IPS board candidates diverge over charter schools, other changes

PHOTO: Hayleigh Colombo
Indianapolis Public Schools Board candidates debate the issues at Chalkbeat and WFYI's forum hosted at the Central Library.

Dividing lines began to emerge Thursday among the 10 candidates seeking three Indianapolis Public School Board seats at a candidate forum.

The event, held at the Central Library and presented by the education news website Chalkbeat Indiana in conjunction with the library and WFYI public television, featured the candidates answering questions from Chalkbeat’s bureau chief Scott Elliott and from an audience of about 100 people.

Five candidates are seeking an at-large seat on the board, which is voted on citywide. Incumbent Annie Roof, the school board president, is challenged by former state Rep. Mary Ann Sullivan, Light of the World Church Pastor David Hampton, Butler University instructor Josh Owens and Ramon Batts, a pastor and IPS athletics coach.

In District 5, on the city’s Northwest side, 16-year incumbent Michael Brown is opposed by LaNier Echols, a charter school dean. District 3’s incumbent, Samantha Adair-White, is being challenged by charter school dean and athletics director James Turner and Kelly Bentley, a former school board member who stepped down in 2010.

Of all the candidates, Ramon Batts was the most opposed to reforms that the board has moved toward, like partnering with charter schools who would take over IPS buildings or run IPS schools.

“I think we need to be strengthening what we have and using the space that we have to expand what we have,” Batts said. “Replicating our schools is what we should be about because we know that it works.”

Owens, Hampton and Sullivan, by contrast, endorsed the board’s recent moves toward partnerships and accountability-based reforms, saying that IPS should use whatever tools best support schools and kids, including charter partnerships. But, they said, simply promoting more of what IPS has already done is not enough.

“Replication of models is not as easy as it seems to be on the surface,” Sullivan said.

Schools need to create an environment where a school model can thrive within its community, she said.

“Particularly, top-down replication has not been a particularly successful way of changing schools,” she said.

Yet the candidates differed on specific classroom strategies that would better help children succeed.

Owens, who teaches economics at Butler, said that the district should use the data it collects to identify students who need help earlier, and take steps to catch them up. The sooner the district can figure out what kids need, the better chance that they won’t fail or leave school.

Similarly, Hampton said that teachers should do a better job measuring how students are learning but stop focusing so much on standardized tests such as ISTEP.

Roof, a candidate who has often voted to back changes her opponents also favor, said she just learned she was endorsed by the Indiana State Teachers Association. That group has fought ideas like expanding school choice and tougher teacher evaluation.

But Roof said she has long favored change in the district. She said she could back changes her opponents agreed with while also favoring ideas the union backs, liked a reduction in the number of tests students take.

“I’d like to reclaim the word reform,” Roof said. “I don’t think I’ve changed sides. I may have learned to become more cautious.”

The differences among the candidates are more pronounced in the district races, which are focused on particular sections of the city.

The incumbent board members in District 3, on the city’s North side, and District 5, in Northwest Indianapolis, said IPS is on the right track and defended the board’s progress.

“We put a lot of reforms through in my 16 years,” said Brown, who cited an expansion of magnet schools among other initiatives.

Adair-White said her biggest accomplishment of the board was the buyout of former Superintendent Eugene White and the hiring of new Superintendent Lewis Ferebee.

“I wanted to get rid of our superintendent,” Adair-White said. “We brought in Dr. Ferebee who has an open mind.”

But some of their challengers say more aggressive changes need to be made, like restructuring teacher pay, partnering with charter schools and giving more responsibility to school principals.

Echols, who is a dean at Carpe Diem Meridian Charter School, said she hadn’t entirely figured out how she’d handle potential conflicts of interest that might come up if she were both a board member and charter school employee.

“It’s a sticky situation,” she said.

Turner, who also works at a charter school, said the district shouldn’t partner with charter schools. Charter school companies running former IPS schools in state takeover, such as Howe and Arlington high schools, worked out badly, he said.

“Howe and Arlington,” Turner said. “Do I need to say more? I see what combining a charter model with IPS brings you. I’ve yet to see it work.”

Some candidates said it was a worry that their opponents are pulling in big money contributions — Bentley pulled in more than $40,000 so far from contributors both in and out of state and Echols raised more than $30,000. The other candidates in the district races have each raised less than $1,100.

There’s nothing wrong with large contributions, Bentley said.

“If you’re a person of integrity, all your constituents are important whether they wrote you a check or not,” Bentley said.

Adair-White she takes those big contributions to her opponents as a compliment.

“I am so flattered,” she said, “that someone has to go out and get $45,000 to beat little old me.”

(To compare IPS candidates’ positions against their competitors, visit our interactive election tracker.)

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.