Big decision

One year after recall election, Jefferson County school board weighing superintendent’s fate

PHOTO: Nicholas Garcia
Dan McMinimee met with the Jeffco community in 2014 before being hired as Superintendent.

The Jefferson County school board has begun discussions to decide the fate of Superintendent Dan McMinimee, one year after voters ousted the conservative board members who hired him.

McMinimee was a controversial pick when he was hired in summer 2014. He had no experience as superintendent, and had previously been an assistant superintendent at the Douglas County School District — a district that had ended negotiations with its teachers union.

The recall campaign at times focused on McMinimee and his salary package. But when the recall was successful, new board members said they would give the superintendent a chance.

McMinimee’s $220,000 contract expires June 30 and board members must decide if they will renegotiate a contract with him or launch a search for a new superintendent.

If the board decides to retain McMinimee, they must notify him in writing by March 31 under the terms of his contract.

Jeffco school board members held an executive session last week during a conference in Colorado Springs in which they started discussions on the superintendent’s contract, a district spokeswoman said. The board is scheduled to go into executive session again Thursday to continue the discussion.

“You don’t wait until the contract expires,” Ron Mitchell, the Jeffco school board president, told Chalkbeat. “Should the board be thinking we want to go in another direction, that requires a fair amount of prior planning. That’s the rationale for the timing — the only reason we’re beginning those discussions.”

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.

McMinimee said Wednesday that he would like to stay in the district and hopes the board can make a decision soon. He said he expects a chance at Thursday’s meeting to address any board concerns.

“We have a significant amount of work we have to get started in January,” McMinimee said. “This needs to get resolved so we can focus on that.”

After the start of the new year, district staff will be working on drafting next year’s budget and finding ways to cut back on projects that would have been funded if the district’s bond and mill levy requests had prevailed at the ballot box last month.

In the last few months, board members and McMinimee have discussed his performance during open meetings as part of his evaluation process.

In September, the board finalized one evaluation used to determine if McMinimee was eligible for up to $40,000 in bonuses tied to district goals. The evaluation, required by his contract, determined that he helped the district reach more than half of the goals, including raising scores on state tests and on the ACT test, and creating school accountability teams at every district school.

McMinimee received the lowest scores of partially effective on three out of the 12 goals including one related to creating a new charter school application process, and for mixed results increasing the number of third-graders meeting or exceeding expectations in reading.

Based on the review, McMinimee received $20,000 in performance pay.

After that evaluation, the board started the work of setting the superintendent goals for next year. McMinimee presented a draft of his suggested goals at a meeting two weeks ago.

During that discussion, board members pushed back on the draft, suggesting that some of the goals McMinimee had set should be expectations of his job, not additional goals for bonuses. They asked for more goals that can be tied to reliable data.

Under McMinimee’s tenure, the second largest school district in Colorado has made changes to a group of schools on the district’s more impoverished eastern boundary, including expanding Alameda and Jefferson high schools into seventh through 12th grade campuses.

The district has also moved toward giving principals more autonomy. That included a switch to a student-based budget system that provides schools a set amount of money per student and more flexibility in spending. The recent defeat of the district’s bond and mill levy requests mean some plans for new schools and for renovations will be put on hold.

“I’m thankful the board gave me an opportunity to continue and work on some of the initiatives we were already doing — things like the Jeffco 2020 Vision,” McMinimee said, referring to the district’s goals and strategic plan, which predates last year’s election.

“I’m very proud of the work that my staff has done,” he said. “I don’t know of many people that would have held in there with some of the things that have happened. And I’m referring to my cabinet. I’m very proud we have not wavered.”

Speaking Out

Students demand a say in New York City’s school integration plans

PHOTO: Joe Amon/Denver Post

New York City students will rally on the steps of City Hall on Saturday afternoon, calling for action to integrate schools and demanding that students have a voice in the process.

“Young people all around the city are asking for more equitable public schools — schools that enroll a student population that reflects our city diversity and schools that have both the proper resources and support,” according to a statement released by the students.

