Who Is In Charge

Inner circle: Here is the team helping Ferebee chart a new course for Indianapolis schools

PHOTO: Dylan Peers McCoy
Lewis Ferebee

Superintendent Lewis Ferebee has been leading Indianapolis’ largest school district for nearly five years. But in recent months, his circle of advisers has seen some notable changes.

Two leaders who played essential roles in crafting the district plan to close nearly half its high schools and create specialized academies at the remaining campuses have left for other jobs. And a new chief of staff has joined the district as Ferebee’s deputy.

As 2018 begins, the district is at a watershed moment that includes redesigning high schools and appealing to voters for $936 million more in school funding over the next eight years. Here are the eight lieutenants who report directly to Ferebee.

Ahmed Young, chief of staff

PHOTO: Provided by Indianapolis Public Schools
Ahmed Young
  • Salary: $150,000
  • Hired: 2017
  • Duties: General counsel, managing a portfolio of issues related to risk management, IPS Police, student assignment, human resources, and research, accountability and evaluation.
  • His story: Young is the newest member of Ferebee’s team. Before joining in October, he oversaw charter schools for the administration of Indianapolis Mayor Joe Hogsett. Young has a background in education and in law. He taught middle school in Lawrence Township and New York City schools, then practiced law as a prosecutor for the Marion County Prosecutor’s Office and at Bose McKinney & Evans. Young has a secondary education degree and a law degree from Indiana University.

Le Boler, chief strategist

PHOTO: Dylan Peers McCoy
Le Boler
  • Salary: $136,000
  • Hired: 2013
  • Duties: Leads strategic planning, public relations, and parent involvement. She is responsible for fundraising and collaboration with outside organizations.
  • Bio: Boler is one of Ferebee’s closest advisors. She worked with Ferebee in Durham Public Schools, where she was a program strategist, and joined him in Indianapolis at the start of his administration. She also worked with him at Guilford County Schools. She started her career in education through administration support roles for districts in North Carolina. Boler earned a B.A. in business leadership from Ashford University, a mostly online college based in San Diego, and she is pursuing a certificate in strategy and performance management from Georgetown University.

Weston Young, chief financial manager

PHOTO: Dylan Peers McCoy
Weston Young
  • Salary: $140,000
  • Hired: 2015
  • Duties: Oversees budgeting and management of finances. Participates in procurement, accounting, financial reporting, audits, investments, debt service, and economic development issues.
  • His story: Young came to Indianapolis from the private sector, where he was a wealth manager in Zionsville. Previously he worked as a manager, tax consultant, and accountant. He is a CPA with a degree in accounting and business from Taylor University.

Aleesia Johnson, innovation officer

PHOTO: Dylan Peers McCoy
Aleesia Johnson
  • Salary: $125,000
  • Hired: 2015
  • Duties: Oversees innovation schools, including supporting schools, and developing processes for recruiting and selecting school leadership, evaluating existing schools and ending contracts with underperforming schools.
  • Her story: When Johnson joined the superintendent’s team, it was a clear sign of the district’s growing collaboration with charter schools. Before joining IPS, she led KIPP Indianapolis College Preparatory, the local campus of one of the largest national charter networks. She previously worked for Teach for America and as a middle school teacher. Johnson has a BA from Agnes Scott College, a master’s degree in social work from University of Michigan, and a master’s degree in teaching from Oakland City University.

Scott Martin, deputy superintendent of operations

PHOTO: Dylan Peers McCoy
Scott Martin
  • Salary: $150,000
  • Hired: 2014
  • Duties: Oversees all non-academic operations, including facilities, construction management, maintenance, transportation, technology, and child nutrition.
  • His story: Martin came to Indianapolis from Davenport, Iowa, where he oversaw support services for a district of about 16,000 students. He also previously spent nearly a decade with the district in Columbus, Indiana. He has a degree in organizational leadership from Indiana Wesleyan University.

Tammy Bowman, curriculum officer

  • Salary: $125,000
  • Hired: 2014
  • Duties: Oversees curriculum, professional development, gifted, and prekindergarten programs.
  • Bio: Bowman came to Indianapolis from North Carolina, where she oversaw a high school academy for five years. She was director of the early college program, AVID coordinator, Title I coordinator, and a beginning teacher coordinator. She previously taught elementary and middle school. She has education degrees from University of North Carolina at Greensboro, a counseling degree from North Carolina Agricultural and Technical University, and a certificate in administration from Western Carolina University.

