On Saturday January 31st, Chicago Public Schools in partnership with Parents for School Choice hosted the New Schools Expo. With major corporate funding, this event presented Chicago's charter schools as well as workshops through out the day. The following are reflections by some of the teachers who visited. Full picture story here.
"It took me a day to decompress from the New School Expo before I could even attempt to write about it. It was an overwhelming and disheartening day to say the least. I had anticipated the propaganda in favor of the schools on display, but was a little surprised at how outwardly anti-neighborhood school the whole event was. Though no one actually used the words “bad teachers,” the message rang out loud and clear the entire day. They didn’t have any problems vocalizing “bad schools,” and I heard that phrase numerous times.
ReplyDeleteMy initial impressions of the event were mostly about how targeted the audience was. The vast majority of attendees were African American. There were significantly fewer Hispanics. I saw a handful of Asians, but only saw two Caucasian families the entire day. Most parents brought their children with them to the event and they were rewarded with piles of candy at most of the exhibitors’ tables.
I had planned on going to as many different schools’ tables as I could to get as much information as I could, but the task proved Herculean in scope. There were 55 different tables according to the map they handed us at registration.
Interestingly enough, I initially had problems getting people to talk with me. They didn’t start trying to sell me on their schools until I borrowed a student from Robeson to walk around with me and implied that we were looking for a school for her. I was able to talk to a few different schools at length and had extensive conversations with each and the student also asked many important questions.
One of the first tables I went to was for Catalyst Schools (1616 S. Spaulding and 5608 W. Washington). The woman assured me that their teachers were all certified and “beyond.” They have partnerships with various arts organizations around the city and suburbs, including Ravinia. They bragged that many of their students go on to attend “good high schools like Payton.” I was told that their 8th grade classrooms have only 13 students and that each teacher has an “instructional aide” in the room also. Their literature says that their “goal is to expand the horizons of our students in underserved areas, beyond the borders of their neighborhoods and communities to encompass the vast possibilities opened up through achievement of educational goals.” Their 6 page application for the “admissions lottery” asked questions about race, parental education levels, if students were repeating the grade they were applying to be admitted into, English language proficiency, what type of school the student previously attended, how many times the family has moved in the past year, how many books are in the home, if they have computers, internet access, and if the parent has been employed over the past two weeks. The last page had rules and policies that the parents have to initial, including “I understand that I am expected to attend parent meetings once every five weeks.” Their brochure featured a curious graph that showed that Catalyst’s performance on the 4th grade ISAT was less than stellar, with both schools having lower percentages of students meeting or exceeding standards than District 299 as a whole. One of their campuses had scores approximately 10% higher than District 299 on the math, but their other campus scored about 10% worse than the district.
When I spoke with people from Young Women’s Leadership Charter School (26th and Calumet), they told me they focused on math, science, technology, leadership and social/emotional well-being. They were proud that they draw students from all over the city. They were very enthusiastic about their “Outcomes-Based System” for grading. They do not use traditional letter grades. Students instead receive a P (Proficient), HP, (Highly Proficient), or a NY (Not Yet Proficient). Students have until graduation to make up classes and turn their “Not Yets” into “Proficients.” The woman from the school proudly told me that students are welcome to stay beyond the traditional 4 years of high school to complete their studies. When I asked how students would apply for colleges with this kind of system, she assured me that their transcripts gave detailed narratives about students’ strengths and weaknesses so colleges actually get a better idea of student ability when they apply. She also told me that their full-time guidance counselor was part of a network of other counselors from charter schools and universities which “helps students get into good schools.” All students are required to take a class about college which teaches them about how to fill out applications for financial aid, how to write an internship resume, and how to interview. After some questioning, she admitted that although their first graduating class had a 100% college admittance rate, the two following classes had rates of 89%, and 80%, respectively. When I asked about the discrepancy, she told me that they had a “couple of rough classes” that had “less parental involvement” and “tougher students.”
