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.

new use

Committee picks Denver Language School to use building vacated by shuttered elementary

PHOTO: Helen H. Richardson/The Denver Post
Teacher Yu-Hsin Lien helps her third-grade students with classwork at the Denver Language School.

A charter middle school that immerses students in Spanish and Mandarin Chinese would occupy the northeast Denver building of an elementary school shuttered for low performance if the school board follows a committee recommendation made public Friday.

Denver Language School serves more than 700 students from across the city in kindergarten through eighth grade, although the recommendation is only for the upper grades. The school was one of seven that applied to use the building previously occupied by Gilpin Montessori elementary school in the Five Points neighborhood.

With real estate for schools scarce in Denver, the recommendation represents a win for the Denver Language School and a nod to some of the district’s priorities, including rewarding highly rated schools and collaborating with charters.

A committee of community members and Denver Public Schools employees tasked with reviewing potential occupants is recommending placing the charter’s fourth through eighth grades there next year while the school’s current building in east Denver is being renovated. After that, the recommendation is for the fifth through eighth grades to be housed at Gilpin.

In a letter to the community (read it below), the committee cited Denver Language School’s “high academic performance” and “track record of strong enrollment” among the reasons they chose it. The school has for the past two years been rated “green,” the district’s second-highest rating.

Because of the language immersion model, few new students enroll after kindergarten, which means the middle school wouldn’t draw many students away from neighborhood schools, the letter says, a concern voiced by some community members.

Denver Language School would pay the district to use the building. In a gentrifying city where real estate prices have been steadily increasing and the number of school buildings is limited, securing an affordable location is one of the biggest hurdles charters face.

Superintendent Tom Boasberg received the recommendation earlier this week. He is expected on Dec. 18 to make his recommendation to the school board, which is set to vote Dec. 21.

The school board voted last year to close Gilpin Montessori despite community opposition. This year, the building housed several programs serving students with special needs while the district decided on a long term occupant. The district’s criteria for that occupant were that it be a currently operating or previously approved secondary school with 600 students or fewer.

Denver Language School opened in 2010. Last year, it served about 300 students in grades five through eight. The letter says the school expects to enroll 365 students in those grades in future years, which means it would not fill the entire 600-student-capacity Gilpin building.

“In the future, we will revisit options for using the rest of the building,” the letter says.

The committee also noted the diversity of Denver Language School’s students as a positive. Last year, about 48 percent of students were children of color and 19 percent qualified for free or reduced-price lunch, a proxy for poverty. Both percentages are below district averages.

The committee included four community members and five Denver Public Schools employees. They met privately five times over the course of two and a half weeks to come up with their recommendation. The district also hosted several forums to gather community feedback.

The committee members were:

  • Evelyn Barnes, parent of two students and aide to city council president Albus Brooks
  • John Hayden, president of the Curtis Park Neighbors neighborhood association
  • Katherine Murphy, parent of a former Gilpin student and a Curtis Park resident
  • Maggie Miller, member of the city’s Slot Home Task Force and a Five Points resident
  • Joe Amundsen, DPS’s associate director of school design and intensive support
  • Liz Mendez, DPS’s director of operations support services
  • Maya Lagana, DPS’s senior director of portfolio management
  • Sara Baris, DPS’s senior manager of planning and analysis
  • Shontel Lewis, DPS’s manager of public affairs

The other schools that applied included one district-run alternative high school, Compassion Road Academy, and five other charter schools: The Boys School, Colorado High School Charter GES, Downtown Denver Expeditionary School, 5280 High School and The CUBE. The last two schools have been approved by the district but are not yet open.

Read a letter the district sent to the Gilpin community below.

measuring up

Civil rights and community groups: Adjust inflated Denver elementary school ratings

PHOTO: Helen H. Richardson, The Denver Post

The leaders of six community groups issued a joint letter Thursday calling on the Denver school board to immediately correct what they called misleading and inflated elementary school ratings.

“Parents rely on the accuracy of the district’s school rating system, and providing anything short of that is simply unacceptable,” says the letter, which noted that Denver Public Schools families will soon begin making choices about where to send their children to school next year.

Superintendent Tom Boasberg said the district plans to address the issue the group is raising but would not change this year’s School Performance Framework ratings, which were released in October.

The letter was signed by leaders from groups that advocate for people of color: the Urban League of Metropolitan Denver, the NAACP Denver Branch, the African Leadership Group, Together Colorado, Padres y Jovenes Unidos and Alpha Phi Alpha, Inc., the nation’s first African-American fraternity.

“The methods used to calculate school scores in the 2017 SPF have, as acknowledged in meetings between the superintendent and the undersigned, resulted in inflated performance rankings,” the letter says. “Specifically, the district is significantly overstating literacy gains, which distorts overall academic performance across all elementary schools.”

The School Performance Framework awards schools points based on various metrics. The points put them in one of five color categories: blue (the highest), green, yellow, orange and red. A record number of schools earned blue and green ratings this year.

The district increased the number of points elementary schools could earn this year if their students in kindergarten through third grade did well on state-required early literacy tests, the most common of which is called iStation.

The increase came at the same time schools across Denver saw big jumps in the number of students scoring at grade-level on iStation and similar tests. While the district celebrated those gains and credited an increased focus on early literacy, some community leaders and advocates questioned whether the scores paint an accurate picture of student achievement.

At some schools, there was a big gap between the percentage of third-graders reading at grade-level as measured by the early literacy tests and the percentage of third-graders reading and writing at grade-level according to the more rigorous PARCC tests. The state and the district consider the PARCC tests the gold standard measure of what students should know.

For example, 73 percent of third-graders at Castro Elementary in southwest Denver scored on grade-level on iStation, but just 17 percent did on PARCC.

Boasberg has acknowledged the misalignment. To address it, the district announced this fall that it plans to raise the early literacy test cut points starting in 2019 for the purposes of the School Performance Framework, which means it will be harder for schools to earn points. The delay in raising the cut points is to give schools time to get used to them, Boasberg said.

But the letter authors don’t want to wait. They’re asking the district to issue a “correction of the early literacy measure” before its school choice window opens in February.

“We call on the Denver Public Schools Board and Superintendent to re-issue corrected 2017 school performance results for all affected schools to ensure parents have honest information to choose the schools that are best for their students,” the letter says.

But Boasberg said changing the ratings now would be “fundamentally unfair and make very little sense.”

“If you’re going to change the rules of the game, it’s certainly advisable to change them before the game starts,” he said.

In an interview, Sean Bradley, the president of the Urban League of Metropolitan Denver, said, “This is not an attempt to come after the district. The Urban League has had a longstanding partnership with DPS. We work together on a lot of issues that really impact our community.

“But when our organizations see things that may not be in the full best interest of our communities,” Bradley said, “we have a real responsibility to talk about it and work with the district to rectify it.”

The concern about early literacy scores was one of several expressed by advocates and educators related to this year’s school ratings. Others complained the district’s new “academic gaps indicator” unfairly penalized schools that serve a diverse population.

Below, read the letter from the six groups and a letter from Boasberg in response.