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.”

21st century schools

Five takeaways from a panel with author David Osborne, champion of giving schools autonomy and holding them accountable

Jennifer Holladay of Denver Public Schools, school board member Rosemary Rodriguez, Jeffco Superintendent Jason Glass and author David Osborne

When David Osborne was considering cities to spotlight in a book about reinventing American public schools, he started with the drastic overhaul of schools in Hurricane Katrina-ravaged New Orleans, moved on to Michelle Rhee’s controversial changes in Washington, D.C., and found his way to Denver.

Osborne, an author and consultant who specializes in documenting public sector reforms, is an advocate of charter schools and giving schools greater autonomy.

He was sold on Denver Public Schools, he told Chalkbeat, because of the district’s unusually long and strong track record of embracing charters — and by “performance improving going back a decade.”

DPS can point to successes: Enrollment and graduation rates are up, and state test scores are creeping closer to state averages. But the district also has yawning achievement gaps between minority students and white students, and between poor students and wealthier students, and teacher turnover is high.

Osborne was in Denver this week to discuss his book, “Reinventing Public Schools: Creating a 21st Century Education System,” and take part in a panel with Jeffco Public Schools Superintendent Jason Glass; Denver school board member Rosemary Rodriguez; and Jennifer Holladay, DPS’s executive director of portfolio management.

The Tuesday discussion at the University of Colorado Denver School of Public Affairs was hosted by A-Plus Colorado, Democrats for Education Reform, the Donnell-Kay Foundation, the Gates Family Foundation, the Progressive Policy Institute (where Osborne works) and The 74. (The Donnell-Kay Foundation and the Gates Family Foundation are funders of Chalkbeat).

Here are five themes that emerged from Osborne’s remarks and the panel discussion that followed:

Autonomy, accountability, choice … and districts getting out of the business of operating schools altogether

In his book and his Denver talk, Osborne laid out the ingredients he believes will improve America’s public school system. It starts with autonomy: giving school leaders the freedom to do whatever it takes to help kids. This is why Osborne is a steadfast believer in charter schools, which are operated independently and can make their own decisions about school calendars, hiring and firing, and curriculum, among other things. Next is accountability: schools that succeed grow and replicate, and those that fail are closed. Then you give parents a choice among schools. Finally, the most politically difficult piece: Osborne thinks school districts should get out of the school operating business altogether. All schools would be independently operated, with districts doing the “steering” and school operators doing the “rowing,” he said. “Denver has done a pretty good job of doing both, but it’s really unusual,” Osborne said. Not everyone is pleased with how DPS is doing both. As Chalkbeat reported last spring, charter school operators complained that they were not getting a fair shot in the competition to replace two schools being closed for poor performance.

Denver’s “family” of schools is sometimes in need of counseling

Denver is known nationally for its “portfolio” system that includes traditional district-run schools, charter schools and innovation schools, which enjoy many of the same freedoms as charters. Holladay, who oversees that portfolio, has a different term for it. “I sometimes think of it more like a family of schools, because we fight a lot,” she said. “… There are periods where the family of schools has to go to marital counseling, and there are periods where we do extraordinary work for children with each other.” Holladay suggested that collaborative work could be improved and expanded. “If you look at the portfolio of schools, the ones that struggle the most are single-site charters because they operate in isolation,” she said. Holladay cited new models of collaboration popping up around the country, including innovation network schools in Memphis and Indianapolis, as well as Denver’s own Luminary Learning Network. That network of four schools is part of an innovation zone, which gives schools even more autonomy than regular innovation schools. So far, the effort has shown mixed results, with two of the four schools posting low growth and slipping scores on the latest state tests.

Indianapolis could prove to be a model for Denver and other cities

Osborne had plenty of praise for Indianapolis, the only city in the country where the mayor authorizes charter schools. Much like in Denver earlier, education reform advocates in Indianapolis poured money and energy into winning control of the school board. When that paid off, the board coaxed the superintendent into retirement, brought in a new leader, and the district successfully lobbied the state legislature to pass what’s called the Innovation Network Schools Act. In Colorado, innovation schools enjoy many of the freedoms afforded charters, but they’re still run by school districts. Not so in Indiana, where nonprofit organizations and outside charter operators operate innovation schools that are still considered to be district schools. To Osborne, a true believer in as much autonomy as possible, this is the way to go. He said both Denver and Washington, D.C., should look to the Hoosier state for inspiration. On the most recent Indiana state tests, innovation schools’ scores were still pretty dismal, but showed the most improvement compared to other school models (schools taken over by the state fared the worst). Note: Critics say innovation schools had an easy road to higher grades under Indiana’s system. “Within the district framework,” Osborne said, “it gives you the dynamics that can lead to higher performance.”

