June 21, 2012 Denver Education Compact April Review Compact: Role - - PowerPoint PPT Presentation

June 21, 2012 Denver Education Compact

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As Board members, you each represent a unique segment of the

• community. You are key to the success of the Compact by bringing the

community together around the following strategies:

• 1. Define objectives, indicators and strategies.
• 2. Align the work of funders, CBOs, educational institutions and

community partners.

• 3. Elevate best practices and reduce program/service duplication.
• 4. Ensure the highest return on investment for our kids and our

community.

• 5. Get work done based on who sits on the Board and how we

leverage your relationships.

• 6. Ensure progress and mutual accountability to achieve improved

results.

Compact: Role and Purpose

April Review

Isolated Impact

• Funders select individual grantees

that offer the most promising solutions.

• Nonprofits work separately and

compete to produce the greatest independent impact.

• Evaluation attempts to isolate a

particular organization’s impact.

• Large scale change is assumed to

depend on scaling a single

• rganization.
• Corporate and government

sectors are often disconnected from work of foundations and nonprofits.

Collective Impact

• Funders and implementers

understand that social problems, and their solutions arise from the interactions of many organizations within a larger system.

• Progress depends on working toward

the same goal and measuring the same things.

• Large scale impact depends on

increasing the cross-sector alignment and learning among many

• rganizations.
• Corporate and government sectors

are essential partners.

• Organizations actively coordinate

their actions and share lessons learned.

• Shared accountability on progress

and outcomes.

From Hanleybrown et al., Channeling Change, 2012. 3

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Executive Committee

• Strategic Guidance
• Champion, Affirm & Hold the Vision & Direction
• Advocate for What Works
• Promote and Report Data/Results
• Provide recommendations for process and strategy
• Drive the implementation and oversight of the network and support teams

Operations Team

Data, Research & Analysis Resources Marketing/ Communication Community Outreach Strategy 5: Improve quality of teacher applicant pool. Metro/UCD: Work

• n the alignment of

teacher training programs.

Daniels/DSF: Identify and recruit “home grown” talent to become a teacher.

DPS: Develop a rubric to select high quality teachers.

Operations Team

• Comprised of members and delegates of the Executive Committee
• Provide recommendations for strategy
• Develop and implement integrated, cross-sector plans

Denver Education Compact

Industry: Provide incentive packages, to include affordable housing, mentoring, training, low cost loans.

Functional Teams

• Comprised of community members and delegates of the Executive Committee
• Provide expertise and support to operations team strategies

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School Readiness: Goal & Indicators

GOAL 1: By 2020 90% of DPS 3rd graders are proficient in reading. Indicator Baseline Data % of high need kids served in high quality early learning programs…………………………………………

* % of kindergarteners reading at or above grade level (EOY)……….……...

57%

* % of kids in full day kindergarten (FDK)

95% 3, 4, & 5-year olds in high quality early learning programs/services……………………………..………………....… % of funding gap met by sustained funding to serve the highest needs……………………………......................... IN DEVELOPMENT:

* DPS, February 2012

Education, CBOs (community based organizations) Strategy 1: Increase % of kids in FDK. Philanthropic, Industry, City, CBOs Strategy 2: Align and increase sustainable public funding streams to serve the highest need 3, 4, & 5- year olds in high quality early learning programs/services. CBOs, City, Education Strategy 3: Increase % of kids in high quality ECE programs (independent, DPP, DPS). City, CBOs, Philanthropic Strategy 4: Work with family, friend, and neighbor network to increase services to the providers.

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School Readiness: Potential Compact Strategies

By 2013, develop a comprehensive plan to serve high need

birth – 3 year olds.

• By 2013, 100% of 5 year olds will be in all-day

kindergarten.

By 2015, 100% of low-income 4 year olds will participate in

high quality and affordable programs and/or services.

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1 2 3

School Readiness: Outcomes

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K12: Goal & Indicators

GOAL 2: By 2016 DPS graduation rates are 80% or higher with less than a 25% remediation rate.

