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Colorado teachers are rallying at the Capitol for more funding and higher pay. Follow the protest here.

Jefferson County educators Joel Zigman and Elizabeth Hall march during a teachers rally for more educational funding at the Colorado State Capitol on Thursday, April 26. (Photo by AAron Ontiveroz/The Denver Post)

Droves of Colorado teachers protested at the state Capitol on Thursday, joining a national moment of educator activism. The rally is expected to continue Friday.

Their asks: more money for schools, higher pay, protection for retirement benefits.

Teachers from two of the state’s largest school districts — Jeffco Public Schools and the Douglas County School District — gathered at the Capitol at 9 a.m., Thursday. They were joined by teachers from two rural school districts: Lake County and Clear Creek. Another rally took place in the afternoon.

At one point teachers shouted, “We’re mad as hell! And we’re not going to take it anymore!”

On Friday, teachers from more than two dozen school districts — including Denver Public Schools — are expected to converge on Capitol Hill. In light of the number of teachers rallying at the Capitol, school has been canceled for more than 600,000 Colorado students.

Chalkbeat reporters are filing live updates from the Capitol below. You can also follow along on Facebook and Twitter.

out of pocket

Pencils, shelving, wiggly chairs: What Colorado teachers bought for their classrooms — and why

PHOTO: Laura Henry
Aurora kindergarten teacher Laura Henry provided the pencil totes, floor dots, balls and wiggle seats, and everything you see on the shelves out of her own pocket.

The rugs and bean bag chairs, the workboxes full of hands-on learning games, the file folders that help her track student progress — all came out of special education teacher Laura Keathley’s own pocket.

Robyn Premo, a high school science teacher, buys styrofoam and cans, glass rods and balloons, patches of fur and s’mores ingredients — just about all the materials except beakers that her students need to do hands-on experiments.

Marcea Copeland-Rodden, a middle school social studies teacher, bought an air-conditioning unit for her classroom because it was so hot students were getting bloody noses.

And everyone buys loads and loads of pencils.

“I don’t think that not having a pencil is a reason a kid should not learn today,” Premo said.

There’s nothing new about teachers spending money on their classrooms, but as rising housing prices and stagnant wages put more pressure on working families and as academic expectations rise even in kindergarten, teachers have to dig deep to meet their students’ basic needs and outfit their school rooms.

A national survey by the U.S. Department of Education found that 94 percent of teachers spend their own money for their students, with the average teacher spending $479 in the 2015-16 school year, the most recent data available.

When the Colorado Education Association surveyed more than 2,000 members in 2017, they reported spending an average of $656 out of their own pocket on classroom supplies.

The usual caveat applies: These numbers are self-reported.

To better understand what this looks like in Colorado classrooms, Chalkbeat reached out to teachers around the state to ask how much they spent out of pocket, what they bought, and why.

The teachers who responded to Chalkbeat’s survey work in districts large and small, urban and rural, and spent anywhere from $75 to $2,000. Most respondents spent several hundred dollars, and the majority said they do not get a stipend for school supplies.

Their spending covers the most basic of classroom supplies — pens, pencils, glue sticks, crayons, paper, folders, notebooks — but also the things that make classrooms feel inviting, that make learning engaging, that help a kid get through the day. Teachers bought snacks and spare clothes, earbuds for students to listen to audio books as part of reading lessons, wiggly chairs and yoga balls for fidgety learners, classroom decorations, tissues and wipes, prizes for good work and good behavior, fish for the fish tank, storage bins and shelving and fabric for makeshift blinds.

Premo teaches chemistry and physics at Westminster High School. Her department gets a $3,000 supply budget for the high school’s 2,400 kids. She emphasizes that she thinks her school is doing everything it can, but if she didn’t reach into her own pocket, her students would mostly experience science in online simulations.

“That is not, in my opinion, sufficient for rigorous, authentic science instruction, so I make the personal contributions to give my kids those learning opportunities,” she said.

Premo spent $2,000 getting ready for the school year, the most of any teacher who responded to Chalkbeat’s survey. She said she’s able to contribute more than many teachers, so she does.

“There are some fantastic online simulations, but kids learn better when they get to put their hands on things,” she said.

Fur patches help demonstrate static electricity, and s’mores help illustrate principles of chemical reactions. All these materials add up, and many of them are consumed in the process of lab work.

If Premo didn’t spend her own money, “we would run out of pencils very quickly. And we would run out of lab materials, and they would not be able to do anything hands-on. And we would lose our ability to be creative. We would work very bare-bones. It would be a lot of listening, a lot of videos.”

Laura Henry teaches kindergarten in Aurora Public Schools. It’s her 29th year in the classroom, and as kindergarten has moved away from play and more toward academics, she’s spent more and more of her own money on curriculum supplies.

Her school provides $500 a semester to each grade level, which has to be shared among three teachers, and the money goes fast. Teachers also get $10 a month for copying, which she burns through quickly, so she bought her own printer just for school use.

Because most of the students come from low-income families, the school tries to keep the school supply list modest, closer to $25, but only about three-quarters of the students bring in supplies.

