Let’s make a deal

Denver school district, teachers union reach agreement on contract that includes $1,400 increase to base salary

PHOTO: Eric Gorski
The bargaining teams from Denver Public Schools and the Denver teachers union at a contract negotiation session in March.

The Denver teachers union and Denver Public Schools reached an agreement early Friday morning on a new five-year contract. It comes after months of in-public negotiations that saw the union take a more aggressive stance, packing bargaining sessions with teachers and community members advocating for its bullish list of demands.

The deal, reached at the end of a marathon bargaining session as the existing contract ticked toward expiration, provides the union more than the district originally proposed on teacher pay and other issues, but falls short of the union’s most ambitious goals.

However, Denver Classroom Teachers Association executive director Pam Shamburg said the educators’ show of force sent a message to the district that “our teachers have voice.”

“At some point, they started bringing the signs that said, ‘You are bargaining with me,’” Shamburg said.

The new contract includes:

  • A $1,400 increase to teachers’ base salary for 2017-18, which is more than $800 higher than the school district originally offered. Before that raise, the base salary for a first-year teacher with a bachelor’s degree this year started at $41,389, though teachers could earn more through Denver’s pay-for-performance compensation system, known as ProComp. The union had asked for a $50,000 starting salary.
  •  An additional $1,500 per year for teachers who teach in Title I schools, or schools where a high percentage of students qualify for free or reduced price lunch, a proxy for poverty.
  •  Beginning next year, an increased benefits subsidy of $1,200 per year for teachers who enroll in medical plans that include coverage for their children.
  • Also beginning next year, an additional day for planning lessons — and an agreement that the first and last 10 minutes of each school day will not be counted as planning time.
  • A new joint task force “to review current and best practices, policies and recommendations for future improvements around the whole child,” according to a district statement.The union had proposed lowering class sizes, guaranteeing all students 45 minutes of recess or physical activity each day, and providing students daily access to fresh fruits and vegetables.
  • A joint collaborative committee “to review and oversee ongoing improvements to the growth and performance system for teachers,” which is known as LEAP. Teachers have complained that the system is too subjective. Under ProComp, teachers’ evaluations impact their pay.

A joint statement from DPS and the union described the new teacher pay package as “generous.” In an interview Friday, Superintendent Tom Boasberg described it as the strongest package the district has offered in more than a decade. It strikes a good balance, he said, between increasing the salaries of all teachers and giving bigger raises to teachers in high-poverty schools, which can struggle to keep staff.

“The (financial) incentive in and of itself doesn’t change behavior,” Boasberg said. “But when coupled with really good school leaders, positive school culture and a strong set of supports — social and emotional supports for students — all of those together help attract and retain great teachers at our higher poverty schools.”

Shamburg said that while the contract is a good deal, “it is so far from enough.”

“It is ridiculous as a society what we’re asking our teachers to do for nothing, for a pittance of pay, for the hours they put in,” she said. Shamburg said the district and the union have agreed to lobby lawmakers for more state education funding, a perennial issue in Colorado.

The union’s initial demands also included a moratorium on charter school expansion and more transparency in school closure decisions, which was a contentious issue in DPS last year. From the beginning, union leaders said those demands were meant to start a conversation.

“Did we get them in the contract? No,” Shamburg said. “But did we make it clear where our teachers stand? … I think we made it clear.”

“When you go out aggressively, you don’t always get it on the first try,” she added. “But man, did we shake things up. And it is not over.”

Boasberg said that while in-public bargaining is more transparent and accessible, it also has its challenges.

“Public bargaining makes it much harder for both sides to be vulnerable and engaged in the give-and-take and exploration of solutions, as opposed to statement and restatement of positions,” he said.

“In the end,” he added, “both sides worked very, very hard to try and search for solutions.”

The previous teacher contract expired at midnight Thursday. The two sides hammered out the new deal Friday in front of an audience of more than 300 teachers and community members, a handful of whom stayed until it was signed at 4:30 a.m., Shamburg said. The new contract must be approved by union members and the Denver school board before it takes effect.

pick a school

Denver Public Schools making changes to choice process meant to benefit low-income parents

PHOTO: Karl Gehring/Denver Post
A Lincoln Elementary student practices her writing skills in this 2008 file photo.