# % of 11th graders meeting College Board’s ACT recommendations………………

(R/M/E: 21/22/18)

Indicator Baseline Data

* % of 5th grade students

proficient in reading & math…………...

* % of 8th grade students proficient

in reading & math………………………………………….

* % of 10th grade students proficient in reading

& math……………………………………………………………………….... 56%

@ % 4-year cohort HS graduation rate…………………………………………………………..

52% 37% 49% 51% 50% 19% 3% 32% 3%

* DPS, Accountability Research & Evaluation, August 2011 # DPS, Accountability Research & Evaluation, 2010 @ DPS, Report of Graduates & Completers, 2010-11

CBOs, City, Education, Industry, Philanthropic

Education, CBOs Strategy 1: Support college readiness work in Student Engagement Initiative for HS: expand concurrent enrollment; establish robust AP prep programs; support college access programming; support AP professional development for teachers and integration of common core standards and ACT readiness. Education, Industry Strategy 2: Support implementation of PWR Diploma. Provide technical assistance and school professional development. Education Strategy 3: Establish community college and district partnership to: certify adjunct faculty on high school campuses to increase concurrent enrollment and increase faculty retention. Education Strategy 4: Develop Denver Research Consortium Model, like the Chicago Research Consortium to conduct consistent and transparent research and analysis of strategic district initiatives.

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K12: Potential Compact Strategies

Education Philanthropic, Industry Strategy 5: Improve quality of teacher & principal applicant pool: create partnership with scholarship organizations to recruit and support Denver participants in residency programs; evaluate opportunity to enhance “package” for new hires; increase the % of applicants of color. Education Strategy 6: Develop university partnerships to create and offer skill development modules in math and writing for college graduates interested in teacher prep programming. Industry, Education, CBOs Strategy 7: Host job fair(s) for DPS graduates, interested in jobs at DPS, for 8th and 11th graders college graduates. Industry, Education Strategy 8: Develop industry sponsored/developed programming for DPS and its employees in: coaching/mentoring for teachers, principals, key central office leaders, benefits package for new employees, recognition of employees, district marketing campaign.

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K12: Potential Compact Strategies

Support and pass the November 2012 DPS Bond & Mill Levy. By 2016 DPS will have an on-time graduation rate of 80%

• r better.
• By 2018 80% of DPS graduates will meet the criteria for

postsecondary and workforce readiness.

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1 2 3

K12: Outcomes

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Post Secondary: Goals & Indicators

GOAL 3: By 2018 80% of students will select a work or post secondary pathway and complete it in 150% of normal time. # % retention/persistence rates (year one to year two)…………………………………………………………….

# National Student Clearing House, 2011

Indicator Baseline Data

* % of students who participate in dual

enrollment………………………………………………..

* DPS, Accountability, Research & Evaluation, June 2012

66%

@ % remediation rate………………….………………………………. @ Colorado Department of Higher Education, 2010

60%

# % of high school graduates earning an associate’s, bachelor’s and

higher within 6 years……………………………………………………………………………

# National Student Clearing House, 2011

82%

# % DPS graduates enrolled in college year after

graduation……………………………………………………………..

# National Student Clearing House, 2011

59% 12%

Industry, Education, CBOs Strategy 1: Increase employer partnerships with DPS schools to provide career-relevant curricula, internships, apprenticeships and job shadowing opportunities. Education Strategy 2: Partner with community colleges to assess appropriate measure(s) for college/work readiness, e.g. accuplacer. Utilize appropriate diagnostics to identify and offer early intervention programming. Develop joint developmental education curriculum and programming. City, Education, CBOs Strategy 3: Expand collaboration of workforce centers (City/OED) on DPS and community college campuses to help students better plan for careers, e.g. work key testing. Education Strategy 4: Support increased, shared professional development activities for faculty and administrators in DPS, community colleges and other institutions of higher education. Align secondary curriculum to better meet the standards of entry level college courses and postsecondary pathways, inclusive of academic content as well as social behaviors relative to college success. 13

