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.

contract details

Antwan Wilson being paid $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 $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.

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.

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.

13 years of reform

Bennet and Boasberg: Denver schools needed big changes, and the work isn’t nearly done

The Gates Family Foundation's Mary Seawell, Tom Boasberg and Michael Bennet (photo by Eric Gorski/Chalkbeat).

The two men responsible for guiding Denver schools through dramatic changes over the last 13 years shared the same stage Friday and said their decisions to close two neighborhood high schools were necessary steps to give kids better opportunities.

Current Denver Superintendent Tom Boasberg and his predecessor and former boss, U.S. Sen. Michael Bennet, were the headline speakers at “Schools as the Unit of Change: Building on Progress in Denver,” an event hosted by the Denver-based Gates Family Foundation. (The foundation is a financial supporter of Chalkbeat; you can see our list of funders here).

Boasberg and Bennet, with the backing of school board leadership, have steered the state’s largest district through reforms that include creating a unified school choice system, closing low-performing schools and replacing them with schools the district deems more likely to succeed, and building a “portfolio” of district-run, charter, and innovation schools.

At Friday’s gathering at the Denver Museum of Nature and Science, Bennet and Boasberg defended their most controversial decisions, tried to claim an imperiled political center, and argued there is no shortcut to lifting achievement for all students.

Here’s what they had to say:

Closing Manual and Montbello high schools was the right thing to do, but mistakes were made

The year after arriving to lead the district with a resume as a lawyer and a high-powered investment manager with no experience in school administration, Bennet moved to close long-struggling Manual High School. In doing so, Bennet ushered in an era of closing low-performing schools in Denver — an option unthinkable in most other cities because of the fraught, if not impossible, politics.

Bennet on Friday described that as “a watershed moment” in the history of Denver Public Schools that “demonstrated that we were not going to settle.” (Manual reopened in 2007, and struggled again in the years that immediately followed).

Boasberg continued the practice of shutting low-performing schools, with board support. Since Boasberg took the role nine years ago, the Denver district has opened 75 new schools and closed 30 lower-performing ones.

If Bennet’s watershed moment was Manual, Boasberg’s was Montbello High in far northeast Denver, which was replaced by three smaller schools.

Boasberg called out the success in far northeast Denver — many more families keeping students in area schools, a doubling of the number of graduates. But he also acknowledged missteps, including focusing so much on academics that officials failed to make sure they kept an athletic program the community could be proud of.

“But again, the changes were very necessary,” Boasberg said. “The changes were all about, ‘How do we get better opportunities for more kids faster?’ … That is the gold standard, the north star.”

The future of schools in far northeast Denver is back in the spotlight, with some parents and community members advocating for bringing back a traditional Montbello High School.

‘Currents of orthodoxy’ are threatening efforts to solve problems

Both Bennet and Boasberg pride themselves on a consensus-building approach to tackling problems. But in 2018, staking out a moderate stance runs counter to the prevailing political winds, in which activists on both the right and the left are fired up and influential.

Boasberg warned against the perils of being carried away in “the currents of orthodoxy,” and extended that to people in the room who endorse Denver’s brand of education reform. This polarization is not confined to national politics. Right now, Denver Public Schools is caught between those pushing for faster change and community pressure to preserve neighborhood schools.

“Folks are being pushed to the edges on the right and left on politics,” Boasberg said. “Part of what we’ve been able to do in Denver for some time is to reject the orthodoxy of the left and right.”

Rather, he said, people in Denver have taken elements from both and figured out “how to put different pieces together that respond to the needs of our community.”

Boasberg said he strongly disagrees with people opposed to the district’s embrace of charter schools. “At the same time, it’s important that we don’t try to demonize those points of view or delegitimize it.” He spoke of trying to find common ground whenever possible, but recognizing disagreement is legitimate and normal.

Bennet, too, lamented the current state of discourse. “We are thinking of people who disagree as somehow not having a legitimate place on the playing field,” he said.

Denver has made gains in many areas, but shortcomings persist — and it’ll take time

When it comes to Denver’s efforts to lift academic performance, Boasberg leaned on the common expression about the “glass half full, and glass half empty.”

He was far more on the side of “half full.”

Boasberg noted a number of ways DPS is different than it was 13 years ago — doubling the number of African-American and Latino students graduating high school, cutting the dropout rate by 70 percent, and catching up to state averages on test scores by different demographic groups.

Yet this week’s release of results from a test known as “the nation’s report card” also underscored how far the district has to go: Compared to other large, urban school districts, Denver has among the biggest achievement gaps in the country between white and Hispanic students in reading and math.

Boasberg said people who say nothing has changed are “Chicken Littles” staking out a position “that is as ignorant and unhelpful and blinded as people who say everything is great, everything is cool, everything is working perfectly.”

While Boasberg has said he thinks the district’s aggressive goals are achievable, both Bennet and Boasberg underscored that getting any school district to where it needs to be will take time.

“If you are interested in making enduring change,” Bennet said, “there is no shortcut.”