QUESTIONS AND ANSWERS FROM MIKE JOHNSON’S 2017 MEETINGS WITH SCHOOLS AND COMMUNITY ORGANIZATIONS This document includes questions asked and answers to questions asked at Mike Johnson’s 2017 meetings with schools and community organizations in East Denver. The index is organized by topic. If you control–click on a question in the index, you will be linked to a restatement of the question and the answer to the question. The school or other meeting at which the question was asked and the date the answer was prepared is shown at the end of each answer (for example, Bromwell 5/10/17). There are hyperlinks throughout this document that are in blue and underlined. If you control–click on the hyperlinks, it should take you to a web page. If that doesn’t work, copy the hyperlink and paste it in your browser. If you have problems accessing any of the information in this document, please call or email Ramona Lewis at 720.423.3211 or [email protected]. This document is current as of 6/21/2017 and will be updated from time to time as Mike attends more meetings and answers more questions.
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Index Accountability and School Performance Framework (SPF) ...... 9 Why did DPS make the recent changes in the SPF measurement for attendance? Why was it changed mid-year? ...... 9 Why are there “cliff” cut off points in the SPF scoring? Some scoring categories have broad ranges from low to high so that a school that ranks at the bottom get just as many points as a school that ranks at the top even though the differences are significant. Wouldn’t scoring be more accurate (and fair) if DPS used a percentage scoring approach?...... 9 What changes will be made in the SPF between the most recent SPF (released in the fall of 2016) and the next one (the one expected to be released in the fall of 2017)? ...... 9 What are the SPF Equity Indicator Proposed Changes? ...... 9 Please describe the new changes to the SPF regarding early literacy. Will the early literacy changes be part of the equity/gaps indicator? ...... 10 Describe how a school’s SPF rating affects teacher compensation under ProComp...... 11 What percentage of the SPF for Place is based on early literacy? Place has a unique population of language diverse students who need several years to catch up to English speakers. Could the Place SPF growth be weighted more to the later years to make up for this? ...... 11 How is student growth calculated for high performing students for purposes of the School Performance Framework (SPF)? Isn't it easier for a low performing student to achieve a high growth score than a high performing student? ...... 12 Why do we care whether high performing students are growing? ...... 12 Why doesn't the SPF give more weight to high PARCC test scores? ...... 12 How does DPS hold schools accountable? ...... 13 Attendance Boundaries and Choice ...... 14 What can the district and/or Bromwell do to help parents choose the best middle school for their children? ...... 14 Can we consider redrawing attendance boundaries for schools? ...... 14 What are the rules regarding student enrollment and mid-year enrollment? ...... 14 Where can parents find information about the supports that individual schools provide for special needs students, including students with IEPs, 504s and those who may not have a specific diagnosis but who need special supports? Is there a central repository for this information or do parents have to investigate each individual school? ...... 15 BoardDocs...... 16 How do I search by topic on BoardDocs? ...... 16 Cafeteria ...... 17 Does DPS have a program to reuse cafeteria food that is not consumed? ...... 17
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Career and Technical Education (CTE) ...... 18 Describe DPS’s CTE program, including the availability of CTE in middle and elementary school. . 18 Is there a linkage between CTE and special education? Should there be a linkage? ...... 18 Central Office...... 20 Describe the DPS central office staffing...... 20 How much money is allocated for DPS department budgets? ...... 20 Charter Schools ...... 21 How many charters has Denver Public Schools closed?...... 21 Are DPS charter schools allowed to require that students sign contracts? ...... 21 Do DPS charter schools “counsel out” low performing students in order to improve their performance data? ...... 21 Do DPS charter schools serve a lower percentage of low income students, students of color, English language learners and special education students than do district-managed schools? ...... 22 Do Denver charter schools divert public money to private persons by paying large salaries to their senior officials? ...... 23 How does the public find financial information about DPS charter schools? ...... 23 Community Help for Our Schools ...... 24 What can members of the community do to help our schools? ...... 24 About the DPS Foundation ...... 24 Community Outreach ...... 25 How can parents communicate with the board of education? ...... 25 How does the board communicate with school communities? ...... 25 Community Use of Schools ...... 26 How did the church that meets at Palmer obtain access to the building? What can be done to minimize the effects of vehicles parked in front of/near houses in the neighborhood? ...... 26 Compensation for Non-Teachers ...... 27 How does DPS determine compensation for people who work in schools in a capacity other than teacher, principal or assistant principal? ...... 27 Para wages are too low. Place cannot fill para positions in several language groups. What can DPS do to help? ...... 27 Discipline ...... 28 Proposed new policy prohibiting expulsion of ECE-3rd grade students. Is there an alternative school to which persistently violent students can be transferred? Is it possible to require parental involvement from the parents of these students as a condition to keeping them at Place? ...... 28
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Early Childhood Education (ECE) ...... 29 Could Palmer provide a preschool program for a 4 or 5 hour block? ...... 29 Graduation and Drop Out Rates ...... 30 How are graduation rates calculated?...... 30 What are Denver Public Schools’ Graduation and Drop Out rates? ...... 30 What happens if a student starts 9th grade at DPS School A but transfers to and graduates from School B? ...... 30 What happens if someone starts 9th grade at DPS School A and then leaves the state? ...... 30 Are graduation rates determined and tracked the same way for charters and for DPS-managed schools? ...... 31 Does DSST advertise a graduation rate of 100%? ...... 31 How are dropout rates calculated? ...... 31 What happens if a student moves to another state after starting at DPS School A? ...... 32 What happens if a student is accepted at DPS School A, but doesn’t actually enroll and ends up going to another school?...... 32 Innovation Schools...... 33 What are the potential advantages of applying to be an Innovation School? ...... 33 What are the potential disadvantages of applying to be an innovation school? ...... 33 What is the process for obtaining innovation status? ...... 33 Explain the innovation zone, including the SBB+ items that innovation zone schools can opt into or out of. Describe the process for joining the current innovation zone, the likely process for formation of additional innovation zones and the expansion of SBB+ to all innovation schools...... 34 Why do innovation schools have to follow the LEAP rules, including one full and four partial evaluations. Why not let schools make that decision? ...... 35 Instructional Superintendent Networks...... 36 Could Steck choose the network it is part of? Why is Steck in its current network? ...... 36 Integration and Gentrification ...... 37 What is DPS doing to promote economic and racial integration in our schools? ...... 37 What has DPS done to promote racial and economic integration in our schools?...... 37 What is DPS doing in response to gentrification and other changes to our neighborhood that are affecting our schools?...... 38 What is DPS doing in response to gentrification and other changes to our neighborhood that are affecting our schools?...... 38 Does DPS have a plan to deal with recent and future demographic changes in Denver? ...... 38
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Mandarin Testing ...... 40 How is academic achievement measured for students who are enrolled in the Mandarin immersion at DLS?...... 40 Marijuana Taxes...... 41 How much money does DPS get from marijuana taxes? Where does the money from marijuana taxes go? ...... 41 Operations and Maintenance...... 42 How are maintenance and operations services provided to East? ...... 42 Currently, Steck has to rely on the district facilities office for operations and maintenance issues. Is there any way Steck could hire third party contractors when it has facilities issues? Would it be possible to include operations and maintenance in the flexibilities that traditional schools like Steck can opt into or out of (and receive money if they opt out)? ...... 42 Steck needs immediate help with the repair of its boiler. What can the district do to help? ...... 43 It is difficult to make improvements to the Steck building even if it raises the money itself because the electrical panel is full and because of restrictions resulting from its historical status. Are there any district resources available to expand the electrical panel? To help Steck defray the additional costs of changes to the building resulting from its historical status? ...... 43 School Budgets ...... 44 If the Hickenlooper proposed K-12 budget cuts are adopted, how will that affect the district and Dora Moore in particular? ...... 44 Why do we use the dates we do for school budgeting and for choice? Would it make sense to move choice to a later date, after the date the budget for the next year is determined, so that parents have more information about the school’s budget? ...... 44 What can Morey do to increase funding from the district? ...... 44 How would Palmer be affected by the cuts in education funding proposed in President Trump’s budget? ...... 45 Place student based funding is based on the count day. Place enrolls many students after the count day for which it receives no extra funding. Is there a way for Place to receive additional funding for these late enrolling students?...... 45 A good number of students enroll at Steck after the student count and fall budget adjustment. Is there a way Steck can get an increase in its budget to help it educate those students? Is there any possibility that the student count process might be adjusted to help out schools whose population changes during the year? ...... 45 The Steck CSC would like the district to consider training and designating budget partners who specialize in small schools like Steck. Would the finance department be open to discussing that proposal with Steck? ...... 45 School Specific Questions ...... 47
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What is DPS doing to help DLS find another building to house its middle school? ...... 47 What is the current and projected high school student population within GW’s boundaries? How many students is DPS projecting for George in each of the next few years? What could change those projections? ...... 47 What are the 2016 bond projects at Hill? ...... 47 When will the 2016 bond funded capital projects be completed?...... 48 What improvements will be made at Palmer from proceeds of the bonds authorized at the November 2016 election? ...... 48 When will the projects funded from the 2016 bond be completed? ...... 48 How will the Gilpin building be used during the 2017-18 school year?...... 48 School Turnaround...... 50 Where are Gilpin students going to school next year? ...... 50 Start Time...... 51 Can Morey change its school start and school end time? ...... 51 Many Place students who should do so do not attend summer school because it starts at 7:30. Could we push the start time back to 8:30? ...... 51 Supports for Subgroups of Students ...... 52 What does DPS do to help students who are underperforming? ...... 52 What does DPS do to provide additional resources to low income students? ...... 55 How does DPS provide services to special education students? ...... 56 Why are whole child mill levy funds targeted?...... 56 Teacher Compensation and Retention ...... 59 How do Denver Public Schools teacher salaries compare to salaries in other Denver metro school districts? ...... 59 How do DPS teacher salaries compare to teacher salaries elsewhere in the United States? ...... 59 What programs does DPS have to retain teachers? ...... 59 How do we reward high performing schools like Steck and teachers in high performing schools? .... 59 Are all teachers in all DPS schools (traditional, innovation and charter) covered by PERA?...... 60 How much are DPS teachers paid? How does DPS teacher pay compare to other metro districts?.... 60 What is DPS doing to retain its best teachers? ...... 60 Teacher Leadership Collaboration (TLC) ...... 61 Can Place receive funding for TLC leaders who coach other teachers but do not evaluate them? ...... 61
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The teachers at Steck are reluctant to become teacher leaders because they do not want to evaluate other teachers. Could Steck receive teacher leader resources for leaders who coach other teachers but do not evaluate them? ...... 61 Testing...... 62 What is the process for opting out of the annual state-required PARCC tests? ...... 62 Does opting out of PARCC affect the school? ...... 62 Can students opt out of interim assessments? ...... 63 What standardized tests are required in high school? How do student scores affect the school? ...... 63 What are the rules for opting out of PARCC? ...... 63 How do opt outs effect SPF scores? ...... 64 If a student is in a special subgroup (for example, special ed., FRL, ELL, student of color) does the student get counted more than once? ...... 64 Why not schedule all state testing on the last day available under the state’s rules so that students have completed as much of their yearly instruction as possible before the test? ...... 64 PARCC is in English and Spanish. Place has many students whose first language is something else. Can these students be excused from PARCC testing until they have some fluency in English or Spanish? ...... 64 PARCC testing is on a computer. Many Place students are not familiar with computers. Can Place test students on paper?...... 65 How are social studies test results used and how is student growth in social studies tracked given that state social studies tests are administered to one-third of Colorado students every three years and language arts and math tests are administered every year? ...... 65 Transportation ...... 66 What has DPS done and what is DPS planning to do in the future to provide transportation to make choice work better for all students?...... 66 At George, lack of transportation is a big reason for attendance issues. Is the district doing anything to solve for high school transportation issues?...... 66 Is there a special program to provide bus service or RTD passes to help residents of Denver Housing Authority projects get to DPS schools (district-run and charter)? If there is no district program, can the central office help individual schools provide this service? ...... 67 Use of Bond Proceeds ...... 68 How did DPS use the 2012 Bond proceeds? ...... 68 Appendix ...... 69 DPS vs State SPF ...... 70 School Performance Framework Differences ...... 74 2016 DPS Employee Snapshot FINAL ...... 77
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DPS Department Budgets...... 80 Best of Grad Rates...... 108 Dropout_Rates_by_School20152016 ...... 109 FAQs SBB+ ...... 115 East Budget Summary ...... 124 2017 Choice Analysis – Gilpin Montessori School ...... 127 Teacher Compensation Comparison ...... 129 Teacher Retention Comparison ...... 131 Denver Public Schools Teacher Retention Efforts ...... 132
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Accountability and School Performance Framework (SPF)
Why did DPS make the recent changes in the SPF measurement for attendance? Why was it changed mid-year?
ANSWER: For an overview of the SPF changes and the rationale for them, go to: http://dpsare.com/wp-content/uploads/2017/02/2017-changes-webinar-v5.pdf The attendance benchmark was changed, first, to encourage schools to increase the focus on individual students (i.e., how are schools supporting all students to reach attendance thresholds that are indicative of future academic success); and, second, to facilitate the creation of specialized thresholds for specific student groups such as homeless students. Before the change was implemented, the Assessment, Research and Evaluation team collected feedback on it from principal webinars and board discussion in the spring of 2016. The change was announced in May 2016, well in advance of implementation in the 2016-17 school year. This was not one of the changes to the 2017 SPF that was made in the middle of the 2016- 17 school year. (Hill Middle School, 4/21/2017)
Why are there “cliff” cut off points in the SPF scoring? Some scoring categories have broad ranges from low to high so that a school that ranks at the bottom get just as many points as a school that ranks at the top even though the differences are significant. Wouldn’t scoring be more accurate (and fair) if DPS used a percentage scoring approach?
ANSWER: I and several other board members have advocated for a percentage scoring approach instead of the current “cliffs”. Staff has been reluctant to make the change because they believe that several of the measures in the SPF, including growth percentiles, do not easily lend themselves to a percentage instead of “cliff” scoring and because percentage scoring would add an extra step in the process of determining points and would introduce tenths-points (.1, .2, .3, etc.) while we are simultaneously trying to simplify the SPF. I will continue to push staff on this. If you continue to feel strongly, please help me by contacting other board members and/or signing up for public comment at one of our monthly board meetings. (Hill Middle School, 4/21/2017)
What changes will be made in the SPF between the most recent SPF (released in the fall of 2016) and the next one (the one expected to be released in the fall of 2017)?
ANSWER: The changes to the current SPF described in the document 2017 School Performance – Traditional, Changes and Updates are still proposed and have not yet been finalized. To complement the document, staff have shared additional information in webinars for school leaders. February’s changes webinar is available here: http://dpsare.com/wp-content/uploads/2017/02/2017-changes-webinar-v5.pdf and the focus groups webinars will be posted once they are completed. (Hill Middle School, 4/21/2017)
What are the SPF Equity Indicator Proposed Changes?
1) The SPF equity indicator is comprised of 4 measures
a) Benchmark Growth (did FRL students earn an MGP above 50?),
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b) Benchmark Status (did 40 percent of FRL students earn meets or exceeds on CMAS?),
c) Within-School Comparison Growth (what was relative growth of FRL and non-FRL students?), and
d) Within-School Comparison Status (what was the gap between FRL and non-FRL students in terms of percent earning Meets or Exceeds on CMAS?)
2) Based on 12 focus groups held this past fall, DPS staff has proposed, and the Board of Education is currently considering, the following updates to the SPF equity indicator:
a) Change #1: Schools with homogeneous populations (e.g., 98% FRL) will not be scored on benchmark gap measures given their overall student population is already scored on these same measures.
b) Change #2: The benchmark measures will be weighted twice as much as the within school comparison measures in to prioritize the importance of all students performing at a high level
c) Change #3: If a school scores Meets on the benchmark status gaps measure, it will automatically be awarded a score of Meets on the within school status gaps measures. (McAuliffe International School, 3/3/2017)
Please describe the new changes to the SPF regarding early literacy. Will the early literacy changes be part of the equity/gaps indicator?
ANSWER: 14 early literacy measures which will be added to the 2017 SPF and will be included in the equity indicator are listed below. (Montclair School of Academics and Enrichment, 4/28/2017)
Disaggregated Group Early Literacy Catch-Up - BGL & SBGL - EL Disaggregated Group Early Literacy Catch-Up - BGL & SBGL - FRL Disaggregated Group Early Literacy Catch-Up - BGL & SBGL - Students of Color Disaggregated Group Early Literacy Catch-Up Growth Comparison - BGL & SBGL - EL Growth Disaggregated Group Early Literacy Catch-Up Growth Comparison - BGL & SBGL - FRL Disaggregated Group Early Literacy Catch-Up Growth Comparison - BGL & SBGL - Students of Color Disaggregated Group Early Literacy Catch-Up Growth Comparison - BGL & SBGL - Students with Disabilities
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Disaggregated Group Early Literacy % At Grade Level - EL Disaggregated Group Early Literacy % At Grade Level - FRL Disaggregated Group Early Literacy % At Grade Level - Students of Color Disaggregated Group Early Literacy % At Grade Level Comparison - EL Status Disaggregated Group Early Literacy % At Grade Level Comparison - FRL Disaggregated Group Early Literacy % At Grade Level Comparison - Students of Color Disaggregated Group Early Literacy % At Grade Level Comparison - Students with Disabilities
Describe how a school’s SPF rating affects teacher compensation under ProComp.
ANSWER: Up until the 2014-15 school year, ProComp beneficiaries (teachers and school support personnel - social workers, psychologists, etc. – who have not opted out of ProComp) working in green or blue schools received a bonus (payable in the fall of the next school year) if their schools were rated blue or green overall on the SPF (Top Performing or TP) and a High Growth bonus if their school was rated blue or green for growth on the SPF (High Growth or HG). For 2011-12, the bonuses were $2,427.33 for Top Performing and $2,427.33 for High Growth; for 2012-13, $2,439.55 for Top Performing and $2,439.55 for High Growth; and for 2013-14, $2,480.97 for Top Performing and $2,480.97 for High Growth. The Transition Team, which determines the amount of the bonuses and is composed of an equal number of DCTA and DPS administration members, decided that, beginning with the bonuses payable for the 2014-15 school year, the TP and HG bonuses would be combined into a single bonus payable to ProComp beneficiaries who work in schools that are rated either green or blue overall or are rated green or blue for growth. The combined TP/HG bonus for 2014-15 was $5,100.87; and for 2015-16 was $4,020. The bonuses were combined, in part, because there was significant overlap between TP and HG and because the amount of money available for individual ProComp bonuses has decreased as a result of lower returns on investment of fund balances and increases in the number of ProComp beneficiaries. The size of the bonus for 2016-17 won’t be determined until the 2017 SPF is published and the amount available is divided by the number of beneficiaries who qualify. Additional information about ProComp is available here. (Montclair School of Academics and Enrichment, 4/28/2017)
What percentage of the SPF for Place is based on early literacy? Place has a unique population of language diverse students who need several years to catch up to English speakers. Could the Place SPF growth be weighted more to the later years to make up for this?
ANSWER: On the 2016 SPF, Place Bridge was eligible for all 4 measures, for 16 possible points for Early Literacy out of a total of 95 (or 16.8% of the total possible points). Regarding weighting, here is how our Assessment, Research and Evaluation (ARE) Department responded: “The Spanish and English early assessments are included with the English assessments. Proficiency is measured specific to the assessment (Istation for English and ISIP Español for Spanish), which allows for using the assessments together, without need to weight years differently.” (Place Bridge Academy, 4/28/2017)
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How is student growth calculated for high performing students for purposes of the School Performance Framework (SPF)? Isn't it easier for a low performing student to achieve a high growth score than a high performing student?
ANSWER: Student growth for the SPF, teacher evaluations and other purposes is calculated by the Colorado Department of Education (CDE) based on a student's median growth percentile (MGP), as defined by CDE. To determine MGP growth, each student is grouped with other students with similar scores in year 1. The student's year 2 score is then compared to the year 2 scores of other students in the year 1 group. If the student's year 2 score is higher than the median year 2 score of students from the same year 1 group, the student receive a high growth score. If the student's year 2 score is lower than the median of the group, the student receives a low growth score. Because growth for each students is based on the comparison of the MGP of students with similar PARCC scores, it is no easier for a low performing student to achieve a high growth score than a high performing student. For example: If Student A has a “high score history” and she grew 3 scale score points while her “like” peers with “high score histories” grew 2 scale score points, Student A would have grown more and received a higher growth percentile. If Student B has a “low score history” and he grew 3 scale score points while his “like” peers with “low score histories” grew 5 scale score points, he would have grown less than his “like” peers and received a lower growth percentile. [Note: “Scale scores” are the numerical score of the student’s assessment. This is the absolute score the student receives on the assessment, as scored by CDE.]
