Future of Schools

Merging with John Marshall is IPS' top choice for Arlington's future

PHOTO: Scott Elliott
Arlington High School is one of three schools the administration recommends closing

If it was up to Indianapolis Public Schools, the district would opt to merge John Marshall and Arlington high schools for the 2015-16 school year.

The idea was presented as Superintendent Lewis Ferebee’s favorite of three options he presented to an Indiana State Board of Education committee for what to do with Arlington High School next year. The school was taken over by the state in 2012 after six straight years of F grades for poor test scores but Tindley Schools, a charter school network brought in to run the school, said this summer it wants out of managing the school.

Ferebee said the best solution is to give IPS control over Arlington again, arguing a merger with John Marshall was an opportunity to offer students improved learning opportunities and better use the district’s building space.

“We believe (merging) provides a win for both John Marshall and Arlington communities,” Ferebee said. “And we believe that this particular option also provides greater consistency for students.”

Although Tindley and IPS worked out a deal for the 2014-15 school year, Tindley has said it cannot afford to keep running Arlington. State board members were surprised no one from Tindley attended the meeting, saying they had hoped to hear ideas from the network for transitioning Arlington to new management.

A network official said that was not the right role for Tindley to play.

“Until the state board decides how to transition Arlington High School, any predictions from Tindley on how a transition might work are premature,” spokeswoman Bev Rella said in a statement.

Merging the East side high schools would allow Arlington to grow its enrollment enough to better support the costs of its building, Ferebee said. Arlington today serves about 300 students, and adding John Marshall’s roughly 1,100 students would bring the school closer to its 2,000-student capacity.

John Marshall’s building, Ferebee said, was originally designed as a middle school and can’t offer students the amenities the more recently renovated Arlington could. If merged, the school likely would still serve grades seven through 12.

John Marshall has had similarly poor academic performance but narrowly avoided state takeover in 2012. Instead, the school was assigned a “lead partner,” or an outside group support the improvement efforts of the principal and staff.

But community members were surprised when the option to close John Marshall was suggested last month. Some said the transition would be too difficult for students and asked for more time for a new principal to make changes.

The details of the other suggested plans, which don’t involve closing John Marshall, are as follows:

  • Use a new law, created earlier this year by House Bill 1321, to encourage charter schools to partner with IPS to run the school. The goal would be for the new operator to attract at least 700 students to Arlington for 2015-16. This plan would likely remove Arlington from state takeover.
  • Close Arlington in 2015-16, sending students to other schools with an invitation to transfer back when it re-opens in 2016-17, possibly with a different grade configuration than seventh through 12th that it serves today.

Merging is also preferred, Ferebee said, because it helps IPS better estimate the future enrollment of the school, making financial planning easier and more stable.

Charter Schools USA, a charter network that already runs three schools in IPS, said it would consider taking over management of Arlington.

“If it’s better to work this through with IPS, we would support that as well and get right behind that,” said John Hage, CEO of CSUSA. “It’s not for us to say what’s in the best interest of those students. We would want to have the right to earn that.”

One key question from board member Tony Walker, an attorney from Gary, was about what happens to turnaround schools after their contracts with the outside operators end. What processes are in place to make sure schools keep progressing, and how do those ideas spread throughout the rest of the district?

Perhaps, he said, the state should consider changing the law to allow the state to take over entire school districts?

“We’re running into a situation where this group now that has made progress in those schools is going to leave, and there’s nothing in place to capture the progress,” Walker said. “So I think we need some changes in the law immediately for the state board to be able to put an exit strategy or transition in place whereby IPS or Gary Community School Corporation actually gets to benefit from what’s been done over the turnaround process.”

Carole Craig, education chairwoman of the Greater Indianapolis NAACP, said no matter what the district and state decide to do, the Arlington and John Marshall communities need to be involved.

“We care so much about our community, and we also, as professionals with our organizations, understand when you have urban districts, the families care so much, but they don’t have the social capital and resources to come forward as much as people would like,” Craig said. “Sometimes people interpret that as that they don’t care, but that is absolutely not true.”