Joe Gramelspacher, special project director

PHOTO: Dylan Peers McCoy
Joe Gramelspacher
  • Salary: $100,000
  • Hired: 2014
  • Duties: Manages the administrative affairs of the Superintendent’s Office, coordinates the monthly work of the Board of School Commissioners, and leads and serves on special project teams.
  • His story: Gramelspacher previously served as special assistant to the superintendent. He began his career in education as a math teacher with Teach for America in Colorado and then in Indianapolis. He has degrees in finance and economics from Indiana University and is a 2017 Broad Resident.

Zach Mulholland, board administrator

PHOTO: Dylan Peers McCoy
Zach Mulholland
  • Salary: $100,000
  • Hired: 2015
  • Duties: Manages operations for the Indianapolis Public Schools Board, including developing board policy, developing agendas and schedules, and assisting the board president.
  • His story: Before joining the district, Mulholland was a research analyst for the Indiana University Public Policy Institute Center for Urban Policy and the Environment. He has degrees in political science and economics from Wabash College and a law degree from Indiana University.

Asked and answered

Why Rahm Emanuel and his schools chief believe an elite curriculum can resuscitate neighborhood schools

PHOTO: Steve Hendershot/Chalkbeat
Mayor Rahm Emanuel at Fiske Elementary in Woodlawn

Chicago is doubling down on a big bet that the International Baccalaureate program can be boon to its struggling neighborhood schools. We asked Mayor Rahm Emanuel and schools chief Janice Jackson to explain their calculus in a recent joint interview. Here’s what they told Chalkbeat contributor Steve Hendershot. 

This interview has been lightly edited for clarity and length. 

Chalkbeat: Why does it make sense to you to expand IB’s presence in Chicago?   

Janice Jackson: We’ve made investments in IB schools for a number of reasons: first, believing that schools need high-quality academic programs and a curriculum aligned to that, in order to really raise the bar for students and make sure that they are being presented with grade-level appropriate materials.

But in the case of IB, it’s rigorous and grade-level appropriate, but also takes a global look, which we think is one of the things that students should be focused on.

When we look at our metrics, we’ve already seen a dramatic improvement in schools that have a wall-to-wall IB program [offering only IB and not other curriculum], and we’ve seen that outlined in a few different ways at the high school level. It has resulted in higher graduation rates at some of our neighborhood schools that have adopted wall-to-wall programs.

And more important, at the elementary level, we’ve seen an improvement in standardized test scores for students that have access to a full IB program. So there’s demonstrated success that we can point to.

But the thing that I personally appreciate as an educator is the training that comes along with that. The teachers become a part of a network of highly accomplished teachers and they receive this training that is world-class. And then our students right here in Chicago and our neighborhoods get the benefit of that.

Rahm Emanuel: There’s two things I would say. One, for the parent’s side, what we’re trying to do is create what I call IB neighborhoods. So if you want to go to the Lincoln Park neighborhood or the Back of the Yards neighborhood, you can now go there and have your children in an IB literally from first grade to 12th grade, and there’s a continuum, there are feeder schools. Rather than parents moving out to the suburbs, they have one of the most sought-after academic programs. We have more people trying to apply, both principals and parents, to get the IB.

Second, I want to echo something Janice said and then underline it — the teachers love it because it frees them up to be the educators that they chose to be. The students get a rigorous education and the teachers get liberated to be educators. So that’s why I think it works.

Chalkbeat: That’s something I heard from IB’s parent organization as well — freedom from teaching to the test.

Emanuel: Listen, there’s a number of teachers I talk to regularly, and they’ll tell you that the moment their school went IB, the creative juices, the creativity, the collective energy that happened. It’s not an accident. Parents are flocking to it, parents are seeking it and principals get it because it sparks something. And then obviously our students are the beneficiaries of that.

The University of Chicago study from 2012 indicated that IB’s great postsecondary outcomes don’t depend on whether students actually earn the IB Diploma. Still, Chicago lags there — in the year of the study only 20 percent of CPS students earned the IB Diploma compared with 70 percent nationwide. Is that a number you’re focused on improving?

