appendix - boarddocs, a diligent brand · 2019-05-30 · our voice, our schools 2980 curtis st....

Appendix: Denver Public Schools Superintendent Search Community Outreach

Appendix

Section 1: Materials Provided by Community Members

1a: Our Voices, Our Schools: Manifesto

Section 2: Community Forum Source Data

2a: Forum Participant Questions (PDF) 2b: Forum Summaries (PDF)

Section 3: Community Survey

3a: Community Survey Questions 3b: Data Toplines and Crosstabs 3c: Data Summary Deck

Our Voice, Our Schools2980 Curtis St.

Denver, CO 80205

July 30, 2018

Denver Public Schools Board of Educaiion1860 Lincoln Si.Denver, CO 80203

Dear Denver Public Schools Board of Education.

On Thursday, July 27, Our Voice, Our Schools (OVOS) partnered with City CouncilwomanDeborah Ortega to facilitate a coalition of community members to engage in dialogue about iheseleciion of ihe next Superintendent of Denver Public Schools (DPS). All five DPS school dlstrictswere represented in this ciiverse group of individuals comprised of parents, students, educators,coi'nmunity leaders, and loca! legislators representing communiiies of color in Denver.

As community organizers, we are comrnitted io modeling the collaboration and transparency weseek in our DPS schools leadership: the School Board and Superintendeni. OVOS is presentingthe input gathered in regards to desired qualifications in the next Superintendent, and demandsto be part of the process in selecting the candidates and eventual Supe rintendent.

We seek an individual who errrbodies ihe foilowing quaiifications.e Firsi and foremost, an educator.e The Superintendent must live in Denver and their school-aged children must attend

Denver Public schools.a We wani a "Transformer" not a reformer. This is an individual with demonstrated success

in transforming schools in a similar district. AIso, a school leader r,vho will phase out choiceto ensure high quality schools are reallzed in every nelghborhood.

a The next DPS Superintendent must have NO conflici of interest with charter schoolfunders, Democrais For Education Reform (DFER), or any DFER affiliates.

e The Superintendent must commit to fuli financial transparency: meaning an external, lineby line audit of DPS financials.

o The new Superintendent must have a "Restorative Justice" approach io discipline. Thisincludes: removing Student Resource Ofiicers, ending to zero tolerance policies,addressing the school to prison pipeline, and providing wraparound services, including:appropriate Special Education services, mental health services, and counselors.

Our Voice, Our Schools, in partnership with this coalition of diverse community members,demands a response from DPS Board of Education agreeing to Community representation in thesearch and selection of our next Superintendent.

Sincerely,

Our Voice, Our Schools

Our Denver, Our Schools

Public Education Advocacy Team

Project VOYCE

Colorado Latino Forum

Colorado Education Association

Denver Classroom Teachers Association

Caucus of Today's Teachers

Uniting4Kids

Denver CAN

Colorado Bad Ass Teachers

Colorado Stands

Democracy Enter Colorado

Denver Federation for ParaProfessionalsand Nutrition Service Employees - AFTlocal4463

Coloradans for Public Education Policy

Padres & Jovenes Unidos

Colorado Working Families Party

Black Lives Matter - Denver

Warriors for High Quality Schools

Alliance to Reclaim Our Schools

Honorable Polly Baca

Councilwoman Deborah Ortega

Honorable Frances Coleman

Emily Sirota, Candidate HD9

Hasira Ashemu

Cassandra Craft-Johnson

Kelly Coliver Mollinet

Brandon & Samantha Pryor

Derron Turner

XochitlGaytan

Rachael Lehman

Saira Rao

Vanessa Quintana

Tony Pigford

Lisa Calderon

Anne Cardea, Esq.

JoAnn Fujioka, Ph.D.

Carol Ann March

Virginia Castro

Maria Heymans

Andrea Leggett

Frances FrainAguirre

Rosario C de Baca

Jane Diamond

Maggie Miller

Michael Diaz-Rivera

Angela Engels

Santiago Lopez

Nicky Yollick

brother jeff Fard

Tim Krug

Candi C de Baca

Christopher & Amy Carrington

As agreed upon at the community meeting on Juty 27, this Manifesto witt be shared with tocat andstate elected afficials, the media, the Community, and other pubtic educatian advocacy groups.

aJ

The Denver community Education coalitionWe deserve a superintendent who is a transformer and embodies the following characteristics:

. Has experience as an educator in public schoolso Values the inclusion and participation of ALL students, teachers, parents,

and Denver's communities in making decisions. Believes that the district is not successful unless every child is successfuland has a well-rounded education

. Commits to high-quality, neighborhood-based schools that are accessible toall students with qualified, licensed teachers in every classroom

o Values collaboration over competition and restorative justice overpunishment.

Our coalition insrbfs on legitimate participation in the selection process of the superintendent.It is imperative to have community representation on fhe selection committee comprtsed

of: sfudents, parents, teachers, union representatives, communityr organizets, arepresentative from each of the 5 districts, and a higher education representative.

lnterested in being part of DPS' transformation? Join! Email more info: [email protected]

La Coalicion Educativa de la Comunidad de DenverNosotros merecemos un superintendente que es un transformador y refne las siguientescaracteristicas:

. Que tenga experiencia como educador(a) en las escuetas pf blicas.o Que crea que el distrito escolar no es exitoso hasta que todos los alumnossean exitosos y que tengan una educacion bien formada.. Que se comprometa a escuelas de alta calidad con maestros(as)licenciados(as) en cada saton que sean basadas en la comunidad y que seanaccesibles a todos los alumnos.

o Que valore la colaboraci5n en vez de estar en competencia, y justiciarestauradora en vez de castigos.

Nuestra coalici6n rnsisfe en que haya una participaci6n legitima en el praceso de seleccion delnueva superintendente. Es sumamente impoftante tener representacion comunitaria en el

comit6 de seleccion que incluya estudiantes, padres de familia, maesfros (as), representantes desindicatos, organizadores camunitarios, un representante de cada uno de los cinco distritos, y

un representante educativo a nivel colegial.

gle interesa ser parte de la transformaci6n de las escuelas ptiblicas de Denver (DpS)?!Reunase! Mande un correo electr6nico a [email protected] para mis informacion.

Ability to Engage Multiple Stakeholders

In your opinion, how important is it that our next education leader values engaging all stake-holders (parent, teachers,

community members etc.) in the collective effort to improve the education we provide our children here in Denver?

Very important

Somewhat important

Not very important

Not important at all

In your opinion, how important is it that our next education leader be someone who can connect equally well with parents

in our community and the business community who also care about the success of our school system?

Very important

Somewhat important

Not very important


lease let us know how important each of the following qualities of a superintendent are to you on the scale following

each quality. (Not Important at All) (Very Important)

A leader who has a high value and respect for all educators and views them as part of the process to improve all schools here in Denver.

A leader who is both respected and viewed positively by the teachers they have worked with.

A leader who has experience working with large and diverse boards of directors.

here are a number of qualities that collectively de�ne a strong education leader. Among all of these important qualities,

which two of the following do you feel are most important for the next superintendent of Denver ublic Schools to possess?

xperience as both a teacher and an administrator

eep knowledge of Denver s diverse communities and experience working in similar environments

xperience managing a large budget similar to Denver ublic chools

xperience working with a diverse set of stakeholders and values meaningful community engagement

Direct experience within large urban school districts similar to Denver

Deep knowledge of utili ing data and numbers to inform decision making

xperience navigating politics and knowledge of education policy at all levels

alues and demonstrates transparency in decision making

Budget, Policy, and Administrative Skills

Please let us know how important each of the following qualities of a superintendent are to you on the scale following

each quality. 1 (Not Important at All) – 10 (Very Important)

A leader with experience successfully leading a large, complex, public school system with a budget comparable to Denver Public Schools.

A leader who has been responsible for large budgets in their prior positions.

A leader who has deep knowledge of education policy and experience creating new policies that improve education outcomes.

A leader who is skilled in managing politics and can unite the city around education.

A leader who has extensive experience and a proven track record of guiding a large public institution to success.

Very important

Somewhat important

Not very important


perience sing ata

Please let us know how important each of the following qualities of a superintendent are to you on the scale following each quality. 1 (Not Important at All) 10 (Very Important)

A leader who has extensive experience utili ing data to evaluate the progress children in their district are making across educational outcomes.

A leader who has deep knowledge of how to use data to make decisions facing the district.

In your opinion, how important is it that our ne t leader values the role of hard data in decision making and, ut

understands important decisions must take into consideration the full conte t eyond ust the num ers

perience ith iverse Communities

Please let us know how important each of the following qualities of a superintendent are to you on the scale following each quality. 1 (Not Important at All) – 10 (Very Important)

A leader who knows Denver s diverse communities including its surrounding metro area.

A leader who has experience working in large urban school districts similar to Denver.

A leader who has demonstrated experience increasing the diversity of the staff of the organi ations they have led.

hat the education leader comes from a diverse background themselves, either due to their gender, race or ethnicity.

A leader who has the ability to ensure that all students in our district, regardless of their skill level, will have a positive experience in our schools.

hat the education leader we choose as our next superintendent here in Denver is bilingual so that they can communicate effectively with our nonnglish speaking students and their families.

In your opinion, how important is it that our ne t leader has a high value for diversity, equity and inclusion and has demonstrated a commitment to ensuring that enver s teachers and school leadership re ect the demographics of our community

Very important

Somewhat important

Not very important


In your opinion how important is it that our ne t leader has e perience leading school districts with student odies that are similar to enver in their demographic pro�le

Very important

Somewhat important

Not very important


ow important is it to you that the ne t superintendent of enver Pu lic Schools e from enver or have e perience

working in PS

Very important

Somewhat important

Not very important


rioriti ation of Issues acing Denver ublic Schoolshich of the following issues facing Denver s ublic Schools should the next superintendent prioriti e to improve the

quality of Denver s public schools? ( ow riority) ( igh riority)

losing the academic achievement and opportunity gap here in Denver based on race ethnicity and income level.

mproving the number of Denver s graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college.

nsuring that parents and their children have the ability to make choices on their school of choice across Denver s traditional neighborhood schools innovation and charter schools regardless of what part of town they live in.

nsuring that every child living in Denver has access to early childhood education programs.

losing the academic achievement and opportunity gap here in Denver for students with special needs.

losing the academic achievement and opportunity gap here in Denver for students for whom nglish is not their �rst language.

nsuring that our communities gifted students have access to the highest uality education possible to help them reach their full potential.

mplementing a district budgeting process that gives transparent and open opportunity for community input and that prioriti es investment of resources on teacher salaries and direct service to students.

Now please identify which of these qualities is the M S important to you when considering who the next superintendent

should be.

nsuring that parents and their children have the ability to make choices on their school of choice across Denver s traditional neighborhood schools innovation and charter schools regardless of what part of town they live in.

mplementing a district budgeting process that gives transparent and open opportunity for community input and that prioriti es investment of resources on teacher salaries and direct service to students.

nsuring that every child living in Denver has access to early childhood education programs.

losing the academic achievement and opportunity gap here in Denver based on race ethnicity and income level.

mproving the number of Denver s graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college.

hoose one answer.

Teaching vs. Administrative Experience

Please let us know how important the following quality of a superintendent is to you on the scale.

A leader who has experience in education as both a teacher and an administrator.

Education leaders often have a mixture of teaching and administrative experience, between these two important areas of

expertise which one do you believe is more important for the next superintendent here in Denver to have?

Teaching experience is more important

Both are equally important

Administrative experience is more important

How much do you agree with the following statement: It is impossible for someone to be a great school district

superintendent if they have not had deep experience in the classroom as a teacher prior to beginning an administrative

career.

Strongly Agree

Agree

Disagree

Strongly Disagree

Do you have any other comments?

DPS SUPERINTENDENT SEARCH FORUM 1

September 11th 2018

1

DENVER SCHOOL OF THE ARTS

Demographic Summary

Relationship with Denver Public Schools

2

52.00%

2.00%

11.00% 10.00%

26.00%

0%

10%

20%

30%

40%

50%

60%

Parent Student Educator Schooladministrator

Other

61.00%

2.00%

15.00% 15.00%

2.00%6.00%

0%10%20%30%40%50%60%70%

White /Anglo

NativeAmerican /American

Indian

Black /African

American

Hispanic /Latino

AsianAmerican

Other

Race/Ethnicity

33.00%

67.00%

0%10%20%30%40%50%60%70%80%

Male Female

Gender

Total Participants

79

Participant-Driven Topics Discussed (Top 3)

3

18.00%

28.00%

9.00%

3.00%

14.00%

28.00%

0%

5%

10%

15%

20%

25%

30%

Teaching vs.Administrative

Experience

Experience WithDiverse

Communities

Budget, Policy,and

AdministrativeSkills

Experience UsingData

Ability to EngageMultiple

Stakeholders

Prioritization ofIssues FacingDenver Public

Schools

Prioritization of Issues Facing DPS

4

Which of the following issues facing Denver’s Public Schools should the next superintendent prioritize to improve the quality of Denver’s public schools?

0 2 4 6 8 10

Closing the academic achievement and opportunity gap here inDenver based on race, ethnicity and income level

Improving the number of Denver’s graduates who are prepared to succeed in college while simultaneously ensuring that there is career

readiness for graduates who choose not to go to college.

Ensuring that parents and their children have the ability to make choices on their school of choice across Denver’s traditional

neighborhood schools, innovation and charter schools regardless of …

Ensuring that every child living in Denver has access to earlychildhood education programs.

Closing the academic achievement and opportunity gap here inDenver for students with special needs.

Closing the academic achievement and opportunity gap here inDenver for students for whom English is not their first language.

Ensuring that our community’s gifted students have access to the highest quality education possible to help them reach their full

potential.

Implementing a district budgeting process that gives transparent andopen opportunity for community input and that prioritizes investment of

resources on teacher salaries and direct service to students.


5

17.00%

0.00%

2.00%

15.00%

66.00%

Implementing a district budgeting process that givestransparent and open opportunity for community input andthat prioritizes investment of resources on teacher salaries

and direct service to students.

Ensuring that every child living in Denver has access toearly childhood education programs.

Ensuring that parents and their children have the ability to make choices on their school of choice across Denver’s traditional neighborhood schools, innovation and charter

schools regardless of what part of town they live in.

Improving the number of Denver’s graduates who are prepared to succeed in college while simultaneously

ensuring that there is career readiness for graduates who choose not to go to college.

Closing the academic achievement and opportunity gaphere in Denver based on race, ethnicity and income level.

0% 20% 40% 60% 80%


6

Prioritization of Issues Facing DPSSmall Sample of Participant Feedback from Table Discussions

Ensuring that the schools are creating a place where all children no matter their race, gender, needs, and ethnicity are being met and are able to succeed was voiced often. “Every child should have access to a great school!” “We need to make DPS a place where teachers and students want to come.”

Some participants expressed frustration over feeling that the community is asked to give input and never really heard. Some felt distrustful about the process and hoped that it would be different from other processes they have participated in.

There was sentiment towards a superintendent who can help make a “break from divisive issues of the past”, i.e., charter vs. neighborhood schools, and create an equitable system.

Some participants expressed concern over the “false measures of academic achievement and opportunity gaps among race, ethnicity, income level, and special needs children.”

Many participants expressed high value for a superintendent who is engaged and knowledgeable about the district and knows what the community believes to be important.

Experience with Diverse Communities

7

Please let us know how important each of the following qualities of a superintendent are to you on the scale following each quality.

0 1 2 3 4 5 6 7 8 9 10

A leader who knows Denver’s diverse communities including its surrounding metro area.

A leader who has experience working in large urban schooldistricts similar to Denver.

A leader who has demonstrated experience increasing thediversity of the staff of the organizations they have led.

That the education leader comes from a diverse backgroundthemselves, either due to their gender, race or ethnicity.

A leader who has the ability to ensure that all students in ourdistrict, regardless of their skil l level, will have a positive

experience in our schools.

That the education leader we choose as our nextsuperintendent here in Denver is bilingual so that they can

communicate effectively with our non-English speakingstudents and their families.


8

In your opinion, how important is it that our next leader has a high value for diversity, equity and inclusion and has demonstrated a commitment to ensuring that Denver’s teachers and school leadership reflect the demographics of our community?

84.00%

16.00%

0.00% 0.00%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Very important Somewhat important Not very important Not important at all


9

In your opinion how important is it that our next leader has experience leading school districts with student bodies that are similar to Denver in their demographic profile?

68.00%

32.00%

0.00% 0.00%0%

10%

20%

30%

40%

50%

60%

70%

80%



10

How important is it to you that the next superintendent of Denver Public Schools be from Denver or have experience working in DPS?

26.00%

29.00% 29.00%

16.00%

0%

5%

10%

15%

20%

25%

30%

35%


11

Experience with Diverse CommunitiesSmall Sample of Participant Feedback from Table Discussions

It was discussed that a superintendent should have demonstrated experience with diverse communities and possess cultural competence.

Some expressed that a superintendent should have a commitment to listening to the community AND also have the power to respond to the stated community needs, not just to listen.

Some present expressed that we should have a superintendent whose priority is to have teachers who look like students. We need them to value and understand the negative implications of not having this for our students.

Some participants expressed the need that the new superintendent puts equity at the forefront of all of the District’s work.

“The superintendent should be inclusive and supportive of diversity and experienced with both of these; be able to attract, retain, support, and nurture a diverse staff” stated one participant.

Equitable funding for all schools was raised by some of the participants.

Teaching and Administration Experience

12

Please let us know how important this is to you on a scale of 1 – 10.

7.91

0

1

2

3

4

5

6

7

8

9



13

Education leaders often have a mixture of teaching and administrative experience, between these two important areas of expertise which one do you believe is more important for the next superintendent here in Denver to have?

13.00%

74.00%

13.00%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Teaching experience is moreimportant

Both are equally important Administrative experience ismore important


14

How much do you agree with the following statement: It is impossible for someone to be a great school district superintendent if they have not had deep experience in the classroom as a teacher prior to beginning an administrative career.

39.00%

30.00%

9.00%

22.00%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Strongly Agree Agree Disagree Strongly Disagree

15

Teaching and Administration ExperienceSmall Sample of Participant Feedback from Table Discussions

Some participants expressed the need for a superintendent who can “walk the walk”.

Some participants stated that a superintendent should have experience in the field at large, with a demonstrated history.

Experience with a large metropolitan school district was important to some present.

Some present felt that administrative experience should be in the education field.

Some present felt that a superintendent should have experience as a teacher and administrator - "it's imperative, we should not have to choose!".

Some present highlighted that they wanted a leader who is an optimistic leader - “the right kind of leader should be versatile”.

There was a sentiment that a superintendent must be able to build a strong, diverse team - “that is a crucial piece of their experience”.

16

Open Mic Feedback

The meeting participants spent 60-90 minutes in small group discussions or sharing their views on an open mic. Here is a sampling of what we heard:

The personality of the superintendent needs to be one that can diffuse the angst.

“We need someone who work for ALL students” and personality is essential to take into consideration.

Some participants read aloud input they had solicited from students –it covered themes such as,

the quality of the curriculum;learning that is disconnected from what they’ll need in the future; school safety; critical role of school to success; and, the stressful focus on grades

17

Open Mic Feedback (cont’d)

Direct input from the students at the meeting stated that:

“the most important people in the system are the students and the teachers”It is important to support them and invest in teachers and students. There are unacceptably high levels of teacher turnover. “You can’t teach without a teacher.”

Several comments were directed toward the timeline set for selection of the superintendent. There was a strong sentiment that DPS had created a “false sense of urgency” for such a crucial decision that will have a direct impact on so many people in the community for years to come and want the deadline to be extended to choose the right superintendent.

18

Overall Forum Sentiment – Word Cloud

GOAL #1 Great Schools in Every Neighborhood

Opportunities to Stay Involved

❑ Public comment - Public Comment sign up is available online at 10:00 a.m. the Friday

prior to the regular Thursday meeting and until 5:00 p.m. the day before the meeting. The form is available on the agenda for public comment on BoardDocs. Sign up is also available by calling 720-423-3210 for those without access to the internet.

• September 20 at 5:30 p.m.

❑ Small Stakeholder Meetings- Any small group or individual who would like to meet with the board

can email [email protected] to request a meeting.

UPDATES: https://supersearch.dpsk12.org/communityengagement/

19

mailto:[email protected]

https://supersearch.dpsk12.org/communityengagement/

20

Upcoming Meetings

September 12, 2018, Wednesday –5:30-7:30pm at George Washington HS

September 13, 2018, Thursday –5:30-7:30pm at Thomas Jefferson HS

September 18, 2018, Tuesday –

5:30-7:30pm at Evie Dennis Campus

September 22, 2018, Saturday –10-12pm at Montbello Rec Center in Near Northeast Denver (Manual HS Area)

September 25, 2018, Tuesday –

5:30-7:30pm at Hiawatha Rec Center in Near Northeast Denver(Manual HS Area)

September 26, 2018, Wednesday –5:30-7:30pm at South HS 1700 E. Louisiana

September 29, 2018, Saturday –11am-1pm at North Campus, 2960 Speer Blvd.


