experiment

PHOTO: Rachel Greiman/Green Chair Stories
Ashley Elementary is one of four Denver schools in the innovation zone.

A bold experiment in giving non-charter schools near-charter-like levels of autonomy could be expanded if a recommendation by Denver Public Schools becomes reality.

At a school board work session Monday, DPS staff recommended the state’s largest school district solicit applications for more “innovation zones,” as well as applications to expand the district’s first zone, which is made up of four schools and was created earlier this year.

The board and staff did not agree on a timeline for soliciting the applications, opting to revisit the issue in January for further discussion. However, board president Anne Rowe said, “I think what you heard is a sense of urgency to move forward as quickly as can be done as well as we can.”

The first zone was created in April by a unanimous vote of the board. Officially known as the Luminary Learning Network, it’s made up of two schools in northeast Denver — Ashley Elementary School and Cole Arts & Science Academy, also an elementary — and two schools in southeast Denver: Denver Green School, which serves kids in kindergarten through eighth grade, and Creativity Challenge Community, an elementary school known as C3.

The four schools were already innovation schools, which meant they had waivers from certain district and state rules. But forming a zone granted them even more autonomy, especially over their budgets. The schools can now “opt out” of a wider menu of district services, such as some of those provided by an office that helps schools with family engagement, and keep that money.

This year, that amounted to an average of an extra $425 per student.

The schools spent much of that money on personal coaches for the school leaders, training for teachers and hiring more staff. C3 increased its school nurse from one day a week to three. Denver Green School upped its school psychologist to full-time. Ashley hired another part-time special education teacher. And Cole brought on an in-house substitute teacher.

“It causes less disruption for us when we have people who know our scholars,” Cole principal Jennifer Jackson told the school board last month in an update on the zone’s launch.

But the biggest benefit, school leaders said, has been the increased amount of time they’re able to spend in their buildings. No longer are they required to attend budget sessions or meetings with DPS principal supervisors, known as instructional superintendents.

“Those were great opportunities, some of which aligned to what I needed and others not so much,” said Zachary Rahn, principal at Ashley. “But now I feel my coach and I are in charge of my development. It’s much more tailored to what I need as a professional.”

However, launching the zone has presented challenges, as well. Rahn originally planned to step into the role of zone executive director this year but changed his mind when his assistant principal was tapped for an interim principal job at another school.

“Without that person in the building, I did not feel comfortable to be able to leave my position,” Rahn said.

Of the four schools, Ashley has the lowest rating. It dropped this year from “yellow” to “orange,” the second-lowest rating on the district’s color-coded scale, partly due to a decline in student academic growth on state tests. Each zone school has pledged to move up one color in three years in exchange for more autonomy.

The zone hired a new executive director, Jessica Roberts, who previously worked for the Texas charter school network YES Prep. But she didn’t officially start until October 1. She has spent much of her time ironing out the logistics of how the zone should work, meeting weekly with DPS officials to ensure the zone schools are complying with district requirements.

From the district’s perspective, one of the biggest issues has been making sure staff understand the services the zone schools have opted out of and those they’re still entitled to.

“When our office gets phone calls from LLN teachers and leaders, we have to make sure those aren’t services they’ve opted out of,” said Jennifer Holladay, executive director of DPS’s Portfolio Management Team, which authorizes new schools and holds them accountable. “We’re used to saying yes. Sometimes we have to say no.”

Some of the decisions to opt out of district services have had unintended consequences. For instance, the zone schools originally opted out of the services the Portfolio Management Team provides to charter and innovation schools to help them navigate the district’s systems, which allowed the schools to retain about $1 per pupil. But school leaders quickly realized that Portfolio Management was their main point of contact with DPS and they ended up buying back those services, Holladay and the leaders said.

Holladay’s office is currently working on a more granular list of services provided by each department — “a menu of services we can all understand,” she said — so the opt-out process and its aftermath will be clearer for both the schools and for district staff.