I spoke with one of the founders of ACE Tech Charter School (5410 S. State) at their table. He repeatedly mentioned that their philosophy was that not all students were bound for college and that their programs allowed those not choosing the college route to take a trades route instead. I found it ironic when he bragged about the great union jobs these other students could obtain as a result of their paid apprenticeship programs. ACE Tech’s other big selling point was discipline. Students are required to “look professional” by wearing uniforms, have strict attendance policies, cannot chew gum, and are encouraged to not make “bad choices.” He admitted that students have been kicked out for behaviors, but eluded my question when I asked if students could be kicked out for failing grades.
Plato Learning Academy (5545 W. Harrison) stood out because they had no brochures or information on their table, only a pile of pens with their phone number on them. When asked where their information was, the man at the table replied that they want parents to call the number on the pen and schedule an appointment to tour the school with their children. A woman from the neighborhood that Plato is in walked by, read their sign and loudly said, “that school is [explicative]!” I spoke with her briefly and she told me that no students from the neighborhood go to Plato, and referred to it as the school “where our kids can’t go.” She went on to say that she had wasted her time coming to the Expo and thought that the schools were all “full of it” in their promises. She asked me if I knew “what was really going on” in terms of Ren2010. After a brief synopsis, she proclaimed, “I knew it!” then asked me for further information about CORE and PURE. She said a lot of other parents she knows feel the same way about CPS: that they are trying to take advantage of poor and minority students. She even asked me, “where do the Caucasians send their children?”
The fun part of the Expo really started at 12:15 when they held the “Rally for More Quality School Options” which featured chanting, protest signs (“Put more money into our schools, not our jails,” Demand the best, make PUBLIC charter schools YOUR choice,” “Put our children before politics, lift the charter cap,” and “The time to act is now! Raise our hope and raise the charter cap!”), charter school students giving speeches about the evils of neighborhood schools, and religious leaders singing the praises of Renaissance 2010 and its corporate partnerships. The emcee led numerous rousing choruses of “My Choice! My Chance!” and at one point even said, “we can get rid of the schools” (referring of course, to the “bad” neighborhood schools). Speakers included Reverend Calvin Bridges, Father Michael Pfleger, Bishop Horace Smith, Alderman Walter Burnett, Juan Salgado (director of a new charter opening soon), and Rufus Williams. Speakers talked about “subsidizing the situation” and “social justice.” One speaker said that he wants “the fire of choice to spread across the country.” Throughout the speeches and chants, a giant screen behind them flashed pictures of happy, smiling students as well as the names of Ren2010 corporate and community partners including Walgreens, Chicago sports teams (Bears, Bulls, Sox), Centers for New Horizons, Inc., Chicago Housing Authority, Children and Family Services, Evans Foods, The Chicago Sun-Times, SCORE! Educational Centers, Parents for School Choice, The Greater Auburn-Gresham Development Corp., Posse Foundation, Learnaboutcharters.org, and TARGET Area Development Corporation.
After the speeches were over, a group of students from Robeson High School approached Rufus Williams to speak with him. Another teacher and myself stood nearby to listen. He had two large security guards by his side as he evaded the students’ questions, spoke to them condescendingly, and repeated the same answers over and over. He continuously said that CPS is doing everything to make things better for them, the students. Students asked questions like, “why don’t our schools get the same kind of money as charters” (he answered that they do), “why do you fire good teachers when you turnaround the schools?” (he told them a story to prove that “good” teachers get to keep their jobs. He told them about how he graduated from Orr High School and one of his teachers from back in his days was still at Orr despite the turnaround). One student told Mr. Williams about how when Englewood High School was closed, the replacement schools wouldn’t accept her sister and as a result, she had to attend another school far outside of her neighborhood. Mr. Williams argued back and forth with the student for approximately two full minutes, telling her that she was wrong and that her story wasn’t possible. The students handled themselves wonderfully, staying calm and asking questions, while never disrespecting Mr. Williams despite his condescending tone to them. To his credit, he allowed the students to ask as many questions as they wanted and spoke with them for at least 15 minutes.
