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.’ ”

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.