Innovation

Leaders at IPS arts magnet say becoming an “innovation” school will add even more art to the day

PHOTO: Penny Guthrie
Fifth grader Arael Stigler (left with the microphone) performs the role of Rafinki from the musical The Lion King.

At Edison School of the Arts, elementary students can join a drum ensemble, master drawing or star in a musical. But some educators at the popular magnet school say that’s not enough.

They want math and reading teachers to build the art into their courses. They want the arts filtered into science and social studies.

That’s why the K-8 school is angling to become one of the first Indianapolis Public Schools allowed to adopt a new governance model, free from the mandates that the district imposes on most of its schools.

“Our arts teachers are fantastic and our academic teachers are fantastic,” principal Nathan Tuttle told the Indianapolis Public Schools board at a meeting earlier this month. “But we do not implement full arts integration in the academic classroom as it stands right now, because there’s not a lot of funding to train all of our academic teachers in arts integration.”

The innovation school model, which gives principals many of the flexibilities of charter schools but keeps the school within IPS, was introduced in the district last year.

If Edison’s application to become an innovation school is approved by the board, it would be one of the first higher performing schools to do so.

The school would be following in the footsteps of the Cold Spring School, an environmental science magnet school that became an innovation school earlier this year as a way to give teachers more time to focus on science.

Innovation schools leaders have full control over their funding, so they can make choices like what curriculum to use and what teacher training fits their needs. The teachers are not unionized, however, which is controversial and allows leaders to make decisions like extending the school day without negotiating with a union.

The move would be the latest big change for the arts magnet school, which recently moved from the north side to the southwest side and added middle school grades. At least some teachers and parents are eager for the school to have the freedom that would come with the conversion.

Kathy Gaalema, a second-grade teacher who has worked in the district for 33 years, told the board she supports the plan because it could give teachers more time to focus on art in academic classes and more tailored training.

“Being an innovation school would allow great opportunities for us,” she said.

Candace Kingma, a parent and president of the parent-teacher organization at Edison, also told the board that she trusts the school leadership and supports the change.

“An arts education can enhance a child’s overall learning,” she said. “It’s also my belief that a move to an innovation school will greatly enhance our arts program.”

Edison is looking to convert to innovation status voluntarily beginning next fall. It’s still early in the process, and the board is not expected to make a decision for several months. If the school is converted to innovation status, it would be overseen by a nonprofit board Tuttle is currently assembling. The IPS board would cede day-to-day control, but it would be able to cancel or renew the agreement based on the school’s performance.

Edison would be only the third IPS school to convert to innovation status by choice. Although there are several existing innovation schools in the district, they are largely charter schools that joined the network or failing schools that were restarted with new managers.

Innovation schools are part of a broader vision for the district that aims to give all principals more power over how schools are run. Aleesia Johnson, who oversees innovation schools, said the long-term goal is to create better performing schools across IPS.

“When the people who are most connected and closest to our students and families have the ability to make decisions,” she said, “that will positively impact the experience our students have.”

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.