new use

These seven Denver schools are competing to use a building vacated by a shuttered elementary

The former Gilpin Montessori School. (Photo by Melanie Asmar)

Seven Denver schools have applied to locate their programs in the northeast Denver school building that until this spring housed Gilpin Montessori elementary school.

They include six charter schools and one district-run school. Four of the seven are already operating in other buildings. The other three programs are not yet open.

In a gentrifying city where real estate is at a premium and the number of existing school buildings is limited, securing a suitable location that affords enough room to grow is one of the biggest hurdles new schools face.

Every year, Denver Public Schools solicits applications from schools seeking to use its available buildings. The process for the former Gilpin building is separate; the school board is expected to vote in December on a program or programs to take up residence in fall 2018.

The seven applicants are:

Compassion Road Academy, a district-run alternative high school currently located near West 10th Avenue and Speer Boulevard that had 172 students last school year.

The Boys School, an all-boys charter middle school that opened this year with 87 sixth-graders in rented space in a northwest Denver church and plans to add more grades.

Denver Language School Middle School, a K-8 charter school that served 715 students — 101 in middle school — last year and is currently split between two campuses in east Denver.

Colorado High School Charter GES, a charter alternative high school that opened this year in west Denver. It is the charter’s second campus in the district.

Downtown Denver Expeditionary School Middle School, a charter school that served 402 kindergarten through fifth-graders last year in the building that houses DPS headquarters. It is approved to serve grades 6, 7 and 8, as well, but has not yet opened a middle school program.

5280 High School, a charter high school approved but not yet open that plans to emphasize hands-on learning and would also offer a program for students in recovery from addiction, eating disorders and other challenges.

The CUBE, a personalized learning charter high school approved but not yet open.

The district is currently reviewing the applications to make sure they meet the initial criteria it set, said DPS spokeswoman Alex Renteria: The schools must be currently operating or previously approved secondary schools with enrollments of 600 students or fewer.

Community meetings scheduled for Nov. 18 and Dec. 2 will provide an opportunity for community members to meet the applicants and “provide feedback on their alignment with the community priorities,” according to a district presentation. Community priorities are one of the measures by which the applicants will be judged, the presentation says. The others are academic performance, facility need and enrollment demand, it says.

A facility placement committee will review the applications and make a recommendation to Superintendent Tom Boasberg the week of Dec. 11, Renteria said. Boasberg is expected to make his recommendation Dec. 18 to the school board, which will vote Dec. 21.

The committee will include five district staff members and four community members, including two from the neighborhood, Renteria said. Applications from community members to serve on the committee are due Tuesday, and members will be selected by Friday, she said.

The Gilpin building is available because the elementary school that previously occupied it closed at the end of last school year. Using a district policy to close schools with low test scores and lagging academic growth, the school board voted last December to permanently shutter Gilpin Montessori and restart two other elementary schools: John Amesse and Greenlee.

The district’s rationale for closing Gilpin rather than restarting it with a new elementary program was based on enrollment: With just 202 students last year, it was the district’s second-smallest elementary school — and DPS enrollment projections showed further declines in the number of elementary-school-aged children in the neighborhood, which is gentrifying.

A recent analysis by the Denver Regional Council of Governments and the Piton Foundation’s Shift Research Lab showed a similar trend: rising home prices and rents, and a building boom that resulted in thousands of new housing units from 2012 to 2016 but just 23 new students.

Gilpin Montessori parents and community members rallied to save the school and have lobbied the district to keep an elementary school there.

Three programs serving students with special needs are temporarily using the building this year.

money matters

More money for poor students and cuts to central office: A first look at the Denver school district’s budget plan

PHOTO: Denver Post file
Lisa Ragan reads to her third-grade class at Marrama Elementary School in Denver.

Denver district officials are proposing to cut as many as 50 central office jobs next year while increasing the funding schools get to educate the poorest students, as part of their effort to send more of the district’s billion-dollar budget directly to schools.

Most of the staff reductions would occur in the centrally funded special education department, which stands to lose about 30 positions that help schools serve students with disabilities, as well as several supervisors, according to a presentation of highlights of a preliminary budget.

Superintendent Tom Boasberg said he met with some of the affected employees Thursday to let them know before the school hiring season starts next month. That would allow them, he said, to apply for similar positions at individual schools, though school principals ultimately have control over their budgets and who they hire.

The reductions are needed, officials said, because of rising costs, even as the district is expected to receive more state funding in 2018-19. State lawmakers are poised to consider several plans this year to shore up Colorado’s pension system, all of which would require Denver Public Schools to contribute millions more toward teacher retirement.

The district will also pay more in teacher salaries as a result of a new contract that includes raises for all teachers, and bonuses for those who teach in high-poverty schools.

In addition, the district is projected to lose students over the next several years as rising housing prices in the gentrifying city push out low-income families. Fewer students will mean less state funding, and fewer poor students will mean a reduction in federal money the district receives to help educate them. It is expected to get $600,000 less in so-called Title I funding next year.

The presentation given to the school board Thursday night included a breakdown of the proposed cuts and additions to the 2018-19 budget, which is estimated at $1.02 billion. Not all details or exact figures were available because the budget proposal won’t be finalized until April.

Superintendent Tom Boasberg said the changes reflect the priorities for the 92,600-student district, including spending more money on high-needs students, giving principals flexibility with their own budgets, and improving training for new teachers.