Post Secondary: Potential Compact Strategies

Industry, CBOs, Education City, Education, CBOs, Industry Strategy 5: Create a COLLEGE GOING culture in the City. Develop common set of terminology, expectations, standards, and communication regarding importance of “college”. Communicate early and frequent messaging about college programming. Host college campus visits for elementary students to participate in local programming like the arts, music, athletics, classes, etc. Develop strong relationship between higher ed institutions locally and throughout the state. Industry, City, Education Strategy 6: Develop partnerships to increase the interest and enrollment of students in STEM occupations. Improve the access and programs for college testing so that the City of Denver has more students competing as National Merit Semi Finalists. City, Education, CBOs Strategy 7: Develop a collective strategy on outreach to parents regarding importance of college/work ready options. Create multiple opportunities to educate parents , at the intersection of the delivery of City services, e.g. libraries, rec centers, Denver Health, on preparation, access and demand for employment that requires post secondary completion. ALL Strategy 8: Improve affordability for Denver residents to attend a Colorado institution of higher ed “no qualified DPS student is denied an opportunity to attend higher ed.” Support state legislation for tuition equity.

• short term: develop program to cover “gap” for DPS graduates
• long term: ensure higher ed affordability, particularly for low and middle income DPS

students 14

Post Secondary: Potential Compact Strategies

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Post Secondary: Outcomes

1 2 3

By 2013 develop a plan with DPS and the local institutions of higher ed to blur the lines between secondary education and community colleges. By 2016 reduce the remediation rate by 60% so that only 25% of all DPS graduates will require remedial classes in college. By 2018 double the number of DPS graduates who earn a certificate or degree.

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Appendices

Denver Education Compact

Collective Impact Nationally

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Boston

• College & Career Ready
• 1982-2010, industry,

higher education, philanthropic and community organizations, BPS, City of Boston, and teachers’ union

• GOAL: summer jobs /

internships & priority hiring, scholarships & priority admissions for BPS graduates, improved grade level proficiency, attendance & reduced drop-out rate

• OUTCOMES: improved

growth rate performance relative to the state, increased % of BPS graduates who go directly to college, improved teacher retention of BTR graduates relative to non- BTR, improved postsecondary enrollment rates Aurora

• Cradle to Career
• founded in 2010, (30)

community groups &

• rganizations representing

higher education, industry, economic development, workforce development, & APS

• AREAS OF FOCUS:

health sciences, STEM, business, arts & communication GOAL: identify community educational/workforce needs, improve educational outcomes, involve industry with education, increase employment opportunities

• OUTCOMES: quarterly

meetings beginning in 2011 to implement a plan Adams

• Cradle to Career
• founded in 2005, five

school districts and eight law enforcement agencies , (75) community and church organizations

• GOAL: graduate HS

without a delinquency or substance abuse problem $8.4M federal grant

• OUTCOMES: visiting nurse

program for 1st time, low income moms, reduced learning loss for ES/MS via school programs and summer camps, implemented safe school programming, taught HS students job etiquette & linked them to potential employers Cincinnati

• Cradle to Career
• founded in 2005, (300)
• rganizations representing

higher education, business and philanthropic communities, (3) cities & (5) school districts

• AREAS OF FOCUS:

improve the pace of improvements, rigor in the classroom & access to college

• FUTURE PROJECTS:

supporting struggling schools, coordinating strategy on teacher/principal excellence, aligning college access, scholarship & retention services

• OUTCOMES: increases in

kinder readiness, 4th grade reading/math, graduation rates and college enrollment Los Angeles

• College & Career Ready
• founded in 2010,

LAUSD, City of L.A., business and philanthropic communities, school administrator union and local labor union, and 11 institutions of higher education

• GOAL: 100% graduation

rate

• AREAS OF FOCUS::

advocate for more state/federal funding, support school choice, accountability through the School Report Card, and using data to identify and help turn around low- achieving schools.