The district is also wrestling with how and when to expand the zone. Roberts told the school board last month that for the zone to be sustainable, it needs to grow to eight to 10 schools.

Part of the reason is financial and part is philosophical, she said. While the zone only has one employee — her — it has incurred the same startup costs many nonprofits face: legal fees, the expense of setting up accounting and human resources systems and the like. And though it has benefited from the support of philanthropic foundations, she and others acknowledged those dollars won’t last forever.

Going forward, 100 percent of the money to pay her salary and keep the zone going will have to come from the schools, Roberts said. Running it with just four schools wouldn’t be impossible, she said, but it wouldn’t be ideal; the zone could do much more if there were eight to 10.

Roberts and the school leaders said having additional schools in the zone would allow for even greater collaboration and economies of scale.

“It would be great to have a bigger and more diverse learning community,” said Frank Coyne, lead partner at Denver Green School. “Our four schools are all so different. There’s key things we can learn from each other, which we’re doing now, but we’d like to deepen that.”

And they’d rather not wait, even though the zone hasn’t existed long enough to see if the increased autonomy is trickling down to students and accelerating their learning.

“In our mind, we don’t need to wait to see if student achievement accelerates,” Roberts said. With an innovation zone, “you’re really empowering leaders.”

Several school board members at Monday’s work session expressed interest in taking what one described as a “leap of faith” and betting that the innovation zones will work — despite the fact that the rollout of the first zone hasn’t been smooth.

“This hasn’t been done before,” school board member Mike Johnson, who also serves as the school board representative on the zone’s board of directors, said before the meeting.

“From my perspective, what’s really important isn’t whether I think or the (DPS) board thinks there have been successes,” he added. “It’s what the school leaders think. … Everything I’ve heard is it’s very positive. … That’s exactly what we’re supposed to be doing is empowering school leaders and people in the building to really focus on their kids.”

pick a school

Denver touts record participation in school choice process

PHOTO: Kevin J. Beaty/Denverite
Students at McAuliffe International School. The school was among the most-requested this year. (Kevin J. Beaty/Denverite)

Even as more Denver families participated in the annual public school lottery this year, about four out of five still got into a first-choice school, district officials announced Thursday.

More than 27,000 families submitted school choices, up 17 percent from last year. Officials attributed the big jump to several factors, including additional help the district provided to families to fill out the choice forms, which were online-only this year.

The window of time families had to submit choices was also pushed back from January to February, which gave families more time to tour schools and rank their top five choices.

Match rates – or the percentage of incoming elementary, middle, and high school students who got into their first-choice schools – dipped slightly from 82 percent last year to 81 percent this year. Brian Eschbacher, the district’s executive director of enrollment and planning services, said that’s not bad given that nearly 4,000 more families participated this year.

Deputy Superintendent Susana Cordova said officials are “thrilled” with the record participation. The district received its first choice form at 12:02 a.m. on February 1, just two minutes after the window opened, she said. The window closed February 28, and families found out last week which schools their children got into.

The reasons families participate in the lottery vary. Some want to send their children to charter schools or to district-run schools outside their neighborhood because they believe those schools are better. Others may be looking for a certain type of program, such as dual-language instruction.

Still others participate because they live in “enrollment zones,” which are essentially big school boundaries with several schools in them. Students who live in enrollment zones are guaranteed a spot at one of the schools in the zone but not necessarily the one closest to where they live. Many families who live in zones use the choice process to increase the chances they’ll get into their preferred school.

The district added three more enrollment zones this year, bringing the total number to 14 citywide.

This is the seventh year the 92,600-student district has used a single form that asks families to list their top five school choices. Those choices can be district-run or charter schools.

In part for making it relatively easy for parents to navigate the lottery, Denver has been named the best large school district in the country for choice by the Washington, D.C.-based Brookings Institution think tank for two years in a row.

The district especially encourages families with children entering the so-called “transition grades” of preschool, kindergarten, sixth grade, and ninth grade to submit choice forms.

