Future of Schools

This network of Montessori ‘micro-schools’ is bringing a new charter concept to Indiana

PHOTO: Courtesy of Wildflower Schools
A teacher works with a student at Marigold Montessori School in Haverhill, Mass., which is part of the Wildflower Schools network.

A Montessori “micro-school” model too small and too autonomous for traditional accountability measures wants to launch several charter schools in Indianapolis.

The Mind Trust granted $250,000 this week to Wildflower Schools to develop its model, mostly used across the country in private schools, to fit a public charter school design.

It could take about three years before Wildflower opens schools in Indianapolis, as it sorts through critical challenges to becoming a charter school, said Brandon Brown, the Mind Trust’s senior vice president of education.

Many of Wildflower’s principles don’t easily match up with what state laws expect from charter schools. Its micro-schools intentionally limit an entire school to the size of a typical single classroom, and teachers — not principals or school boards — lead the schools.

That’s exactly why the Mind Trust, an education nonprofit and charter school incubator, wanted to bring Wildflower to Indianapolis, Brown said. He hopes it could break new ground in Indiana’s charter sector and introduce a new idea about what public schools could look like.

“It’s really hard to be incredibly creative and incredibly innovative when you are held accountable to kind of one-size-fits-all accountability model,” Brown said.

Wildflower micro-schools enroll only 20 to 30 students led by two teacher-leaders, and they often open in storefronts so they can feel embedded in communities. Each of the network’s 14 schools operate separately, without the typical administrative structure of most schools or districts.

Wildflower is testing how to pair a Montessori approach with technology to help teachers observe and track students’ behavior, through strategies such as embedding sensors into materials and students’ shoes.

“The idea of Wildflower is in many ways parallel to the idea of charters where the charters were trying to break down the construct of hierarchical districts,” said the Wildflower Foundation CEO Matt Kramer, who formerly co-led Teach for America.

Like the idea of charter schools, Kramer added, the Wildflower model aims to be “accountable to results” and “less accountable to process.”

Kramer said he was attracted to Indianapolis because the city and its largest public school district are supportive of charter schools. He expects to open three to four Wildflower schools here in 2020 at the earliest, but locations and school leaders have not yet been identified.

With the Mind Trust funding, Wildflower will spend the next few years working through key questions before going through the charter school application process with a local or state authorizer.

Those challenges, Kramer said, include: How can the micro-schools show accountability if they’re too small to receive an A-F grade or have test scores publicly reported?

How can teacher-leaders maintain “radical autonomy,” as Kramer puts it, while being overseen by a charter school board?

Where can the schools open in Indianapolis to be “diverse by design,” as Brown said, and maintain the socioeconomic mix of students that they seek to serve?

Would they partner with Indianapolis Public Schools as possible innovation schools, where they can leverage district services while maintaining control of their schools?

Kramer said underlying those challenges are questions about school choice in general that he thinks haven’t yet been answered: “How much choice do we really want to give to parents? Do we think, collectively, as we think about schools— do we think it is enough to have informed parents choose what they want to do, or is that not enough?”

Wildflower is opening another charter school in Minneapolis, Kramer said. At other locations, the micro-schools look for other public funding mechanisms, such as vouchers, so that families across income levels can afford to attend.

In Indiana, Wildflower is starting a private school in Fort Wayne, which Kramer said will likely seek to accept vouchers.

When asked about academic results at Wildflower Schools, Kramer said it was too soon to tell. The first Wildflower school opened in Massachusetts in 2014, and he said none of the schools had been evaluated yet. He cited instead research on the successes of the Montessori method.

Correction: February 16, 2018: This story has been corrected to clarify Wildflower’s use of technology in schools.

First Person

With roots in Cuba and Spain, Newark student came to America to ‘shine bright’

PHOTO: Patrick Wall
Layla Gonzalez

This is my story of how we came to America and why.

I am from Mallorca, Spain. I am also from Cuba, because of my dad. My dad is from Cuba and my grandmother, grandfather, uncle, aunt, and so on. That is what makes our family special — we are different.

We came to America when my sister and I were little girls. My sister was three and I was one.

The first reason why we came here to America was for a better life. My parents wanted to raise us in a better place. We also came for better jobs and better pay so we can keep this family together.