September 12th 2018

1

GEORGE WASHINGTON HIGH SCHOOL

Demographic Summary


2

Race/Ethnicity

Gender

Total Participants

101

65.00%

0.00%12.00% 12.00% 9.00%

3.00%0%10%20%30%40%50%60%70%

White/Anglo

Native…

Black/Africa…

Hispanic/Lati…

Asian…

Other

47.00%

0.00%

38.00%

0.00%

15.00%

0%5%10%15%20%25%30%35%40%45%50%

Parent

Student

Educator

Administrator

Other

26.00%

68.00%

6.00%

0%

10%20%30%

40%50%60%70%

80%

Male Female Other


3

23.00%22.00%

12.00%

2.00%

19.00%

22.00%

0%

5%

10%

15%

20%

25%

Teaching vs.Administrative

ExperienceContent

Experience WithDiverse

CommunitiesContent

Budget, Policy,and Administrative

Skills Content

Experience UsingData Content

Ability to EngageMultiple

Stakeholders

Prioritization ofIssues FacingDenver Public

Schools


4


8.587.96

5.72

8.487.77 8.09

6.84

8.98

0123456789

10

Closing

the a

cade

mic ac

hieve

ment…

Impro

ving t

he nu

mber o

f grad

uates

…

Ensuri

ng th

at pa

rents

and c

hildre

n…

Ensuri

ng th

at ev

ery ch

ild ha

s acc

ess…

Closing

the a

cade

mic ac

hieve

ment…

Closing

the a

cade

mic ac

hieve

ment …

Ensuri

ng th

at ou

r com

munitie

s gifte

d…

Imple

mentin

g a di

strict

budg

eting

…


5

Which of the following issues facing Denver’s Public Schools should the next

superintendent prioritize to improve the quality of Denver’s public schools?

38.00%

6.00%8.00%

19.00%

29.00%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Implementing adistrict budgeting

process withtransparency and

opportunity.

Each child hasaccess to early

childhood educationprograms.

Parents have theability to make

choices of schoolsregardless of where

they live.

Improving the number of Denver’s graduates who are

prepared to succeed in college and

ensuring career readiness for

graduates who choose not to go to

college.

Closing theacademic

achievement andopportunity gapbased on race,

ethnicity and incomelevel.

6


Some participants expressed concern about a political insider already being slated or that an individual had already been “pre-selected”. There was a sentiment expressed by many of distrust of the process and DPS; We need, “Someone who is out of the process and not political”.

Many present discussed the need for a leader who works in collaboration with teachers, treats them like professionals and understands that we need our teachers to want to continue teaching. That means valuing appropriate teacher salaries, and valuing high quality schools in every neighborhood.

Some present felt that DPS had failed students. Some felt frustrated about the lack of progress on “past priorities” and did not feel optimistic about advancing new priorities.

Some participants expressed the sentiment that they feel like they are asked to talk and give input, but they are never really heard by DPS. Some present felt that teachers need to be more respected so that they can serve their students and that students feel valued and safe.

Some felt that in order to have a connection with the stakeholders, a new superintendent needs to be a Denver resident. Some said that we need a leader who is engaged in the community and is knowledgeable about the priority issues. “We want a transformer, not a reformer”.

Participants discussed many sentiments about charter schools vs. traditional schools, and there was a lot of discussion and agreement that every neighborhood should have a quality school. Some present felt that it was a “false construct” to pit “charter” against “neighborhood”.


7


8.82

7.788.13

7.42

9.02

6.26

0

1

2

3

4

5

6

7

8

9

10

A leader who knows Denver’s

diverse communities including its

surrounding metro area.

A leader who hasexperience

working in largeurban school

districts similar toDenver.

A leader who hasdemonstrated

experienceincreasing thediversity of the

staff of theorganizations they

have led.

That the educationleader comes from

a diversebackground

themselves, eitherdue to their

gender, race orethnicity.

That the educationleader comes from

a diversebackground

themselves, eitherdue to their

gender, race orethnicity.

Is bilingual sothat they cancommunicate

effectively with ournon-English

speaking studentsand their families.


8


83.00%

17.00%

0.00% 0.00%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%



9


54.00%

40.00%

2.00%4.00%

0%

10%

20%

30%

40%

50%

60%



10


7.00%

35.00%

30.00%28.00%

0%

5%

10%

15%

20%

25%

30%

35%

40%


11


Participants discussed the need to have a superintendent who is from a diverse background (beyond race/ethnicity), indicating that a leader should also have a track-record, empathy and lived experience.

Some indicated they wanted a leader with passion, “I want our next superintendent to be passionate, respectful, caring and informed.”

Participants wanted a leader who would recruit, retain, and promote minority teachers.

Some expressed that we need a leader who takes the time to understand the priorities of each community. She/he should understand that different communities have different educational needs. She/he should understand equity and that there are enough resources to take care of all schools equitably.

Some expressed that we need a leader who lives in the district and sends their children to the public school; “they need skin in the game”.

Some present expressed that they want a superintendent whose priority is to have teachers who look like the students, and have a shared experience.

Some expressed that there are currently winners and losers in our District, and expressed that “everyone should win”.


12


8.09

0

1

2

3

4

5

6

7

8

9



13


34.00%

51.00%

15.00%

0%

10%

20%

30%

40%

50%

60%

Teaching experience is moreimportant

Both are equally important Administrative experience is moreimportant


14


44.00%

30.00%

14.00%12.00%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


15


Some present felt that teaching experience is a requirement in a leader, and they were not supportive of someone with a business background or from the business community.

Some expressed that we need a leader who is thoughtful, committed and concerned about the whole child, and who has a clear vision and philosophy.

Some expressed interest in having a leader who is committed to ensuring that the teaching profession is respected and can be a stable profession and respected career.

Some participants expressed a suspicion about who the District will choose, stating that they “feel like the district will keep with the same, and not hire someone who values students!

Some participants expressed displeasure with selecting someone who is currently an administrator in the District. They indicated that they did not have high levels of trust with the current administration.

Many present indicated that they wanted a leader who not only respected students, but is respected by students.

There was significant discussion in the room that any leader must have both teaching and administrative experience within a public, large, urban diverse setting.

16

Open Mic Feedback

• Some participants emphasized that the superintendent must value immigrants and that she/he must continue to welcome immigrants as teachers and students. “We want a superintendent who values inclusion.”

• Participants expressed that they don’t want a superintendent who “uses a corporate approach to managing the school district.” “We need a collaborator not a competitor.”

• She/he must have a high value for transparency and inclusion.

• Some educators expressed their concern for the working conditions of the district: “Teacher working conditions are student living conditions.”

17


• Several individuals spoke to wanting a superintendent who was willing to sit across from students, teachers and community and value their input rather than that of outside entities/individuals.

• Some individuals, who identified themselves as DCTA representatives, stated that they want to be included in the process for selecting the next superintendent.

• Concern was expressed by speakers that the timeline for selecting the next superintendent was too fast and it has created a false sense of urgency.

• She/he must have experience as an educator in a public school system.

• There were parents who spoke on behalf of school choice but emphasized that the debate between school choice and traditional schools should not be a dividing line.

18










19



20

Upcoming Meetings

September 13, 2018, Thursday –5:30-7:30pm at Thomas Jefferson HSSeptember 18, 2018, Tuesday –5:30-7:30pm at Evie Dennis CampusSeptember 22, 2018, Saturday –10-12pm at Montbello Rec Center in Near Northeast Denver (Manual HS Area)September 25, 2018, Tuesday –5:30-7:30pm at Hiawatha Rec Center in Near Northeast Denver(Manual HS Area)September 26, 2018, Wednesday –5:30-7:30pm at South HS 1700 E. LouisianaSeptember 29, 2018, Saturday –11am-1pm at North Campus, 2960 Speer Blvd.


September 13th 2018

1

THOMAS JEFFERSON HIGH SCHOOL

Demographic Summary


2

Race/Ethnicity

Gender

Total Participants

34

69.00%

6.00% 0.00% 19.00%

6.00% 0.00% 0%10%20%30%40%50%60%70%

53.00%

0.00%

35.00%

6.00% 6.00%

0% 10% 20% 30% 40% 50% 60%

13.00%

80.00%

7.00%

0% 20% 40% 60% 80%

100%

Male Female Other


3

23.00%

29.00%

17.00%

2.00%

10.00%

19.00%

0%

5%

10%

15%

20%

25%

30%

35%

Teaching vs. Administrative

Experience Content

Experience With Diverse

Communities Content

Budget, Policy, and Administrative

Skills Content

Experience Using Data Content

Ability to Engage Multiple

Stakeholders

Prioritization of Issues Facing Denver Public

Schools


4


8.92

8.46

7.2

9.17

8.77

8.5

7.18

8.98

0 1 2 3 4 5 6 7 8 9 10

Closing the academic achievement and opportunity gap based on race, ethnicity and income.

Improving the number of graduates prepared for after high school.

Ensuring that parents and children have ability to choose schools regardless of where they live.

Ensuring that every child has access to early childhood care.

Closing the academic achievement and opportunity gap for special needs students.

Closing the academic achievement and opportunity gap for those who don’t have English as their first …

Ensuring that our communities gifted students have access to quality education.

Implementing a district budgeting process that is transparent and open.


5


29.00%

14.00%

21.00%

7.00%

29.00%

0%

5%

10%

15%

20%

25%

30%

35%

Implementing a district budgeting

process with transparency and

opportunity.

Each child has access to early

childhood education programs.

Parents have the ability to make

choices of schools regardless of where

they live.

Improving the number of Denver’s graduates who are

prepared to succeed in college and

ensuring career readiness for

graduates who choose not to go to

college.

Closing the academic

achievement and opportunity gap based on race,

ethnicity and income level.

6


Some participants expressed a desire for a leader who prioritizes supporting the mental and emotional health of students, as well as their academic needs.

Some emphasized a desire for funding which would support the hiring of social workers and therapists to help students combat a trending surge of overwhelm and stress, noting “we have more police officers in our school than counselors.”

Some said it would be helpful to have a leader who is familiar with the history of DPS and all of the changes the district has experienced over a short period of time.

Participants brought up several concerns regarding gentrification and its impact on the district in regards to transportation needs, lack of affordability and access, and an enrollment gap for students of color and low-income students.

7


Several participants vocalized the need to prioritize inclusivity and diversity initiatives -such as providing more resources for immigrants and their families, particularly those whose primary language is one other than English.

Some present said they would like to see quality schools in every neighborhood and would like to see charter and neighborhood schools collaborating more.

Most participants said they need a leader who knows how to manage and prioritize a budget and that they want to see financial transparency from leadership. Some expressed a desire for financial autonomy at each school.

Some present discussed the need to find other measures for evaluation rather than placing such a large emphasis on standardized testing. Instead, they said they want a leader who will “place more trust in the educators” and commit to “teach the child, not the test.”


8


7.64 7.77

8.85

7.07

8.62

6.50

0

1

2

3

4

5

6

7

8

9

10

A leader who knows Denver’s

diverse communities including its

surrounding metro area.

A leader who has experience

working in large urban school

districts similar to Denver.

A leader who has demonstrated

experience increasing the diversity of the

staff of theorganizations they

have led.

That the education leader comes from

a diverse background

themselves, either due to their

gender, race or ethnicity.

That the education leader comes from

a diverse background

themselves, either due to their

gender, race or ethnicity.

Is bilingual sothat they can communicate

effectively with our non-English

speaking students and their families.


9


100.00%

0.00% 0.00% 0.00% 0%

10% 20% 30% 40% 50% 60% 70% 80% 90%

100%



10


69.00%

31.00%

0.00% 0.00% 0%

10%

20%

30%

40%

50%

60%

70%

80%



11


0.00%

23.00%

62.00%

15.00%

0%

10%

20%

30%

40%

50%

60%

70%


12

Experience with Diverse CommunitiesSmall Sample of Participant Feedback from Table Discussions Several present stressed the importance of diverse representation among educators and administrators.

Participants discussed the pressing need for the superintendent to have experience working with diverse communities. Some expressed a desire for this leader to have experience with inner city, rural, and urban populations.

Many participants expressed the desire to introduce diverse curriculum into the classroom to foster culturally relevant dialogue among a diverse student population.

Many participants indicated that it is imperative for this leader to understand the needs of parents and families who do not speak English. Some suggested an emphasis on English language learning and other programs to mitigate these challenges.

Some said they are looking for a leader who understands restorative justice and will scrutinize practices which alienate or unfairly target minority students.

Some present expressed their concern that a leader has already been chosen and that the forums are merely a formality.

Some indicated a desire to have an adequate allocation of time to carefully discern which candidate will best serve the needs of the district, suggesting an interim superintendent through the spring term.


13


8.36

0

1

2

3

4

5

6

7

8

9



14


27.00%

53.00%

20.00%

0%

10%

20%

30%

40%

50%

60%

Teaching experience is more important

Both are equally important Administrative experience is more important


15


60.00%

20.00% 20.00%

0.00% 0%

10%

20%

30%

40%

50%

60%

70%


16


Many participants felt that experience in the classroom is a requirement in a leader, and they expressed an overwhelming lack of support for an incoming leader with a corporate or primarily business background. “Education is not a business and you cannot run it like a business.”

Some present expressed a desire for the superintendent to send their own child to a school in the district as an indicator of their emotional investment in the success of DPS.

Many present vocalized a need for their leader to understand the emotional experience of teachers and in particular, and to engage teacher burnout from an informed perspective and with a focus on retention strategies.

Some said that an incoming leader must address wage gaps in order to retain highly qualified educators.

Most participants emphasized the importance of a superintendent who has prior experience with budgets and funding and who will thoroughly examine the budget while working to get more funding at the school level.

Some participants indicated that while teaching experience is necessary and administrative experience is preferable, they are not necessarily looking for someone whose only experience has been in the classroom.

17

Open Mic Feedback

Some emphasized the importance of considering and implementing community feedback in the selection process and stressed the importance of transparency throughout the process. “There’s a big rush to replace the Superintendent. The district ran well without a Superintendent when he was on sabbatical and we can do it again.”

A spokesperson from the Student Board of Education urged decision makers to involve “student voices” in the selection process, stressing that students have firsthand experience with the opportunity gap. “When we finalize candidates, [it’s imperative] that student board members interview candidates. We have a better sense of who is the right leader for our schools.”

Individuals stressed the importance of a leader with a background as an educator in public schools.

18


Some placed a high priority on the inclusion and representation of students, parents, and teachers in the decision-making process.

She/he must agree that the success of the district relies on the success of every child and their access to a well-rounded education.

She/he must value collaboration over competition and restorative justice over punishment.

Many expressed a strong desire for the Board to be transparent and effectively communicate the anticipated timeline as well as how the community can be involved in this timeline for the duration of the selection process.

19




�Public comment - Public Comment sign up is available online at 10:00 a.m. the Friday



�Small Stakeholder Meetings- Any small group or individual who would like to meet with the board



20

21

Upcoming Meetings

September 18, 2018, Tuesday –5:30-7:30pm at Evie Dennis CampusSeptember 22, 2018, Saturday –10-12pm at Montbello Rec Center in Near Northeast Denver (Manual HS Area)September 25, 2018, Tuesday –5:30-7:30pm at Hiawatha Rec Center in Near Northeast Denver(Manual HS Area)September 26, 2018, Wednesday –5:30-7:30pm at South HS 1700 E. LouisianaSeptember 29, 2018, Saturday –11am-1pm at North Campus, 2960 Speer Blvd.


!"#$"%&"'()*$+ ,-)*(

1

Evie Garret Dennis Campus

Demographic Summary

!"#$%&'()*&+,-&%*,."(/"0,123#&4,54*''#)

2

!$4"67%*(&4&%8

9"(:"0

;'%$#,1$0%&4&+$(%);'%$#,1$0%&4&+$(%)

<=>

!"#$$%

$#$$%

&!#$$%

'(#$$%"#$$% )#$$%

$%'$%!$%)$%&$%*$%($%+$%

,-./0123456

78/.90:

;58<=12>?.<83:

@.AB83.<1C8/.36

2A.83D2E

0?.<83

F/-0?

)$#$$%!(#$$% !$%

"#$$%

'*#$$%

$%*%'$%'*%!$%!*%)$%)*%

G8?03/

H/IJ03/

KJI<8/6?

2JE.3.A/?8/6?

F/-0?

)!#$$%

((#$$%

!#$$%$%'$%!$%)$%&$%*$%($%+$%

L850 M0E850 F/-0?


3

!"#$$%

!&#$$%

'$#$$%

(#$$%

)#$$%

!*#$$%

$%

+%

'$%

'+%

!$%

!+%

($%

,-./0123456#7891216:;.:15-

<=>-;1-2/-?@2:-2:

<=>-;1-2/-4A1:0B15-;6-

?@99C21:1-6?@2:-2:

DC83-:E4F@G1/HE.2847891216:;.:15-

IJ1GG64?@2:-2:

<=>-;1-2/-4K6123B.:.4?@2:-2:

7L1G1:H4:@4<23.3-MCG:1>G-

I:.J-0@G8-;6

F;1@;1:1N.:1@24@OP66C-64Q./123B-25-;4FCLG1/

I/0@@G6


4

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@AB@

CADE

DAF@

CADB

CAGC

CAC

DACF

CAGE

H F E B G I J D C @ FH

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%60.)8%&,%30$)L%)(",#$#(>%0,8%#,$&<)A

M<:3&2#,-%(")%,/<6)3%&'%-308/0().%:3):03)8%'&3%0'()3"#-"%.$"&&*A

N,./3#,-%("0(%:03),(.%0,8%$"#*83),%"02)%06#*#(>%(&$"&&.)%.$"&&*.%3)-038*)..%&'%+")3)%(")>%*#2)A

N,./3#,-%("0(%)2)3>%$"#*8%"0.%0$$)..%(&%)03*>$"#*8"&&8%$03)A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%'&3%.:)$#0*%,))8.%.(/8),(.A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>%-0:%'&3%("&.)%+"&%8&,4(%"02)%N,-*#."%0.%(")#3%'#3.(%O

N,./3#,-%("0(%&/3%$&<</,#(#).%-#'()8%.(/8),(.%"02)0$$)..%(&%=/0*#(>%)8/$0(#&,A

M<:*)<),(#,-%0%8#.(3#$(%6/8-)(#,-%:3&$)..%("0(%#.(30,.:03),(%0,8%&:),A


5

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@ABAACDBAAC

@BAAC

@ABAAC

EFBAAC

AC

@AC

GAC

FAC

HAC

IAC

EAC

DAC

J<:*)<),(#,-%08#.(3#$(%6/8-)(#,-:3&$)..%+#("

(30,.:03),$>%0,8&::&3(/,#(>B

K0$"%$"#*8%"0.0$$)..%(&%)03*>

$"#*8"&&8%)8/$0(#&,:3&-30<.B

503),(.%"02)%(")06#*#(>%(&%<0L)

$"&#$).%&'%.$"&&*.3)-038*)..%&'%+")3)

(")>%*#2)B

J<:3&2#,-%(")%,/<6)3%&'%1),2)34.%-308/0().%+"&%03)%:3):03)8%(&%./$$))8%#,%$&**)-)%0,8%),./3#,-%$03))3%3)08#,)..%'&3%-308/0().%+"&%

$"&&.)%,&(%(&%-&%(&%$&**)-)B

M*&.#,-%(")0$08)<#$

0$"#)2)<),(%0,8&::&3(/,#(>%-0:60.)8%&,%30$)N

)(",#$#(>%0,8%#,$&<)*)2)*B

6


Some participants expressed a desire to have trauma-informed interventions within the district which focus on treating the “whole child.” The focus on social and emotional well-being would be more effective than employing more school resource officers, for example.

Most present addressed the large achievement gap that exists, particularly for students of color, and said developing tangible strategies to close this gap should be the new superintendent's first priority.

Others voiced their frustration with the unequal distribution of resources and offerings and acknowledged a disparity in opportunity for students across the district, siting that smaller, low-income schools who seem to get left behind

They expressed a desire for a leader who will aggressively address the underlying issues leading to a high teacher turnover rate, such as insufficient funding and unmanageable workloads. They underscored the need to increase teacher pay across the District.

7


Some expressed a desire for more English Language Learning (ELL) resources and for a

re-evaluation and improvement of the current ELL system.

Several participants said they would like the superintendent to re-evaluate metrics for

school performance so that testing is not the final measure of a school’s success.

Many participants expressed a preference for a leader who will actively engage students,

teachers, and the community and “work with the community rather than for them.”


8

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&#$2-&+3&'-#&3+""+,.*4&5($".'.#%&+3&$&%(0#1.*'#*6#*'&$1#&'+&7+(&+*&'-#&%2$"#&3+""+,.*4&#$2-&5($".'78

98:9 98:; 98<=98>>

98?@

?8?9

A

>

=

;

:

B

?

