Future of Schools

How one Indianapolis neighborhood says it can save a struggling school by taking control

PHOTO: Dylan Peers McCoy
Kindergarten students at School 15 were stuck inside for recess because of damp and rainy weather.

Residents on the near east side of Indianapolis have worked hundreds of hours, held dozens of meetings and spent over $100,000 in the last year on an ambitious project: Planning a new future for their struggling neighborhood school.

Now, leaders are on the cusp of finding out whether their plan will be approved by the Indianapolis Public Schools board. If it wins support, it could be the first neighborhood-led effort to create an IPS innovation school, offering a model for other community groups across the city.

PHOTO: Dylan Peers McCoy
School 15 has long struggled with low test scores, but community leaders say they have a plan to help turn the school around.

Neighbors who have a stake in the success of School 15 would have control, said James Taylor, CEO of the John Boner Neighborhood Centers, which is one of the community groups behind the plan.

“That really creates a different kind of context when you are making decisions in terms of staffing, in terms of the structure of the school,” he said. “There is a direct accountability that we all hold.”

Their vision for the school includes new staff, a longer year and more support for struggling families. But at its core, the planners are looking to create a traditional, thriving neighborhood school, where families can walk and parents play an essential role.

School 15 has lots of challenges. Last year, 32 percent of students were learning English and 87 percent were poor enough to get subsidized meals. Many families at the school have unstable housing, so students leave and new kids enroll throughout the year. The school has struggled academically for years, and it received an F from the state in 2016.

Community leaders are betting, however, that they can turn the school around by improving academics, making life more stable for current families and drawing in neighborhood parents who are choosing other schools.

If the proposal to convert School 15 to an innovation school is approved, it would be led by Principal Ross Pippin, a long-time teacher who took the helm last spring. But it would be overseen by a new nonprofit that would make decisions on everything from spending to the calendar and curriculum. The nonprofit would also employ most of the teachers, who would not be part of the district union.

“You get ultra-local control of your school, and so you can really be responsive to every detail of your school,” Pippin said. “That’s really to me the biggest excitement about innovation schools.”

PHOTO: Dylan Peers McCoy
Principal Ross Pippin took over leadership at School 15 last spring. He joined the school as a teacher in 2008.

Innovation schools have most of the independence of charter schools but they are still considered part of the district. Since the Indiana legislature created innovation schools three years ago, the district has converted a handful of schools to innovation status. But most of those are managed by outside charter operators. School 15 would be the first innovation school planned by local leaders — notably from the Boner Center and Englewood Christian Church, which is active in community development.

One reason Taylor and others embraced the idea of creating their own innovation school was precisely to avoid a school “restart” led by an outside manager. School 15 has grappled with low test scores for several years — even landing on a federal warning list over a decade ago — and as IPS moves to radically overhaul failing schools, its future is uncertain, Taylor said.

“A lot of the most strongly pro (traditional) public school advocates that we have in our neighborhood are the ones that are driving this planning on the innovation school because they knew change was coming,” Taylor said. “Either we lead and help guide and help shape what that change is going to look like or it’s going to happen to us.”

Their plan for improving the long-struggling school includes extending the school day, creating new blocks of time for teachers to collaborate and adding a second educator to many classrooms. There will also be on-site staff from the Boner Center — the community center already provides services to many families in the area — who will help parents with challenges like finding jobs or getting stable housing.

Shiwanda Brown, a member of the nonprofit board, said that she hopes a neighborhood innovation school will attract staff who are more committed and that there is less teacher and principal turnover. Brown sent two daughters to School 15, her youngest finished last year, and she said keeping staff has been on ongoing challenge.

“(We want to) make sure the teachers that come on board are … there because they want to be there — they are there because they love to do what they are doing,” Brown said.

Creating a community-led school is a steep challenge. Over the past year, the group has spent hundreds of hours and about $100,000 in grant funding on forming a nonprofit, applying for federal funding and reaching out to families, Taylor said. But the near eastside neighborhood around School 15 is unusually well prepared for this kind of work, and several leaders involved with the effort were already working together on plans to revitalize the neighborhood.

PHOTO: Dylan Peers McCoy
A mural brings a spark of color to an empty lot across the street from Englewood Christian Church. The church runs a community development corporation that has been instrumental in revitalizing the neighborhood around School 15.

It’s also a diverse community, with many stable, middle-class families that could help School 15 thrive. But as it stands, those parents often aren’t choosing their neighborhood school, instead opting for magnet or charter schools. The hope is that as an innovation school, it will be able to attract some of those families.