Segregation and quality school authorization are challenges to choice

Glass, the Jeffco Public Schools superintendent, clearly was meant to be a contrast to Osborne and the DPS folks who are all-in on charter schools and autonomy with accountability. On the job since July, Glass is a sort of reformed reformer. He’s had a change of heart on strategies such as tying teacher pay to student performance (used to champion it, is now against it) and he came strongly endorsed by the Jeffco teachers union. Glass on Tuesday praised Denver for its nationally recognized centralized admissions system and for taking “courageous stands” on school authorization and closing schools that need closing. He also took issue with aspects of Osborne’s book. Glass said Osborne overlooked “some of the segregation issues that come with school choice — that are a problem every place you implement school choice.” Osborne’s book “also glosses over some of the difficulty” of being a quality school authorizer, Glass said. Charters often “come with low quality applications, and if they keep fighting, they get the state board or some other entity to roll over and approve them,” he said. “That’s a problem.” (Glass is not alone in this sentiment). Osborne conceded that some charter school authorizers are “awful” and advocated that less is more: one strong authorizer in each city and an “escape valve” at the state level if charter applicants are “somehow treated unfairly.” That’s essentially the Colorado model.

Denver is not getting out of the business of running schools any time soon — maybe ever — but is likely to loosen the reins

DPS has shown no indication of backing away from operating schools altogether. If anything, it has invested greater energy into replicating promising district-run models, including opening spinoffs of Grant Beacon Middle School and McAuliffe International School. The district in 2018-19 is planning on giving all innovation schools more freedom over their budgets, allowing them to opt out of district services (like, say, help from the district’s family engagement office), and spend that money on something else. Osborne’s advice to DPS: “Be bold. You have gone partway down this path, but there are other steps you can take.” Among his suggestions: giving schools even more autonomy, recruiting charter networks from outside the city, adding charter preschools (which are already here) and adult schools, and improving its school rating system, known as the School Performance Framework. That system, which is adjusted and tweaked frequently, is a common target of criticism, in part because it gives much more weight to how much students are improving than it does to whether they are proficient in a subject.

transportation

Parent concerns prompt Denver Public Schools to change how it’s spending a chunk of tax dollars

PHOTO: RJ Sangosti/Denver Post
An RTD bus heads downtown along Colfax Ave. in 2016.

Denver Public Schools is changing course on how it will spend $400,000 in local tax dollars earmarked for student transportation after parents and community organizations claimed the district had not followed through on a promise to increase options for high school students.

The dollars are part of a $56.6 million tax increase voters approved in November. This school year, the district allocated $273,000 to buy bus passes for 630 additional students at two schools: Northfield High and Denver School of Innovation and Sustainable Design. However, it earmarked the remaining $127,000 to pay for transportation for special needs students.

Superintendent Tom Boasberg announced Monday evening that the $127,000 set aside for special needs transportation would be immediately reallocated so that all $400,000 is being spent on bus passes for high school students.

“We’ve heard loud and clear from the community,” Boasberg said.

Parents and other advocates say that while the reallocation is a move in the right direction, it doesn’t relieve all of their worries about how the money will be spent.

“That’s great,” parent Karen Mortimer said. “But what is your next step?”

Transportation is a hot-button issue for Denver Public Schools. The district has been nationally recognized for its school choice system, which allows its 92,000 students to request to attend any one of its more than 200 schools. However, DPS does not provide transportation to most students who choose a school that is not the assigned school in their neighborhood.

Critics argue that not providing transportation to all students leaves families who don’t have a vehicle or the means to transport their children across town with no choice at all.

Nearly half of the district’s 20,623 high school students — 9,256 — don’t qualify for DPS transportation because they don’t attend their assigned schools, according to numbers presented to the school board at a work session Monday night.

Another 4,394 don’t qualify for transportation because they live within three and a half miles of their assigned schools, a distance the district considers walkable.

