INDIANAPOLIS (WISH) – Junior high and high school students gathered in Indianapolis Saturday to compete in “STEM Games II: Making Way for Science, Technology, Engineering and Mathematics.”
Central Indiana students from 7th through 12th grade assembled at Carpe Diem Meridian school, on the 2200 block of Meridian Street, to practice STEM learning and learn about possible future careers that include parts or all of STEM.
STEM Games II included interactive games for students and featured workshops that developed skills in each of the components of STEM; science, technology, engineering and mathematics.
The half-day event on Feb. 7 lasted from 9:30 a.m. to 2 p.m.
The tuition-free charter school, Carpe Diem Meridian has named LaNier Echols as interim principal. For almost three years, Echols has served as dean of students working to prepare students by organizing college fairs, teaching them how to fill out college and job applications, resolving issues and more.
“I’ve been very impressed with LaNier’s work ethic and her dedication to helping prepare students for college and a career,” said Robert Sommers, CEO of Carpe Diem Learning Systems.
“Effective immediately, she will be serving as interim principal of Carpe Diem Meridian and will also be a very strong candidate for the fulltime position.”
“It’s a natural transition for me to serve as the interim principal and I am very excited about this opportunity to lead the school,” said Echols. “I believe in Carpe Diem’s blended learning model and look forward to preparing our students for successful futures.”
Echols earned a degree in Social Science Education from Florida State University and joined Teach for America upon graduation, which lead her to teach at IPS. She earned her Masters Degree from Marian University and is currently pursuing a Ph.D. in Educational Leadership from Indiana State University.
Carpe Diem schools are tuition free public charter schools, educating junior and senior high students for the 21st century with a blended learning model that combines digital learning on computers with instruction by teachers in classrooms. In 2015, Carpe Diem schools will be located in Yuma, Ariz.; Indianapolis; Cincinnati and San Antonio.
| Indianapolis—On Friday, May 30th, nearly 2,000 IU Health team members – donning new lime green Strength That Cares t-shirts – will work in 19 parks, two schools and one neighborhood leaving behind nearly 6,000 hours of donated time to their communities.
Together, IU Health team members will be creating 3,250 walking kits, 34 new picnic tables, 20 pieces of fitness equipment and 9 pieces of new playground equipment, among many other park improvements, to encourage more Hoosiers to get out and get active. In Indianapolis, this will include a bicycle giveaway to third-graders from three IPS schools as well as installation of Indy Parks’ dynamic outdoor fitness equipment at Riverside Park, among other activities.
“The IU Health Day of Service is about investing in our communities to improve the health of our fellow Hoosiers,” said Ron Stiver, senior vice president of engagement and public affairs for IU Health. “From improving our parks to building school playgrounds to providing bicycles to third graders, our IU Health team will be working to ensure our neighbors have access a healthy lifestyle.”
Volunteers in Indianapolis will be disbursed throughout nine locations just outside of IU Health’s downtown facilities, including Riverside Park, Indy Urban Acres (an eight acre organic farm providing over 30,000 pounds of fresh fruits and vegetables to local food pantries), Charlie Wiggins Park (a newly created pocket park featuring 200 colorfully stacked tires as part of a new athletic climbing hill), Watkins Park, Cultural Trail Pacer Bike Share Program, and Carpe Diem-Meridian School. In addition, IU Health volunteers will work alongside neighborhood volunteers to clean up and revitalize the grounds of abandoned urban properties in the United Northwest Area neighborhood.
WHEN: Friday, May 30
10 am – 4 pm
Best time for coverage is 10:00am-11:30am and 1:30pm-3:00pm
1. UNWA (United Northwest Area ) Neighborhood
Riverside Park, 2420 E. Riverside Dr., Indianapolis, IN 46208
Students from IPS # 87 and #42 will participate in bike and helmet fitting/decorating stations as well as a Riley bike safety course with an IMPD bike officer demo from 10:30-11:30 am; Students from IPS #44 will do the same from 1:15-2:15 pm. IU Health team members assembled all 165 bikes being donated to the IPS students today.