Taylor said that School 15 will be a “much healthier” school regardless of whether it is able to attract those families. But the aim is to create a school that is so successful that all kinds of families want to enroll.

“Our belief is that if we do our work well and if we do it right, those issues will take care of themselves,” he said.

The proposal for School 15 is already attracting interest from local parents — and sparking conversation.

Principal Pippin, who become involved when leaders were first fleshing out the idea of a neighborhood-run school, said that parents who don’t currently have kids at the school have been contacting them to learn about the proposal and stopping by for tours.

“For some reason, they didn’t think Thomas Gregg (School 15) was an option, but they see innovation as suddenly, now the school becomes an option for their family,” Pippin said. “The neighborhood’s excitement about the potential has really been not just surprising but exciting to me.”

PHOTO: Dylan Peers McCoy
Kindergarteners serve paper breakfast at School 15.

April Adams, a teacher who lives in the neighborhood and worships at Englewood Christian Church, said that fellow congregants have started to ask for advice on whether to choose School 15. Although they are interested, they are also afraid that there might be better options for their children.

But Adams, who is pregnant, said that she and her husband are already planning on sending their children to School 15. She also hopes to work at the school eventually.

“It can’t just be one type of family that’s going to School 15,” Adams said. “If we are going to make this a community school, then the community needs to be invested.”

another path

‘They’re my second family.’ Largest Pathways to Graduation class earn their diplomas

Jasmine Byrd receives an award for excellence after giving a speech to her fellow graduates.

Before last fall, Jasmine Byrd never envisioned herself striding across the stage to receive a diploma at a graduation ceremony.

But then Byrd moved to the Bronx from Utah and entered New York City’s Pathways to Graduation program, which helps 17- to 21-year-olds who didn’t graduate from a traditional high school earn a High School Equivalency Diploma by giving them free resources and support.

Just walking into this space and being like, this is what you’ve accomplished and this is what you’ve worked hard for is a great feeling,” said Byrd, who also credits the program with helping her snag a web development internship. “I’ve built my New York experience with this program. They’re my second family, sometimes my first when I needed anything.”

Byrd is one of about 1,700 students to graduate during the 2017-2018 school year from Pathways, the program’s largest graduating class to date, according to officials.  

This year, students from 102 countries and 41 states graduated from Pathways, which is part of District 79, the education department district overseeing programs for older students who have had interrupted schooling.

The program also saw the most students ever participate in its graduation ceremony, a joyful celebration held this year at the Bronx United Palace Theater. According to Robert Evans, a math teacher at one of the program’s five boroughwide sites and emcee of the graduation, about 600 students typically show up to walk the stage. But students can be a part of the ceremony even if they received their passing test results that morning, and this year more than 800 graduates attended.

There were still students coming in last night to take photos and to pick up their sashes and gowns,” said Evans.

The graduation ceremony is unique in part because the program is. Students who have not completed high school attend classes to prepare to take the high school equivalency exam. But the program also prepares students to apply for college, attend vocational school, or enter the workforce by providing help applying for colleges, creating resumes and other coaching.

To make sure that the program is accessible to all students, there’s a main site in every borough and 92 satellite sites, located in community centers and youth homeless shelters like Covenant House. Students who want to work in the medical field, like Genesis Rocio Rodriguez, can take their courses in hospitals. Rodriguez, who graduated in December, is now enrolled in the Borough of Manhattan Community College, and passing the exam meant being one step closer to her dream of becoming a nurse.

When I got my results I was with my classmate, and to be honest I thought I failed because I was so nervous during it. But then I went online, and I was like, ‘Oh my gosh I did it!’ My mom started crying and everything.”

Byrd said the program worked for her because of the supportive teachers and extra resources.

“The teachers are relatable,” said Byrd. “They don’t put on an act, they don’t try to separate the person from the teacher. They really reach out, even call you to get you out of bed in the morning.”

Carmine Guirland said the supportive environment of social workers, guidance counselors, and teachers is what attracts him to the work at Bronx NeOn, a site where students who are on probation or who are involved with the court system can prepare for the exam, college, and careers.

When students are on parole they will have really involved [parole officers] who would text me at the beginning of class to check in so that we could work together,” said Guirland. “It’s really about that village thing. The more support systems that are available the more success the students will have.”

Reflecting on his experiences with the graduating class, Guirland’s most treasured memory was when one of his students proposed to his girlfriend in a guidance counseling session. Even though they aren’t together anymore, the moment was a reflection of the relationships that many of the students build during their time at Pathways to Graduation.

“It’s this amazing high moment where this student felt like the most comfortable place for him to propose to his girlfriend and the mother of his child was in our advisory circle,” said Guirland.

