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.”

Two for one

Schools in Pueblo, Greeley up next as state sorts out struggling schools

Charlotte Macaluso, right, speaks with Pueblo City Schools spokesman Dalton Sprouse on July 22, 2016. (Pueblo Chieftain file photo)

The Colorado Department of Education is expected Monday to suggest that five of the state’s lowest-performing schools, including one that was once considered a reform miracle, hire outsiders to help right the course.

The department’s recommendations for the schools — three in Pueblo and two in Greeley — are the latest the State Board of Education are considering this spring. The state board, under Colorado law, is required to intervene after the schools have failed to boost test scores during the last six years.

Like all the schools facing state intervention, the five before the state board Monday serve large populations of poor and Latino students.

A year ago, Pueblo City Schools was expected to pose the biggest test of the state’s school accountability system. A dozen of the city’s schools were on the state’s watch list for chronic poor performance on state standardized tests. However, most of the city’s schools came off that list last year.

Among the schools still on the list and facing state intervention is the storied Bessemer Elementary, where barely 9 percent of third graders passed the state’s English test last spring.

The school, which sits in the shadow of the city’s downsized steel mill, has been in a similar situation before.

After the state first introduced standardized tests in 1997, Bessemer was flagged as the lowest performing school in the state. District and city officials rallied and flushed the school with resources for students and teachers. Soon, students and teachers at the Pueblo school were being recognized by President George W. Bush for boosting scores.

But a series of leadership changes, budget cuts and shifts in what’s taught eroded the school’s progress.

Pueblo City Schools officials declined to be interviewed for this article.

The 17,000-student school district was preparing to make slightly more dramatic changes to improve things at Bessemer. Officials were going consolidate the school into just three grades, preschool through second, and send the older students to a nearby elementary school that is also on the state’s watch list. That school, Minnequa Elementary, is expected to face sanctions next year if conditions don’t improve.

But the district and its school board backed down after the community rejected the idea.

“With the input gathered, we determined that, at this time, changes to the grade reconfiguration were not in the best interest of the communities involved,” Pueblo Superintendent Charlotte Macaluso said in a press release announcing the changes. “We realize the sense of urgency and will continue to support our schools while closely monitoring improvement at each location.”

The decision to not reorganize the schools was made earlier this week.

Suzanne Ethridge, president of the Pueblo Education Association, the city’s teachers union, said the last-minute pullback was troubling. The district, she said, has held up staffing the schools until a final decision was made.

“I just hope we can get to a final plan and we can move on and get these schools going in the right direction,” Ethridge said.

According to documents provided to the state, district officials are expected to tell the state board they want to go along with what the state education department is proposing.

But some in the city are wary of involvement by outside groups because the district has been burned by outside groups in the past.

According to a 2012 Denver Post investigation, Pueblo City Schools had a three-year, $7.4 million contract with a New York-based school improvement company. The company was hired to boost learning at six schools. Instead, school performance scores dropped at five of the six schools.

“It wasn’t a lot of fun,” Ethridge said.

Other schools in Pueblo that will appear before the state board are the Heroes Academy, a K-8, and Risley International, a middle school. The state is recommending that Risley maintain a set of waivers from state law. The flexibility for Risley, and two other Pueblo Middle Schools, were granted in 2012.

The hope was the newfound freedom would allow school leaders and teachers to do what was necessary to boost student learning. That happened at Roncalli STEM Academy and the Pueblo Academy of the Arts.

But Risley has lagged behind.

Macaluso was the principal of Risley before being appointed superintendent last fall.

Like Risley, the state is recommending that two Greeley middle schools be granted waivers and hire an external manager to run some of the schools’ operations.

The state’s recommendation in part runs contrary to what a third party review panel suggested last spring. The panel, which visited all of the state’s failing schools, suggested Franklin be converted to a charter school. That’s because the school lacked leadership, according to the panel’s report.

Greeley officials say the school’s administration team, which has not changed, has received training from the state’s school improvement office, which has proven effective.

As part of the shift, Franklin and Prairie Heights middle schools will change the way students are taught. The schools will blend two styles of teaching that are in vogue.

First, students will receive personalized instruction from a teacher, assisted by digital learning software. Second, students will also work either individually or in teams to solve “real-world problems” on a regular basis.

