Future of Schools

With another Butler lab school in the works, the north side is unofficially a magnet magnet

PHOTO: Dylan Peers McCoy
Preschool students at School 55, which could become the second Butler lab school in Indianapolis.

Indianapolis Public Schools may open a new magnet school on the north side, a move that would further cluster sought-after programs in one of the district’s most affluent areas.

The school board heard a proposal Tuesday to convert School 55, also called Eliza Blaker, to the second lab school in collaboration with Butler University. If the board approves the plan, current students would have the choice to remain at the school, but new children would be admitted by lottery.

It would mean that in the area north of 46th Street along the College Avenue corridor — which encompasses some of the city’s most affluent neighborhoods as well as some lower income neighborhoods — every elementary school would be a magnet.

The district is making progress in a campaign to increase diversity in the most sought-after programs. But the decision to place another magnet school on the north side is likely to draw criticism from parents who would like to see them in other areas.

These schools are “concentrated,” said board member Kelly Bentley, who represents the area around School 55. “We are 80 square miles, and yet, those programs are all isolated in a less than 10 square mile area of our district.”

“We’ve got a big district out there, and there are areas that I think could really benefit from some of these programs,” she added.

Indianapolis Public Schools elementary campuses

If the IPS administration converts School 55 to magnet school, it will increase the cluster of magnet programs on north side of the district. Most elementary schools on the east, south and west sides of the district are traditional neighborhood schools. (The map shows traditional, magnet and innovation conversion schools. It does not include other schools in the innovation network.)


The district currently operates School 60, which is about 3 miles south of School 55, as a lab school in collaboration with Butler. The school is open to students from across the district, but families who live nearby and children with parents who work at Butler have an advantage in the magnet lottery. As a lab school, it’s also a place where Butler education students gain on-the-ground experience through classes and as teaching assistants.

That’s one reason why the proposal calls for locating the second magnet campus on the north side: There are other locations that might be a good fit, but students from Butler need to be able to get to and from the campus for classes, said school leader Ron Smith. “A Butler lab school does need to be near enough … to make it a viable option for coursework.”

The school uses the Reggio Emilia educational philosophy. Like Montessori schools, Reggio emphasizes hands on learning and allowing students to choose what they study. School 60 has some multigrade classrooms and some that are single grades as part of the experimental approach of a lab program, which aims to test out educational ideas. It is one of the most popular schools in the district and last year, 266 applicants were placed on the waitlist.

When the Butler lab program began at School 60 about five years ago, most of the prior students were forced to leave, and the school restarted by building up from the early grades.

The new magnet dramatically altered the makeup of the school. Before the lab program began, School 60 educated a heavily black, low-income population. Nearly 92 percent of students were black, and more than 85 percent were poor enough to receive subsidized lunch. Since becoming a magnet, the school’s enrollment has transformed: Last year, 62 percent of students were white and 28 percent were eligible for subsidized meals.

But Smith said the picture is beginning to look different this year. With the help of new district admissions policies aimed at diversifying magnet schools and outreach from current parents, who have hosted events and gone door-to-door to recruit families, Smith said, the school has enrolled substantially more children of color.

If the board approves the proposal, School 55 would likely see a less dramatic shift in demographics because all of the current students would be able to remain. The campus is only about half full, so it could absorb some new students without displacing any of the current children.

The new campus could help diversify the program, said Smith: “It’s our intention that every family currently at School 55 would choose to remain as a part of the lab school program.”

Update: This story has been updated to clarify that the only innovation schools that appear on the map are conversion schools.

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.”