moving on

Jeffco school board votes to launch search for new superintendent

PHOTO: Cyrus McCrimmon, The Denver Post
JeffCo Public Schools Superintendent Dan McMinimee, at his office, in 2014 during his second week on the job.

Citing a desire to seek out a more effective leader and denying that politics were at play, Jefferson County school board members voted unanimously Thursday to launch a search for a new superintendent.

The vote comes a little more than a year after all five board members were sworn in after a contentious recall election that ousted the members that hired current superintendent Dan McMinimee.

The governing board of the state’s second largest school district expressed its desire to let McMinimee serve out the six months left on his contract.

Last month, the board met twice in executive session, including once at a conference in Colorado Springs, to talk about whether to renew McMinimee’s contract.

Board members on Thursday each made statements, some reading prepared remarks, before the vote. The board members, seeking to address the community, denied that any decision was made behind closed doors, outlined what they value in a leader and insisted their decision was not political.

“It’s true we’ve been through difficulties, but children in our schools can’t afford for adults to just let things settle,” said board member Brad Rupert. “We’ve got problems to solve.”

Board members said they needed to see if there was another leader who might be more effective. In outlining their desires for qualities of a new leader, they talked about looking for someone with experience as an educator, who is inspiring and a good communicator.

Board member Susan Harmon said she struggled with the decision but pointed out that although McMinimee has done good work, some people still don’t trust him or the district.

“How do you shake distrust? How do you change perception?” Harmon asked. “Perception unfortunately matters.”

After the vote, a district spokeswoman said McMinimee had signed up to speak during a public comment period near the meeting’s end. But he did not take the microphone. McMinimee left the meeting without speaking with reporters.

Of seven people who spoke about the superintendent during public comment, four were against launching a search for a new superintendent. Three who spoke in support of a new superintendent said it was not based on McMinimee’s performance, but based on the original process in which he was hired.

One woman who supported the search for a new superintendent, said she “condemned” the past process in 2014 because she said it was “predetermined.”

One speaker, Jim Fernald, who supported retaining McMinimee, said McMinimee succeeded despite being put in an “impossible situation,” and said that justifying looking for a new leader because of a search process three years ago is not appropriate.

“I find this to be an incredibly weak argument,” Fernald said. “Everyone knows if you vote against retaining Dan that you’re doing it to spite the previous board and their supporters. This board should go on record as rising above the pettiness.”

John Ford, president of the Jefferson County Education Association, the teachers union, spoke in favor of launching a search for a new superintendent, saying that the process that led to McMinimee’s hiring was “one of the failures of the previous board.”

“We need a fair and open process,” Ford said. “JCEA looks forward to ensuring and entrusting you with that mission. Listen to the voice of the classroom teacher to help provide input for what our students deserve.”

McMinimee, who was the sole finalist for the job, was hired in the summer of 2014 by a board majority made up of the three members that were the target of a recall in 2015. During his time leading the district, McMinimee, among other things, has helped lead the work on the district’s new strategic plan, reorganized two groups of schools on the district’s eastern boundary and increased school level autonomy over budgets.

On Wednesday McMinimee told Chalkbeat he was puzzled about why the board was considering looking for a new superintendent, saying he had not been given any indication that they had a problem with his work.

He did not speak during the board discussion Thursday.

According to McMinimee’s contract language, the board will not need a separate vote to end his $220,000-a-year contract. If McMinimee doesn’t receive notification of a contract renewal by the end of March, the contract will automatically expire June 30.

If the board wanted to part ways with McMinimee before his contract expires without attempting to fire him with cause, the district would need to pay him the amount of one year’s base salary, according to his contract. If the superintendent wants to terminate the contract, he would have to give the board six months notice or be charged for damages.

The board directed the human resources chief to find a search firm that will create a process that allows for community input in the search process.

The new district leader will face the challenge of the district’s budget after county voters rejected two tax measures in November.

Three of five Jeffco school board members are up for re-election in November, meaning it’s possible the board majority might change again after that election.

Signed and sealed

Federal officials deny New York testing waivers but sign off on its plan for judging schools

PHOTO: Monica Disare
State Education Commissioner MaryEllen Elia and Board of Regents Chancellor Betty Rosa

New York cannot create special testing rules for students with disabilities or those still learning English, the U.S. education department said Tuesday.

The decision to deny New York the testing waivers it had sought came on the same day that the department signed off on the state’s plan to evaluate and support schools under the new federal education law. The plan, required by the federal Every Student Succeeds Act, was the product of more than a year of writing and revision by state officials and over a dozen public hearings.

The federal education department approved most of New York’s vision which aims to move beyond test scores when evaluating schools and places new emphasis on whether schools have the resources they need though they required some changes, which the department first proposed in feedback last month.

One of the revisions affects the way schools are rated when many students refuse to take the state exams. Meanwhile, the federal reviewers did not appear to require changes that could have lowered the state’s graduation rate, which some experts had said was possible under the new law.

Here’s what you need to know about the federal government’s feedback to New York’s plan:

1.) Two testing waivers were rejected

At the same time that New York submitted its ESSA plan, it also requested three testing-related waivers — two of which federal officials shot down on Tuesday.

