Carmel, IN Tom Ponchak is a passionate disciple of Jesus. After several years in Catholic ministry, Tom and his wife, Lisa, left the Catholic Church and joined the Association of Vineyard Churches, a non-denominational, evangelical faith community. Longing for the Eucharist and sacraments led them back into full communion with the Catholic Church. She lives to hear God speak and it has become her passion to help others hear and discern his voice.
She is a graduate of Franciscan University and has been involved in ministry for over 20 years. Lisa and Tom have been married for 28 years and have six children. With a concern for developing well-rounded citizens, the CFI schools are rich in social action opportunities and extracurricular programming. K-5 and the MYP in gr.
The PYP framework encourages students to take responsibility for their learning. We incorporate local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. Grade 5 students complete an Exhibition Project. The MYP is a challenging framework that encourages students to make practical connections between their studies and the world. The MYP curriculum is comprised of eight subjects with at least 50 hours for each subject.
Grade 8 students complete a Community Project. Expected authorization As we work to develop globally minded citizens, we realize the importance of second language learning.
CFI schools offer Mandarin and Spanish where students participate in cultural and language learning. We embrace the seven principles that guide this approach: The social and emotional curriculum is as important as the academic curriculum', ' How children learn is as important as what they learn', ' Great cognitive growth occurs through social interaction', ' To be successful academically and socially, children need to learn a set of social and emotional skills: cooperation, assertiveness, responsibility, empathy, and self-control', ' Knowing the children we teach—individually, culturally, and developmentally—is as important as knowing the content we teach', ' Knowing the families of the children we teach is as important as knowing the children we teach', ' How we, the adults at school, work together is as important as our individual competence.
The entire school comes together for a weekly community meeting of sharing and celebration. The CFI schools are committed to offering opportunities for our students to acquire and develop skills and talents of interest and that provide for the development of social, athletic, and creative skills.
Extra curricular opportunities vary and are facilitated by teachers, parents, and community organizations. Our schools additionally participate in athletic programs offered by the IPS district.
CFI schools value the contributions, reciprocal relationships, and partnerships of parents, neighborhood associations, and local community groups and organizations. It is through our many and varied partnerships that our school community thrives. CFI schools are magnet schools.
They teach Spanish and Mandarin, and they are the only elementary and middle schools in IPS to offer the rigor of an International Baccalaureate program, which is widely recognized at the high school level for its advanced courses that can net college credit.
The schools hire mostly experienced teachers who tend to stay at the school for years, School 84 Principal Christine Collier said. The model had worked so well that the original Center for Inquiry blossomed from one wing of a school into its own Downtown building. It was nestled off Massachusetts Avenue, near posh Chatham Arch and Lockerbie Square neighborhoods, but the magnet school drew students from across the district. Black students, who comprised a little more than half the school, often came from northeast-side neighborhoods.
White students, who made up a little more than a third of the school, often came from Irvington. Sixty percent of students qualified for free or reduced-price meals — still better than the district as a whole.
Magnet schools, a school choice option within traditional public school districts, are supposed to lead naturally to integration by drawing students based on interest and learning style rather than by neighborhood.
When School 84 opened, the district put into place a new policy: CFI schools would let in students who lived closest — within about a one-mile radius — before opening up available seats to all students through a lottery.
In the 10 years since the rule change, School 2 transformed into a majority-white school. Nearly 70 percent of students are white; just 11 percent are black.
In a district where 70 percent of students receive free or reduced-price meals, only one-quarter of School 2's students qualify for the federal lunch program.
At School 84, the white student population has more than quintupled since it opened. Less than 5 percent of its students are low-income.
For Anne Mills, talking about the lack of diversity at School 84 is an uncomfortable topic because the policy that favored her family is the very reason why her children enrolled in IPS. The three — soon to be four — Center for Inquiry schools now hold a lofty status within IPS, fast-growing and so high in demand that students were on a waiting list last year.
Rumors used to fly over how influential families seemed to leapfrog waiting lists for the schools. Sometimes so many apply that once the district gives priority to siblings and neighborhood kids, few seats are left for others — and sometimes, even those who live within a mile of the school land on the waiting list.
But with the program so coveted by those families, and with the rules on their side, the other Center for Inquiry schools also have tracked similar trends. But even here, IPS gave an upper hand to families from Meridian-Kessler, where median household incomes rank highest in the district. The new school took in students who had been wait-listed from the other Center for Inquiry schools. Once they enrolled, their siblings got first dibs in their class of applicants to go to the same school.
Black students outnumber white students at School 27, but that margin is thinning. While there were once twice as many black students as white students, they are now within 5 percentage points of being even.
The proportion of middle-class students has doubled, so that now fewer than half of students receive free or reduced-price meals. Test scores. Test scores at this school are above the state average. Because test scores in some states are so low, some students at this school may still not be performing at grade level. Even high-performing schools can have disparities between student groups. To understand how well this school serves all its students, review the information below in the Equity section.
Understand what on-track learning looks like for your child and how you can help at home. Equity overview. Underserved students at this school may be falling behind other students in the state, and this school may have significant achievement gaps. Does this school offer opportunity for all its students, or leave some behind? Successful schools understand how to close the achievement gap.
These 5 tips to start a conversation at your school about helping all students succeed. Low-income students.
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