New ideas

Indy “innovation” school aims to send high schoolers abroad

PHOTO: Alan Petersime
Leaders from five proposed schools received fellowships to plan and launch the schools from the Mind Trust today.

Traveling the world to teach and work in Bangladesh and Rwanda was so transformative for Emma Hiza that the Oakland-based educator is determined to find a way to send American teens abroad for school.

That dream is on course to create an unusual new school in Indianapolis that will send every one of its students to another country for five months a year.

Hiza’s Thrival Academy was one of five new “innovation” schools that were awarded fellowships today by the non-profit the Mind Trust, which advocates for educational change. The winning school leaders will receive funding to plan and open new schools in the Indianapolis Public Schools innovation network, which will be part of the district but have charter-like flexibility.

Hiza, who has been working to launch a network of publicly-funded schools that will give teens the chance to travel around the world, plans to open Thrival in Indianapolis as soon as 2018.

Her plan is to open the one-year program to 10th- and 11th-grade students who will prepare for travel, spend five months abroad and complete a capstone project about their experience when they return.

Thrival is also launching a pilot program with 20 students in Oakland next fall.

“We have got to be able to effectively work across cultures and borders,” Hiza said. “This, I think, is the only way that we can really, truly embed those skills in our young people at an early age.”

For affluent families, international travel is a common part of their children’s education — from summer volunteer trips to college study abroad programs. But for low-income families, those experiences are often out of reach.

“Families from wealthier communities, they make it happen,” Hiza said. “It’s one of many ways that our students from underserved communities continue to be left out of our future.”

If the schools in Indianapolis and Oakland are successful, Hiza and her colleagues hope to expand the Thrival network nation-wide. They aim to offer publicly-funded study abroad programs to as many as 50,000 students.

Initially, Hiza expects to spend about $15,000 per student per year. That includes the travel, housing and insurance expenses of sending kids to other countries plus all of the usual teaching and curriculum expenses of typical schools.

Thrival staff are fundraising to make up the difference between the cost of Thrival and the per pupil school funding made available by the state.

If the program can reach a larger group of students, the cost will drop to just under $11,000 per year, Hiza estimates, since the school can save money by, for example, buying plane tickets in bulk.

Thrival is the most surprising idea among the innovation fellowship winners announced by the Mind Trust today. The other awards went largely to educators from established Indianapolis charter schools who are aiming to replicate existing schools or create new schools serving older kids.

Since the Mind Trust started granting fellowships three years ago, the program has attracted increasingly experienced, high quality applicants, said David Harris, chief executive officer of the Mind Trust.

“To build a school from scratch is an enormous undertaking,” Harris said. “We don’t come to any of the work that we do … with a preset idea for what these folks should be proposing.”

The other winning fellows announced today include:

  • Shy-Quon Ely II and Brooke Beavers who helped start Tindley Summit Academy. The pair aim to open an elementary school that incorporates neuroscience, physical health and mental wellness into its curriculum.
  • Tommy Reddicks and Kyle Beauchamp of Paramount School of Excellence. Leaders of the school known for its urban farm, are planning a second elementary school that would share the current school’s focus on science and project-based learning.
  • Earl Martin Phalen, founder of Phalen Leadership Academies, and Nigena Livingston. Phalen currently runs two elementary schools that offer an extended school day and computer-based lessons. The leaders are hoping to open a middle school with a similar program. This is the fourth fellowship that Phalen has won from the Mind Trust.
  • Kelly Herron, principal of Avondale Meadows Academy, and Chrystal Westerhaus-Whorton, a staffer at sister-school Vision Academy at Riverside. The pair plan to start a rigorous college prep middle school, which they say is in high demand from parents.

The latest innovation schools mark a growing partnership among the Mind Trust, the city and IPS. Some of the schools selected will likely be chartered by the mayor’s office, in addition to contracting with the school district. Mayor Joe Hogsett and Superintendent Lewis Ferebee both attended the announcement.

Hogsett said every child in Marion County should have access high quality schools in their neighborhoods.

“This means … that parents don’t have to drive 30 minutes out of their way to get their kids to a high-quality, high-performing school,” Hogsett said. “It means that our kids can walk.”

The IPS school board will review more detailed proposals from the school leaders before approving final contracts for new schools. District leaders are heavily involved in the school selection process, however, so they have already indicated support for the fellowship winners. The board has approved innovation restart contracts with three schools that were incubated with the Mind Trust.

Ferebee highlighted the experience of the winning educators.

“We have proven leaders in this group who have shown that they know how to move the dial on student achievement,” Ferebee said. “We have the opportunity to give them the keys and get out of the way.”

Indiana's 2018 legislative session

These are the 13 education bills poised to become law in Indiana in 2018

PHOTO: Shaina Cavazos
House Speaker Brian Bosma talks with Democrats shortly before the session adjourned without passing several bills.

Despite a chaotic end to this year’s legislative session, lawmakers managed to push through several education bills that could bring changes for teachers, students and schools.

And it’s not quite over either.

Lawmakers ran out of time before their midnight deadline last week, leaving behind several major bills, including a bill that would expand state takeover in Gary and Muncie school districts. On Monday, Gov. Eric Holcomb announced he’d be calling for a special session so they could revisit that issue and others.

In non-budget year, it can be hard to make significant change because money is generally not available to fund new programs or increase existing ones. This year, the biggest education issue lawmakers passed was a bill to make up an unexpected shortfall in school funding.