For more information on the Colorado growth model and MGPs, go to this page on the CDE website: http://www.cde.state.co.us/schoolview/generalgrowthmodelfaq; the data are also posted here by district: http://www.cde.state.co.us/accountability/growthmodelsummarydata (Polaris Elementary School, 5/25/2017)
Why do we care whether high performing students are growing?
ANSWER: The School Board and administration are committed to providing the instruction and support for all students to learn as much as possible regardless where they start out in base knowledge or academic competency. Measuring growth in student learning provides critical data about which schools or programs are helping students learn the most and which need to adjust their instruction or need additional support. (Polaris Elementary School, 5/25/2017)
Why doesn't the SPF give more weight to high PARCC test scores?
ANWSER: High PARCC scores alone aren't very useful in determining whether a school or programs is doing a good job. High PARCC scores are often directly correlated to the income level and education of the students' parents. Students from high income/highly educated families often do very well on the PARCC test even if they are not learning very much in school. We believe that growth is a better measure of the quality of a school or program because it measures how much students are learning in the school or program. (Polaris Elementary School, 5/25/2017)
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How does DPS hold schools accountable?
ANSWER: All Colorado school districts evaluate their schools on an annual basis using the School Performance Framework (SPF). The SPF is like a report card for a school, rating how well the school supports student growth and achievement and how well it serves students and families. The SPF was originally created by DPS for DPS schools. The state copied DPS’s work and the Colorado Department of Education now provides an SPF for every Colorado school, including every DPS school. The DPS SPF is more comprehensive than the state SPF and contains additional items, including indicators of early literacy, growth of our English language learners, success after high school graduation and parent and community engagement. Directions for accessing the DPS and state SPF websites and finding the SPF rating for a particular school are set forth below. See Appendix DPS vs State SPF and School Performance Framework Differences to see the differences between the DPS and state SPFs. If a school receives a low score on the SPF, the district intervenes with some combination of additional oversight and resources and personnel changes. If performance is persistently low, the school may be restarted or closed. See “Intensive supports for low performing schools” and “Clear, objective and consistent standards to determine whether a persistently low performing school should be replaced, restarted or closed” in the attached document entitled DPS update winter, spring 2017. Schools that score high on the SPF generally are given more autonomy to make decisions at the school level and, in many cases, their teachers receive bonuses under DPS’s ProComp compensation system. For more information about ProComp, go to: http://denverprocomp.dpsk12.org/
DPS Website: Go to the DPS SPF website, http://spf.dpsk12.org/en/ Select “How is My School Performing?” (about one third of the way down the page in the middle). Select which type of school you are looking for (i.e.: Elementary, Middle, High, or Alternative School). Select the school you want to know more about and click on it – the years that school has received and SPF will be shown and you will have two options, summary or detail (was measure). The summary link will show you a high level overview of the overall SPF stoplight rating, as well as each of the indicator ratings. The detail link will show you how the school did on each of the measures that go into the indicators.
State Website: Go to the CDE SPF website http://www.cde.state.co.us/accountability/performanceframeworkresults Select “View individual school or district framework reports” (this is about a half way down the page in the middle). Scroll down to the first column titled “District.” Select “0880 – Denver County 1.” Select appropriate school from the center column labeled “School.” Select the school or district report you would like to view. (Winston Downs HOA, 5/25/2017)
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Attendance Boundaries and Choice
What can the district and/or Bromwell do to help parents choose the best middle school for their children?
ANSWER: General information about how to choose a school can be found on the DPS website by following this link: http://schoolchoice.dpsk12.org/. The district also organizes events in the fall at which parents and students can meet with principals and staff from middle schools. The schedule for those meetings is published on the district website and notices are sent out to elementary schools so that school leadership can pass that information on to their families. Bromwell also hosts an event every fall at which middle schools are present. At our meeting, a number of parents expressed an interest in creating another Bromwell fall event or changing the current one to focus on all Bromwell students – ECE-4th grade as well as 5th grade – and to provide more in depth information by, for example, adding a panel discussion led by former Bromwell students and parents of former Bromwell students who have recently navigated the middle school selection process. Alexis and I would love to help organize a new or improved middle school selection event at Bromwell and believe that it could serve as a model for other elementary schools. Please let us know if you’d like our help. (Bromwell, 5/10/2017)
Can we consider redrawing attendance boundaries for schools?
ANSWER: Most DPS attendance boundaries (geographical areas in which students are guaranteed a spot in the boundary school) have been in place for more than 20 years. Changes are usually quite controversial and have been infrequent. George’s attendance boundary was adjusted in 2015 in connection with the opening of Northfield high school by shifting the area north of Colfax (West of Quebec) and Montview Boulevard (East of Quebec) from George to Northfield. Except for the Northfield/George change, the other high school boundaries near George - South, TJ, and East – have not been changed recently. As I mentioned at the meeting, however, we are in the process of forming a City-wide committee as part of our Strengthening Neighborhoods Initiative to review changing demographics and housing patterns in our city and the effect on our schools and to make recommendations on our policies around attendance boundaries, choice, enrollment and the location of academic programs throughout Denver. The committee meetings will begin in June, will be open to the public and will include opportunities to submit testimony/ideas/comments orally and in writing. For more information about our Strengthening Neighborhoods Initiative and the committee, see: https://www.dpsk12.org/neighborhoods/ (George Washington High School, 5/10/2017)
What are the rules regarding student enrollment and mid-year enrollment?
ANSWER:
1) Any new Denver student (mid-year or otherwise) has a right to enroll in a DPS school in accordance with Board of Education Policy JC - Student Assignment and Procedure JC-R Regulation for the Implementation of School Board Policy JC - Student Assignment.
2) When schools are at their predetermined capacity, they are not expected to take additional students.
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3) Schools that do not serve specific boundaries, including magnet schools and many charter schools, are not required to accept students in the 11th or 12th grade. (McAuliffe International School, 3/3/2017)
Where can parents find information about the supports that individual schools provide for special needs students, including students with IEPs, 504s and those who may not have a specific diagnosis but who need special supports? Is there a central repository for this information or do parents have to investigate each individual school?
ANSWER: All DPS schools should be able to support students with IEPs, 504s and other special needs that are not significant enough to require center-based special needs supports and should be able to provide referral information for students with needs that the school is not equipped to provide. Because each parent’s perspective on whether the way a school provides support services is so dependent on each child and her/his parent, the central office has not been able to develop a central depository that catalogues differences from school to school in any way that would be useful to any subset of students. At this point, the only way to determine whether a school is a good match for a particular child is to visit the school. For specific questions regarding school choice options for students with special needs, please contact Roberta Walker, Senior Manager in Choice and Enrollment Services at 720-423- 7627. For other issues about supports provided to students with special needs, please contact DPS’s Family Constituency Services at 720-423-3054. (Downtown Denver Expeditionary School, 6/5/2017)
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BoardDocs
How do I search by topic on BoardDocs?
ANSWER: Please see the screenshot below - there is a search tab that allows users to search by topic. Board Docs can be accessed here. (McAuliffe International School, 3/3/2017)
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Cafeteria
Does DPS have a program to reuse cafeteria food that is not consumed?
ANSWER: According to the Executive Director of Food Services, DPS does not have a program to reuse cafeteria food that is not consumed because it does not have much food that is not used. Kitchen managers order and prepare food based on the number of students they serve and are trained to get the quantities right. If food is leftover (not put on students’ plates), it usually is reheated and served one more time. Many schools also have "share" tables where kids can place unopened food items that they aren't going to eat so that others can eat them. We also have fruit and veggie bars in many of our schools where kids can choose what they want to eat and don’t load their plates up with lots of uneaten food. If we have an abundance of an item in our warehouse for which there is little demand or is about to expire, we usually either make a donation to Food Bank of the Rockies or create a special menu to use the item up. If you have additional questions or would like to discuss this further, I’d be happy to arrange a meeting or call with our Food Services Department. (Denver Language School, 4/21/2017)
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Career and Technical Education (CTE)
Describe DPS’s CTE program, including the availability of CTE in middle and elementary school.
ANSWER: DPS prepares students for careers by offering engaging, project-based courses and experiential learning opportunities in a variety of relevant career pathways through a program we call DPS CareerConnect. These aren’t your typical lecture-style classes; students connect key academic concepts to career applications and get to demonstrate what they’ve learned through hands-on projects. Students typically take introductory courses in the beginning of high school and then progress to more specialized classes and internships in an industry of their choice throughout their high school career. The program also includes supports such as career mentoring to support students as they learn and develop. DPS CareerConnect students graduate from DPS with college credit, industry experience, in some cases industry accreditations, as well as invaluable soft skills that will aid their success in both college & career.
While the majority of DPS’ career and technical education offerings occur in high school, some school- and work-based learning occurs in many of our elementary and middle schools as well through exploratory STEM courses and an industry exploration event we call CareerSpark. The goal is to build excitement and interest among our young students for the career opportunities that lie ahead.
DPS CareerConnect courses are available to all DPS students and are located in every region of the city. The available programs of study are aligned with local and regional industries that are growing. We now offer opportunities in fields such as advanced manufacturing, business, healthcare, engineering, and tech. To learn more about programs and locations, see: http://www.dpscareerconnect.org/welcome/about-us/courses-of-study/ (Denver Green School, 5/23/2017)
Is there a linkage between CTE and special education? Should there be a linkage?
ANSWER: DPS Career Connect has an extensive connection with special education. ACEConnect is a CareerConnect program in partnership with DPS Student Equity & Opportunity. ACEConnect provides a large part of the classroom experience available to students in special education, but many also participate in our regular pathways like MedConnect, TechConnect, etc. We frequently invest in assistive technology to ensure that students have more support in their classes. Our MedConnect program at Manual HS also provides a great deal of paraprofessional support in the classroom in order to support full inclusion of students in our Multi-Intensive Classrooms/Centers.
Beyond the classroom, ACEConnect also has extensive work-based learning, including CareerX job shadowing and CareerLaunch internships. This year, SY 16-17, has had over 1,000 student experiences in CareerX for ACEConnect students, and we have had over 60 ACEConnect students doing paid internships, as well as many other students in special education doing paid internships through our other pathways.
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Students in special education are our most diverse population and the DPS CareerConnect team works very hard to ensure we are customizing support and preparing these young people with skills for their future. (Denver Green School, 5/23/2017)
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Central Office
Describe the DPS central office staffing.
ANSWER: A document describing DPS’s current workforce is attached. Page 2 includes information about central office staffing. See Appendix 2016 DPS Employee Snapshot FINAL (McAuliffe, 1/31/2017)
How much money is allocated for DPS department budgets?
ANSWER: Budgets for each department, including the number of employees whose salaries and benefits are paid from the department’s budget, See Appendix DPS Department Budgets. This information is also posted on the district’s financial transparency web page at https://financialservices.dpsk12.org/financialtransparency/. In reviewing the attachments, please note that:
1. The Community Engagement department is the Board of Education plus a variety of community related expenses. Family & Community Engagement is a separate department that works directly with schools.
2. The Charter & Contract Schools budget includes moneys passed through to charter schools (per pupil revenue minus deductions for administration and services provided) and costs incurred in overseeing and coordinating with charter schools. The costs included in this budget for overseeing and coordinating with charter schools are equal to the actual costs and trued up on an annual basis.
3. The line items under Expenditures – Government Designated Purpose Grants Fund describe expenditures and employees paid for from third party grants. These are expenditures and employees who are not paid for from state or local tax money.
4. Employees whose salaries and benefits are paid from a department’s budget include both employees who provide services directly to schools and central office employees. For example, there are employees of the Academic and Innovation department who work directly in schools, such as teacher coaches, instructional partners and coordinators, blended learning specialists and more. Their salaries and benefits are included in the department summary of expenses here because they work at more than one school and are therefore budgeted centrally. In the November 2016 Workforce Snapshot that was attached to the McAuliffe Community email sent by Rachele on March 3, these employees would be included in the 7% of staff that provide instructional support in schools. (McAuliffe, 1/31/2017)
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Charter Schools
How many charters has Denver Public Schools closed?
ANSWER: Since 2012-2013, DPS has closed five charter schools, one contract school (which is similar to a charter) and six district-managed schools. Since charters make up only about 25% of all DPS schools, the percentage of charters that have been closed is much higher than the percentage of district managed-schools. (Dora Moore, 4/10/2017)
Are DPS charter schools allowed to require that students sign contracts?
ANSWER: No DPS charter school or district-managed school is permitted to require that students sign a contract as a condition of enrollment or remaining enrolled. Many DPS schools (district-managed and charter) do ask that parents and guardians sign a form acknowledging they’ve read the family or student handbook. These are sometimes called “contracts,” but they’re not legally enforceable and failure to sign is not a condition to enrollment or continued enrollment. (Dora Moore, 4/10/2017)
Do DPS charter schools “counsel out” low performing students in order to improve their performance data?
ANSWER: There is no evidence that charter schools “counsel out” low performing students. If that were the case, the percentage of students that charter schools retain from year to year would be lower than the retention percentage for district-managed schools. In fact, charter school retention rates are almost that same (and in some categories higher) than DPS-managed schools as shown in the two charts below. (Dora Moore, 4/10/2017)
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Do DPS charter schools serve a lower percentage of low income students, students of color, English language learners and special education students than do district-managed schools?
ANSWER: DPS charter schools serve higher percentages of low income students who qualify for free or reduced price lunch (“FRL” students), students of color and English language learners than do district- managed schools. DPS charter schools serve a slightly lower percentage (by one percentage point) of students with Individualized Education Plans (IEPs) than do district-managed schools. See the charts below. (Dora Moore, 4/10/2017)
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Do Denver charter schools divert public money to private persons by paying large salaries to their senior officials?
ANSWER: No. Denver charter schools do not pay large salaries to their senior officials. In fact, the salaries paid to the senior officials of Denver’s largest charter school networks are significantly lower than the salaries paid to the senior officials of Denver Public Schools. (District 6 Democrats, 6/1/17) How does the public find financial information about DPS charter schools?
ANSWER: Under the Financial Transparency Act, financial information about DPS charter schools is provided in the same format as financial information about DPS. (Dora Moore, 4/10/2017) The financial information for DPS can be reviewed at https://financialservices.dpsk12.org/financialtransparency/ The financial information for each DPS charter school can be reviewed at http://portfolio.dpsk12.org/our-schools/charter-schools/charter-schools-of-denver-public-schools/
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Community Help for Our Schools
What can members of the community do to help our schools?
ANSWER: In addition to volunteering at a DPS school, which you can do by calling or stopping in at the school office, one of the best ways for community members to help our schools is through the Denver Public Schools Foundation:
About the DPS Foundation: The Denver Public Schools Foundation is Denver Public Schools fundraising partner, generating resources, building relationships and championing public education to impact system-wide achievement and help achieve our shared vision Every Child Succeeds.
Volunteer: The Denver Public Schools Foundation relies upon committed individual volunteers to help us advance our work, and help DPS accelerate its progress. Among our other programs, volunteers can read weekly with a DPS student through Power Lunch and TutorMate. The School Partners Program creates meaningful partnerships between Denver’s community and Denver Public Schools (DPS). Through this unique program, local businesses and community organizations (big and small) team up with specific DPS schools. School Partners provide a combination of volunteer time, in-kind contributions and financial resources to meet the specific needs of their partner school.
Donate: When you donate to the DPS Foundation, your support has wide reach. The DPS Foundation serves all of the district’s nearly 200 schools and more than 92,000 students. With your support, the DPS Foundation funds innovative and core programs in literacy, health and wellness, STEM, workforce development, afterschool and more. The DPS Foundation also supports DPS educators through A to Z Classroom Grants, which provide resources so that teachers don’t have to dig into their own pockets to provide students with opportunities that fall outside school-based budgets. For a limited time, Amp the Cause’s 2017 A Million for What Matters Raffle proceeds will benefit DPS Foundation’s A to Z Fund. Learn more and buy your raffle tickets.
Special Offers: The Denver Public Schools Foundation is the beneficiary of many fundraising events and special offers throughout the year with community partners such as the Colorado Rockies, Colorado Avalanche, the Denver Center for the Performing Arts, Elitch Gardens and many more. Receive discounts and access to special events, with a percentage of purchases coming back to the DPS Foundation. (Cherry Creek North Neighborhood Association, 6/2/2017)
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Community Outreach
How can parents communicate with the board of education?
ANSWER: 1) Contact individual board members directly. My email is [email protected] my phone is 720.333.1989. 2) Email all board members collectively at [email protected] 3) You may call the Board of Education office at 720-423-3210 to leave a message for your board member or to speak to the Board Liaison. 4) Testify at the board’s monthly board meeting. For dates, times and the process for testifying, see: http://board.dpsk12.org/board-meetings/ 5) I try to attend a meeting (PTO, CSC or community meeting) in every school in my district at least once a year to listen to what you have to say. Watch for notices from the school for the days and times of those meetings. (Morey Middle School, 4/26/2017)
How does the board communicate with school communities?
ANSWER: 1) Periodic emails from the superintendent or the board. If you’d like to be added to the email list, please sign up here. 2) Board member visits to schools. See the answer immediately above. 3) Superintendent Parent Forums that are held every other month and generally focus on a topic that the district and board are focused on. If you’d like to be added to the email list for the Superintendent Parent Forums, please click here or contact Nelvis Alvarez at 720-423-3135 or at http://face.dpsk12.org/ 4) Board meetings, all of which are open to the public, can be watched live on Channel 22 and are recorded for watching later, including Focus on Achievement sessions which are usually held twice per month and focus on particular topics, monthly board voting meetings, monthly board work sessions preceding the voting meetings and monthly Finance and Audit Committee meetings. For the days, times and location of these meetings, go to http://www.boarddocs.com/co/dpsk12/Board.nsf/goto?open&id=AMWRCR6D62DD 5) Advisory committee meetings, including meetings of these committees: District Accountability Committee, Strengthening Neighborhoods Committee, English Language Acquisition District Accountability Committee, Bond Oversight Committee, Mill Levy Oversight Committee. (Morey Middle School, 4/26/2017)
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Community Use of Schools
How did the church that meets at Palmer obtain access to the building? What can be done to minimize the effects of vehicles parked in front of/near houses in the neighborhood?
ANSWER: DPS makes its schools available for use by organizations and groups of citizens from the community when school is not in session. We do this because we believe the public should have as much access as possible to buildings that they paid for with their taxes, because we believe that encouraging community gatherings makes Denver a city for all of us and because we make some extra money that can be used to educate kids. The rules for community use of our buildings and facilities are described in Board Policy KF – Community Uses of School Facilities and Regulation KF-R - Community Use of School Facilities and on the Community Use Webpage. Church use falls under Category B in the rules, along with use by other religious, political and social organizations, colleges, private schools and adult recreation groups. Category B users pay an application fee and rent and are charged for custodial and other labor charges. Under the federal and state constitutions, DPS, which is a political subdivision of the state, may neither promote nor discriminate against churches or other religious groups. Church use of district property is not considered promotion of religion so long as the use does not occur during school hours. Because we make our buildings available to other community groups, we cannot discriminate against churches by excluding them or otherwise treating them any differently than other community groups. In determining whether or not to permit a community group to use a district building, the district normally only considers whether the group’s will interfere with the district’s use of the building or involves one of the activities listed under “Denial of Request” in regulation KF-R (for example, the use involves an unlawful activity or an activity, like gambling, that is inappropriate for a school building). Because the city, not the district, has jurisdiction over the public streets near our schools, the district normally does not get involved in on-street parking issues. If you would like, Alexis Harrigan [email protected]; 720-423-2198), DPS’s Manager of City Affairs, would be happy to help facilitate a conversation with the city about on-street parking.
District policies are established by and can be changed by the school board. If you would like to discuss the possibility of changing the DPS community use policies to require that our Community Use Office consider on-street parking issues, please call or email me and we can begin the discussion. Please remember, however, that we cannot discriminate against churches and that any policy change would, therefore, have to apply to all users. (Palmer Elementary School, 4/28/2017)
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Compensation for Non-Teachers
How does DPS determine compensation for people who work in schools in a capacity other than teacher, principal or assistant principal?
ANSWER: DPS uses market pricing based on 3rd party survey data for Denver metro school districts to set pay rates for most of our school based jobs. If we do not have good 3rd party survey data, we compare the duties and qualifications for the job with the duties and qualifications for other similar jobs in DPS. In 2015, DPS set a minimum wage of $12 an hour. The increased minimum wage most impacted our approximately 1,700 paraprofessionals, custodians and food service staff. Many of the impacted employees were previously paid only $9 an hour; the new minimum wage gave them a 33% pay increase. (Morey Middle School, 4/26/2017)
Para wages are too low. Place cannot fill para positions in several language groups. What can DPS do to help?