Jackson: Definitely the IB Diploma is the North Star. But if we could just take a step back, the plan that the mayor announced a couple of weeks ago around creating these IB programs which includes feeder schools that would feed into our high school programs is our effort to better prepare kids for the rigor of the IB program at the high school level.

So in many of our schools, when we launched, we started with the Middle Years Program, but now more and more we’re seeing the need to start at the primary level. So we’re looking to expose students a lot earlier, believing that that will make the IB diploma program more accessible to them.

Emanuel: I know a family with twins where one child got accepted to one of the top selective-enrollment schools in the city and the other one did not, but got accepted to the IB. They’ve now graduated. And first, the IB was more rigorous than the selective-enrollment academically. And second, both twins went to the University of Wisconsin and in their freshman year, the IB child was cruising.

I don’t want to over-color this because they’re both succeeding, but the adjustment to college was harder for the child who came out of one of the top selective-enrollment schools. That only underscores what the original U of C study in 2012 told us.

I want to underscore one other piece of data. When we started this, the goal was to make the International Baccalaureate not a backup to the selective enrollment, but a competitive, qualitative choice. In the district’s GoCPS enrollment portal, almost a quarter of the kids that got into our best selective-enrollment schools — 23 percent pick IB or artistic schools.

It’s becoming a true qualitative choice and competitor to the selective-enrollment schools. I think that’s good for the city. It’s good for parents, it’s good for the students and it picks up everybody else’s game.

Jackson: Let me add one thing from the teacher’s perspective. As we traveled throughout the city to host roundtables with teachers, [we heard that] teachers don’t want to spend a bunch of time developing curriculum, spending their whole weekend pulling out assessments and lessons for the students.

With the IB program, a lot of that work has been done for them. It’s research-based and it has a history of success, so it gives them more time to spend assessing their kids, working directly with them and allowing for that freedom and creativity, and we know all kids thrive in that type of an environment.

Chalkbeat: Do you think IB’s teacher training and framework pay dividends beyond the IB classes themselves? I’ve heard the idea that there’s a noticeable effect schoolwide.

Jackson: Yeah, it is definitely one of the outcomes. Because if you start with the Middle Years Program, if the teacher is implementing it with fidelity, they’re going to start to push on those intermediate grades and those primary grades to make sure that the students are prepared. And so it’s one of those cases where we raise the bar and students rise to the occasion, and it starts to really push throughout the building.

The other piece that I would say you really see in a lot of our schools with IB programs is that [students] are focused on global thinking. That’s something that all of us want our children to be thinking about, but quite frankly, it’s not happening in every single school. In our IB schools, the kids talk about not only their coursework and the content, but they talk about their place in the world, which I think is one of the unique features of the IB curriculum.

Chalkbeat: This is an interesting moment for IB within CPS because just as you’ve introduced the idea that a child can study IB from pre-K through the Diploma Program, the mayor — an IB champion — announces he’s leaving office. How can a parent because sure that IB will still be available 10 years down the road when their child is ready for the Diploma Program?

Emanuel: Two things. One, parents want it. Principals, teachers want it. We have basically 10 to 11 percent of the kids in CPS in IB. That’s a built-in constituency. Look, somebody else will have their own interests, et cetera, but I don’t believe they’re going to walk back from this because you have a built-in constituency of principals, teachers and parents who want this.

You’re going to have a fight on your hands. There’s plenty of fights to go around when you’re mayor, and you’ve got to pick the ones you want. This is not one I would recommend because I know the parents that are invested in this — and the teachers and the principals. There’d be holy hell to pay if you try to mess with it. Yeah. That’s the cleanest way I could say. And I think I know something about politics.

Jackson: I wholeheartedly agree with and support this approach. As long as I’m there, I’m going to continue to push for expansion and make sure this vision around these IB cluster neighborhoods comes to fruition.