<

9

@

>A

C&"#$6#1&,-+&)*+,%&D#*E#1F%&

6.E#1%#&2+//(*.'.#%&.*2"(6.*4&.'%&

%(11+(*6.*4&/#'1+&$1#$8

C&"#$6#1&,-+&-$%#G0#1.#*2#

,+1).*4&.*&"$14#(1H$*&%2-++"

6.%'1.2'%&%./."$1&'+D#*E#18

C&"#$6#1&,-+&-$%6#/+*%'1$'#6#G0#1.#*2#.*21#$%.*4&'-#6.E#1%.'7&+3&'-#%'$33&+3&'-#

+14$*.I$'.+*%&'-#7-$E#&"#68

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

L%&H.".*4($"&%+'-$'&'-#7&2$*2+//(*.2$'#

#33#2'.E#"7&,.'-&+(1*+*MN*4".%-

%0#$).*4&%'(6#*'%$*6&'-#.1&3$/.".#%8


9

!"#$%&'#%()")%"*#+%,#)-(%'./".#)0#).#.+/.#%&'#"12.#31/41'#+/0#/#+)5+#6/3&1#7%'#4)61'0).$*#18&).$#/"4#)"93&0)%"#/"4#+/0#41-%"0.'/.14#/#9%--).-1".#.%#1"0&')"5#.+/.#:1"61';0#.1/9+1'0#/"4#09+%%3#31/41'0+)(#'17319.#.+1#41-%5'/(+)90#%7#%&'#9%--&").$<

=>?>>@

A>?>>@

>?>>@ >?>>@>@

A>@

B>@

C>@

D>@

E>@

F>@

G>@

H>@

=>@

A>>@

I1'$#)-(%'./". J%-1,+/.#)-(%'./". K%.#61'$#)-(%'./". K%.#)-(%'./".#/.#/33


10

!"#$%&'#%()")%"#*%+#),(%'-."-#)/#)-#-*.-#%&'#"01-#20.30'#*./#01(0')0"40#20.3)"5#/4*%%2#3)/-')4-/#+)-*#/-&30"-#6%3)0/#-*.-#.'0#/),)2.'#-%#70"80'#)"#-*0)'#30,%5'.(*)4#('%9)20:#

;<=>>?

@;=>>?

@=>>? >=>>?>?

<>?

@>?

A>?

B>?

C>?

D>?

;>?

E>?

F0'$#),(%'-."- G%,0+*.-#),(%'-."- H%-#80'$#),(%'-."- H%-#),(%'-."-#.-#.22


11

!"#$%&'"()*+)$%,$%)$)"$-".$)/*)$)/0$+01)$,.'0(%+)0+20+)$"3$40+50($6.78%9$:9/""8,$70$3("&$40+50($"($/*50$01'0(%0+90$#"(;%+<$%+$46:=$

>?@AAB

CC@AAB

DE@AABD>@AAB

AB

EB

DAB

DEB

>AB

>EB

FAB

FEB

CAB

CEB

EAB

G0(-$%&'"()*+) :"&0#/*)$%&'"()*+) H")$50(-$%&'"()*+) H")$%&'"()*+)$*)$*88

12

Experience with Diverse CommunitiesSmall Sample of Participant Feedback from Table Discussions Most participants expressed a strong preference for a leader who not only has an understanding of diverse cultures, but who can also can exhibit “authentic cultural leadership” because of her/his experience working with diverse communities.

Participants emphasized that this experience shouldn’t be restricted to race and ethnicity but a more expansive definition that acknowledges and includes populations such as, single parents, same-sex couples, families with diverse socioeconomic backgrounds, and others.

Many present said they are looking for a leader who is open-minded, collaborative, and who exhibits empathy and a willingness to listen to and engage the opinions and ideas of students, teachers, and the surrounding community.

Most emphasized the importance of a superintendent who hires more teachers of color in order to encourage representation for students and foster an environment in which students can connect to teachers, particularly regarding “culturally sensitive” topics.

13


Some participants felt that an incoming leader should be familiar with the district’s history and be particularly devoted to promoting equity and “untangling the issue of why teachers of color are leaving so fast.”

Many present discussed the significance of a superintendent who takes a “hands on” approach to leadership and will “roll up [his/her] sleeves and get involved”, through site visits in the classroom as well as in the community.

Some present acknowledged the need to enhance programs for special needs students as well as hire teachers who are fully equipped to execute this program effectively.


14

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&'-.%&.%&'+&2+(&+*&$&%3$"#&+4&5&6 578

98:;

7

5

<

:

;

=

>

?

9

@

A&"#$B#1&,-+&-$%&#C0#1.#*3#&.*&#B(3$'.+*&$%&D+'-&$&'#$3-#1&$*B&$*&$B/.*.%'1$'+18


15

!"#$%&'()*+,%",-.*(/&,)*0%1,*%*2'3&#-,*(/*&,%$0')4*%)"*%"2')'.&-%&'1,*,35,-',)$,6*7,&8,,)*&0,.,*&8(*'25(-&%)&*%-,%.*(/*,35,-&'.,*80'$0*(),*"(*9(#*7,+',1,*'.*2(-,*'25(-&%)&*/(-*&0,*),3&*.#5,-')&,)",)&*0,-,*')*:,)1,-*&(*0%1,;

<=>==?

@=>==?

<=>==?

=?

A=?

<=?

B=?

C=?

D=?

@=?

E=?

F,%$0')4*,35,-',)$,*'.*2(-,'25(-&%)&

G(&0*%-,*,H#%++9*'25(-&%)& I"2')'.&-%&'1,*,35,-',)$,*'.*2(-,'25(-&%)&


16

!"#$%&'($)"$*"&$+,-..$#/0($0(.$1"22"#/3,$40+0.%.305$60$/4$/%7"44/82.$1"-$4"%."3.$0"$8.$+$,-.+0$4'(""2$)/40-/'0$4&7.-/30.3).30$/1$0(.*$(+9.$3"0$(+)$)..7$.:7.-/.3'.$/3$0(.$'2+44-""%$+4$+$0.+'(.-$7-/"-$0"$8.,/33/3,$+3$+)%/3/40-+0/9.$'+-..-;$

<=;>>?

@=;>>?

=>;>>?

A;>>?

>?

A?

B>?

BA?

=>?

=A?

<>?

<A?

@>?

@A?

C0-"3,2*$D,-.. D,-.. E/4+,-.. C0-"3,2*$E/4+,-..

17


Most present expressed a desire for someone with classroom experience who understands the complex experiences of students as well as (1) the needs of educators and (2) potential barriers to student success.

Many discussed the importance of someone who has demonstrated willingness to get into the classroom to see what is actually happening.

Some participants emphasized the importance of hiring someone who is passionate about both education and success, regardless of their experiential background.

Some expressed a desire for the superintendent to send his/her own child to a DPS school in order to demonstrate their trust in the system and personal interest in the district’s success.” What kind if message does it send if you don’t think DPS is good enough for your own children?”

Some present emphasized the importance of a leader who commits to continual learning and growth, places a high values on innovation, and surrounds him/herself with a solid team.

Some expressed that we need someone who will be able to “take on the system” and act with courage, from their own principles to make the required changes in the District.

Some participants discussed their preference for a leader who has experience working in a large, urban district and has experience running several different schools at once. A leader that can lead & the build the right team.

18

Open Mic Feedback

At this meeting, we overwhelmingly heard student voices, especially at the open mic.

Several students voiced their preference that the superintendent value community feedback and actively engage with students. “The superintendent needs to genuinely care about the community and its students and have a passion for his/her job.”

Other students said that diversity initiatives should take into account variations in ethnicity, socioeconomic status, and sexual orientation in order to be fully inclusive.

Many present agreed with a student speaker that the superintendent should examine the reasons behind high teacher turnover rates and work diligently to fix the budget so it will accommodate teachers who are limited by an insufficient income.

19


A student expressed the need for the superintendent to focus on improving every school in the district so that “each school in every neighborhood is a school where parents want to send their kids.”

One participant emphasized the significance of a leader who demonstrates a commitment to diversity by recruiting, hiring, and retaining teachers of color.

A participant identified institutional racism as the most significant factor affecting DPS, calling it out as the fundamental concern that needs to be addressed head on. The participant expressed that unless this issue is directly addressed, changes in DPS will not succeed.

20










21



22

Upcoming Meetings

September 22, 2018, Saturday –10-12pm at Montbello Rec Center in Near Northeast Denver (Manual HS Area)September 25, 2018, Tuesday –5:30-7:30pm at Hiawatha Rec Center in Near Northeast Denver(Manual HS Area)September 26, 2018, Wednesday –5:30-7:30pm at South HS 1700 E. LouisianaSeptember 27, 2018, Thursday –5:30-7:30pm at West Campus Library 951 Elati St.September 29, 2018, Saturday –11am-1pm at North Campus, 2960 Speer Blvd.


!"#$"%&"'())*+ ),-.(

1

Montbello Recreation Center

Demographic Summary

!"#$%&'()*&+,-&%*,."(/"0,123#&4,54*''#)

2

6"(7"0

8'%$#,1$0%&4&+$(%)8'%$#,1$0%&4&+$(%)

99

!"#$$%

$#$$%

&$%

$#$$%

&'#$$%

$%($%&$%)$%*$%!$%'$%+$%

,-./01

2134/0

1

5436-

17.

849:0:

;1.-17

.<1=/

.

&>#$$%

'!#$$%

'#$$%

$%($%&$%)$%*$%!$%'$%+$%

?-@/ A/9-@/ <1=/.


3

!"#$$%

!&#$$%

'#$$%

!#$$%

(!#$$%

!&#$$%

$%

)%

($%

()%

!$%

!)%

*$%

+,-./0123456701089:-90;,

<=>,:0,1.,?@19,19

<=>,:0,1.,3A09/B0;,:8,

?@77C1090,8?@19,19

DC62,[email protected]:-90;,

IJ0GG83?@19,19

<=>,:0,1.,3K8012B-9-3?@19,19

5L0G09H39@3<12-2,MCG90>G,

I9-J,/@G6,:8

F:0@:090N-90@13@OP88C,83Q-.012B,1;,:3FCLG0.

I./@@G8


4

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@AEJ

CAIC

JADD

@AGI

CACB

CA@I

CAIB

@AIB


K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%60.)8%&,%30$)L%)(",#$#(>%0,8%#,$&<)A

M<:3&2#,-%(")%,/<6)3%&'%-308/0().%:3):03)8%'&3%0'()3"#-"%.$"&&*A

N,./3#,-%("0(%:03),(.%0,8%$"#*83),%"02)%06#*#(>%(&$"&&.)%.$"&&*.%3)-038*)..%&'%+")3)%(")>%*#2)A

N,./3#,-%("0(%)2)3>%$"#*8%"0.%0$$)..%(&%)03*>$"#*8"&&8%$03)A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%'&3%.:)$#0*%,))8.%.(/8),(.A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>%-0:%'&3%("&.)%+"&%8&,4(%"02)%N,-*#."%0.%(")#3%'#3.(%O

N,./3#,-%("0(%&/3%$&<</,#(#).%-#'()8%.(/8),(.%"02)0$$)..%(&%=/0*#(>%)8/$0(#&,A

M<:*)<),(#,-%0%8#.(3#$(%6/8-)(#,-%:3&$)..%("0(%#.(30,.:03),(%0,8%&:),A


5

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@ABCCD

EFBCCD

GBCCD

EFBCCD

HHBCCD

CD

ID

ECD

EID

@CD

@ID

HCD

HID

J<:*)<),(#,-%08#.(3#$(%6/8-)(#,-:3&$)..%+#("

(30,.:03),$>%0,8&::&3(/,#(>B

K0$"%$"#*8%"0.0$$)..%(&%)03*>

$"#*8"&&8%)8/$0(#&,:3&-30<.B

503),(.%"02)%(")06#*#(>%(&%<0L)

$"&#$).%&'%.$"&&*.3)-038*)..%&'%+")3)

(")>%*#2)B

J<:3&2#,-%(")%,/<6)3%&'%1),2)34.%-308/0().%+"&%03)%:3):03)8%(&%./$$))8%#,%$&**)-)%0,8%),./3#,-%$03))3%3)08#,)..%'&3%-308/0().%+"&%

$"&&.)%,&(%(&%-&%(&%$&**)-)B

M*&.#,-%(")0$08)<#$

0$"#)2)<),(%0,8&::&3(/,#(>%-0:60.)8%&,%30$)N

)(",#$#(>%0,8%#,$&<)*)2)*B

6


Most participants stressed the need for equity across the district so that every student can experience best practices in teaching and learning and each community within the district can thrive.

They would like a superintendent to examine the budget thoroughly and ensure that the money is appropriately allocated, giving preference to schools that have a budget shortfall and/or resource deficits that result in the loss of teachers and students.

Several present are looking for a superintendent who will prioritize quality schools across the district rather than emphasizing “choice” without working to make every school a desirable choice for students and teachers.

They emphasized a desire to have a well-resourced school in their area that students can walk to and foster more community engagement.

Some felt that it is important to prioritize smaller class sizes so that teachers can better engage and connect with students.

7


Some participants emphasized the need for “restorative justice,” and expressed concerns

over the proliferation of School Resource Officers (SRO’s) especially when educators

have a bias which would expose black and brown students to inequitable practices

and treatment which may escalate the situation and contribute to the “preschool to

prison pipeline.”

Some felt that replacing SRO officers with culturally-sensitive mental health professionals

would help eliminate the potential risk of inequitable treatment of students of color.

Most present addressed prioritized hiring of more teachers of color, and culturally relevant

curriculum which would provide much needed representation for students of color.

Many participants said it is imperative for the superintendent to value collaboration over

competition - among schools and within the community. They expressed the need for

someone to listen and implement strategies that are informed by the community voice,

rather than asking for community opinions and disregarding them.


8

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&#$2-&+3&'-#&3+""+,.*4&5($".'.#%&+3&$&%(0#1.*'#*6#*'&$1#&'+&7+(&+*&'-#&%2$"#&3+""+,.*4&#$2-&5($".'78

<8@A <89@

@8AA

98>=

98@B

?89;

A

>

=

;

:

B

?

<

9

@

>A

C&"#$6#1&,-+&)*+,%&D#*E#1F%&

6.E#1%#&2+//(*.'.#%&.*2"(6.*4&.'%&

%(11+(*6.*4&/#'1+&$1#$8

C&"#$6#1&,-+&-$%#G0#1.#*2#

,+1).*4&.*&"$14#(1H$*&%2-++"

6.%'1.2'%&%./."$1&'+D#*E#18

C&"#$6#1&,-+&-$%6#/+*%'1$'#6#G0#1.#*2#.*21#$%.*4&'-#6.E#1%.'7&+3&'-#%'$33&+3&'-#

+14$*.I$'.+*%&'-#7-$E#&"#68

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

L%&H.".*4($"&%+'-$'&'-#7&2$*2+//(*.2$'#

#33#2'.E#"7&,.'-&+(1*+*MN*4".%-

%0#$).*4&%'(6#*'%$*6&'-#.1&3$/.".#%8


9

!"#$%&'#%()")%"*#+%,#)-(%'./".#)0#).#.+/.#%&'#"12.#31/41'#+/0#/#+)5+#6/3&1#7%'#4)61'0).$*#18&).$#/"4#)"93&0)%"#/"4#+/0#41-%"0.'/.14#/#9%--).-1".#.%#1"0&')"5#.+/.#:1"61';0#.1/9+1'0#/"4#09+%%3#31/41'0+)(#'17319.#.+1#41-%5'/(+)90#%7#%&'#9%--&").$<

=E?>>@

E?>>@>?>>@ >?>>@

>@

A>@

B>@

C>@

D>@

E>@

F>@

G>@

H>@

=>@

A>>@

I1'$#)-(%'./". J%-1,+/.#)-(%'./". K%.#61'$#)-(%'./". K%.#)-(%'./".#/.#/33


10

!"#$%&'#%()")%"#*%+#),(%'-."-#)/#)-#-*.-#%&'#"01-#20.30'#*./#01(0')0"40#20.3)"5#/4*%%2#3)/-')4-/#+)-*#/-&30"-#6%3)0/#-*.-#.'0#/),)2.'#-%#70"80'#)"#-*0)'#30,%5'.(*)4#('%9)20:#

;<=>>?

@>=>>?

<=>>?

>=>>?>?

A>?

B>?

@>?

C>?

<>?

;>?

D>?

E0'$#),(%'-."- F%,0+*.-#),(%'-."- G%-#80'$#),(%'-."- G%-#),(%'-."-#.-#.22


11

!"#$%&'"()*+)$%,$%)$)"$-".$)/*)$)/0$+01)$,.'0(%+)0+20+)$"3$40+50($6.78%9$:9/""8,$70$3("&$40+50($"($/*50$01'0(%0+90$#"(;%+<$%+$46:=$

>?@AAB

C?@AAB

D?@AAB D?@AAB

AB

?B

>AB

>?B

DAB

D?B

CAB

C?B

EAB

F0(-$%&'"()*+) :"&0#/*)$%&'"()*+) G")$50(-$%&'"()*+) G")$%&'"()*+)$*)$*88

12


Most participants said it is imperative for an incoming superintendent to have substantial prior experience working with a wide range of people from diverse backgrounds -including people of color, LGBTQIA individuals, individuals with disabilities, those from lower socioeconomic backgrounds, individuals with non-traditional family types, and refugee communities, to name some examples.

Several stressed the importance of having a superintendent with previous experience working in an urban district that is the size of Denver, or larger, and has a wide-ranging, diverse demographic of students, teachers, and community members. Some present said they would like for the superintendent to be a person of color and many added that they would like him/her to be bilingual.

Most present emphasized the significance of hiring someone who prioritizes collaboration and participation and who has a genuine willingness to listen and learn and will give the community a “seat at the table” in important discussions and decisions. A few suggested a “listening tour” during the hiring process for candidates to visit diverse campuses and really understand the needs of each community within the district.

13


Many participants strongly advocated for someone who will prioritize the hiring of teachers of color and who will ensure that teachers are able to offer cultural awareness in the classroom because of their own diverse backgrounds.

Several said schools must offer a diversity of resources for every student - including nurses, social-emotional counselors, licensed teachers, and a library, for starters. They stressed that students of color must be equipped with the same resources for success as white and students with greater financial advantage.


14

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&'-.%&.%&'+&2+(&+*&$&%3$"#&+4&5&6 578

989=

7

5

<

:

;

=

>

?

9

@

57

A&"#$B#1&,-+&-$%&#C0#1.#*3#&.*&#B(3$'.+*&$%&D+'-&$&'#$3-#1&$*B&$*&$B/.*.%'1$'+18


15

!"#$%&'()*+,%",-.*(/&,)*0%1,*%*2'3&#-,*(/*&,%$0')4*%)"*%"2')'.&-%&'1,*,35,-',)$,6*7,&8,,)*&0,.,*&8(*'25(-&%)&*%-,%.*(/*,35,-&'.,*80'$0*(),*"(*9(#*7,+',1,*'.*2(-,*'25(-&%)&*/(-*&0,*),3&*.#5,-')&,)",)&*0,-,*')*:,)1,-*&(*0%1,;

<=>??@

AB>??@

A>??@

?@

C?@

D?@

<?@

E?@

A?@

F?@

=?@

G,%$0')4*,35,-',)$,*'.*2(-,'25(-&%)&

H(&0*%-,*,I#%++9*'25(-&%)& J"2')'.&-%&'1,*,35,-',)$,*'.*2(-,'25(-&%)&


16

!"#$%&'($)"$*"&$+,-..$#/0($0(.$1"22"#/3,$40+0.%.305$60$/4$/%7"44/82.$1"-$4"%."3.$0"$8.$+$,-.+0$4'(""2$)/40-/'0$4&7.-/30.3).30$/1$0(.*$(+9.$3"0$(+)$)..7$.:7.-/.3'.$/3$0(.$'2+44-""%$+4$+$0.+'(.-$7-/"-$0"$8.,/33/3,$+3$+)%/3/40-+0/9.$'+-..-;$

<=;>>?

<@;>>?

AA;>>?

=A;>>?

>?

B?

A>?

AB?

=>?

=B?

<>?

<B?

C>?

D0-"3,2*$E,-.. E,-.. F/4+,-.. D0-"3,2*$F/4+,-..

17


Most participants said that the superintendent must have experience as a teacher in the classroom so they understand the demands placed on teachers and know what it takes to be a successful and effective teacher.

Most present expressed a distaste for a superintendent with past experience in business administration and said that all prior administrative experience must have been in the setting of education. Some commented that business experience would be detrimental to an incoming leader’s success because the community does not want someone who will see students as data rather than people.

Many expressed a desire for the superintendent to surround him/herself with a team of highly qualified people who will provide balance and supplement blind spots. They also said that the person who is hired needs to know how to delegate tasks and responsibilities to team members.

18


Many stressed the importance of involvement among students and teachers and recommended the new superintendent visit schools and serve lunches and ride bus routes to better understand the communities they are serving.

Several participants stressed the importance of someone who will fight for equity in every school and allocate the budget accordingly so that those with fewer resources are adequately equipped for success in their schools and beyond.

A few present said they want to see an innovative reformer who is not the “status quo” and does not hail from an Ivy League school. They would also like to see a proven track record of this person increasing cultural competencies.

19

Open Mic Feedback

Some participants expressed frustration with the survey itself - saying that some questions were misleading, inauthentic, and confusing - especially in regards to the question which lumped teaching and administrative experience together.