PHOTO: Laura Henry
Aurora kindergarten teacher Laura Henry’s classroom after it has been cleaned during the summer. With the exception of the red shelf, a few alternative seating items, and the pencil coat rack, these items are school purchased.

She spent about $500 of her own money getting ready for the school year, on everything from folders to hold student poems to snacks and wipes to materials for dramatic play, building toys, puppet theater, books, and more.

“Kindergarten is supply-heavy because we use construction paper and glue like there is no tomorrow,” she said.

Many of our survey respondents said they don’t use online fundraisers like Donors Choose because the only people who donate are friends and family, and teachers feel bad hitting them up over and over again. Henry encounters the same dilemma, but she did turn to it this year for $550 in science and engineering supplies: gears, a light table, animal X-rays, a microscope and more.

Another advantage of Donors Choose: The money she puts into it herself is tax deductible, unlike the rest of what she spends on her classroom.

PHOTO: Laura Henry
Kindergarten teacher Laura Henry purchased the housekeeping table and chairs, everything on the wall and shelves, the books in the bin, tool bench, and playground buckets for her Aurora classroom.

Henry said she used to sometimes feel resentful about spending her own money, when her friends get reimbursed for their work expenses, but now she “rolls with it” as part of the teaching profession.

But she sees the lack of supplies as one more stumbling block for young teachers.

“I see these new teachers come in, and they’re so ready and eager to make a difference, and they don’t know how they get supplies or how they get copies,” she said. “I don’t know that our school board is even fully aware of how much we’re lacking at the classroom level. I don’t need 8,000 consultants to help me. I need my classroom funded.”

Keathley runs a multi-needs special education room with two paraprofessionals at Avery-Parsons Elementary in the Buena Vista district in the Arkansas Valley. She spent $485 getting the classroom ready this year. A lot of that money went to filing systems that help the teachers keep track of each student’s needs and progress. It also went to bulletin board supplies. These boards serve as the “411 wall” with everything kids need to know for the day, from what their classroom job is to what outside appointments they have.

PHOTO: Laura Keathley
The bulletin board in Laura Keathley’s Buena Vista classroom serves as a 411 wall for her students. She purchases all the supplies for the board herself.

Keathley and her team used their own money to outfit the “crash corner,” where students go when they need to decompress with fidget toys in a giant bean bag chair, and to make workboxes with activities that students can work on independently throughout the day.

Keathley said she hardly asks her parents for any school supplies.

“We know that a lot of times parents of kids with disabilities, we know their money goes other places and they spend so much on special things for their kids, we don’t want to ask them,” she said.

Without her own investment in the classroom, it would be a very different place.

“I could go with what the school provided me and stay within my budget, but my classroom would not be the place I would like it to be,” she said. “We wouldn’t have rugs. We wouldn’t have nearly the supplies to give snacks or do cooking in the classroom. Our desks would be much more utilitarian, and we wouldn’t have much on the walls.”

Copeland-Rodden teaches seventh grade social studies at Pueblo Academy of the Arts in southern Colorado.

She spent $500 this year, more than most, because she dropped $350 on the air conditioning unit. It might seem like an extravagance, but after years of buying more and more fans, for minimal relief, it felt like a necessity.

“It’s just really hot in the classroom,” she said. “We have kids get bloody noses, that’s how bad it is. By sixth and seventh period, everybody is done. They don’t do their work. They fall asleep. They get cranky and angry at each other. It makes it tough on everyone.”

She also bought materials for Civil War shadow puppets and other projects that will make history come alive, but most of her classroom spending is on basic supplies. She doesn’t feel like she can ask parents, most of whom are low-income, to pay for supplies when she only has their child for one period a day. Out of 130 students, one brought in a box of tissues at the start of the school year.

“I spend so much on pencils,” she said. “It’s not just once. I go through a big 50-pack of pencils every month. Every class there’s at least one kid who has lost a pencil. I’ve given up trying to get back the pencils.”

She used to ask kids for something in exchange for the pencil to prompt them to return it, but too many kids had nothing to give.

“One boy said, ‘Here’s a shoe,’ and I said, ‘I don’t want your shoe,’” she said. “I have kids walking from class to class with nothing.”

Teaching has been this way for a long time, and the teachers who talked to Chalkbeat don’t see it changing anytime soon.

“If we all collectively agreed we weren’t going to pay for school supplies, maybe eventually someone would do something,” Premo said. “But I don’t want to risk this year’s kids to make that point.”

School Finance

The race is on to convince voters to give more money to Indianapolis Public Schools

PHOTO: Dylan Peers McCoy/Chalkbeat
Lexus Balanzar, a campaign worker for Stand for Children, is making the case for voters to increase funding for Indianapolis Public Schools.

With less than two months until Election Day, the effort to pass two referendums to increase funding for Indianapolis Public Schools is gaining momentum. Almost every day, campaign workers are fanning out across Indianapolis to seek support from voters. And Superintendent Lewis Ferebee is stopping by community meetings across the district to make his case that the district needs taxpayers’ help.

