Future of Schools

In a first, Englewood hires Generation Schools to overhaul district

When students at Englewood School District arrive at school next year, they won’t just find new classrooms and unfamiliar teachers. They may also be facing a totally new academic model.

Students in Englewood Schools will see big changes next year. District photo.
Students in Englewood Schools. District photo.

The school district, located directly south of Denver, has signed a year-long partnership with the non-profit Generation Schools, a non-profit whose model includes extended learning time, increased teacher collaboration and smaller class sizes. The deal is a first for Generation Schools, which has only worked at the school level.

“It really sets a new precedent for what’s possible,” said Wendy Piersee, CEO of Generation Schools. “I think the size of the Englewood district mirrors the typical size of districts across the country. It really hits that model for hundreds of districts across the country.”

Generation’s approach, nicknamed the “Rubik’s cube” model, aims to create longer days and longer schools years for schools while still working within the school’s available resources, including existing financial capabilities and teacher contracts.

Generation’s partnership with Englewood schools is a first for Colorado, said Janet Lopez of the Rose Foundation, to whom Englewood has applied for grants to help fund the project.

“The unique element is an entire district that’s trying to work entirely within the constraints of Colorado’s school finance restrictions,” said Lopez, a program officer for the foundation.

Generation’s typical approach to previous projects has included a massive overhaul of teacher and staff scheduling as well as budgeting to compensate for those changes. The details of how Englewood will manage those changes without increasing its budget remain undecided.

Englewood and Generation Schools, who signed the deal just over two weeks ago, are still unsure what exactly the new model will look like, but they hope to go beyond the academic calendar. The district and Generation’s management group are considering a new approach to student attraction and retention as well as an overhaul of the district’s college and career preparation.

Urban district in the suburbs

Despite Englewood’s distance from Denver’s urban core, it struggles with many of the same issues urban districts do. Roughly 65 percent of Englewood’s 2981 students receive free and reduced lunch and about 15 percent of students make use of English language learning services.

“They are becoming an urban district that sits on the fringe,” said Piersee.

Englewood, which was designated as a turnaround district by the state in 2010, which has already implemented a slew of changes, including a more collaborative learning model for students and including iPads in classroom instruction. The district was re-designated as a priority improvement district in 2011, but has failed to increase its ranking since then. The district’s superintendent hopes the changes the partnership with Generation Schools will bring will accelerate their improvement and increase scores.

“You can have all the best instructional strategies and technology and if you have kids coming in halfway, it takes time to catch up,” said Brian Ewert, the district’s superintendent. “It takes more time and resources to get these kids to the same place as some of their affluent peers, who have far more opportunities. We have to do something significantly different.”

Engelwood’s growth scores have improved but the majority of its students still do not meet achievement expectations on state assessments. Ewert believes the district has already made some important changes but that they aren’t sufficient to the needs of the students.

“We have seen some small successes and we’re proud of that, but we’re really clear within the system that we aren’t moving quickly enough,” said Ewert.

New campus, new rules

Despite the challenges the district and Generation Schools face, change will have to come at a fairly rapid pace. In addition to the constraints of the district’s improvement plan, a bond and mill levy passed last year funded the construction of a brand-new campus for the district’s high school and two middle schools. The district plans to time the academic overhaul with the move to the new campus, which will open in winter 2014.

This presents a unique challenge for Generation Schools.

“This is the first time I know of where there’s a facilities deadline,” said Piersee.

The new building features a far more open floor plan than the old campuses as well as improved STEM facilities and space for the school’s popular new career preparation effort, a culinary training program. The district hopes these aspects will be incorporated in the new model.

“What we’re trying to do is create our climate and culture and what we want the new building to feel like,” said Mandy Braun, principal at Englewood Middle School.

Ewert agrees, saying the two pieces, building and instruction, have to compliment each other.

“The practice supports the building and the building supports the practice,” Ewert said.

A different model of change

Generation School’s partnership with the district comes on the heels of extensive talks between district leadership and a group known as “Team Phoenix.”

Team Phoenix, which is made up of principals, teachers and staff from the district’s middle and high schools, has met twice a week for over a year and a half to discuss possible changes to the district’s model. Last year, they created a list of about 80 things they wanted to see changed in the district.

“A lot of the things we were wanting were things that Generation Schools practices,” said Braun, who is also a member of Team Phoenix. Braun and her team members support the partnership with Generation Schools, as did the district’s board of education.

Ewert says the involvement of school and community members is key to his plan.