Several participants demanded for the timeline of the search process to be extended. Some participants cited Jeffco’s timeline of seven months to choose a superintendent and Douglas County’s year-and-a-half process of choosing an African-American representative. Participants urged the Board of Education to reconsider the timeline and pleaded for more information and how and when the candidates for consideration are selected.

Some present argued that the superintendent search process has not been community-driven and is inadequate in its attempt to engage the community needs, especially since the “community manifesto” was not addressed in the forum unless community members brought it up. They added that the community should be involved in the vetting, interviewing, and selection process of the candidates.

A few stressed the importance of student involvement in the process and bemoaned the absence of students at the forum.

20

Open Mic Feedback

Some expressed concern over what is happening within DPS and said some students continue to be failed by the system. They stated that addressing these failures is of utmost importance.

An individual asked whether or not the community will continue to be engaged in discussions and decisions in the future and asked for clarification regarding what engagement between the superintendent, school board, and community will look like moving forward.

Some said they do not believe the Board of Education has enough experience to facilitate this search process.

21




❑ Small Stakeholder Meetings- Any small group or individual who would like to

meet with the board can email [email protected] to request a meeting.

UPDATES:supersearch.dpsk12.org

22


23

Upcoming Meetings

September 25, 2018, Tuesday –5:30-7:30pm at Hiawatha Rec Center in Near Northeast Denver(Manual HS Area)September 26, 2018, Wednesday –5:30-7:30pm at South HS 1700 E. LouisianaSeptember 27, 2018, Thursday –5:30-7:30pm at West Campus Library 951 Elati St.September 29, 2018, Saturday –11am-1pm at North Campus, 2960 Speer Blvd.


!"#$"%&"'()*$+ ),-.(

1

Hiawatha Recreation Center


2

!"#$$%

!&#$$%

'(#$$%

!#$$%)#$$%

!"#$$%

$%

"%

'$%

'"%

!$%

!"%

*$%

+,-./012345#67801059:-904,;<=,:0,1.,>?19,19

;<=,:0,1.,3@09/A04,:5,

>?88B1090,5>?19,19

CB72,9D3E?F0.GD-17367801059:-904,HI0FF53>?19,19

;<=,:0,1.,3J5012A-9-3>?19,19

6K0F09G39?3;12-2,LBF90=F,

H9-I,/?F7,:5

E:0?:090M-90?13?NO55B,53P-.012A,14,:3EBKF0.

H./??F5

!"#$%&'$(#)*)+$,#-!"#$%&'$(#)*)+$,#-

..


3

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@AEE

CAGG

CAE@

@ADE

CAC@

@

CAIJ

CADE


K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%60.)8%&,%30$)L%)(",#$#(>%0,8%#,$&<)A

M<:3&2#,-%(")%,/<6)3%&'%-308/0().%:3):03)8%'&3%0'()3"#-"%.$"&&*A

N,./3#,-%("0(%:03),(.%0,8%$"#*83),%"02)%06#*#(>%(&$"&&.)%.$"&&*.%3)-038*)..%&'%+")3)%(")>%*#2)A

N,./3#,-%("0(%)2)3>%$"#*8%"0.%0$$)..%(&%)03*>$"#*8"&&8%$03)A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%'&3%.:)$#0*%,))8.%.(/8),(.A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>%-0:%'&3%("&.)%+"&%8&,4(%"02)%N,-*#."%0.%(")#3%'#3.(%O

N,./3#,-%("0(%&/3%$&<</,#(#).%-#'()8%.(/8),(.%"02)0$$)..%(&%=/0*#(>%)8/$0(#&,A

M<:*)<),(#,-%0%8#.(3#$(%6/8-)(#,-%:3&$)..%("0(%#.(30,.:03),(%0,8%&:),A


4

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@@BAACEBAAC

@@BAAC

GBAAC

E@BAAC

AC

@AC

GAC

FAC

HAC

IAC

EAC

DAC

J<:*)<),(#,-%08#.(3#$(%6/8-)(#,-:3&$)..%+#("

(30,.:03),$>%0,8&::&3(/,#(>B

K0$"%$"#*8%"0.0$$)..%(&%)03*>

$"#*8"&&8%)8/$0(#&,:3&-30<.B

503),(.%"02)%(")06#*#(>%(&%<0L)

$"&#$).%&'%.$"&&*.3)-038*)..%&'%+")3)

(")>%*#2)B

J<:3&2#,-%(")%,/<6)3%&'%1),2)34.%-308/0().%+"&%03)%:3):03)8%(&%./$$))8%#,%$&**)-)%0,8%),./3#,-%$03))3%3)08#,)..%'&3%-308/0().%+"&%

$"&&.)%,&(%(&%-&%(&%$&**)-)B

M*&.#,-%(")0$08)<#$

0$"#)2)<),(%0,8&::&3(/,#(>%-0:60.)8%&,%30$)N

)(",#$#(>%0,8%#,$&<)*)2)*B

5


Several participants expressed concern regarding the district’s school choice system. They stated that this system needs to be re-evaluated in order to create greater equity and access for all students and families while also moving the district towards a spirit of integration over competition.

They are looking for a superintendent who will examine the pros and cons of both neighborhood and charter schools and take an unbiased approach in order to improve the quality of both models.

Many present emphatically advocated for a superintendent who will close the achievement gap by (1) reassessing the school performance framework and (2) bringing more resources to schools with high populations of free and reduced lunch students and students of color. They said the way the district measures success creates low expectations and strongly urged the district to become more equitable.

Some discussed the importance of hiring and retaining more teachers so that schools can accommodate smaller class sizes and maintain more continuity in classrooms.

6


Most emphasized the importance of diversifying faculty and staff by hiring people of color

who “look more like the students they are teaching” so students have relatable role models

and can better connect with their teachers and administrators. Additionally, some

participants implored the district to incorporate more culturally diverse curriculum that

better represents the students.

Several participants expressed their desire for a superintendent who will take care of the

“whole child” and find resources to accomplish that care so every student can feel “happy,

healthy, and safe” at school.

Some recommendations included increasing mental health resources, instituting

mentoring programs, getting kids outside more, and creating bilingual education programs

that cater to a variety of populations (i.e. not just English-Spanish programs).

Some participants said they want a superintendent who will actively engage the

community, especially in regards to upcoming decisions, and who will surround

him/herself with a team of experts who best complement his/her skill-set and experience.


7

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&#$2-&+3&'-#&3+""+,.*4&5($".'.#%&+3&$&%(0#1.*'#*6#*'&$1#&'+&7+(&+*&'-#&%2$"#&3+""+,.*4&#$2-&5($".'78

<8A><8;B

98;B 98::

@8;>

?89=

A

>

=

;

:

B

?

<

9

@

>A

C&"#$6#1&,-+&)*+,%&D#*E#1F%&

6.E#1%#&2+//(*.'.#%&.*2"(6.*4&.'%&

%(11+(*6.*4&/#'1+&$1#$8

C&"#$6#1&,-+&-$%#G0#1.#*2#

,+1).*4&.*&"$14#(1H$*&%2-++"

6.%'1.2'%&%./."$1&'+D#*E#18

C&"#$6#1&,-+&-$%6#/+*%'1$'#6#G0#1.#*2#.*21#$%.*4&'-#6.E#1%.'7&+3&'-#%'$33&+3&'-#

+14$*.I$'.+*%&'-#7-$E#&"#68

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

L%&H.".*4($"&%+'-$'&'-#7&2$*2+//(*.2$'#

#33#2'.E#"7&,.'-&+(1*+*MN*4".%-

%0#$).*4&%'(6#*'%$*6&'-#.1&3$/.".#%8


8

!"#$%&'#%()")%"*#+%,#)-(%'./".#)0#).#.+/.#%&'#"12.#31/41'#+/0#/#+)5+#6/3&1#7%'#4)61'0).$*#18&).$#/"4#)"93&0)%"#/"4#+/0#41-%"0.'/.14#/#9%--).-1".#.%#1"0&')"5#.+/.#:1"61';0#.1/9+1'0#/"4#09+%%3#31/41'0+)(#'17319.#.+1#41-%5'/(+)90#%7#%&'#9%--&").$<

FH?>>@

CB?>>@

>?>>@ >?>>@>@

A>@

B>@

C>@

D>@

E>@

F>@

G>@

H>@

=>@

A>>@

I1'$#)-(%'./". J%-1,+/.#)-(%'./". K%.#61'$#)-(%'./". K%.#)-(%'./".#/.#/33


9

!"#$%&'#%()")%"#*%+#),(%'-."-#)/#)-#-*.-#%&'#"01-#20.30'#*./#01(0')0"40#20.3)"5#/4*%%2#3)/-')4-/#+)-*#/-&30"-#6%3)0/#-*.-#.'0#/),)2.'#-%#70"80'#)"#-*0)'#30,%5'.(*)4#('%9)20:#

;@=>>?

@D=>>?

>=>>? >=>>?>?

A>?

B>?

@>?

C>?

<>?

;>?

D>?

E0'$#),(%'-."- F%,0+*.-#),(%'-."- G%-#80'$#),(%'-."- G%-#),(%'-."-#.-#.22


10

!"#$%&'"()*+)$%,$%)$)"$-".$)/*)$)/0$+01)$,.'0(%+)0+20+)$"3$40+50($6.78%9$:9/""8,$70$3("&$40+50($"($/*50$01'0(%0+90$#"(;%+<$%+$46:=$

>?@AAB

CD@AAB CD@AAB

E@AAB

AB

EB

?AB

?EB

>AB

>EB

CAB

CEB

FAB

G0(-$%&'"()*+) :"&0#/*)$%&'"()*+) H")$50(-$%&'"()*+) H")$%&'"()*+)$*)$*88

11


Most participants expressed a desire for a candidate who has had substantial personal experience with diversity and who is diverse and preferably, a person of color. “There is a difference between empathy and lived experience and you can’t trade one for another.” “Students of color need leaders who look like them and are relatable.”

Several present said they want a superintendent who understands all levels of diversity including familial structure, ability, socio-economic status, sexual orientation, religion, race/ethnicity, and the needs of immigrant and undocumented students, to name a few.“Diversity must seep into every aspect of the superintendent’s life” and they must have a proven record of engaging multiple diverse communities.

Some felt that the superintendent must have prior experience with large, diverse school districts as well as experience with non-traditional schools and have a commitment to hiring and retaining a diverse talent pool.

Some present insisted that the incoming superintendent take a strengths-based approach rather than being discouraged by test scores and said that they should be equipped with the interpersonal skills and emotional intelligence to be an “agent of change” and engage a variety of stakeholders.

Some said it is important for the superintendent to send their kids to DPS in order to demonstrate confidence and personal investment in the system.


12

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&'-.%&.%&'+&2+(&+*&$&%3$"#&+4&5&6 578

985@

7

5

<

:

;

=

>

?

9

@

A&"#$B#1&,-+&-$%&#C0#1.#*3#&.*&#B(3$'.+*&$%&D+'-&$&'#$3-#1&$*B&$*&$B/.*.%'1$'+18


13

!"#$%&'()*+,%",-.*(/&,)*0%1,*%*2'3&#-,*(/*&,%$0')4*%)"*%"2')'.&-%&'1,*,35,-',)$,6*7,&8,,)*&0,.,*&8(*'25(-&%)&*%-,%.*(/*,35,-&'.,*80'$0*(),*"(*9(#*7,+',1,*'.*2(-,*'25(-&%)&*/(-*&0,*),3&*.#5,-')&,)",)&*0,-,*')*:,)1,-*&(*0%1,;

<=>??@

A?>??@

BB>??@

?@

B?@

C?@

<?@

D?@

A?@

E?@

F,%$0')4*,35,-',)$,*'.*2(-,'25(-&%)&

G(&0*%-,*,H#%++9*'25(-&%)& I"2')'.&-%&'1,*,35,-',)$,*'.*2(-,'25(-&%)&


14

!"#$%&'($)"$*"&$+,-..$#/0($0(.$1"22"#/3,$40+0.%.305$60$/4$/%7"44/82.$1"-$4"%."3.$0"$8.$+$,-.+0$4'(""2$)/40-/'0$4&7.-/30.3).30$/1$0(.*$(+9.$3"0$(+)$)..7$.:7.-/.3'.$/3$0(.$'2+44-""%$+4$+$0.+'(.-$7-/"-$0"$8.,/33/3,$+3$+)%/3/40-+0/9.$'+-..-;$

<=;>>?

@A;>>?

BC;>>? BC;>>?

>?

D?

B>?

BD?

@>?

@D?

<>?

<D?

E>?

ED?

F0-"3,2*$G,-.. G,-.. H/4+,-.. F0-"3,2*$H/4+,-..

15


Most participants agreed that prior experience in the classroom is imperative for an incoming superintendent. While they felt administrative experience would be helpful, many believe that gaps in administrative experience can be filled by a knowledgeable and experienced leadership team while classroom experience cannot be replaced --someone who has proven to be a “leader of leaders.”

Some felt that having a superintendent with only a corporate background would hurt DPS and that if the incoming superintendent has a corporate background, they also need to have a substantial amount of experience as an educator.

Many present stressed the importance of diversified curriculum that relates to the students in the classroom. “If students can see themselves reflected in books, in teachers, in leadership, then their success rates are going to be a lot higher than the status quo.”

Participants discussed the importance of a district leader who can understand and empathize with the experience of teachers and, therefore, better address prevailing issues such as teacher burnout, the feeling of isolation among teachers, and teacher workloads.

16


Equally important, they noted, is the ability to relate to the experiences of students -particularly black and brown students, low-income students, and historically marginalized and oppressed communities.

Some participants mentioned the benefits of classroom visits and of having a leader who is able to implement the strategies and practices that he/she asks the teachers to implement.

Others said they want to see someone with credible references, including references from former students who can vouch for the candidate’s classroom leadership and engagement.

A few mentioned the importance of prioritizing innovative learning by incorporating emerging technology and engaging the diverse learning styles of students.

17






UPDATES: https://supersearch.dpsk12.org/

18


19

Upcoming Meetings

September 26, 2018, Wednesday –5:30-7:30pm at South HS 1700 E. LouisianaSeptember 27, 2018, Thursday –5:30-7:30pm at West Campus Library 951 Elati St.September 29, 2018, Saturday –11am-1pm at North Campus, 2960 Speer Blvd.


!"#$"%&"'()*$+ ),-.(

1

South High School

Demographic Summary

!"#$%&'()*&+,-&%*,."(/"0,123#&4,54*''#)

2

!$4"67%*(&4&%8

9"(:"0

;'%$#,1$0%&4&+$(%);'%$#,1$0%&4&+$(%)

<=

!"#""$

%#""$ &&#""$ '#""$ '#""$(&#""$

"$&"$("$)"$%"$!"$*"$'"$

+,-./012345

67.-8/9

:47;<01=>-;729

?-@A72-;0B7.-25

1@-72C1D

/>-;72

E.,/>

')#""$

"#""$

("$

)#""$&"#""$

"$&"$("$)"$%"$!"$*"$'"$F"$

G7>/2.

H.IJ/2.

KJI;7.5>

1JD-2-@.>7.5>

E.,/>

'&#""$

(&#""$

'#""$

"$&"$("$)"$%"$!"$*"$'"$F"$

L74/ M/D74/ E.,/>


3

!"#$$%

!&#$$%

&#$$%

'$#$$%

&#$$%

!(#$$%

$%

)%

'$%

')%

!$%

!)%

"$%

*+,-./01234#567/0/489,8/3+:;<+9/+0-+=>08+08

:;<+9/+0-+2?/8.@/3+94+

=>77A0/8/+4=>08+08

BA61+8C2D>E/-FC,062567/0/489,8/3+GH/EE42=>08+08

:;<+9/+0-+2I4/01@,8,2=>08+08

5J/E/8F28>2:01,1+KAE8/<E+

G8,H+.>E6+94

D9/>9/8/L,8/>02>MN44A+42O,-/01@+03+92DAJE/-

G-.>>E4


4

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

CAJF

CAI

JAGD

CAID

DACB

CAFJ

C

CACB


K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%60.)8%&,%30$)L%)(",#$#(>%0,8%#,$&<)A

M<:3&2#,-%(")%,/<6)3%&'%-308/0().%:3):03)8%'&3%0'()3"#-"%.$"&&*A

N,./3#,-%("0(%:03),(.%0,8%$"#*83),%"02)%06#*#(>%(&$"&&.)%.$"&&*.%3)-038*)..%&'%+")3)%(")>%*#2)A

N,./3#,-%("0(%)2)3>%$"#*8%"0.%0$$)..%(&%)03*>$"#*8"&&8%$03)A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%'&3%.:)$#0*%,))8.%.(/8),(.A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>%-0:%'&3%("&.)%+"&%8&,4(%"02)%N,-*#."%0.%(")#3%'#3.(%O

N,./3#,-%("0(%&/3%$&<</,#(#).%-#'()8%.(/8),(.%"02)0$$)..%(&%=/0*#(>%)8/$0(#&,A

M<:*)<),(#,-%0%8#.(3#$(%6/8-)(#,-%:3&$)..%("0(%#.(30,.:03),(%0,8%&:),A


5

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@ABCCD

EEBCCD

@FBCCD

EABCCD

@ABCCD

CD

GD

ECD

EGD

@CD

@GD

HCD

I<:*)<),(#,-%08#.(3#$(%6/8-)(#,-:3&$)..%+#("

(30,.:03),$>%0,8&::&3(/,#(>B

J0$"%$"#*8%"0.0$$)..%(&%)03*>

$"#*8"&&8%)8/$0(#&,:3&-30<.B

503),(.%"02)%(")06#*#(>%(&%<0K)

$"&#$).%&'%.$"&&*.3)-038*)..%&'%+")3)

(")>%*#2)B

I<:3&2#,-%(")%,/<6)3%&'%1),2)34.%-308/0().%+"&%03)%:3):03)8%(&%./$$))8%

#,%$&**)-)%0,8%),./3#,-%$03))3%3)08#,)..%'&3%-308/0().%+"&%

$"&&.)%,&(%(&%-&%(&%$&**)-)B

L*&.#,-%(")0$08)<#$

0$"#)2)<),(%0,8&::&3(/,#(>%-0:60.)8%&,%30$)M

)(",#$#(>%0,8%#,$&<)*)2)*B

6


Several participants voiced their concerns with the district’s inability to effectively communicate with refugee, immigrant, and non-English-speaking families.

Some suggested allocating funding for translation services so that parents and families can call their child’s school to ask questions, have the ability to understand content at school meetings, and communicate with their child’s teacher at conferences.

Many present discussed the importance of re-evaluating the choice system and focusing more attention on bringing high-quality schools to every neighborhood. Several brought up issues with transportation that make “choice” schools available only to those who have the resources to commute to their school of choice. Others brought up issues of segregation that arise when students travel out of their neighborhoods to attend school.

“It would be great if the superintendent viewed the public school system as a public good rather than a consumer good, much like a park in which everyone is affected by it whether or not they choose to engage.”

7


Most participants said that one of the district’s top priorities should be distributing school resources equitably and addressing the disparity between schools. Some suggested that resources and programs should be school-specific and left up to each school’s discretion.

Some emphasized the importance of implementing college readiness and apprentice programs in order to help prepare students for life beyond high school and equip them with real-world skills.

Many present discussed the possibility of reallocating funds - especially from departments and administrative functions related to the choice system - in order to pay teachers a better consistent wage (rather than merit-based pay) and put more money towards classroom resources. They agreed that transparency is important regarding the budget moving forward.

Some participants expressed a desire for a superintendent who will close the achievement gap, especially for students of color, and implement culturally sensitive programs that better support students, first and foremost.


8

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&#$2-&+3&'-#&3+""+,.*4&5($".'.#%&+3&$&%(0#1.*'#*6#*'&$1#&'+&7+(&+*&'-#&%2$"#&3+""+,.*4&#$2-&5($".'78

<8B;<89? <8?:

?8;?

98B?

?8AA

A

>

=

;

:

B

?