“These schools have students with some important needs,” said Greeley’s deputy superintendent Rhonda Haniford, who helped designed the plan. “It’s more reason to have a personalized curriculum.”

The 21,000-student school district has already contracted with an organization called Summit to provide the digital curriculum and a cache of projects. The organization will also provide training for the school’s principal and teachers.

Haniford acknowledged that when struggling schools make major shifts it can be difficult, and sometimes student learning fall even further behind. But she said Summit is providing regular training for teachers and principals.

“The district made an intentional decision to support the turn around of these schools,” Haniford said, adding that she was hired last year as part of that effort. “This is one of my top priorities.”

social studies

Tennessee’s long journey to new social studies standards nears its finish line

Tennessee is one step closer to having new social studies standards after almost 1½ years of unprecedented public scrutiny and feedback.

The State Board of Education voted unanimously on Friday to move ahead with a revision that was begun partly out of concern over how Islam is being taught in seventh-grade world history.

Now receiving attention is the question of whether too much Tennessee history is being removed from standards that most everyone agrees were over-laden with material.

The proposed draft, which will undergo a final vote in July, reduces the number of standards overall by 14 percent — but at the expense of some Tennessee history such as the Chickamauga Indians, “Roots” author Alex Haley, and the New Madrid earthquakes.

Members of the Standards Recommendation Committee have presented the proposal as striking the right balance.

“There’s an infinite number of people and facts that are significant, and we can’t include them all,” said Todd Wigginton, who led the teacher review and is director of instruction for Metropolitan Nashville Public Schools.

But Bill Carey, one of the panel’s nine members, offered a dissenting opinion to the section for grades 1-5.

“In these standards, the Plateau of Tibet is mentioned twice but the Cumberland Plateau is never mentioned,” said Carey, who is executive director of the nonprofit Tennessee History for Kids. “… I think a case can be made that there’s too much of Tennessee missing.”

Wigginton said the idea behind the final draft is that teachers should have more flexibility, and focus more on important concepts.

He said Tennessee’s new standards asked students to consider, for example, the significance of civil disobedience in the civil rights movement, rather than memorize a list of people and dates.

The state spearheaded a laborious review for social studies beginning in January 2016 after critics charged that seventh-grade standards addressing the Five Pillars of Islam amounted to “proselytizing.” Members of the recommendation committee say all religions would be taught in a uniform way under the new standards.

The draft reflects tens of thousands comments from hundreds of Tennessee residents over the course of two public reviews, as well as nearly 100 hours of meetings by the committee. That panel, along with a team of educators who reviewed public feedback last summer, created standards that they say allows teachers flexibility and the freedom to go in-depth, while also covering key topics.

Unlike many other states, Tennessee hasn’t cordoned off Tennessee history to specific units for nearly two decades, choosing instead to “embed” state-specific facts across all grades. Carey said he’s made a career out of helping teachers incorporate Tennessee material into their history classes. He noted that several state historical associations and museums have raised concerns too about the final draft.

“In my opinion, for embedding to work, Tennessee topics have to be clearly spelled out in the standards,” said Carey, who submitted a minority report to share his concerns. “If they’re not, teachers won’t get the message that they have to cover Tennessee history.”

Jason Roach, a former social studies teacher and now principal of Mooresburg Elementary School in Hawkins County, said those terms could be incorporated into curriculum, even if they aren’t explicitly spelled out in the standards.

Standards lay out what students should know at each grade level, while curriculum includes the lessons and activities that students study and do throughout the school year.

“Tennessee history needs to be taught in Tennessee schools. I believe that,” Roach said. But, he continued, teachers should decide how to build curriculum on a local level, rather than the state over-prescribing what should be covered through the standards.

During a discussion Thursday about the final draft, board members offered praise about both the process and the results.

“You did an incredible job,” said Lillian Hartgrove, who represents part of Middle Tennessee. “I know it’s not exactly what everyone wanted … but what you have accomplished is truly incredible.”

Tennessee’s academic standards in all four core subject areas have been overhauled over the last three years, and social studies standards are the only ones still in the works.

If approved, the new Tennessee Academic Standards for Social Studies will reach the state’s classrooms in the 2019-2020 school year.