“There are two kinds of approach — and this is totally my opinion — to what people call reform,” said Ewert. “You can have boards of education and superintendents come and make a change and say ‘we are going change in a year.’ That really collapses the community of parents and teachers and students.”

Despite the apparent transformations of the past few years, Ewert believes he has taken as restrained and considered approach as possible with lots of community involvement.

“And what we’re trying to do is really thoughtful change,” said Ewert. “If you take people along a bit slower, it’s still painful but people stay involved.”

Ewert’s slow and steady approach is informed by the district’s tumultuous history prior to Ewert’s arrival in 2010.

“There were ten superintendents in ten years,” said Karen Brofft, the district’s assistant superintendent, who was hired at the same time as Ewert.

Englewood’s decision to partner with Generation has not yet been presented to the district and the community, although it’s no secret. Teachers and staff have begun to discuss its implications.

“It will be a huge adjustment for people,” said Lindsay Taylor, a drama teacher at Englewood Middle School and a member of Team Phoenix. But she says, “the parents that we’ve talk to, they’re kind of getting used to big adjustments in the classroom.”

The district and Generation Schools will start holding talks with faculty and staff in the next couple weeks to discuss the decision and any changes those stakeholders want to see. Conversations with parents and community members will start soon as well.

As far as the community response, Ewert is optimistic.

“I’ve been pretty aggressive in our timeline,” said Ewert. “So far the system’s been pretty tolerant.”

Future of Schools

IPS students have made their high school choices. Here’s where they want to go.

PHOTO: Dylan Peers McCoy

High schoolers across Indianapolis Public Schools have made their choices for next year, and some schools are proving far more popular than others.

With all but four high schools set to close, the district is already in the midst of an upheaval. Students’ choices this year could have far-reaching implications for the configuration of the district for years to come.

Shortridge High School had the greatest increase in demand, with more than triple the 400 students enrolled there now listing it as their first choice for next year. George Washington High School, which also enrolls more than 400 students now, is not likely to grow too much. And while Arsenal Technical and Crispus Attucks high schools are both likely to grow by hundreds of students, neither saw interest grow as exponentially as Shortridge.

The final enrollment at each school will determine such critical issues as how many teachers are hired, what courses are available to students, and how much it costs to operate the buildings. Ultimately, students’ choices are likely to shape course offerings over the next several years, district officials said.

The enrollment figures are the result of a district mandate requiring students from across the district to select high schools and magnet programs this fall. More than 90 percent of 8th to 11th grade students have made selections so far. All students will be placed in their top choice program, according to the IPS spokeswoman Carrie Cline Black.

Fewer than 500 IPS students have chosen programs at George Washington so far, according to district data obtained exclusively by Chalkbeat. In contrast, more than 1,300 students have selected Shortridge, which will house the arts magnet program currently at Broad Ripple and the International Baccalaureate Programme. More than 2,300 students have chosen programs at Arsenal Tech (currently the district’s largest high school with 1,826 students) and 1,050 have selected Crispus Attucks (which currently enrolls 695).

The uneven distribution of students did not take  Superintendent Lewis Ferebee’s administration by complete surprise.

At an Indiana State Board of Education meeting on Oct. 4, state Superintendent Jennifer McCormick asked, “What happens if you don’t have a nice, somewhat-even distribution? … What if it’s very out of whack?”

Ferebee said that the district will have room to accommodate students if a school proves especially popular. In the long term, he added, IPS may have to adjust, by replicating  popular programs and discontinuing unpopular ones.

But Ferebee also said the district was hoping to persuade students to take another look at some of the programs that might not be popular at first.

For instance, he said, “We do know it’s going to take some time to educate families on construction and engineering. So we knew out of the gate, not many students may be interested, so it will take some time to build a program.”

Here is a full breakdown of the schools and programs that students chose:

In total 5,142 IPS students chose their preferred programs as part of a broad reconfiguration plan that includes closing nearly half of the seven high school campuses because of low enrollment. The district has not provided projections of how many students would enroll in each high school. But if enrollment doesn’t shift in the coming months, some campuses will be far closer to capacity then others. While the initial deadline for choosing schools and programs has passed, enrollment remains open to any students who have not yet made their selection.

If no other students enrolled in IPS high schools, Shortridge would be nearly 89 percent full. Arsenal Tech and Crispus Attucks would each be over 76 percent full. And George Washington would be about 25 percent full.

At the four remaining high school campuses, the district is aiming to “reinvent” high school by vastly expanding specialized programs in subjects such as business, engineering, and the arts, which students will study alongside their core classwork.

Next year, every student will be enrolled in specialized programs within high schools. District leaders hope that students will choose schools based on their interests, rather than their neighborhood.

