bowing out

MiDian Holmes steps aside, will not take Denver school board seat

MiDian Holmes was a volunteer leader with the education reform group Stand for Children (photo courtesy Stand for Children).

MiDian Holmes announced on her Facebook page Thursday night that she would not accept her appointment to the Denver school board, saying she did not want to be a distraction after details of a misdemeanor child abuse conviction became public.

“When I ran for the school board appointment, my intentions were pure,” the longtime parent activist wrote. “I did so not thinking that my past would be the focus…I did so with my eyes and ambition on the future.

“The reality is clear that my past has the media and several members of the community mystified and I would be doing a great disservice to the 90,000 students of Denver Public Schools if I continued to allow this to be a distraction.”

DPS board president Anne Rowe released a statement saying the board accepts Holmes’ decision. The board will continue to search for a member to represent northeast Denver, Rowe said.

Court records show that Holmes was charged on two occasions with offenses relating to children: once in November 2005 and once in March 2006.

In 2005, she was charged with “wrongs to minors” in violation of the Denver municipal code. Documents explaining what led to the charge were not immediately available. Holmes was sentenced to a year of probation, after which the case was dismissed.

In 2006, she was charged with child abuse in violation of state law. Documents reveal that Holmes left her three young children — age 7, 6 and 2 — home alone for more than eight hours while she was at work. She pleaded guilty to misdemeanor child abuse and again was sentenced to probation.

A DPS background check conducted as part of the appointment process turned up the child abuse conviction. Holmes said she called the district to explain, saying that it stemmed from her two-year-old daughter wandering out of their apartment, being found by a neighbor and police being called.

Holmes provided the same explanation to the media. She denied there were two cases.

In the statement on her Facebook page, Holmes said she decided to keep the details of the one case private because she “was not aware (they) would be of public record.”

“I made this decision to protect the privacy of my children and my family,” she wrote on Facebook. “It was an omission, by design, to protect them from, what I thought would be, unwarranted backlash.”

Holmes also addressed the details of what happened, writing, “were my children too young to be left at home alone? Absolutely. When this happened, 10 years ago, I was a young mother and was faced with making the choice of either going to work (which was my only source of income) or staying at home with my 3 children.”

She said she made the difficult decision to go to work and faced the consequences.

Holmes also thanked her supporters and vowed to continue speaking out.

“Reluctantly, I am not going to accept the board’s appointment and will not take the seat,” she wrote on Facebook.

Holmes added: “Those that have offered me support through this process…shall we meet, again, in 2017? *wink, wink*.” The northeast Denver board seat became vacant when former board member Landri Taylor resigned in February. The person who replaces him will serve out the term, which expires in 2017.

Rowe said in her statement that the board believes “what drove MiDian to apply for the vacancy position was her deep concern for not only the well-being of her own children, but the educational opportunities that face all of Denver kids.

“As a young single mother over a decade ago, MiDian faced some of the same wrenching challenges many of our DPS families struggle with every day,” Rowe said. “While we don’t condone some of her decisions in response to those challenges, we appreciate her statement to take responsibility for those actions.”

For more, read Chalkbeat’s previous coverage here and here.

'a bit stuck'

Impasse declared in Denver teacher contract negotiations, prompting criticism from union

PHOTO: Marissa Page
Teachers watch a bargaining session between Denver Public Schools and the Denver teachers union on June 22.

For the first time in recent history, Denver Public Schools has declared an impasse in ongoing negotiations with the teachers union over a contract governing teacher pay, workload and more.

The declaration means the two sides, which have been bargaining since January, will continue negotiations but with the aid of a mediator. In the past, DPS and the Denver Classroom Teachers Association have mutually agreed to mediation without one side having to call an impasse to trigger it, said DPS deputy general counsel and lead negotiator Michelle Berge.

But this year, the union refused. DCTA wanted to keep negotiations as public as possible and avoid private meetings with mediators, said DCTA deputy executive director Corey Kern.

In 2014, Colorado voters approved a change to state law that requires contract negotiations between school districts and employee groups to be open to the public. The Denver teachers union has been taking advantage of the public sessions, inviting teachers to attend and talk to negotiators about their experiences and how various proposals would affect them.

Union leaders see the impasse as a way to silence that voice. Their belief stems in part from the fact that the district wants to use a mediator from the Federal Mediation and Conciliation Service, which helps resolve collective bargaining disputes free of charge.

