Q&A

Denver’s citywide effort to help poor children read better — explained

PHOTO: Lisa Roy
Lisa Roy, Denver Public Schools' new executive director of early childhood, started in October

Lisa Roy became Denver Public Schools’ executive director of early education — a newly created position — in October.

She’ll play a key role in launching the “Birth to Eight Roadmap,” a community effort aimed at improving literacy outcomes among young children living in areas of concentrated poverty in Denver.

Before coming to DPS, Roy was executive director of the Denver-based Timothy and Bernadette Marquez Foundation and did consulting for Grantmakers for Education, a national network of education grant-makers. She’s also worked for two other Denver-based foundations: the Piton Foundation and the Daniels Fund.

We sat down with Roy this week to discuss her background, her new position and the road map’s recommendations.

The interview has been edited for clarity and length.

What was your own early childhood experience like?
My great-grandfather was the superintendent of schools for Frederick County, Maryland, and he built one of the first high schools for African-American kids. So he was what was called the Superintendent of Colored Schools at the turn of the last century.

My grandmother and all of her siblings were teachers, and so my early childhood experience was actually my grandmother. She was a stay-at-home grandmom and took care of me and my cousins and siblings and we got a great experience. Of course, there was the ruler when I mispronounced words — a little slap on the hand — and I had to do my little rhyming before I could eat lunch or breakfast.

What was it like when your school was integrated when you were in kindergarten?
I didn’t really think about it. I had seen white kids on television and in the supermarket. I don’t think that part was as shocking. As I got older, it was a little different because I realized I was invisible. Obviously, I tested well and was put in an advanced track. It was myself and one other schoolmate that went through this advanced track together until we graduated from elementary school.

For me growing up, there was also this dissonance around if you were doing well in school somehow that meant you were trying to assimilate as opposed to this was my family background. I didn’t know how else to be.

What is the Birth to Eight Roadmap?
It’s a partnership between the City and County of Denver, Denver Public Schools and a myriad of nonprofit partners to provide supports and services around language and literacy from birth to third grade.

We have 11 different recommendations — from having an early opportunity system which ensures that kids have the developmental screenings they need and are provided the services to keep them at grade level, to hubs, which could be community-based or school-based opportunities to provide supports and services to families.

Has Denver Public Schools done anything like this before?
No, not like this. DPS and the city did work hand-in-hand with then-Mayor (John) Hickenlooper on the first Denver Preschool Program ballot initiative (which provides preschool tuition assistance for Denver 4-year-olds through a city sales tax ), but it was a very discrete ballot initiative. It wasn’t meant to solve every issue around birth to age 8. It was 4-year-olds only.

This has never been done before because it’s crossing the boundaries of what DPS is responsible for and what the community and parents are responsible for. It’s this opportunity to collaborate with parents, collaborate with nonprofit programs and child care centers, collaborate even within the district, across departments.

What is the goal of the Birth to Eight Roadmap?
The ultimate goal is that kids are reading proficiently and above by third grade.

We understand that when kids get to kindergarten it’s too late. About 38% of our children have no formal pre-K experience. We want to ensure our teachers are able to individualize according to where kids are, and their backgrounds and experiences … but also to try to the raise the percentage of kids who have some type of exposure (to early learning).

Not all parents are going to pick formal pre-K. But some of them might be willing to do a play-and-learn group or join the family literacy program or do Parents as Teachers or Home Instruction for Parents and Preschool Youngsters. We want to provide more opportunities like that with the collaboration.

What will the resource hubs will entail?
One example that we have in Denver Public Schools already is College View Academy, which has everything from play-and-learn groups to English as a Second Language and GED (classes) for parents. They even have opportunities for parents who are interested in going into the teaching profession to start off as a paraprofessional.

Again, this underlying theme around language and literacy is there throughout the building— with other supports that families need to succeed. Keep in mind that every neighborhood looks different.

How many hubs will there be and where?
We’re hoping to launch five, but keep in mind these are not hubs from scratch. These are hubs that have a lot of comprehensive services (now).

Right now, we have College View Academy, Place Bridge Academy, a school for immigrants and refugees; Florence Crittenton High School, a school for pregnant and parenting teens; and Focus Points Family Resource Center, near Swansea Elementary.

What do you see as the biggest challenge in implementing the Roadmap recommendations?
Well, it could be like herding cats. When you’re dealing with a lot of different people that have to raise their own funding, that are in various communities … it makes an interesting avenue to launch this kind of work.

What’s the timeline for the Roadmap?
Some of these things will be going to go on into perpetuity I would hope. But for the next three to four years we’re going to intensively look at three different phases. By the end of four years, it will really take shape, in a way you can say, “Yes, that’s the result of the Birth to Eight Roadmap.”

Prize money

A million dollars, 570 hopefuls, and 15 winners: How a new competition aims to boost babies and toddlers

PHOTO: JGI/Jamie Grill | Getty Images
Boy displaying drawing.