After the students had asked all of their questions, the other teacher asked Mr. Williams why traditional schools don’t get the same resources as these “new” schools. Mr. Williams said that they received equal per pupil funding from the state. The teacher asked the question again, this time elaborating on the resources the schools had been touting at the Expo all day and saying that neighborhood schools do not have these same types of resources. He also asked why in turnaround schools do they “fire everybody.” He argued that there is a process in place to remove bad teachers, and that turning a school around evades this process. At this point, Mr. Williams became very defensive and raised his voice at the teacher. He said, “if you have a question for me, you should ask me in a respectful way,” repeating his demand for respect seen so often at Board of Education meetings. One of the security guards handed the things in his hands to another one and took a step closer to the teacher. The teacher asked Mr. Williams again why doesn’t CPS follow the process in place to get rid of bad teachers instead of turning around the school and why don’t neighborhood schools get the same resources as charter schools. Mr. Williams told the teacher that he hadn’t heard a question in his statement. The teacher began to speak again and the security guard provided Mr. Williams with a chance to avoid answering the questions by telling him that there was a group of people that had been waiting to talk to him for a long time."
what's your point? What was your expected outcome of the event? Are you a parent? I am courious as to why you attended the event. It seems from your comments that you were looking for reasons to discredit the efforts that are being made to educate our precious children, regardless of their race or neighborhoods, or the opportunities and choice they have to obtain a quality education. Thank God for the corporate support we have garnered in helping these children realize their full potential. We have no control over who attends these events and I am very pleased with the interest that was demonstrated by the African American and Hispanic continstuents that continue to be our most challenging population to educate and communicate the fact that they can be all that they can dream. I am convinced that your initial attitude about the event was predisposed to find the negative rather than the positive, which is why you may have not received the welcome at the school's tables that you had anticipated. I am sure that your negative vibes were easily picked up by the exibitors and forced you to pedal a student to get the reaction that you desired. Our Charter School does not receive per pupil the same amount as the Chicago Public Schools and we are committed to raising the shortfall in order to continue to provide an incredible education tho these precious children. I suggest that you get on the band wagon to continue to find creative and innovative ways to provide the education to all of our children in order to preserve our society and ensure the future of our country.
ReplyDeleteAnother Teacher said:
ReplyDelete"I was quite traumatized by the whole process. I have never seen so many pork rinds in my life. They actually have roving pork rind stations in case one ran out of pork rinds and might perish before making it back to the main pork rind distribution center.
S ome basic impressions:
Why the hate? There was a tremendous amount of nastiness directed toward "lazy teachers" and "bad neighborhood schools". It's interesting to me how the people at the top seem psyched about telling everyone what a terrible job they've done putting together schools and somehow that's the fault of the people actually working with kids, their parents and the kids themselves.
How much was this? There was free junk food and stuff flying everywhere. I was happy to see the Robeson kids get some free bags and stuff, but it made me wonder what the bottom line was on this. We have no paper, and they have miles of glossy paper and freebies. But then it reminded me of the stories of neglect in the charters--like one of the Julian ex-charter teachers says, "They sell you a dream, but there's no substance to it".
Where was the data we hear about? Most of the schools had numbers, but they were roundly bad. It struck me that when you take out the selective aspect, these schools as a whole are doing a terrible job educating kids,
I talked to a number of people at the tables, and they had a number of gimmicks--faith based, no discipline problems, "less problem kids", but no curriculum information, or actual programs. I asked at multiple tables about service learning and no one seemed to know what it was. Some choice quotes:
"We have an entirely computer based curriculum--it's really hard to teach if your kids don't all hav e laptops." "How exactly do you use the laptops?" "I don't know, powerpoints and other great lessons!"
"Let's say my kid--God forbid--does something bad or becomes a problem, how will he be dealt with?" "Don't worry, it's all in house, we would never tell the district anything..." "So you would just call me?" "Yeah, probably, but it wouldn't be any trouble for you or your kid"
After a minute at that table, I ran into the group from Uplift, so there was a bit of awkwardness as the rep I had been talking to figured out that I probably didn't have a homeschooled 8th grader.
What I noticed most about the "rally" was how much they appropriated our messages and used the "diversity" of the schools. They mentioned "social justice" and the "social justice school" several times. SOJO, the art school and Infinity were listed in the program, but all weren't there, and I'm not sure why.
They talked a lot about how they were fighting racism that had robbed black and brown folks the right to a good education, and then used that to cheer on the destruction of historic schools for those populations.
