A Michigan school devoted to innovation. Here’s why others won’t follow.

Kent Innovation High School in Grand Rapids is an experimental school focusing on project-based learning and teamwork. (SLIDESHOW>>>)

Students work in teams with teachers serving as facilitators, rather than listening to lectures.

The educational concept is modeled after modern workplaces, building critical thinking skills.

Some of the seating areas look more like a coffee shop than a high school.

Monitors in common areas allow students to work on projects.

Classrooms are large and airy, with a glass wall and desks arranged so students can work in teams.

There are about 300 students at Innovation High, coming from 20 school districts in Kent County.

Part of the concept of the school is to make education more like life outside of traditional classrooms.

Students at schools like Kent Innovation High graduate from high school and persist in college at higher rates than average.

The concept would cost a traditional high school 10 percent to 15 percent more per pupil. That extra cost is a big reason the concept hasn’t spread.

GRAND RAPIDS – If you want to understand why Michigan K-12 education reform moves at a glacial pace, a good place to start is Kent Innovation High School.

The school, which attracts students from across Kent County, looks more like a business center at a nice hotel than a high school.

There are workstations in airy common areas, each with plugs for laptops and display screens for presentations. Classrooms have glass walls, where multiple courses are integrated into one classroom – English with social studies, algebra II with physics. It’s not unusual to see a student walking with an open laptop between classes, carrying on a conversation with a sick classmate who is attending through a livestream.

There are two teachers in most classes. And they’re not called teachers – they’re “facilitators.” Students work in teams on projects rather than learning individually from textbooks in a system that emphasizes teamwork and critical thinking rather than cramming for standardized tests.

Though standardized test scores from the school are average, students like the system and school leaders in surrounding school districts say there are more students who would thrive in similar schools. But in seven years of its existence as a laboratory school intended to spread education reform practices, no traditional school district in Kent County has copied it.

Reasons have less to do with the education than with money and inertia, education leaders admit. The school’s project-based learning costs 10 to 15 percent more than traditional classrooms, according to the Kent Intermediate School District, which provides educational support to schools throughout the county.

“More superintendents get fired for innovating too much than for innovating too little.” – Dan Behm, superintendent of Forest Hills Public Schools in Grand Rapids

And major reforms can meet public resistance, even among a public that complains about low-performing schools.

“More superintendents get fired for innovating too much than for innovating too little,” said Dan Behm, superintendent of Forest Hills Public Schools in Grand Rapids.  

Innovation High’s influence, or lack of it, raises important questions about how public schools measure success, and the willingness of education and political leaders to embrace change, even as Michigan struggles to turn around a flailing K-12 school system.

Related: Detroit finally has money to hire teachers. Good luck finding them.
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Innovation High was established in 2011 by Kent ISD to experiment with a different learning system and environment. The concept: a school that was more like today’s real world. Teams of two to four students work on projects that incorporate skills traditionally learned from textbooks. On a recent day, students in a joint algebra II and physics class were building model homes.

“They’re determining how to wire the house, calculating voltage and current,” said physics teacher Gerry Verwey. “They look that up when they need it for their project.”

That type of “just in time learning” takes a lot of advanced planning, but the concepts sink in more because students see how it relates to the real world, Verwey said. “There’s more critical thinking and reasoning skills here” than in a traditional classroom, while still ensuring that students cover mandated academic standards for each subject.

“You have to be OK with learning being messy,” said Innovation High Principal Brandy Lovelady Mitchell. “In real life, we don’t say, ‘Let’s go to this corner and use my math brain.’ It’s all mixed.”

The co-teachers develop projects that incorporate concepts across academic disciplines. “We pitch the project ideas to the students,” Verwey said. “Sometimes they reject them. We want projects they’ll be excited about.”

About 300 students in grades 9 through 12 attend the school, coming by bus from 20 school districts in Kent County. Local districts forward the state funding that follows every student to the Kent ISD, which runs the school.  

“I doubt that there’s a single thing as important in my life as coming here,” said junior Lillie Birnie. “I’m still blown away every time I walk in.”

Birnie transferred from a traditional high school during her sophomore year. At her former school, “I was taking chemistry and learning it from reading textbooks,” Birnie said. “I can’t learn that way. It bores me. Here, there’s a lot of hands-on learning.”