I really do think if you look at the maps that we put out a couple of weeks ago and where we have added programs under Mayor Emanuel’s tenure, you can really see not only the expansion of programs, but really equity in distribution. We have prioritized some of our neighborhoods that needed this programmatic investment and the schools are better off as a result of this.

super feedback

What Denver parents, students, and teachers said they want in the next superintendent

Students wait for the bell to ring on the first day of school at McGlone Academy on Wednesday. (Photo by AAron Ontiveroz/The Denver Post)

There is no shortage of opinion about the type of person who should lead Denver Public Schools. For the past two months, the school board has been gathering feedback at special meetings and regular public comment sessions on the characteristics and qualifications that students, parents, teachers, and others think the next superintendent should have.

The board has given itself a deadline of Dec. 10 to hire the district’s next leader. Current Superintendent Tom Boasberg announced in July that he’d step down this month after nearly 10 years at the helm of Colorado’s largest school district — and one known nationally for embracing the “portfolio strategy” for managing schools.

Boasberg’s efforts to improve school quality — which included closing struggling schools and encouraging the expansion of high-performing charter schools, which are publicly funded but privately run — were controversial. The feedback the board received reflects the divide in the community between those who supported his reforms and those who didn’t.

Chalkbeat attended three special feedback meetings held in different corners of the city, and we read notes from seven others. We also attended three lengthy public comment sessions. Below, we’ve listed some of the main themes we heard, along with quotes from participants.

The next superintendent should be an educator who has spent a significant portion of his or her career as a classroom teacher.

“We don’t need a businessperson. We need an educator, period, point blank. Administrative experience, business experience — that’s a skill that can be learned. Learning how to work with a budget? There are classes for that.

“But actually caring? That’s not a skill you can learn.”
— Rachael Lehman, parent whose children attend East High School and Denver Discovery School

It should be someone who reflects the demographics of Denver Public Schools, where 77 percent of the nearly 93,000 students are students of color, 67 percent come from low-income families, and 37 percent are English language learners.

“We need a superintendent that has lived through a lot of the experiences of our kids.”
— Louise Campbell, seventh-grade teacher at Compass Academy

“It is very important to me that the next superintendent is a person of color because DPS is mainly students of color, yet we don’t see any representation. A superintendent of color would make us as youth of color feel different. We can relate to them and we know they would understand our struggle.

“When I look at a person of color as a leader, it reminds me that no matter what obstacles we have to go through, we can still make it.”
— Ilene Orgaz, student at KIPP Denver Collegiate High School

The next superintendent should be willing to live in Denver, and if he or she has children, to send those children to the public schools here.

“I would like a superintendent to be chosen who cares about the community of Denver. If you don’t care enough to send your kids there … that says something huge.”
— Lisa Yemma, eighth-grade teacher at Slavens K-8 School

He or she should value Denver’s universal school choice system, which allows parents to use one form to request to attend any school, including charter schools.

“The DSST [charter] middle school has brought my reading level from kindergarten level up to sixth-grade reading, where it should have been at the time. In middle school, I got into trouble, but with hard work from myself and help from teachers and my mom, I have learned to control my temper.

“What I like about the school is that most of the teachers have a sense of humor that matches mine, and the kids that I have met are my best friends. … I am really glad that my mom made us go here. I am really glad that we had this choice because if we didn’t, I don’t know what would happen to me or what my grades would be.”
— Ronald Griffin, student whose mother drives him more than 200 miles round-trip every day from their home in Pueblo to Denver so he can attend DSST: Conservatory Green High School, part of the district’s biggest charter network

“I’m so glad I had the option to choose the best school for my family, so I would like the next superintendent to ensure that families always have a choice in education.”
— Lupe Gonzalez, grandmother who has two grandchildren and one great-grandchild who attend University Prep Steele Street, an elementary charter school

On the flip side, he or she should put less emphasis on school choice and charters, and make more effort to strengthen traditional, district-run schools.

“This is a chance to bring in somebody without baggage — and to hire a superintendent who thinks that young children should not have to travel across town to attend an elementary school.

“You have been barking up the wrong tree for years, and I wish you would choose a different tree. Charters, choice, and enrollment zones haven’t gotten you what you want.”
— Maggie Miller, parent of a George Washington High School graduate

“You have the opportunity to create a fresh start. … We just want neighborhood schools. And if you didn’t hear me in the back, we want neighborhood schools.”
— Margaret Fogarty, parent of a student at Park Hill Elementary School

Then next superintendent should be someone who is committed to listening to community feedback, especially about controversial decisions — and acting on it.