The proposed additions include:

  • $1.5 million to provide schools with between $80 and $180 extra per student to educate the district’s highest-needs students, including those who are homeless or living in foster care. Schools with higher concentrations of high-needs students would get more money per student. The district began doling out extra money for “direct certified” students this school year. But officials want to increase the amount next year, in part to account for undocumented students with high needs, who they suspect are being undercounted.
  • $1.5 million for pay raises for low-wage workers, such as bus drivers and custodians. Given the state’s booming economy, the district, like others in Colorado, has struggled to fill those positions. In 2015, the district raised its minimum wage to $12 an hour.
  • $1.47 million to provide every elementary school with the equivalent of at least one full-time social worker or psychologist, which some small schools now can’t afford. A tax increase passed by voters in 2016 included money for such positions. School principals could decide whether to spend it on one full-time person, for example, or two part-time people.
  • $408,000 to provide all elementary schools with “affective needs centers,” which are specialized programs for students with emotional needs, with the funding for an additional part-time paraprofessional, though principals could spend the money the way they want.
  • $600,000 for “tools to decrease out-of-school suspension, eliminate expulsions, and decrease habitually disruptive behaviors for our younger learners.” The presentation did not include specifics. The school board voted in June to revise its student discipline policy to limit suspensions and expulsions of preschool through third-grade students.
  • $293,000 to hire more eight more “behavior techs,” who are specially trained to help students with challenging behaviors. The district already has seven. They are “sent to schools for weeks at a time to help teachers and principals stabilize classroom environments.”
  • $232,000 for programs to train new teachers. One idea, Boasberg said, is to have teaching candidates spend a year in residency under a master teacher in a high-poverty school.

The proposed reductions include:

  • $2.47 million in cuts to the number of centrally budgeted “student equity and opportunity partners,” who are employees who help schools serve students with special needs.
  • $1.25 million in eliminating more than a dozen vacant positions in the student equity and opportunity office, which oversees special education, school health programs, and more.
  • $317,000 in reductions in supervisors in that same department.
  • $250,000 by eliminating contracts with an outside provider and instead serving a small number of the highest-needs students in a new district-run therapeutic day school.
  • $681,000 in staff cuts in the district’s curriculum and instruction department, which provides resources to schools. The presentation didn’t include specifics.

The district is also proposing some revenue-neutral changes. One of the most significant would allow struggling schools to better predict how much extra funding they will receive from the district to help improve student achievement. To do so, district officials are proposing to move several million dollars from the “budget assistance” fund to the “tiered supports” fund.

Low-performing schools designated to be closed and restarted would receive three years of consistent funding: $1.3 million over that time period for elementary schools, and $1.7 million for middle and high schools. If after three years a school’s performance had improved, it would be weaned off the highest funding tier over the course of an additional two years.

The school board is expected to vote on the final budget for 2018-19 in May.

hashtag lunch

What’s in a school lunch? A Denver district wants parents to see for themselves

A screenshot from Denver Public Schools' first #DPSDelicious video.

To show parents the days of microwaved chicken nuggets and jiggly fruit cocktail are over, Denver school district officials have produced a how-to cooking video to demonstrate the techniques and ingredients that go into their scratch-made chicken gumbo.

The Buzzfeed-y video, which has its own hashtag, #DPSDelicious, was posted on Denver Public Schools’ Facebook page Monday.

“Regardless of family circumstances, families are interested in, ‘What are you putting in my kids’ meals and who’s making them?’” said Theresa Peña, a former school board member who now works for the 92,600-student district heading outreach for the nutrition services department.

The video and other social media posts are an attempt to provide the answer: “We’re using the same ingredients you’re using when you cook a scratch meal for your family,” she said.

Cooking with fresh ingredients rather than warming processed ones is gaining popularity in school cafeterias nationwide. Denver has been at it for seven years now, Peña said, with about half of the district’s lunch entrees made from scratch. Fewer of the breakfast entrees are scratch-made because of time and budget constraints, she said.

The #DPSDelicious video, like many popular cooking videos, uses a pair of disembodied hands, jazzy music, and the magic of fast-forwarding to show how to make its chicken gumbo. The recipe is just 11 ingredients, including chicken, onions, celery, and crushed tomatoes. According to the district’s menu, it will be served over brown rice in all Denver cafeterias on Wednesday.

Also on the menu this week: green chili chicken lasagna, a spinach po’boy, and a grilled Mediterranean sandwich. The sandwich was the recent star of another Facebook feature, #MenuMonday, which the district uses to highlight new menu items and old favorites.

A goal for this school year, Peña said, was to expand the vegetarian options beyond grilled cheese and PB&J. Every hot entree now has a vegetarian counterpart: Students can choose between hamburgers and black bean burgers, for example, or chicken and vegetable lo mein.

Other, more perennial goals are to ensure that what’s on the menu matches what’s being served, and that quality is consistent across schools, she said. The district faced a backlash two years ago after a community organizer who was dining with district officials at a southwest Denver middle school snapped a photo of a lunch that featured frozen strawberries, a burned sandwich bun, and an empty spot on her tray because the kitchen ran out of fries.

Peña said the district has worked hard to train its kitchen staff to ensure the last student in line has the same choices as the first student, and that all of the choices taste good. “If we’re serving chicken gumbo, it should look and taste the same no matter what school you go to,” she said.

Watch the full video below.