• OUTCOMES: none

reported at this time

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CRADLE TO CAREER PIPELINE

• 91% of

babies born healthy

Birth

• 57% at DRA

grade level

Kindergarten

• 56% of 3rd

graders are proficient in reading

3rd Grade

• 74% of kids

in algebra

• r higher

9th Grade

• 56% of

students graduate from high school

High School

• 45% of

adults with AA or higher

Post Secondary

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Report on the Health of the Denver Educational Pipeline (EXAMPLE)

Baseline 2012

Change from last year

% of high need kids served in high quality early learning programs % of funding gap met by sustained funding to serve the highest needs 3,4,5-year olds in high quality early learning programs/services % children entering kindergarten school ready

57%

% of kids in FDK

95%

% 1st graders on grade level in R/M by end of year

Baseline 2012

Change from last year

% of 5th grade students proficient in reading & math

49%/51%

% of 8th grade students proficient in reading & math

52%/37%

% of 10th grade students proficient in reading & math

50%/19%

% of 11th graders meeting College Board’s ACT recommendations (r/M/E: 21/22/18)

32%/3%/3%

% 4-year cohort HS Graduation rate

56%

Baseline 2012

Change from last year

% of students who participate in dual enrollment 66% % DPS graduates enrolled in college year after graduation 59% % remediation rate 60% % retention/persistence rates (year one to year two) 82% % of high school graduates earning a degree in a 2-or 4-year institution 59%

By 2020 90% of DPS 3rd graders are proficient in reading.

By 2016 DPS graduation rates are 80% or higher with less than a 25% remediation rate. By 2018 80% of students will select a work or postsecondary pathway and complete it in 150% of normal time.

• What is the current level of funding for Early Childhood

Education in Denver?

– Federal, State, Local, and private

• How is that funding used?

– How many children are served and at what level? – Demographically, who is being served in these programs?

• What funding gap(s) exists between current and

desired programming?

• What constitutes meaningful support to families?

– What is affordable? – What is the cost of care?

School Readiness: Research Questions

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School Readiness: ECE programs for 4-year olds

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• DPS contracts with (22) community agencies who

provide services to almost 1,000 ECE students using CPP funds.

• DPS/ECE classes are in (242) classrooms across

the City.

43% 37% 20%

ECE Programs for 4-year olds 2011-12

DPS community providers not in ECE or unlicensed

School Readiness: Funding Gap

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4-year olds in Denver 2011-12 Number of students in ECE Direct Classroom Costs & Instructional Support Costs costs per child 8,540 DPS (9 months/6.5 hours) 3,672 $26,290,000.00 FTE 3,072 $8,558 community providers 3,160 not in ECE or unlicensed 1,708 cost per month $951 full time ECE per month $1,474 total need to provide full time, year round ECE to 80%

• f 4-year olds

$120,833,587

The $120M gap assumes ECE program costs are at the DPS rate for ALL ECE providers AND that all 4-year olds would be in all day, year round programs. There are almost 30% of children under age 18 living in poverty so we could target programs/services to reduce this gap.

• What is the current level of funding for Early

Childhood Education in Denver?

*This is an underestimate and does not include tuition paid by families or private fundraising amounts of all providers.

Federal $19,620,440.00 State $13,828,214.00 Local & Private* $19,445,534.00 TOTAL $52,894,188.00

School Readiness: Current Funding

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• Establish consistent data collection standards for all Denver providers.

– Ideally children would be individually tracked to better understand how they are being served and identify trends within the county

• Increase subsidies available for families up to at least 277% FPL.

– The number of fully subsidized full-day, year-round slots should be increased to promote continuity and availability of care.

• Consider more strategically structuring subsidies based on cost of living

data.

• Increase funding to support Special Education services for children

ages 3-5. – The high expense of special education will continue to be insufficient and potentially financially draining to other programs.

School Readiness: Preliminary Recommendations

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*In the general population, one would expect about 70% of children to score in this range.