<

9

@

>A

C&"#$6#1&,-+&)*+,%&D#*E#1F%&

6.E#1%#&2+//(*.'.#%&.*2"(6.*4&.'%&

%(11+(*6.*4&/#'1+&$1#$8

C&"#$6#1&,-+&-$%#G0#1.#*2#

,+1).*4&.*&"$14#(1H$*&%2-++"

6.%'1.2'%&%./."$1&'+D#*E#18

C&"#$6#1&,-+&-$%6#/+*%'1$'#6#G0#1.#*2#.*21#$%.*4&'-#6.E#1%.'7&+3&'-#%'$33&+3&'-#

+14$*.I$'.+*%&'-#7-$E#&"#68

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

L%&H.".*4($"&%+'-$'&'-#7&2$*2+//(*.2$'#

#33#2'.E#"7&,.'-&+(1*+*MN*4".%-

%0#$).*4&%'(6#*'%$*6&'-#.1&3$/.".#%8


9

!"#$%&'#%()")%"*#+%,#)-(%'./".#)0#).#.+/.#%&'#"12.#31/41'#+/0#/#+)5+#6/3&1#7%'#4)61'0).$*#18&).$#/"4#)"93&0)%"#/"4#+/0#41-%"0.'/.14#/#9%--).-1".#.%#1"0&')"5#.+/.#:1"61';0#.1/9+1'0#/"4#09+%%3#31/41'0+)(#'17319.#.+1#41-%5'/(+)90#%7#%&'#9%--&").$<

FH?>>@

BA?>>@

H?>>@C?>>@

>@

A>@

B>@

C>@

D>@

E>@

F>@

G>@

H>@

=>@

A>>@

I1'$#)-(%'./". J%-1,+/.#)-(%'./". K%.#61'$#)-(%'./". K%.#)-(%'./".#/.#/33


10

!"#$%&'#%()")%"#*%+#),(%'-."-#)/#)-#-*.-#%&'#"01-#20.30'#*./#01(0')0"40#20.3)"5#/4*%%2#3)/-')4-/#+)-*#/-&30"-#6%3)0/#-*.-#.'0#/),)2.'#-%#70"80'#)"#-*0)'#30,%5'.(*)4#('%9)20:#

;<=<<>

?;=<<>

;=<<>

<=<<><>

@<>

A<>

B<>

?<>

;<>

C<>

D0'$#),(%'-."- E%,0+*.-#),(%'-."- F%-#80'$#),(%'-."- F%-#),(%'-."-#.-#.22


11

!"#$%&'"()*+)$%,$%)$)"$-".$)/*)$)/0$+01)$,.'0(%+)0+20+)$"3$40+50($6.78%9$:9/""8,$70$3("&$40+50($"($/*50$01'0(%0+90$#"(;%+<$%+$46:=$

>?@AAB

?C@AAB

DE@AAB

?D@AAB

AB

FB

DAB

DFB

?AB

?FB

>AB

>FB

G0(-$%&'"()*+) :"&0#/*)$%&'"()*+) H")$50(-$%&'"()*+) H")$%&'"()*+)$*)$*88

12


Many present urged the new superintendent to reallocate resources so that each school can have interpreters in several languages, thus bridging the gaps so many non-English speaking families feel. Some also suggested translating information about college readiness so parents can better connect with their kids about school performance and college prep.

Most emphasized the importance of a diverse faculty and staff at the school level so that students are able to identify with their teachers and are adequately represented.

Some participants said that creating an environment of cultural sensitivity within schools is really important since we live in a “global society.” They recommended trainings for teachers on cultural awareness as well as instituting a refugee liaison to the superintendent in order to better communicate needs and advocate for the refugee and immigrant population. Some said this shift should impact curriculum as well so that Asian culture, for example, is reflected in textbooks and Asian students can connect to the material.

13


Most participants said they are looking for a superintendent who has had a wide range of experiences with people from a variety of diverse backgrounds and has had measurable past success in moving diversity goals forward.

Many said that while hiring a superintendent of color could be a helpful shift for the district, they are satisfied with any well-qualified candidate who has substantial experience with diverse populations. Others strongly opposed this idea - arguing that hiring a person of color is imperative.

Ultimately, most participants are looking for someone who demonstrates an awareness of systemic, generational concerns that accompany minority communities as well as someone who advocates for diverse communities. They defined several categories of diversity -among them, family composition (i.e. adoption), LGBTQ identification, persons of color, and socio-economics.


14

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&'-.%&.%&'+&2+(&+*&$&%3$"#&+4&5&6 578

98:;

7

5

<

:

=

;

>

9

?

@&"#$A#1&,-+&-$%&#B0#1.#*3#&.*&#A(3$'.+*&$%&C+'-&$&'#$3-#1&$*A&$*&$A/.*.%'1$'+18


15

!"#$%&'()*+,%",-.*(/&,)*0%1,*%*2'3&#-,*(/*&,%$0')4*%)"*%"2')'.&-%&'1,*,35,-',)$,6*7,&8,,)*&0,.,*&8(*'25(-&%)&*%-,%.*(/*,35,-&'.,*80'$0*(),*"(*9(#*7,+',1,*'.*2(-,*'25(-&%)&*/(-*&0,*),3&*.#5,-')&,)",)&*0,-,*')*:,)1,-*&(*0%1,;

<=>??@

AB>??@

BC>??@

?@

<?@

C?@

B?@

D?@

A?@

=?@

E,%$0')4*,35,-',)$,*'.*2(-,'25(-&%)&

F(&0*%-,*,G#%++9*'25(-&%)& H"2')'.&-%&'1,*,35,-',)$,*'.*2(-,'25(-&%)&


16

!"#$%&'($)"$*"&$+,-..$#/0($0(.$1"22"#/3,$40+0.%.305$60$/4$/%7"44/82.$1"-$4"%."3.$0"$8.$+$,-.+0$4'(""2$)/40-/'0$4&7.-/30.3).30$/1$0(.*$(+9.$3"0$(+)$)..7$.:7.-/.3'.$/3$0(.$'2+44-""%$+4$+$0.+'(.-$7-/"-$0"$8.,/33/3,$+3$+)%/3/40-+0/9.$'+-..-;$

<@;>>?<=;>>?

=B;>>?

B<;>>?

>?

A?

B>?

BA?

=>?

=A?

<>?

<A?

@>?

C0-"3,2*$D,-.. D,-.. E/4+,-.. C0-"3,2*$E/4+,-..

17


Most participants agree that the superintendent must have previously taught in the classroom for a substantial amount of time so he/she understands curriculum reform and the nuances of education and can better understand and empathize with teachers and the challenges they face.

Many acknowledged that administrative experience is also helpful and some said they would like for that experience to be in the realm of education, specifically in a large, urban district. Most agreed that corporate experience alone would not be of value to the district, but that a combination of administrative experience in both education and the corporate world could be of use. Experience managing a large budget was highly important to some.

Many present expressed the desire for a superintendent who will actively engage the community and take a collaborative approach in regards to decision making so that students, teachers, and stakeholders feel empowered. Some said they would like ongoing community meetings with the superintendent in order to “take the pulse” of the community and provide opportunities for open engagement that makes the community feel included in important decisions.

Some participants said they are looking for someone who is a creative thinker who will take a holistic approach to education while exercising genuine compassion and empathy, particularly towards students in order to meet their unique needs.

Some said they want a leader who will examine the prevalence and interaction of neighborhood and charter schools from an unbiased perspective in order to maintain a solution-oriented focus for the sake of the district.

18

Open Mic Feedback

Every school needs to embody diversity, not just a handful of schools, noting that South High School is a “beacon” for diversity, and more schools should follow their example.

Every school needs to emphasize equality and openness and some schools tend to lack these qualities more than others.

School safety should be the district’s number one priority and funding should go towards social-emotional services and the reduction of gun violence, rather than towards the presence of more SROs in schools. Mental health programs are the most effective measure to help end suicide and bullying among students.

19




Small Stakeholder Meetings- Any small group or individual who would like to meet with the board can email [email protected] to request a meeting.

UPDATES: https://supersearch.dpsk12.org

Upcoming Meetings- September 29, 2018, Saturday –

11am-1pm at North Campus, 2960 Speer Blvd.

20


https://supersearch.dpsk12.org/


!"#$"%&"'()*$+ ),-.(

1

West High School

Demographic Summary

!"#$%&'()*&+,-&%*,."(/"0,123#&4,54*''#)

2

6"(7"0

8'%$#,1$0%&4&+$(%)

9:!"#""$

"#""$("$

&'#""$

))#""$

"$&"$("$)"$%"$!"$*"$

G7>/2.

H.IJ/2.

KJI;7.5>

1JD-2-@.>7.5>

E.,/>

"#""$

&""#""$

"#""$"$

("$

%"$

*"$

F"$

&""$

&("$

L74/ M/D74/ E.,/>

))#""$

"#""$

))#""$ ))#""$

"#""$ "#""$"$&"$("$)"$%"$!"$*"$'"$

+,-./012345

67.-8/9

:47;<01=>-;729

?-@A72-;0B7.-25

1@-72C1D

/>-;72

E.,/>

!$4";<%*(&4&%=


3

!!"##$ !!"##$

%"##$ %"##$

&'"##$

!("##$

#$

)$

&#$

&)$

!#$

!)$

*#$

+,-./012345"67801059:-904,;<=,:0,1.,>?19,19

;<=,:0,1.,3@09/A04,:5,

>?88B1090,5>?19,19

CB72,9D3E?F0.GD-17367801059:-904,HI0FF53>?19,19

;<=,:0,1.,3J5012A-9-3>?19,19

6K0F09G39?3;12-2,LBF90=F,

H9-I,/?F7,:5

E:0?:090M-90?13?NO55B,53P-.012A,14,:3EBKF0.

H./??F5


4

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@AFB

CADF

JADI

CA@G

CAJ@

@

DABC

CABI


K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%60.)8%&,%30$)L%)(",#$#(>%0,8%#,$&<)A

M<:3&2#,-%(")%,/<6)3%&'%-308/0().%:3):03)8%'&3%0'()3"#-"%.$"&&*A

N,./3#,-%("0(%:03),(.%0,8%$"#*83),%"02)%06#*#(>%(&$"&&.)%.$"&&*.%3)-038*)..%&'%+")3)%(")>%*#2)A

N,./3#,-%("0(%)2)3>%$"#*8%"0.%0$$)..%(&%)03*>$"#*8"&&8%$03)A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%'&3%.:)$#0*%,))8.%.(/8),(.A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>%-0:%'&3%("&.)%+"&%8&,4(%"02)%N,-*#."%0.%(")#3%'#3.(%O

N,./3#,-%("0(%&/3%$&<</,#(#).%-#'()8%.(/8),(.%"02)0$$)..%(&%=/0*#(>%)8/$0(#&,A

M<:*)<),(#,-%0%8#.(3#$(%6/8-)(#,-%:3&$)..%("0(%#.(30,.:03),(%0,8%&:),A


5

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@ABCCD

EBCCD

FGBCCD

EBCCD

ACBCCD

CD

FCD

@CD

GCD

HCD

ACD

ECD

I<:*)<),(#,-%08#.(3#$(%6/8-)(#,-:3&$)..%+#("

(30,.:03),$>%0,8&::&3(/,#(>B

J0$"%$"#*8%"0.0$$)..%(&%)03*>

$"#*8"&&8%)8/$0(#&,:3&-30<.B

503),(.%"02)%(")06#*#(>%(&%<0K)

$"&#$).%&'%.$"&&*.3)-038*)..%&'%+")3)

(")>%*#2)B

I<:3&2#,-%(")%,/<6)3%&'%1),2)34.%-308/0().%+"&%03)%:3):03)8%(&%./$$))8%

#,%$&**)-)%0,8%),./3#,-%$03))3%3)08#,)..%'&3%-308/0().%+"&%

$"&&.)%,&(%(&%-&%(&%$&**)-)B

L*&.#,-%(")0$08)<#$

0$"#)2)<),(%0,8&::&3(/,#(>%-0:60.)8%&,%30$)M

)(",#$#(>%0,8%#,$&<)*)2)*B

6


Most participants said closing the achievement gap for all students should be a

top priority for the superintendent. They added that the school performance

framework needs to be re-evaluated because (1) focusing on testing results

leads to achievement gaps and (2) when a school goes from red to green,

often they are stripped of the resources and support they received when they

were classified as an underperforming school, even though they still need

those resources.

Many present said that resources and services are not equitable in all schools

and advocated for the inclusion of more social-emotional programs in every

school to assist students who have experienced trauma.

Some participants raised concerns in regards to teacher retention and said

that in addition to not having enough funding, teachers feel “defeated” when

their performance and effectiveness is measured by test scores alone.

7


Several present discussed their distrust of the “choice” system - saying that it does not allow for communities to feel a sense of ownership over schools and that it contributes to segregation across the district. Some said they are not in support of charter schools.

Some expressed their desire for the resources to fund and run extracurricular programs such as sports, arts, and music. They also emphasized the importance of college readiness programs and other courses to prepare students for life beyond high school, such as consumer math classes, financial planning, and home economics. A few also recommended implementing mentoring programs for students.

A few participants said they notice significant inequity in regards to ELL programs. “They assume because I have a Hispanic name that I need everything in Spanish, though I prefer English at times.” Others noted the ways in which institutionalized racism is embedded into systems and sometimes agitated by gentrification across the district.


8

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&#$2-&+3&'-#&3+""+,.*4&5($".'.#%&+3&$&%(0#1.*'#*6#*'&$1#&'+&7+(&+*&'-#&%2$"#&3+""+,.*4&#$2-&5($".'78

98<<98=:

98?B 98<B@8:>

<8A?

A

>

=

;

:

B

?

<

9

@

>A

C&"#$6#1&,-+&)*+,%&D#*E#1F%&

6.E#1%#&2+//(*.'.#%&.*2"(6.*4&.'%&

%(11+(*6.*4&/#'1+&$1#$8

C&"#$6#1&,-+&-$%#G0#1.#*2#

,+1).*4&.*&"$14#(1H$*&%2-++"

6.%'1.2'%&%./."$1&'+D#*E#18

C&"#$6#1&,-+&-$%6#/+*%'1$'#6#G0#1.#*2#.*21#$%.*4&'-#6.E#1%.'7&+3&'-#%'$33&+3&'-#

+14$*.I$'.+*%&'-#7-$E#&"#68

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

L%&H.".*4($"&%+'-$'&'-#7&2$*2+//(*.2$'#

#33#2'.E#"7&,.'-&+(1*+*MN*4".%-

%0#$).*4&%'(6#*'%$*6&'-#.1&3$/.".#%8


9

!"#$%&'#%()")%"*#+%,#)-(%'./".#)0#).#.+/.#%&'#"12.#31/41'#+/0#/#+)5+#6/3&1#7%'#4)61'0).$*#18&).$#/"4#)"93&0)%"#/"4#+/0#41-%"0.'/.14#/#9%--).-1".#.%#1"0&')"5#.+/.#:1"61';0#.1/9+1'0#/"4#09+%%3#31/41'0+)(#'17319.#.+1#41-%5'/(+)90#%7#%&'#9%--&").$<

HH?>>@

AB?>>@

>?>>@ >?>>@>@

A>@

B>@

C>@

D>@

E>@

F>@

G>@

H>@

=>@

A>>@

I1'$#)-(%'./". J%-1,+/.#)-(%'./". K%.#61'$#)-(%'./". K%.#)-(%'./".#/.#/33


10

!"#$%&'#%()")%"#*%+#),(%'-."-#)/#)-#-*.-#%&'#"01-#20.30'#*./#01(0')0"40#20.3)"5#/4*%%2#3)/-')4-/#+)-*#/-&30"-#6%3)0/#-*.-#.'0#/),)2.'#-%#70"80'#)"#-*0)'#30,%5'.(*)4#('%9)20:#

;C=>>?

@C=>>?

>=>>? >=>>?>?

<>?

@>?

A>?

B>?

C>?

D>?

;>?

E>?

F0'$#),(%'-."- G%,0+*.-#),(%'-."- H%-#80'$#),(%'-."- H%-#),(%'-."-#.-#.22


11

!"#$%&'"()*+)$%,$%)$)"$-".$)/*)$)/0$+01)$,.'0(%+)0+20+)$"3$40+50($6.78%9$:9/""8,$70$3("&$40+50($"($/*50$01'0(%0+90$#"(;%+<$%+$46:=$

>?@AAB

CD@AAB

A@AAB

EF@AAB

AB

EAB

CAB

?AB

GAB

>AB

HAB

I0(-$%&'"()*+) :"&0#/*)$%&'"()*+) J")$50(-$%&'"()*+) J")$%&'"()*+)$*)$*88

12


Most participants said they would like to see more diverse representation among educators so that teachers and principals look more like the students they serve. They said it is “urgent” to prioritize teachers of color in the classroom.

Several present said it is important for the superintendent to have prior experience and success working in a similar community as DPS that is a large district with a wide range of diversity.

Many emphasized the importance of a leader who will focus on closing the achievement gap and making schools more equitable for all. They said they are looking for a superintendent who will break down barriers for all - especially minorities. “The pictures of sports teams in the hallway are of all white kids. Close the gap. The kids don’t see themselves in that.”

13


Some participants said they do not like school choice because it does not work for every student. “Neighborhood schools are not good for those who cannot choice out.”

Some present said that past engagement with parents and effective communication with families is important for an incoming superintendent to already have executed. In addition, they said that diversity includes different races, non-traditional family backgrounds, and LGBTQ individuals.

Many expressed the importance of a leader who is culturally responsive to all races and cultures and is concerned with examining curriculum to make sure it adequately reflects a variety of cultural perspectives.


14

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&'-.%&.%&'+&2+(&+*&$&%3$"#&+4&5&6 578

98>@

7

5

<

:

;

=

>

?

9

@

57

A&"#$B#1&,-+&-$%&#C0#1.#*3#&.*&#B(3$'.+*&$%&D+'-&$&'#$3-#1&$*B&$*&$B/.*.%'1$'+18


15

!"#$%&'()*+,%",-.*(/&,)*0%1,*%*2'3&#-,*(/*&,%$0')4*%)"*%"2')'.&-%&'1,*,35,-',)$,6*7,&8,,)*&0,.,*&8(*'25(-&%)&*%-,%.*(/*,35,-&'.,*80'$0*(),*"(*9(#*7,+',1,*'.*2(-,*'25(-&%)&*/(-*&0,*),3&*.#5,-')&,)",)&*0,-,*')*:,)1,-*&(*0%1,;

<=>??@

AB>??@

?>??@?@

=?@

C?@

<?@

D?@

E?@

A?@

F?@

G?@

H,%$0')4*,35,-',)$,*'.*2(-,'25(-&%)&

I(&0*%-,*,J#%++9*'25(-&%)& K"2')'.&-%&'1,*,35,-',)$,*'.*2(-,'25(-&%)&


16

!"#$%&'($)"$*"&$+,-..$#/0($0(.$1"22"#/3,$40+0.%.305$60$/4$/%7"44/82.$1"-$4"%."3.$0"$8.$+$,-.+0$4'(""2$)/40-/'0$4&7.-/30.3).30$/1$0(.*$(+9.$3"0$(+)$)..7$.:7.-/.3'.$/3$0(.$'2+44-""%$+4$+$0.+'(.-$7-/"-$0"$8.,/33/3,$+3$+)%/3/40-+0/9.$'+-..-;$

<=;>>?

=>;>>?

<=;>>?

>;>>?>?

@>?

<>?

A>?

B>?

=>?

C>?

D0-"3,2*$E,-.. E,-.. F/4+,-.. D0-"3,2*$F/4+,-..

17


Several participants said that it is very important for the superintendent to have previous classroom experience as a “real teacher” who has spent a substantial amount of time in the classroom and did not go through a program such as Teach for America. A few said that previous teaching experience is not imperative. Most agreed that prior experience with and/or an understanding of students is non-negotiable for an incoming superintendent.

Some said that prior administrative experience in a large system is important so the superintendent is familiar with the responsibilities of the role and is prepared to mingle with the board, stakeholders, and the community and get “somewhat political.” A few specified that they are looking for someone who is committed to DPS - not someone who is taking on the job for political gain or as a “stepping stone” in their career.

Some present expressed that the superintendent must be open to offering different means of engaging various learning styles in the classroom because the “wholesale curriculum” does not work.

18


Most participants agreed that above all else, the superintendent must value students and possess empathy and an understanding of what students and families are going through. This person must be committed to every student - not just those who test well - and committed to supporting teachers at every school. Furthermore, he/she must hold both neighborhood and charter schools accountable and create a plan to engage both educational models.

Some stated that they are looking for a leader who has a proven track record of reducing overhead and increasing resources for schools. Some were adamant that they do not want another “reformer” and are instead looking for someone without charter school connections.

Many participants agreed that engagement and transparency with the community is vital and that the incoming superintendent must actively engage students, parents, and the DPS community before making big decisions that affect those in the district.

19

Open Mic Feedback

An individual expressed frustration and concern over the interim superintendent selection process and directly appealed for transparency and accountability in the selection process.

They felt that the Board should be accountable to the community and expressed that they do not believe the Board is doing their due diligence and mentioned the fact that the recently announced interim superintendent was fired from another school district.

Two individuals expressed support for a specific individual, Susana Cordova, as a candidate for the open superintendent position.

20






Upcoming Meetings- September 29, 2018, Saturday –

11am-1pm at North Campus, 2960 Speer Blvd.

21




!"#$"%&"'()*$+ ),-.(

1

North High School

Demographic Summary

!"#$%&'()*&+,-&%*,."(/"0,123#&4,54*''#)

2

6"(7"0

8'%$#,1$0%&4&+$(%)

9:*'#""$

"#""$

("$

"#""$

((#""$

"$&"$("$)"$%"$!"$*"$'"$F"$

G7>/2.

H.IJ/2.