The Robeson kids called the speakers out a couple of times, and the "Youth Outreach Program" jacket folks came over and threatened to throw them out. I'm sure the kids could talk on this more.
A couple of kids from CICS talked and were pretty good speakers. I can't really say anything negative about the kids--they were kids and they were talking in front of thousands of people, so that deserves respect--but they will make great Board members someday. The speeches were bland and full of details like, "We have guidance counselors" and "We also have lots of programs".
I would love to see a throwdown debate between the best the charters can offer and some of our kids someday.
Overall, it was very instructive. When Rufus Williams told the Robeson kids, "It's not about you, it's about us" (They can correct my wording) he was telling the truth. There was little for or about kids at this event. It was flair and propaganda, and substandard education for lots more money.
It was clear--the machine won't stop in 2010--they intend to steamroll all of us."
Another teacher noted:
ReplyDeleteI was only there a little while, but here are some impressions:
Tables were packed, lots of enthusiasm among parents, predominantly Black & Latino, range of social classes represented.
Did not get to talk with anyone at a table, but picked up a stack of brochures, and they say a lot:
-A wide range of financial resources and standards= "Two-tiered schooling exists within new schools too!
(Catalyst, Aspira, U of C, Chicago International, Hope Institute, Legacy were glossy & professional; ACT, Catalyst, Ogden, South Shore Fine Arts academy were poorly edited, 8.5/11 color print-outs)
-Vague promises
Neither Ogden "International" nor Chicago "International" brochures even attempted to explain what made them "international"
Only North Lawndale College Prep even listed course offerings
-Vague on commitments
"Perspectives is funded by a combination of public and private funds...we will continue fundraising to close the gap in public funding."
-Many highlighted programs and partnerships that they have not yet established
South Shore Fine Arts Academy performance school listed 11 art-oriented non-profits under the title "Anticipated Art Partnerships" (Is this a school or a grant application?!)
-Some dicey stuff
To add to the report on Perspectives, their brochure highlights "A Disciplined Life" (Trademarked!), a set of 26 principles "that help students succeed in life."
Catalyst subscribes to five core values, the first of which is "faith."
-Offering less but selling more
ACT benefits for students include: "dedicated teachers and staff who know them by name" (emphasis added), five (!) sports teams, and 91.2% student attendance at the ACT exam.
The Catalyst brochure highlighted a bar graph showing % of students meeting ISAT reading standards last year on its two campus were almost as high as the percentage overall for CPS. In math, one campus had a higher % and the other a lower % than CPS.
The expo showed how competition among schools does not necessarily mean schools will be better at educating students. But it does definitely mean they have to be better at selling that idea.
Finally, a report on Legacy:
I met a Legacy parent at the No Games Chicago forum last night. His daughter's in 3rd grade and said she has no science or math book. She has been on the same unit since August in either class and the father believes the teacher does not know how to teach the material. BTW he's completely against charters, is a union member at PACE and "wants to be an activist." He would probably be open to testifying, doing an interview. Just let me know.
Charter parents (and students) are coming to our side....How can we can get them to talk to prospective charter parents? Our case would be that much stronger!
I was at the expo too. I was with my children, so at times I had to restrain myself and be respectful. There was an overall mean spirited tone toward neighborhood schools. The people working at the tables all seemed to be well intentioned and truly believe they are doing what is best/better for their communities.
ReplyDeleteA couple of observations: Ogden HS acts like they don't know they are taking over Carpenter.
Noble street's Comer (Sp) campus principal bragged about how is teachers work 6-6 every day, then later said they’re mostly a young staff and it "just worked out that way." Apparently Noble street schools fine students $150 for F's, fine for detentions, attendance, etc. The fines get so high students "opt" to transfer. I grilled him on whether he would ever pay a teacher he fired to keep quiet. He thought those were "weird" questions.
Chicago Hope is a faith-based school with weekly Christian services that says they are going to maintain their religious practices even when they become a charter school.
A lot of regular folk just looking for a better opportunity for their kids. It's hard to knock them for wanting that.