ANSWER: Para wages are set based on comparable wages paid in other districts and negotiations with the union. Last year’s wage survey indicated that DPS wages were within $0.50/hour of other districts. The 2016-17 survey is still in process. Even if the 2016-17 survey indicates that DPS para wages are low, we will need the union’s agreement to increase them. Please note that when DPS recently increased its minimum wage to $12/hour, many paras received a substantial raise (as much as $3/hour). (Place Bridge Academy, 4/28/2017)
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Discipline
Proposed new policy prohibiting expulsion of ECE-3rd grade students. Is there an alternative school to which persistently violent students can be transferred? Is it possible to require parental involvement from the parents of these students as a condition to keeping them at Place?
ANSWER: The district recently held a series of public meetings to collect feedback on the proposed new ECE-3 discipline processes. The meetings were well publicized in schools and throughout the community. On line feedback also was solicited. See https://www.dpsk12.org/discipline-reform-for- dps-youngest-students/. The feedback obtained is being evaluated and the results will be published in the near future. (Place Bridge Academy, 4/28/2017)
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Early Childhood Education (ECE)
Could Palmer provide a preschool program for a 4 or 5 hour block?
ANSWER: Palmer currently offers 2 full day 4-year old classes and 2 half-day classes (one morning, one afternoon) for 3-year olds. There are two major obstacles to creating a 4 or 5 hour program: (1) The collective bargaining agreement between the district and its teacher’s union restricts the amount of time teachers have contact with students to 5 hours and 15 minutes a day and requires that teachers have 45 minutes of planning time. The full day session is 6 hours and 30 minutes, which includes 5 hours and 15 minutes of student-teacher contact time, plus lunch and recess. Each half day session currently if 2 hours and 40 minutes and includes (approximately) ½ the 5 hour and 15 minutes of student-teacher contact time so that teachers who teach both sessions have 5 hours and 15 minutes of student contact time. A 4 or 5 hour program is too short for a teacher who is teaching only one session a day and too long for a teacher who is teaching two sessions a day. (2) The full day session requires its own classroom. Two half day sessions can share a classroom. A 4 or 5 hour session would require a full classroom, just like a full day session. Although it might be possible to devote a full classroom to a 4 or 5 hour program in the short run, it would not work in the long run.
Because of these obstacles, a 4 or 5 hour preschool session probably is not feasible. It may, however, be possible to extend the length of the half day sessions to 3 hours by adding 20 minutes of recess time that is supervised by a para or administrator (but not a teacher given the student contact restrictions in the teachers’ contract). This decision could be made at Palmer. (Palmer Elementary School, 4/28/2017)
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Graduation and Drop Out Rates
How are graduation rates calculated?
ANSWER: a) Graduation rates are calculated by the Colorado Department of Education (CDE) and sent to DPS. For full details on the CDE methodology, scroll towards the bottom of the page at this link: http://www.cde.state.co.us/cdereval/gradcurrent b) For the SPF, DPS uses the Best of CDE's Four-, Five-, Six- or Seven-Year Graduation Rate for each school. The CDE page from the link above describes this as: Number of students receiving a regular diploma within four/five/six/seven years of entering from 9th grade during the specified school year DIVIDED BY Number of students entering from 9th grade that year plus number of transfers in minus number of verified transfers out. c) See Appendix 2016 Best of Grad Rates and Drop Out Rates by School for files that shows the CDE calculated *on-time* graduation rates for all DPS high schools. (McAuliffe International School, 3/3/2017)
What are Denver Public Schools’ Graduation and Drop Out rates?
ANSWER: See Appendix for 2016 Best of Grad Rates and Drop Out Rates by School describing the graduation rates and dropout rates for all DPS high schools using the CDE methodology (best of 4, 5, 6 or 7 year graduation rate), which is also what DPS uses for purposes of the SPF. (McAuliffe International School, 3/3/2017)
What happens if a student starts 9th grade at DPS School A but transfers to and graduates from School B?
ANSWER: Graduates are counted at the school from which they graduate, not the school at which they started in 9th grade. In this example, this student would count as a graduate at School B. (McAuliffe International School, 3/3/2017)
What happens if someone starts 9th grade at DPS School A and then leaves the state?
ANSWER: a) If CDE receives adequate documentation that the student left the state, the student counts as a transfer out and is subtracted from the denominator of the graduation rate formula. If CDE does not receive adequate documentation that the student left the state, the student is treated as School A and remains in the denominator of the graduation rate formula. b) The provision of adequate documentation for student transfers happens primarily at the school level. Schools take responsibility for following up on students that are enrolled but do not show up to school.
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For most schools, this means the front office staff are checking the attendance rolls daily and following up with students who are not attending and their parents. Once a student has actually transferred or dropped out, the seat can be officially opened up for another student on the school’s wait list. Adequate documentation could include, but is not limited to, an official communication from the family or an official request for transcripts from the new school (this is standard procedure for a school with a newly enrolled student to request their transcripts from their old school). c) Each year, schools prepare their final enrollment lists for CDE. The schools code students who have not shown up as enrolled, transfers or drop outs. If they code students as transfers then they also provide documentation. The DPS central office plays a light touch role in this process, submitting the data for all district schools to CDE and then following up with the schools to let them know if CDE comes back with any determinations of the documentation as inadequate. If CDE determines that documentation is inadequate, the school takes the responsibility for tracking down additional documentation and sending it back to CDE. . (McAuliffe International School, 3/3/2017)
Are graduation rates determined and tracked the same way for charters and for DPS-managed schools?
ANSWER: Yes, graduations rates are determined and tracked the same for charters and DPS-managed schools. (McAuliffe International School, 3/3/2017)
Does DSST advertise a graduation rate of 100%?
ANSWER: According to DSST, they do not advertise a high school graduation rate of 100%. If someone else were to make this statement, DSST would actively correct this misinformation. If a community member has documents of such DSST advertisement, please share them with DSST so that they can take appropriate steps to correct the misinformation. (McAuliffe International School, 3/3/2017)
How are dropout rates calculated?
ANSWER: a) Dropout rates are calculated by CDE in a manner similar to the calculation of graduation rates and sent to DPS. [For full details on the CDE methodology, scroll towards the bottom of the page at this link: http://www.cde.state.co.us/cdereval/dropoutcurrent b) Dropouts are counted at the school in which they are enrolled at the time of dropping out. Charter and DPS-managed school dropout rates are calculated using the same methodology. c) See Appendix 1659_dropout_rates_by_school20152016 showing the CDE calculated dropout rates for all DPS high schools. (McAuliffe International School, 3/3/2017)
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What happens if a student moves to another state after starting at DPS School A?
ANSWER: When a student starts as a freshman, the student is assigned to that school’s cohort for purposes of calculating graduation and dropout rates. See the answers under Graduation Rates.
What happens if a student is accepted at DPS School A, but doesn’t actually enroll and ends up going to another school?
ANSWER: If a student is accepted to any DPS high school but never enrolls, it is up to the school to verify where they are enrolled. If the student shows up in the State of Colorado at another school, the CDE will count that student accordingly. If the school is unable to verify the student’s enrollment at another school (in Colorado or in another state) and CDE does not have a record of enrollment at another school in Colorado, the student will be counted as a dropout. (McAuliffe International School, 3/3/2017)
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Innovation Schools
What are the potential advantages of applying to be an Innovation School?
ANSWER: The Colorado Innovation Schools Act state legislature in 2008, provides a pathway for district-managed schools to develop innovative practices, better meet the needs of individual students and achieve more autonomy to make decisions at the school-level. Here is a list of all Innovation Schools in DPS, including their innovation plans, waivers, year of innovation approval and next renewal. Innovation plans can (but need not) include waivers of many district policies, state statutes and collective bargaining agreement provisions. Common district policy waivers include curriculum, schedule and composition of the Collaborative School Committee (CSC). Common state statute waivers include calendars and hiring procedures. Common waivers from the collective bargaining agreement include schedule, hiring and dismissal procedures. All DPS-managed schools currently have control over large parts of their budgets through student based budgeting and over curriculum, interim assessments and professional development through flexibility options granted to schools beginning with the 2016-17 school year. Innovation schools that are members of the district’s first innovation zone, the Luminary Learning Network (composed of Cole, Green, Ashley and C3), have control over more of their budgets and more of the programs in their schools. Based on our experience with the Luminary Zone, beginning with the 2018-19 school year we plan to give all innovation schools control over more of their budgets and more programs in their schools through what we are calling SBB+. For more information regarding Innovation schools, please visit Denver Public Schools Innovation Schools Page (Hill Middle School, 4/21/2017))
What are the potential disadvantages of applying to be an innovation school?
ANSWER: A school that desires to become an innovation school must devote a significant amount of time and effort to obtaining innovation status. After obtaining innovation status, the school’s status is reviewed and is subject to extension or revocation by the board every three years. If a school uses innovation status to opt out of district-provided services, they have to provide those services themselves or from a third party source. If the school changes its mind and wants to opt back into district-provided services, the process for restarting those services may not be seamless. (Hill Middle School, 4/21/2017)
What is the process for obtaining innovation status?
ANSWER: To seek innovation status, schools must complete an innovation plan that includes a strategic school design and a list of waivers requested using an application form provided by the district’s Portfolio Management Team (PMT). The plan is evaluated for quality by a team of internal and external experts convened by PMT, which makes a recommendation to the superintendent based on quality using a publicly available rubric. The school’s CSC and teachers must approve the plan by majority vote. If the plan includes waivers of provisions of the collective bargaining agreement, teachers must approve by a supermajority of 60%. The plan does not go into effect until it is approved by the DPS board and the State Board of Education. For more details, visit the Innovation Status Guidebook. If you have questions that aren’t answered in the guidebook, Joe Amundsen ([email protected]) works with district schools on strategic design issues. (Hill Middle School, 4/21/2017)
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Explain the innovation zone, including the SBB+ items that innovation zone schools can opt into or out of. Describe the process for joining the current innovation zone, the likely process for formation of additional innovation zones and the expansion of SBB+ to all innovation schools.
ANSWER: State law permits innovation schools, like Montclair, to join together to form an innovation zone. To form a zone, the school need the approval of the school board, a vote of their teachers for waivers from laws, policies and collective bargaining agreements (50% for most waivers; 60% for waivers from collective bargaining agreements) and approval of the State Board of Education. To date, only one innovation zone has been formed in DPS, the Luminary Learning Network composed of Ashley, Cole, Green and C3. Additional schools may apply to join the Luminary Zone by contacting the zone’s executive director, Jessica Roberts at [email protected]. The Zone currently is considering two applications to join the zone. The DPS school board and the State Board of Education will also have to approve any expansion. This process should be completed by the end of the summer.
Schools in the Luminary Zone have opted out of a variety of district services and programs and, in exchange, receive additional funding that they can use for other educational purposes or to purchase the same or other services from the district. The list of the services that Luminary schools have opted out of and the additional funding received by those schools (referred to as SBB+) include: See Appendix FAQs SBB+
Instructional Superintendent and Support Partners Curriculum & Instruction in all content areas School-based web design services Family & Community Engagement, including Parent Teacher Home Visits and School-Based services Teach for America contract District-wide trainings available to all DPS employees (Creating Connections, DPS Teams, etc.) Professional Learning strategic planning, coaching and learning labs, and data culture facilitation Research & Development and innovation strategies (Imaginarium) Competency-based learning, operational support and BrainPop licenses School budget management support and trainings Curriculum distribution services, central classroom library materials and supports Budget assistance
DPS intends to invite applications for new innovation zones in the fall 2017 and to complete the authorizing process by December 2017. Schools that are interested in forming innovation zones should contact Maya Lagana, Senior Director of Portfolio Management, at [email protected].
As described in the FAQs SBB+ document, the district plans to extend most (but not necessarily all) of SBB+ to all innovation schools, regardless of whether they are not they are members of an innovation zone beginning with the 2018-2019 school year. (Montclair School of Academics and Enrichment, 4/28/2017)
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Why do innovation schools have to follow the LEAP rules, including one full and four partial evaluations. Why not let schools make that decision?
ANSWER: Innovation schools that have the appropriate waivers (not all innovation schools do) are only required to one full and one partial evaluation. Innovation schools have not to date fully waived LEAP due to the requirements of a potential replacement laid out by CDE. Many innovation schools have received waivers for specific process elements of LEAP (e.g., peer observers and timing of evaluations) and we continue to work across central teams and our innovation schools to ensure that we are balancing their autonomy with best practices in teacher coaching and evaluation. (Place Bridge Academy, 4/28/2017)
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Instructional Superintendent Networks
Could Steck choose the network it is part of? Why is Steck in its current network?
ANSWER: The network system has gone through a number of changes in the last few years. We have gone from a quadrant model to a city wide model to a program based model and then a smaller regional model which is similar to what we have now. Brette Scott, the Assistant Superintendent of Elementary Education, would be happy to speak with Robin and/or with the CSC directly about Steck’s issues with the current network and the possibility of changes. Please let me know if you’d like me to facilitate a discussion.
In addition, if Steck was interested in applying for innovation status, as an innovation school Steck would have an opportunity to join an innovation network that does select its own executive director who performs most of the roles of an instructional superintendent. For information about innovation status and innovation zones, see http://portfolio.dpsk12.org/our-schools/innovation-schools/. (Steck Elementary School, 3/25/2017)
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Integration and Gentrification
What is DPS doing to promote economic and racial integration in our schools?
ANSWER: As you well know, the current attendance boundaries for most of our schools are drawn based on neighborhood boundaries and most of our neighborhoods are segregated. If school choice did not exist and all students attended schools in their neighborhoods, our schools would be even more economically and racially segregated. One of the approaches we’ve tried to promote integration in schools that, like Bromwell, are in affluent neighborhoods with little diversity is to create preferences in the choice process for low income students from outside the Bromwell neighborhood. Similar preferences in the choice process have created more diversity in other DPS school, including many of our charters (DSST, Odyssey, Highline and Downtown Denver Expeditionary School, for example) and at least one DPS-run school (McAuliffe at Manual). Unfortunately, low income choice preferences in affluent neighborhoods like Bromwell, Steck, Carson and Slavens have not been as successful. We aren’t sure exactly why but believe it probably is because of a combination of factors, including whether there is a large enough group of low income students in the school so they and their parents do not feel isolated, where the student’s friends will be going to school and access to transportation. Other approaches that have been successful promoting integration, include: Shared school zones in which students in more than one neighborhood are given preferential access to schools within the larger zone through the choice process. Examples include the Park Hill/Stapleton middle school zone and the Sunnyside, Highlands/Berkeley middle school zone. These zones have had a positive, though not large, effect on integration. For new schools, drawing the boundaries to include a diverse community and including preferences for certain neighborhoods in order to encourage diversity. The boundary for the new Northfield high school is an example and has resulted in a very diverse school.
In order to further analyze this and other issues such as the effect of gentrification and other demographic changes on our schools, the school board recently adopted a resolution calling for “a citywide committee to be formed to review changing demographics and housing patterns in our city and the effect on our schools and to make recommendations on our policies around boundaries, choice, enrollment and academic programs in order to drive greater socio-economic integration in our schools.” An overview of this new Strengthening Neighborhoods Initiative is available at https://www.dpsk12.org/neighborhoods/. The committee will kick off its work in June and finish up by year end. Meetings will be held throughout the city, will be open to the public and will include opportunities for anyone to provide input. The schedule and location of the meetings and updates regarding the work of the committee will be posted on the Strengthening Neighborhoods home page. (Bromwell, 5/10/2017)
What has DPS done to promote racial and economic integration in our schools?
ANSWER: Given the (often extreme) racial and economic segregation of Denver’s neighborhoods, in order to achieve integration in our schools, students have to attend schools outside of their neighborhoods. Some of our most recent efforts to promote integration include: Shared school zones in which students in more than one neighborhood are given preferential access to schools within the larger zone through the choice process. Examples include the Park
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Hill/Stapleton middle school zone and the Sunnyside, Highlands/Berkeley middle school zone. These zones have had a positive, though not large, effect on integration. For new schools, drawing the boundaries to include a diverse community and including preferences for certain neighborhoods in order to encourage diversity. The boundary for the new Northfield high school is an example and has resulted in a very diverse school. Free and reduced “floors” for some of our charter schools, including most DSST’s, Odyssey, Highline and Downtown Denver Expeditionary School, and at least one district-run school, McAuliffe-Manual. Schools with FRL floors, where FRL students receive preference in the choice system, have increased diversity. Pilot program in some of our least diverse schools providing a preference for FRL students in the choice process. The pilot includes Asbury, Bromwell, C3, Edison, Sandoval, Slavens, Steele and East. The pilot program has produced disappointing results; we are continuing to analyze the data to determine why. (Dora Moore, 4/10/2017)
What is DPS doing in response to gentrification and other changes to our neighborhood that are affecting our schools?
ANSWER: We recognize that this is an important issue. It is one of the reasons for the integration work described above. In addition, in recognition of that fact that gentrification and other changes in our neighborhood have a broad impact on our schools and students, the board of education recently adopted a resolution calling for “a citywide committee to be formed to review changing demographics and housing patterns in our city and the effect on our schools and to make recommendations on our policies around boundaries, choice, enrollment and academic programs in order to drive greater socio- economic integration in our schools.” The website for the Strengthening Neighborhoods Initiative includes a good overview of the initiative. (Dora Moore, 4/10/2017)
What is DPS doing in response to gentrification and other changes to our neighborhood that are affecting our schools?
ANSWER: We recognize that this is an important issue. In recognition of that fact that gentrification and other changes in our neighborhood have a broad impact on our schools and students, the board of education recently adopted a resolution calling for “a citywide committee to be formed to review changing demographics and housing patterns in our city and the effect on our schools and to make recommendations on our policies around boundaries, choice, enrollment and academic programs in order to drive greater socio-economic integration in our schools.” The website for the Strengthening Neighborhoods Initiative includes a good overview of the initiative. (Morey Middle School, 4/26/2017)
Does DPS have a plan to deal with recent and future demographic changes in Denver?
ANSWER: The school board recently adopted a resolution calling for “a citywide committee to be formed to review changing demographics and housing patterns in our city and the effect on our schools and to make recommendations on our policies around boundaries, choice, enrollment and academic programs in order to drive greater socio-economic integration in our schools.” An overview of this new Strengthening Neighborhoods Initiative is available at website. The committee will kick off its work in
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June and finish up by year end. Meetings will be held throughout the city, will be open to the public and will include opportunities for anyone to provide input. The schedule and location of the meetings and updates regarding the work of the committee will be posted on the Strengthening Neighborhoods home page. (Winston Downs HOA, 5/25/2017)
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Mandarin Testing
How is academic achievement measured for students who are enrolled in the Mandarin immersion at DLS?
ANSWER: The Colorado Department of Education requires that students whose native language is English who re enrolled in DLS’s Mandarin or Spanish immersion programs be tested in English. Students who are native Spanish speakers and English language learners can be tested in Spanish using a written form of the state tests. Students who are native Mandarin speakers and English language learners can be tested in English with oral translations to and from Mandarin (there is no written Mandarin form of the state tests). But CDE is not, at this point, willing to make these alternatives available to for DLS students who are English speakers in a Spanish or Mandarin program. We have discussed the issue with CDE and hope that at some point it will be possible to test your Mandarin or Spanish immersion students in Mandarin or Spanish but given the limited resources of CDE we do not believe that is likely to occur at any time in the near future. (Denver Language School, 4/21/2017)
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Marijuana Taxes
How much money does DPS get from marijuana taxes? Where does the money from marijuana taxes go?
ANSWER: We receive very little funding from marijuana taxes. This Colorado Department of Education webpage has a good explanation of where marijuana tax revenue goes and the video at this link describes how marijuana legalization impacts DPS. (Cherry Creek North Neighborhood Association, 6/2/2017)
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Operations and Maintenance
How are maintenance and operations services provided to East?
ANSWER: Rachele and I followed up and several conservations occurred between Mary and Andy, representing East, and DPS central office finance and maintenance staff. As a result, additional custodial staff will be hired to provide services at East and the DPS maintenance department will work with Andy to schedule maintenance projects that are not included in the 2016 bond at the same time as bond projects are scheduled so that the school does not have to be closed down during the school year.
As Rachele and I mentioned, the board has been working closely with staff to reorganize the relationship between the central office and schools so that more decisions are made at the school level and fewer at the central office. The East budget summary is one of the first steps in this process and reflects staff work to date in analyzing centrally managed programs and services to allocate the dollars in centralized budgets to the schools that benefit from them so that we can determine which programs and services and how much of their budgets should be turned over to schools See Appendix East Budget Summary. The process is time consuming because staff has had to create new accounting systems from scratch for budgets that have been centralized for many years. We have already made some progress in curriculum, interim assessments and professional development -- all schools now have the option to either use district-provided services in those areas or to take the money it costs the district to provide those services and develop their own or purchase them from a third party. We are hoping to roll out additional opt in/opt out options in the near future, beginning with innovation schools. Eventually, we hope to provide more school level options for East and other schools in more areas. Those options may include some elements of operations and maintenance. Maintenance will be the harder case for a variety of reasons, including the fact that buildings are permanent that the central office is responsible for preserving for future generations and the fact that the amount of maintenance required at any particular school varies, often substantially, from year to year. (East High School, 3/21/2017)
Currently, Steck has to rely on the district facilities office for operations and maintenance issues. Is there any way Steck could hire third party contractors when it has facilities issues? Would it be possible to include operations and maintenance in the flexibilities that traditional schools like Steck can opt into or out of (and receive money if they opt out)?