Unveiling installment of brand new outdoor adult exercise equipment – elliptical machines
Repainting outdoor equipment, landscaping, general upgrades
Watkins Park – 7700 E. 21st Street, Indianapolis, IN 46219
Outdoor painting, landscaping
120 new plantings for front entry
General UNWA Neighborhood
Cleaning up abandoned lots, clear away debris, landscape
2. Indy Urban Acres (Shadeland Neighborhood), 7700 E. 21st Street, Indianapolis, IN 46219
Preparing the vegetable beds, which produce over 30,000 pounds of fresh produce to Hoosiers through area food banks
Installing a rain garden (a landscape element called a bioswale)
Building shade structure, mulching the agro trail and installing walking pavers painted by IU Health employees
Planting 1,100 feet of sunflowers for a “sunflower wall”
3. Carpe Diem-Meridian School (2240 N. Meridian St., Indianapolis, IN 46208)
IU Health team members will work together alongside the students and faculty of Carpe Diem School to create an outdoor fitness area, which will help students stay fit in mind and body.
4, Cultural Trail Pacer Bike Share Program (various bike stations along the Cultural Trail)
BikeShare rental stations along the Cultural Trail will be staffed with IU Health volunteers to help explain and promote this great new asset from 11 am – 1 pm, as part the IU Health Day of Service.
Can Technology Help Students Find the “Sweet Spot” for Learning?
Cognitive scientist Daniel Willingham wrote a book called Why Don’t Students Like School? The book is complex and fascinating – and 228 pages – but you can basically boil the answer down to this: Students don’t like school because school isn’t set up to help them learn very well.
The first thing to know is that everyone likes to learn.
“There is a sense of satisfaction, of fulfillment, in successful thinking,” writes Willingham.
But it’s not fun to try to learn something that’s too hard.
“Working on a problem with no sense that you’re making progress is not pleasurable,” writes Willingham. “In fact, it’s frustrating.”
Working on a problem that’s too easy is no fun either. It’s boring.
What people enjoy is working on problems that are the right level of difficulty.
“The problem must be easy enough to be solved yet difficult enough to take some mental effort,” Willingham writes. He calls this the “sweet spot” of difficulty.
The problem with most schools is that kids don’t get to their sweet spot enough. There are 20 other kids in the class – or maybe 30 or even 40. Everyone is in a slightly different place. Some kids get it and want to move ahead. Others are struggling to catch up and need more explanation. It’s a challenge for teachers. The best teachers try to meet each student’s needs. But a lot of teachers end up teaching to the middle. That leaves a lot of kids bored, or frustrated, or both.
“I think teachers are acutely aware that this is an enormous problem,” Willingham said in an interview. “I don’t think it’s easily solved.”
You can trace the roots of the problem back to the Industrial Revolution. That’s when American public schools as we know them today got started.
Prior to the rise of factories and cities, most people lived on farms and in small villages. Children were typically educated in one-room schoolhouses. “In such environments, education could be individualized,” says Angeline Lillard, a professor at the University of Virginia who has written about the history of education.
Not everything was perfect in the one-room school. But if you were 10 and needed to learn addition, that’s what the teacher taught you. If you were 5 and already knew how to write your name, you’d move on with the older kids.
Then in 1847 in Quincy, Massachusetts a new kind of school appeared on the scene. Instead of being together in one room, students were separated into classrooms based on how old they were. It was seen as a more efficient way to educate children.
“The whole country was so taken by this idea that we could improve through industrialization,” says Lillard. “Mass production was going to be the wings through which we could fly into the future. And schools were no different.”
By the early 20th century, some education experts were actually referring to schools as factories. Elwood Cubberley, dean of Stanford University’s School of Education from 1917 to 1933, put it bluntly: Schools were “factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life.”
“What we lost from the one-room schoolhouse days was individualization,” says Lillard. “We replaced that with an expectation that all children be the same.”
Today it’s a big challenge to deal with the 10-year-olds who haven’t learned addition; they’re supposed to be doing fifth-grade math. There’s not a good way to deal with the 5-year-olds who are ready to move ahead either.