To answer the earlier commenter's question, since one of the employees of the Office of New Schools compared our children and school to "a pile of garbage", I thought it might be worth checking out whether this was par for the course.
ReplyDeleteI admire all of the parents who are seeking for a good education for their kids. However, I fail to understand why charter proponents must leave a trail of corpses and broken lives to push their agenda. The data shown at the fair demonstrated that their program is not even working.
We all need to band together to improve education in our city. Gimmicks that fail in the data pushed by propaganda and basic mean-spiritedness toward children will not get us toward this goal.
Just as there are good and bad neighborhood schools, there are good and bad charter schools. My question is this: If people are willing to cheat and lie and hurt children to push their "superior" model, does it even matter if their model is better? They are not looking out for what is best for all kids, so they shouldn't be running anything.
Finally, I would like to emphasize that what you state about your charter may indeed be true, but my understanding based on ONS' own statements is that the average charter allotment when you count per pupil, building stipend, capital benefits, and corporate donations FAR surpasses that of the average neighborhood school allotment. And that doesn't even consider the fact that through these fairs and restrictive application process, charters manage to select a higher performing population before the first textbook is opened (if they are provided at all).
Perhaps you have received poor information, or perhaps the ONS doesn't know its own schools.
Either way, what I've seen is clear--there are great charters, but as a whole the ONS promotes charters that operate deftly and politically and push money into advertising rather than the welfare of children.
To add on to what Xian said, in response to csimon's question, I attended to see exactly what these new schools offer that traditional neighborhood schools don't.
ReplyDeleteWas I a bit biased going in? Sure I was. I work in a neighborhood public school that is being closed this year due to "underutilization," which can be directly traced to the opening of a charter school in my neighborhood. I have seen first hand and also researched the effects of school closings on students and the advantages of small class sizes on learning. I know what kind of constraints are put on neighborhood school teachers and wanted to see all of the extra resources, programs, ideas that these new, corporately sponsored schools offer.
As a teacher, my number one concern is always for my students. I don't think it is fair that my students, because they are from a disadvantaged position to begin with (poverty, parents that cannot or will not seek out the "best" education for their students, ELLs, high proportion of special education students, etc.),should be further disadvantaged by not being given the same resources as other students in the same school district.
The many comments bragging about how much the "New Schools" teachers care about their students and work such long hours was extremely offensive to me. (It was both implied and actually said to me that neighborhood school teachers don't care about their students or work long hours). ALL good teachers do! I am fighting this fight on my own time and not getting paid for it because I care so deeply about my students and all the others being shortchanged by CPS right now.
How is it fair that some students get classrooms loaded with supplies, fancy computer equipment, and a low student to teacher ratio, while others do not? Being that these are "public" schools, shouldn't the funds and resources be equal for ALL students who are members of the public? All students in Chicago should be entitled to a high quality education, but this is not happening under Ren2010. Why is it that when a charter school brags that they have a teacher and two "instructional assistants" in a classroom of 13 students it is applauded and shown off at the Expo, while all over the city schools are being shut down because they are "underutilized" aka, finally have manageable class sizes?
RENAISSANCE 2010 REPORT
ReplyDelete100 New Schools for Chicago
February 2009
Volume 5, Issue 2
Letter from the Chief
Dear Colleagues:
On Saturday, January 31st, the Renaissance School Fund (RSF), Parents for School Choice (RSF’s parent advocacy group), and the Chicago Public Schools co-sponsored the second annual New Schools Expo. The inaugural event last January was a huge success with over 50 schools and over one thousand parents, students, and community members in attendance to learn about the new school options – charter, contract and performance – available across Chicago.
This year, the event surpassed the success of last year with over 90 school campuses represented and over 4,000 students, parents, and community members in attendance. Expo participants had an opportunity to meet and speak with many educational entrepreneurs, parents, alumni, and students from various new schools. By attending the Expo, families played an active role in their children’s education. In an article in the winter 2008-2009 Rethinking Schools periodical entitled “College for All?” Lori Chajet and Sierra Stoneman-Bell offer that first generation college-going students “need meaningful opportunities to explore college for themselves and build a bank of knowledge so they can make informed decisions.” However, for several families choosing a school begins at preschool and continues through college. The Expo on Saturday allowed families to “build a bank of knowledge” about the education options available across the city. Every family deserves a great educational choice – the Expo sent a clear message that many such opportunities are available in Chicago.