Some projects connect them with community leaders. Senior Ravel Bowman said he helped coordinate “food truck Friday” at the school to “highlight entrepreneurship for my marketing class.” He has interacted with so many community and business leaders that he printed his own business cards to hand out, and has “58 connections on LinkedIn.”

Senior Ravel Boman, left, and junior Lillie Birnie say attending Innovation High has been a life-changer. (Bridge photo by Ron French)

Standardized test scores at Innovation High are “middle of the pack,” said Principal Mitchell. The school doesn’t typically attract students making high grades in their home districts. But the project-based, team-oriented learning environment builds soft skills that are worthwhile outside of the classroom, Mitchell said.

For example, students nationwide in schools similar to Innovation High, part of a New Tech system of schools, graduate from high school and stay in college at higher rates than the national average, according to data from New Network Schools.

So why hasn’t the concept spread?

The school was established as a “laboratory school,” said Ron Koehler, assistant superintendent at Kent ISD, so educators could “kick the tires” on different educational concepts. School leaders roundly consider the school to be a success, Koehler said. “But what they found,” Koehler said, “was they didn’t have the resources to recreate it in their own districts.”

Innovation High spends 10 percent to 15 less per student than traditional high schools, a savings that is misleading because the school offers only core classes – no electives, no buses, no sports or extracurricular activities. If the concept were placed in a full-service school, the cost per pupil would be 10 percent to 15 percent more per pupil than current costs at traditional schools, Koehler said.

Most of the additional cost comes from staffing and staff training. Teachers at Innovation High have more time out of class for collaboration and planning, and there is continuing teacher training. There are two teachers in most classrooms, so students can get more individual attention.

Behm, superintendent of Forest Hills, was an early proponent of Innovation High. But even in his district, considered one of the wealthiest in Michigan, Behm has struggled to establish a similar program, which he believes some of his students would benefit from.

“The (traditional) secondary school is an outdated model,” Behm said. “We need to move on. It’s a sort-and-select model to determine who is best to go off to college and who goes off to the world of work. We need an experience that is practicing with the types of skills and knowledge base that adults need.”

Behm produced a printout of budgets for the past 10 years. “We’ve had some small increases (in per pupil funding) but we’ve been decimated by inflation,” Behm said. “Each year, when we open the doors, we have to cut something more just to keep up with inflation, let alone having the resources to do something innovative.”

Next year, Forest Hills will open a pilot project-based learning program at Forest Hills Northern High School. It will serve about 40 percent of the freshmen class at the high school, one of three high schools in the district.

It’s taken years for Behm to get that far.

“We’ve got to change this iconic image of high schools,” Behm said. “To change it, you have to disrupt the system. (But) how do you scale it?”

Part of the problem may lay with the way teachers are trained, said Jacque Melin, a former professor at Grand Valley State University’s College of Education. Teacher programs don’t typically give aspiring teachers training in project-based education. “You teach the way you were taught,” Melin said.

She’s placed student teachers at Innovation High, and said she’s been impressed with the “soft skills” that high schoolers attain.

“The kids are much better at critical thinking and teamwork and collaboration and creativity, because they’re given a chance to do those things all the time,” Melin said. “We have to be brave and step out of the box for our future teachers,” Melin said “Otherwise, I think it (K-12 education) will just continue” the way it has.

Change is uncomfortable, but too many students have grown bored with the current, century-old model of students sitting in rows listening to lectures,  Behm said.

“When you go to an elementary school, sit in a parking lot and watch the kindergartners get off the bus. There’s a bounce to their step. They’re excited about school,” Behm said. “My deep concern, after 25 years in this business, is that bounce slowly goes away as kids spend more time in the system.”

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Comments

Chuck Fellows
Tue, 05/22/2018 - 7:51am

In elementary school there is bounce in the children's step. By middle school the bounce is gone. High School? A slow shuffle.

This "laboratory" concept is not new. Before there were schools it was the learning process. In one room schoolhouses collaboration and teamwork were an essential part of learning. It is the learning process many public charter schools use today (P.B.L., Mastery) while overcoming the bureaucratic drag of traditional districts, but it is not easy. "Merit " curriculum, standardized testing and the mania to rank and rate, pass or fail or achieve an ever higher score get in the way of developing the "soft" (as opposed to Academic content memorization) skills such as imagination, creativity, innovation and intrinsic motivation.
Fear of or refusal to - change on the part of the public is a barrier to real learning. We adults cling desperately to our pasts insisting our children experience education the way we did.

