Future of Schools

A new program takes 20 Indianapolis high schoolers to Thailand — and far outside their comfort zone

PHOTO: Dylan Peers McCoy
Macaiah Patterson is one of 20 Arsenal Tech students who will travel to Thailand in January as part of a new study abroad program.

Mikayli Davis was sitting in a math final last spring when she heard an announcement over the loudspeaker: Students would have a chance to go to Thailand for a semester for free.

“I was like, ‘oh my god! That’s a really good offer,’ ” recalled Davis, a junior at Arsenal Technical High School. “It just seemed interesting.”

Now, Davis is one of 20 Indianapolis Public Schools students in the pilot of Thrival Academy, a high school program meant to introduce them to the greater world outside their schools and communities. Housed in Arsenal, Thrival is paid for with funds from the district and the California nonprofit that is extending the program to Indianapolis. It provides students with a year of classes, taught by the teachers who will travel with them, and culminates in a three-month trip to Thailand in January.

Such an opportunity to spend a semester abroad is usually reserved for affluent students. But studies have shown that introductions to other cultures and the ability to leave homelands can have wide-ranging benefits for students, improving their grades, future employability and ability to connect with people from other cultures. There is a growing focus on encouraging study abroad among students who might not otherwise have an opportunity to step outside their lives and get first-hand experience of the world at large.

With Thrival, all the costs, down to the passport fees, are covered by the school. And although an application is required, everyone who applied was admitted.

When they arrive in Thailand, the 20 students will spend time in camps, cities, and villages. They will also stay with local families for several nights.

Over the three months, they will continue to do school work with a focus on subjects that connect to their trip: mining, conservation, farming and migration, and projects such as creating a documentary about a local activist group.

“My goal is for this to be more of an investment,” said India Hui, who runs Thrival in Indianapolis. “It’s not just about taking kids overseas and bringing them back. When we are bringing them back, we are bringing them back leaders.”

PHOTO: Courtesy: Kelly Bentley
A camp where Thrival students from Oakland stayed in Laos.

The chance to see another culture up close, and get outside her comfort zone, is what attracted Macaiah Patterson, who said she has always dreamed about studying abroad. “I want to learn about how other people live and what they go through,” she said.

Thrival began in Oakland and expanded to Indianapolis this year after the founder received a fellowship from the Mind Trust, a non-profit that supports district-charter partnerships. During the pilot year, the district is expected to pay $100,000 for the program, while Thrival pays $265,000, according to a presentation to the school board.

That’s a steep price tag, but Hui said she expects the program to have far lower per-student costs once it enrolls more students. If Indianapolis leaders consider the pilot successful, the program could ultimately become a full-fledged innovation school with 5 teachers educating 100 students.

Innovation schools, which are part of the district but run by charter or nonprofit operators, began less than three years ago. But most of the innovation schools that have opened so far have been fairly similar to other existing charter and magnet schools. Thrival would be one of the first to give families a totally new option.

All of the students in the program this year were already enrolled in Arsenal. Nearly half came from the New Tech High magnet. That’s mostly thanks to Alejandra Castro, who heard about the program from her mother. Once Castro and her boyfriend, Javier Salazar, decided to apply, they began recruiting friends to join them.

“It’s like a once in a lifetime opportunity,” Castro said. “The only place I’ve ever been to is Chicago and Tennessee. … Going to Thailand for free for three months? I was like, I’m down.”

The trip will be a big adjustment for students. Many will face homesickness and culture shock. But first they have to get there. And the flight, out of all the changes they face, has many of the students worried.

“That’s really the only the thing I’m nervous about,” Davis said.

Many other Thrival students share her fear. A poster about the trip on a hallway wall sums up their trepidation. Listing potential problems with the trip, it includes turbulence and different foods. At the bottom is an illustration, drawn in marker: a plane bursting with orange and yellow flames.

“I think they were kind of under the assumption that you are lucky if your plane lands,” Hui said.

The trip, now just weeks away, seemed unreal for Davis, who compared it to going to the moon.

“You can’t imagine yourself being on the moon,” she said. “It’s kind of like that. I can’t imagine myself being in Thailand.”

Vision

Lawmakers pledge to ‘put some legs’ to new Colorado education plan

PHOTO: Erica Meltzer/Chalkbeat
Colorado Education Commissioner Katy Anthes stressed that a new education blueprint respects local control, as state Rep. Bob Ranking, Lt. Gov. Donna Lynne, and Gov. John Hickenlooper look on.

With just a few weeks left in office, Gov. John Hickenlooper unveiled an educational blueprint for Colorado that he hopes his successor, governor-elect Jared Polis, will take to heart.

The proposals range from increasing teacher pay and making training opportunities more relevant to the classroom to forging partnerships between business and education. They urge policy makers to build on ideas that have already worked at the school or district level. They also suggest revamping the school finance formula, a challenging task that has eluded lawmakers so far.

The legislators who served on the Education Leadership Council that wrote “The State of Education” praised the final product and promised it wouldn’t languish on a shelf. State Sen. Nancy Todd, an Aurora Democrat and former teacher who will chair the Senate Education Committee, said she was committed to “put some legs on it.”

State Rep. Bob Rankin, a Republican from Carbondale who served as co-chair of the Education Leadership Council with Colorado Education Commissioner Katy Anthes, said that a common refrain during his years in the legislature has been that the state lacks a broad vision for education. That’s made it difficult to move forward on thorny questions.

“The State of Education” provides that vision, Rankin said, and can serve as an “anchor” for lawmakers drafting bills and district leaders looking for new ideas. It’s also a way to show the public how Colorado could be a national leader in education, starting in preschool and continuing all the way through retraining for workers changing careers, he said.