The New Schools Expo also provided an opportunity for the new school leaders to meet the new Chicago Public Schools CEO, Ron Huberman. After just three days on the job, CEO Huberman attended the Expo and spent two hours walking to each of the 90 booths, greeting and talking to educational entrepreneurs, and engaging parents and students. CEO Huberman’s presence and interactions with the new school sent a strong message that he believes in the power of choice.
In addition to informing families about the available school options, our next challenge as a new school sector is being even more focused on results and what works. ONS is excited about continuing to focus on this challenge with school leaders and our partners, and I look forward to including CEO Huberman as often as is possible in my weekly school visits so that he can see first-hand the good work of new schools in action.
Working Together,
Josh Edelman
Executive Officer, Office of New Schools
REN10 TOP Ten
Top Ten Resources for Cohort V Schools Opening in the Fall
10. Office of New Schools School Support Coordinators and Director of School Support Catherine Sugrue - The ONS School Support team is there to support the educational and operational success of all schools. Each school has a coordinator assigned directly to them, so make sure to get to know them as they will be useful bridge between ONS and your school.
9. Educational Endeavors - Educational Endeavors (EE) aims to improve the quality of public schools by providing workshops for school leadership and teachers, offering youth leadership programs and academic tutoring, and coaching schools in curriculum design and professional development. Check out everything EE offers at www.educationendeavors.org.
8. Chicago Public Schools’ Community Page – Creating relationships with your local neighborhood is vital for your schools success, as are potential corporate partnerships. CPS’ community page details several initiatives to help you forge these external relationships before the school year even starts. www.cps.k12.il.us/Community/.
7. The Main Idea - This monthly summary of an educational book gives educators a working knowledge of its content and offers suggestions for staff professional development. www.themainidea.net.
6. Chicago Public Schools’ Office of Recruitment and Workforce Planning - CPS career fairs attract thousands of excellent candidates for schools each year. The CPS human resources website has upcoming events. www.cps-humanresources.org
5. Consortium on Chicago School Research - This group based out of the University of Chicago offers valuable studies based on research conducted within the Chicago Public Schools. With new studies constantly published, you can check out the website for the latest study, www.ccsr.uchicago.edu, to find new research, best practices, and survey results.
4. Weekly Incubation Meetings - Every Thursday or Friday, the School Incubation and Professional Development team hosts informational sessions for new schools. Topics include technology, budget, creating school culture, recruiting teachers and students, and more.
3. Incubation Newsletters - The new Incubation Newsletter keeps school leaders in touch with new and helpful resources. Sent out weekly, the newsletter provides important resources and updates.
2. The Teachers’ Academy for Math and Science (TAMS) Building - The TAMS building houses countless resources for school leaders. In addition to being a physical space for leaders to do their work, TAMS affords people the opportunity to network and work with fellow schools.
1. Incubation Retreat - At the beginning of April, school leaders will participate in an incubation retreat. On this overnight trip school leaders will be able to interact with other new school leaders while participating in workshops and leadership activities.
SPECIAL INAUGURATION SECTION
Twenty-four students from Frazier Preparatory Academy and twenty from Urban Prep Academy for Young Men were lucky enough to travel to Washington for President Obama’s inauguration last month. Luck, though, is not necessarily the right way to put it. Students at Frazier Prep were selected from their classmates based on test scores, good behavior, and even an essay detailing why they should be one of the few to experience, first hand, the inauguration.
Once in D.C. students from both schools not only saw the swearing in of President Obama but also toured the city, experienced the museums and monuments that make Washington famous, attended an inauguration ball, and some even met with their U.S. Representatives.
The opportunity that these forty-four students had brought in enough media attention to coin nicknames for the groups: Frazier Prep’s young travelers were deemed the “D.C. 24” and Urban Prep’s were the “Little Obamas.”
