Future of Schools

IPS approach to improving schools could go statewide

PHOTO: Scott Elliott
Gov. Mike Pence visited IPS School 88 in May.

Indianapolis Public Schools likes to brag these days about Project Restore, a home-grown school improvement plan invented by two of its teachers that has helped turn schools around.

But today, the whole idea of giving teachers the freedom to try out new ideas the way Tammy Laughner and Dan Kriech did at School 99 went statewide. It’s no longer just something clever happening in a few IPS classrooms.

Gov. Mike Pence this morning held a signing ceremony for House Bill 1009, which allows for “innovation network schools” anywhere in Indiana, at the second Project Restore site, School 88, to highlight the newfound flexibility he touted to teachers everywhere.

“We will take the concept of ‘innovation network schools’ from the heart of our state to the four corners of our state and make it possible for freedom to teach and innovation schools to be a reality in every school district in the state of Indiana,” Pence said surrounded by elementary school kids in the gym.

Project Restore aims to improve discipline through consistent rule enforcement and promote better student learning through frequent testing and review of what’s been taught.

Pence signs House Bill 1009 while IPS Superintendent Lewis Ferebee (left) and Indiana House Education Committee Chairman Robert Behning, R-Indianapolis, and School 88 students look on.
PHOTO: Scott Elliott
Pence signs House Bill 1009 while IPS Superintendent Lewis Ferebee (left) and Indiana House Education Committee Chairman Robert Behning, R-Indianapolis, and School 88 students look on.

School 88, named the first Project Restore expansion site in the fall of 2012, jumped from an F to an A in one year on the strength of a 19-point jump on ISTEP to 56 percent passing. About 90 percent of School 88’s students come from families poor enough to qualify for federal lunch aid, 78 percent are ethnic minorities and 18 percent are in special education.

Last year, School 93 also adopted the program.

The district was able to more easily expand the program using an “innovation school network,” special flexibility in state law which previously applied only to IPS, to allow more school districts to partner with outside groups, such as charter school networks or in this case the organization Laughner and Kriech formed to expand Project Restore.

But Project Restore started before the law was in existence. The district has mostly used its newfound flexibility to partner with charter schools, including Phalen Leadership Academy, to try to improve struggling schools. The school board will vote tonight to work with charter school groups Enlace Academy and KIPP.

House Bill 1009 was once the “freedom to teach” bill, which would have made big changes to rules surrounding teachers unions, but that concept was scaled back and the bill was rewritten to emphasize the innovation school approach.

The final bill also includes a “career pathways” pilot program, which IPS had lobbied for. The district is working on ideas to give extra pay to teachers who take on leadership roles.

open questions

Segregation, struggling schools, ‘a larger vision’: What Councilman Mark Treyger is watching as NYC gets a new schools chief

PHOTO: Christina Veiga
City Councilman Mark Treyger is chair of the council's education committee.

As Mayor Bill de Blasio prepares to choose a new leader for the nation’s largest school system, no one is watching that decision more closely than Mark Treyger.

Treyger, a former history teacher who was recently named chairman of the city council’s education committee, will be responsible for holding the new schools chief accountable. In that role, the Brooklyn Democrat plans to support many of the de Blasio initiatives that the next chancellor will carry out — from expanded preschool to more social services in schools.

But Treyger also has some tough questions for the mayor and his yet-to-be-named schools chief. How do they plan to reduce school segregation? What is the mayor’s overarching vision for the school system? And must he choose the chancellor behind closed doors?

“I do believe that the best decisions are the ones where you involve critical stakeholders,” Treyger told Chalkbeat in a recent interview.

Below are some of the education issues that Treyger said he’ll be paying close attention to as de Blasio prepares to hand the reins of the school system over to a new chancellor.

1. What’s the larger vision for the school system?

Free pre-K has been de Blasio’s signature education accomplishment, but he’s also rolled out an assortment of lesser-known initiatives.

Many of them fall under the banner of “Equity and Excellence for All,” including efforts to make Advanced Placement classes available to all high-school students by 2021 and computer-science courses available to all students by 2025. Some critics have pointed out that many of those programs won’t be fully phased in until after de Blasio leaves. Others — including Treyger — wonder what they all add up to.

“It’s been a commendable beginning,” he said. “But I’m looking for a larger vision.”

On a practical level, Treyger also questioned whether the education department has laid the groundwork to roll out some of those initiatives. He said will work to make sure all schools have the infrastructure they need, such as reliable internet service and appropriate technology, to make sure they can offer courses like computer science.

“How can you have a conversation about computers,” he said, “when the lights don’t even work?”