“We need a superintendent that will be willing to listen and act on that anger that parents have when our schools are failing our students. … It seems we in the community have been getting ignored for quite some time now. That stops today.”
— Cliff Harris, parent of three students in southeast Denver

“I hope to see my superintendent come to my school, or any school, and talk to students. I believe the new superintendent should let students know they support and care about them. Students should always come first, and I hope the new superintendent will make time for our voice and perspective.”
— Cameron Casados, recent graduate of DSST: Green Valley Ranch High School

“What I’ve heard in many of my interactions with families in Montbello, Sunnyside, the Cole neighborhood, and elsewhere is that very often, they have felt the decisions regarding their children’s educations and futures happened to them, rather than with them.

“Many drastic changes have been made, such as restructuring schools, closing schools, and selecting charters, which have an enormous impact on students and their families, and in which they felt they had no say.

“The next superintendent needs to be someone who views students and families as co-creators of the education system, not merely as recipients of it.”
— Adrienne Deshaies, former teacher in northwest Denver and current community organizer with Together Colorado, a faith-based parent advocacy group

The next superintendent should not be a diehard for one type of school reform strategy or another, but rather someone who will build bridges between factions.

“I want a superintendent who knows how to bring communities together and is above this fight of reform or traditional.”
— Alexis Menocal Harrigan, parent and former district employee

“There are so many great things that happen at DPS. One of the ones I think is distracting is the argument that happens so often between the reform side and the anti-charter side. Please do not pick someone who is one or the other. If one side wins, then by definition, the other side loses.

“Most parents, they believe in some path in the middle, and that’s what you want for a superintendent: someone who can listen to both sides.”
— Tom Downey, parent of three students in northeast Denver

The next superintendent should continue addressing long-standing district problems, including persistent gaps in test scores between more privileged and less privileged students.

“Last year, my daughter was going to a school that was too easy for her. I was told she had a behavior problem, which I knew meant that she was just bored and not challenged in her classroom enough. … I advocated that she be tested for her eligibility in the gifted and talented program in DPS.

“This year, my daughter was selected to be part of the gifted and talented program. I am very proud of her. … When she got to the school there, I noticed very quickly that she was one of four Latinos in her school, and [there were] two black students, as well. … I asked some of my friends who send their students to schools on the east side whether their students had done gifted and talented testing — and all of them said they didn’t even know what that was.

“The district has to come to the table and admit that we have more to do to confront this achievement gap in our city. … White students in DPS are outperforming students of color by double digits. The education our children are receiving is unequal. … I hope the next superintendent will build more intentional systems of equity.”
— Ana Orozco, graduate of Denver’s South High School and current parent

“I’m currently living in an area where 90 percent of the students in my community are not reading on grade level. Ninety percent. The possibility of that number including my son keeps me up at night. What am I supposed to do when the options in my community are clearly not meeting our needs? … What happens if he goes to a school where young boys of color are overrepresented in discipline actions?

“This year, I have taken the time to learn about school quality and school choice. And what I learned is that the majority of schools in my community are not meeting expectations set by the district — and the few that are have long waiting lists.

“But a spot on the waiting list is not the same thing as a good education, and every child in our city deserves a good education. … I hope that as you all prepare to choose the next superintendent, you think about the 35,000 children without access to great schools.”
— Erica Aragon, parent of future Denver Public Schools student

“I have a very hard time understanding how some schools in our district can afford to have their own planetarium inside of a school, while other schools don’t even have a basic library, or arts and physical education.

“I have served on CSCs — the budgeting and governing body of schools — where we have had to cut some of these positions, as well as classroom teachers. We want our students to be prepared for the future, but we cut their ability to learn creatively. … Without this kind of funding, without equitable funding, we will never close the achievement gap.”
— Jeannie Nelson, parent of four children who attend Denver schools

“We need to be doing more as a district to support our staff and students of color with more intention and accountability. The lack of intentional diversity, equity, and inclusion work presents itself every day in the classroom.

“If we are not prioritizing and addressing those biases, we are not building an equity mindset as a core part of our district culture.”
— Elizabeth Barrett, parent of a student at DSST: Stapleton Middle School

The school board is continuing to collect feedback via an online survey that will close at noon on Oct. 12.