ANSWER: Some schools have been able to hire third party vendors in some circumstances. Robin should follow up with the facilities department regional manager, Richard Archuletta at 720-423-4013.
As I mentioned at the meeting, the board has been working closely with staff to reorganize the relationship between the central office and schools so that more decisions are made at the school level and fewer at the central office. Staff currently is analyzing all centrally managed programs and services to allocate the dollars in centralized budgets to the schools that benefit from them so that we can determine which programs and services and how much of their budgets should be turned over to schools. The process is time consuming because staff has had to create new accounting systems from scratch for budgets that have been centralized for many years. We have already made some progress in curriculum, interim assessments and professional development – all schools now have the option to either use district-provided services in those areas or to take the money it costs the district to
42 | P a g e provide those services and develop their own or purchase them from a third party. We are hoping to roll out additional opt in/opt out options in the near future, beginning with innovation schools. Eventually, we hope to provide more school level options for East and other schools in more areas. Those options may include some elements of operations and maintenance. Maintenance will be the harder case for a variety of reasons, including the fact that buildings are permanent that the central office is responsible for preserving for future generations and the fact that the amount of maintenance required at any particular school varies, often substantially, from year to year. (Steck Elementary School, 3/25/2017)
Steck needs immediate help with the repair of its boiler. What can the district do to help?
ANSWER: The district does have money available in its Capital Reserve Fund for high priority maintenance issues, including boiler maintenance. Robin should contact the facilities department regional manager, Richard Archuletta at 720-423-4013 (the same person mentioned in the answer to the question above). (Steck Elementary School, 3/25/2017)
It is difficult to make improvements to the Steck building even if it raises the money itself because the electrical panel is full and because of restrictions resulting from its historical status. Are there any district resources available to expand the electrical panel? To help Steck defray the additional costs of changes to the building resulting from its historical status?
ANSWER: DPS has many buildings that have minimal electrical capacity because of their historic status or for other reasons. Because the modifications required to increase electrical capacity are so expensive, especially in historic buildings, it is not likely they can be funded from the limited amount of money available in the Capital Reserve Fund and, instead, would have to be funded from a new source, most likely bond money. The 2016 bond planning committee did not prioritize funding electrical capacity increases from bond money because of the other demands on the bond. The planning committee did, however, prioritize transitioning to LED lighting in district buildings, including Steck. The transition to LED should decrease the load on the electrical panel and free up capacity. The facilities department is in the process of finalizing the LED installation schedule and will know more regarding the timing for Steck by the end of this school year. As a reminder, Steck is also receiving $70,000 of 2016 bond proceeds for school determined improvements and the bond will pay for cooling and ventilation improvements, galvanized piping replacement and parking lot repairs at Steck. (Steck Elementary School, 3/25/2017)
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School Budgets
If the Hickenlooper proposed K-12 budget cuts are adopted, how will that affect the district and Dora Moore in particular?
ANSWER: DPS’s financial planning, including the Dora Moore 2017-18 budget, assumes a $75 million increase in the negative factor (funding below the amount required by Amendment 23). The Governor’s budget included a lower negative factor, only $45 million. The budget recently adopted by the State Senate includes slightly more for schools. See the March 30, 2017 Chalkbeat article titled Colorado schools will see slight increase in funding under budget approved by Senate. So long as the final budget does not increase the negative factor by more than $75 million, there should be no immediate impact on Dora Moore or other district schools. As noted above, however, Colorado’s K-12 system is grossly underfunded and even the best result from the legislature is unlikely to do much to correct that. (Dora Moore, 4/10/2017)
Why do we use the dates we do for school budgeting and for choice? Would it make sense to move choice to a later date, after the date the budget for the next year is determined, so that parents have more information about the school’s budget?
ANSWER: The budgeting timeline is designed so that budgets are set and school leaders are able to hire new teachers at beginning of the Colorado teacher hiring cycle. Statistically, teachers hired earlier in the hiring cycle are more successful at a school than teachers hired later in the cycle.
The choice timeline is designed to provide parents and students sufficient time in the fall to visit and make their decisions about schools before choice begins and to provide parents, students and schools sufficient time in the spring after choice to plan for the coming year.
If we moved the budget to after choice, schools would have to hire later in the year. If we moved choice before the budget, parents and students would have less time to visit and make decisions about schools. We also would be reluctant to change the choice timeline because parents and students are now used to the current timeline and a change would be disruptive. (Hill Middle School, 4/21/2017)
What can Morey do to increase funding from the district?
ANSWER: The simplest and most reliable way for Morey to obtain more funding from the district is to increase the number of students who attend Morey. Most funding to schools is based on the number of students who attend the school. Under DPS’s Student Based Budgeting (SBB), dollars follow students and schools receive a certain amount of funding for every student in their school so that larger schools receive more funds than smaller schools. Schools are given a base per pupil amount, and then additional allocations per pupil based on factors such as the number of students at the school participating in the free and reduced lunch program, the number of English language learners, etc. To learn more about School Based Budgeting, click here. In addition to SBB funding, Morey has received special funding in recent years to help it improve. For school year 2017-18, Morey received ~$320k of budget assistance (which is equivalent to SBB funding for ~65 additional students and enough to fund almost 5 additional
44 | P a g e teachers). As Morey continues to improve, however, the additional funding will be reduced and shifted to other struggling schools. (Morey Middle School, 4/26/2017)
How would Palmer be affected by the cuts in education funding proposed in President Trump’s budget?
ANSWER: DPS estimates that Trump’s budget proposal will reduce the federal funds that DPS receives by $5-10 million per year (approximately 0.5% to 1% of DPS’s 2017-18 general fund budget of just over $1 million). The cuts will adversely affect DPS schools that receive Title I funding (schools with a free or reduced lunch population of over 60%). However, since Palmer does not receive Title I funding, the effect of the Trump budget on Palmer will be minimal. The school board adopted a Resolution Regarding the 2017 Federal Education Budget Proposal on April 20, 2017 protesting the education cuts in the Trump budget. (Palmer Elementary School, 4/28/2017)
Place student based funding is based on the count day. Place enrolls many students after the count day for which it receives no extra funding. Is there a way for Place to receive additional funding for these late enrolling students?
ANSWER: If the student is transferring from another DPS school, the funding that was to have gone to the school from which the student transferred can be moved from the other school to Place with the agreement of both principals. If the student is not transferring from another DPS school, it is possible to receive additional funding from the "budget assistance" pot of money but, because that pot is limited, money is typically available only if there is a significant influx of kids. (Place Bridge Academy, 4/28/2017)
A good number of students enroll at Steck after the student count and fall budget adjustment. Is there a way Steck can get an increase in its budget to help it educate those students? Is there any possibility that the student count process might be adjusted to help out schools whose population changes during the year?
ANSWER: If the student is transferring from another DPS school, the funding that was to have gone to the school from which the student transferred can be moved from the other school to Steck with the agreement of both principals. If the student is not transferring from another DPS school, it is possible to receive additional funding from the "budget assistance" pot of money but, because that pot is limited, money is typically available only if there is a significant influx of kids. (Steck Elementary School, 3/25/2017)
The Steck CSC would like the district to consider training and designating budget partners who specialize in small schools like Steck. Would the finance department be open to discussing that proposal with Steck?
ANSWER: Yes. Chuck Carpenter in the Finance Department would be happy to discuss this directly with Robin and/or would be willing to attend a CSC meeting. You can contact Chuck directly or contact me and I’ll facilitate. Chuck’s contact information below:
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Emily Griffith Campus 1860 Lincoln Street, 11th Floor | Denver, CO 80203 Ph 720.423.3145| [email protected]
(Steck Elementary School, 3/25/2017)
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School Specific Questions
What is DPS doing to help DLS find another building to house its middle school?
ANSWER: Our facilities staff is working closely with the DLS board in an attempt to find an appropriate middle building. As DPS-owned buildings become available, they are made available to schools under the district’s facilities allocation policy, FAP – Facility Allocation Policy. We’ve also explored a number of options for the purchase or construction of a new building for DLS. For more details, I suggest you first check with a DLS board member but if you’d like to discuss this with me directly, I’d be happy to meet with or talk to you. (Denver Language School, 4/21/2017)
What is the current and projected high school student population within GW’s boundaries? How many students is DPS projecting for George in each of the next few years? What could change those projections?
ANSWER: DPS produces student population projections for the city as a whole and for each of its six regional planning areas and sub regions within those planning regions. Student population projections are not produced for particular schools because there are too many variables, including changes in existing and opening of new programs. The 5-year projection for the Near Northeast region of which George is a part is on page 42 of the most recent Strategic Regional Analysis Note that overall student growth in the sub regions included in the George boundaries are projected to decline.
A variety of factors may affect George’s enrollment in the future, including: 1) Enrollment could increase or decrease depending on changes in the choice out rate, which is currently close to 70%. (The percentage of students who live in the George boundary but attend another DPS school. This does not include students who attend private school or another school district because we don’t have easy access to those numbers. See the bottom right grid on page 3 of George Washington High School enrollment snapshot. If the choice out rate was zero, George would have more than 2,000 students. I know George is working on decreasing choice out by marketing its high quality programs such as IB, career and technical education, speech and debate and athletics to middle schools. Please let me know if there is anything I can do to help. 2) Enrollment could increase or decrease based on improved RTD bus access, increased or reduced congestion on roads and other changes in transportation. 3) Enrollment could be affected positively or adversely by real estate development, housing prices and a variety of other demographic factors. (George Washington High School, 5/10/2017)
What are the 2016 bond projects at Hill?
ANSWER: Hill improvements funded from the bond are expected to cost approximately $4.9 million. Of the $4.9 million, $1.8 million is for projects selected by the Hill community. In addition to the community selected projects, the Hill bond projects include: Facility Maintenance – Add panic hardware; Classroom level air conditioning solution; Install Fire Sprinklers; Repair exterior soffits; Repair/update exit lighting for fire safety; Replace Fire Alarm and Detection System; Replace sewer system components; Improve existing cooling and ventilation systems
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Technology – Additional funding for student devices; Network and infrastructure; Safety investment in door hardware to support lockdown and upgrading existing systems (Hill Middle School, 4/21/2017)
When will the 2016 bond funded capital projects be completed?
ANSWER: In 2017, replacement of boiler components. In 2018, HVAC system repairs. In 2019-20, 100 seat addition, LED lighting upgrades, installation of panic hardware, repairs/upgrades to fire sprinkler system, upgrade flooring and replace IT related cooling systems PLUS school determined improvements. DPS’s facilities department will work with school leadership to organize a school-based design review advisory group for the 100 seat addition and the school determined improvements before the addition and improvements are designed. (Montclair School of Academics and Enrichment, 4/28/2017)
What improvements will be made at Palmer from proceeds of the bonds authorized at the November 2016 election?
ANSWER: In 2018, bond proceeds will be used to make repairs to Palmer’s HVAC system, to install or replace automated ventilation controls and to replace the boiler, the related storage tank and IT cooling systems. Palmer also will receive $60,000 to make improvements selected by the school community. The planning process for the school selected improvements will kick off in the fall of 2017. In 2019 or 2020, the lights at Palmer will be upgraded to LED, the fire alarm system will be upgraded, exterior doors will be replaced and panic hardware will be installed. (Palmer Elementary School, 4/28/2017)
When will the projects funded from the 2016 bond be completed?
ANSWER: Bond funding for technology purchases will be available in 2017. The other bond funded projects, including the ECE expansion, $200,000 for building upgrades selected by the Place community, LED lighting, cooling and ventilation and kitchen upgrades, currently are not scheduled until 2019 or 2020. A community advisory group that will include parents, teachers and school leadership will be formed to help design the bond funded projects. I would like to be able to tell you that the construction can be accelerated but out facilities department says it simply isn’t possible given the large number of projects they are managing and the prioritization of life-safety maintenance issues, new capacity in neighborhoods where there is rapid growth and heat mitigation projects (to bring temperatures down so learning can occur in hot buildings). I’d be happy to help facilitate a conversation directly between Place leadership or the Place CSC and our facilities department. (Place Bridge Academy, 4/28/2017)
How will the Gilpin building be used during the 2017-18 school year?
ANSWER: The Gilpin building will house the following three programs on a temporary basis during the 2017-18 school year: we are recommending that the following three users will be located in a portion of the facility: Laradon School:
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a. Program description: An accredited school offering state-of-the art academic and behavior services for school age children from birth to 21 years of age with intellectual and developmental disabilities. DPS contracts with The Laradon School to serve a number of our special needs students. b. Description of facility need: Laradon is completing a renovation of their facility in NW Denver and needs to relocate for one year while the work is completed. 70 students maximum – a portion of those are DPS students.
DPS Middle School Affective Needs Intensive center program: a. Program description: Small program serving DPS middle school students with mental health, behavior needs, and cognitive needs. b. Description of facility need: The program is moving from a building that is increasing in enrollment. As a DPS program, it is our responsibility to find a place for the program. We will continue to evaluate other longer-term facility locations for the program over the next year.
DPS Transitions Program: a. Program description: DPS Special Education program for 18-21 year olds, supporting them in post-secondary education, employment, and independent living after completing credits to graduate from high school. b. Description of facility need: Currently located in multiple locations around Denver, would like to consolidate into one location to provide more comprehensive services in one stop for students. As a DPS program, it is our responsibility to find a place for the program. We will continue to evaluate other longer-term facility locations for the program over the next year. (Downtown Denver Expeditionary School, 6/5/2017)
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School Turnaround
Where are Gilpin students going to school next year?
ANSWER: The DPS schools that Gilpin students are going to next year are described in Appendix: 2017 Choice Analysis – Gilpin Montessori School. Note that 95% of those who are staying in DPS received their first choice. (District 8 Democrats, 5/25/2017)
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Start Time
Can Morey change its school start and school end time?
ANSWER: Bell time changes are initiated by school leaders. Bell time changes should be vetted by CSC of each school. They submit their request to Transportation, who determine the feasibility of those changes and work with the school on what they can or cannot support. The Transportation guidelines for bell time changes for the 2017/2018 school year can be viewed here. As Noah mentioned in the innovation meeting, he is looking at changing start times, however the changes will not occur in the 2017/2017 school year. (Morey Middle School, 4/26/2017)
Many Place students who should do so do not attend summer school because it starts at 7:30. Could we push the start time back to 8:30?
ANSWER: We tried to change it last year, but transportation wasn’t able to accommodate the request. This year, the start time for summer school will be 9:15 with drop off at 8:45. Students will need to be at the bus stop at approximately 8:15 to 8:25 depending on the number of the route. (Place Bridge Academy, 4/28/2017)
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Supports for Subgroups of Students
What does DPS do to help students who are underperforming?
ANSWER: The goals and strategies in our strategic plan, Denver Plan 2020, are aimed at improving outcomes for all students, particularly those that are underperforming. Much of the work of supporting underperforming students is individualized for a student’s specific needs and happens at the school level. At the district level, the following work is underway: A Foundation for Success in School: We know that students who are able to read and write at grade level by 3rd grade are more likely to be at grade level in reading, writing and mathematics in 10th grade and go on to graduate from high school. o Our Early Literacy Strategy is directed toward our students who are not yet meeting this benchmark, including our English language learners. We are investing in training our ECE-3rd grade educators so that they are better prepared to teach students to read and help kids catch up. We are also funding more intervention resources for students who are behind so that they can receive one-on-one or small group intensive instruction. o Because many students enter DPS already behind, we are working with early childhood partners and the Mayor’s Office of Children’s Affairs to build a stronger web of supports for students from Birth to 8 so that they are prepared to enter school ready to learn and thrive. Support for the Whole Child: Research shows that supporting the whole child is critical to improving academic outcomes and achieving the vision that every child succeeds. Students who are healthy, supported, engaged, challenged, safe, and socially & emotionally intelligent are more likely to flourish in school. This is particularly critical for many of our underperforming students who may lack sufficient resources and opportunities outside of school. o All district schools are required to have a whole child strategy in place that meets the unique needs of the students in that school. o Voters approved an investment of nearly $15 million in additional funds for to support those whole child strategies in addition to annual general funds. These funds are distributed to every school and every student in the district. o Mental health resources have been significantly expanded in schools with high priority mental health needs. o Strong partnerships exist with a wide variety of afterschool providers throughout the metro area so that students can continue learning after the school day ends. o The DPS Student Board of Education and other student voice & engagement opportunities ensure that DPS students are engaged in the decision-making and success of the district. Close the Opportunity Gap: Like many school districts around the country, DPS sees disparities in student achievement among sub-groups of students. The opportunity gap has its roots in the lack of equitable opportunities for all students to succeed which is reflected in key indicators such as four-year graduation rates and third grade reading & writing proficiency. More than three-quarters of our students are students of color and more than one-third are English language learners. Across all of our teams and schools we are targeting efforts at closing the opportunity gaps. Here are some key examples:
52 | P a g e o Focusing our Early Literacy initiative on our students who are experiencing the opportunity gaps o Expanding access to college-level courses such as Concurrent Enrollment and AP courses so that more students of color have access to them o Increasing the quality and diversity of our teacher and school leader workforce – While nearly 80% of our students are students of color, a much smaller percentage of our teachers and our school leaders are of color. The DPS Talent Team is focused on strengthening and diversifying the pool of talent leading our classrooms and our schools through both strategic recruitment and retention. The Denver Mayor’s Office is also a strong partner with us in this work. o Strengthening partnerships with parents/families through the work of our Family and Community Engagement office and programs like our parent teacher home-visiting program, the largest of its kind in the nation o Revising our student discipline policy for our youngest learners so they are not missing valuable class time as punishment as well as providing restorative practices resources and trainings for teachers and school staff to better support these learners o Ensuring every English language learner has access to dedicated English language development opportunities in school o Advancing the option of bilingual education for those families who want their student to continue learning in their native language as well as English o Recognizing and awarding bi-literate students with the Seal of Biliteracy o Advancing the shared core value of equity across the district and taking steps to live our values such as creating an African American Equity Task Force, utilizing restorative practices, and launching an SPF equity indicator o Ready for College & Career: DPS has a goal that our students will graduate college- and career-ready. In order to support our underperforming students so that not only do they make it to graduation but they leave ready for post-secondary success, we have a number of strategies in place: o Expanding rigorous coursework such as AP, IB, and concurrent enrollment so that more students have access to them. DPS has been nationally-recognized for increasing the number of DPS students of color who are taking and passing AP courses. Students who complete concurrent enrollment courses are graduating with college-credits and, in some cases, associates degrees, which means huge financial savings on future student loans. o Interventions such as Math Fellows: For students grades 2-9 that are underperforming in critical coursework such as math and literacy, DPS offers small group tutoring through programs such as Math and Literacy Fellows. o Student Engagement Initiative: Academic achievement and college and career readiness are correlated with success in other areas such as increased attendance, reduced drop-out rates, and positive relationships with adults and peers. The Student Engagement Initiative put in place strategic investments in high quality programming for high school students that provides a wide range of opportunities that encourage student participation and increased student engagement, such as athletics programs and equipment, extracurricular activities and college readiness supports (course expansion, exam fees, tutoring, prep supports). o DPS CareerConnect: DPS prepares students for careers by offering engaging, project- based courses and experiential learning opportunities in a variety of relevant career
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pathways through a program we call DPS CareerConnect. These aren’t your typical lecture-style classes; students connect key academic concepts to career applications and get to demonstrate what they’ve learned through hands-on projects. Students typically take introductory courses in the beginning of high school and then progress to more specialized classes and internships in an industry of their choice throughout their high school career. The program also includes supports such as career mentoring to support students as they learn and develop. DPS CareerConnect students graduate from DPS with college credit, industry experience, in some cases industry accreditations, as well as invaluable soft skills that will aid their success in both college & career. Students who are underperforming in traditional coursework often benefit from CareerConnect because academic learning is clearly connected to real-world skills and courses provide a clear pathway to post-secondary opportunities. o Pathways Schools: For students who will be more successful in smaller, more specialized settings, we have developed more than 20 alternative pathways high schools. These schools serve an estimated 4,000 students annually and their graduation rates are rising. Great Schools in Every Neighborhood: Our main goal is to have great schools in every neighborhood in the District. All students deserve a great school in their neighborhood regardless of where they live. In addition to all of the work described above we have strategies, policies, and investments in place driving toward this goal: o Intensive Supports to Underperforming schools . Schools that face the biggest challenges receive the most intensive support from district staff in order to help better serve the students in that school and aide the school on a path toward continuous improvement. This includes both staff time spent working with the school as well as, in some cases, prioritized funding and other resources. o Flexibility . The district believes that decisions about how to support students and utilize school funds are best made at the school-level by the school leader and the community rather than a central administration. Ninety-five percent of district funds go directly to schools or to services that directly support students and schools. Over the past few years DPS has devolved more and more funds as well as decisions directly to the school. School leaders are now able to select their own curriculum, assessments and professional development resources, rather than have these decisions mandated centrally. o Leadership & Teaching . Teacher Leadership: The goals of Teacher Leadership and Collaboration is to spread great teachers’ impact beyond each single classroom. Highly effective teachers are given the opportunity to coach and grow other teachers in their schools while also continuing to teach their own classroom of kids. This transformation and distribution of leadership within the school expands the reach of our strongest teachers, improves instruction across all classrooms and contributes to our pipeline of strong leaders prepared to lead DPS schools across the district. . Data-Driven Instruction and Personalized Learning: In order to realize our vision of classrooms that are joyful, rigorous and personalized, the District has a strong
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data culture in place so that instruction is informed by data and can be personalized to meet the unique needs of students. . Culturally-Responsive Education o Culture: The DPS community has 6 shared core values (Students First, Accountability, Collaboration, Integrity, Equity, and Fun) that guide our work toward realizing over vision of Every Student Succeeds. Equity, Accountability and Students First ensure that underperforming students and student groups do not get overlooked. (Denver Green School, 5/23/2017)
What does DPS do to provide additional resources to low income students?