A Colorado team is one of 15 winners to share in $1 million awarded by a Denver-based organization as part of a new contest recognizing innovative efforts benefitting children from birth to 3 years old.

The Boulder-based team will receive $80,000 for a project that helps little kids acquire language, thinking, and social-emotional skills using a cell phone app inside a stuffed animal.

Gary Community Investments, which gives grants and makes for-profit investments to benefit low-income children and families, announced the winners of the Early Childhood Innovation Prize on Tuesday afternoon. (Gary Community Investments, through the Piton Foundation, is a Chalkbeat funder.)

The Colorado team that won prize money developed a tool called MindScribe. It works like this. An adult slips a cell phone with a special application into the belly of a stuffed zebra. The app prompts the child to explain what they are doing or making and asks follow-up questions, such as “What happened next?” and “Why?”

MindScribe founder Layne Hubbard, a Ph.D. student in computer science at the University of Colorado Boulder, said her work as a teacher at Boulder’s Children’s House Preschool inspired the project.

“I thought back to storytelling and how powerfully the children’s original stories catalyzed growth, development, and connectedness,” she wrote via email. “I realized that I wanted to scale this opportunity to reach young children across diverse early childhood communities, especially those which are multilingual, low-income, or affected by trauma or disability.”

One little girl who stars in a MindScribe’s demonstration video describes her crayon drawing of a garden — and her fictional protagonist’s desire to change “boring weather” — to the MindScribe zebra for seven minutes.

But the girl, Mia, isn’t oblivious to the cell phone inside the paunchy stuffed animal. Instead, she’s delighted.

She explain how it works to her father, saying, “This is like the teacher but with a radio inside the teacher.”

Mindscribe, which is still in the pilot stage, began with three languages and is now available in 11.

The Early Childhood Innovation Prize, unveiled by Gary last fall, is distinctive because there are few contests that focus on very young children — despite a large body of evidence showing that high-quality care and education for this group yield significant financial and societal dividends.

Leaders at Gary invited prize submissions from teams with advanced ideas, early-stage ideas, and nascent concepts. Five advanced winners received $100,000 each, five early-stage winners received $80,000 each, and five beginning-concept winners receiving varying shares of $100,000. Gary also recognized seven teams, including one from a Colorado Springs-based network of child care centers, that didn’t win money but offered promising ideas.

The contest used an online platform that made each submission publicly viewable and allowed teams to get feedback from fellow candidates, and in some cases, mentoring from experts.

“We really wanted the prize to be an engaging opportunity for people in the early childhood field,” said Steffanie Clothier, Gary’s child development investment director.

Gary received 570 submissions, with winning ideas coming from nonprofit and for-profit groups, universities, city governments, and the National Head Start Association.

One winning team aims to eradicate book deserts by putting children’s reading materials in public spaces like barber shops and beauty salons. Another proposes classes on mindfulness to reduce child care providers’ stress levels. Several feature technology solutions — to improve child care business operations or promote early developmental screenings.

Clothier said although most of the prize winners are testing projects outside Colorado, their ideas could eventually be replicated here. She said the organization has not decided whether to hold the innovation competition again.

career prep

A growing Jeffco program trains future early childhood workers while they’re still in high school

Julian Salazar, 18, plays with preschool children at an internship that's part of his high school's early childhood pathway program.

Julian Salazar pushed preschoolers on swings, weaving deftly between them as the children careened back and forth. Earlier in the afternoon, the 18-year-old had worked mazes, played a number-themed card game, and snacked on Goldfish crackers with the 3- and 4-year-olds.

It was all part of Salazar’s weekly internship in a preschool classroom a couple miles away from his high school, Jefferson Junior/Senior High in the Denver suburb of Edgewater.

The internship, which ended in early May, is one component of a new early childhood career pathway offered at the high school. The year-long program also includes two early childhood classes and leads to an entry-level certificate from Red Rocks Community College that qualifies students to be assistant preschool or child care teachers.

Salazar — and students in similar concurrent enrollment programs around Colorado — represents one segment of the child care field’s next generation. With their professional lives just beginning, the students are laying the foundation to earn further credentials and become the lead preschool teachers and directors of the future. It’s a vision straight out of the state’s three-year plan to build a strong early childhood workforce. But in a field known for low pay and high turnover, keeping these students in the pipeline is no small task.

Julian Salazar, 18, helps a preschooler with his jacket during his internship.

Still, organizers of the Jeffco school district’s early childhood pathway are optimistic. Enrollment in the program at Jefferson is set to more than double from 19 this year to 43 next year, and plans are in the works to expand to two other district high schools — McLain Community and Arvada West — by 2020.