Nancy Flanagan
Tue, 05/22/2018 - 9:22am

Plaudits to Kent ISD and associated public districts for thinking out of the box, although it's a shame students at Kent Innovation don't have art, music, extracurriculars and transportation. Kent Innovation is genuinely fulfilling the mission of public education: serving students well.

Dan Behm is right--innovation is looked on with suspicion by many parents and communities, who think what worked for them should work for the current crop of students. And when innovation costs a little more, well... It becomes an even harder sell.

But I think the main reason why we don't see more Innovation Highs is buried in your text--the test scores are merely average. Even though the students there (whose voices ought to be the first thing we listen to in deciding whether this is a good model or not) are excited by their learning and perceive Innovation as a 'life-changer,' the public has now internalized the idea that the 'best' schools have the highest test scores.

That's false--and it's a misuse of standardized testing data --but we're now stuck in 'accountability' mode in the U.S., where the product of public education is no longer well-rounded citizens, but competitive test scores.

Steve
Tue, 05/22/2018 - 2:13pm

Kent Innovation High takes students from all across Kent County to learn their core content in a PBL format. The students then return to their home schools where they do their sports, clubs, organizations and extracurricular courses, including art and music. Transportation is provided to Kent ISD where Kent Innovation High is located and the Kent Career and Tech Center are located by the local districts.

duane
Tue, 05/22/2018 - 10:15am

"We want projects they’ll be excited about." That is the innovation of this school, its focus is from the student. The staff recognize that a student has to have the desire to learn before they will do what it takes to learn.
"Facilitator" describes the second principle that this school uses, the staff knows it is the student that does the learning not the teacher [no matter how good], not the school [no matter how passionate people], not the parents.
Thank you Mr. French and Bridge for identifying innovation and offering a window on change.

Mick
Tue, 05/22/2018 - 11:03am

I like this quote from the article:

Part of the problem may lay with the way teachers are trained, said Jacque Melin, a former professor at Grand Valley State University’s College of Education. Teacher programs don’t typically give aspiring teachers training in project-based education. “You teach the way you were taught,” Melin said.

If I teach at a high school and most of my students are going to college, I don't see projects as very helpful when so many college classes they will encounter are lectures and book based.

By the way, this line of thinking from the GVSU professor is nothing new, we heard the same thing in college 30 years ago.

Dianne Feeley
Tue, 05/22/2018 - 11:31am

This school seems an updated version of a Montessori school!

Kevin Grand
Tue, 05/22/2018 - 2:08pm

That was my take on it as well.

Which is precisely why it won't go very far past the "beta test"-stage.

Ann Hyde
Wed, 05/23/2018 - 8:48am

My daughter was in the first graduating class at KIH. She is now entering her senior year in college. The KIH "soft skills" have made her who she is today. She often comments on how hard it is for typical college students to work together and collaborate on projects or research. To them education is a competition for a grade, not learning and that is sad. I still believe our decision to send her to KIH changed her life. Her eyes were opened to diversity of people and most importantly diversity of thought because so much time was spent in pursuing knowledge and sharing ideas instead of listening to lectures and testing for a grade. KIH values and techniques should be the norm, not the exception.

EDUProf
Sun, 05/27/2018 - 8:34am

I am sure the students love the experience. But these two snippets from the article make it very difficult for another district to want to even attempt to replicate what is happening here: "Though standardized test scores from the school are average," and, "The school’s project-based learning costs 10 to 15 percent more than traditional classrooms." Spending more without moving the dial on test scores is the opposite of what school leaders are being asked to do. Personally, I'd love for less emphasis to be placed on standardized test scores, but until that happens, the scores drive decisions.

Marissa
Mon, 10/08/2018 - 7:03pm

To really evaluate the "average" test scores, it would be good to know if the students who attend KIH began their academic journey at KIH with average test scores. If they entered with below average test scores and made progress, then that would show academic growth and the "average standardized test scores" wouldn't be so disappointing. Since it was an experimental program from inception, it would also be interesting to see if top test score achieving students were recruited if they would show the expected levels of growth or exceed expectations in the innovative environment. I agree that less emphasis should be placed on standardized test scores, and I'm sure that most teachers and students would agree.