Principal Stan Law will take over George Washington next year. In an interview about the school last week, before IPS released student selections numbers, Law said that it was important for students and families to get accurate information so they would select schools based on student career interests rather than neighborhood.

“Everyone has their ideas about things, but only certain people have the accurate information,” he said.

The most popular programs are the health sciences academy at Crispus Attucks and the Career Technology Center at Arsenal Tech, where students can study subjects such as culinary arts, welding and fire rescue. Each attracted more than 900 students. The least popular are the teaching program at Crispus Attucks, chosen by  104 students, and the information technology program at George Washington, chosen by 80.

Despite its apparent unpopularity with IPS students, the information technology program fits in with a state push to prepare students for careers in computer science and related fields. Gov. Eric Holcomb’s legislative agenda calls for requiring high schools to offer computer sciences classes, and the Indiana Chamber of Commerce wants computer science to be a high school graduation requirement.

breaking

Breaking: Indiana didn’t set aside enough money for schools. Senate leader says a fix is ‘top priority.’

PHOTO: Photo by Shaina Cavazos/Chalkbeat
Students at Global Prep Academy, a charter school, learn about comparing shapes. All schools could see less funding if lawmakers do not fix the funding shortfall.

State education officials are expecting a shortfall in school funding this year that could be as high as $9 million because state and local officials underestimated Indiana’s student enrollment.

If the legislature does not act to increase funding, districts, charter schools and private schools that receive state vouchers could all get less money than they were promised this year.

Senate President David Long said new legislation to appropriate more money to schools would be proposed, though other lawmakers involved in budget-making were less certain on what a solution would look like this early.

“It’s our top priority, education is, so it’ll have our full focus when we come back in January,” Long said.

But on the upside, he said, public school enrollment increased since last year.

“It’s not a bad problem,” Long said. “We have more kids going into public schools than we did last year, but it’s a challenge for us only in a sense that we need to adjust our numbers.”

A memo from the Indiana Department of Education said the legislature’s budget appropriation was short by less than one-half of 1 percent. When the amount the legislature allocated for school funding does not line up with its funding formula, “the law requires the Department to proportionately reduce the total amount to be distributed to recipients,” the memo said.

It’s not clear how the miscalculation in enrollment numbers occurred, said Rep Tim Brown, a key budget-writer and chairman of the House Ways and Means Committee. The budget dollars are estimated based on projected school enrollment counts from districts themselves, the education department and the legislative services agency, which helps provide information and data to lawmakers.

Brown urged people to keep the number in perspective, especially since the budget is crafted based on estimates. Brown said this was the first year since he became involved with budget writing in 2013 that projected budget allocations ended up being less than school enrollment, which was calculated based on counts from September Count Day.

“We’re looking at what our options are, but let us keep in mind it is $1.50 out of every $10,000 a school gets,” Brown said, adding that he wasn’t sure this early on how lawmakers would act to make up the shortfall.

But J.T. Coopman, executive director for the Indiana Association of Public School Superintendents, said even small amounts of money make a difference for cash-strapped schools. Districts have already started making contracts and have obligations to pay for teacher salaries and services at this point. It’s pretty late in the game for this kind of news, he said.

“I did see that it’s less than a half a percent, but for schools that’s a lot of money,” Coopman said. “Can we get this fixed before it becomes a real problem for school districts?”

Indianapolis Public Schools Superintendent Lewis Ferebee, who leads a district that is already in deficit, was optimistic. In a statement, he said, “we’re encouraged by the commitment and urgency demonstrated by our legislative leaders.”

Neither Brown nor Long knew how much public school enrollment had increased. The $32 billion two-year budget passed in April increased total dollars for schools by about 3.3 percent from 2017 to 2019, for a total of about $14 billion. Included within that was a 2.5 percent average increase for per-student funding to $6,709 in 2019, up from $6,540 last year.

The news of a funding shortfall comes as the state continues to see declining revenue. The Northwest Indiana Times reports that state revenue is down $136.5 million (2.8 percent) from what lawmakers estimated this past spring for the next two-year budget.

During the annual ceremonial start to the 2018 legislative session today, leaders discussed a need to provide more resources to schools and the state board of education. So far, many of the priorities involving education this year look to address workforce needs and encourage schools to offer more computer science courses.

But House Speaker Brian Bosma also shouted out “innovative” steps made by Indianapolis Public Schools and Fort Wayne Public Schools.

“People are trying something different and they are having great results with it,” Bosma said. “We need to give them more tools, we need to give them more opportunities.”