In the Classroom

Indiana's high school diplomas are about to get an overhaul

PHOTO: Alan Petersime
Teachers who want to teach dual credit college classes in Indiana high schools will soon be required to have advanced degrees or 18 college credits in their subject area.

Indiana could soon offer fewer high school diplomas types, but the move is aimed at creating broader opportunities for students looking to prepare for college or jobs.

Students starting high school in 2018 would have three diploma options instead of four under a plan presented Monday — a “college and career ready” diploma, an “honors” diploma and a “workforce ready diploma.” Currently there are four diploma options: general, Core 40, Core 40 honors and career and technical honors diplomas.

The proposed new options are intended to be simpler.

Teresa Lubbers, the head of the Indiana Commission for Higher Education told the Indiana Career Council on Monday that she and others on a committee tasked with the project want to make sure students seeking any diploma experience as high a level of academic challenge as possible.

“The goal was really to ensure college and career readiness and academic rigor with the diplomas going forward,” Lubbers said. “I actually lost track of the number of drafts. It has to exceed 50.”

The process of changing the diplomas is far from over. The career council, Commission for Higher Education, education department and Indiana State Board of Education all must still sign off. Plus, the original diploma subcommittee will make a presentation before lawmakers later this summer.

The proposed new diplomas won’t look completely unfamiliar to Hoosier students and parents. The differences lie mainly in how the programs are structured, with some changes to credits and courses required.

For example, to earn the new diplomas, all students would be required to take a personal finance class and an introduction to college and careers class.

But essentially, the categories would serve the same purposes — a diploma for students going directly to jobs with no plans for college, one for students who do want to pursue higher education and an honors diploma.

Click on the tabs below to compare Indiana’s current and proposed new diplomas. You can see more details of both current and new diplomas on the education department’s website.

College and Career Ready diploma

Replacing Indiana’s Core 40 diploma is the College and Career Ready diploma. It would require students to take more core classes, especially in math and science. It also would allow students to specialize in an interest area — what it’s calling a “sequence.” That could be classes in fine arts, for example, career and technical education or many more.

Core 40 Diploma

  • English: 8 credits, including literature, composition and speech
  • Math: 6 credits, including Algebra I, Geometry and Algebra II
  • Science: 6 credits, including Biology, Chemistry and Physics
  • Social Studies: 6 credits, including U.S. History, U.S. Government, Economics and World History
  • Directed Electives: 5 credits in either a world language, find arts or career and technical education
  • Health and Wellness: 3 credits
  • Electives: 6 credits

Total: 40 credits

State Superintendent Glenda Ritz said this would be the default track for all students as they enter high school.

“Everybody is going to start out with the college and career ready diploma,” Ritz said. “That’s where we want kids to be.”

Indiana Honors diploma

Students looking for a greater challenge could take on the Indiana Honors diploma, which is a simplified version of the previous honors program that separated academic and career and technical honors. Students could still choose advanced classes in both areas, but general requirements, such as GPA and total number of credits, would remain the same.

Core 40 Honors diplomas

All the requirements of the Core 40 diploma, plus:

Additional requirements for academic honors 

  • Math: 2 credits
  • World Language: 6 to 8 credits
  • Fine arts: 2 credits
  • Grades of C or better
  • At least a 3.0 GPA

One of the following:

  • Earn 4 credits in two or more Advanced Placement classes along with exams
  • Earn 6 college credits
  • Earn two of the following: 3 college credit courses, 2 credits in AP courses with exams, 2 credits in International Baccalaureate courses with exams
  • Earn at least a 1750 on SAT reading, math and writing sections, with a minimum score of 530 on each.
  • Earn a 26 or higher on the ACT and complete the writing section
  • Earn 4 credits in IB courses along with exams

Additional requirements for technical honors

  • 6 credits in college and career preparation course and either a industry-recognized certification or 6 career pathway college credits
  • Grades of C or better
  • At least a 3.0 GPA

At least one of the following:

  • Any option from the academic honors list
  • On WorkKeys test, reach a level 6 in reading for information, level 6 in applied math, level 5 in locating information
  • On Accuplacer test, score at least 80 in writing, 90 in reading and 75 in math
  • On Compass tests, score at least a 66 in Algebra, 70 in writing and 80 in reading

Total: 47 credits

Workforce Ready diploma

The third proposed diploma option, known as the Workforce Ready diploma, is not meant for a majority of students, Lubbers said. Rather, it is supposed to help students who struggle academically prove to employers that they have finished a well-rounded academic program and have the skills for jobs.

“Close to 90 percent of kids get the college and career ready diploma or honors,” Lubbers said. “So we are talking less than 10 percent there.”