The district offered similar early childhood training programs at certain district high schools in the past, but they fizzled out. One had targeted teen moms enrolled at McLain, for example, but many of the students weren’t ready for college-level work, said Janiece Kneppe Walter, who leads the early childhood education program at Red Rocks and helped the district set up the pathway program.

A few years ago, Kneppe Walter and her colleagues won a grant to revamp the two introductory early childhood classes. Then in the fall of 2016, teacher Nicole Kamman launched the pathway program at Jefferson with eight students. At first, it was just a sequence of two college courses modified for a high school audience. This year, leaders decided to add the 22-hour internship to give students more hands-on practice.

While Jefferson is one of the lower performing high schools in the district, it has posted improved graduation rates and test scores in recent years. The vast majority of its students are eligible for free or reduced-price school meals, a proxy for poverty.

Kamman sees the early childhood program as a way to give these students valuable experience in a field where qualified workers are in high demand.

“Any opportunity to get them career-ready … I knew I had capacity to promote that,” she said.

At the same time, local preschoolers in Edgewater and nearby areas get the chance to see teenage role models from their own communities, many of whom speak Spanish, as they do.

On a spring day in Kamman’s classroom, her high school students discussed nine child temperament traits and then acted them out as classmates tried to guess the characteristic.

When it was Salazar’s turn, he mimed sweeping the floor, not giving up even after repeatedly fumbling with the broom and dustpan.

“Persistence,” a classmate guessed correctly.

Of the eight Jefferson students who completed the early childhood pathway program last year, four landed jobs at local preschools or child care centers, Kamman said, and a fifth enrolled at Red Rocks seeking a degree in early childhood education.

But for some students, perhaps even a majority, the pathway program is a stepping-stone to something else.

“I don’t think they necessarily see early childhood as their endpoint,” Kamman said.

One of her students hopes to become a pediatrician, so the early childhood classes are a useful stop in a longer journey.

Salazar, a self-assured teen who was as comfortable helping kids with stubborn jacket zippers as playing chase on the playground, described his internship in the preschool classroom at Jefferson County Open School as “amazing.” Asked if he planned to pursue early childhood education, he said he could see working as a teaching assistant for a short time, but not necessarily long-term.

“I’m looking more or less for a ‘now’ thing,” he said.

Another student in the pathway program, senior Sonya Hernandez, felt the same way. She plans to study event management at Metro State University next year, but enrolled in the pathway program to improve her short-term job prospects.

“For me, it was more so about having the opportunity to get a better job after high school rather than working a regular minimum wage job at a fast food place or retail,” the 17-year-old said. “I figured I might as well do it and also get the college credits.”

Kamman said the field’s wages are a bit higher than minimum wage and therefore competitive for teenagers just starting out. Nationwide, the median wage of early childhood workers is $10.60 an hour, according to a 2016 report from the U.S. Department of Education. Colorado’s minimum wage is $10.20 this year and will rise to $11.10 in 2019.

The shortage of early childhood workers is a perennial problem in the state. A recent survey of Colorado child care providers found an average annual turnover rate of 16 percent for lead teachers and 22 percent for assistant teachers. In addition, 70 percent of directors reported difficulty in finding teachers for vacant positions.

Early childhood pathway programs like the one at Jefferson Jr./Sr. High represent only a partial solution to the early education workforce crunch. But to Kneppe Walter, that’s OK. If some pathway students use early childhood jobs to work their way through college in unrelated majors, she doesn’t see that as problem.

“They’re still walking away with some great life skills,” she said. “If they could contribute for two to five years, I’d be tickled pink.”

PHOTO: Ann Schimke
Ariadna Santos, a student at Jefferson Junior/Senior High School reads to preschoolers during her internship.

Ariadna Santos, a soft-spoken high school junior who also interned at Jefferson County Open School, may well fit this profile.

The 16-year-old, who said she has no younger siblings and has never worked as a babysitter, said the internship made her more comfortable with young children. On a recent day, she sat at a knee-high table and read a picture book about animals to a half-dozen preschoolers. As one little boy repeatedly touched his neighbor’s arms and shoulders, she calmly said, “Let’s not grab other people. Keep your hands to yourself.”

It was the kind of episode Santos found daunting at the beginning. Early in the internship when two children got in a sandbox fight, she had no idea what to do and the lead teacher had to intervene.

“Nowadays, it’s just easier to calm them down and get them to work with each other,” said Santos, whose other career interests include architecture and interior design.

“I don’t really know what I want to do as a career yet so I just really wanted to take this class as an opportunity to see what one of the options could be,” she said.

Even if Santos doesn’t stay in the early childhood workforce permanently, Kneppe Walter is hopeful that the pathway experience will be formative for others in the program.

“What’s lovely about early childhood is it’s got this strong core of social justice to it,” she said. “If students resonate with that idea, ‘I want to be empowered. I want to make a difference,’ then it’s not such a hard sell to go into early childhood.”