School Readiness: DPP Child Outcomes

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48% 70% 44% 74% 88% 59%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

FRL Students Non-FRL Students ELL Students

No-ECE, Half Day Kinder ECE, Full-Day Kinder

• Full-day kindergarten leads to greater reading and mathematical

achievement gains.

• Full-Day students maintain these gains by scoring higher on 3rd, 5th, and 7th

grade skills tests.

• Provides social and emotional development eases the transition to full-day

1st grade.

Benefits

Benefits of Early Childhood Education and Full-day Kinder ( Piton, 2006)

Following the class of 2011 as a cohort at DPS’ 9 largest high schools shows 18% - 48% of freshman didn’t become sophomores and 25%-67% didn’t make it to senior year.

* These figures are “freshman” “sophomore” “junior” and “senior” data from each school for that given year; they do not reflect intra- district transfers, students who may have graduated from HS elsewhere, or second-time freshman. Manual is not pictured but 24% of its freshman did not become sophomores and only 36% made it to senior year at Manual.

100 200 300 400 500 600 700

Freshman Sophomores Juniors Seniors

Enrollment data of the class of 2011

• 18%
• 29%
• 32%
• 32%
• 34%
• 39%
• 40%
• 41%
• 48%
• 25%
• 48%
• 46%
• 46%
• 42%
• 48%
• 62%
• 51%
• 67%

K12: Pipeline Data

K12: Pipeline Data

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National and local data shows participants in athletics and activities have higher levels of success

National Average Participants Non-participants No unexcused absences 50.4% 36.2% GPA of 3.0 or higher 30.6% 10.8% Highest quartile on a composite math and reading assessment 29.8% 14.2% Expect to earn a bachelor‘s degree

• r higher

68.2% 48.2% Discipline Referrals 30.51% 40.29%

From US Department of Education Center for Education Statistics

DPS Students Participants Non-Participants Semester GPA 3.0 2.3 Attendance rate 91% 83%

From 2010-2011 school year data

K12: Student Programs

K12: Student Programs

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Success in high school Skills for post- secondary success Development of the whole student

• Higher GPAs
• Better attendance record
• Lower drop out rates
• Fewer discipline

problems

• Teamwork
• Sportsmanship
• Motivation and hard work
• Self discipline
• Self confidence
• Time management
• Leadership
• Positive connections with

peers and adults

 Engagement in athletics and activities is inherently educational – students learn teamwork, leadership, sportsmanship, and time management  College admissions counselors are recruiting students with a history of involvement in high school extra-curricular activities  Participation in high school athletics and activities is often a predictor of later success in college, a career, and becoming a contributing member of society  Employers prefer to hire personnel with well-rounded backgrounds

From the National Federation of State High Schools Association

K12: Student Programs

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Allocation of SEI Funds

$- $500,000 $1,000,000 $1,500,000 $2,000,000 $2,500,000 $3,000,000

฀Current Budget

Unallocated Grant Funds Student Fee Support Coaches & Tutors Uniforms & Equipment College Prep Academy Athletic/Activities Directors

K12: SEI Cost

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• 31 -

CPAC Sub-Committee Evaluated Needs Recommendation Facility Mgmt. $637 Million $222 Million New Schools $310 Million $196 Million Technology $80 Million $40 Million Total Bond $1,027 Million $457 Million Mill Levy $105 Million $49 Million

K12: DPS Proposed Bond Package

• 32 -

Investment Summary Revised Enrichment & Student Supports

• Provide instructional support to students in grades 4, 6, 8
• SBB allocation for arts/music in 6-12; PE/engagement for K-12
• Wrap-around services and counseling funding to sustain existing programs and provide

matching for philanthropic grants

• Expand parent and community engagement specialists

$28M Early Childhood Education / Kinder

• Offer full-day kindergarten to all students
• Expand ECE to 850 additional students
• Address 50% of ECE/kinder revenue shortfall
• Expand to highest-need regions while maintaining tuition structure

$13M Classroom Technology for 21st Century Learning

• Allocate per pupil funding towards device replacement
• Provide per pupil funding for licensing and maintenance of classroom software