General Diploma

  • English: 8 credits, including literature, composition and speech
  • Math: 4 credits, including Algebra I or integrated math courses
  • Science: 4 credits, including Biology, Physical Science or Earth and Space Science
  • Social Studies: 4 credits, including U.S. History and U.S. Government
  • Health and Wellness: 3 credits
  • College and Career Pathway courses: 6 credits
  • Flex: 5 credits including ones involving workplace learning, dual credit or other academic subjects
  • Electives: 6 credits

Total: 40 credits

Neil Pickett, a council member who works for IU Health, was unsure about the need for a modified general diploma. He said he thought employers might not necessarily be able to see the distinction between that and the college and career ready one.

“You are increasing the rigor pretty significantly,” Pickett said. “I wonder if we ought to just not just encourage people to get the extra credits and have college and career ready degree.”

But Ritz said some students, especially those receiving special education services, will need the modifications. To be eligible for that diploma, students must have their parents and principal sign off, she said.

“You can’t just go on this track,” Ritz said. “But students with special needs, they might make decisions earlier on that. We wanted to make sure the special education students who were on a workforce-ready track were going to actually end up being able to end up in the workforce.”

All changes needed to be finalized by December, Ritz said, so the legislature can have advanced notice of what changes might need to be made to state law for the diplomas to go into effect in 2018.

How I Teach

When the class is off-task, this fourth-grade teacher knows it’s probably time for Justin Timberlake

PHOTO: Cynthia Rimmer
Cynthia Rimmer, a fourth grade teacher at Fraser Valley Elementary School in the East Grand School District, works with students.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

For Cynthia Rimmer, a fourth-grade teacher at Fraser Valley Elementary in Granby, building relationships with students is one of the best parts of the job. She eats lunch with them, reads to them, asks about their hobbies and attends their out-of-school events when possible.

Rimmer is one of 24 teachers selected for the 2016-17 Colorado Educator Voice Fellowship, an initiative of the national nonprofit America Achieves. The program, which also includes principals, aims to involve educators in policy conversations and decisions.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I became a teacher because I love helping kids: to learn, to reach their goals, to realize their dreams, to help them to develop into the people they are capable of becoming.

I had several teachers growing up that made a big impact on my life, but none was more influential than my third grade teacher, Ms. Deanna Masciantonio. She not only taught me about space and fractions, but more importantly, she taught me how to communicate and resolve conflict, and how treat friends. She made us feel special and valued. I still carry her lessons with me today.

What does your classroom look like?
My classroom is a warm and organized space where everyone can feel comfortable learning and working together. Student writing and artwork is displayed on the walls and there are a variety of seating options where students can go to work independently or collaboratively in partners or in groups.

Fill in the blank. I couldn’t teach without my __________. Why?
Sense of humor. Teaching children can be overwhelming at times. It is important to be able to take a step back, remember what is important, and enjoy the moments we have with these incredible young students.

What is one of your favorite lessons to teach? How did you come up with the idea?
Last year, my teaching partner and I worked with our physical education teacher to create a project where students researched topics related to the Coordinated School Health Standards. While the students created their projects, I was able to address a variety of English Language Arts standards, as well as working on the students’ technology and presentation skills.

How do you respond when a student doesn’t understand your lesson?
I have tried to create an environment where students are encouraged to take academic risks and mistakes are celebrated. When someone doesn’t grasp a concept, we work together to understand things in new and different ways, making sure to address the student’s variety of learning styles.

How do you get your class’s attention if students are talking or off task?
When individual students are talking or off task, often times they simply need a quick pat on the shoulder or a friendly reminder to refocus. Some students may need a quick brain break or a few laps on the exercise bike to get back on track.

When the entire class is off task, I stop and reflect on what is happening. Often times the directions were unclear, or the students were being pushed too hard, and we all need to make time for a brain boost. But sometimes, we just need to stop and dance. Our favorite class dance break this year is Justin Timberlake’s, “Can’t Stop the Feeling.” After a few minutes of singing and dancing, the students are ready to tackle the most challenging math problems.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
Building relationships with students is one of the most important and one of my favorite parts of being a teacher. Talking to the students, having lunch together, telling them about myself, reading to them, getting to know about their interests and hobbies, and letting them see that I am a real person all help build healthy relationships. I also try to attend the students’ outside events whenever possible, which I’ve found goes a long way in creating a trusting and long-lasting relationship.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
In one memorable meeting, a parent requested that I move her son into a more challenging reading group. Although test scores and classroom observations didn’t dictate this switch, the parent shared some struggles that the family had recently dealt with that she felt were holding her son back from doing his best.

After I changed her child’s grouping on a trial basis, the student began to flourish. He developed more confidence and began to work harder, quickly becoming a role model and a positive leader. Parents love their children and want what’s best for them. When we take the time to partner with parents and understand where they are coming from, great things can happen.

What are you reading for enjoyment?
I just finished Fish in a Tree by Lynda Mullay Hunt. I enjoy reading the books my students are reading so that we can discuss our excitement for the stories together. I recently started My Grandmother Asked Me To Tell You She’s Sorry by Fredrik Backman. I enjoyed his book A Man Called Ove and I hope this book will just as charming.