This multi-pronged approach illustrates how high the stakes are for the district, which aims to raise $272 million to prevent an even more dire financial situation.

The district first announced plans to ask voters for nearly $1 billion from taxpayers 10 months ago. Since then, the request was cut down, then the vote was delayed to rally more support. The district ultimately came to a final reduced request, which appears to be more palatable to community leaders and has won the support of the Indy Chamber. There is no organized opposition to the referendums, and a previous critic, the MIBOR Realtor Association, now supports them.

But the district ultimately needs the support of voters in addition to power brokers. The key to a successful referendum campaign is reaching out to both hyper-engaged voters and those who are less tuned in to local issues, said Andrew Downs, an associate professor of political science at Purdue University Fort Wayne.

When Ferebee presented last Tuesday to the Rotary Club of Indianapolis, for example, he was reaching members of the community who will likely tell friends and neighbors about the referendums, said Downs.

“They’re voters who will reach out to other people,” he said. “They are voters who typically have a network that will be activated in this case in support of the referendums.”

During the campaign for the planned May referendums, district leaders were juggling other initiatives that drew attention from the tax measures. But Ferebee is now front and center in the effort to win over voters. In a crowded banquet hall last week, Ferebee made the case for increasing funding to a group of Rotarians who appeared largely sympathetic. His low-key jokes drew friendly laughter. But the core of his argument was that the district needs more money to pay for safety improvements at schools and increase teacher pay.

When teacher pay is low, Ferebee said, the district struggles to retain and recruit teachers. It’s forced to rely on substitutes, and students suffer. “We know that our educators are so impactful in our lives,” he said. “We’ve got to do better with compensating them accordingly.”

The hard-won endorsement of the chamber has also gotten some voters’ attention. Tom Schneider, who works for Alpha Tau Omega National Fraternity, did not closely follow the referendums in the early months of the campaign. But as a chamber member, Schneider has learned more about it recently, and he has become an advocate.

“I’m really glad the chamber and the school district got together, they talked about it, and they figured out something that would work,” said Schneider, who rents downtown.

However, after months of political jockeying over the price tag, both behind closed doors and in the media, some voters have concerns over how much the request has changed and whether the district has shown that it needs the money.

Jefferson Shreve, a Republican on the Indianapolis City-County Council, said that even the reduced request is a significant amount of money.

Shreve was appointed to fill a vacancy on the council just last week, and he said he will continue to learn more about the referendums. But Indianapolis Public Schools leaders need to show how they arrived at the final request and how they will use the money.

“If you’re a citizen, and you’re just trying to keep up with this from the sidelines, the number is jumping around by hundreds of millions of bucks,” said Shreve in a phone interview last week. “That just doesn’t instill a whole lot of confidence.”

Reaching people who aren’t involved in groups like Rotary, such as low-income voters who work hourly wage jobs or busy parents of young children, takes other campaign tactics, said Downs, the political scientist.

The Indianapolis effort will include radio ads and direct mail, organizers say. The campaign is also relying on door-to-door canvassing, which the group Stand for Children Indiana has already begun. On a Friday afternoon in early September, three canvassers from the group traversed a neighborhood near Crown Hill Cemetery, before their day was cut short by torrential rain.

When a campaign worker knocked on Michael Bateman’s door, his Maltese Shih Tzu burst into high pitched barks. Bateman, for his part, was friendly if skeptical as he stood on the porch in the misty rain.

Lexus Balanzar got straight to the point: Would Bateman be willing to increase his own property taxes to raise money for school security and higher pay for teachers? The tax hike would cost just $3 more per month for homes at the district’s median value, she said.

The taxes on his home were already unaffordable, Bateman, an Indianapolis public school parent and alumnus, said with a dry laugh. “But if it’s for the teachers raises — if we can guarantee that they are for the raises, yeah.”

It’s an argument that could have broad appeal. A recent poll from Ipsos/USA Today found that 59 percent of Americans do not believe teachers are paid fairly, and even more say teachers spend too much of their own money on supplies.

Most of the year, Stand works directly with parents by training them to advocate for their children. But when election season comes around, the group takes on another, controversial role. The local branch of a national organization, Stand has been influential in helping elect school board members who favor partnerships with charter school.

Vote Yes for IPS, a political action committee supporting the referendums, is leaning on Stand for canvassing because the group has roots in the community, said Robert Vane, the lead consultant for the PAC. “Quite frankly, it would be political malpractice not to partner with them when appropriate,” he said.

When it comes to the referendums, Stand’s support could prove pivotal to success. In addition to canvassing, Stand donated $100,000 to Vote Yes for IPS. Stand officials declined to say how much the group is spending on canvassing, but the group said that its spending would be included on the Vote Yes for IPS financial disclosures.

The group has about 20 full-time, paid canvassers across Indianapolis, said Joel Williams, the Stand field director. The canvassers will continue door knocking and performing voter outreach until Election Day.

“We work as much as we humanly can,” Williams added.