Denver Public Schools is making changes to its nationally recognized school choice system, in part to make it easier for low-income parents to navigate and to assuage fears of undocumented families wary of providing personal information given the national political climate.

The district plans to roll out a new, mobile-friendly school information website, as well as eliminate a requirement that families show “proof papers” to participate in the choice process.

This year will be the seventh that DPS has used a unified enrollment system for all of its schools, including district-run, innovation and charter schools. Families fill out a form listing their top five school choices. The district especially encourages families with kids moving into so-called transition grades — kindergarten, 6th and 9th grades — to fill out a form.

If they don’t, students will be assigned to their boundary school or to a school in their enrollment zone, which is essentially a bigger boundary that includes several schools.

District leaders believe that if families are informed about their choices and can enroll their students in the schools that are the best fit, those students will be more successful.

But not all families are participating. Last school year, district statistics show 87 percent of kindergarteners, 87 percent of sixth-graders and 73 percent of ninth-graders filled out the form. Participation has historically been lower among low-income families than wealthier families.

Remaining barriers include a low awareness of how to research different school options, district officials said. The fact that the choice process takes place in January, seven months before the next school year starts in August, also makes picking a school difficult for families experiencing housing insecurity who may not know where they’ll be living in the fall, officials said.

To make it more accessible, the district is planning to change three things about the upcoming school choice process, which will determine where students enroll in 2018-19. The changes were revealed at a school board work session Monday night by Brian Eschbacher, executive director of enrollment and planning for DPS. They are:

1. Moving the choice process from January to February

In past years, the district has given families a weeks-long window in January to fill out their school choice forms. That means families must research their options — and schools must ramp up their recruiting — in December, a busy time of year filled with holidays and travel.

Plus, asking families to make school choices so far in advance of the next school year can be hard for those who don’t have stable housing or easy access to transportation, Eschbacher said.

To remedy both issues, the district is pushing the choice window back this year. It will open on February 1, and families will have until February 28 to turn in their forms.

Eschbacher said the district also hopes to have the results back sooner. He said his team is aiming to tell families their school assignments in three weeks this year instead of six.

2. A new user-friendly, mobile-friendly school search tool

The district plans to debut a new online tool in late October or early November that will allow families to more easily find and evaluate DPS schools. The tool, called School Finder, is made by a California company called SchoolMint and is already being used by several large urban districts, including those in Oakland, Calif., Chicago and Camden, N.J.

The current DPS online tool is not mobile-friendly, which Eschbacher said presents a problem for families whose only internet access is through their smartphones. School Finder “looks slick” on a smartphone, Eschbacher said, and will allow families to look up a school’s rating, test scores, information about the programs it offers and even take a virtual tour.

The district hosted several forums with DPS school secretaries, community groups and non-English-speaking parents to get their thoughts on what information is most important to families choosing a school. Eschbacher said district staff are committed to providing that information to families free of jargon and in several languages.

“We’re trying to translate that into parent-speak, not buzzword-y speak,” he said.

Grants from the Walton Family Foundation and the Michael & Susan Dell Foundation are paying for the project, Eschbacher said. (The Walton Family Foundation also supports Chalkbeat.)

3. Eliminating “proof paperwork” as a requirement to participate in school choice

To participate in the process, the families of the thousands of students who are new to DPS each year have in the past been required to provide proof of their address, such as a utility bill, and proof of their child’s birthdate, such as a birth certificate.

But Eschbacher said district officials are worried that at a time when President Trump has taken a hard line on immigration enforcement, requiring proof paperwork will dissuade undocumented families from participating because they fear it will prompt government action.

According to Eschbacher, internal DPS research suggests between 6,000 and 8,000 of the district’s 92,000 students are undocumented. District leaders have been vocal about protecting those students. The school board passed a resolution in February assuring the district would do everything “in its lawful power” to protect students’ confidential information and ensure “students’ learning environments are not disrupted” by immigration enforcement actions.

This year, families who want to participate in choice only will have to tell DPS their child’s name, address and birthdate, Eschbacher said. Families eventually will have to produce proof paperwork but not until they register their children for school in the late summer, “when there is a longer window available and more community resources to help,” according to the board presentation.

School board members on Monday praised the changes, and lauded Eschbacher and his staff for proposing improvements to a system that’s earned national praise (and also criticism).