The demonstration is being organized by IntegrateNYC4Me, a citywide student-led group, with support from Urban Assembly Bronx Academy of Letters, New York Appleseed, and Councilman Brad Lander’s office.

New York City’s schools are notoriously segregated. Mayor Bill de Blasio and the education department have promised to release a “bigger vision” plan by June to address the problem. But the details have largely been kept secret, and desegregation advocates have called for the public to have a role in drafting the proposal.

Now, students are also demanding a say.

“We hope that we will call attention to the necessity of including student voices in the creation of the policies that will affect us the most,” according to the group’s statement.

The rally will take place from 1 to 3 p.m. For more information, click here. To follow on social media, search for #WhyIMarch and #IntegrateNYC4Me.

Dealing with discipline

Former Newark schools chief Cami Anderson’s new mission: getting schools to rethink student discipline

PHOTO: Governor's Office/Tim Larsen
Cami Anderson when she was superintendent of schools in Newark, New Jersey.

After a rocky tenure as superintendent of the Newark Public Schools, Cami Anderson is now working with charter networks and school districts to reform school discipline, she told Chalkbeat.

Called the Discipline Revolution Project, Anderson’s new initiative aims to help schools reduce suspensions and move away from exclusionary discipline practices.

“There’s an increasing awareness in the reform community, charter and district, that our punitive approach to discipline is very costly to some kids, but there’s not enough talk about what we’re moving towards,” she said in an interview at the New Schools Venture Fund summit. “There’s too much talk about what we’re moving away from.”

Anderson is the former Newark schools superintendent who was appointed in 2011 just as the district received a highly publicized $100 million gift from Facebook founder Mark Zuckerberg. Her work in Newark, especially a plan to close a number of the district’s schools, made her a lightning rod for controversy until she resigned under pressure in 2015.

Her new focus on school discipline comes as charter schools have faced pressure to reduce their suspension rates, particularly so-called “no excuses” charters, which often produce high test scores and use a strict disciplinary approach.

Anderson sees an opportunity to get schools to change their practices and wants to ensure discussion translates into action.

“It seems like a conversation is happening … and it’s an important opportunity,” she said. “I want to make sure it’s filled with content. My big fear is that it will stay as a philosophical [one].”

Anderson convened a group of leaders last week from charter networks and school districts, including from Denver Public Schools, Tennessee’s state-run Achievement School District and charter networks such as Uncommon Schools and Summit Public Schools.

Specifically, Anderson is hoping to offer tools for leaders interested in improving discipline practices, help schools use discipline data more effectively, and facilitate discussions among school and district leaders.

Charter schools, like traditional public schools, are dramatically more likely to suspend black students and students with disabilities. Advocates argue that exclusionary discipline hurts students and feeds a “school-to-prison” pipeline. This has caused a number of school districts and some charter school leaders to vow to reduce suspensions and emphasize alternatives like restorative justice.

Others within the charter movement have pushed back, including Success Academy’s Eva Moskowitz.

“Lax discipline won’t strike a blow for civil rights,” Moskowitz wrote in the Wall Street Journal. “Instead it will perpetuate the real civil-rights violation — the woeful failure to educate the vast majority of the city’s minority children and prepare them for life’s challenges.”

Anderson says she’s not saying suspensions should be eliminated altogether, but that schools should put a greater emphasis on preventing student misbehavior in the first place. She also argues that suspensions are simply an ineffective way to address misbehavior.

“Students have to be accountable for their behavior. They just need to be accountable in a way that that they’re going to learn from it,” Anderson said. “Putting them out is almost never the way for that to happen.”

Indeed, there is little evidence that exclusionary discipline has its intended impact, though there is also limited rigorous research on the efficacy of alternatives.

After leaving Newark, Anderson started her own education consulting firm and has worked with charter schools on improving their services for students with disabilities. Anderson said she doesn’t know yet whether her school-discipline initiative will grow into a standalone organization. Last week’s convening, essentially the project’s launch, was funded by the New Schools Venture Fund and the Walton Foundation. (Walton is also a supporter of Chalkbeat.)

“Part of it is going to be responding to what people say they got out of it and what they want moving forward,” she said.