Giving details, Ferebee says his plan will have vast scope

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Superintendent Lewis Ferebee and board President Diane Arnold

Superintendent Lewis Ferebee’s plan to reorganize Indianapolis Public Schools’ leadership will require a “sizeable number” of his central office team to reapply for their jobs as the large-scale effort will both shrink the district’s management structure and refine its functions.

In an exclusive interview, Ferebee expanded on Friday’s short announcement of the reorganization on the district’s Web site, which lists a handful of new positions.

Ferebee declined to give key specifics, such as how many administrators will be given notice before the end of the year that they will have to reapply, what positions will be redefined, how many jobs will be cut or how much savings might be expected when all the changes are complete. But he called Friday’s announcement the first of at least three steps toward overhauling the way the district is managed.

There will be another round of of job realignments for the academic team next, followed by a similar process for the central office operations team, Ferebee said. In each case, a top deputy will be selected to oversee and realign employee groups. The academic team is led by Deputy Superintendent Wanda Legrand.

The systematic overhaul he described might have been unthinkable a year ago under former Superintendent Eugene White, who rejected the notion that the downtown bureaucracy saddled IPS. But the new superintendent’s charge is to make change and a majority of the school board members have publicly stated support for his plan.

The move was praised by board members and others who have called for a new direction in IPS’ management structure.

“This seems to be a pretty big shift in what needs to happen and a positive shift for the district,” said David Harris, CEO of The Mind Trust, an Indianapolis education-focused non-profit that called for a deep cut in administrative spending two years ago.

Board members said they are behind the new superintendent and his plan, even if they recognize it puts many longtime administrators on the spot.

“Are people nervous? Probably so,” school board President Diane Arnold said. “My sense is change is difficult and it may be a scary time for some of them. Anytime you have a change of leadership there is consternation by employees. But we hired somebody to get different results. To get different results, you have to shake things up.”

At the end of the process, expected to be complete in late February, there will be fewer administrators and less spending downtown, Ferebee said. But the primary goal, he said, was assuring IPS had high quality leaders and an effective organizational design.

“We’re not going to create our organizational structure around adults,” he said. “We’re gong to create our structure around the needs of our students. If people in our organization are not performing at a high level we are going to give them an opportunity to improve but we want the most talented individuals leading our district.”

Battling bureacracy

IPS’ central office-led bureaucracy has been a target of heavy criticism in recent years as wasteful and ineffective.

In 2011, a bracing report from The Mind Trust suggested IPS could save as much as 80 percent of the $53 million it spends annually on managerial functions, in part by eliminating more than 445 jobs. The report suggested giving schools freedom to control their own budgets and hiring, suggesting the central office could be reduced to providing only basic services.

At the time, White rejected the notion that the central office was so wasteful, presenting a counter plan that offered to cut just 15 jobs.

But a newly elected school board majority forced White out in January and Ferebee came on as his permanent replacement this fall with a rethinking of how IPS operates as a top agenda item.

Ferebee said the job cuts and savings from his plan has not yet been determined but that it was nowhere near the Mind Trust’s vision.

“We will realize some savings but to think we can create a significant savings just by reducing central services? I think that’s not a good way to think about where we need to be,” he said. “We’re not going to get to a very large number. But it helps.”

That’s OK, Harris said, if in fact the district moves in the direction of spending more at the classroom level and giving high-scoring schools more freedom to control their budgets and hiring. Over time, if schools are given more autonomy, more savings may be realized, he said.

“It seems like they are clearly moving in the right direction,” he said. “If they’re looking at how they can send more dollars to schools by shrinking the central office, it does seem like dollars can be best spent at the school level where they can have the most impact on students.”

Several board members were elected in 2012 promising to offer more autonomy to schools. This plan moves toward that vision, board member Gayle Cosby said.

“It speaks to a lot of goals of the board, reorganizing in a way that is less top down with more resources to schools,” she said.

New faces in key roles

The board on Tuesday approved Toneysha Amos for the new job of director of innovation and transformation, a key post in the new administrative structure. Amos was an academic coach in Greensboro, N.C., where Ferebee formerly was a regional superintendent. Legrand is also a former Greensboro regional superintendent.

Amos’s job, Ferebee said, will be to coordinate services for “priority schools,” those that have been persistently rated D or F or have shown low growth.

Outside hires at the top of the organization can give the district new perspectives, said board member Michael Brown. Brown is the board’s lone holder from a once solid majority who regularly supported White in debates over the district’s future.

“When you bring in fresh blood, they’re not wedded to anybody. They can actually assess the talent,” he said. “We’ve got a lot of great people in the district, but a lot are in the wrong seats on the bus.”

Another former Greensboro educator appears headed to one of the district’s most troubled high schools.

Ashauna Short, a Greensboro assistant principal, was hired by the board Tuesday and will take the helm as principal of John Marshall High School.

The school for grades 7 to 12 nearly faced state takeover in 2012 before the Indiana State Board of Education agreed to try White’s reform plan instead. The school’s test scores are among the lowest in the state and it’s middle school passing rate dropped last year after the new plan was put in place.

Tough choices ahead

IPS is headed for tough financial decisions when it begins work on next year’s budget in the spring. Last year, interim Superintendent Peggy Hinckley revealed that IPS faced a $30 million structural deficit. She undertook her own cost-cutting effort, including layoffs, but dipped into reserve funds to balance the budget.

Hinckley said matching IPS’ revenues and expenses to avoid future deficit spending would almost certainly require several school closings as early as 2014.

The district is also undergoing a review of it’s operations by the Indianapolis Chamber of Commerce, due early next year, aimed at finding additional ways to save money.

There are reasons to believe IPS could be far more efficient, Harris said.

“If you look at the overhead of the central operations of the mayor’s charter school office,” he said, “and the results they get from those charter schools, it suggests you can get good results with less overhead.”


Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.