Although the bargaining sessions would still be public, the mediator could meet with each side separately in private to help them craft proposals, a spokesman for the service said.

That’s not true public bargaining, Kern said.

He said it’s been DCTA’s experience that “the two parties spend most of the time in two rooms apart and the mediator is shuttling back and forth between those two rooms and talking about issues without the public present.” The two sides’ proposals would be shared publicly, but the public would miss out on hearing the thought processes behind them, Kern said.

Even though the district had requested several times to move to mutually agreed-upon mediation, Kern said DCTA was “blindsided” by the impasse declaration a day after a bargaining session that the union felt was productive.

Berge said the district decided to call an impasse because “a number of challenging issues remain where we’re a bit stuck.” Those issues include how much teachers should be paid, the benefits they receive and how they should be evaluated.

The hope, Berge said, is that a mediator will help the two sides find common ground. The mediator DPS wants to use is someone whom the district and union have worked with before.

“Those of us who are involved, we are deep in on this,” Berge said. “Sometimes we’re emotional. It’s tough stuff. A mediator is an independent person who can step above that.”

The current teachers contract expires Aug. 31. The two sides are scheduled to meet again July 24 at McKinley-Thatcher Elementary School in Denver. There are two bargaining sessions set for late July and five scheduled for early and mid-August.

feedback

Tennessee’s ESSA plan gets solid marks in independent review

PHOTO: Amanda Lucidon/The White House
President Barack Obama signs the Every Student Succeeds Act in December 2015, surrounded by U.S. Sen. Lamar Alexander of Tennessee and other champions and supporters of the new law.

Tennessee’s proposed plan for school accountability rates strong on measuring academic progress, but weak on counting all kids, according to an independent review released Tuesday by two education groups.

For the most part, the state landed in the upper middle of an analysis spearheaded by Bellwether Education Partners and the Collaborative for Student Success.

Their panel of reviewers looked into components of state plans  ranging from academic standards to supporting schools under the new federal education law.

“Tennessee has submitted a very solid plan for which they should be proud,” said Jim Cowen, executive director of the Collaborative for Student Success. “Their ideas for ensuring academic progress and supporting schools are exemplary. We hope that other states will look for ways to incorporate these best practices.”

The groups brought together education experts with a range of political viewpoints and backgrounds to analyze 17 state plans submitted this spring to the U.S. Department of Education in response to the Every Student Succeeds Act, or ESSA.

Calling Tennessee’s plan “robust, transparent and comprehensive,” the review praised its “clear vision for reform” and its design of “district and school accountability systems that rely on high-quality indicators.”

The state received the highest rating possible for its proposal for tracking academic progress.

“Tennessee’s plan clearly values both growth and proficiency,” the review says. “Every school, even high-achieving ones, have growth and proficiency targets, and even the growth measure tracks student progress toward grade-level standards.”

The state’s lowest rating — a 2 out of a possible 5 — was for how Tennessee plans to identify and rate schools in need of targeted support for certain groups of students. Reviewers questioned whether the state’s system might mask the performance of some by proposing to combine the scores of black, Hispanic and Native American students into one subgroup.

Education Commissioner Candice McQueen said Tennessee is committed to supporting all students, especially those in historically underserved groups.

“When we say ‘all means all,’ that means much more than just accountability for subgroup performance,” McQueen said in a statement on the eve of the review’s release.

“The state’s accountability framework is designed to hold as many schools accountable for subgroup performance as possible while maintaining statistical reliability and validity, and it provides safeguards to ensure student information is protected,” she said. “In schools where there are a smaller number of students from a specific racial or ethnic category, we are combining them into one group. In doing so, we are actually able to hold schools accountable for more students — more than 43,000 black, Hispanic, and Native American students would be excluded from subgroup accountability if we did not use the combined subgroup.”

Congress passed ESSA in 2015 as a bipartisan law co-sponsored by U.S. Sen. Lamar Alexander of Tennessee, a former U.S. secretary of education. Signed by President Barack Obama, the law ended the No Child Left Behind era and redirected education policy back to the states.

States have since been working on their accountability plans, and Tennessee was among the first to submit a proposal. The state is now awaiting approval by the U.S. Department of Education, which would make it eligible for receiving federal funds.

For a breakdown of analysis on state plans including Tennessee’s, visit Check State Plans, an interactive website that spotlights the best elements of ESSA plans and those that fall short.