What’s the best advice you ever received?
About 20 years ago I was considering pursuing another career. A trusted friend and mentor advised me to re-enter the teaching profession. I can’t thank her enough for that wise counsel.

school for love

Long hours, shared goals, and unbelievable stories: Why so many teachers fall in love with each other

PHOTO: Creative Commons / Timothy Brown

When Carrie and Kevin McCormack married in 2011, they quickly became known as the “teacher parents” of East Bronx Academy, the New York City school where they both worked.

But they didn’t stay the only couple on staff for long. Soon after, two other teachers paired off. Another relationship bloomed shortly afterward.

“My principal always jokes that we’re the hookup school,” Carrie McCormack says. “So many couples have met here.”

But East Bronx Academy is hardly the only school with love in the air. According to recent U.S. Census data, the most common marriages in America are between two grade-school teachers. And nearly 20 percent of people who work in education have spouses who do, too. Many of those couples met while working together.

Carrie and Kevin McCormack met as teachers at East Bronx Academy in New York City.

This Valentine’s Day, Chalkbeat has been looking at the love stories made possible by American education. Now we’re trying to answer the question of why schools are such fertile territory for love.

There are practical explanations: People who work in schools typically get started when they’re young, work together intensely, and have little time to meet other people.

“I always joke, if I hadn’t met Cornelius, I might be alone,” said Kassandra Minor, who met her husband in the bagel line on her first day teaching at a school in Brooklyn.

The benefits of pairing off with a fellow educator accumulate over time, especially as partnerships yield children. “It doesn’t hurt that we have the same vacation schedule,” says Grace Loew, a New York City teacher who met her husband when they were both first-year teachers in 2005. They’re now raising two sons together.

But educators say it’s about more than logistics. The shared task of trying to reach students who depend on schools to change their lives, they say, forges special bonds.

“Working in education, especially urban education, is an all-in job: emotionally, physically, spiritually and everything in between. The only people who can possibly understand the reward and sorrow of the work are fellow educators,” says Sally Jenkins-Stevens, who met her husband, Alex MacIver, when they taught together at a Bronx high school.

“You understand the stressors, the schedule, the unexpected days, and sometimes long nights that are associated with it,” says Brittany Monda, who met her husband Grant in a graduate program in Memphis, where they were both teachers and now each leads a school. “It’s great to know that someone has had a similar day to you without saying much when you get home.”

Or as McCormack puts it, “If I have to go home and talk to a husband who’s not a teacher, he’d probably think I was crazy.”

The possibility of falling in love has become lore at Teach For America, the nonprofit that draws many young adults to the classroom. Teach For America teachers have mentored their colleagues on the pros and cons of dating within the corps, and the number of relationships born at the organization’s summer training institute has even inspired a new piece of slang — “instiboo.”

The group’s founding CEO, Wendy Kopp, married an educator she met through Teach For America, and so did her successor, current CEO Elisa Villanueva Beard.

“Anyone seeking out a woman partner at Teach For America has a pretty good shot at finding someone, given the incredibly brilliant majority-women environment they find themselves in,” jokes Villanueva Beard.

About her own marriage, and the increasing number facilitated by Teach For America, she said, ’“There’s something powerful about being with a partner who deeply gets the urgency and the possibility, and who’s on a shared mission of being part of the solution, alongside our communities, to ensure educational equity and excellence for all.”

That work can bring together people who might otherwise not connect. Even though schools across the country struggle to attract as many male teachers and teachers of color as many would like to see in classrooms, they remain among the most diverse workplaces in America.

Ybelka Medina and Geoffrey Schmidt bonded at the New York City school where they worked.

For Geoffrey Schmidt and Ybelka Medina, a shared passion for reaching students who had struggled in their previous schools bridged what seemed like an insurmountable culture gap.

“I am a Dominican immigrant that grew up in a blue-collar family that depended on social welfare to make ends meet in Bedford-Stuyvesant, Brooklyn,” says Medina. “Geoff is American, comes from a solid white-collar family … and initially came off as a total frat boy more interested in socializing than actually teaching. I really liked hanging out with him … but didn’t take him seriously as a teacher nor as someone to date.”

Then they spent time getting to understand what had drawn each of them to the classroom, and romance bloomed.

“Education by its nature draws people who look at our world and want to make it better,” Schmidt says. “It makes sense that this kind of intense thought partnership would lead to bigger things. I know for us, it gave us an opportunity to see one another in a different way than I think we ever might have otherwise.”

The experience of seeing someone doing work they’re deeply invested in also worked its magic on Cornelius Minor, Kassandra’s husband, who said he considers teaching an art.

“When you’re doing your art, you’re your purest and best self,” he said. “If people are in your company when you’re being that person and they notice you, that’s really powerful.”