This year, the biggest increase in participation came at the preschool level, with 777 more families requesting to enroll in preschool programs, a 17 percent increase from last year. The second-biggest increase was at the high school level, with 359 more families participating.

The most-requested high school was the city’s biggest, East High School in east-central Denver. East is one of several more affluent Denver schools participating in a pilot program that gives preference to students from low-income families who want to choice into the school.

Last year, the pilot program resulted in every eighth-grader from a low-income family who applied for a spot in East’s freshman class getting in. Results from this year are not yet available for East and the other schools participating in the program, Eschbacher said.

The most-requested middle school was McAuliffe International School in northeast Denver. The most-requested elementary school was Swigert International School, which is also located in the northeast and follows the same International Baccalaureate curriculum as McAuliffe.

contract details

Antwan Wilson being paid up to $60,000 to consult for Denver Public Schools

Antwan Wilson visits a fifth grade math class at the Brightwood Education Campus in Washington on his first day as D.C. schools chancellor. (Photo by Sarah L. Voisin/The Washington Post via Getty Images)

The Denver school district is paying former administrator Antwan Wilson as much as $60,000 to be a part-time consultant for 12 weeks to help to build a strategic plan for a career and technical education program, according to Wilson’s contract.

The contract shows the district determined that Wilson, who was recently forced to resign as Washington, D.C. schools chancellor, was the only person qualified for the consultant job.

“We considered other local or national consulting organizations that could provide these services, but determined they would not be able to meet our needs,” Denver Public Schools Chief Operating Officer David Suppes wrote as justification for why the contract was not put out for competitive bid. Chalkbeat obtained the contract in an open records request.

Suppes cited Wilson’s years of experience managing large urban school districts, as well as his experience leading secondary schools in Denver. Wilson was principal of the now-closed Montbello High School and worked for five years as an assistant superintendent in Denver before becoming superintendent in Oakland, California, and then chancellor in D.C.

He resigned as chancellor in February after it came to light that he skirted the district’s competitive school lottery process to get his oldest daughter into a high-performing school.

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Denver Superintendent Tom Boasberg said in a previous Chalkbeat interview that Wilson was a good fit for the consultant job because “he is probably the country’s foremost thinker on these issues around career and technical education and concurrent enrollment,” which allows high school students to take college classes and receive credit for free.

Wilson’s resume says he ran Denver Public Schools’ concurrent enrollment program during his tenure as the assistant superintendent for post-secondary readiness from 2009 to 2014. It also notes he led the district’s career and technical education program.

The number of students taking concurrent enrollment classes increased during his tenure, his resume says. Graduation rates increased and dropout rates decreased, partly due to efforts to open new alternative schools, which the district calls “multiple pathways schools,” it says.

Boasberg said Wilson will be helping to expand the district’s career and technical program, called CareerConnect, to those schools.

Wilson’s consultant contract says he will “support the strategic planning process, including stakeholder engagement, evaluation of successful practices used elsewhere, and assisting the team in thinking through systemic needs for the thoughtful growth of the program.”

The contract notes that Wilson’s position is grant funded. It says his fee includes a $69 per-diem expense and $178 in daily lodging expenses. His fee is based on a $150-per-hour rate, it says. In the end, how much he is paid will depend on how many hours he works, a district spokesman said.

The contract specifies that Wilson will work two days a week for eight hours a day.

In his justification for why the contract was not competitive, Suppes wrote that local consulting companies that have worked with Denver Public Schools in the past “would not have experience in this area” and would have been more expensive at $175 to $200 an hour.

National consulting companies, Suppes wrote, “are often strong in doing this type of work, but might not have the skill depth available.” Plus, he wrote, the national consultants would have charged two to four times as much as the district is paying Wilson.

Correction: This story has been updated to reflect that the contract says $60,000 is the maximum amount Antwan Wilson will be paid. In the end, how much he is paid will depend on how many hours he works.