The problem of how to meet students’ individual needs is at the heart of today’s education debates: the achievement gap, tracking, social promotion. These are among the thorniest and most important issues facing American schools, and they all have something to do with the fact that we expect students of a certain age to be in a certain place with their learning, rather than working with each child individually based on their unique learning needs.
“All students are supposed to accomplish exactly the same goals under exactly the same circumstances by exactly the same date and demonstrate their learning in exactly the same way,” says Carol Ann Tomlinson, sounding a bit exasperated.
Tomlinson is an expert on a teaching technique called “differentiated instruction.” It’s a response to the challenge of working with a classroom full of kids who have different abilities and interests. Rather than teaching to the middle, the teacher offers a variety of lessons or assignments so that the students who are ahead get more challenging work and students who are behind get more practice on basic concepts.
Tomlinson’s research shows differentiated instruction can be done. But even she admits it’s not easy. It takes talented teachers and good training.
Keona Walker says she learned all about differentiated instruction during her teacher training. When asked how she pulled it off in the classroom, she laughs. She says differentiated instruction is “possible, yes. Realistic? No.”
Then she heard about a new school with a different approach to learning. The school is called Carpe Diem-Meridian. It’s a public charter school that opened in Indianapolis in August 2012. Students spend part of the day in traditional classes, and part of the day learning on computer. There’s an online curriculum; students move through each course at their own pace. When they demonstrate they’ve mastered the material, they move on to the next level.Walker was an English teacher at a high school in Indianapolis, Indiana. In any given class she would have some students who were ready for college-level work and others who couldn’t “tell you what the verb of a sentence was.” She felt constantly frustrated and unable to meet everyone’s needs.
Walker is the English teacher at Carpe Diem. She says because students spend part of their day learning on computer, she has more time to work with students individually. And she thinks when students work on their own at their own pace they actually have a better understanding of what they need help with. “These are the things I’ve mastered. I don’t need help with that,” they’ll say to her. “These are the things that I can read and understand on my own. [And] these are the things that I really need help with.” That’s what she focuses on with them. She says it’s a more efficient way to teach — and to learn.
Cognitive scientist Daniel Willingham is not familiar enough with Carpe Diem to comment specifically on the school’s model. But he says technology is a possible solution to the “sweet spot” problem. He says learning on computers does not necessarily result in better learning, though.
“The technological solutions are more difficult to implement than would appear at first blush,” he says. Teachers need lots of training. And he adds: “The software has got to be really good.”
The software is getting better. So-called “adaptive learning” programs, which have been around for more than a decade, are designed to adjust to an individual’s needs. A student answers questions or solves problems and the software adapts the level of difficulty depending on how the student is performing. Dozens of companies have developed this kind of software. The software varies in quality. Research suggests some adaptive learning programs do help students learn better, but the research is sparse and overall the results are mixed.
Willingham says technology may be a solution to the “sweet spot” problem for some students and some schools. When asked if he would send his own children to a school that uses computers to help teachers individualize instruction for students he says: “The answer would depend a lot on how old my child is.” He’s not sure putting young children on computers for large or even small parts of the school day is a good idea. He says his own kids, who are 6 and 8, don’t use computers at all — at school or at home. He doesn’t see any reason his children need to use computers yet.
That’s a personal choice, he says, not based on evidence that there’s something categorically wrong with young children using technology.
Willingham does note, however, that research shows the emotional connection between a student and a teacher is enormously important when it comes to how much a student learns. He doesn’t think students of any age should spend all of their time learning on a computer. The balance between time spent with computers and time spent with other human beings is important for schools to consider as they think about bringing technology into classrooms. Willingham says this may be the most important question — even more important than how good the software is. Technology is only as good as the way it gets used.
Willingham says in a few years, when his children are in middle school or high school, he might be open to sending them to a school where they would spend part of their day learning on a computer. But he’d have to see the school first and make a decision based on what he thought of the school, and what the other options were for his children’s education.