ANSWER: National research and DPS data show that, compared to middle class children, children in poverty have less exposure to books, sophisticated language, academic learning and educational opportunities outside of school; are significantly more likely to have suffered life traumas; are more likely to report being bullied; and are less likely to have access to mental health services. One telling symptom of these cumulative disadvantages in DPS is the fact that our students who are in poverty are significantly more likely to have been suspended or removed from the classroom for behavioral issues, as documented in the two charts attached to this email. With all of these and other disadvantages, it is no surprise that the research shows that the cost of providing the services required to support the education of a child in poverty is at least 30% to 40% higher than the cost of educating a middle class child. You can learn more at Augenblick, Palaich and Associates, Colorado School Finance Project “Update to Colorado Costing Out Study” 2013 and Carey, Center on Budget and Policy Priorities, Education Funding and Low Income Children: A review of Current Research, which describes research concluding that the ratio should be much higher than 30-40%.
In spite of the fact that DPS currently allocates approximately 16% more funding to children in poverty through weights embedded in our student based budgeting formula, large gaps continue to exist between the performance of DPS students in poverty and middle class students. The district has implemented a variety of programs to try to reduce the gaps. One of the most promising is a program, begun in 2013, that provides additional mental health supports to highest needs students and has significantly increased attendance and reduced out-of-school suspension rates, both of which correlate directly with improved academic performance.
Additionally, DPS will use funds from the 2016 voter-approved mill levy to provide additional whole child supports to all DPS students in all schools but will target funding to the students that have the highest needs, allocating the money at a 4:1 ratio to students who qualify for free and reduced lunch and at a 6:1 ratio to students whose families are receiving direct governmental assistance.
Based on national studies and national data supporting the conclusion that quality social and emotional supports are critical to student success (follow this link: Collaborative for Academic, Social, and Emotional Learning study) and DPS specific successes with increased social and emotional supports for DPS students in poverty, DPS believes that the additional funding for students in poverty resulting from the targeting of whole child funds will increase the chances that we can begin to close some of the achievement gaps between students in poverty our middle class students. The targeted whole child funding, together with similar targeting of 2016 mill levy money for early reading programs, will increase the difference in overall funding for students in poverty compared to middle class students
55 | P a g e from the current approximately 16% to approximately 28%. This is still below the recommended 30% to 40% differential, but we believe it is a step in the right direction.
2016 Mill funding is also being used to expand summer learning options for low-income students who might not otherwise have access to summer opportunities. And throughout the school year, many of our after school partners provide much needed afternoon and evening program for our most vulnerable students throughout the district. Even more supports are delivered at a school-level to meet the unique needs of each school community. Many schools seek further resources through grants that are specifically designed to target supports to low-income students. (Denver Green School, 5/23/2017)
How does DPS provide services to special education students?
ANSWER: The district is committed to providing a quality educational experience based on the individual needs of each child. If there is a barrier to a student receiving a free public education, our Student Equity & Opportunity team is here to help to remove that barrier. This includes for both gifted and talented students as well as special needs students
Special education services provide specialized instruction for students to minimize the impact of their disability through a continuum of services, ranging from services provided in a general education classroom to fully contained classroom settings. In addition to special education teachers, students with disabilities may receive supports from paraprofessionals, nurses, school psychologists, social workers, speech therapists and physical therapists. The goal is to provide services that allow students with disabilities to acquire the skills to pursue independent living and post-secondary readiness. More information on available resources can be found here.
In addition to in-school supports, the Exceptional Students team helps to connect students and families to resources available outside of school. Our Special Education Family Liaisons assist families in advocating for their children; bridge communication between schools, medical service providers and outside community agencies; identify school and community resources needed to improve outcomes for students with disabilities and assist families in connecting with those resources; and coordinate activities with various disability groups or community agencies and DPS Special Education.
The DPS Special Education Advisory Council exists to educate families on special education topics and inform them of proposed legislation concerning special education. The council is made up of parents of individuals with disabilities, educators, administrators and representatives from a variety of related agencies. All members have an interest in the quality of education received by children and youth with special needs. The council builds relationships and connections through shared experiences.
Finally the district provides transition supports for students with special needs aged 18-21. The transition program helps students access post-secondary education, employment and independent living options after they complete credits required for high school graduation. Students receive an individualized assessment and service to identify the steps they need to take to prepare for life after high school. (Denver Green School, 5/23/2017)
Why are whole child mill levy funds targeted?
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ANSWER: National research and DPS data show that, compared to middle class children, children in poverty have less exposure to books, sophisticated language, academic learning and educational opportunities outside of school; are significantly more likely to have suffered life traumas; are more likely to report being bullied; and are less likely to have access to mental health services. One telling symptom of these cumulative disadvantages in DPS is the fact that our students who are in poverty are significantly more likely to have been suspended or removed from the classroom for behavioral issues, as documented in the two charts attached to this email. With all of these and other disadvantages, it is no surprise that the research shows that the cost of providing the services required to support the education of a child in poverty is at least 30% to 40% higher than the cost of educating a middle class child. Augenblick, Palaich and Associates, Colorado School Finance Project “Update to Colorado Costing Out Study” 2013. See also Carey, Center on Budget and Policy Priorities, Education Funding and Low Income Children: A review of Current Research, which describes research concluding that the ratio should be much higher than 30-40%.
In spite of the fact that DPS currently allocates approximately 16% more funding to children in poverty, large gaps continue to exist between the performance of DPS students in poverty and middle class students. The district has implemented a variety of programs to try to reduce the gaps. One of the most promising is a program, begun in 2013, that provides additional mental health supports to highest needs students and has significantly increased attendance and reduced out-of-school suspension rates, both of which correlate directly with improved academic performance.
The citizen planning committee that designed the 2016 ballot questions, in recognition of the need for increased funding for students in poverty in general and for additional funding targeting at social and emotional supports for these students in particular, specifically stated in its report to the board recommending the mill levy that the whole child money from the mill levy was to include “targeting for those with high priority needs.” See page 31 of the June 2 Community Planning Advisory Committee Bond and Mill Levy Recommendations, which you can read by following this link: Planning Committee Recommendations to School Board. Based on the recommendation of the citizen planning committee and internal staff work, DPS will use the 2016 mill levy money to provide additional whole child supports to all DPS students in all schools but will target funding to the students that have the highest needs, allocating the money at a 4:1 ratio to students who qualify for free and reduced lunch and at a 6:1 ratio to students whose families are receiving direct governmental assistance.
Based on national studies and national data supporting the conclusion that quality social and emotional supports are critical to student success (follow this link: Collaborative for Academic, Social, and Emotional Learning study) and DPS specific successes with increased social and emotional supports for DPS students in poverty, DPS believes that the additional funding for students in poverty resulting from the targeting of whole child funds will increase the chances that we can begin to close some of the achievement gaps between students in poverty our middle class students. The targeted whole child funding, together with similar targeting of 2016 mill levy money for early reading programs, will increase the difference in overall funding for students in poverty compared to middle class students from the current approximately 16% to approximately 28%. This is still below the recommended 30% to 40% differential, but we believe it is a step in the right direction.
Denver School of the Arts' whole child mill levy funding for 2017-18 will be $38,000. DSA also will receive $39,000 for gifted and talented programming (the highest amount for any 6-12 school in the district) and will have access to a ¼ time gifted and talented teacher. Central staff also will provide
57 | P a g e support from the central budget for twice-gifted, twice-exceptional and other students who have 504 plans or Individualized Education Plan/IEPs. We also are pleased to note that DPS’ student services team has scheduled a half day training for school mental health providers on meeting the needs of gifted, talented and twice-gifted students in April to ensure all staff are trained in best practices; that all DSA 6th and 9th graders this year completed the DPS provided Signs of Suicide curriculum; and that all DPS students have access to the district’s Safe2Tell anonymous tip line.
We hope this information helps explain why the whole child money is being targeted to students in poverty. We apologize for the fact that more information about the targeting, in addition to the targeting language included in the citizens' committee recommendation, was not more clearly communicated to you earlier. We also hope you understand that there are always more demands on our limited resources than we can possibly meet and that, with 94,000 students, every one of whom deserves the best, every decision to spend money one way always includes a difficult choice not to be able to spend it on something else. (Denver School of the Arts, 4/13/2017)
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Teacher Compensation and Retention
How do Denver Public Schools teacher salaries compare to salaries in other Denver metro school districts?
ANSWER: As described in more detail in the document in the Appendix “Teacher compensation comparison,” after taking into account ProComp and other incentives and stipends, Denver teacher salaries are very competitive and in many cases at or near the high end for teacher salaries in the Denver metro districts. (Montclair School of Academics and Enrichment, 4/28/2017, Cherry Creek North Neighborhood Association, 6/2/2017)
How do DPS teacher salaries compare to teacher salaries elsewhere in the United States?
ANSWER: DPS teacher salaries are very competitive in the Mountain West region, somewhat competitive with urban areas in the central part of the country, and less competitive if we compare ourselves to urban areas on the coasts. (Cherry Creek North Neighborhood Association, 6/2/2017) What programs does DPS have to retain teachers?
ANSWER: DPS teacher retention efforts are described in the document Denver Public Schools Teacher Retention Efforts. See Appendix. (Place Bridge Academy, 4/28/2017)
How do we reward high performing schools like Steck and teachers in high performing schools?
ANSWER: Up until the 2014-15 school year, ProComp beneficiaries (teachers and school support personnel – social workers, psychologists, etc. who have not opted out of ProComp) working in green or blue schools received a bonus (payable in the fall of the next school year) if their schools were rated blue or green overall on the SPF (Top Performing or TP) and a High Growth bonus if their school was rated blue or green for growth on the SPF (High Growth or HG). For 2011-12, the bonuses were $2,427.33 for Top Performing and $2,427.33 for High Growth; for 2012-13, $2,439.55 for Top Performing and $2,439.55 for High Growth; and for 2013-14, $2,480.97 for Top Performing and $2,480.97 for High Growth. The Transition Team, which determines the amount of the bonuses and is composed of an equal number of DCTA and DPS administration members, decided that, beginning with the bonuses payable for the 2014-15 school year, the TP and HG bonuses would be combined into a single bonus payable to ProComp beneficiaries who work in schools that are rated either green or blue overall or are rated green or blue for growth. The combined TP/HG bonus for 2014-15 was $5,100.87; and for 2015-16 was $4,020. The bonuses were combined, in part, because there was significant overlap between TP and HG and because the amount of money available for individual ProComp bonuses has decreased as a result of lower returns on investment of fund balances and increases in the number of ProComp beneficiaries. The size of the bonus for 2016-17 won’t be determined until the 2017 SPF is published and the amount available is divided by the number of beneficiaries who qualify. (Steck Elementary School, 3/25/2017)
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Are all teachers in all DPS schools (traditional, innovation and charter) covered by PERA?
ANSWER: All teachers in all DPS schools (traditional, innovation and charter) are covered by PERA except teachers at a few charter schools that were established before the DPS pension fund was merged into PERA in 2010 and opted out of the merger. For more information about PERA, go to: www.copera.org. Please note that, as a result of smart pension financing decisions made by prior DPS school boards, the pensions of DPS teachers are significantly more secure than the pensions of teachers in all other Colorado school districts. (The DPS pension fund is funded at 133% of the funding level for the pension fund for other Colorado school districts, 82.1% for DPS, compared to 60.7% for other Colorado school districts, based on PERA’s latest financial report.) For more information on the funding of Colorado PERA, click here. (Winston Downs HOA, 5/25/2017)
How much are DPS teachers paid? How does DPS teacher pay compare to other metro districts?
ANSWER: DPS teacher salaries are at or near the top for the metro area. See Appendix Teacher Compensation Comparison. (Winston Downs HOA, 5/25/2017)
What is DPS doing to retain its best teachers?
ANSWER: We spend a lot of time and energy on efforts to retain best teachers, including the long list of programs and actions described in the attached document entitled Key retention-related efforts. As a result of these and other efforts to make DPS a great place to work, the retention rate for our most effective teachers is close to 90%. See Appendix Teacher Retention Comparison. (Winston Downs HOA, 5/25/2017)
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Teacher Leadership Collaboration (TLC)
Can Place receive funding for TLC leaders who coach other teachers but do not evaluate them?
ANSWER: No. One of the primary purposes of the TLC program is to empower teachers by giving them more responsibility for management of the school. Management responsibility includes evaluation of teachers. We understand that this is a big change for many teachers and school communities, but if teachers are going to be more involved in the management of our schools, they need to be involved in evaluation as well as coaching. For what it’s worth, when we survey teachers in schools in which the TLC program has been implemented, we receive very positive feedback. For a description of TLC, see http://teacherleader.dpsk12.org/. For a description of the feedback received from teachers in schools in which TLC has been implemented, see http://teacherleader.dpsk12.org/meet-a-teacher-leader. (Place Bridge Academy, 4/28/2017)
The teachers at Steck are reluctant to become teacher leaders because they do not want to evaluate other teachers. Could Steck receive teacher leader resources for leaders who coach other teachers but do not evaluate them?
ANSWER: No. One of the primary purposes of the TLC program is to empower teachers by giving them more responsibility for management of the school. Management responsibility includes evaluation of teachers. We understand that this is a big change for many teachers and school communities, but if teachers are going to be more involved in the management of our schools, they need to be involved in evaluation as well as coaching. For what it’s worth, when we survey teachers in schools in which the TLC program has been implemented, we receive very positive feedback. For a description of TLC, see http://teacherleader.dpsk12.org/. For a description of the feedback received from teachers in schools in which TLC has been implemented, see http://teacherleader.dpsk12.org/meet-a-teacher-leader. (Steck Elementary School, 3/25/2017)
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Testing
What is the process for opting out of the annual state-required PARCC tests?
ANSWER: Opt outs from PARCC are governed by state law. Parent/guardians have a right to opt their student out of state assessments. The procedure for opting out is described in our Parent Guide to Assessment. Parents who wish to opt their student out of one or more of the state assessments may do so by filling out the district’s parent opt-out application. Parents may opt out twice a year, in the fall and spring, through the school’s Parent Portal. Parents are encouraged to discuss the process with their school principal. Please note: The online opt out closes a couple weeks prior to testing so schools can prepare for testing. However, at any time up until the day of testing, parents can send a letter to the teacher or principal requesting that their child be opted out of testing and schools enter the opt out information directly into the district system (Infinite Campus). This is the best option for those parents who wish to opt out after the online process or who have no or limited access to the internet. (Denver Green School, 5/23/2017)
Does opting out of PARCC affect the school?
ANSWER: As stated above, parents have a right to opt their students out of state assessments. However, opting out of testing can impact the school in various ways: Most critically, assessments are designed to provide valuable information on whether or not students are on track to graduate prepared for college or career. This information is valuable to schools and teachers to understand what is working and what is not working in terms of curriculum, instruction, professional development and school leadership. Teachers use the assessment data to adjust their instruction. When students opt out of assessments, valuable data for individualized instruction and school strategic planning is missed. While state assessments do not try to measure all of the learning students engage in throughout the year, they are a reliable annual measure of student achievement. Opt outs can impact a school’s School Performance Framework (SPF) score through the School PARCC Participation Rate measure: Students who opt out are included in the denominator of the measure when determining the school’s participation rate in PARCC testing (i.e., # of students who took the PARCC assessment, divided by # of students eligible to take the PARCC assessment). This measure then impacts a school’s status measures (or raw numerical scores) on the SPF: o If the school’s PARCC participation rate is 95% or more, the status measures only use the scores of the students who took the PARCC exam. o However, if the school’s PARCC participation rate is below 95%, a portion of the students who did not participate are counted as zero when calculating the status measures. (The portion is determined by multiplying the number of students in the school by (95% minus the school’s participation rate).) o We use the participate rate measure because it is aligned with both federal and state requirements (100% and 95% participation, respectively). It dis-incentivizes schools from bad practices such as encouraging students that they suspect may perform less well on assessments to opt-out or not show up on testing days.
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o Please note that students who opt out of PARCC testing do not affect SPF growth measures (growth is how much a student improves from year to year compared to students with similar PARCC test scores from the previous year). A lower SPF score can reduce the amount of money the school receives from the district and can lower the amount of money teachers who work in the school are paid through ProComp. To date, we have very low incidence of opt-outs across the district. A majority of DPS schools meet the 95% participation rate each year. (Denver Green School, 5/23/2017)
Can students opt out of interim assessments?
ANSWER: Similar to state assessments, interim assessments provide valuable information for students, parents and educators on whether students are mastering grade-level content and are on track to graduate prepared for the college or career. And like state assessments, interim assessments inform school and district personnel on where to improve curriculum, instruction and leadership in order to better serve students. Interim assessments are formative assessments meaning that they provide feedback to teachers and students to adjust ongoing teaching and learning in order to improve students’ achievement of intended instructional outcomes. These assessments are done by a teacher in the classroom for the specific purpose of diagnosing where students are in their learning, where gaps in knowledge and understanding exist, and how to help both teachers and students improve student learning. Please visit this page to learn how assessments are used and which assessment your student may take: http://standards.dpsk12.org/wp-content/uploads/2016/07/Assessments-Overview_English.pdf. Similar to state assessments, students have the right to opt out of interim assessments using the same process as described above. However, please note that we do have a very small number of schools are that are using iReady or iStation as part of their curriculum material. School who use these comprehensive learning programs include interim assessments embedded into the curriculum and students at those schools cannot opt-out of those assessments. (Denver Green School, 5/23/2017)
What standardized tests are required in high school? How do student scores affect the school?
ANSWER: In 2017-18, 11th grade students will take the SAT and the CMAS science test. 10th graders will take only the PSAT and 9th graders will take only a version of the PSAT. The DPS School Performance Framework includes both status and growth measures based off of each of these assessments. The SPF rating is based on multiple factors, including student performance. ProComp is a performance-based teacher compensation system. Teachers who are able to demonstrate high performance in their classrooms through student performance are given greater compensation under ProComp than teachers who have low student performance. (Denver Green School, 5/23/2017)
What are the rules for opting out of PARCC?
ANSWER: Opt outs from PARCC are governed by state law. DPS is not permitted to impose negative consequences on students who opt out or to do anything that discourages students from taking the test. The procedure for opting out is described in the Parent Guide to Assessment (Hill Middle School, 4/21/2017)
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How do opt outs effect SPF scores?
ANSWER: Students who opt out are included in the denominator for purposes of determining the school’s participation rate. If the school’s participation rate is 95% or more, the scores of only the students who took the test are counted for purposes of SPF status measures (status is raw scores). If the school’s participation rate is below 95%, a portion of the students who opt out are counted as zero. The portion is determined by multiplying the number of students in the school by (95% minus the school’s participation rate). Students who opt out do not affect SPF growth measures (growth is how much a student improves from year to year compared to students with similar PARCC test scores from the previous year). (Hill Middle School, 4/21/2017)
If a student is in a special subgroup (for example, special ed., FRL, ELL, student of color) does the student get counted more than once?
ANSWER: Yes, so that schools are held accountable for the performance of students in each of these subgroups. The Colorado Department of Education attempted to combine these subgroups for the SPF last year but abandoned the attempt after push back from more than 15 education advocacy groups. (Hill Middle School, 4/21/2017)
Why not schedule all state testing on the last day available under the state’s rules so that students have completed as much of their yearly instruction as possible before the test?
ANSWER: Schools have flexibility in scheduling testing dates. Everything else being equal, schools should choose the latest date possible so that students have completed as much of their yearly instruction as possible before the test. There are a number of factors that school leaders and central office staff who assist school leaders with testing have to take into account in setting the schedule so that testing is completed by the deadline, including the number of students testing, the number of available testing devices, what rooms are available for testing (regular testing, make-up testing, accommodated sessions), how many students require special accommodations and when and where are those students tested, the time required to complete each unit of testing and the school’s daily schedule. See additional information on online assessments here. (Montclair School of Academics and Enrichment, 4/28/2017)
PARCC is in English and Spanish. Place has many students whose first language is something else. Can these students be excused from PARCC testing until they have some fluency in English or Spanish?
