Innovation

Leaders at IPS arts magnet say becoming an “innovation” school will add even more art to the day

PHOTO: Penny Guthrie
Fifth grader Arael Stigler (left with the microphone) performs the role of Rafinki from the musical The Lion King.

At Edison School of the Arts, elementary students can join a drum ensemble, master drawing or star in a musical. But some educators at the popular magnet school say that’s not enough.

They want math and reading teachers to build the art into their courses. They want the arts filtered into science and social studies.

That’s why the K-8 school is angling to become one of the first Indianapolis Public Schools allowed to adopt a new governance model, free from the mandates that the district imposes on most of its schools.

“Our arts teachers are fantastic and our academic teachers are fantastic,” principal Nathan Tuttle told the Indianapolis Public Schools board at a meeting earlier this month. “But we do not implement full arts integration in the academic classroom as it stands right now, because there’s not a lot of funding to train all of our academic teachers in arts integration.”

The innovation school model, which gives principals many of the flexibilities of charter schools but keeps the school within IPS, was introduced in the district last year.

If Edison’s application to become an innovation school is approved by the board, it would be one of the first higher performing schools to do so.

The school would be following in the footsteps of the Cold Spring School, an environmental science magnet school that became an innovation school earlier this year as a way to give teachers more time to focus on science.

Innovation schools leaders have full control over their funding, so they can make choices like what curriculum to use and what teacher training fits their needs. The teachers are not unionized, however, which is controversial and allows leaders to make decisions like extending the school day without negotiating with a union.

The move would be the latest big change for the arts magnet school, which recently moved from the north side to the southwest side and added middle school grades. At least some teachers and parents are eager for the school to have the freedom that would come with the conversion.

Kathy Gaalema, a second-grade teacher who has worked in the district for 33 years, told the board she supports the plan because it could give teachers more time to focus on art in academic classes and more tailored training.

“Being an innovation school would allow great opportunities for us,” she said.

Candace Kingma, a parent and president of the parent-teacher organization at Edison, also told the board that she trusts the school leadership and supports the change.

“An arts education can enhance a child’s overall learning,” she said. “It’s also my belief that a move to an innovation school will greatly enhance our arts program.”

Edison is looking to convert to innovation status voluntarily beginning next fall. It’s still early in the process, and the board is not expected to make a decision for several months. If the school is converted to innovation status, it would be overseen by a nonprofit board Tuttle is currently assembling. The IPS board would cede day-to-day control, but it would be able to cancel or renew the agreement based on the school’s performance.

Edison would be only the third IPS school to convert to innovation status by choice. Although there are several existing innovation schools in the district, they are largely charter schools that joined the network or failing schools that were restarted with new managers.

Innovation schools are part of a broader vision for the district that aims to give all principals more power over how schools are run. Aleesia Johnson, who oversees innovation schools, said the long-term goal is to create better performing schools across IPS.

“When the people who are most connected and closest to our students and families have the ability to make decisions,” she said, “that will positively impact the experience our students have.”

red carpet

#PublicSchoolProud has its Oscar moment as ‘La La Land’ songwriter shouts out his schools

Songwriter Justin Paul at the 2017 Academy Awards, where he credited his public school education in his acceptance speech for best song.

The recent movement to praise public schools made it all the way to the Academy Awards stage Sunday night.

Justin Paul, one of the songwriters for the movie “La La Land,” credited his public school education during his acceptance speech.

“I was educated in public schools, where arts and culture were valued and recognized and resourced,” Paul said after winning the Oscar for best song. “And I’m so grateful for all my teachers, who taught so much and gave so much to us.”

Paul attended public schools in Westport, Connecticut, where he graduated from Staples High School. The school was also recognized in a recent documentary about its history as a rock venue in the late 1960s. Students recruited The Doors, the Yardbirds, and several other bands to play in the school’s auditorium.

The Oscars stage shoutout comes as people across the country have begun praising their own public schools on social media. The #PublicSchoolProud movement is a response to new U.S. Education Secretary Betsy DeVos, who has advocated for policies that let students leave public schools for private and charter schools.

survey says

How accessible are New York City’s high schools? Students with physical disabilities are about to find out

PHOTO: Cassi Feldman
Midwood High School is considered inaccessible to students with physical disabilities.