Below is a summary of education bills that passed this session, which next head to Holcomb, where he can decide whether to sign them into law. You can find the status of all the bills introduced this year here, and Chalkbeat’s 2018 legislative coverage here.

Graduation and workforce

Senate Bill 50 establishes the governor’s workforce cabinet, which would oversee job training efforts across the state. The cabinet would create a “career navigation and coaching system,” which all Indiana high schools would be required to participate in. State Superintendent Jennifer McCormick would be a cabinet member.

House Bill 1426 would combine Indiana’s four diplomas into a single diploma with four “designations” that mirror current diploma tracks. In addition, it would change rules for getting a graduation waiver and create an “alternate diploma” for students with severe special needs.The bill would also allow the Indiana State Board of Education to consider alternatives to Algebra 2 as a graduation requirement. It makes several changes to state tests, replacing the state high school exam with a national college-entrance exam and eliminating the requirement that schools give the Accuplacer remediation test. The final version of the bill also changes the timing of testing from earlier version. Students wouldn’t begin the new graduation pathways plan until 2021, so the same deadline was applied to switching to a college entrance exam for state accountability. Until then, state education officials will have to decide what annual test high schoolers take when students in grades 3-8 switch to the new ILEARN test next year.


House Bill 1001 would close the gap in school funding that resulted from miscalculations in the number of students attending public schools. The bills would let the state transfer up to $25 million this year and up to $75 million next year from a reserve fund to the state general fund, where it could then be distributed to districts. The bill also calls for a study of virtual education programs within school districts.


Senate Bill 172 would require public schools to offer computer science classes as an elective in high schools, as well as a part of the science curriculum for all K-12 students, by 2021. The bill also sets up a grant program to help pay for teacher training in computer science.

Senate Bill 297 would require schools to include “employability skills,” also known as “soft skills,” in their curriculums. The idea for the bill came from David Freitas, a member of the state board of education.

Senate Bill 65 would require school districts to let parents examine any instructional materials dealing with sex education. It would also require schools to send out consent forms for sex ed classes, where parents could then opt students out of the class. If they do not, the students would still receive instruction.

House Bill 1399 would require the state board to create elementary teacher licenses in math and science. It would also require the state education department to create an incentive program to reward teachers who earn the content area licenses.

Senate Bill 387 would allow districts to pay teachers different amounts and give special education and science teachers extra stipends in an effort to fill jobs. A previous measure that would let districts hire up to 10 percent of unlicensed teachers has been added and removed several times this year, and was killed for good in conference committee. The bill also makes changes to the state’s career specialist permit. Career specialists would have to pass an exam showing they understand how students learn and the practice of teaching, in addition to content exams. The bill also removes a provision from the current version of the permit that says a career specialist must have a bachelor’s degree in the area they wish to teach in.


House Bill 1420, among several other measures, would not let a student who has been expelled from a virtual charter school for non-attendance re-enroll in that same school during the same school year.

House Bill 1421 would ask the state education department to develop a school discipline model that reduces suspensions and expulsions, especially among students of color. It also requires the department to provide guidance and information to districts, beginning in 2019, that want to use that model. It encourages the legislative council to study positive student discipline and restorative justice and asks the education department to survey districts on those practices.

House Bill 1398 would allow a group of charter schools and districts to form a “coalition” to pursue innovative academic strategies. Coalition members could also waive certain state requirements, such as the requirement that students pass Algebra 2 to graduate.

Senate Bill 217 would require districts and charter schools to screen students for dyslexia and by 2019, to employ at least one reading specialist trained in dyslexia, among other provisions.

House Bill 1314 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 and homeless youth education.

'A Significant Change'

Done doing ‘more with less,’ Brighton district will move to a four-day school week

PHOTO: Seth McConnell/The Denver Post
Students in Alicia Marquez's 6th grade science class at Overland Trail Middle School in Brighton watch a video and work on home work in August 2017. (Photo by Seth McConnell/The Denver Post)

Students in the Brighton school district will attend school just four days a week starting next school year.

Officials with the fast-growing district north of Denver announced they were considering the change earlier this year after voters turned down a request in November for more local taxes, the latest in a string of defeats for District 27J. This week, they made it official.

There are already 87 school districts in Colorado that use a four-day week at all their schools, but until recently, the phenomenon was largely limited to rural districts. Brighton will be the largest school district in the state on a four-day week

In response to the concerns of working parents, the district will offer paid child care for elementary-aged children every Monday, when school is closed, officials said. Teachers will work some Mondays on planning and professional development.

The change is expected to save the district about $1 million a year, but Brighton Superintendent Chris Fiedler previously told Chalkbeat that the biggest benefit will be “to attract and retain teachers” in a district whose salaries are among the lowest in the metro area.

“I realize this will be a significant change for our students, their families, and the communities we are so fortunate to serve, but our district can no longer be expected to do more with less financial resources,” Fiedler said in a press release.

A mill levy override, a type of property tax increase, hasn’t been approved in District 27J since 2000. A 16th request for more revenue failed in November.

“We are 100 percent committed to providing our students with the necessary skills and competencies that will enable a future far beyond graduation,” Fiedler said. “To that end, I believe it is in our students’ best interest to provide high-quality, engaged teachers using 21st Century tools for learning four days a week rather than not have them five days a week.”

Local union president Kathey Ruybal told Chalkbeat that teachers showed “overwhelming support” for the change.