Future of Schools

Tindley says it can't afford to keep running Arlington High School

PHOTO: Hayleigh Colombo
Marcus Robinson, CEO of Tindley Schools, (center) addresses the Indiana State Board of Education in 2014.

Tindley Schools, the charter school group that has run Arlington High School in Indianapolis for two years under a contract with the state, said today it wants out.

The leader of the nonprofit group that also operates a network of Indianapolis charter schools told the Indiana State Board of Education Tindley simply couldn’t afford to keep managing the school unless it received an additional $2.4 million in aid. Otherwise it would have to subsidize the cost of running the takeover school with money earmarked for the charter schools it runs.

Tindley CEO Marcus Robinson said he’s not willing to do that.

“We made a promise before we started,” he said. “Tindley is a small non-profit. It is not some big corporate conglomerate or an entity that can afford to take $1 million or a half million dollars to prop up an operation. Does the charter school need to carry the turnaround school? The answer to that is that cannot be.”

After the state board balked at Tindley’s request to add more money for Arlington, Robinson instead proposed a year-long transition to hand the school back to Indianapolis Public Schools.

If not, Robinson said, he would exercise an option to end Tindley’s contract within 60 days.

“There is no way I put my team in that building without some clarity about what happens after this year,” he said.

State board members, appearing caught off guard, ultimately decided to establish a task force with representatives of Tindley, IPS, Mayor Greg Ballard’s office, Gov. Mike Pence’s Center for Education and Career Innovation and the Indiana Department of Education to work on a “transition plan” for Arlington.

“You can’t hold the young people you committed to serve hostage,” a frustrated state board member Dan Elsener said during the debate.

Ritz asked that the committee meet and complete a plan in a short nine-day window by July 18.

Arlington is one of five Indiana schools — four in Indianapolis and one in Gary — that were taken over by the state after six straight years of F grades in 2011.

Since the takeover, all of the schools have remained among the worst performers on state tests and none has risen above an F. Arlington’s modest test score gains, however, were the biggest of the group.

But funding has been a problem from the start. Under former Superintendent Eugene White, IPS pledged to compete with the takeover schools by aggressively recruiting their students to other IPS schools. It worked. After the takeovers, a fraction of the enrollment remained at the schools.

Because state funding is heavily based on enrollment count, the takeover groups faced the danger of far less money to operate the schools than they anticipated. In fact, when the state board at Bennett’s urging funded the takeovers at the same amount as the prior year to start, IPS sued and won.

Robinson said federal school improvement grants were a way to fill the gap, describing the expectation that the takeover schools would continue receiving them as “an enticement from prior administration to get groups to take over these schools.”

But the grants are not guaranteed. A similar dynamic played out last summer, when Tindley said it would invoke the out clause in its contract if the state education department, which was late issuing grant notifications, did not award the school one of them.

After it won the grant, which is administered by the state through a competitive process, Tindley was satisfied.

This year, Tindley’s grant will be less than the $1.3 million it received lass year.

That and other factors mean “the operational overhead outstrips revenue generated by students assigned to the school,” the letter states.

Since then, Robinson said he had discussions with IPS about ways the two groups might work together that he was hopeful would lead to “creative solutions” that might relieve some of the financial pressure on Tindley.

Even so, Robinson was counting on relief in the form of extra money from the state in response to his letter. But board members said the only way to give Arlington more was to take money from other schools that would receive the grants. The state board doesn’t have the leeway to assign other funds to the school.

When the board voted down Tindley’s request, Robinson shifted tone immediately, saying instead he wanted transition the school back to IPS for the 2015-16 school year.

Board member Sarah O’Brien cautioned that she wasn’t sure returning the school to IPS was the best option, or that a decision to move in that direction should be made hastily. Other options for a school in state takeover that the board could choose include merging it with a higher scoring school, closing it or turning it into a charter school.

She and others also noted that IPS officials were not present and Tindley had no formal agreement with the district.

“My hesitation is we are being asked to vote for a partnership that may or may not exist,” she said.

The task force is charged with figuring that out.

The operator of three other former IPS schools in state takeover — Donnan middle school and Howe and Manual high schools — said there is no danger it would walk away from the schools.

“CSUSA remains fully committed to educating our students in Indianapolis and the actions and discussions at today’s State Board of Education meeting don’t change that,” the Florida-based company said in a statement.

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.”