ANSWER: ELL students who are in the first year of their enrollment in a US school are exempt from taking the PARCC English Language Arts test. They are, however, required to the test for their grade level in other content areas. The tests in other content areas can be translated into a student’s native language if there is a staff member available to do the translation. Other accommodations also are available for ELLs, including additional time, word to word dictionaries and having the directions translated into their native language. The PARCC test rules are established by the state, not DPS. (Place Bridge Academy, 4/28/2017)
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PARCC testing is on a computer. Many Place students are not familiar with computers. Can Place test students on paper?
ANSWER: A school may apply to test on paper instead of the computer but must do so well ahead of the testing date. This year the normal application date for paper tests was in November but was extended for ELLs and 3rd graders until March. Significant resources are required to switch from computer to paper based testing, including additional training for those administering the paper tests. (Place Bridge Academy, 4/28/2017)
How are social studies test results used and how is student growth in social studies tracked given that state social studies tests are administered to one-third of Colorado students every three years and language arts and math tests are administered every year?
ANSWER: According to the DPS Academic Research and Evaluation department, DPS and all other Colorado school districts are required by state statute to administer state tests in language arts, math, science and social studies. The social studies test are administered on a sampling basis to 1/3 of students in 4th and 7th grades. Until this year, 1/3 of 11th graders were also tested. This year, the state is investigating whether the history/social studies sub-score on the SAT that all 11th graders will take is a reliable measure of students’ social studies knowledge in high school. The sampling results of the social studies tests provide information that DPS uses to measure the level of knowledge of Denver students compared to students in other Colorado school districts and to measure changes in that knowledge over time, both of which are valuable in determining whether DPS’s social studies programs are effective and to guide improvements. Individualized reports also are provided to each student who takes the test. Because of the sampling methodology, however, the social studies tests cannot be used to produce growth data similar to that available for language arts and math, i.e., data that shows how much each student and groups of students learned in any one year compared to other similar students. The use of sampling for social studies was a compromise between those who wanted more complete data regarding social studies knowledge and those who wanted to minimize testing. The compromise was influenced by that fact that, of the four areas in which state testing is required, social studies is the only one not required by federal law. (Teller Elementary School, 5/25/2017)
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Transportation
What has DPS done and what is DPS planning to do in the future to provide transportation to make choice work better for all students?
ANSWER: A recent Chalkbeat article contains a good description of what DPS has done to provide transportation for choice and some of the continuing challenges. I’ve frequently pushed for expanded transportation for choice but have not been successful because transportation is expensive, our resources are limited (as you know Colorado K-12 is grossly underfunded, somewhere between 42nd and 48th in the nation) and resources devoted to transportation are not available for the classroom or other uses. We could ask Denver voters for a tax increase dedicated to transportation. I’d be happy to discuss this in more detail but remember that our voters just approved a large tax increase to fund our schools last November. (Dora Moore, 4/10/2017) (Morey Middle School, 4/26/2017)
At George, lack of transportation is a big reason for attendance issues. Is the district doing anything to solve for high school transportation issues?
ANSWER: DPS currently serves 4,900 high school students with district yellow buses and 2,500 high school students with district-funded RTD passes. Some schools purchase additional bus passes to support/reward attendance or to provide choice access; DPS’s central office does not have good information on the bus passes purchased by individual schools. DPS’s total currently is of $24.8 million and has grown by approximately 15% over the last 3 years. This is money that is not spent in the classroom.
The 2016 mill levy includes $400,000 per year to increase transportation for low income students. One possible use of this money is buying additional RTD passes for students, increasing the amount that DPS spends from $800,000 to $1.2 million. DPS, the City of Denver and several community partners, including Together Colorado and the Donnell-Kay Foundation, have been negotiating with RTD to find a creative way to provide significantly more bus passes for high school students. One way to accomplish this in a cost effective manner would be to allow DPS to purchase student passes through a program similar to the RTD EcoPass program that is available to employers. The RTD negotiations are currently stalled. RTD has referred the DPS proposal to a Pass Study Working Group that is evaluating all of RTD’s pass programs and may not be making recommendations to the RTD board for several months or perhaps years. Nicole Portee, DPS’s Executive Director of Transportation, sits on the working group along with several City representatives. DPS, the City and our community partners have not been successful in convincing the RTD board to speed up the negotiations regarding student passes. Efforts to encourage RTD to cooperate are being coordinated by Together Colorado and the Donnell-Kay Foundation. If you’d like to join the effort, please reach out to Meghan Carrier ([email protected]) and Matt Samelson ([email protected]). (George Washington High School, 05/10/2017)
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Is there a special program to provide bus service or RTD passes to help residents of Denver Housing Authority projects get to DPS schools (district-run and charter)? If there is no district program, can the central office help individual schools provide this service?
ANSWER: Elementary and middle school students in DPS run schools who live outside the walk distance (1 mile for elementary and 2.5 miles for middle school) are provided yellow bus service to their right to attend (boundary) school. High school students who live outside the walk distance (3.5 miles) and are attending their right to attend (boundary) school are provided RTD bus passes. Charter school students generally do not receive DPS transportation services unless their school purchases transportation services from DPS. All students in both district run and charter schools are provided transportation within certain special transportation zones – the Success Express in the near northeast, far northeast, west and southwest, the middle school zone in Park Hill and Stapleton and the elementary school zone in the southeast. Students who live in Denver Housing Authority projects may access transportation services under the rules described above but there is no special transportation program specifically designed for them. DDES does not currently purchase transportation services from DPS but could do so to provide service to and from Denver Housing Authority projects or for other students. (Downtown Denver Expeditionary School, 6/5/2017)
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Use of Bond Proceeds
How did DPS use the 2012 Bond proceeds?
ANSWER: The use of the 2012 bond proceeds is described at http://bond.dpsk12.org/2012-bond- project/
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Appendix
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DPS vs State SPF
Denver Public Schools and State of Colorado School Perormance Frameworks
Both the District and the State have Performance Frameworks used for school accountability. In some cases, the key indicators on the DPS School Performance Framework and the CDE SPF are similar, though the calculations used can be different. However, most of the DPS SPF measures are unique, and are not included as part of the State’s measure of accountability. This document outlines the two sets of measures, and highlights those unique to DPS and their alignment with the Denver Plan 2020.
Denver Plan 2020 Goals Key
A Foundation for Success In School
Ready for College and Career
Support for the Whole Child
Close the Opportunity Gap
Similar Measures Denver Plan Goal DPS State Alignment CMAS Growth Are students at the school making more growth than compared to their academic peers across the state? CMAS Growth Benchmark Gaps - ELL, FRL, SoC Are all students meeting growth expectations? PSAT/SAT Growth Are students at the school making more growth than compared to their academic peers across the state? Best-of Graduation Rate Are schools graduating most students? Best-of Graduation Rate Gaps Are schools graduating all students? Dropout Rate Do schools have limited numbers of students dropping out?
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Similar Measures – Different Methodology DPS vs. State Denver Plan Goal DPS State Alignment Participation Penalty Addition of No Scores in status measures when participation in state assessments is below 95% Drop in overall rating if participation is below 95% in two or more content areas
CMAS Status Are students meeting or exceeding state standards? Does the average scale score of students meet state expectations? CMAS Status Benchmark Gaps - ELL, FRL, SoC Are all students meeting proficiency expectations?
Does the average scale score of all students meet state expectations? CMAS Growth Benchmark Gaps – Students with Disabilities (SwD) Do SwDs at DPS schools make more growth than SwDs in the state?
Do SwDs at DPS schools meet state growth expectations? PSAT/SAT Status Are students meeting district benchmarks in each content area (Reading, Writing, Math)? Does the average overall composite scale score of students meet state expectations? Attendance Are students meeting the district benchmark attendance rate?
Are rates for chronic absenteeism decreasing?
Unique Measures – DPS Denver Plan Goal DPS State Alignment CMAS Catch-Up/Keep-Up Growth Are students who are below grade level catching up toward proficiency? (Catch-up)
Are those at proficiency maintaining it? (Keep-Up) CMAS Status Within School Gaps - ELL, FRL, SoC Within schools, are proficiency gaps small to non-existent? CMAS Growth Within School Gaps - ELL, FRL, SoC Within schools, are growth gaps small to non-existent? CSLA Growth (Spanish Literacy) Are Spanish speaking students meeting district growth expectations? ACCESS Growth Are English Language Learners (ELLs) at the school acquiring English better than their academic peers? Are English Language Learners (ELLs) acquiring English at an expected pace?
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Early Literacy Catch-Up/Keep-Up Growth Are students reading below grade level at the beginning of the year catching up over the course of the school year? Early Literacy Status Are students reading at grade level? Early Literacy Growth Gaps – ELL, FRL, SoC Are all students reading below grade level at the beginning of the year catching up over the course of the school year? Early Literacy Growth Within School Gaps - ELL, FRL, SoC, SwD Within schools, are growth gaps small to non-existent? Early Literacy Status Gaps – ELL, FRL, SoC, SwD Are all students reading at grade level? Early Literacy Status Within School Gaps - ELL, FRL, SoC, SwD Within schools, are growth gaps small to non-existent?
Post-Secondary Growth Are schools increasing graduation rates? Are schools increasing their rates of students on track to graduate? Are students enrolling in more college credit bearing courses? Are more students earning college credit in high school? Are more students entering college remediation free? Post-Secondary Status Are students on track to graduate? Are students enrolling in more college credit bearing courses?
Are students earning college credit in high school? Are students entering college remediation free? Parent Satisfaction Do parents feel engaged and satisfied? Student Satisfaction Do students feel engaged and satisfied? Dynamic Learning Maps (DLM) Growth Are students with significant cognitive disabilities making growth? Center Based Program Bonus Do schools house a center program for SwD? Similar Schools Measures- CMAS Growth, CMAS Status, SAT Status, College Remediation How do schools perform relative to demographically similar schools?
Unique Measures – State Denver Plan Goal DPS State Alignment College Matriculation Do the district’s graduates enroll in college in the year immediately following graduation?
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Early Literacy Bonus Are students that are reading significantly below grade level in grades K-3 meeting proficiency expectations by on the CMAS Literacy assessment by grade 3?
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School Performance Framework Differences
Measuring Performance: Differences in DPS and Colorado School Ratings Denver Public Schools’ School Performance Framework (DPS SPF): ● First issued in 2008, the Denver SPF pre-dates the state’s rating system and is intentionally designed to be a more robust picture of the characteristics of high-performing schools. ● DPS considers several measures the state does not, including indicators of early literacy, growth of our English language learners, indicators of success after high school graduation and parent and community engagement indicators. ● We think it’s important to look at progress in education beyond state-tested grades so that we are including all of our students to the extent possible. ○ The DPS SPF uses three frameworks depending upon the type of school: Traditional, Intensive Pathway (Alternative Schools) and Early Education.
Colorado School and District Performance Framework (state SPF): ● The state SPF provides a consistent set of indicators and measures for schools and districts across Colorado. ● The state SPF includes traditional and alternative school ratings but does not include an early education rating. Typically, the state defers to a district on alternative school ratings. ● Both the state and DPS frameworks use a color-coded rating system; however, the names and number of ratings available differ:
DPS SPF Ratings STATE SPF Ratings
Distinguished Performance
Meets Expectations
Accredited on Watch Improvement
Accredited On Priority Watch Priority Improvement
Accredited On Probation Turnaround
How the state and DPS frameworks are used: ● The DPS SPF is the district’s chief school performance measure and informs decisions such as the level of school supports and whether a school may be considered for restart or closure.
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● A state SPF is issued for every Colorado district and school. It is used to determine a school’s status on the state Accountability Clock, which can ultimately lead to school closure.
Can a school receive a different state and DPS rating? What happens then? ● Yes. Each year, a number of DPS schools receive a state rating that is higher or lower (typically, higher) than the district rating. In 2016, we observed over a third of Denver schools received a different rating on the DPS SPF. ● In cases, where accreditation ratings differ between the state and DPS, DPS will appeal to the state to use the DPS accreditation rating.
We believe the DPS SPF is a better representation of what we value in a school, including academic growth, reducing achievement gaps, parent and family engagement, and how much our high schools improve in their ability to prepare groups of students for college and career over time.
The DPS SPF is aligned to the rigorous goals of the Denver Plan 2020: ● We are focused on providing great schools in every neighborhood as measured by our SPF. A high- performing school includes measures not found on the state SPF, such as equity (identified in 2016, included in the calculation in 2017) and postsecondary readiness (growth). ● We are committed to providing a strong foundation for our students by emphasizing strong early literacy skills. We have increased the number of measures in our SPF that focus on early literacy. In the state SPF, early literacy data is only focused on students significantly below grade level. ● We are committed to fostering the growth of the whole child so we value the voices of our parents and students by including parent and student engagement indicators. ● We have prioritized closing the opportunity gap between our white students and students of color. In adding an equity indicator, members of our community can better see how schools are serving all students, regardless of ethnicity, background or ability. We are working to prepare all students for success in college and career. ○ Our SPF measures how much a high school improves in its ability to prepare groups of students for college and career over time. ○ Our SPF measures different areas for whether students are ready for college and career (postsecondary readiness status), including college remediation, students that are on-track to graduate and postsecondary pathways such as AP classes or concurrent enrollment. We include a more comprehensive set of postsecondary measures, including growth.
Additional details about the differences in the DPS and state SPF:
DPS SPF Indicators CDE SPF Indicators
Growth Academic Growth
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• Calculate Catch up/Keep Up • No longer calculate adequate growth (changes in CMAS performance • Disaggregated growth is now included in this bands) indicator • Include ACCESS Trajectory
Student Achievement (Status) Academic Achievement (Status)
• Disaggregated groups has • Disaggregated groups is now included in been included in Status Status
• Early Literacy data looks for • Early Literacy data is only focused on students students at grade level significantly below grade level
Equity (hold harmless in 2016 but n/a incorporated in 2017)
Postsecondary Readiness Growth Postsecondary and Workforce Readiness
• Cut points are different Postsecondary Readiness Status • Do not use transcript measures • College remediation measure for both status and • Includes College Matriculation growth
• On track to graduation
• Look at postsecondary pathways (IB, Concurrent enrollment, AP)
Parent & Student Engagement & Satisfaction n/a
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2016 DPS Employee Snapshot FINAL
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Denver Public Schools: November 2016 Workforce Snapshot
Who Plays for Team DPS? Our highest priority is making sure that our students have great teachers, leaders and support staff to help them be college and career ready. We have more teachers per student than other major districts. 3% of our employees are central (support) team employees and a portion of these are grant funded. Together we comprise Team DPS.
Instructional Support FULL TIME EMPLOYEES For Schools 1% Central Office Support 3%
Operational Support For Schools 20% Principals/ APS Teachers & 4% Specialized Support Specialists 55% Instructional Support In Schools 7%
Paraprofessionals/Math & Literacy Fellows In Schools…
Full-Time Employees1 Category name # % Description Teachers & Professional Support 5611 55% Classroom Teachers, Guidance Counselors, Social Workers, Providers Psychologists, Full-Time Guest Teachers
Paraprofessionals/Math & Literacy 1003 10% Math and Literacy Fellows, Safety/Security, In Classroom Support for Fellows In Schools Highest Need Students Instructional Support In Schools 655 6% Media Technician, School Secretary, School Bookkeeper Principals/ APS 412 4% School Leaders, Assistant Principal, Admin Intern, EGTC Program Lead, Green School Lead Partner Operational Support For Schools 2037 20% Bus Driver, Custodian, Food Services, Building & Grounds, School HR Partner, School Budget Partner Instructional Support For Schools 130 1% Teacher Coach, College Readiness Coordinator, Fellows Coordinator, Blended Learning Specialist, New Teacher Capacity Partner, Instructional Leadership Team Partner, Instructional Partners and Coordinators Central Office Support 332 3% Central Office support Includes 53 FTE of Grant Funded and 12 FTE of Bond/Mill Funded Positions Total 10180 100%
Page 1 Workforce Snapshot 2/2
DPS has the lowest Student-Teacher ratio of any Large Metro District:
Average Student/Teacher Ratio2 25.0 21.9 20.8 20.6 20.2 19.4 20.0
15.2 15.0
10.0
5.0
0.0 ADAMS-ARAPAHOE DOUGLAS COUNTY CHERRY CREEK 5 JEFFERSON COUNTY BOULDER VALLEY DENVER COUNTY 1 28J RE 1 R-1 RE 2
FAQ: The Denver Public Schools Workforce Snapshot
Q: How has DPS’ Workforce Changed in the last 7 years? A: Denver Public schools is the fastest growing school district in the country- we have added nearly 16,000 students since 2009.3 To keep class sizes low, DPS has hired 1,100 additional teachers while support staff has grown proportionally. The recent passage of the bond and mill levy override will also help all schools meet the social and emotional needs of our students. Through the work of our teachers, school leaders and support team members, DPS is the fastest-improving large school district in the State as measured by academic growth. While other metro Districts have faced layoffs and furlough days DPS has avoided these tough choices through diligent fiscal management.
Q: The 2016 CDE reported DPS had 454 administrators. Why does this report for 2015-16 show 332 positions? A: All CDE staffing submission include both district and charter school employees – including administrators. As of November 30, 2016 Denver Public Schools had 332 individuals in CDE Admin job codes5. Of the 332 individuals, 53 FTE are grant funded positions and an additional 12 support work related to the Bond/Mill Levy including construction and renovation of new DPS Schools.
Q: Why does DPS have a slightly higher percentage of administrators (2% general funded) than other districts? A: DPS provides extensive support to teachers and principals, especially those who work in our most impacted schools. For example, DPS is unique in that it runs internal teacher and principal preparation programs. These programs include: The Denver Teacher Residency, The Denver Student Teacher Residency, The Ritchie Program for School Leaders, Denver Lead Today and Learn to Lead. Further, many districts choose to outsource key services that DPS provides internally because we have achieved economies of scale (services include: transportation, custodial services, food services and construction management). Because DPS receives significant grant dollars, we have made specific note of the number of grant funded central office positions.
Q: Overall, what percent of resources go directly to schools or in direct support of schools? A: 95% of DPS resources go directly to schools through student-based budgeting or are used in direct support for schools.4T
1 -- Employee roster pulled 11/30/2016.