KJI;7.5>

1JD-2-@.>7.5>

E.,/>

((#""$

*'#""$

&&#""$

"$&"$("$)"$%"$!"$*"$'"$F"$

L74/ M/D74/ E.,/>

*'#""$

&&#""$"#""$

&&#""$"#""$

&&#""$

"$&"$("$)"$%"$!"$*"$'"$

+,-./012345

67.-8/9

:47;<01=>-;729

?-@A72-;0B7.-25

1@-72C1D

/>-;72

E.,/>

!$4";<%*(&4&%=


3

!"#$$%

&'#$$%

!!#$$%

(#$$%

!!#$$%

)$#$$%

$%

*%

!$%

!*%

&$%

&*%

)$%

)*%

+,-./012345#67801059:-904,;<=,:0,1.,>?19,19

;<=,:0,1.,3@09/A04,:5,

>?88B1090,5>?19,19

CB72,9D3E?F0.GD-17367801059:-904,HI0FF53>?19,19

;<=,:0,1.,3J5012A-9-3>?19,19

6K0F09G39?3;12-2,LBF90=F,

H9-I,/?F7,:5

E:0?:090M-90?13?NO55B,53P-.012A,14,:3EBKF0.

H./??F5


4

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@AIC

@ACB

CA@F

@

CACB

@

CAFC

@AJE


K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%60.)8%&,%30$)L%)(",#$#(>%0,8%#,$&<)A

M<:3&2#,-%(")%,/<6)3%&'%-308/0().%:3):03)8%'&3%0'()3"#-"%.$"&&*A

N,./3#,-%("0(%:03),(.%0,8%$"#*83),%"02)%06#*#(>%(&$"&&.)%.$"&&*.%3)-038*)..%&'%+")3)%(")>%*#2)A

N,./3#,-%("0(%)2)3>%$"#*8%"0.%0$$)..%(&%)03*>$"#*8"&&8%$03)A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>-0:%'&3%.:)$#0*%,))8.%.(/8),(.A

K*&.#,-%(")%0$08)<#$%0$"#)2)<),(%0,8%&::&3(/,#(>%-0:%'&3%("&.)%+"&%8&,4(%"02)%N,-*#."%0.%(")#3%'#3.(%O

N,./3#,-%("0(%&/3%$&<</,#(#).%-#'()8%.(/8),(.%"02)0$$)..%(&%=/0*#(>%)8/$0(#&,A

M<:*)<),(#,-%0%8#.(3#$(%6/8-)(#,-%:3&$)..%("0(%#.(30,.:03),(%0,8%&:),A


5

!"#$"%&'%(")%'&**&+#,-%#../).%'0$#,-%1),2)34.%5/6*#$%7$"&&*.%."&/*8%(")%,)9(%./:)3#,(),8),(%:3#&3#(#;)%(&%#<:3&2)%(")%=/0*#(>%&'%1),2)34.%:/6*#$%.$"&&*.?%

@ABCCD

EBCCD

@ABCCD

EBCCD

FCBCCD

CD

@CD

GCD

HCD

ICD

FCD

JCD

K<:*)<),(#,-%08#.(3#$(%6/8-)(#,-

:3&$)..%+#("(30,.:03),$>%0,8

&::&3(/,#(>B

L0$"%$"#*8%"0.0$$)..%(&%)03*>

$"#*8"&&8%)8/$0(#&,:3&-30<.B

503),(.%"02)%(")06#*#(>%(&%<0M)

$"&#$).%&'%.$"&&*.3)-038*)..%&'%+")3)

(")>%*#2)B

K<:3&2#,-%(")%,/<6)3%&'%1),2)34.%-308/0().%+"&%03)%

:3):03)8%(&%./$$))8%#,%$&**)-)%0,8%

),./3#,-%$03))3%3)08#,)..%'&3%

-308/0().%+"&%$"&&.)%,&(%(&%-&%(&%

$&**)-)B

N*&.#,-%(")0$08)<#$

0$"#)2)<),(%0,8&::&3(/,#(>%-0:60.)8%&,%30$)O

)(",#$#(>%0,8%#,$&<)*)2)*B

6


Most participants expressed concern about the inequity of resources across the district and said that some schools have a larger budget than others and thus, the ability to fund more teachers and resources. “Every child deserves an impeccable education.”

Some present said that schools have become increasingly segregated and that each school needs more diversity so students can thrive in an integrated environment.

Many participants said that while school choice creates wonderful opportunities for some students, it is not an equitable system for everyone because it alienates students and families who lack the resources to attend their school of choice. These barriers often include inadequate transportation or the lack of financial resources to afford alternative transportation as well as communication barriers that arise when families do not speak English.

Several participants advocated for greater transparency as well as better, more direct communication that is solution-oriented rather than conflict avoidant. They expressed frustration with partial communication (i.e. announcement of administrator leave with no further explanation) and said they want a superintendent who will prioritize transparency in his/her interactions with the community.

7


Several participants said it’s important for a new superintendent to have a prior understanding of the community landscape and the challenges faced by DPS families.

Some present said they want a superintendent who will close opportunity gaps - especially for low-income students and students of color - while ensuring that the needs of students at all learning levels are being met. Specifically, they expressed concern that if teachers focus all their attention on students who are underperforming, students who are doing well will not be sufficiently challenged or worse yet, will be ignored altogether. Every student must have personalized opportunities for growth and proficiency prior to graduation.

Similarly, some expressed the importance of offering technical programs for students who may not want to pursue college but who want to be equipped with practical skills to succeed after high school.

Some participants said schools need to focus on “whole child support” by implementing restorative justice techniques, offering trauma-informed care, and spending more money on mental health resources rather than on SROs and security cameras.


8

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&#$2-&+3&'-#&3+""+,.*4&5($".'.#%&+3&$&%(0#1.*'#*6#*'&$1#&'+&7+(&+*&'-#&%2$"#&3+""+,.*4&#$2-&5($".'78

@8;A

98;@

@8=B

98><

@8>9

?8BA

A

>

=

;

:

B

?

<

9

@

>A

C&"#$6#1&,-+&)*+,%&D#*E#1F%&

6.E#1%#&2+//(*.'.#%&.*2"(6.*4&.'%&

%(11+(*6.*4&/#'1+&$1#$8

C&"#$6#1&,-+&-$%#G0#1.#*2#

,+1).*4&.*&"$14#(1H$*&%2-++"

6.%'1.2'%&%./."$1&'+D#*E#18

C&"#$6#1&,-+&-$%6#/+*%'1$'#6#G0#1.#*2#.*21#$%.*4&'-#6.E#1%.'7&+3&'-#%'$33&+3&'-#

+14$*.I$'.+*%&'-#7-$E#&"#68

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

J-$'&'-#&#6(2$'.+*"#$6#1&2+/#%&31+/

$&6.E#1%#H$2)41+(*6

'-#/%#"E#%K&#.'-#16(#&'+&'-#.1

4#*6#1K&1$2#&+1#'-*.2.'78

L%&H.".*4($"&%+'-$'&'-#7&2$*2+//(*.2$'#

#33#2'.E#"7&,.'-&+(1*+*MN*4".%-

%0#$).*4&%'(6#*'%$*6&'-#.1&3$/.".#%8


9

!"#$%&'#%()")%"*#+%,#)-(%'./".#)0#).#.+/.#%&'#"12.#31/41'#+/0#/#+)5+#6/3&1#7%'#4)61'0).$*#18&).$#/"4#)"93&0)%"#/"4#+/0#41-%"0.'/.14#/#9%--).-1".#.%#1"0&')"5#.+/.#:1"61';0#.1/9+1'0#/"4#09+%%3#31/41'0+)(#'17319.#.+1#41-%5'/(+)90#%7#%&'#9%--&").$<

HE?>>@

AE?>>@

>?>>@ >?>>@>@

A>@

B>@

C>@

D>@

E>@

F>@

G>@

H>@

=>@

A>>@

I1'$#)-(%'./". J%-1,+/.#)-(%'./". K%.#61'$#)-(%'./". K%.#)-(%'./".#/.#/33


10

!"#$%&'#%()")%"#*%+#),(%'-."-#)/#)-#-*.-#%&'#"01-#20.30'#*./#01(0')0"40#20.3)"5#/4*%%2#3)/-')4-/#+)-*#/-&30"-#6%3)0/#-*.-#.'0#/),)2.'#-%#70"80'#)"#-*0)'#30,%5'.(*)4#('%9)20:#

AE=>>?

D@=>>?

>=>>? >=>>?>?

<>?

@>?

A>?

B>?

C>?

D>?

;>?

F0'$#),(%'-."- G%,0+*.-#),(%'-."- H%-#80'$#),(%'-."- H%-#),(%'-."-#.-#.22


11

!"#$%&'"()*+)$%,$%)$)"$-".$)/*)$)/0$+01)$,.'0(%+)0+20+)$"3$40+50($6.78%9$:9/""8,$70$3("&$40+50($"($/*50$01'0(%0+90$#"(;%+<$%+$46:=$

>?>>@

AB?>>@

CD?>>@

BC?>>@

>@

B>@

E>@

A>@

D>@

C>@

F>@

G0(-$%&'"()*+) :"&0#/*)$%&'"()*+) H")$50(-$%&'"()*+) H")$%&'"()*+)$*)$*88

12


Most participants agreed that it is very important for students to be able to “see themselves”

in teachers and administrators and strongly emphasized the importance of recruiting people

of color from “every background” to fill classrooms and better represent the district’s diverse

student population.

Participants also said they would prefer for the new superintendent to be a person of color

who is bilingual. Some suggested that a bilingual superintendent could host community

meetings in Spanish and offer English translators onsite in order to better connect community

members. “Let’s make the white people wear headphones.”

Several participants said that the superintendent needs to be able to identify with several

communities - not just those similar to his/her own - and that they must recognize that while

the scope of diversity includes family makeup, socioeconomic differences, LGBT inclusion,

and people of color, those categories do not represent the sum total of diversity within DPS.

They said the superintendent also needs to have proven experience educating and

implementing policies which affect diverse communities - especially underserved

communities.

13


Some present said they think a superintendent from outside of Denver could be an asset because it would send the message that “all are welcome” in DPS, especially since Denver has so many transplants. Even so, participants stressed the importance of having a superintendent who understands DPS’s history of institutionalized racism as well as present-day dissension in the district.

Some participants stressed the importance of a superintendent who will authentically listen and engage others and bring communities together instead of creating an “us vs. them” dichotomy. Participants stated that the superintendent must be able to get along with leaders of organizations with strong voices as well as with people who hold diametrically opposed viewpoints.

Some said the incoming superintendent must have a history of surrounding themselves with a diverse group of people and added that their direct reports should be reflective of diversity, rather than be a group of like-minded “cronies” that they promised high-paying jobs to upon becoming superintendent.

Some participants said they are very concerned about re-segregation of public schools and that changing neighborhoods, due in part to gentrification, may contribute to this growing racial division.

Many participants noted the significance of a superintendent who has prior experience with a diverse district roughly the size of Denver. They said they also want the superintendent to be someone who is comfortable being visible in the community and who will prioritize cultural competencies in the classrooms while also holding teachers and administrators to the highest standards of success.


14

!"#$%#&"#'&(%&)*+,&-+,&./0+1'$*'&'-.%&.%&'+&2+(&+*&$&%3$"#&+4&5&6 578

9

7

5

<

:

;

=

>

?

9

@

A&"#$B#1&,-+&-$%&#C0#1.#*3#&.*&#B(3$'.+*&$%&D+'-&$&'#$3-#1&$*B&$*&$B/.*.%'1$'+18


15

!"#$%&'()*+,%",-.*(/&,)*0%1,*%*2'3&#-,*(/*&,%$0')4*%)"*%"2')'.&-%&'1,*,35,-',)$,6*7,&8,,)*&0,.,*&8(*'25(-&%)&*%-,%.*(/*,35,-&'.,*80'$0*(),*"(*9(#*7,+',1,*'.*2(-,*'25(-&%)&*/(-*&0,*),3&*.#5,-')&,)",)&*0,-,*')*:,)1,-*&(*0%1,;

AD>==?

@<>==?

<B>==?

=?

A=?

<=?

B=?

C=?

D=?

@=?

E=?

F,%$0')4*,35,-',)$,*'.*2(-,'25(-&%)&

G(&0*%-,*,H#%++9*'25(-&%)& I"2')'.&-%&'1,*,35,-',)$,*'.*2(-,'25(-&%)&


16

!"#$%&'($)"$*"&$+,-..$#/0($0(.$1"22"#/3,$40+0.%.305$60$/4$/%7"44/82.$1"-$4"%."3.$0"$8.$+$,-.+0$4'(""2$)/40-/'0$4&7.-/30.3).30$/1$0(.*$(+9.$3"0$(+)$)..7$.:7.-/.3'.$/3$0(.$'2+44-""%$+4$+$0.+'(.-$7-/"-$0"$8.,/33/3,$+3$+)%/3/40-+0/9.$'+-..-;$

<=;>>?

@A;>>?

<=;>>?

B;>>?

>?

C?

D>?

DC?

<>?

<C?

=>?

=C?

@>?

@C?

C>?

E0-"3,2*$F,-.. F,-.. G/4+,-.. E0-"3,2*$G/4+,-..

17


Most participants agreed that the superintendent needs a combination of both classroom teaching experience and administrative experience so they are able to understand and empathize with the experiences of teachers and students while also being able to effectively lead a large district.

Some said that the superintendent needs to have spent a significant amount of time in the classroom in recent years, but others said they are not tied to past classroom teaching experience and would be satisfied with someone who has spent a significant of time working with children and families, even if not in a formal teaching capacity.

Most participants said they want a leader who is willing to be visible in the community and who will surround themself with a strong team of experts. The superintendent must be able to both manage effectively and delegate, so must be equipped with strong listening skills as well as people skills.

18


Some present emphasized the importance of a superintendent who is interactive, not only in the community, but also amongst students. They recommended the superintendent regularly spend time in schools volunteering “undercover” so they can interact with kids and hear from teachers without taking a bunch of pictures as a publicity stunt or coming in as a much anticipated “special guest.”

Some present said they want the incoming superintendent to have had experience running a district or institution similar to Denver and that while they want them to have solid business sense and financial sensibilities, they do not want them to be “in business” and potentially have corporate ties that could interfere with the goals and/or well-being of DPS.

19

Budget, Policy, and Administrative SkillsSmall Sample of Participant Feedback from Table Discussions

Most participants emphasized the importance of the superintendent building a diverse team of experts who are skilled in areas that they are not and can provide additional educational policy experience and technical expertise. The superintendent and their team must understand how policy affects the classroom as well as how policy and the budget interact.

Many participants brought up the school performance framework and said that it should be re-evaluated on multiple levels. First of all, funds should not be allocated based on test scores, because underperforming schools need just as much support and additional resources as low-income communities and communities of color. Schools are closing in the neighborhoods that need them most and inequitable resource distribution is part of the cause. Some present said the district should not be able to close a school without the support of a certain percentage of the community.

20

Budget, Policy, and Administrative SkillsSmall Sample of Participant Feedback from Table Discussions

Additionally, some kids are not ready for the next grade level, but educators feel pressured to “push” kids through testing due to the expectations created by the school performance framework. Some participants emphasized the importance of “boots on the ground” so the superintendent and their team are immersed in the experiences of the teachers and students and do not get lost in the data alone, thus creating policy that is data-focused rather than people-informed.

Some suggested that in order to increase equity, the superintendent should be required to take a diversity and inclusion training and also have a history of increasing cultural competencies that is demonstrated by his/her past teaching experience.

Some present said full financial transparency and line-by-line budget audits are imperative and that the superintendent should examine DPS programs in order to make informed decisions regarding budget changes. Some also suggested looking at the success of surrounding districts and learning from their budget strategies.

21

Open Mic Feedback

There were questions as to the interview process and how the Board will conduct it, including whether or not the community will have continued opportunities to participate in the other phases of the process. Participants were frustrated by the lack of transparency and asked for their input to be included in the process moving forward, especially when the search is narrowed down to two candidates.

An individual expressed concern that the community engagement process is a “sham” and that the new superintendent, likely Susana Cordova, has already been chosen and was handpicked by the previous superintendent.

Participants acknowledged the benefits of school choice while also calling out the system as inequitable and unfair to those who are forced out of their own neighborhood in order to find a decent school and/or those who cannot afford transportation out of their neighborhood to attend another school.

22

Open Mic Feedback

A multi-lingual superintendent with a Hispanic surname is preferred by some community members.

Alarm and concern were expressed in regards to the re-segregation that has taken place throughout the district and continues to go unchecked as more charter schools are added while additional neighborhood schools close.

Participants are grateful that this community forum process was facilitated by a neutral third party and grateful that Board members were not allowed to say anything or interfere with the process during the forums. An individual said the involvement of a third party was “imperative” to the process.

23






24



English: Thank you for taking time to complete this short survey. The Denver Public Schools Board of Education is interested in getting your opinions about the qualities, characteristics, and competencies that you want to see in a new superintendent of Denver Public Schools. This survey will take about 10 minutes to complete. The Board of Education will use the information you provide in this survey as they consider candidates for and make their selection of a new superintendent. Survey results will also be used to inform the new superintendent as that individual begins their tenure in Denver. Spanish: Gracias por tomarse el tiempo de llenar esta breve encuesta. El Consejo de Educación de las Escuelas

Públicas de Denver desea conocer su opinión sobre las cualidades, características y aptitudes que debería

tener el nuevo superintendente de las Escuelas Públicas de Denver. Llenar esta encuesta le tomará 10

minutos.

El Consejo de Educación utilizará la información que provea en esta encuesta para evaluar a los

candidatos y elegir al nuevo superintendente. Los resultados de la encuesta también se usarán para

informar al nuevo superintendente a medida que dicha persona comience a desempeñar su cargo en

Denver.

Vietnamese: Cám ơn quý vị đã dành thời gian hoàn tất bản khảo sát ý kiến ngắn này. Hội đồng Giáo dục của Học khu

Công lập Denver muốn thu thập ý kiến của quý vị về các phẩm chất, đặc điểm và năng lực mà quý vị muốn thấy ở vị giám đốc học khu kế tiếp của Học khu Công lập Denver. Bản khảo sát ý kiến này sẽ mất

khoảng 10 phút để hoàn tất.

Hội đồng Giáo dục sẽ sử dụng thông tin mà quý vị cung cấp trong bản khảo sát này khi xem xét các ứng

cử viên cũng như khi tuyển chọn vị giám đốc học khu mới. Các kết quả khảo sát cũng sẽ được sử dụng

để cung cấp thông tin cho vị giám đốc học khu mới khi bắt đầu nhiệm kỳ tại Denver.

General Community Survey Would you say Denver Public Schools is headed in the:

Right Track? Wrong Direction?

Please let us know how important each of the following experiences of a superintendent are to you on the scale following each statement. A superintendent who has experience in schools or supporting schools as both an administrator and a teacher. Scale 1 (Not Important at All) to 10 (Very Important) Education leaders often have a mixture of teaching and administrative experience, between these two important areas of expertise which one do you believe is more important for the next superintendent here in Denver to have?

▪ Teaching experience is more important ▪ Both are equally important ▪ Administrative experience is more important

How much do you agree with the following statement? A school district superintendent must have classroom experience as a teacher prior to the beginning of an administrative career.

▪ Strongly Agree ▪ Agree ▪ Disagree ▪ Disagree Strongly

Please let us know how important each of the following experiences of a superintendent are to you on the scale following each experience. PLEASE NOTE THAT THE SCALE HAS CHANGED, SO MARK YOUR ANSWER CAREFULLY Someone who knows Denver’s diverse communities including its surrounding metro area. Scale 1 (Very Important) to 10 (Not Important at All) Someone who has experience working in large urban school districts similar to Denver. Scale 1 (Very Important) to 10 (Not Important at All) Someone who has demonstrated experience increasing the diversity of the staff of the organizations they have led. Scale 1 (Very Important) to 10 (Not Important at All)

Someone who is bilingual so that they can communicate effectively and relate to the experiences of our non-English speaking students and their families. Scale 1 (Very Important) to 10 (Not Important at All) In your opinion, how important is it that our next superintendent has a high value for diversity, equity and inclusion and has demonstrated a commitment to ensuring that teachers and school leadership reflect the demographics of the community?

▪ Very important ▪ Somewhat important ▪ Not very important ▪ Not important at all

In your opinion how important is it that our next superintendent has experience leading school districts with student bodies that are similar to Denver in their demographic profile?


How important is it to you that the next superintendent be from Denver or have experience working in Denver Public School?


Please let us know how important each of the following experiences of a superintendent are to you on the scale following each statement. PLEASE NOTE THAT THE SCALE HAS CHANGED, SO MARK YOUR ANSWER CAREFULLY A person with experience successfully leading a large, complex, public school system with a budget comparable to Denver Public Schools. Scale 1 (Not Important at All) to 10 (Very Important) A person who has been responsible for large budgets in their prior positions. Scale 1 (Not Important at All) to 10 (Very Important) A person who has knowledge of education policy and experience creating new policies that improve educational outcomes. Scale 1 (Not Important at All) to 10 (Very Important)

A person who is skilled in managing politics and can unite the city around education. Scale 1 (Not Important at All) to 10 (Very Important) A person who has extensive experience and a proven track record of guiding a large public institution to success. Scale 1 (Not Important at All) to 10 (Very Important) A person who has extensive experience utilizing data to evaluate the progress children in their district are making across educational outcomes. Scale 1 (Not Important at All) to 10 (Very Important) A person who has deep knowledge of how to use data to make decisions facing the district. Scale 1 (Not Important at All) to 10 (Very Important) In your opinion, how important is it that our next superintendent values the role of test data in decision-making and understands important decisions must take into consideration the full context beyond just the numbers?