The board has plans to discuss Arlington and its turnaround options at its October 15 meeting.

Making a decision sooner is better than waiting, Ferebee said.

“I think it’s great we’re having this conversation in October because that gives us an enormous amount of time to implement that planning process,” Ferebee said. “We can build relationships with students and plan transitional activities between now and the end of the year so that when school starts in August, students don’t miss a beat.”

departures

As fate of ‘Newark Enrolls’ is debated, top enrollment officials resign

PHOTO: Patrick Wall

The top officials overseeing Newark’s controversial school-enrollment system have resigned just weeks after the school board blocked the new superintendent from ousting them.

Their departure creates new uncertainty for Newark Enrolls, one of the few enrollment systems in the country that allows families to apply to district and charter schools through a single online portal. Proponents say the centralized system simplifies the application process for families and gives them more options, while critics say it undermines traditional neighborhood schools while boosting charter-school enrollment.

Gabrielle Ramos-Solomon, chief of the Newark Public Schools division that includes enrollment, and Kate Fletcher, executive director of the enrollment office, both departed on Friday. The district did not provide information about why they left or who — if anyone — will replace them, and neither of the two could be reached for comment.

Their departure comes after Superintendent Roger León, who took over on July 1, included them among 31 officials and administrators who were given the option to resign or face being fired. Days later, the school board approved all but nine of the dismissals; Ramos-Solomon and Fletcher were among those spared.

Both officials were hired in 2013 shortly before former Superintendent Cami Anderson unveiled the enrollment system, then called One Newark, as part of a sweeping overhaul that also included closing some schools. Parents were outraged by the closures and the system’s glitchy rollout, which left some students without school placements and separated other students from their siblings.

In recent years, Ramos-Solomon has overseen improvements to the system, including tweaking the computer algorithm that matches students with schools to give a greater boost to families who live near their chosen schools. While district data shows that most students are matched with one of their top choices, critics remain wary of the system and some — including some board members — call for it to be dismantled.

León, a veteran Newark educator who was expected by some observers to oppose Newark Enrolls, said in a private meeting with charter-school leaders that he intends to keep the process in place. But he will have to win over the board, whose members have asked the district skeptical questions about the system in recent months, such as why some students are reportedly matched with charter schools they didn’t apply to. (The district says that does not happen.)

Board member Tave Padilla said he was not aware that Ramos-Solomon or Fletcher had resigned, and did not know whether replacements had been lined up. He added that the board had not discussed the fate of Newark Enrolls since a meeting in June where Ramos-Solomon provided information about the system, nor has the full board discussed the matter with León.

“The district now does have the option to keep what we have in place, modify it, or do away with it,” he said. “Whether we choose to do that or not, I don’t know.”

Future of Schools

Indiana is struggling to give kids speech therapy. Here’s why it’s getting harder.

PHOTO: Denver Post file

Indiana let emergency permits that make it easier for schools to hire high-demand speech-language pathologists lapse — and there won’t be time to address the oversight before the first day of classes.

“This is going to take legislative action to resolve,” said Risa Regnier, director of licensing for the Indiana Department of Education. “So there’s really no way to fix this for the beginning of school this year.”

The communication disorders emergency permits, which expired at the end of June, were created by a 2007 law to offer relief to schools struggling to find enough speech-language pathologists, educators say. While the number of students who will be affected wasn’t immediately available, nearly one-fifth of all special education students across the state need speech and language services.

The permits allowed schools to hire graduates of four-year speech-language programs who have been accepted to master’s programs, which are typically required for a full license as a speech-language pathologist.

But the employees who use these permits are no longer able to continue in their jobs, and the state cannot issue new permits unless lawmakers step in.

“You have to understand that we have a huge shortage of (speech-language pathologists),” said Ann Higgins, director of a special education cooperative that serves four districts in north central Indiana. “This is the beginning of my sixth year being director, and we have yet to be fully staffed … as a result, we’re constantly piecing together a puzzle, if you will, to provide speech services.”