2. Why not make the chancellor search public?

De Blasio has insisted that he won’t “crowdsource” the search for a new schools chief — despite calls for public input from a chorus of parents and experts.

Treyger thinks a compromise is possible: Let the mayor choose chancellor candidates, but then give the city council the power to vet the candidates during public hearings before signing off on the mayor’s pick.

“I believe that we should be open to moving towards a process where the city council has advise-and-consent power,” he said, adding that the legislature should consider altering the mayoral control law next year to give city lawmakers that power.

3. How serious is this administration about tackling school segregation?

School integration was not on de Blasio’s agenda when he came into office.

But after a grassroots movement of parents and educators called on the mayor to address the school system’s severe racial and socioeconomic segregation, he took some small steps in that direction. The education department released a “school diversity” plan last year, and has launched an integration-aimed admissions program at a few dozen schools and in one Manhattan district.

However, Treyger thinks the city can and must do more — including aligning school enrollment, zoning, and housing policies to work towards the same goal of integration.

“If we’re serious about addressing [segregation], we have to know the difference between managing the problem and actually solving it,” he said. “I think that we’ve seen, thus far, more management than actually solving.”

4. What’s next for the Renewal program?

The mayor’s $582 million “Renewal” program for struggling schools is at a crossroads.

De Blasio made a big bet that his administration could quickly rehabilitate 94 low-performing schools by giving them extra social services and academic support. But the program has achieved mixed results, and now the education department is planning to shutter eight Renewal schools next year — part of the largest round of school closures under de Blasio.

Meanwhile, another 21 schools that officials say have made significant progress will slowly transition out of the program.

Treyger’s first oversight hearing as education chairman, set for next week, will focus on the program. He has spent the last few weeks visiting schools in the program and says he wants to understand what the city’s future plans are for supporting those schools. And he wants to be sure that if struggling schools improve enough to leave the program, their extra support won’t suddenly be cut. (The education department has committed to maintaining the full budget allocation they receive through the city’s funding formula and extra social services for the 21 schools that are improving enough to leave the program.)

“We will not be happy,” he said, “if we learn that a school that is improving or turning things around — that its reward is a funding cut.”

Indiana's 2018 legislative session

Indiana has thousands of foster kids, but knows little about their education. This bill could change that.

PHOTO: Meghan Mangrum

Foster children in Indiana – and across the country – likely won’t graduate from high school, and very few of them will go on to college. But foster children are rarely included in state-level discussions about how Indiana is educating its kids.

The Indiana Department of Education has very little data on how the 30,000 children in foster care perform in school, a group close to the size of the state’s largest school district. Indiana saw the second steepest climb in the the nation of foster children between 2012 and 2016, with an increase of 60 percent.

To identify the issues that are holding foster students back, lawmakers and advocates are proposing a bill that that would require the education department and the Department of Child Services to share data on foster students in Indiana. So far, House Bill 1314 has seen broad bipartisan support.

“Youth in foster care really have no one speaking for them,” said Brent Kent, CEO of Indiana Connected By 25, a foster child advocacy group. “The state is their parent … we will see for the first time, foster youth side-by-side with other peer groups and how they are performing.”

The bill, authored by Granger Republican Rep. Dale DeVon, would set up data sharing between the state’s education and child services departments. It would also require that the Indiana State Board of Education release an annual report about foster youth education.

About half the foster children in the country will graduate from high school by age 19, and only about 3 percent go on to complete college, according to a report from the Jim Casey Youth Opportunities Initiative. In Indiana, the numbers of children in foster care have swelled in part because of the opioid crisis.

Kent said collecting data is a huge leap forward for Indiana. It doesn’t sound innovative, but few states do it.  Indiana already reports student data separated by race, ethnicity, income level, gender and age, among other factors — if the bill becomes law, foster care status would be included.

“No one ever maliciously leaves out foster youth,” Kent said. “We just never thoughtfully include them.”

The foster care data wouldn’t factor into state letter grades as some other subgroup data does. The department of education testified in favor of the bill.

Demetrees Hutchins, a researcher from Indiana University and a former foster child, said it’s “deplorable” how few foster children make it to college. She said this bill can help state agencies coordinate their work so these students aren’t being ignored.

“Implementing this bill makes those in the child welfare system’s job that much easier. It makes those in the education world’s job that much easier,” Hutchins said. “Because we would know where the problems are … and use that data to inform policy- and decision-making.”

Kent said he’s realistic — he doesn’t think this bill will solve every problem foster children face. But it’s a start. The bill passed the House unanimously and is up for consideration in the Senate in the coming weeks.

“Our goal was just to bring some attention to it,” Kent said. “The work is not done closing the achievement gap for subgroups, but … until we know these things, we can’t address them.”