“To rethink the structure of what we’ve done in the past is a breakthrough and it will mean a lot to our families,” said school board member Happy Haynes.

Knock knock

Denver’s ambitious home visit program works to build bridges between parents and teachers

PHOTO: Melanie Asmar
Naylin Lopez, 6, talks with her teacher, Annemarie Minor, in her home.

Six-year-old Naylin Lopez hopped up on the couch in her family’s living room. It was an hour after school and her first-grade teacher was visiting. As Naylin arranged her Barbies in a neat row, smoothing their dresses and stroking their hair, her teacher turned to her.

“Naylin, I have a question for you,” said Annemarie Minor, her teacher at Munroe Elementary in southwest Denver. “What would you like to do when you grow up?”

Naylin flashed a smile full of baby teeth. “I want my mom to pay me 20 bucks,” she said.

Naylin’s mother, Minor and the two other teachers who’d accompanied her on the visit laughed.

With a little more prodding, Naylin said she wants to be a teacher. Her 7-year-old cousin, Aaliyah, a second-grader who was in Minor’s class last year, said she wants to work in a restaurant. She excitedly told the teachers about how she learned to cut tomatoes in her cooking class and how she’s growing a pumpkin plant outside.

The Thursday afternoon visit was one of hundreds conducted by Denver Public Schools teachers in the weeks since school started. The aim of the growing Parent Teacher Home Visit Program is to build relationships between educators and families in the hopes those bonds will benefit students. The 92,000-student district has an ambitious goal this year: 13,000 visits.

Modeled after a program in Sacramento, Calif., Denver’s home visit program is now the second-biggest in the country behind only D.C. Public Schools, according to the district. Last year, Denver educators conducted 11,120 visits, said program manager Yoni Geffen.

That’s magnitudes more than when Tom Boasberg became superintendent in 2009. He recalled getting an email from a teacher at Fairview Elementary inviting him to come along on a home visit. Fairview, which is located in the low-income Sun Valley neighborhood on the city’s west side, was the only DPS school doing them at the time, Boasberg said.

“I remember saying, ‘That sounds great, fantastic. I’ll send you an email (to find a time),’” Boasberg said. “A month later, he sent me an email saying, ‘Haven’t heard back from you, but you really ought to come check out this home visit program.’ I was so underwater with everything else I had to do. But given his enthusiasm, I was like, ‘I gotta do it.’”

So Boasberg tagged along as the teacher visited the home of a refugee student.

“It was striking to me how much impact it had on both the parents and the teacher,” Boasberg said. “Each of them came in wanting to have a strong partnership with the other.”

In the years since, the program has grown to include 124 district-run elementary, middle and high schools. Teachers are paid $20 per visit, while paraprofessionals are paid $15. A district spokeswoman said DPS spent just under $629,000 on the program last year.

Boasberg said it’s money well spent. Research has shown strong parent engagement can lead to increased student success. Denver is one of four school districts nationwide participating in a study to better understand the effects of home visits and the potential for them to disrupt biases.

The protocol of the DPS home visits is simple: Teachers ask families about their hopes and dreams for their students. It’s a conversation devoid of test scores, discipline data, grades and spreadsheets, and one that Boasberg describes as “very powerful.”

When Maggie Latorre, an art teacher at Munroe who visited Naylin’s home alongside Minor, asked Naylin’s mother her hopes for Naylin and Aaliyah, she was quick to answer.

“For them to be successful and pick a career they enjoy,” Sonia Estrada said.

As the visit wrapped up, the teachers stood and thanked Estrada for her time. They took a selfie with Naylin and Aaliyah, and waved goodbye to the family’s pet turtle, Buddy. The girls followed their teachers out to the porch, where Aaliyah pointed out her pumpkin plant growing in a pot.

Minor and Latorre said the visits are crucial for building trust with families and learning about their students. For instance, Minor said her first-graders would be doing a writing lesson the next day. If Naylin is stumped on what to write about, the teacher will have a suggestion ready: Buddy.

“It really changes the dynamic at school,” says Latorre, a home visit enthusiast who went on more than 160 visits last year and had another lined up Thursday afternoon two doors down.

“The kids feel special that my teacher cares enough to visit me after school,” Minor said.

“It spreads like wildfire,” Latorre added. “They all want to be next.”