Carpe Diem-Meridian, a tuition-free public charter school for middle and high school students that opened in August 2012, is pleased to announce their 2012-13 testing results (ECA) as provided by the Indiana Department of Education, as well as from the Northwest Evaluation Association’s Measure of Academic Progress (NWEA-MAP).
On the Indiana ECA exam (End of Course) Carpe Diem-Meridian students who met the standards had100% pass rates on the Biology I and English 10 exams and 90% pass rates inAlgebra I. Students who exceeded standards scored “Pass Plus” rates of 29% in Biology 1, 60% inAlgebra 1 and 67% inEnglish 10. The scores of the students who took the five NWEA tests(Reading, Language Usage, Math, Science-General, Science- Concepts) in August 2012 and again in May 2013 reflected an average growth of three (3) years school-wide in Reading andLanguage Usage, and in Science-General and Science-Concepts. In Math the average growth was four (4) years school-wide. These scores exceed the Carpe Diem Learning Schools’ historic average of two years of curriculum completed in one school year.
“Our goal in our first year at Meridian was a simple one,” comments Principal Mark Forner, “to deliver extraordinary academic results, and we feel we’ve achieved just that. We are very proud of our kids and their performance.”
In addition to the ECA exams and the NWEA-MAP tests, Carpe Diem uses the online digital curriculum Edgenuity and teacher assessment to inform student instruction. “When it comes to data, there is ‘no blame, no shame and NO EXCUSES’,” Forner comments. “All students can learn and must learn, and it’s our job to see that they do.”
The Carpe Diem Learning Schools (CDLS) blended learning model has an eight-year record of academic achievement, student success, and productive work environment for teachers and students. It takes the best of face-to-face instruction, digital technology and extended learning opportunities to boost student achievement. The inaugural CDLS school opened in 2005 in Yuma, Arizona, followed by Carpe Diem-Meridian, and in August 2013, Carpe Diem-Aiken will open as the first public charter sponsored by Cincinnati Public Schools.
Carpe Diem-Meridian, 2240 North Meridian Street, is currently enrolling 6th-12th-grade students for the 2013-2014 school year. Carpe Diem-Meridian is tuition-free. Interested families may enroll through the website, www.carpediemmeridian.com, or contact the school directly at 317-921-7497.
Carpe Diem Learning Systems (CDLS) consults, manages, operates and builds high quality, cost-effective, innovative charter schools, with high student success rates. CDLS leverages technology, information, and human resources to ensure the financial viability of a superior learning system that assures all its students will be career ready and college prepared. Carpe Diem Schools are tuition free public charter schools located in Yuma, Arizona; Indianapolis, Indiana; and Cincinnati, Ohio.
On Tuesday, March 12, Carpe Diem-Meridian, a tuition-free public charter school for grades 6 – 12, which opened in August 2012, won the regional “Students in Action” award, created by the prestigious Jefferson Awards to promote volunteerism in the nation’s schools. Carpe Diem-Meridian was deemed a Gold Medal School by the judges and was selected as the winner of the Regional Competition. The students will receive a check for $1,500 to support their “Students in Action” projects and represent the state of Indiana and their region at the 2013 Awards Banquet in Washington, D.C. in June.
“It is unusual for a school in its first year of existence to medal at the competition,” comments Regional “Students in Action” Director Amanda Johnson. “The fact that Carpe Diem Meridian’s students won the competition in their first year of operation is nothing short of extraordinary.”
“We are thrilled and so proud of our students,” comments Principal Mark Forner. “Alyssa Starinsky, our Social Studies teacher and “Students in Action” director, has done a marvelous job throughout the school year engaging and encouraging our students to serve others. Our kids took the competition and their preparation seriously – and they delivered. Congratulations to our kids and to ‘Miss Star’!”
Carpe Diem-Meridian “Students In Action” (SIS) “aims to make a positive, and sustainable impact in the Indianapolis community through community service opportunities and projects that are open to all area students. We want our legacy to be the importance and power of service.” The students, supported by their media sponsor WRTV Channel 6 and donations solicited through their website, originated a number of public service projects throughout the school year that made a significant impact on their community.