In your opinion, how important is it that our next superintendent values and has a proven track record engaging all stakeholders (student families, teachers, community members etc.) in the collective effort to improve the education we provide our children in Denver?


In your opinion, how important is it that our next superintendent be someone who can connect equally well both with parents/guardians in our community and with the business community?


Please let us know how important each of the following qualities and experiences of a superintendent are to you on the scale following each statement. A person who has a high value and respect for all educators and views them as part of the process to improve all schools here in Denver. Scale 1 (Not Important at All) to 10 (Very Important)

A person who is both respected and viewed positively by the teachers with whom they have worked. Scale 1 (Not Important at All) to 10 (Very Important) A person who has experience working with large and diverse boards of directors. Scale 1 (Not Important at All) to 10 (Very Important) There are a number of experiences that collectively define a strong superintendent. Among all of these important experiences, which two of the following do you feel are most important for the next superintendent of Denver Public Schools to possess? (Choose two.)

▪ Experience as both a teacher and an administrator ▪ Knowledge of Denver’s diverse communities and experience working in similar

environments ▪ Experience managing a large budget similar to Denver ▪ Experience working with a diverse set of stakeholders and has shown that they value

meaningful community engagement ▪ Direct experience within large urban school districts similar to Denver ▪ Knowledge of utilizing data and numbers to inform decision-making ▪ Experience navigating politics and knowledge of education policy at all levels

Please provide your priority on the scale provided for each of the following issues facing Denver that the next superintendent could prioritize to improve the quality of Denver’s public schools. How important is it that school funding take into account individual needs of students in each school so that obstacles for student success are considered in school funding formulas? Scale 1 (Low Priority) to 10 (High Priority) Increasing the number of Denver Public School graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college. Scale 1(High Priority) to 10 (Low Priority) Ensuring that parents/guardians and their children have the ability to select a quality school from Denver’s innovation and charter schools regardless of where they live. Scale 1 (Low Priority) to 10 (High Priority) Ensuring that parents/guardians and their children have the ability to select a quality school in their neighborhood regardless of where they live. Scale 1 (Low Priority) to 10 (High Priority) Ensuring that every child living in Denver has access to early childhood education programs. Scale 1 (High Priority) to 10 (Low Priority)

Ensuring that our communities’ special needs students have access to the highest quality education possible to help them reach their full potential. Scale 1 (Low Priority) to 10 (High Priority) Ensuring that our communities’ students for whom English is not their first language have access to the highest quality education possible to help them reach their full potential. Scale 1 (Low Priority) to 10 (High Priority) Ensuring that our communities gifted students have access to the highest quality education possible to help them reach their full potential. Scale 1 (Low Priority) to 10 (High Priority) Implementing a district budgeting process that gives transparent and open opportunity for community input. Scale 1 (Low Priority) to 10 (High Priority) Implementing a district budget that prioritizes investment of resources on teacher salaries and direct service to students. Scale 1 (Low Priority) to 10 (High Priority) Now please identify which of these policies is the MOST important to you when considering the selection of the next Denver superintendent. (Choose One)

▪ Implementing a district budgeting process that gives transparent and open opportunity for community input.

▪ Implementing a budget that prioritizes investment of resources on teacher salaries and direct service to students.

▪ Ensuring that every child living in Denver has access to early childhood education programs.

▪ Ensuring that parents/guardians and their children have the ability to select a quality school in their neighborhood regardless of where they live.

▪ Ensuring that parents/guardians and their children have the ability to select from Denvers’ innovation and charter schools regardless of where they live.

▪ Increasing the number of Denver graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college.

▪ Ensuring that our communities’ students have access to the highest quality education possible to help them reach their full potential regardless of their race, ethnicity and income level.

The final few questions ask you for some demographic information to allow us to inform the Denver School Board and its next superintendent how various segments of our community felt about the issues you identified today. What is your gender identity?

▪ Male

▪ Female ▪ Other

What do you consider your race or ethnicity to be?

▪ White / Anglo ▪ Native American / American Indian ▪ Black / African American ▪ Hispanic / Latino ▪ Asian American ▪ Mixed Race ▪ Other [SPECIFY]

Which of the following best describes your primary relationship with Denver Public Schools? ▪ Parent/Guardian ▪ Student ▪ Educator ▪ School administrator ▪ Other

And finally, can you please provide us with your zip code?

Right Track/Wrong Track Q24. Would you say Denver Public Schools is headed in the: Right track? 63 Wrong Direction? 37 Teaching vs. Administrative Experience TA1. Please let us know how important each of the following qualities of a superintendent are to you on the scale following each statement. Scale 1 (Not Important at All) to 10 (Very Important) (average rating) A superintendent who has experience in schools or supporting schools as both an administrator

and a teacher 8.8 TA2. Education leaders often have a mixture of teaching and administrative experience, between these two important areas of expertise which one do you believe is more important for the next superintendent here in Denver to have?

Teaching experience is more important 24 Both are equally important 60 Administrative experience is more important 16

TA3. How much do you agree with the following statement: It is impossible for someone to be a great school district superintendent if they have not had deep experience in the classroom as a teacher prior to beginning an administrative career. Strongly Agree 41 Agree 33 Disagree 18 Strongly Disagree 7 TOTAL AGREE 74 TOTAL DISAGREE 25

p.1

Experience with Diverse Communities D1. Please let us know how important each of the following experiences of a superintendent are to you on the scale following each experience. Scale 1 (Not Important at All) to 10 (Very Important) (average rating) Someone who knows Denver’s diverse communities including its surrounding metro area 5.3 Someone who has experience working in large urban school districts similar to Denver 5.3 Someone who has demonstrated experience increasing the diversity of the staff of the

organizations they have led 5.5

Someone who is bilingual so that they can communicate effectively and relate to the experiences of our non-English speaking students and their families. 5.5

D2. In your opinion, how important is it that our next superintendent has a high value for diversity, equity and inclusion and has demonstrated a commitment to ensuring that Denver’s teachers and school leadership reflect the demographics of our community? Very important 68 Somewhat important 25 Not very important 5 Not important at all 2 TOTAL IMPORTANT 93 TOTAL NOT IMPORTANT 7

D4. In your opinion how important is it that our next superintendent has experience leading school districts with student bodies that are similar to Denver in their demographic profile? Very important 49 Somewhat important 43 Not very important 7 Not important at all 2 TOTAL IMPORTANT 92 TOTAL NOT IMPORTANT 9

p.2

D3. How important is it to you that the next superintendent of Denver Public Schools be from Denver or have experience working in Denver Public Schools? Very important 23 Somewhat important 37 Not very important 28 Not important at all 12 TOTAL IMPORTANT 60 TOTAL NOT IMPORTANT 40 Budget, Policy, and Administrative Skills B1. Please let us know how important each of the following experiences of a superintendent are to you on the scale following each statement. Scale 1 (Not Important at All) to 10 (Very Important) (average rating) A person with experience successfully leading a large, complex, public school system with a

budget comparable to Denver Public Schools 7.8 A person who has been responsible for large budgets in their prior positions 7.5 A person who has knowledge of education policy and experience creating new policies that

improve education outcomes 8.5 A person who is skilled in managing politics and can unite the city around education 7.7 A person who has extensive experience and a proven track record of guiding a large public

institution to success 7.6 A person who has extensive experience utilizing data to evaluate the progress children in their

district are making across educational outcomes 7.2 A person who has deep knowledge of how to use data to make decisions facing the district. 7.5

p.3

Experience Using Data DC2. In your opinion, how important is it that our next leader values the role of test data in decision-making and understands important decisions must take into consideration the full context beyond just the numbers? Very important 42 Somewhat important 41 Not very important 12 Not important at all 5 TOTAL IMPORTANT 83 TOTAL NOT IMPORTANT 17

Ability to Engage Multiple Stakeholders SH1. In your opinion, how important is it that our next superintendent values and has a proven track record engaging all stakeholders (student families, teachers, community members etc.) in the collective effort to improve the education we provide our children in Denver? Very important 76 Somewhat important 22 Not very important 2 Not important at all 1 TOTAL IMPORTANT 98 TOTAL NOT IMPORTANT 3

SH2. In your opinion, how important is it that our next superintendent be someone who can connect equally well both with parents/guardians in our community and with the business community? Very important 54 Somewhat important 37 Not very important 7 Not important at all 2 TOTAL IMPORTANT 91 TOTAL NOT IMPORTANT 9

p.4

SH3. Please let us know how important each of the following qualities and experiences of a superintendent are to you on the scale following each statement. Scale 1 (Not Important at All) to 10 (Very Important) (average rating) A person who has a high value and respect for all educators and views them as part of the

process to improve all schools here in Denver 9.3 A person who is both respected and viewed positively by the teachers with whom they have

worked 8.9 A person who has experience working with large and diverse boards of directors 7.4 SH4. There are a number of experiences that collectively define a strong superintendent. Among all of these important experiences, which two of the following do you feel are most important for the next superintendent of Denver Public Schools to possess? (Choose two.) Experience as both a teacher and an administrator 33 Knowledge of Denver’s diverse communities and experience working in similar environments 17 Experience managing a large budget similar to Denver Public Schools 7 Experience working with a diverse set of stakeholders and has shown that they value meaningful

community engagement 15 Direct experience within large urban school districts similar to Denver 13 Knowledge of utilizing data and numbers to inform decision-making 5 Experience navigating politics and knowledge of education policy at all levels 10

p.5

Prioritization of Issues Facing Denver Public Schools PR1. Please provide your priority on the scale provided for each of the following issues facing Denver that the next superintendent could prioritize to improve the quality of Denver’s public schools. Scale 1 (Low Priority) to 10 (High Priority) (average rating) How important is it that school funding take into account individual needs of students in each

school so that obstacles for student success are considered into school funding formulas8.4

Increasing the number of Denver Public School graduates who are prepared to succeed in college

while simultaneously ensuring that there is career readiness for graduates who choose not to go to college. 8.7

Ensuring that parents/guardians and their children have the ability to select a quality school from

Denver's innovation and charter schools regardless of where they live 6.6 Ensuring that parents/guardians and their children have the ability to select a quality school in

their neighborhood regardless of where they live 8.4 Ensuring that every child living in Denver has access to early childhood education programs 8.8 Ensuring that our communities’ special needs students have access to the highest quality

education possible to help them reach their full potential 8.8 Ensuring that our communities’ students for whom English is not their first language have access

to the highest quality education possible to help them reach their full potential 8.6 Ensuring that our communities gifted students have access to the highest quality education

possible to help them reach their full potential 8.1 Implementing a district budgeting process that gives transparent and open opportunity for

community input 8.2 Implementing a district budget that prioritizes investment of resources on teacher salaries and

direct service to students 9.0 PR2. Now please identify which of these policies is the MOST important to you when considering the selection of the next Denver superintendent.

p.6

Implementing a district budgeting process that gives transparent and open opportunity for

community input 3 Implementing a budget that prioritizes investment of resources on teacher salaries and direct

service to students 24 Ensuring that every child living in Denver has access to early childhood education programs 6 Ensuring that parents/guardians and their children have the ability to select a quality school in

their neighborhood regardless of where they live 13 Ensuring that parents/guardians and their children have the ability to select from Denver’s

innovation and charter schools regardless of where they live 4 Increasing the number of Denver graduates who are prepared to succeed in college while

simultaneously ensuring that there is career readiness for graduates who choose not to go to college 14

Ensuring that our communities' students have access to the highest quality education possible to

help them reach their full potential regardless of their race, ethnicity and income level. 37 Demographics The final few questions ask you for some demographic information to allow us to inform the Denver School Board and its next superintendent how various segments of our community felt about the issues you identified today.

Q18. What is your gender identity? Male 22 Female 76 Other 2

Q19. What do you consider your race or ethnicity to be? White / Anglo 64 Native American / American Indian 1

p.7

Black / African American 7 Hispanic / Latino 16 Asian American 3 Mixed Race 7 Other 3

Q20. Which of the following best describes your primary relationship with Denver Public

Schools? Parent/Guardian 49 Student 5 Educator 28 School administrator 5 Other 13

p.8

Q24. Would you say Denver Public Schools is headed in the:Q24. Would you say Denver Public Schools is headed in the:

Total Male Female

Right Track

Wrong Direction

Parent / Guardian

Student Educator

School administrator

Other Relationship w/DPS

Right Track 63% 60% 64% 100% 0% 65% 59% 55% 73% 67% Wrong Direction 37% 40% 36% 0% 100% 35% 41% 45% 27% 33%

Q24. Would you say Denver Public Schools is headed in the:Q24. Would you say Denver Public Schools is headed in the:

Total

English Spanish

White/ Anglo

Native American/ American Indian

Black/ African American

Hispanic/ Latino

Asian American

Mixed Race

Other Race

Right Track 63% 62% 86% 63% 35% 59% 69% 71% 54% 46% Wrong Direction 37% 38% 14% 37% 65% 41% 31% 29% 46% 54%

TA2. Education leaders often have a mixture of teaching and administrative experience. Between these two important areas ofTA2. Education leaders often have a mixture of teaching and administrative experience. Between these two important areas of expertise, which one do you believe is more important for the next superintendent here in Denver to have?expertise, which one do you believe is more important for the next superintendent here in Denver to have?

Total

English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Teaching experience is more important 24% 24% 16% 25% 20% 17% 22% 8% 27% 35% Both are equally important 60% 59% 80% 56% 65% 73% 69% 74% 59% 55% Administrative experience is more important 16% 17% 4% 19% 15% 10% 9% 18% 14% 10%

TA2. Education leaders often have a mixture of teaching and administrative experience. Between these two important areas ofTA2. Education leaders often have a mixture of teaching and administrative experience. Between these two important areas of expertise, which one do you believe is more important for the next superintendent here in Denver to have? expertise, which one do you believe is more important for the next superintendent here in Denver to have?

Total Male Female Right Track

Wrong Direction

Parent / Guardian

Student Educator

School administrator Other

Teaching experience is more important 24% 26% 23% 18% 34% 20% 34% 37% 6% 15% Both are equally important 60% 54% 62% 62% 56% 63% 59% 52% 63% 61% Administrative experience is more important 16% 20% 15% 20% 10% 17% 7% 10% 31% 24%

TA3. How much do you agree with the following statement: It is impossible for someone to be a great school districtTA3. How much do you agree with the following statement: It is impossible for someone to be a great school district superintendent if they have not had deep experience in the classroom as a teacher prior to beginning an administrativesuperintendent if they have not had deep experience in the classroom as a teacher prior to beginning an administrative career.career.

Total

English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Strongly Agree 41% 41% 51% 41% 40% 42% 42% 32% 43% 55% Agree 33% 33% 38% 33% 25% 31% 37% 39% 33% 20% Disagree 18% 19% 10% 19% 25% 19% 16% 22% 19% 14% Strongly Disagree 7% 7% 1% 7% 10% 8% 5% 7% 6% 11%

TA3. How much do you agree with the following statement: It is impossible for someone to be a great schoolTA3. How much do you agree with the following statement: It is impossible for someone to be a great school district superintendent if they have not had deep experience in the classroom as a teacher prior to beginning andistrict superintendent if they have not had deep experience in the classroom as a teacher prior to beginning an administrative career.administrative career.

Total Male Female Right Track

Wrong Direction

Parent / Guardian

Student

Educator


Other

Strongly Agree 41% 37% 42% 34% 54% 38% 29% 57% 26% 34% Agree 33% 32% 34% 37% 28% 36% 48% 25% 34% 35% Disagree 18% 20% 18% 22% 12% 19% 18% 12% 35% 22% Strongly Disagree 7% 10% 6% 7% 7% 7% 4% 7% 5% 9%

D2. In your opinion, how important is it that our next superintendent has a high value for diversity, equity and inclusion andD2. In your opinion, how important is it that our next superintendent has a high value for diversity, equity and inclusion and has demonstrated a commitment to ensuring that Denver’s teachers and school leadership reflect the demographics of thehas demonstrated a commitment to ensuring that Denver’s teachers and school leadership reflect the demographics of the community? community?

..Total

English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Very important 68% 67% 90% 63% 80% 90% 82% 74% 64% 56% Somewhat important 25% 25% 10% 30% 15% 7% 14% 17% 26% 20% Not very important 5% 5% 0% 5% 5% 0% 3% 6% 8% 18% Not important at all 2% 2% 0% 2% 0% 2% 1% 3% 3% 7%

D2. In your opinion, how important is it that our next superintendent has a high value for diversity, equity andD2. In your opinion, how important is it that our next superintendent has a high value for diversity, equity and inclusion and has demonstrated a commitment to ensuring that Denver’s teachers and school leadership reflect theinclusion and has demonstrated a commitment to ensuring that Denver’s teachers and school leadership reflect the demographics of the community? demographics of the community?

Total Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator



D4. In your opinion, how important is it to you that our next superintendent has experience leading school districts withD4. In your opinion, how important is it to you that our next superintendent has experience leading school districts with student bodies that are similar to Denver in their demographic profile?student bodies that are similar to Denver in their demographic profile?

Total English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Very important 49% 48% 56% 43% 50% 70% 65% 57% 46% 38% Somewhat important 43% 44% 24% 48% 45% 26% 30% 37% 44% 38% Not very important 7% 7% 16% 7% 0% 1% 4% 6% 11% 18% Not important at all 2% 2% 4% 2% 5% 3% 2% 0% 0% 5% D4. In your opinion, how important is it to you that our next superintendent has experience leading schoolD4. In your opinion, how important is it to you that our next superintendent has experience leading school districts with student bodies that are similar to Denver in their demographic profile?districts with student bodies that are similar to Denver in their demographic profile?

Total Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator


Very important 49% 40% 51% 50% 47% 45% 57% 53% 52% 49% Somewhat important 43% 46% 42% 43% 42% 45% 38% 41% 41% 42% Not very important 7% 11% 5% 6% 9% 8% 4% 5% 6% 7% Not important at all 2% 3% 1% 1% 2% 2% 1% 1% 1% 2% D3. How important is it to you that the next superintendent be from Denver or have experience working in Denver PublicD3. How important is it to you that the next superintendent be from Denver or have experience working in Denver Public Schools?Schools?

Total English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Very important 23% 22% 56% 16% 50% 31% 44% 29% 25% 22% Somewhat important 37% 37% 24% 39% 25% 38% 32% 32% 36% 37% Not very important 28% 29% 16% 32% 20% 19% 17% 30% 27% 30%

Not important at all 12% 12% 4% 13% 5% 12% 7% 9% 13% 11% D3. How important is it to you that the next superintendent be from Denver or have experience working inD3. How important is it to you that the next superintendent be from Denver or have experience working in Denver Public Schools?Denver Public Schools?

Total

Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator


Very important 23% 22% 24% 23% 23% 21% 40% 23% 19% 26% Somewhat important 37% 35% 37% 39% 34% 36% 46% 39% 32% 34% Not very important 28% 28% 28% 28% 28% 31% 10% 27% 29% 27% Not important at all 12% 14% 11% 10% 14% 12% 5% 11% 19% 13% DC2. In your opinion, how important is it that our next superintendent values the role of test data in decision-making andDC2. In your opinion, how important is it that our next superintendent values the role of test data in decision-making and understands important decisions must take into consideration the full context beyond just the numbers? understands important decisions must take into consideration the full context beyond just the numbers?

Total English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Very important 42% 41% 61% 38% 50% 49% 56% 44% 38% 38% Somewhat important 41% 41% 34% 44% 35% 41% 32% 39% 41% 32% Not very important 12% 12% 3% 13% 5% 6% 8% 14% 17% 21% Not important at all 5% 5% 1% 5% 10% 4% 4% 3% 5% 9% DC2. In your opinion, how important is it that our next superintendent values the role of test data inDC2. In your opinion, how important is it that our next superintendent values the role of test data in decision-making and understands important decisions must take into consideration the full context beyond just thedecision-making and understands important decisions must take into consideration the full context beyond just the numbers? numbers?

Total

Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator


Very important 42% 40% 43% 47% 34% 41% 49% 40% 53% 45% Somewhat important 41% 42% 41% 42% 40% 41% 36% 42% 39% 43% Not very important 12% 12% 12% 9% 17% 14% 11% 13% 6% 8% Not important at all 5% 6% 4% 2% 10% 5% 5% 6% 2% 5% SH1. In your opinion, how important is it that our next superintendent values and has a proven track record engaging allSH1. In your opinion, how important is it that our next superintendent values and has a proven track record engaging all stakeholders (student families, teachers, community members etc.) in the collective effort to improve the education we providestakeholders (student families, teachers, community members etc.) in the collective effort to improve the education we provide our children in Denver? our children in Denver?