We also came here to have more opportunities — they do call this country the “Land Of Opportunities.” We came to make our dreams come true.

In addition, my family and I came to America for adventure. We came to discover new things, to be ourselves, and to be free.

Moreover, we also came here to learn new things like English. When we came here we didn’t know any English at all. It was really hard to learn a language that we didn’t know, but we learned.

Thank God that my sister and I learned quickly so we can go to school. I had a lot of fun learning and throughout the years we do learn something new each day. My sister and I got smarter and smarter and we made our family proud.

When my sister Amira and I first walked into Hawkins Street School I had the feeling that we were going to be well taught.

We have always been taught by the best even when we don’t realize. Like in the times when we think we are in trouble because our parents are mad. Well we are not in trouble, they are just trying to teach us something so that we don’t make the same mistake.

And that is why we are here to learn something new each day.

Sometimes I feel like I belong here and that I will be alright. Because this is the land where you can feel free to trust your first instinct and to be who you want to be and smile bright and look up and say, “Thank you.”

As you can see, this is why we came to America and why we can shine bright.

Layla Gonzalez is a fourth-grader at Hawkins Street School. This essay is adapted from “The Hispanic American Dreams of Hawkins Street School,” a self-published book by the school’s students and staff that was compiled by teacher Ana Couto.

First Person

From ‘abandoned’ to ‘blessed,’ Newark teacher sees herself in her students

PHOTO: Patrick Wall
Jennifer Palumbo

As I sit down to write about my journey to the USA, all I can think of is the word “blessed.”

You see my story to become Ms. Palumbo started as a whole other person with a different name in a different country. I was born in Bogota, Colombia, but my parents either could not keep me or did not want me. I was, according to my adoption papers, “abandoned.” Abandoned is defined as “having been deserted or cast off.” Not a great start to my story, I know.

Well I was then put in an orphanage for children who had no family. Yes at this point I had no family, no home, not even a name.
I spent the first 10 months of my life in this orphanage. Most children at 10 months are crawling, trying to talk, holding their bottles, and some are even walking. Since I spent 10 months laying in a crib, I did none of those things.

Despite that my day to be chosen arrived. I was adopted by an Italian American couple who, after walking up and down rows of babies and children, chose to adopt me. My title just changed from abandoned to chosen.

But that wasn’t the only thing about to change. My first baby passport to leave Colombia is with the name given by the orphanage to an abandoned baby girl with no one. When I arrived in America my parents changed that name to Jennifer Marie Palumbo and began my citizenship and naturalization paperwork so I could become an U.S. citizen.

They tried to make a little Colombian girl an Italian American, so I was raised speaking only English. Eating lots of pasta and living a typical American lifestyle. But as I grew up I knew there was something more — I was something more.

By fourth grade, I gravitated to the Spanish girls that moved into town and spent many after-schools and sleepovers looking to understand who I was. I began to learn how to dance to Spanish music and eat Spanish foods.

I would try to speak and understand the language the best I could even though I could not use it at home. In middle school, high school, and three semesters at Kean University, I studied Spanish. I traveled to Puerto Rico, Mexico, and Honduras to explore Spanish culture and language. I finally felt like the missing piece of my puzzle was filled.

And then the opportunity to come to Hawkins Street School came and as what — a bilingual second-grade teacher. I understood these students in a way that is hard to explain.

They are like me but in a way backwards.

They are fluent in Spanish and hungry to obtain fluency in English to succeed in the world. I was fluent in English with a hunger to obtain it in Spanish to succeed in the world. I feel as a child I lost out.

My road until now has by far not been an easy one, but I am a blessed educated Hispanic American. I know that my road is not over. There are so many places to see, so many food to taste, and so many songs to dance too.

I thank my students over the past four years for being such a big part of this little “abandoned” baby who became a “chosen” child grown into a “blessed teacher.” They fill my heart and I will always be here to help them have a blessed story because the stars are in their reach no matter what language barrier is there.

We can break through!

Palumbo is a second-grade bilingual teacher Hawkins Street School. This essay is from “The Hispanic American Dreams of Hawkins Street School,” a self-published book by the school’s students and staff that was compiled by teacher Ana Couto.