Starinsky has a firm vision for her students, “I want them to be articulate, to be confident, and to be part of life-long service.” Since August when the school opened its doors, 90% of the students attending Carpe Diem-Meridian are participating in SIA. They have worked nearly 10,000 service hours and 100% of the money they raise is invested in their projects.
Key accomplishments include establishing a partnership with The Julian Center’s “Circles of Support” children who are victims of domestic violence and sexual assault. This project was recognized by the Association of American Educators who presented them with a check for $500, which was used to purchase toys. The students are responsible for fundraising, which includes writing grants, as well as promoting their projects, and recruiting volunteer participation from the community. Details of all the Carpe Diem-Meridian “SIA” projects, photos and videos can be found on their website.
To find out more about the school, and how to become involved as a volunteer or donate to Carpe Diem-Meridian “Students in Action,” visit their website and follow them on Facebook and Twitter.
About Carpe Diem Indiana
Carpe Diem Indiana leverages technology, information, and human resources to ensure a superior learning experience at its schools that assures all its students will be career ready and college prepared. Carpe Diem Indiana Schools are tuition free public charter schools using a personalized blended-learning model to educate 6-12th grade students. By August 2013, Carpe Diem Schools will be located in Indianapolis and Fort Wayne, Indiana; Cincinnati, Ohio and Yuma Arizona.
By Kayla B. Mayhugh, Carpe Diem-Meridian sophomore
Being a Carpe Diem-Meridian student has renewed my passion for education. It has also instilled a passion for giving back through community service. Students in Action (SIA) is a public service program for schools founded by the Washington, D.C.-based Jefferson Awards. SIA has been at Carpe Diem-Meridian since day one, and it has evolved a great deal over the past few months. We recently won the Gold Medal in the Jefferson Award’s regional competition, where we presented to a panel of judges about our public service projects. As the Gold medal winners, we receive $1500 and get to travel to the award ceremony in DC in June. This is a huge accomplishment for a first-year school! Our SIA sponsor, Alyssa Starinsky, is one of the most passionate people I’ve ever met. It’s obvious to everyone who knows her that she truly wants to make the world a better place, and she thinks that children have the power to do it. When she says “we are the future,” it stops being a cliché and becomes inspirational.
SIA has brought almost our entire student body together through various service projects, including a Thanksgiving dinner we hosted last November at the Julian Center, a shelter for victims of domestic abuse. A core group of our SIA members joined the Julian Center cooking staff to create a Thanksgiving meal for the mothers and children at the Center. We prepared turkey, gravy, mashed potatoes, cranberry sauce, mixed vegetables, fruit salad, and apple crisp — all handmade! We also ran a game room for the children. For a few hours, their mothers spent some time enjoying a well-deserved rest. By preparing a meal for those less fortunate, we realized that not everyone has access to the luxuries that we do. Though we couldn’t provide everything that a Thanksgiving has to offer, we gave deserving women and children a fun, family-style dinner that will hopefully stay in their minds as something more. To us, the meal was our first big project, and it only wet our appetites for more service opportunities.
Lil’ Leaders is a leadership retreat that SIA is organizing and hosting for the children of the Julian Center. We believe that the children have great potential to be great leaders, and we want to give them the opportunity to hone their leadership skills while they’re still young. Instilling these skills in children makes for better leaders as they blossom into adulthood. To make a lasting impact on these children, we’re not going to preach to them about the importance of leadership and service; we’re going to play games with them. Through these games, we’re going to show the children, and our younger members, how to use their leadership and communication skills to the best of their ability. We’re still in the early stages of planning, but we know that the retreat will teach us, as well as our young participants, a lot about the important of service. Our website, www.CDStudentsInAction.org, goes into greater detail about our projects and opportunities for the community to participate in our service events.