Anthes stressed that the report is not a new set of mandates for school districts and that the plan respects Colorado’s principle of local control.

“We recognize that local context matters,” the report summary reads. ”While the subcommittees came to consensus on the principle and strategies for their components of this plan, we know that not every improvement strategy is right for every community.”

Even as the plan lays out ways to prepare students for the jobs of tomorrow, it also highlights the state’s acute need for many of those students to choose careers in education. Lt. Gov. Donna Lynne, who was heavily involved in the project, noted that the “talent pipeline” for early childhood teachers in particular needs to be larger and that pay and opportunities for advancement will have to increase if more workers are to enter and stay in the profession.

The report calls for higher base compensation for teachers, for financial incentives like loan forgiveness and paid student teaching, and for evaluating and improving the working conditions in “hard-to-staff” schools.

It also calls for maintaining a high bar through teacher licensing and for alternative certification programs — used by many to enter teaching as a second career or after majoring in something other than education — to have equivalent standards.

At the same time, the report said the state should monitor licensure policies that may disproportionately discourage teachers of color as Colorado seeks to have a teacher workforce that looks more like the students it serves.

In contrast to earlier pushes for school improvement that focused on test-based accountability for schools and teachers, this report frequently mentions flexibility, collaboration, support, respect, and empowering educators.

The report calls for schools to provide a greater diversity of learning experiences for students, to be more flexible in where learning occurs, and to pay more attention to the challenges students face outside the classroom. It calls for deeper exploration of the community schools model, which involves greater collaboration between parents and teachers and a wide range of services not just for students but also for parents and younger siblings.  

“The State of Education” was developed by the Educational Leadership Council, a bipartisan group of lawmakers, educators, business and community leaders, and heads of state agencies convened by Hickenlooper in 2017. Members used input from more than 6,000 people who took an online survey about their education priorities, some 500 people who attended more than 70 roundtable discussions, and 100 people who served on four subcommittees.

Lawmakers will be weighing these ideas without a major new revenue source after the failure of the Amendment 73 school tax increase. Polis campaigned on a platform that included funding full-day kindergarten and significantly expanding access to preschool, while some lawmakers have suggested special education needs more attention.

Rankin said the state budget has money for targeted programs — Hickenlooper’s proposed 2019-20 budget already includes $10 million to fund ideas developed by the Education Leadership Council — but he also stressed that districts and local communities don’t need to wait for the state to pursue the ideas in the report.

“There is significant money going into education even after the failure of Amendment 73,” said Rankin, who also serves on the Joint Budget Committee. “There’s always room for new initiatives, whether they happen out in rural Colorado or in Denver Public Schools. I think it’s going to be up the districts themselves within their budgets to take up some of these priorities.”

Members of the incoming Polis administration have been briefed on the plan, and Hickenlooper said he hopes the plan will prove useful. A spokesperson for Polis declined to comment on the report.

Hickenlooper said providing all students with a good education is essential to maintaining Colorado’s strong economy.

“We will not stay No. 1 if we do not invest in our kids,” he said.

Read the full report here.

growing enrollment

Denver Green School is the district’s pick for a new middle school in growing Stapleton

PHOTO: Helen H. Richardson/The Denver Post
Workmen frame the walls in new affordable housing units in Stapleton in August 2018.

To serve a growing number of middle school students in the family-focused northeast Denver neighborhood of Stapleton, district administrators have recommended opening a middle school replicating the popular Denver Green School.

The seven-member Denver school board is set to vote on the recommendation Thursday night. Should the board approve it as expected, a second location of Denver Green School would open next fall on a shared campus north of I-70 in the area of the neighborhood known as Northfield. The campus is already home to Inspire Elementary School.

Enrollment in Stapleton schools is expected to increase as new home construction brings more families to the area. The new middle school would start with sixth grade next year and add a grade each year. The district has requested the school eventually be able to serve as many as 600 students.

A committee of parents, community members, and district employees reviewed applications from three schools interested in filling the district’s need for a new middle school. Committee members said they chose Denver Green School because of its stellar academic track record; its success with serving a diverse student population, including students with disabilities; and the fact that the person who would be its principal is an experienced leader.

Denver Green School is rated “blue,” the highest district rating. The original Denver Green School is a K-8 but the Stapleton school would be solely a middle school.

High Tech Elementary School in Stapleton also applied to fill the need by adding middle school grades. The third applicant was Beacon Network Schools, which already has two middle schools in Denver.

All three applicants are district-run schools, not charter schools. Denver Green School is part of Denver Public Schools’ first “innovation zone.” Being in a zone gives Denver Green School more autonomy over its budget and operations than a regular district-run school has.

The new Denver Green School would be one of six middle schools that families who live in the Stapleton, Northfield, and Park Hill neighborhoods can choose from.

Thursday’s vote will bring to a close a process the district calls the “call for new quality schools.” Instead of simply building and operating new schools, Denver Public Schools puts out a request for proposals, inviting anyone with an idea for a new school to apply. The district then facilitates a competitive selection process. The school that’s chosen gets to open in a district building — a prize in a city where school real estate is at a premium.

In this case, some Stapleton parents were disappointed that the district’s most requested middle school, McAuliffe International, didn’t apply. McAuliffe already has one replication — McAuliffe Manual Middle School — and Principal Kurt Dennis said the timing was not right for another.

“We have several excellent leaders in our pipeline that would love to open a new school, but the timing didn’t work for them in terms of where they are both in their careers and with their families,” Dennis wrote in an email to Chalkbeat. “If opportunities were to open up in the future, we would be interested, but not for the fall of 2019.”