$4M Rigorous, High-Quality Curricular Materials

• Update curriculum to meet new state standards
• Support faster refresh cycles of materials

$4M Total $49M

K12: Proposed Mill Levy Package

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100 students enter high school 56 students graduate DPS in 4 years 33 students enter college immediately after high school 21 of those students will require remediation

Post Secondary: DPS Pipeline

12 will graduate within 6 years

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Post Secondary: DPS Dual Enrollment

1000 2000 3000 4000 5000 FRL non-FRL

# students in dual enrollment programs 2012

500 1000 1500 2000 2500 3000 3500 4000 hispanic white Black Asian 2+ hawaiin/p 500 1000 1500 2000 2500 3000 3500 4000 AP AA/ACP PSEO CU Succeed IB

# of students by program 2012

2010 2011 2012 DPS, Accountability, Research, & Evaluation, June 2012

4.7% 6.3% 21.8% 21.8% 7.3% 24.9% 13.2% less than 9th grade 9th - 12th grade, no diploma high school graduate some college, no degree associates degree bachelor's degree graduate or professional degree

Denver-Aurora-Broomfield MSA

Source: 2008-2010 American Community Survey 3-year Estimates

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More than half of our residents have no degree

Post Secondary: Denver Metro Data

COLORADO INDUSTRIES, OCCUPATIONS, COMPLETIONS WORKFORCE SUPPLY AND DEMAND, April 2012 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Professiona/Mgmt STEM Education Healthcare General Blue Collar

Denver Metro Area

• ccupations

% 2-year completions % 4-year completions

Post Secondary: Denver Metro Data

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COLORADO INDUSTRIES, OCCUPATIONS, COMPLETIONS WORKFORCE SUPPLY AND DEMAND, April 2012 50.6% 17.4% 11.2% 6.6% 4.6% 3.8% 1.7% 1.5% 1.4% 1.3% 0% 10% 20% 30% 40% 50% 60% OTJ BA Experience certification Degree/Exp assoc Military MA Professional Phd

Level of Education By Industry Classification Colorado

Post Secondary: Educational Levels

Post Secondary: DSF Scholar Persistence

88% 100% 67% 90% 92% 59% 93% 61% 89% 74% 80% 70% 95% 84% 94% 85% 97% 83% 77% 70%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% % of Scholars Persisting or Graduating Partner College

Overall Persistence at DSF Partner Colleges thru Spring 2012

1 to 50 Scholars 51 to 100 Scholars 101 to 200 Scholars 201 to 300 Scholars More than 401 Scholars 38

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61.7% 68.8% 73.3% 52.5% 52.3% 58.5% 18.3% 26.3% 19.0% 48.3% 38.9% 40.9% 19.1% 18.3% 20.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 2009 2010 2011

First Time Recent HS Graduates Assigned to Remediation in at least one subect by sector and institution (2009-11)

CCD Community Colleges University of Colorado - Denver Metro 4-Year Universitites

In 2011 about 59% of students enrolled in a 2-year college took at least one remedial class, compared with 21% in 4-year colleges. Students who take a remedial class have less than a 10% change of graduating in 6 years. Colorado students in both 2- and 4-year colleges were more likely to take remedial math.