The Students in Action program is a life-changing opportunity that I didn’t have at any of the other schools I’ve attended. Carpe Diem-Meridian has made me not only passionate about education, but also the power of service. Sophomore Amanda Wilcher has said “SIA has strengthened [her] networking, communication, and speaking skills” during her time at Carpe Diem. Many of our other members have called Students in Action “life-changing,” and I can’t help but agree.
Carpe Diem-Meridian has molded me into a better student while Students in Action has molded me into a better person. While each is fantastic in their own right, a combination of the two is priceless. With passionate teachers and caring students, any school has the potential to be a good one. Carpe Diem-Meridian has found the perfect balance of each and managed to make school an enjoyable, amazing experience – while some kids still dread going to other schools. An eighth-grader turned freshman, Sydney Pedigo, says that she’d never go back to a traditional school because of the “lack of opportunity.” One of our seventh graders, AbobakrAbedelmalik, likes the “blended learning” aspect of Carpe Diem. When asked about Students in Action, he muses, “Students in Action has honed my communication skills, and taught me to collaborate.” Many of our students have become passionate about schooling, and now seek to further their education. I know that, as a freshman, I had no idea what I was doing after high school. I honestly wasn’t sure if I’d even do anything. Now, as a sophomore, I have a clear plan for my life, and I couldn’t have done it without Carpe Diem.
About Carpe Diem Indiana
Carpe Diem Learning Schools are tuition-free public charter schools using a personalized blended-learning model to educate 6-12th grade students. To learn more about Carpe Diem-Meridian, located at 2240 North Meridian Street, prospective students and parents may schedule individual tours.Call 317-921-7497 or visit the website, www.carpediemmeridian.com.
Last year was my third year of teaching in inner-city Indianapolis, and I had reached my breaking point. I was a Teach for America alumnus, Sontag Prize in Urban Education winner for excellence in teaching mathematics, a Teach Plus Teaching Policy Fellow, and a two-time attendee of conferences by the Gates Foundation celebrating effective teachers and teaching. But this, my third year, was about to be my last in the classroom.
I adored my students and enjoyed teaching high school math. My students realized significant academic success, as measured by both district and state assessments. Additionally I was able to enjoy some personal success by developing close, personal relationships with my students both in the classroom and through extracurricular activities I sponsored. However, after some deep soul-searching, I came to the realization that, despite such success-affirming indicators, including glowing performance evaluations and a comfortable paycheck, at the end of the day I did not view teaching as a true profession. I despised feeling like, despite my best efforts, I was having little impact in my school beyond the four walls of my classroom.
As U.S. Secretary of Education Arne Duncan recently stated, “The factory model of education is the wrong model for the 21st century. Today, our schools must prepare all students for college and careers—and do far more to personalize instruction and employ the smart use of technology.” Secretary Duncan’s comments spoke to my frustrations as a teacher. My greatest sources of frustration stemmed from my inability to be recognized and treated as a highly capable professional and the constraints of teaching within the same outdated school model of the last decades.
I had to make a change. So I did. I found a school that uses a blended-learning model, which has enabled me to view teaching as a true profession and career. Without the opportunity to teach in a blended-learning environment, I wouldn’t be in the classroom anymore.
Blended learning is not about replacing teachers with machines. Rather, it’s about leveraging technology to provide students and teachers with immediate feedback, holding each individual student accountable for his or her academic success, and personalizing coursework to best meet students exactly where they are. Dave Levin, one of the founders of the KIPP charter network, recently emphasized that blended learning relies upon skilled teachers. This point is absolutely critical: Without highly effective teachers and instruction, a blended-learning model cannot be successful or sustainable.
As enlightened and progressive educators, we must get away from the notion that the most important thing about our students is their grade level. Where I currently teach, we have 8th grade students taking 6th grade math, 7th grade history, and 9th grade English. Specific academic courses are assigned based upon each student’s instructional level. In fact, we do not have any two students taking the exact same course load. We also empower our students with the responsibility to choose their work at any given time, while constantly monitoring their individual data to ensure they are not solely working on one particular course while ignoring others.