One of the rejected waivers would have allowed students with significant cognitive disabilities to take tests below their grade level, which New York officials said would have resulted in more accurate measures of their progress. However, special-education advocates and the New York City education department had raised alarms about that request, saying it could lower standards for those students and potentially violate federal law. In denying the request, the U.S. education department appeared to validate those concerns.

The other denied waiver had asked that schools not be held accountable for the English test scores of newly arrived immigrants until after those students had been in the U.S. for three years. Without that exemption, school evaluations will factor in the English scores of students who are still learning that language after their second year in the country.

New York did, however, receive approval for one waiver to allow middle-school students to skip the state’s annual math or science exams if they instead sit for the Regents exams in those subjects, which are required to earn a typical high-school diploma.

2.) A change for schools with high opt-out rates

New York must treat students who boycott state tests as having failed them when evaluating schools’ performance though state officials don’t expect that to trigger interventions for high-performing schools with high opt-out rates.

In its ESSA plan, New York officials had wanted to make sure that schools were not penalized if a large number of students sit out the state exams — as 19 percent of students across the state did last year. To that end, they created two accountability measures — one that counted boycotted exams against a school’s passing rate and another that did not — and allowed schools to use the higher of the two ratings.

But the U.S. education department blocked that methodology, instead requiring the state to treat boycotted exams as the equivalent of failed tests when judging their academic performance. (They are still allowed to use the other metric to evaluate schools, just not under strict federal guidelines for what count as academic measures.)

State education department officials said Wednesday that the changes will like result in slightly lower ratings for schools with high opt-out rates. However, they said they do not expect those schools to face serious consequences as long as they perform well on other metrics.

Lisa Rudley, a founding member of New York State Allies for Public Education, which helped organize the opt-out movement in New York, said she expects the state to protect schools where many students boycott the exams.

Otherwise, she predicted, “There’s going to be outrage.”

3.) New York’s graduation rate is in the clear for now

Federal reviewers could have forced the state to lower its graduation rate, but they appear to have decided against that drastic step.

ESSA requires states to include only diplomas earned by a “preponderance” of students when calculating their graduation rates. Several experts thought New York’s “local diploma,” a less rigorous diploma awarded to only about four percent of students, did not meet that requirement.

If federal officials had agreed, the state could have been forced to recalculate its graduation rate and possibly eliminate some newly created options that allow more students to graduate with local diplomas. However, the officials appear to have let New York’s graduation rate stand with the local diploma in place.

on the market

Albany to Boston? New York education official Angelica Infante-Green in the running to lead Massachusetts schools

PHOTO: Chiefs for Change
Angelica Infante-Green is a finalist to run schools in Massachusetts.

One of New York state’s top education officials is a finalist to take over the leaderless state education department in Massachusetts.

Angelica Infante-Green is one of three finalists to succeed Mitchell Chester, the Massachusetts education commissioner who died unexpectedly in June 2017, according to the Boston Herald.

Infante-Green is a deputy commissioner overseeing instruction in New York’s public schools, where she has recently spearheaded the state’s efforts integrate schools by race and class. Before arriving in Albany in 2013, she oversaw New York City’s efforts to serve to English language learners. In that position, she was responsible for expanding the city’s bilingual and dual-language programs and making sure that immigrant families landed in the best schools for their children.

Infante-Green is the daughter of immigrants from the Dominican Republic, a graduate of New York City schools, and a Teach For America alumna.

When she was teaching, Infante-Green felt “a little frustration in the classroom because there were policies that were being made without really knowing what was happening in the classroom,” she said in a video interview with Chiefs for Change, a national coalition of state and district education leaders that advocates for policy changes to help students. “So I decided that I was going to bring that drive to create change at a different level.”

Infante-Green is part of Chiefs for Change’s “Future Chiefs” program, which aims to cultivate a diverse pipeline of education leaders. She is also is a public school parent of two children; her son attends the first-ever dual-language program for students with autism, which she helped launch.

In an interview with Education Post last year, Infante-Green reflected on how her experiences as a parent, educator, and administrator inform her outlook on education policy.

“I’ve always had a passion for equity because of my own experience. I know firsthand what it’s like to be in a school where there isn’t much support and expectations are low,” Infante Green said in the interview. “If I didn’t have the chance to change schools, I don’t know how I would have ended up. So I work to make sure all kids have the opportunity to thrive.”

Massachusetts would present different challenges for Infante-Green. Schools there are considered the highest-performing in the country, and unlike in New York, the state runs some struggling districts directly.

The other candidates for the Massachusetts job, according to the Boston Herald, are Jeffrey Riley, who leads the state-run Lawrence Public Schools in central Massachusetts; and Penny Schwinn, chief deputy commissioner of academics at the Texas Education Agency. They were selected from 18 applicants and will undergo interviews in Boston next week.

Clarification (Jan. 17, 2018): This story has been updated to clarify the activities of Chiefs for Change, as well as to include Infante-Green’s participation in the Future Chiefs program.