Total

English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Very important 76% 76% 73% 75% 80% 85% 77% 72% 73% 70% Somewhat important 22% 22% 24% 23% 15% 13% 20% 26% 24% 24% Not very important 2% 2% 2% 1% 5% 0% 2% 1% 3% 3% Not important at all 1% 1% 1% 0% 0% 1% 0% 0% 1% 2% SH1. In your opinion, how important is it that our next superintendent values and has a proven track record engagingSH1. In your opinion, how important is it that our next superintendent values and has a proven track record engaging all stakeholders (student families, teachers, community members etc.) in the collective effort to improve theall stakeholders (student families, teachers, community members etc.) in the collective effort to improve the education we provide our children in Denver?education we provide our children in Denver?

Total Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student Educator


Other

Very important 76% 71% 77% 76% 75% 75% 72% 77% 78% 74% Somewhat important 22% 26% 21% 22% 22% 23% 26% 21% 19% 23% Not very important 2% 2% 1% 1% 2% 1% 2% 2% 3% 2% Not important at all 1% 1% 0% 0% 1% 1% 0% 0% 0% 1% SH2. In your opinion, how important is it that our next superintendent be someone who can connect equally well with bothSH2. In your opinion, how important is it that our next superintendent be someone who can connect equally well with both parents/guardians in our community and with the business community?parents/guardians in our community and with the business community?

Total English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Very important 54% 53% 81% 47% 70% 76% 73% 59% 59% 46% Somewhat important 37% 37% 17% 42% 20% 20% 24% 36% 35% 44% Not very important 7% 7% 2% 9% 5% 2% 2% 6% 4% 9% Not important at all 2% 2% 0% 2% 5% 1% 1% 0% 3% 1% SH2. In your opinion, how important is it that our next superintendent be someone who can connect equally wellSH2. In your opinion, how important is it that our next superintendent be someone who can connect equally well with both parents/guardians in our community and with the business community?with both parents/guardians in our community and with the business community?

Total Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator



SH4. There are a number of experiences that collectively define a strong superintendent. Among all of these important experiences, whichSH4. There are a number of experiences that collectively define a strong superintendent. Among all of these important experiences, which two of the following do you feel are most important for the next superintendent of Denver Public Schools to possess? (Choose two.)two of the following do you feel are most important for the next superintendent of Denver Public Schools to possess? (Choose two.)

Total English Spanish White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Experience as both a teacher and an administrator 33% 33% 30% 33% 30% 29% 34% 28% 33% 34% Knowledge of Denver’s diverse communities and experience working in similar environments 17%

17% 21% 15% 23% 23% 23% 22% 16% 16%

Experience managing a large budget similar to Denver Public Schools 7% 7% 3% 8% 8% 5% 6% 6% 7% 8% Experience working with a diverse set of stakeholders and has shown that they value meaningful community engagement 15%

15% 18% 16% 15% 18% 13% 17% 14% 20%

Direct experience within large urban school districts similar to Denver 13% 13% 11% 14% 15% 12% 11% 6% 11% 7% Knowledge of utilizing testing data and numbers to inform decision-making 5% 5% 6% 4% 3% 4% 5% 7% 6% 5% Experience navigating politics and knowledge of education policy at all levels 10%

10% 11% 11% 8% 8% 8% 14% 14% 10%

SH4. There are a number of experiences that collectively define a strong superintendent. Among all of these important experiences,SH4. There are a number of experiences that collectively define a strong superintendent. Among all of these important experiences, which two of the following do you feel are most important for the next superintendent of Denver Public Schools to possess? which two of the following do you feel are most important for the next superintendent of Denver Public Schools to possess?

Total

Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator


Other

Experience as both a teacher and an administrator 33% 31% 33% 30% 37% 32% 30% 39% 24% 26% Knowledge of Denver’s diverse communities and experience working in similar environments 17% 16% 17% 17% 16% 15% 27% 17% 19% 18% Experience managing a large budget similar to Denver Public Schools 7% 9% 7% 7% 7% 8% 8% 7% 5% 8%

Experience working with a diverse set of stakeholders and has shown that they value meaningful community engagement 15% 15% 15% 15% 16% 16% 13% 14% 16% 17% Direct experience within large urban school districts similar to Denver 13% 12% 13% 13% 12% 13% 5% 13% 14% 14% Knowledge of utilizing testing data and numbers to inform decision-making 5% 6% 4% 5% 4% 5% 7% 2% 8% 5% Experience navigating politics and knowledge of education policy at all levels 10% 11% 10% 12% 8% 11% 9% 9% 14% 11%

PR2. Now please identify which of these qualities is the MOST important to you when considering the selection of thePR2. Now please identify which of these qualities is the MOST important to you when considering the selection of the next Denver superintendent.next Denver superintendent.

Total English

Spanish

White/ Anglo



Hispanic/ Latino

Asian American

Mixed Race

Other Race

Implementing a district budgeting process that gives transparent and open opportunity for community input. 2%

3%

2% 2% 5% 3% 2% 5% 2% 2% Implementing a budget that prioritizes investment of resources on teacher salaries and direct service to students. 24%

25%

11% 27% 10% 11% 18% 13% 32% 32% Ensuring that every child living in Denver has access to early childhood education programs. 6%

6%

4% 6% 0% 7% 7% 2% 7% 8%

Ensuring that parents and their children have the ability to select a quality school in their neighborhood regardless of where they live. 13%

13%

6% 14% 15% 13% 8% 11% 10% 11% Ensuring that parents and their children have the ability to make choices on their school of choice across Denver’s traditional neighborhood schools, innovation and charter schools regardless what part of town they live in. 4%

4%

8% 4% 0% 5% 4% 6% 7% 2%

Improving the number of Denver’s graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college. 14%

14%

19% 12% 25% 14% 18% 16% 15% 14% Ensuring that our communities' students have access to the highest quality education possible to help them reach their full potential regardless of their race, ethnicity and income level. 37%

36%

49% 35% 45% 46% 43% 47% 27% 31%

PR2. Now please identify which of these qualities is the MOST important to you when considering the selection of the next Denver superintendent. (ChPR2. Now please identify which of these qualities is the MOST important to you when considering the selection of the next Denver superintendent. (Ch

Total Male

Female

Right Track

Wrong Direction

Parent / Guardian

Student

Educator


Other

Implementing a district budgeting process that gives transparent and open opportunity for community input. 2% 4% 2% 2% 3% 2% 0% 3% 3% 3% Implementing a budget that prioritizes investment of resources on teacher salaries and direct service to students. 24% 20% 25% 19% 32% 21% 19% 35% 13% 18% Ensuring that every child living in Denver has access to early childhood education programs. 6% 5% 6% 7% 4% 5% 5% 8% 7% 7% Ensuring that parents and their children have the ability to select a quality school in their neighborhoodneighborhood regardless of where they live. 13% 13% 13% 11% 15% 16% 8% 10% 9% 10% Ensuring that parents and their children have the ability to make choices on their school of choice across Denver’s traditional neighborhood schools, innovation and charter schools regardless what part of town they live in. 4% 6% 4% 5% 3% 6% 3% 1% 4% 4% Improving the number of Denver’s graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college. 14% 18% 13% 15% 11% 15% 21% 10% 16% 15% Ensuring that our communities' students have access to the highest quality education possible to help them reach their full potential regardless of their race, ethnicity and income level. 37% 33% 38% 40% 31% 36% 45% 32% 48% 42%

TA1. Please let us know how important each of the following qualities of a superintendent are to you on the scale following eachTA1. Please let us know how important each of the following qualities of a superintendent are to you on the scale following each quality [scale 1-10]quality [scale 1-10] A leader who has experience in education as both a teacher and an administrator. A leader who has experience in education as both a teacher and an administrator. Total English Spanish Mean 8.75 8.73 9.24 Standard Dev. 7.75 7.73 8.29 Variance 60.06 59.80 68.71 D1. Please let us know how important each of the following experiences of a superintendent are to you on the scale following eachD1. Please let us know how important each of the following experiences of a superintendent are to you on the scale following each experience [scale 1-10]experience [scale 1-10] D1.1. A leader who knows Denver’s diverse communities including its surrounding metro area.D1.1. A leader who knows Denver’s diverse communities including its surrounding metro area.

Total English Spanish Mean 5.28 5.26 5.88 Standard Dev. 4.28 4.26 4.91 Variance 18.35 18.18 24.13 D1.2.D1.2. A leader who has experience working in large urban school districts similar to Denver.A leader who has experience working in large urban school districts similar to Denver.

Total English Spanish Mean 5.32 5.30 5.94 Standard Dev. 4.32 4.30 4.97 Variance 18.65 18.48 24.70 D1.3. A leader who has demonstrated experience increasing the diversity of the staff of the organizations they have led.D1.3. A leader who has demonstrated experience increasing the diversity of the staff of the organizations they have led.

Total English Spanish Mean 5.54 5.51 6.34 Standard Dev. 4.54 4.51 5.37 Variance 20.58 20.37 28.87 D1.4. That the education leader we choose as our next superintendent here in Denver is bilingual so that they can communicateD1.4. That the education leader we choose as our next superintendent here in Denver is bilingual so that they can communicate effectively with our non-English speaking students and their families.effectively with our non-English speaking students and their families.

Total English Spanish Mean 5.49 5.45 6.88 Standard Dev. 4.49 4.45 5.92 Variance 20.13 19.78 35.07

B1. Please let us know how important each of the following experiences of a superintendent are to you on the scale following eachB1. Please let us know how important each of the following experiences of a superintendent are to you on the scale following each statement [scale 1-10]statement [scale 1-10] B1.1. A person with experience successfully leading a large, complex, public school system with a budget comparable to Denver PublicB1.1. A person with experience successfully leading a large, complex, public school system with a budget comparable to Denver Public Schools.Schools.

Total English Spanish Mean 7.75 7.72 8.77 Standard Dev. 6.75 6.72 7.81 Variance 45.61 45.14 60.96 B1.2. A person who has been responsible for large budgets in their prior positionsB1.2. A person who has been responsible for large budgets in their prior positions

Total English Spanish Mean 7.45 7.42 8.37 Standard Dev. 6.45 6.42 7.41 Variance 41.63 41.23 54.94 B1.3. A person who is knowledgeable of education policy and experience creating new policies that improve educational outcomes.B1.3. A person who is knowledgeable of education policy and experience creating new policies that improve educational outcomes.

Total English Spanish Mean 8.48 8.45 9.25 Standard Dev. 7.48 7.45 8.29 Variance 55.93 55.56 68.76 B1.4. A person who is skilled in managing politics and can unite the city around education.B1.4. A person who is skilled in managing politics and can unite the city around education.

Total English Spanish Mean 7.68 7.64 9.11 Standard Dev. 6.69 6.64 8.15 Variance 44.69 44.07 66.42 B1.5. A person who has extensive experience and a proven track record of guiding a large public institution to success.B1.5. A person who has extensive experience and a proven track record of guiding a large public institution to success.

Total English Spanish Mean 7.63 7.59 8.92 Standard Dev. 6.63 6.59 7.97 Variance 43.95 43.39 63.48 B1.6. A person who has extensive experience utilizing data to evaluate the progress children in their district are making acrossB1.6. A person who has extensive experience utilizing data to evaluate the progress children in their district are making across educational outcomeseducational outcomes


B1.7. A person who has deep knowledge of how to use data to make decisions facing the district.B1.7. A person who has deep knowledge of how to use data to make decisions facing the district.


SH3. Please let us know how important each of the following qualities and experiences of a superintendent are to you on the scaleSH3. Please let us know how important each of the following qualities and experiences of a superintendent are to you on the scale following each quality. following each quality. SH3.1. A person who has a high value and respect for all educators and views them as part of the process to improve all schools hereSH3.1. A person who has a high value and respect for all educators and views them as part of the process to improve all schools here in Denver.in Denver.

Total English Spanish Mean 9.27 9.25 9.60 Standard Dev. 8.27 8.26 8.64 Variance 68.34 68.16 74.73 SH3.2. A person who is both respected and viewed positively by the teachers with whom they have worked.SH3.2. A person who is both respected and viewed positively by the teachers with whom they have worked.

Total English Spanish Mean 8.87 8.85 9.40 Standard Dev. 7.87 7.85 8.44 Variance 61.88 61.61 71.29 SH3.3. A person who has experience working with large and diverse boards of directors.SH3.3. A person who has experience working with large and diverse boards of directors.

Total English Spanish Mean 7.41 7.36 8.90 Standard Dev. 6.41 6.37 7.95

Variance 41.15 40.52 63.14

PR1. Please provide your priority on the scale provided for each of the following issues facing Denver that the next superintendentPR1. Please provide your priority on the scale provided for each of the following issues facing Denver that the next superintendent could prioritize to improve the quality of Denver's public schools [scale 1-10]could prioritize to improve the quality of Denver's public schools [scale 1-10] PR1.1. How important is it that school funding take into account individual needs of students in each school so that obstacles forPR1.1. How important is it that school funding take into account individual needs of students in each school so that obstacles for student success are considered into school funding formulas? student success are considered into school funding formulas?

Total English Spanish Mean 8.39 8.36 9.09 Standard Dev. 7.39 7.36 8.13 Variance 54.58 54.23 66.07 PR1.2. IncreasingPR1.2. Increasing the number of Denver Public School graduates who are prepared to succeed in college while simultaneously ensuring the number of Denver Public School graduates who are prepared to succeed in college while simultaneously ensuring that there is career readiness for graduates who choose not to go to college.that there is career readiness for graduates who choose not to go to college.

Total English Spanish Mean 8.73 8.70 9.54 Standard Dev. 7.73 7.70 8.59 Variance 59.72 59.33 73.79 PR1.3. Ensuring that parents/guardians and their children have the ability to select a quality school from Denver's innovation andPR1.3. Ensuring that parents/guardians and their children have the ability to select a quality school from Denver's innovation and charter schools regardless of where they live.charter schools regardless of where they live.

Total English Spanish Mean 6.60 6.51 9.07 Standard Dev. 5.60 5.52 8.11 Variance 31.36 30.43 65.78 PR1.4. Ensuring that parents/guardians and their children have the ability to select a quality school in their neighborhoodPR1.4. Ensuring that parents/guardians and their children have the ability to select a quality school in their neighborhood regardless of where they live.regardless of where they live.

Total English Spanish Mean 8.35 8.32 9.29 Standard Dev. 7.35 7.32 8.34 Variance 54.01 53.55 69.48 PR1.5. Ensuring that every child living in Denver has access to early childhood education programs.PR1.5. Ensuring that every child living in Denver has access to early childhood education programs.


PR1.6. Ensuring that our communities’ special needs students have access to the highest quality education possible to help them reachPR1.6. Ensuring that our communities’ special needs students have access to the highest quality education possible to help them reach their full potential.their full potential.

Total English Spanish Mean 8.77 8.75 9.62 Standard Dev. 7.78 7.75 8.67 Variance 60.47 60.05 75.18 PR1.7. Ensuring that our communities’ students for whom English is not their first language have access to the highest qualityPR1.7. Ensuring that our communities’ students for whom English is not their first language have access to the highest quality education possible to help them reach their full potential.education possible to help them reach their full potential.

Total English Spanish Mean 8.58 8.55 9.65 Standard Dev. 7.58 7.55 8.70 Variance 57.52 56.99 75.63 PR1.8. Ensuring that our communities gifted students have access to the highest quality education possible to help them reach theirPR1.8. Ensuring that our communities gifted students have access to the highest quality education possible to help them reach their full potential.full potential.

Total English Spanish Mean 8.08 8.03 9.49 Standard Dev. 7.08 7.03 8.54 Variance 50.11 49.44 72.96 PR1.9. Implementing a district budgeting process that gives transparent and open opportunity for community input.PR1.9. Implementing a district budgeting process that gives transparent and open opportunity for community input.

Total English Spanish Mean 8.16 8.13 8.98 Standard Dev. 7.16 7.13 8.02 Variance 51.22 50.81 64.35 PR1.10. Implementing a district budget that prioritizes investment of resources on teacher salaries and direct service to students.PR1.10. Implementing a district budget that prioritizes investment of resources on teacher salaries and direct service to students.


DENVER PUBLIC SCHOOLS LEADER SEARCH

ANALYSIS OF COMMUNITY FORUMS AND GENERAL COMMUNITY SURVEYS

Study Design - Methodology◻ Our research design was based on two complimentary surveys outlined

below. Both surveys had nearly identical content which allows for comparisons to be made across both sets of participants.

◻ Series of 9 community forums across the district, 263 participants to the survey across all meetings where qualitative data was also collected.

◻ General Community Survey

⬜ 2,977 completed total surveys that captured community-wide attitudes within the Denver Public Schools district. The large sample size provides opportunity to explore variation across demographic factors.

2

Demographic Profile of Community Forum Survey Participants

3

Demographic Profile of General Community Survey Participants

4

• Survey provides an opportunity to give the next

leader of the district a general sense of the current

state of the district.

• The majority of the district (63%) think the district is “heading in the right direction”.

• We provide sub-groups with less positive views.

What Direction is the District Headed?5

While Most City Residents Have a Positive Perception of the District, Majority of Native Americans Believe District is Headed in Wrong Direction

Would you say Denver Public Schools is headed in the:

- Right Track

- Wrong Direction

General Community Survey- N=2,977

Majority of Each Constituent Group Believes the

District is on the “Right Track”

Would you say Denver Public Schools is headed in the:

- Right Track

- Wrong Direction


Closing Academic Achievement/Opportunity Gap is Top Priority for Community Forum Participants

8

Community Forum Survey – N (263)

9

Which of these qualities is the

MOST important to you when

considering who the next

superintendent should be?

Closing The Academic Achievement/Opportunity Gap and Focusing Budget on Teachers and Students are Most Important Issues


Balance of Teaching and Administrative Skills 10

• The surveys queried respondents on their views regarding this balance across multiple items.

• The results make clear that the community wants the next leader to have extensive teaching experience.

Community Meeting Participants Value Balance in Teaching/Administrative Experiences (Scale 1 Not Important at All - 10 Very Important)

11


Preference for Teaching Experience When Posed in Contrast to Administrative Experience

12


Teaching Experience Advantaged Among Educators and Students 13


14

There are a number of experiences that collectively define a

strong superintendent.

Among all of these important

experiences, which two of the following

do you feel are most important for the

next superintendent of Denver Public

Schools to possess?

Teaching/Administrative Skills Emerge as Top Skills Overall Across Several Posed in General Community Survey


Public Does Not Believe Someone Can be a Great Superintendent Without Teaching Experience

15

General Comm. Survey: A school district superintendent must have classroom experience as a teacher prior to the

beginning of an administrative career.

16

Education leaders often

have a mixture of teaching and

administrative experience,

between these two important

areas of expertise which

one do you believe is more

important for the next

superintendent here in Denver to

have?

Administrative and Teaching Experience Prioritization Summary Slide Across Surveys

Promotion of Diversity is Key 17

The surveys identified that the next superintendent should have experience with schools with similar student demographics to DPS, as well as be someone who will work toward ensuring DPS teachers and leadership reflects the demographics of the community.

18

There are a number of experiences that collectively define a

strong superintendent.

Among all of these important

experiences, which two of the following

do you feel are most important for the next

superintendent of Denver Public

Schools to possess?

Knowledge of Denver’s Diverse Community Valued Highly Across Constituency Groups- Second Only to Teaching/Admin


19

Please identify which of these policies is the

MOST important to

you when considering

the selection of the next Denver

superintendent.

Ensuring Access to High Quality Education Regardless of Race, Ethnicity or Income is Top Priority


20

In your opinion, how important is it that

our next superintendent has

a high value for diversity, equity and

inclusion and has demonstrated a commitment to

ensuring that Denver’s teachers

and school leadership reflect the demographics

of community?

Value and Commitment to Diversity Viewed as Important by All - Especially for Black and Latino Residents


21

In your opinion how important is

it that our next superintendent has experience leading school

districts with student bodies

that are similar to Denver in their demographic

profile?

Experience With Districts Demographics Similar to Denver’s is Key to Residents Across the Board

Not All Issues/Qualities are Not

Salient 22

The surveys revealed that some issues and

qualities were not viewed as high priorities when considering the next leader. We highlight a few examples.

Ensuring Choice in Schooling Options Not Viewed as Highly Relative to Other Priorities

23


Which of the following issues facing Denver’s Public Schools should the next superintendent

prioritize to improve the

quality of Denver’s public

schools?

Increasing Options to Make Choices Not Chosen Among Top Issues

◻ Only 4% of General Community Survey respondents selected “ensuring that parents/guardians and their children have the ability to select from Denvers' innovation and charter schools regardless of where they live” as most important issue.

◻ Only 12.8% of Community Forum Survey respondents highlighted this as important relative to other issues.

◻ This view did not vary based on whether respondents think district is heading in right or wrong direction.

24

Ensuring Next Leader is Bilingual Not Viewed as Highly Relative to Other Skills

25

Please let us know how important each of the following experiences of a superintendent are to you on the scale following each experience.

26

Please let us know how important each of the following experiences of a superintendent are to you on the scale following each statement. On a scale from 1 (Not Important at All) to 10 (Very Important)

Knowledge of Data is Not a Top Priority


27

In your opinion, how important is it that our next superintendent values the role of test data in decision-making and understands important decisions must take into consideration the full context beyond just the numbers?

Value of Test Data by Constituency Group


appendix - boarddocs, a diligent brand · 2019-05-30 · our voice, our schools 2980 curtis st....

Documents