More importantly than their press coverage are the experiences and memories these students get to take home. In a January 20th article from the Huffington Post, an Urban Prep student writes, “My time in D.C. has shown me that we Americans are capable of looking past our ethnic differences to work for the good of all people.” He further says, “I am excited to be in Washington D.C., witnessing such an important historical event. I am sure that this will be a moment that will change my life forever.”
While these students were in D.C. experiencing the inauguration in person, other students in Chicago, like those at Catalyst Circle Rock, gathered in the gymnasium during school hours to view the live coverage. In hopes to make the election a lesson in civic engagement, Principal Sala Sims had students write essays or letter to the president about his political platforms and also encouraged students to take part in the President’s call for change.
Whether in D.C. or Chicago, students in all schools experienced history with President Obama’s inauguration last month.
EVENTS
KIPP: Best Practices Day | Thursday, February 12, 2009 from 8:00 am to 2:00 pm | KIPP Ascend Charter School 715 S. Kildare
Current educators, aspiring teachers, and social workers are invited to spend the day with KIPP students and faculty learning more about KIPP’s results-oriented, “no excuses” approach to public education. Participants will observe classrooms, dialogue with students and teachers, and obtain practical resources they can use. The focus will be on instructional strategies in math, reading, character education, and community involvement that are useful in grades K-12.
Those interested in attending should contact Keenya Brown at kbrown@kippascend.org.
American Quality Schools (AQS) Foundation Fundraiser | Friday, March 6, 2009 from 5:30 pm to 8:30 pm | Cubby Bear Lounge, 1059 W. Addison
The American Quality Schools (AQS) Foundation is having a Kick-Off Party to raise funds for student scholarships, teacher grants, and educational workshops. The fun-filled event will be held at the Cubby Bear Lounge, 1059 W. Addison in Chicago from 5:30 pm – 8:30 pm. For $40 attendees will not only get food and drink but there will also be music, games, and prizes. Tickets can be purchased in advance by emailing mgolembo@aqs.org or at the door. If you cannot attend you can make a donation to the American Quality Schools Foundation, a not-for-profit education organization.
INCS Presents: Charter Starter Webinar | Thursday, March 12, 2009 from 4:00 pm to 5:30 pm
Do you have a vision for improving public education? Do you want to make a lasting difference in the lives of children, families and your community? Sign up today for the Illinois Network of Charter Schools’ (INCS) online training:
Designing a High-Quality Charter School will be on Thursday, March 12 from 4-5:30 pm. Register at
www.incschools.org/start_a_charter.html. Webinar details will be emailed to all registered participants. This interactive webinar will provide the information you need to begin planning a high-performing charter public school in Chicago’s suburbs and Greater Illinois.
* Understand the process and requirements for charter school start-up in Illinois.
* Gain a roadmap for designing an excellent school.
* Learn about common stumbling blocks and how to overcome them.
* Get answers to your pressing questions.
This session is designed to complement Paving a New Path: A Guidebook for Illinois Charter Public School Development. If you have questions, please contact Anne Levy Brown at alevybrown@incschools.org or 312-235-0798 x18.
Kellogg School for Management - Center for Nonprofit Management
2009 Program Schedule
Executive Education
For Nonprofit Leaders
Nonprofit Finance
January 25-27
Fundraising & Marketing III
June 7-9
Fundraising and Marketing II
February 8-10
Leading Successful Schools I
June 14-16
Developing High Performing People
March 1-3
Leading Successful Schools II
June 16-18
Performance Counts
March 22-24
Non Profit Board Governance
July 20
Critical Issues in Board Governance
April 23
Fundraising & Marketing I
September 20-22
Leading for the Future
May 17-19
Strategic Leadership
October 25-27
www.kellogg.northwestern.edu/nonprofitexeced
For more information, contact the Center for Nonprofit management: 847-491-3415.
NEWS/ANNOUNCEMENTS
Prologue Early College Receives Grant to Support Journalism
Prologue Early College High School recently received a grant from the Scholastic Press Association of Chicago Mini-grant Program. The Scholastic Press Association of Chicago (SPAC) supports the mission of high school journalists through workshops, scholarships, and professional linkages throughout the year. SPAC also supports the National Scholastic Press Association which works to help students become better reporters, writers, editors, photographers, designers, desktop publishers, and advertising and business staffers.