Michelle Noris began her son’s high school search the way many parents of children with physical disabilities do: by throwing out most of the high school directory.

She knew her son Abraham would only have access to a few dozen of the city’s 400-plus high schools because of significant health needs, despite being a bright student with a knack for writing.

“I tore out every page that didn’t work in advance of showing [the directory] to him,” Noris recalls.

Even once they narrowed the list of potential schools, they still couldn’t be sure which schools Abraham — who has cerebral palsy and uses a wheelchair — would be physically able to enter. The directory lists whether a school is considered partially or fully accessible, which, in theory, means that students should have access to “all relevant programs and services.”

In practice, however, the situation is much more complicated. “We had schools that are listed as partially accessible, but there’s no accessible bathroom,” said Noris, who is a member of the Citywide Council on Special Education. Some “accessible” schools might not have water fountains or cafeteria tables that accommodate students with mobility needs. A school’s auditorium could have a ramp, but no way for a wheelchair-bound student to get up on the stage.

Most of that information is not publicly available without calling a school or showing up for a visit — a process that can be time-consuming and demoralizing. But now, thanks in part by lobbying from Noris and other advocates, the city has pledged to begin filling the information gap. The education department will soon release more detailed information about exactly how accessible its high schools are.

Based on a 58-question survey, the city is collecting more granular data: if music rooms or computer labs are accessible, for instance, or whether there’s a slight step in a library that could act as a barrier. The survey also tracks whether a student in a wheelchair would have to use a side or back entrance to make it into the building.

“Sometimes, [parents] actually have to visit four or five of our schools to see if their child could get to every area of the school that’s important to them,” said Tom Taratko, who heads the education department’s space management division. “We didn’t think that was right.”

Virtually every physical amenity will be documented, Taratko said, down to whether a school has braille signage or technology for students with hearing impairments.

Education department officials are still fine-tuning exactly how to translate the city’s new accessibility inventory into a user-friendly dataset families can use. Some of the new information will be made available in the high school directory, and the results of each school’s survey will be available online.

Officials said the new data would be provided in “the coming weeks” for all high schools in Manhattan and Staten Island. The rest of the city’s high schools should be included before the next admissions cycle.

The survey will help identify which schools could be made accessible with relatively few changes, Taratko explained. “Everything — our shortcomings, our strengths — everything will be out there.”

The decision to release more high school accessibility data comes less than two years after a scathing U.S. Department of Justice investigation revealed “inexcusable” accommodations in elementary schools.

Many of the city’s school buildings were built before the Americans with Disabilities Act became law, and despite committing $100 million in its current five-year capital budget to upgrades, many schools are still not accessible. According to 2016 data, the most recent available, just 13 percent of district and charter schools that serve high school grades are fully accessible. About 62 percent are partially accessible, and 25 percent are considered inaccessible.

Making accessibility data public could help change those numbers, said Maggie Moroff, a disability policy expert at Advocates for Children who has pushed for greater transparency and praised the initiative.

“Once it’s out there, there’s so much more self-advocacy a parent can do,” Moroff said. “Then they can make requests about specific accommodations.”

Greater transparency is just one step in the process. Moroff hopes the city will consider taking students’ physical disabilities into account during the admissions process so that academically qualified students get preference for accessible schools. Once students arrive, she added, they must be welcomed by the school community.

“There needs to be much more work to hold the schools accountable to actually welcoming those students,” Moroff said. “It has to go hand in hand with making renovations and making accommodations.”

Even though the data comes too late for Noris, whose son submitted applications to just two high schools out of a possible twelve due to accessibility constraints, she is optimistic future families will have an easier time navigating the process.

“They didn’t say, ‘We’re going to do this over the next ten years.’ They said, ‘We’re going to do this in two years,’” Noris said, noting that she hopes more funding is allocated to upgrade buildings. “I think it’s a real example of the Department of Education hearing the needs and being willing to act on it.”