2 -- Colorado Department of Education School/District Staff Statistics available at: http://www.cde.state.co.us/cdereval/staffcurrent
3 – Current and Historical Enrollment Available at: http://planning.dpsk12.org/enrollment-reports/standard-reports
4- FY 2015-16 Budget: http://www.boarddocs.com/co/dpsk12/Board.nsf/files/9WMTRN788CDC/$file/FY%202015-16%20Proposed%20Budget_5-18-15_Final.pdf
5- CDE Admin Job Codes include: 101, 102, 103, 104, 107, 108 DPS Department Budgets
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Best of Grad Rates
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Dropout_Rates_by_School20152016
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Organization County Name Organization Name School Code School Name Code All All Students All Students All Students All Students Students Female Females Female Female Female Male Male Male Final Grad Graduates Graduation Completers Completio Final Grad Graduates Graduatio Completer Completio Male Final Graduates Graduatio Completer Base Total Rate Total n Rate Base Total n Rate s Total n Rate Grad Base Total n Rate s Total
9999 STATE TOTALS 63,166 49,842 78.9% 50,710 80.3% 30,901 25,562 82.7% 25,900 83.8% 32,265 24,280 75.3% 24,810
DENVER 0880 DENVER COUNTY 1 0000 Summer District Dropouts 3 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 2 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 0010 Abraham Lincoln High School 320 238 74.4% 241 75.3% 153 119 77.8% 120 78.4% 167 119 71.3% 121 DENVER 0880 DENVER COUNTY 1 0040 Ridge View Academy Charter School 135 5 3.7% 28 20.7% 11 1 9.1% 4 36.4% 124 4 3.2% 24 DENVER 0880 DENVER COUNTY 1 0067 Academy Of Urban Learning 45 19 42.2% 20 44.4% 26 15 57.7% 16 61.5% 19 4 21.1% 4 DENVER 0880 DENVER COUNTY 1 1295 Collegiate Preparatory Academy 90 64 71.1% 67 74.4% 48 37 77.1% 38 79.2% 42 27 64.3% 29 DENVER 0880 DENVER COUNTY 1 1319 Cec Middle College Of Denver 100 72 72.0% 72 72.0% 60 41 68.3% 41 68.3% 40 31 77.5% 31 DENVER 0880 DENVER COUNTY 1 1489 Compassion Road Academy 71 25 35.2% 26 36.6% 35 14 40.0% 15 42.9% 36 11 30.6% 11 DENVER 0880 DENVER COUNTY 1 1748 Colorado High School Charter 83 21 25.3% 21 25.3% 45 14 31.1% 14 31.1% 38 7 18.4% 7 DENVER 0880 DENVER COUNTY 1 1866 Ace Community Challenge School 20 0 0.0% 0 0.0% 9 0 0.0% 0 0.0% 11 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 2145 Dsst: Green Valley Ranch High School 101 82 81.2% 83 82.2% 52 46 88.5% 46 88.5% 49 36 73.5% 37 DENVER 0880 DENVER COUNTY 1 2183 Denver Center For International Studies 79 69 87.3% 69 87.3% 48 40 83.3% 40 83.3% 31 29 93.5% 29 DENVER 0880 DENVER COUNTY 1 2184 Denver School Of The Arts 153 148 96.7% 148 96.7% 90 86 95.6% 86 95.6% 63 62 98.4% 62 DENVER 0880 DENVER COUNTY 1 2185 Dsst: Stapleton High School 115 99 86.1% 99 86.1% 71 63 88.7% 63 88.7% 44 36 81.8% 36 DENVER 0880 DENVER COUNTY 1 2188 Denver Center For 21st Learning At Wyman 90 39 43.3% 40 44.4% 28 16 57.1% 16 57.1% 62 23 37.1% 24 DENVER 0880 DENVER COUNTY 1 2209 Dcis At Montbello 88 76 86.4% 76 86.4% 45 39 86.7% 39 86.7% 43 37 86.0% 37 DENVER 0880 DENVER COUNTY 1 2398 East High School 582 544 93.5% 549 94.3% 317 299 94.3% 302 95.3% 265 245 92.5% 247 DENVER 0880 DENVER COUNTY 1 2641 Excel Academy 101 41 40.6% 42 41.6% 43 24 55.8% 25 58.1% 58 17 29.3% 17 DENVER 0880 DENVER COUNTY 1 2726 Emily Griffith Technical College 273 21 7.7% 54 19.8% 133 14 10.5% 30 22.6% 140 7 5.0% 24 DENVER 0880 DENVER COUNTY 1 2755 Venture Prep High School 55 46 83.6% 46 83.6% 32 26 81.3% 26 81.3% 23 20 87.0% 20 DENVER 0880 DENVER COUNTY 1 2757 High Tech Early College 106 75 70.8% 75 70.8% 52 36 69.2% 36 69.2% 54 39 72.2% 39 DENVER 0880 DENVER COUNTY 1 2789 Escuela Tlatelolco School 10 8 80.0% 8 80.0% 4 3 75.0% 3 75.0% 6 5 83.3% 5 DENVER 0880 DENVER COUNTY 1 3000 Florence Crittenton High School 68 13 19.1% 14 20.6% 68 13 19.1% 14 20.6% 0 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 3378 George Washington High School 292 255 87.3% 256 87.7% 155 134 86.5% 134 86.5% 137 121 88.3% 122 DENVER 0880 DENVER COUNTY 1 4444 John F Kennedy High School 275 227 82.5% 229 83.3% 132 116 87.9% 116 87.9% 143 111 77.6% 113 DENVER 0880 DENVER COUNTY 1 4494 Justice High School Denver 41 11 26.8% 11 26.8% 13 7 53.8% 7 53.8% 28 4 14.3% 4 DENVER 0880 DENVER COUNTY 1 4730 Kipp Denver Collegiate High School 54 45 83.3% 45 83.3% 28 25 89.3% 25 89.3% 26 20 76.9% 20 DENVER 0880 DENVER COUNTY 1 4795 Kunsmiller Creative Arts Academy 30 30 100.0% 30 100.0% 20 20 100.0% 20 100.0% 10 10 100.0% 10 DENVER 0880 DENVER COUNTY 1 4910 Lake Middle School 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 5448 Manual High School 71 42 59.2% 42 59.2% 27 18 66.7% 18 66.7% 44 24 54.5% 24 DENVER 0880 DENVER COUNTY 1 5605 Martin Luther King Jr. Early College 171 116 67.8% 117 68.4% 84 63 75.0% 63 75.0% 87 53 60.9% 54 DENVER 0880 DENVER COUNTY 1 5844 Contemporary Learning Academy 55 26 47.3% 27 49.1% 22 14 63.6% 14 63.6% 33 12 36.4% 13 DENVER 0880 DENVER COUNTY 1 5995 Montbello High School 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 6239 Noel Community Arts School 66 43 65.2% 45 68.2% 39 28 71.8% 29 74.4% 27 15 55.6% 16 DENVER 0880 DENVER COUNTY 1 6308 North High School Engagement Center 68 34 50.0% 42 61.8% 26 16 61.5% 19 73.1% 42 18 42.9% 23 DENVER 0880 DENVER COUNTY 1 6314 North High School 152 98 64.5% 100 65.8% 79 53 67.1% 54 68.4% 73 45 61.6% 46 DENVER 0880 DENVER COUNTY 1 6350 Bruce Randolph School 101 77 76.2% 78 77.2% 60 45 75.0% 45 75.0% 41 32 78.0% 33 DENVER 0880 DENVER COUNTY 1 6509 Denver Online High School 81 31 38.3% 34 42.0% 49 22 44.9% 24 49.0% 32 9 28.1% 10 DENVER 0880 DENVER COUNTY 1 7163 P.R.E.P. (Positive Refocus Education Progra 14 10 71.4% 10 71.4% 5 3 60.0% 3 60.0% 9 7 77.8% 7 DENVER 0880 DENVER COUNTY 1 7188 P.U.S.H. Academy 112 64 57.1% 65 58.0% 49 33 67.3% 33 67.3% 63 31 49.2% 32 DENVER 0880 DENVER COUNTY 1 7246 Respect Academy At Lincoln 81 41 50.6% 41 50.6% 35 21 60.0% 21 60.0% 46 20 43.5% 20 DENVER 0880 DENVER COUNTY 1 7361 Riseup Community School 21 1 4.8% 1 4.8% 8 0 0.0% 0 0.0% 13 1 7.7% 1 DENVER 0880 DENVER COUNTY 1 7861 Sims Fayola International Academy Denver 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 8086 South High School 336 271 80.7% 275 81.8% 188 155 82.4% 156 83.0% 148 116 78.4% 119 DENVER 0880 DENVER COUNTY 1 8132 Southwest Early College 58 36 62.1% 37 63.8% 38 27 71.1% 28 73.7% 20 9 45.0% 9 DENVER 0880 DENVER COUNTY 1 8145 Summit Academy 62 28 45.2% 28 45.2% 32 16 50.0% 16 50.0% 30 12 40.0% 12 DENVER 0880 DENVER COUNTY 1 8347 Strive Prep - Excel 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 8822 Thomas Jefferson High School 224 179 79.9% 184 82.1% 97 76 78.4% 77 79.4% 127 103 81.1% 107 DENVER 0880 DENVER COUNTY 1 8995 Vista Academy 67 49 73.1% 49 73.1% 29 23 79.3% 23 79.3% 38 26 68.4% 26 DENVER 0880 DENVER COUNTY 1 9348 West Career Academy 50 19 38.0% 19 38.0% 23 12 52.2% 12 52.2% 27 7 25.9% 7 DENVER 0880 DENVER COUNTY 1 9408 West High School 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 DENVER 0880 DENVER COUNTY 1 9639 Strive Prep - Smart Academy 109 95 87.2% 95 87.2% 60 52 86.7% 52 86.7% 49 43 87.8% 43 DENVER 0880 DENVER COUNTY 1 9693 West Generations Academy 70 51 72.9% 52 74.3% 26 16 61.5% 17 65.4% 44 35 79.5% 35 DENVER 0880 DENVER COUNTY 1 9702 West Leadership Academy 58 49 84.5% 49 84.5% 29 28 96.6% 28 96.6% 29 21 72.4% 21 DENVER 0880 DENVER COUNTY 1 9998 DISTRICT TOTAL 5,410 3,633 67.2% 3,739 69.1% 2,724 1,969 72.3% 2,008 73.7% 2,686 1,664 62.0% 1,731 American American Indian or American American American American American American American American American Indian or American Alaska Indian or Indian or American American Indian or Indian or Indian or Indian or American Indian or Indian or Indian or Alaska Indian or Native Alaska Alaska Indian or Indian or Alaska Alaska Alaska Alaska Indian or Alaska Alaska Alaska Native Alaska Female Native Native Alaska Alaska Native Native Native Asian Asian Asian Asian Male Native Alaska Native Native Native Female Native Native Female Female Native Native Male Male Male Asian Asian Asian Female Asian Female Female Female Asian Male Completio Final Grad Native Graduati Completer Completio Final Grad Female Graduatio Completer Completio Male Final Male Graduatio Completer Completio Asian Final Asian Graduati Completer Completio Final Grad Female Graduatio Completer Completio Final Grad Asian Male n Rate Base Graduates on Rate s Total n Rate Base Graduates n Rate s Total n Rate Grad Base Graduates n Rate s Total n Rate Grad Base Graduates on Rate s Total n Rate Base Graduates n Rate s Total n Rate Base Graduates
76.9% 505 313 62.0% 322 63.8% 229 155 67.7% 159 69.4% 276 158 57.2% 163 59.1% 2,039 1,754 86.0% 1,773 87.0% 1,080 961 89.0% 971 89.9% 959 793
0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 72.5% 4 1 25.0% 1 25.0% 0 0 0.0% 0 0.0% 4 1 25.0% 1 25.0% 8 3 37.5% 3 37.5% 4 2 50.0% 2 50.0% 4 1 19.4% 6 0 0.0% 1 16.7% 2 0 0.0% 1 50.0% 4 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 21.1% 3 1 33.3% 1 33.3% 3 1 33.3% 1 33.3% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 69.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 77.5% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 6 6 100.0% 6 100.0% 3 3 100.0% 3 100.0% 3 3 30.6% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 18.4% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 75.5% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 14 12 85.7% 12 85.7% 7 6 85.7% 6 85.7% 7 6 93.5% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 0.0% 0 0.0% 12 12 100.0% 12 100.0% 10 10 100.0% 10 100.0% 2 2 98.4% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 3 3 100.0% 3 100.0% 3 3 100.0% 3 100.0% 0 0 81.8% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 3 3 100.0% 3 100.0% 3 3 100.0% 3 100.0% 0 0 38.7% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 86.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 93.2% 3 3 100.0% 3 100.0% 2 2 100.0% 2 100.0% 1 1 100.0% 1 100.0% 13 13 100.0% 13 100.0% 8 8 100.0% 8 100.0% 5 5 29.3% 4 1 25.0% 1 25.0% 1 1 100.0% 1 100.0% 3 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 17.1% 4 0 0.0% 1 25.0% 1 0 0.0% 0 0.0% 3 0 0.0% 1 33.3% 2 0 0.0% 1 50.0% 0 0 0.0% 0 0.0% 2 0 87.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 72.2% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 3 3 100.0% 3 100.0% 1 1 100.0% 1 100.0% 2 2 83.3% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 2 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 89.1% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 20 20 100.0% 20 100.0% 13 13 100.0% 13 100.0% 7 7 79.0% 3 3 100.0% 3 100.0% 1 1 100.0% 1 100.0% 2 2 100.0% 2 100.0% 34 30 88.2% 30 88.2% 17 16 94.1% 16 94.1% 17 14 14.3% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 76.9% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 4 4 100.0% 4 100.0% 3 3 100.0% 3 100.0% 1 1 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 54.5% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 62.1% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 8 7 87.5% 7 87.5% 5 4 80.0% 4 80.0% 3 3 39.4% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 59.3% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 54.8% 3 2 66.7% 2 66.7% 2 2 100.0% 2 100.0% 1 0 0.0% 0 0.0% 1 0 0.0% 1 100.0% 1 0 0.0% 1 100.0% 0 0 63.0% 4 3 75.0% 3 75.0% 1 1 100.0% 1 100.0% 3 2 66.7% 2 66.7% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 80.5% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 31.3% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 77.8% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 50.8% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 43.5% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 7.7% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 80.4% 4 3 75.0% 3 75.0% 3 2 66.7% 2 66.7% 1 1 100.0% 1 100.0% 54 41 75.9% 42 77.8% 34 30 88.2% 30 88.2% 20 11 45.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 40.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 84.3% 4 4 100.0% 4 100.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 5 4 80.0% 4 80.0% 2 1 50.0% 1 50.0% 3 3 68.4% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 25.9% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 87.8% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 79.5% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 72.4% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 64.4% 61 29 47.5% 31 50.8% 28 17 60.7% 18 64.3% 33 12 36.4% 13 39.4% 205 170 82.9% 173 84.4% 124 109 87.9% 110 88.7% 81 61 Black or Black or Black or Black or Black or Black or Black or Black or Black or Black or Black or African Black or African African African Black or Black or African African African Hispanic Hispanic Hispanic Hispanic Asian African Black or African African African American African American American American African African American American American Hispanic Hispanic Hispanic Hispanic or Latino Hispanic or Latino or Latino or Latino Male Asian Male Asian Male American African American American American Female American Female Female Female American American Male Male Male or Latino Hispanic or Latino or Latino or Latino Female or Latino Female Female Female Graduatio Completer Completio Final Grad American Graduatio Completer Completio Final Grad Female Graduatio Completer Completio Male Final Male Graduatio Completer Completio Final Grad or Latino Graduatio Completer Completio Final Grad Female Graduatio Completer Completio n Rate s Total n Rate Base Graduates n Rate s Total n Rate Base Graduates n Rate s Total n Rate Grad Base Graduates n Rate s Total n Rate Base Graduates n Rate s Total n Rate Base Graduates n Rate s Total n Rate
82.7% 802 83.6% 3,204 2,301 71.8% 2,333 72.8% 1,564 1,198 76.6% 1,208 77.2% 1,640 1,103 67.3% 1,125 68.6% 19,710 13,787 69.9% 14,004 71.1% 9,707 7,283 75.0% 7,363 75.9%
0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 25.0% 1 25.0% 8 4 50.0% 4 50.0% 6 2 33.3% 2 33.3% 2 2 100.0% 2 100.0% 294 226 76.9% 229 77.9% 140 112 80.0% 113 80.7% 0.0% 0 0.0% 26 0 0.0% 4 15.4% 2 0 0.0% 0 0.0% 24 0 0.0% 4 16.7% 58 2 3.4% 13 22.4% 3 0 0.0% 1 33.3% 0.0% 0 0.0% 8 4 50.0% 4 50.0% 5 4 80.0% 4 80.0% 3 0 0.0% 0 0.0% 30 13 43.3% 13 43.3% 15 9 60.0% 9 60.0% 0.0% 0 0.0% 33 27 81.8% 28 84.8% 16 13 81.3% 13 81.3% 17 14 82.4% 15 88.2% 48 32 66.7% 33 68.8% 28 21 75.0% 21 75.0% 100.0% 3 100.0% 2 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 87 62 71.3% 62 71.3% 51 34 66.7% 34 66.7% 0.0% 0 0.0% 17 8 47.1% 8 47.1% 10 7 70.0% 7 70.0% 7 1 14.3% 1 14.3% 40 13 32.5% 13 32.5% 18 5 27.8% 5 27.8% 0.0% 0 0.0% 15 4 26.7% 4 26.7% 10 2 20.0% 2 20.0% 5 2 40.0% 2 40.0% 54 13 24.1% 13 24.1% 27 9 33.3% 9 33.3% 0.0% 0 0.0% 2 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 17 0 0.0% 0 0.0% 7 0 0.0% 0 0.0% 85.7% 6 85.7% 20 17 85.0% 18 90.0% 10 10 100.0% 10 100.0% 10 7 70.0% 8 80.0% 62 48 77.4% 48 77.4% 31 26 83.9% 26 83.9% 100.0% 2 100.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 0.0% 0 0.0% 40 32 80.0% 32 80.0% 24 17 70.8% 17 70.8% 0.0% 0 0.0% 13 13 100.0% 13 100.0% 10 10 100.0% 10 100.0% 3 3 100.0% 3 100.0% 21 20 95.2% 20 95.2% 13 12 92.3% 12 92.3% 0.0% 0 0.0% 31 30 96.8% 30 96.8% 23 23 100.0% 23 100.0% 8 7 87.5% 7 87.5% 41 29 70.7% 29 70.7% 23 15 65.2% 15 65.2% 0.0% 0 0.0% 23 9 39.1% 9 39.1% 8 3 37.5% 3 37.5% 15 6 40.0% 6 40.0% 52 22 42.3% 23 44.2% 14 10 71.4% 10 71.4% 0.0% 0 0.0% 14 12 85.7% 12 85.7% 9 8 88.9% 8 88.9% 5 4 80.0% 4 80.0% 70 62 88.6% 62 88.6% 33 29 87.9% 29 87.9% 100.0% 5 100.0% 110 99 90.0% 99 90.0% 64 59 92.2% 59 92.2% 46 40 87.0% 40 87.0% 117 105 89.7% 106 90.6% 62 56 90.3% 56 90.3% 0.0% 0 0.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 91 40 44.0% 41 45.1% 41 23 56.1% 24 58.5% 0.0% 1 50.0% 70 5 7.1% 12 17.1% 35 3 8.6% 5 14.3% 35 2 5.7% 7 20.0% 141 8 5.7% 25 17.7% 74 6 8.1% 15 20.3% 0.0% 0 0.0% 17 17 100.0% 17 100.0% 9 9 100.0% 9 100.0% 8 8 100.0% 8 100.0% 30 23 76.7% 23 76.7% 19 15 78.9% 15 78.9% 100.0% 2 100.0% 16 8 50.0% 8 50.0% 7 4 57.1% 4 57.1% 9 4 44.4% 4 44.4% 77 56 72.7% 56 72.7% 42 29 69.0% 29 69.0% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 10 8 80.0% 8 80.0% 4 3 75.0% 3 75.0% 0.0% 0 0.0% 3 2 66.7% 2 66.7% 3 2 66.7% 2 66.7% 0 0 0.0% 0 0.0% 56 9 16.1% 10 17.9% 56 9 16.1% 10 17.9% 100.0% 7 100.0% 81 66 81.5% 66 81.5% 43 34 79.1% 34 79.1% 38 32 84.2% 32 84.2% 84 65 77.4% 66 78.6% 38 27 71.1% 27 71.1% 82.4% 14 82.4% 5 2 40.0% 2 40.0% 2 1 50.0% 1 50.0% 3 1 33.3% 1 33.3% 185 150 81.1% 151 81.6% 89 78 87.6% 78 87.6% 0.0% 0 0.0% 8 1 12.5% 1 12.5% 2 1 50.0% 1 50.0% 6 0 0.0% 0 0.0% 28 8 28.6% 8 28.6% 9 5 55.6% 5 55.6% 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 52 43 82.7% 43 82.7% 27 24 88.9% 24 88.9% 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 20 20 100.0% 20 100.0% 14 14 100.0% 14 100.0% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0.0% 0 0.0% 25 16 64.0% 16 64.0% 8 5 62.5% 5 62.5% 17 11 64.7% 11 64.7% 38 24 63.2% 24 63.2% 17 12 70.6% 12 70.6% 100.0% 3 100.0% 32 19 59.4% 19 59.4% 11 8 72.7% 8 72.7% 21 11 52.4% 11 52.4% 115 77 67.0% 78 67.8% 60 46 76.7% 46 76.7% 0.0% 0 0.0% 19 8 42.1% 8 42.1% 8 4 50.0% 4 50.0% 11 4 36.4% 4 36.4% 25 13 52.0% 13 52.0% 11 9 81.8% 9 81.8% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0.0% 0 0.0% 19 13 68.4% 13 68.4% 13 9 69.2% 9 69.2% 6 4 66.7% 4 66.7% 36 23 63.9% 25 69.4% 19 15 78.9% 16 84.2% 0.0% 0 0.0% 5 2 40.0% 3 60.0% 3 2 66.7% 2 66.7% 2 0 0.0% 1 50.0% 56 29 51.8% 35 62.5% 19 12 63.2% 14 73.7% 0.0% 0 0.0% 7 1 14.3% 1 14.3% 3 0 0.0% 0 0.0% 4 1 25.0% 1 25.0% 123 83 67.5% 84 68.3% 67 45 67.2% 46 68.7% 0.0% 0 0.0% 4 3 75.0% 3 75.0% 3 2 66.7% 2 66.7% 1 1 100.0% 1 100.0% 94 71 75.5% 72 76.6% 55 41 74.5% 41 74.5% 0.0% 0 0.0% 9 1 11.1% 1 11.1% 9 1 11.1% 1 11.1% 0 0 0.0% 0 0.0% 21 10 47.6% 10 47.6% 16 9 56.3% 9 56.3% 0.0% 0 0.0% 8 7 87.5% 7 87.5% 4 3 75.0% 3 75.0% 4 4 100.0% 4 100.0% 6 3 50.0% 3 50.0% 1 0 0.0% 0 0.0% 100.0% 1 100.0% 28 16 57.1% 16 57.1% 17 10 58.8% 10 58.8% 11 6 54.5% 6 54.5% 67 38 56.7% 38 56.7% 30 22 73.3% 22 73.3% 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 74 37 50.0% 37 50.0% 31 19 61.3% 19 61.3% 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 17 1 5.9% 1 5.9% 7 0 0.0% 0 0.0% 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 55.0% 12 60.0% 83 65 78.3% 66 79.5% 39 31 79.5% 31 79.5% 44 34 77.3% 35 79.5% 95 75 78.9% 76 80.0% 54 45 83.3% 45 83.3% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 51 32 62.7% 33 64.7% 34 23 67.6% 24 70.6% 0.0% 0 0.0% 2 2 100.0% 2 100.