Indiana

Indianapolis Public Schools adds schools to ‘innovation’ program, reshaping district

PHOTO: Dylan Peers McCoy
School 69 is now managed by Kindezi Academy.

The Indianapolis Public Schools took another step today in its dramatic shift away from the traditional school district model.

While IPS has historically run all of its schools from its central office downtown, the IPS School Board is increasingly transferring schools to private managers who operate independently from the district. Today, the board added two more schools to its “innovation school” roster, allowing them to operate independently, like charter schools, while still remaining under the authority of IPS.

School 44, a diverse Westside school, will become Global Prep Academy, converting the school to a dual language Spanish immersion model. School 69, a long-struggling school Northeast of downtown, will be restarted as Kindezi Academy, a school founded by the leaders of the Enlace Academy charter school where students will spend time during each class working independently on computers, in addition to lectures and small group work with teachers.

Read: Two struggling IPS schools could be ‘restarted’ next year.

By next fall, more than 10 percent of Indianapolis Public Schools students are projected to attend schools that run independently with charter-like flexibility.

It’s a big change for the state’s largest school district. All IPS students were in traditional, district-managed schools until this year when the district converted a failing school to an “innovation” school, launched a new elementary school with a charter partner and pulled four existing schools into its innovation network.

The changes are controversial, in part because when schools convert, their teachers and staff are no longer represented by the teachers union. They are hired and paid by the charter network or non-profit that runs the school. The outside groups then control money and resources that used to flow to traditional district schools.

“They are taking away from the traditional public schools,” said Larry Yarrell, a former IPS principal and chair of the NAACP education committee. “You’re taking money away from the traditional schools. You’re taking resources away from the traditional schools. You’re taking quality teachers and educators and you’re placing them in these innovative schools.”

But supporters say the changes will lead to better schools for kids.

“If we allow our school leaders and our school teams, who know those kids best to make decisions that will best serve those kids and families, we will see improved outcomes,” said Aleesia Johnson, the district innovation officer.

The district-charter partnerships are part of a national trend in urban districts, but the legal framework and political climate in Indianapolis has accelerated the growth of these kinds of schools in the city, said Jordan Posamentier, deputy policy director for the Center for Reinventing Public Education, which supports the approach.

“They are moving ahead swiftly,” Posamentier said. “They’re doing it faster than you see other cities doing it.”

Next year, enrollment in IPS innovation schools will more than double, from about 1,389 to 3,076 students, according to district projections. The main reason for that jump is a plan to convert four existing district schools to innovation status and allow outside organizations to takeover management.

In addition to the vote on School 44 and School 69, the board is poised to approve applications from leaders of two IPS schools who are aiming to convert to innovation status to gain greater freedom over staffing and instruction. Those schools are Cold Spring, an environmental science magnet, and School 93, which began using the homegrown turnaround model Project Restore last year. If their plans are approved, they will be the first schools to voluntarily pursue innovation.

It’s all part of a larger district shift toward a “portfolio” strategy, where the central office provides services, from transportation to special education teachers, but does not direct choices like curriculum, staffing or teacher training. In the long term, IPS aims to transform all of its schools either to innovation status or to autonomy schools, which offer school leaders more flexibility without the full independence of innovation. Next year, the district will pilot its first six autonomous schools.

Innovation schools, which were authorized by lawmakers in 2014, are considered part of the district under state law. IPS is held accountable if the schools receive poor grades on annual state report cards and gets credit for strong student test scores. The school board also decides on contracts with outside management organizations.

But the district is giving up oversight over the day-to-day operations at schools, said board member Gayle Cosby. If something goes wrong at a school, parents can appeal to the IPS board, she said. But it has little say in how innovation schools respond.

“The only thing the IPS board has any power to do is to cancel the contract,” Cosby said. “I just don’t see that happening.”

Cosby is not opposed to all innovation plans, and she voted to convert schools 44 and 69.

One reason the district has expanded the innovation network is to stabilize long-shrinking enrollment. This year, IPS added three charter schools to the network that were previously renting space in district schools: Enlace Academy, KIPP Indy College Prep Middle School and KIPP Indy Unite Elementary School. The students at those schools are now part of district enrollment.

Joining the innovation network is beneficial for charter schools in part because they get access to additional funding from property taxes that pays for services such as transportation. If the schools choose to get those services from IPS, that helps the district financially.

“We believe that’s cost neutral, and we’re bringing innovative programs to schools that have historically been struggling,” said Superintendent Lewis Ferebee.

Most of the funding the state provides for students at innovation schools simply flows through the district. Based on their contracts with the district, the schools receive the full per-student allocation for the kids they serve — about $6,731 this year.

That’s more than traditional district-managed schools, which lose some of their funding to central office expenses. For example, at the relatively well-funded School 84 on the Northside, the district spends about $5,955 per student, according to a budget estimate.

As districts transition to a portfolio strategy, central offices typically provide fewer services and shrink in size and cost, Posamentier said. Instead of making education decisions, they shift to more of a broker of services that schools can choose to purchase, he said.

“Rethinking what the central office does is critical here,” he said. “Money is distributed very differently.”

IPS has already begun reducing the size of its central office. Since July 2013 when Ferebee took over, the district cut central office staff by 25 positions, which added up to a savings of $2.2 million from July 2013 through June 2015, according to the district.

Regardless of its financial impact, Johnson said increasing enrollment by attracting students to the district is one aim of innovation schools.

“It sends a positive message to families and to the community that people are interested in, invested in and want to be a part of IPS,” she said. “We’re building a really powerful narrative where people are saying, ‘I know there are great options and I’m excited to be part of the district.’ ”

defensor escolar

Memphis parent advocacy group trains first Spanish-speaking cohort

PHOTO: Caroline Bauman
Manuela Martinez (center left) and Lidia Sauceda (center right) are among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

“Our mission is to make the powerless parent powerful …,” she said.

The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

PHOTO: Caroline Bauman
Hispanic parents attend a training with the Memphis Lift fellowship program.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

Stopping summer slide

On National Summer Learning Day, Memphis takes stock of programs for kids

PHOTO: Helen Carefoot
Torrence Echols, a rising first-grader in Memphis, builds a tower with giant legos at the Benjamin L. Hooks Library on National Summer Learning Day.

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”

You can find summer learning resources for families from the National Summer Learning Association.