New Standards

Tennessee updates science standards for first time in 10 years. New guidelines stress class discussion, inquiry

PHOTO: Rebecca Griesbach
Fourth grade science teachers Lamarcus Marks, of Rivercrest Elementary, and Angie Clement, of Bartlett Elementary, test out a lesson on kinetic and potential energy at Arlington High School, one of 11 statewide sites where Tennessee teachers are training for next year's new science standards.

How can a wolf change the river? Why doesn’t a cactus have leaves? Why can’t you exterminate bats in Tennessee?

With new state science standards coming to classrooms next fall, these are the kinds of questions students will explore in their science classes. They’ll be tasked not only with memorizing the answers, but also with asking questions of their own, engaging on the topic with their teacher and classmates, and applying what they learn across disciplines. That’s because the changes set forth are as much about teaching process, as they are about teaching content.

“At the lowest level, I could just teach you facts,” said Detra Clark, who is one of about 300 Tennessee educators leading teacher trainings on the new standards to her peers from across the state. “Now it’s like, ‘I want you to figure out why or how you can use the facts to figure out a problem.’”

PHOTO: Rebecca Griesbach
Detra Clark, a science coach in Shelby County’s iZone, demonstrates a sample lesson for sixth grade science teachers.

On Wednesday, Clark — a science coach for the iZone, a group of underperforming schools that Shelby County Schools is looking to turn around — unpacked for her peers, who gathered at Arlington High School, a key component of the new material: three-dimensional modeling. Under three-dimensional modeling, students should be able to do something with the content they learn, not just memorize it.

In recent years, Tennessee students have performed better on state science tests than on their math and English exams. But state science standards for grades K–12 haven’t been updated since 2008. By contrast, math and English benchmarks have undergone more recent changes. To give the stakeholders time to adjust, results from next year’s science test, the first to incorporate the new standards, won’t count for students, teachers, or schools.

At the training session, Clark, standing before a room of sixth-grade science teachers, held up a chart with the names of woodland animals, such as elk and deer. Under each name, she tracked the population over time.

“At our starting population, what do we see?” she asked.

“The deer, it decreases again because it’s introduced to a predator,” a teacher responded.

“More resources, more surviving animals” another teacher chimed in.

“How can we explain what happened in year two, when we’re dealing with students?” Clark asked the group.

“The population went up,” a teacher said.

“They start to reproduce!” another teacher interjected.

Clark nodded.

In another classroom, this one composed of kindergarten teachers, Bridget Davis — a K-2 instructional advisor for Shelby County Schools — clicked through a video of fuzzy critters, each paired with a close relative, such as two different breeds of dogs.

PHOTO: Rebecca Griesbach
In a teacher training session on Wednesday, kindergarten teachers highlight the three dimensions of three-dimensional modeling, a key part of new state science standards.

She encouraged the teachers to ask their students what traits the animals shared.

“The first thing they’re going to say is, ‘Well, one’s big and one’s small,” she said. “What we really want them to say is, ‘Well, their fur is the same color,’ or, ‘Mom has a patch of black hair here and the baby doesn’t.’ We want them to look at detail.”

She added, “We want them to get used to being a detective.”

The science standards that have been in place for the past decade fulfills the first dimension of three-dimensional modeling.

Doing something with that knowledge satisfies the second dimension, and the third dimension requires teachers to apply to their lessons a “cross-cutting concept” — strategies that students can apply to any subject, like identifying patterns or sequences.

Under the existing standards, a student may not have been introduced to physical science until the third grade. But starting next year, Tennessee schoolchildren will learn about life science, physical science, earth and space science, and engineering applications, beginning in kindergarten and continuing through high school.

“I do believe that this is the best our standards have ever been, because of the fact that they are so much more detailed than they have been in the past,” Davis said.

About a thousand Shelby County teachers made their way to trainings this week, which were free and open to all educators. Several administrators also met to discuss ways they can ensure the new standards are implemented in their schools.

As with anything new, Jay Jennings — an assistant principal at a Tipton county middle school and an instructor at Wednesday’s training — expects some pushback. But he’s optimistic that his district will have every teacher at benchmark by the end of the 2018–2019 school year.

“We talked before about teachers knowing content, and that’s important,” he said. “But what we want to see is kids knowing content and questioning content. We want to see them involved.”

He reminded other school leaders about last year’s changes to English and math standards, a transition that he said was challenging but smoother than expected.  

“Teachers are going to go out of their comfort zone,” he explained. “But it’s not changing what a lot of them are already doing.”