These professionals can work in educational or medical settings, and their roles can vary widely depending on the students they serve. They might work on letter sounds with some students with milder needs, but they could also help students with more severe disabilities improve swallowing.

According to state data, 84 educators who currently have full communications disorders licenses once held emergency permits, and 190 have received them since 2007.

The emergency permits are a “last resort,” said Tammy Hurm, who handles legislative affairs for the Indiana Council of Administrators of Special Education. But they have made it possible for speech-language program graduates to work as pathologists while completing their licenses. With the permits, schools have had more flexibility around supervision, but permit-holders still couldn’t practice outside of what they’ve been educated to do.

Although the number of people affected might seem small, many districts are seeing a shortage, Hurm said, especially rural districts like Higgins’ that already have a hard time attracting people to jobs in their communities.

Because schools can rarely pay as much as a hospital or nursing home, schools are not as attractive for the already-small number of fully qualified speech-language pathology graduates. Part of that also stems from the fact that the needed master’s programs have caps on enrollment.

“A lot of the kids that graduate go directly into medical (jobs) because they pay more, they can work more days,” Higgins said. “Unless they have school experience or know that school is what they love … a lot go medical.”

This problem is not unique to Indiana. Across the country, demand for speech-language pathologists is projected to grow 18 percent by 2026, according to the Bureau of Labor Statistics. That’s partially because of growth in other groups of people that need them, such as senior citizens, and because of growing school enrollment and earlier, more frequent identification of speech and language issues.

Without these permits, four-year graduates in speech and language can generally only be speech-language pathology assistants, which means they can offer certain services with supervision, Hurm said. Salaries can be hourly or close to what a starting teacher might make.

To get over the pay hurdle, Higgins has been creative. Her co-op runs entirely on federal funds, a strategy that began three years ago so she could pay speech-language pathologists higher salaries than what collective bargaining rules dictated. More than one-third of her budget is just spent on speech services.

But critics of the emergency permits say they’re a short-term solution and place under-qualified people in roles they aren’t prepared to handle.

Undergraduate students who study speech, language, and hearing sciences typically have only a theoretical knowledge of what communications disorders are like, not the clinical, hands-on experience they’d get at the graduate level to diagnose and treat children.

When the students get an emergency permit that grants them some responsibilities that usually only come with full licensure, it can be a disincentive to finish the program, critics point out.

“The problem with that is that those folks then are not put in a position where they have to continue their education,” said Janet Deppe, director of state advocacy for the The American Speech-Language-Hearing Association. “We don’t necessarily believe that just putting a body in a place is going to make a difference in that child’s educational success and success beyond education.”

Adam Baker, spokesman for the education department, said education officials are discussing what to do about the permits now so that they can find a way forward and propose a solution during next year’s legislative session.

Higgins didn’t find out the permits were expiring until the spring — after the previous legislative session had already ended. With the emergency permits off the table for this year, Higgins has lost one employee. That leaves her with three full-time speech-language pathologists for the coming year in a co-op that serves about 1,170 students — 455 of which need speech services. To be fully staffed, she needs seven pathologists.

Each speech-language pathologist is responsible for about 60 students at a time, though it can grow to be closer to 70, she said.

To get by, Higgins is having retirees come in to supervise assistants, evaluate students, work on education plans, and write reports. She’s also using teletherapy — providing speech-language services over the internet — for high-schoolers, who generally need less intensive therapies.

The permit expiration is frustrating, she said, because it’s one more factor working against schools that have been trying to fully staff speech and language programs for years — and especially because for the majority of students, speech therapy can fix their issues. It’s not always the case, Higgins said, but many times, students’ speech or language problems are correctable with therapy, meaning they won’t need services in the future.

It puts the shortage, and the effects of losing the emergency permits, into perspective, she said.

“While there may not be many people impacted by this particular change … it just magnifies this whole shortage issue that we have with speech-language pathologists,” Higgins said. “We just lost a person that serves 60 kids.”