2011 Legislative Report on Remedial Education, February 2012

Post Secondary: State Remediation

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Denver Education Compact

First Name Last Name Organization Linda Abeyta Tracey Adams-Peters Lynn Andrews Clayton Early Learning Institute Stephanie Baer Children's Outreach Project Sharon Bailey Denver Matt Barry Piton Sonia Bauduy Warren Village Bridget Beatty Berma Benson Denver Alicia Biggs Andre Birjulin Kelly Bowes CDE Results Matter Charlotte Brantley Clayton Early Learning Institute Emily Bustos Denver Early Childhood Council Amanda Campbell Ernst Cassandra Minna Castillo Cohen Mile High United Way Betty Cole Bacca Carrie Cramm Pikes Peak VW Gretchen Davidson Arapahoe County Early Childhood Council Lindsay Dolce Early Learning Ventures Mary Dollins Building Great Communities-VISTA Volunteer Amy Dyett Colorado Legacy Foundation Nate Easley DSF Cindy Eby Mile High United Way David Edinger Doug Elliott Daniel's Fund Curtis Esquibel Sherri Fast JEFFCO Public Schools Preschool Blanca Figuera Early Excellence Bill Fulton Civic Canopy Diane Gadison Early Success Academy Nancy Gilder Michael Granderson SOAR Gerie Grimes Hope Center, Inc. Judith Ham Cerebral Palsy of Colorado Ted Harms Pamela Harris Mile High Montessori Early Learning Centers Anna Jo Haynes Mile High Montessori Early Learning Centers

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Denver Education Compact

Mary Haynes Daniels Fund Josh Hensley APS Assessment Becky Hoffman Karin Hostetter Lisa Jansen Thompson Early Childhood Partnership of Adams County Joyce Johnson Results Matter Lauren Jones Cindy Kahn Kay Kelleher McDowell Mount St. Vincent Home Ellery Kendrick Education Compact Kathleen King Summer Scholars Rich Kluckow Mile High United Way Kim Knous-Dolan Donnell-Kay Foundation Valery Krieg Florence Crittenton Services of Colorado Jennifer Landrum Colorado Children's Campaign Johanna Leyba Paul Lhevine Stand for Children Corina Lindley Peggy Loader Janet Lopez Rose Community Foundation Lance Malleck Batayle Marion Colorado Bright Beginnings Loretta Martin Threats Childcare Mya Martin-Glenn Cara Mason Cleo Devereaux Wallace Perry May Cleo Devereaux Wallace Bernard McCune DPS/post secondary Amy McGuire Diane Medina Lisa Montagu Piton Alicia Montoya Kristen Morel Adams 14 Louise Myrland Denver Scholarship Foundation Lindsay Neil Mayor's Office for Education and Children Jennifer Newcomer Piton Drew O'Connor Civic Canopy Lisa Oddo Florence Crittenton Services of Colorado Nathan O'Neal Kristina Opre Building Great Communities-VISTA Volunteer Nick Ortiz Results Matter

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Denver Education Compact

Tony Pares DPS Theresa Pena Denver Compact Rob Pew Eileen Piper Denver Preschool Program Katherine Plog Martinez DPS Kim Poast CCHE Kelci Price CU Denver, The Evaluation Center, School of Ed. Kat Rains Sewall Child Development Elizabeth Rak Building Great Communities-VISTA Volunteer Robert Reichardt UCD Public Policy Ivan Rodriguez Luke Early Excellence Diana Romero-Campbell Mile High United Way Lisa Roy Patsy Roybal

• Dept. of Parent and Community Outreach

Toni Rozanski

• Div. of Child Welfare-Denver

Lisa Rucker Joyce Schlose Goodwill Sharon Schrage Mountain Resource Center Kimberly Schulz YMCA Amy Schwartz Building Great Communities Will Seamans Teach for America Alyson Shupe CDPHE Tracy Slama Amy Slowather Get Smart Schools Oz Spies The Denver Foundation Gully Stanford College in Colorado Sandy Steiner Regan Suhay Boys & Girls Club of Metro Denver Regan Suhey Kristina Tabor Donnell-Kay Foundation Desta Tayle Channell Florence Crittenton Services of Colorado Tim Taylor Colorado Succeeds Kellie Teter Denver Public Health Maternal Child Health Tamara Tormohlen Aspen Community Foundation Ginny Trierweiler Family Star, Inc. Jessica Valand Steve Vogler Denver Health Ken Weil College Summit Gweneth Welch JEFFCO Public School - District R1 Marilyn Williams Mile High United Way Rhonda Williams Mayor's Office for Education and Children Mary Alice Mountain Resource Center

Over 120 people from 70 different Organizations have participated with MHUW, Piton, City, Civic Canopy and the Compact to develop indicators.