Of course, school is also a place where social interaction is of the utmost importance. Our students do not just sit in front of computers all day. In addition to their digital coursework, our students have workshops based on their grade level, along with office hours, or one-on-ones with teachers. I am able to design projects, experiments, and real-world applications to bring the concepts that the students are learning through their digital curriculum to life. I am able to teach them how to think creatively. For example, I have found that it is much more meaningful to have my students develop a formula for cutting a piece of Laughing Cow cheese horizontally into equal pieces, or to take a leaky faucet and use math to calculate exactly how long it will take for that sink to fill up than to have them answer traditional questions from a textbook or worksheet. This is truly an exhilarating experience for a teacher. And, furthermore, I feel challenged by it.
I firmly believe that teaching in a blended-learning environment is a path to a sustainable career for teachers who are looking for a change of pace from a traditional school environment to one that values autonomy, mastery, and purpose.
I work amidst a small staff (14 adults, including just four teachers, all with three or more years’ experience) that was entirely hand selected. We collaborate at our daily staff meetings before school and work closely throughout the day to maximize the educational experiences for our kids. With an eye towards sustaining our high-commitment and high-expectations culture, our school leader implores us to be out of the building each day by 4:15 p.m. On Fridays, we release our students at 2:30 p.m. and the last hour of the day is devoted to professional development.
With a small, experienced, and professional staff, we make many decisions collectively. Last year, I enrolled in an educational leadership doctoral program because I felt that becoming an administrator was my only avenue to greater leadership opportunities and an income sufficient to support a family. But in my current school, I am able to take on many leadership roles and earn a higher salary while also staying in the classroom and ensuring that my students receive the best possible math education. This dynamic environment is enabling me to view teaching as a true vocation. I have since left the doctoral program, realizing administration is not my passion: Teaching students is my passion.
It’s clear that changes are needed in our country’s schools. Study after study has made it clear that the teacher is the most important in-school factor for student achievement. But we currently have an epidemic of teachers leaving the classroom just as they’re getting really effective at their jobs. By leveraging technology and personalizing instruction in classrooms led by highly skilled teachers, we can change the educational outcomes for hundreds of thousands of students across this country. But blended learning doesn’t only benefit students—it also provides opportunities for teachers like myself to feel, perhaps for the first time, like true professionals and instructional leaders. Sustainability and professionalism are key to keeping teachers like me in the classroom. The blended-learning model provides both.
Josh Woodward teaches mathematics and is the lead teacher at Carpe Diem Meridian, a public charter school for grades 6-12 in Indianapolis. He is a Teach Plus Teaching Policy Fellow.
Dozens of students from across central Indiana will compete Saturday in the third annual STEM Games. The ladies of Alpha Kappa Alpha organized the event at Carpe Diem Northwest, 5435 W. Pike Plaza Rd.
The games are designed to prepare students for future careers in science, technology, engineer and mathematics.
According the Bureau of Labor Statistics, the 10 fastest growing jobs from 2012-2022 all require skills in the STEM fields. Students will participate in science experiments that deal with water quality, learn critical thinking techniques and listen to a panel of professionals in STEM fields.
See video here: http://fox59.com/2016/02/06/central-indiana-students-compete-in-stem-games/
Throughout his life, Emmitt Carney has seen a lot of young people lose their way.
As he was growing up, Carney had friends who died from overdoses, a friend who was shot and killed in a drug deal gone wrong and family members who were caught up in the criminal justice system.
And now the retired Alcohol, Tobacco, Firearms and Explosives agent is trying to help other young people avoid those pitfalls. He’s launching the Marion Academy, one of nine new Marion County charter schools that will be added to the 38 previously available to parents.
The end of the school year saw five charter schools close, whereas previous years saw one or two, said Kristin Hines, director of the city of Indianapolis’ Office of Education Innovation.
But with nine new options, families will have more specialized charter schools to choose from for their children’s education, whether fulfilling a desire for a music-oriented curriculum, working in an accelerated academic program or enrolling at a school that could simply help their child get a high school diploma.