The grant will allow Prologue to buy programs to assist in the production and printing of the Prologue school newspaper.
UNO Seeking Nominations for Naming Veterans Memorial School Campus
In September of 2008 the United Neighborhood Organization (UNO) opened three new schools on Chicago’s southwest side in the Archer Heights area. The campus is named the UNO Veterans Memorial School Campus. The campus will serve 1800 Chicago public school students.
UNO announced a campaign to name the three schools within the Veterans Memorial School Campus after local United States Veterans. UNO is asking for your help in nominating current or past U.S. Veterans that have served in the Armed Forces for the UNO Veterans School Campus Naming Task Force.
The names of three individuals will be chosen to name two grammar schools and UNO’s first high school by Veterans Day of 2009. Fill out an application at www.unoveterans.com.
Ogden International High School Partners with the Asian Society International Studies Schools Network (ISSN)
There are just seven months until schools approved for the 2009 school year open. School leadership teams are hard at work preparing for their first of many school years. Ogden International High School, a home grown high school created by school leaders from Ogden Elementary, is one of twenty-three schools approved to open in 2009. Ogden HS will partner with the Asian Society’s International Studies Schools Network (ISSN).
ISSN will work with Ogden teachers and school leaders to ensure that all Ogden graduates will possess the knowledge, skills, and habits of mind necessary to succeed and contribute in the 21st century global environment. Among other things, ISSN students are: ready for college, prepared for success in a global environment, connected to the world. As one student in a school from the network remarked, “I feel as if my school will prepare me for the world out there, prepare me to be better, prepare me for ‘real life.’ My family always had expectations of me, and now I have expectations for myself.”
A partnership such as this gives students and parents the opportunity to choose from a variety of diverse education options. Best wishes to Ogden and ISSN.
New National Charter School Study Released
Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2008 reports that urban charter schools are more apt to teach what college-bound students are expected to know, provide a focused instructional design as well as smaller classes, spend greater time on educational concerns, and offer customized support for struggling students.
The study found that among urban charter schools serving high concentrations of minority students:
·Sixty-six percent report offering at least one college-focused program, compared to just 48 percent of traditional public schools; and
·Only 19 percent offer vocational classes without including a college component, while 41 percent of the traditional public schools do so.
For more information, please visit: www.crpe.org.
Schools Making Headlines
Chicago International Charter School in My State Line News, CICS Article
An excerpt from the article: “‘We look at every aspect, not just student assessment pieces, but also the cultural climate of the school. So are we meeting the needs of the school? Are we meeting the needs of the students? Are we providing them with everything they possibly need to succeed,’ said Chicago International's Christine Poindexter.”
Namaste Charter School in Medill Reports Chicago, Namaste Article
An excerpt from the article: “At Namaste, a South Side school that focuses on integrating physical activity into academics, instead of jungle gyms and monkey bars this week it’s yoga videos and jump rope”
New Schools EXPO in the Chicago Tribune, EXPO Article
An excerpt from the article: “‘I would love to go to that school [Amandla Charter],’ said Davis’ 10-year-old daughter, Keshara. ‘The teachers seem very nice and the kids there do a lot of reading.’”
University of Chicago, Woodlawn Campus and Urban Prep in the Chicago Defender, U of C and Urban Prep Article
An excerpt from the article: “Students attending six Chicago high schools on the South Side competed in the First Annual Knowledge Bowl where students were quizzed on health topics.”
www.ren2010.cps.k12.il.us
The Chicago Public Schools is committed to leading the nation in education reform and through Renaissance 2010 we will create opportunities for high quality educational programs for the youth and families of Chicago.
Chicago Board of Education
Rufus Williams
Board President
Clare Muñana
Vice President
Board Members
Norman Bobins
Dr. Tariq Butt
Alberto A. Carrero, Jr.
Peggy A. Davis
Roxanne M. Ward
Chicago Public Schools
Ron Huberman
Chief Executive Officer
Dr. Barbara Eason Watkins
Chief Education Officer
Office of New Schools
Josh Edelman
Executive Officer of New Schools
Joe Giambrone
Editor