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 51 21 41.2% 21 41.2% 25 13 52.0% 13 52.0% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 100.0% 3 100.0% 50 40 80.0% 40 80.0% 22 19 86.4% 19 86.4% 28 21 75.0% 21 75.0% 65 50 76.9% 50 76.9% 28 22 78.6% 22 78.6% 100.0% 1 100.0% 16 12 75.0% 12 75.0% 8 8 100.0% 8 100.0% 8 4 50.0% 4 50.0% 45 32 71.1% 32 71.1% 18 12 66.7% 12 66.7% 0.0% 0 0.0% 6 2 33.3% 2 33.3% 3 2 66.7% 2 66.7% 3 0 0.0% 0 0.0% 38 14 36.8% 14 36.8% 18 9 50.0% 9 50.0% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 108 94 87.0% 94 87.0% 59 51 86.4% 51 86.4% 0.0% 0 0.0% 7 6 85.7% 6 85.7% 1 1 100.0% 1 100.0% 6 5 83.3% 5 83.3% 61 45 73.8% 46 75.4% 24 15 62.5% 16 66.7% 0.0% 0 0.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 54 47 87.0% 47 87.0% 29 28 96.6% 28 96.6% 75.3% 63 77.8% 851 545 64.0% 560 65.8% 431 303 70.3% 305 70.8% 420 242 57.6% 255 60.7% 3,048 1,928 63.3% 1,980 65.0% 1,524 1,036 68.0% 1,055 69.2% Native Native Hawaiian Native Native Native Native Hawaiian or Other Native Native Hawaiian Hawaiian Hawaiian Hawaiian Hispanic Hispanic Hispanic Hawaiian Hawaiian or Other or Other or Other or Other or Other Pacific Hispanic Hispanic or Latino or Latino or Latino White White White White White White White or Other or Other Pacific Pacific Pacific Pacific Pacific Islander or Latino or Latino Male Male Male White White White White Female White Female Female Female White White Male Male Male Pacific Pacific Islander Islander Islander Islander Islander Female Male Final Male Graduatio Completer Completio Final Grad White Graduatio Completer Completio Final Grad Female Graduatio Completer Completio Male Final Male Graduatio Completer Completio Islander Islander Graduati Completer Completio Female Female Graduati Grad Base Graduates n Rate s Total n Rate Base Graduates n Rate s Total n Rate Base Graduates n Rate s Total n Rate Grad Base Graduates n Rate s Total n Rate Grad Base Graduates on Rate s Total n Rate Grad Base Graduates on Rate
10,003 6,504 65.0% 6,641 66.4% 35,482 29,935 84.4% 30,494 85.9% 17,204 15,059 87.5% 15,280 88.8% 18,278 14,876 81.4% 15,214 83.2% 168 125 74.4% 126 75.0% 91 70 76.9%
2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 154 114 74.0% 116 75.3% 6 4 66.7% 4 66.7% 3 3 100.0% 3 100.0% 3 1 33.3% 1 33.3% 0 0 0.0% 0 0.0% 0 0 0.0% 55 2 3.6% 12 21.8% 42 3 7.1% 10 23.8% 4 1 25.0% 2 50.0% 38 2 5.3% 8 21.1% 0 0 0.0% 0 0.0% 0 0 0.0% 15 4 26.7% 4 26.7% 3 0 0.0% 1 33.3% 2 0 0.0% 1 50.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 20 11 55.0% 12 60.0% 4 1 25.0% 2 50.0% 1 0 0.0% 1 100.0% 3 1 33.3% 1 33.3% 0 0 0.0% 0 0.0% 0 0 0.0% 36 28 77.8% 28 77.8% 4 3 75.0% 3 75.0% 4 3 75.0% 3 75.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 22 8 36.4% 8 36.4% 11 4 36.4% 5 45.5% 6 2 33.3% 3 50.0% 5 2 40.0% 2 40.0% 1 0 0.0% 0 0.0% 1 0 0.0% 27 4 14.8% 4 14.8% 6 2 33.3% 2 33.3% 3 2 66.7% 2 66.7% 3 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 10 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 31 22 71.0% 22 71.0% 3 3 100.0% 3 100.0% 2 2 100.0% 2 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 16 15 93.8% 15 93.8% 21 20 95.2% 20 95.2% 8 8 100.0% 8 100.0% 13 12 92.3% 12 92.3% 0 0 0.0% 0 0.0% 0 0 0.0% 8 8 100.0% 8 100.0% 104 102 98.1% 102 98.1% 54 53 98.1% 53 98.1% 50 49 98.0% 49 98.0% 0 0 0.0% 0 0.0% 0 0 0.0% 18 14 77.8% 14 77.8% 36 34 94.4% 34 94.4% 19 19 100.0% 19 100.0% 17 15 88.2% 15 88.2% 0 0 0.0% 0 0.0% 0 0 0.0% 38 12 31.6% 13 34.2% 8 3 37.5% 3 37.5% 5 2 40.0% 2 40.0% 3 1 33.3% 1 33.3% 0 0 0.0% 0 0.0% 0 0 0.0% 37 33 89.2% 33 89.2% 2 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 55 49 89.1% 50 90.9% 291 279 95.9% 283 97.3% 158 153 96.8% 156 98.7% 133 126 94.7% 127 95.5% 1 1 100.0% 1 100.0% 1 1 100.0% 50 17 34.0% 17 34.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 67 2 3.0% 10 14.9% 48 5 10.4% 10 20.8% 20 4 20.0% 7 35.0% 28 1 3.6% 3 10.7% 0 0 0.0% 0 0.0% 0 0 0.0% 11 8 72.7% 8 72.7% 5 3 60.0% 3 60.0% 2 0 0.0% 0 0.0% 3 3 100.0% 3 100.0% 1 1 100.0% 1 100.0% 1 1 100.0% 35 27 77.1% 27 77.1% 5 5 100.0% 5 100.0% 2 2 100.0% 2 100.0% 3 3 100.0% 3 100.0% 2 1 50.0% 1 50.0% 0 0 0.0% 6 5 83.3% 5 83.3% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 6 2 33.3% 2 33.3% 6 2 33.3% 2 33.3% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 46 38 82.6% 39 84.8% 94 91 96.8% 91 96.8% 56 55 98.2% 55 98.2% 38 36 94.7% 36 94.7% 0 0 0.0% 0 0.0% 0 0 0.0% 96 72 75.0% 73 76.0% 44 38 86.4% 39 88.6% 23 20 87.0% 20 87.0% 21 18 85.7% 19 90.5% 0 0 0.0% 0 0.0% 0 0 0.0% 19 3 15.8% 3 15.8% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 1 0 0.0% 0 0.0% 0 0 0.0% 25 19 76.0% 19 76.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 6 6 100.0% 6 100.0% 4 4 100.0% 4 100.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 21 12 57.1% 12 57.1% 8 2 25.0% 2 25.0% 2 1 50.0% 1 50.0% 6 1 16.7% 1 16.7% 0 0 0.0% 0 0.0% 0 0 0.0% 55 31 56.4% 32 58.2% 6 6 100.0% 6 100.0% 3 3 100.0% 3 100.0% 3 3 100.0% 3 100.0% 1 1 100.0% 1 100.0% 1 1 100.0% 14 4 28.6% 4 28.6% 8 4 50.0% 5 62.5% 2 1 50.0% 1 50.0% 6 3 50.0% 4 66.7% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 17 8 47.1% 9 52.9% 4 2 50.0% 2 50.0% 2 1 50.0% 1 50.0% 2 1 50.0% 1 50.0% 1 1 100.0% 1 100.0% 1 1 100.0% 37 17 45.9% 21 56.8% 3 1 33.3% 1 33.3% 1 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 0 0 0.0% 56 38 67.9% 38 67.9% 16 10 62.5% 11 68.8% 7 6 85.7% 6 85.7% 9 4 44.4% 5 55.6% 0 0 0.0% 0 0.0% 0 0 0.0% 39 30 76.9% 31 79.5% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 5 1 20.0% 1 20.0% 45 18 40.0% 21 46.7% 23 12 52.2% 14 60.9% 22 6 27.3% 7 31.8% 0 0 0.0% 0 0.0% 0 0 0.0% 5 3 60.0% 3 60.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 37 16 43.2% 16 43.2% 5 2 40.0% 2 40.0% 0 0 0.0% 0 0.0% 5 2 40.0% 2 40.0% 2 1 50.0% 1 50.0% 2 1 50.0% 43 18 41.9% 18 41.9% 4 1 25.0% 1 25.0% 2 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 0 0 0.0% 10 1 10.0% 1 10.0% 3 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 2 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 41 30 73.2% 31 75.6% 92 81 88.0% 82 89.1% 53 44 83.0% 45 84.9% 39 37 94.9% 37 94.9% 0 0 0.0% 0 0.0% 0 0 0.0% 17 9 52.9% 9 52.9% 3 3 100.0% 3 100.0% 3 3 100.0% 3 100.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 1 1 100.0% 26 8 30.8% 8 30.8% 7 5 71.4% 5 71.4% 4 2 50.0% 2 50.0% 3 3 100.0% 3 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 37 28 75.7% 28 75.7% 88 71 80.7% 76 86.4% 37 27 73.0% 28 75.7% 51 44 86.3% 48 94.1% 0 0 0.0% 0 0.0% 0 0 0.0% 27 20 74.1% 20 74.1% 5 4 80.0% 4 80.0% 3 3 100.0% 3 100.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 0 0 0.0% 20 5 25.0% 5 25.0% 5 2 40.0% 2 40.0% 2 1 50.0% 1 50.0% 3 1 33.3% 1 33.3% 0 0 0.0% 0 0.0% 0 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 49 43 87.8% 43 87.8% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 1 1 100.0% 37 30 81.1% 30 81.1% 2 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 25 19 76.0% 19 76.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 0 0 0.0% 1,524 892 58.5% 925 60.7% 1,059 821 77.5% 852 80.5% 528 437 82.8% 451 85.4% 531 384 72.3% 401 75.5% 13 8 61.5% 8 61.5% 9 7 77.8% Native Native Native Native Native Hawaiian Hawaiian Hawaiian Native Native Hawaiian Hawaiian or Other Two or Two or or Other or Other Hawaiian Hawaiian or Other or Other Two or Two or Two or Two or Two or Pacific Pacific or Other or Other Pacific Pacific Pacific Two or Two or Two or More Two or More More More Two or Two or More More More Islander Islander Pacific Pacific Islander Islander Islander Two or Two or More More More Races More Races Races Races More More Races Races Races Female Female Islander Islander Male Male Male More More Races Races Races Female Races Female Female Female Races Races Male Male Male Completer Completio Male Grad Male Graduati Completer Completio Races Final Races Graduati Completer Completio Final Grad Female Graduati Completer Completio Male Final Male Graduati Completer Completio s Total n Rate Base Graduates on Rate s Total n Rate Grad Base Graduates on Rate s Total n Rate Base Graduates on Rate s Total n Rate Grad Base Graduates on Rate s Total n Rate
71 78.0% 77 55 71.4% 55 71.4% 2,058 1,627 79.1% 1,658 80.6% 1,026 836 81.5% 848 82.7% 1,032 791 76.6% 810 78.5%
0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 3 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 3 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 6 2 33.3% 2 33.3% 3 1 33.3% 1 33.3% 3 1 33.3% 1 33.3% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 2 1 50.0% 1 50.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 12 10 83.3% 10 83.3% 10 8 80.0% 8 80.0% 2 2 100.0% 2 100.0% 0 0.0% 0 0 0.0% 0 0.0% 3 2 66.7% 2 66.7% 2 2 100.0% 2 100.0% 1 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 6 5 83.3% 5 83.3% 1 1 100.0% 1 100.0% 5 4 80.0% 4 80.0% 0 0.0% 0 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0 0.0% 0 0.0% 1 100.0% 0 0 0.0% 0 0.0% 47 44 93.6% 44 93.6% 22 20 90.9% 20 90.9% 25 24 96.0% 24 96.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 8 3 37.5% 5 62.5% 3 1 33.3% 3 100.0% 5 2 40.0% 2 40.0% 1 100.0% 0 0 0.0% 0 0.0% 2 2 100.0% 2 100.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0.0% 2 1 50.0% 1 50.0% 3 2 66.7% 2 66.7% 0 0 0.0% 0 0.0% 3 2 66.7% 2 66.7% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 13 13 100.0% 13 100.0% 5 5 100.0% 5 100.0% 8 8 100.0% 8 100.0% 0 0.0% 0 0 0.0% 0 0.0% 4 4 100.0% 4 100.0% 0 0 0.0% 0 0.0% 4 4 100.0% 4 100.0% 0 0.0% 1 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 100.0% 0 0 0.0% 0 0.0% 9 6 66.7% 6 66.7% 4 1 25.0% 1 25.0% 5 5 100.0% 5 100.0% 0 0.0% 0 0 0.0% 0 0.0% 2 1 50.0% 1 50.0% 1 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 100.0% 0 0 0.0% 0 0.0% 4 4 100.0% 4 100.0% 2 2 100.0% 2 100.0% 2 2 100.0% 2 100.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 5 1 20.0% 1 20.0% 1 0 0.0% 0 0.0% 4 1 25.0% 1 25.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 50.0% 0 0 0.0% 0 0.0% 7 5 71.4% 6 85.7% 0 0 0.0% 0 0.0% 7 5 71.4% 6 85.7% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 8 6 75.0% 6 75.0% 5 3 60.0% 3 60.0% 3 3 100.0% 3 100.0% 1 100.0% 1 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 12 10 83.3% 10 83.3% 6 5 83.3% 5 83.3% 6 5 83.3% 5 83.3% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0 0.0% 0 0.0% 1 1 100.0% 1 100.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 1 100.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0% 0 0.0% 7 77.8% 4 1 25.0% 1 25.0% 173 132 76.3% 135 78.0% 80 60 75.0% 62 77.5% 93 72 77.4% 73 78.5% FAQs SBB+
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East Budget Summary
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East High Fall 2016-17 K-12 Enrollment 2,548 2016-17 Proj FRL % 34% Principal Mendelsberg, Andy Inst Supt Precious, Sean School Year 2015-16 K-12 Enrollment 2,471 2016-17 Proj ELL % 13% Type Grade 9 - Grade 12 Board Region 4 - Far Northeast RESOURCES INCLUDE GENERAL FUND, MILL LEVY FUNDS & TITLE I. EXCLUDES CAPITAL, ECE FUNDING, NON-TITLE I FEDERAL GRANTS & PHILANTHROPIC GRANTS
2016-17 Principal Managed Resources TABLE #1: 2015-16 2016-17 Year Over Year 2016-17 Principal Managed Funding $ Budget Budget Change Per Pupil % Per Student 1% General Fund Per Student Base $9,992,596 $10,372,189 $379,594 $4,071 40% 8% General Fund Weights Poverty ($460-$495 per FRL pupil) $436,452 $436,187 ($265) $171 2% Language Learner ($400 per ELL pupil +paras) $46,352 $61,261 $14,909 $24 0% 5% Program Specific General Funds $209,730 $95,235 ($114,496) $37 0% Mill Levy Funds $928,671 $941,317 $12,646 $369 4% Title I $0 $0 $0 $0 0% Budget Assistance $30,598 $0 ($30,598) $0 0% Other funding incl carry-forward, loans & Fall Adj $370,441 $201,077 ($169,364) $79 1% Total $12,014,841 $12,107,266 $92,425 $4,752 47%
TABLE #2: 2016-17 2016-17 School Directed Targeted Resources Budget Per Pupil % Per Student Teacher Pro-Comp $40,467,758 $593 6% Paid Leaves and Unassigned Teachers $8,602,236 $126 1% Add'l Teacher & Principal Incentive Pay & Teacher Leadership $18,499,711 $271 3% Textbooks and Library Services $8,745,727 $128 1% Athletics $4,837,680 $267 3% High School Supports (Concurrent Enrollment, Career Tech, etc) $6,055,004 $334 3% Other Principal Directed Targeted Resources $26,472,577 $388 4% Total $113,680,693 $2,105 21%
TABLE #3: 2016-17 2016-17 % Total Per 86% District Wide Shared School Supports Budget Per Pupil Student Student Equity & Opportunity (incl Center Programs) $30,077,072 $441 4% Central Based School Support $47,772,403 $700 7% General Fund Base General Fund Weights & Other Operations (Facilities, Transportation, Network, Risk Management) $107,930,031 $1,581 16% Mill Levies (Arts, PE, Tutoring, Technology) Title I & III Total $185,779,506 $2,721 27% Budget Assistance Other Funding
District Wide Central Office $34,622,682 $507 5%
TOTAL PER STUDENT RESOURCES $10,085 Year Over Year Enrollment
Per Student Resources 2548 2471
569 580
$4,752 $2,105 $388 $441 $700 $1,581 $507 602 569
Total School Based Funding Centrally Managed School Based Compensation Direct Student Supports Student Services (Severe Needs & Mental Health) 609 655 School Support Operations Central Office (Sup't, Finance, HR, Chief Level Staff)
713 722
45% 20% 4% 4% 7% 15% 5% Actual Enrollment 2015-16 Fall Enrollment 2016- 17
Kinder 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
1 of 2 East High Fall 2016-17 K-12 Enrollment 2,548 2016-17 Proj FRL % 34% Principal Mendelsberg, Andy Inst Supt Precious, Sean School Year 2015-16 K-12 Enrollment 2,471 2016-17 Proj ELL % 13% Type Grade 9 - Grade 12 Board Region 4 - Far Northeast EXPENSES INCLUDE GENERAL FUND, MILL LEVY FUNDS & TITLE I. EXCLUDES CAPITAL, ECE FUNDING, NON-TITLE I FEDERAL GRANTS & PHILANTHROPIC GRANTS
2016-17 School Expenses by Type
TABLE #4: Year Over Year 2016-17 % of Total Cost 2% Change Type School Expenses by Type 2015-16 2016-17 Per Pupil FTE 4% Administrators $820,049 $878,277 $58,228 $345 7% 8.0 Licensed Teachers & Staff $9,355,368 $9,680,202 $324,834 $3,799 80% 142.2 1% Pro-Tech Positions $173,020 $212,077 $39,057 $83 2% 3.5 Clerical Positions $539,810 $513,171 ($26,639) $201 4% 10.0 6% Paraprofessionals $133,333 $117,156 ($16,177) $46 1% 4.6 Supplies, Materials, Non-Personnel $966,546 $706,383 ($260,163) $277 6% - Total $11,988,126 $12,107,266 $119,140 $4,752 100% 168.3
7%
80% TABLE #5: Year Over Year 2016-17 2016-17 Mill Levy Programs 2015-16 2016-17 Change Total FTE FTE Total Cost Art $941,045 $722,324 ($218,721) 10.7 $704,999 PE $209,274 $277,163 $67,889 4.0 $264,788 Technology $164,071 $253,169 $89,098 2.0 $130,169 Tutoring $0 $0 $0 0.0 $0 Textbooks $24,750 $24,750 $0 0.0 $0 Total $1,339,140 $1,277,406 ($61,734) 16.7 $1,099,956
Administrators Licensed Teachers & Staff *Expenses in Table 5 are part of the total in Table 4, but called out separately to demonstrate schools resources in Mill Levy programs Pro-Tech Positions Clerical Positions **Assuming successful passage of the 2016 Mill Levy Override, funding will go towards classroom technology, support for whole child, Paraprofessionals Supplies, Materials, Non-Personnel and building great learning environments, among others.
$7,873
$7,287 $6,939 TABLE #6: $6,285 School Enrollment Principal Managed Budget FRL % Per Student $6,181 DPS Average (No Pathways) 65,367 $370,690,306 67% $5,671 $5,671 East High 2,548 $12,107,266 34% $4,752 Bear Valley International 163 $1,187,785 87% $7,287 Barnum 453 $2,799,966 98% $6,181 $4,752 Lena Archuleta 541 $3,400,144 88% $6,285 Hallett 241 $1,897,318 89% $7,873 Knapp 533 $3,698,487 94% $6,939
DPS Average East High Bear Valley Barnum Lena Archuleta Hallett Knapp (No Pathways) International
2 of 2 2017 Choice Analysis – Gilpin Montessori School
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Teacher Compensation Comparison
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Teacher Retention Comparison
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Denver Public Schools Teacher Retention Efforts
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