Marion Academy serves as a supportive and structured environment for students who have been expelled or have been involved with the juvenile justice system and who have nowhere else to go for an education. It aims to give troubled kids a second chance at earning an Indiana Core 40 high school diploma and other industry-recognized certifications.
Carney, the retired ATF agent, recalled working undercover years ago in Kentucky. He had come across a 13-year-old boy exchanging money and drugs. The boy’s dad was in jail, and his mother was always working.
“It was his way of surviving. Kids need something that they can see and hold onto and believe in,” Carney said. “The fear is in the unknown. I’m working in association with a juvenile detention center as well. I want to give these kids a chance to get back into society.”
Carney was among the first generation in his family to graduate from college, and he wants to instill educational values in others. “I remember one of my friends questioning my goals, and then I went on to receive a baseball scholarship,” he said. “I later became the first black special agent from my home county.”
Through the academy, Carney hopes to provide kids with some structure and support, focusing on understanding what each has gone through and the challenges they continue to face and preparing them for life after high school.
One of the factors that led him to start the academy was his experience coaching youth baseball. He plans to weave sports throughout the curriculum to inspire and open their eyes to all the opportunities the city has to offer.
Here is a look at the other new charter schools opening this fall:
Tindley Genesis Academy
Tindley Genesis Academy is a new elementary school that will use an accelerated curriculum in which students generally work at an academic level one grade ahead. Its music and arts program will be a major focus, although Beverly Rella, external relations director for Tindley Schools, emphasized that it is not a performing arts school.
“Our students will receive some kind of performing arts training each day, which will help enhance their overall learning,” she said. “We will offer special programs to our scholars through our strong relationships with the Indianapolis Children’s Choir, The Children’s Museum and the Repertory Theatre.”
Indiana College Preparatory
Indiana College Preparatory will be for Grades K-8, offering free after-school tutoring for students who seek assistance beyond school hours. There will be a two-teacher model for Grades K-2. Unlike many charter schools, this school’s athletics program will be part of CYO Sports. There will be a strong emphasis on maintaining a healthy work/life balance between studies and extracurricular activities such as physical education, debating, art and music. The school will provide free bus transportation.
Early Career Academy
Also new to Indianapolis is the STEM-focused Early Career Academy. The school allows students in Grades 11 and 12 to pursue a high school diploma and an associate degree in Network Systems Administration or Electrical Engineering Technology from the ITT Technical Institute after graduation. Its educational model centers on career pathways and equipping students with practical skills used in a variety of professional organizations.
Indianapolis Lighthouse Charter School East
The arts-infused curriculum of Indianapolis Lighthouse Charter School East places emphasis on social development and the integration of diverse cultural opportunities in learning. Its program runs on an extended school year, a longer workday and smaller class sizes.
Carpe Diem’s ability-based program, which meets kids where they are in their learning rather than their age, will open the doors to Northwest and Shadelandcampuses in the fall. Carpe Diem Northwest will host a monthly speaker series in which professionals from various fields will encourage students to plan for their career goals. The first week of school will involve team-building exercises.
Excel Center University Heights
Erika Haskins, school director of Excel Center University Heights, said her team found that more than 10,000 adults within the 46227 Indianapolis ZIP code did not have a high school diploma or equivalent.
“Those figures are very high, and we found that there is such a strong need for a center like this in the area,” Haskins said.
“We know that some of our students will have children, so there will be a free day care center on site, and we will provide free transportation to those in need. Our goal is to prepare them for landing meaningful and sustainable jobs.”
The Excel Center provides a STEM pathway for employment in medical and manufacturing industries.
Christel House DORS West
On the Westside, Christel House DORS West will provide remedial or English as a second language assistance to those who need it on a multitrack system, allowing them to transition into a diploma program or a Gateway to College program for adult students.
Carey Dahncke, chief academic officer for the Christel House Academy Network of Schools, said the school is a second chance for adults to better equip themselves for the workforce.
“Many adults hit a roadblock where they cannot enroll in college, join the military, earn many of the valuable workplace credentials, earn promotions or gain employment,” he said. “DORS is a second chance for these adults.”