In a bid to reduce those numbers, a committee of 75 parents, students, teachers and taxpayers tasked with recommending how to spend the tax revenue suggested earmarking $400,000 each year for a “new effort to increase high school students’ access to high quality schools and educational opportunities through greater transportation options.”

Whereas most ideas for how to spend the $56.6 million in tax revenue came from DPS staff, the idea to expand transportation originated with the committee members.

The final recommendation, which was adopted by the school board, said DPS would “work with community stakeholders to secure matching funds, and design and implement a test effort to positively impact students,” which has not yet happened.

If the test effort wasn’t working, the recommendation said, the district could use those funds “for other efforts to increase access to educational opportunities.”

In a statement Friday, Superintendent Tom Boasberg said the district was using the funds “as promised,” a contention advocates disputed, to pay for transportation for high school students and students with special needs. DPS saw an increase this year of 78 students whose needs exceed the district’s capacity to serve them and who are being bused elsewhere by third-party companies, according to a district spokeswoman and information provided to the school board.

But Boasberg said Monday that as of this month, the $127,000 that was earmarked for special education transportation would be spent on high school students instead. District officials estimated that sum would buy an additional 370 bus passes. Boasberg said they “look forward to a discussion with the community” about how to distribute them.

Meanwhile, community members said they’re still confused about how DPS distributed the 630 additional passes it already purchased with the $273,000 in tax revenue.

“The community was left out of the loop,” said Matt Samelson of the Denver-based Donnell-Kay Foundation, which has been pushing for the district to come up with a plan for how to use the $400,000 before February, when families must make their school choices for next year. (The foundation is a financial supporter of Chalkbeat).

District spokeswoman Nancy Mitchell told Chalkbeat that most of the 630 passes went to students at Northfield High, a comprehensive high school that opened in northeast Denver in 2015. The district had been providing yellow bus service to Northfield because the Regional Transportation District didn’t serve the area. But it does now, Mitchell said, so Northfield students who meet the district’s criteria for bus passes got them this year.

To qualify for transportation, high school students must attend their assigned schools and live more than three and a half miles away. District policy allows other students to receive transportation, too. That includes those learning English as a second language, for example, or those attending certain types of schools, including magnet and Montessori schools.

Students at Denver School of Innovation and Sustainable Design, which also opened in 2015, received a portion of the 630 passes because the district “determined DSISD most resembles a pathway school for purposes of transportation, as they do not have an enrollment boundary,” according to a statement from DPS spokeswoman Jessie Smiley.

“Pathway” schools are alternative schools that serve students who’ve struggled elsewhere. DSISD is not a pathway school. It was rated “blue” this year, the highest rating on the district’s five-color scale.

Not counting the students who received the 630 extra passes purchased with the tax money, 2,565 high school students were eligible this year for Regional Transportation District bus passes, according to district officials. That’s up from 2,376 last year. In addition, nearly 5,000 high school students qualify for yellow bus service because they attend a school in an “enrollment zone,” which is essentially an enlarged boundary that contains several schools.

Boasberg said that while the district would like to provide transportation to even more students, it must balance spending money on buses with spending money in classrooms. DPS already spends $26 million of its nearly $1 billion budget on transportation, according to information provided to the school board. Even if it wanted to hire more drivers, district officials said they’re having a hard time finding them in a thriving economy; DPS is down 40 drivers this year.

To come up with a solution, Boasberg said the district must collaborate with the city and the Regional Transportation District, which has commissioned its own task force to come up with new pricing recommendations. DPS officials have been participating in that group.

“Ultimately, RTD has assets and abilities as a transportation entity to specialize in what they specialize in,” Boasberg said at Monday’s school board work session. “Our specialty is in educating students. The more we can be collaborative with RTD … the better.”

But advocates said participating in other agencies’ processes isn’t enough. DPS should be leading its own investigation into how to expand transportation options by gathering parents, students and community members to come up with ideas, they said.

“There have been lots of conversations but DPS hasn’t led any of them,” Samelson said.

Unlike other programs and initiatives funded by the tax increase and suggested by district staff, the transportation expansion proposal hasn’t gotten the attention it deserves, he said.

“We’re trying to help the district increase access to schools for students but we feel pushback, we feel stonewalled, we feel like we have to argue our way into this premise that increased transportation is good for kids,” Mortimer said. “We just don’t understand it.”