From advocacy to IPS: Deb Black's hiring signals change

PHOTO: Provided by Stand for Children

When parents at Indianapolis Public School 93 gathered signatures on the sidewalk and came to school board meetings pushing for change at their school, it wasn’t entirely a coincidence that many of them knew Deb Black.

Working with Stand For Children, a non-profit group that advocates for change in IPS, Black had taught several of them in Stand’s “parent university” how to advocate for their children. When the School 93 parents heard from Black that two IPS teachers had made dramatic gains at other schools through a program they created called Project Restore, they wanted it too.

As they launched a bumpy, but ultimately successful, campaign to convince the school board, Black offered support and advice.

In the not so distant past, such outside agitation by someone from a group with a stated goal of changing IPS might have been viewed as hostile by the district. But in the rapidly changing environment under Superintendent Lewis Ferebee, it got Black noticed, and then hired.

The district’s interest in hiring Black, who started last week, as its first parent involvement coordinator, was sparked when deputy Superintendent Wanda Legrand witnessed Black’s enthusiasm for parent engagement firsthand while attending Stand’s parent university graduation ceremony.

Black’s new job is to advocate on behalf of parents to ensure that their concerns “stay at the front of our minds,” Legrand said.

“Everyone talked about how she was able to give them knowledge and that helped them to advocate for their kids,” she said. “We want our parents to be totally involved.”

Black, whose career has spanned the education, social services and consulting sectors, said she applied for a job at the district because she wanted to make an impact on more Indianapolis families. Parent involvement, she believes, paves the way for student success.

“No matter where you are in your educational attainment, you have to have someone along the way who’s motivated you, who’s pushing you,” Black said. “The first teacher you have is in your home. Watching parents become motivated about the possibilities for their children because they are better educated is highly motivational for me.”

Black’s hiring at IPS is one element of what some in the Indiana education policy world see as a marked shift in the school district when it comes to friendliness toward education reform ideas and the advocacy groups that support them. Since he joined the district in September, examples include Ferebee working with Republican legislators and the mayor’s office on a bill to allow partnerships with charter schools and hiring an outside firm to help plan an overhaul of teacher pay.

Stand for Children Executive Director Justin Ohlemiller said he hates to lose Black but is optimistic that it is a sign of more collaboration to come between the two entities.

“It’s a great sign of Dr. Ferebee’s leadership and commitment,” Ohlemiller said. “School improvement can and should be done in a way that involves partnerships. This does not have to be an adversarial process. It shouldn’t be.”

Ferebee took over the district last September from former Superintendent Eugene White, who often resisted calls for the district to be more cooperative with charter schools or groups pushing IPS to move toward more efficiency, autonomy and accountability.

Stand for Children, a national organization that advocates for school choice, high academic standards and other education changes, opened its Indiana chapter in 2012. It had the support of The Mind Trust, an Indianapolis-based education non-profit that promotes educational change. White’s relationships with Indianapolis advocacy groups like Stand for Children and The Mind Trust soured as those groups grew more critical of his leadership, citing what they called a bloated central office and too much spending outside the classroom.

Deputy superintendent Legrand, who came to Indianapolis from North Carolina with Ferebee, said the district values its relationships with groups like Stand.

“We have a good relationship,” Legrand said. “I can’t say if it’s improved (compared with past administrations), but for us, they have come to the table being willing partners to help IPS.”

Black’s role at the district will involve directing and coordinating parent involvement activities that happen at each school. She envisions a more robust parent presence throughout the district and unified, clear messaging.

Black said it is important to make it easier and clearer for parents to find ways to get involved in their childrens’ education. Too often, Black said, parents are blamed when children struggle. But she said many times they don’t know how to help.

“I don’t think any parent sets out to not be supportive of their child,” Black said. “We should say, ‘Come on parents, let us help you know what to do.'”

Stand also plans to continue its parent engagement and education services, including the parent university. In that program, parents learn skills like creating a home environment conducive to learning, how to analyze school data, strategies to get more out of parent-teacher conferences and how to mobilize around an issue to create change. It will expand to three new IPS schools this fall.

Ashley Thomas, parent of an incoming IPS first grader, thanked the district at a school board meeting earlier this month for hiring Black. She said it was a signal that district officials were being serious when they thanked the parents involved in advocating for Project Restore at School 93.

“I’m just really glad to hear that she’ll be working with more parents,” Thomas said. “You meant that. You really meant that.”

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.