Vol. XIX Number 2 CHICAGO OCTOBER 2007 INDEPENDENT REPORTING ON URBAN SCHOOLS SAFE HAVEN? A CATALYST ANALYSIS FINDS VIOLENCE IS ON THE RISE IN A THIRD OF SCHOOLS. TEENS SAY NEW STRATEGIES WOULD HELP.
Up Close: Hearst turns to data to improve teaching. PAGE 16
A Publication of the Community Renewal Society www.catalyst-chicago.org FROM THE EDITOR
Be transparent, listen to kids
magine yourself as a teenager living in one and poor instruction. Interesting, rel- evant lessons won’t keep every of the city’s tough neighborhoods. In a fair- unruly student from picking fights. er, more ideal world, when you got to But dull classes, especially in high school, you’d be in a sanctuary where, at schools, don’t help curb violence I either. Kids who are bored are more least for the day, you could escape the troubles likely to cause trouble than those of the community, broaden your horizons and who are busy and engaged. prepare for a better future. LOOKING AHEAD Deputy Editor Lorraine Forte Next March, a CPS-Chicago Yet for too many teens, and even CPS has a chance to be a leader Teachers Union committee is set to younger schoolchildren, schools on this front. The federal No Child unveil a new teacher evaluation aren’t the sanctuaries they should be. Left Behind Act is intended to help process that will replace the current Chicago Public Schools posted a parents sort out the safe schools one. In addition to coming up with heartening decline in school vio- from the unsafe, but Illinois’ criteria sound criteria for identifying and lence last year. But a third of schools, are so weak that parents can’t rely on supporting the best teachers and according to our analysis of CPS it. By providing accurate data on helping struggling teachers to incident reports, still have signifi- incidents of violence to the public, improve, the committee ought to cant problems with fights, gang CPS has a chance to show it’s not take to heart the suggestions of Tim activity and other conflicts. That afraid of tough scrutiny—and might Daly, president of The New Teacher doesn’t bode well for improved even generate momentum for Project: Stop giving seniority raises to learning at these schools. Who can improvement in schools that need unsatisfactory teachers and make expect kids to concentrate on alge- help the most. sure performance, not just seniority, bra or biology when they are nerv- The district also should listen to is a factor that determines which ous that a fight is going to break out kids. They know the problems first- teachers will lose jobs due to budget in the lunchroom or hear gang slo- hand. Arne Duncan and his top cuts. These changes would keep gans exchanged in the halls as a prel- deputies should take the suggestion schools from losing strong newcom- ude to an after-school clash? of a student leader who recommends ers and give the evaluation process Making further inroads on violence surprise visits to find out the real deal some sorely needed heft. needs to start with transparency. Right in schools and get past the dog-and- now, there’s no way to determine pony shows that are staged for CLARIFICATION: In the September whether principals are accurately planned visits. More counseling for issue, we stated that the Golden reporting serious incidents to central troubled kids and strategies such as Apple Awards for Excellence in office so extra resources can be peer juries are called for, too. Metal Teaching are presented to CPS teach- deployed to help out. And parents detectors and security guards may be ers. However, the awards are present- have no easy way to find out what’s an unfortunate necessity at some ed to 10 teachers every year in Cook, going on at their schools. That has to schools in the roughest neighbor- DuPage, Kane, Lake, and Will coun- change. Parents and the public have hoods, but they don’t take the place ties, not just Chicago. the right to know what’s happening of programs that will do more than inside schools, and schools that aren’t impose surface calm. ABOUT US: Editor-in-Chief Veronica reporting incidents—or are racking up Finally, a word about teaching. As Anderson is on sabbatical until mid- police calls that never get reported to one principal told us, some school November. Deputy Editor Lorraine the district—need to know that such violence is, in the final analysis, due Forte will serve as editor-in-chief reporting is a must, not an option. to lack of classroom management during her absence.
2 Catalyst Chicago October 2007 SCHOOL VIOLENCE Making school a sanctuary espite a districtwide decline, violence is up in some schools. Students and others Dsay tougher security measures alone won't solve the problem. CPS is spending $14 million this year on an anti-violence initiative. COVER STORY: PAGE 6
PARENTS WANT THE REAL STORY CPS has yet to make school-level data on serious incidents widely available, and the data that are available aren’t always accurate. PAGE 12
STATE SETS MEANINGLESS STANDARD No Chicago public school has ever been designated as dangerous under No JOHN BOOZ Child Left Behind because the state's criteria don't tell the whole story about CPS security guard Maurice Poole yells out the answer to a question school violence. PAGE 14 during a citywide school safety training session.
TEACHING ALTERNATIVES TO FIGHTING ON THE COVER: Tight security measures are in place at Elementary school principals say incentives for positive behavior, a home-like Clemente High, but school administrators says kids also need to environment and conflict-resolution skills help defuse problems. PAGE 15 feel connected to the school. PHOTO BY JOE GALLO.
DEPARTMENTS Notebook 4 UP CLOSE Page 16 Viewpoints 18 Success by the numbers Comings & Goings 24 Alicia Garret, a UPDATES Page 20 student at Hearst, wins a school award Ren 2010 part of ON OUR WEB SITE for achieving the contract talks Go to the Catalyst Web site, biggest gains in her Reading curricula www.catalyst-chicago.org, class on 4th-grade narrowed to two for news and resources on Chicago reading tests. See school reform, including: Plan to expand Spanish translations story, page 16. JOHN BOOZ community schools Reform history news highlights
www.catalyst-chicago.org October 2007 3 Q&A Notebook with ... Laura Potts Langdon TIMELINE Facing History and Ourselves teacher Sept. 4: IMPACT falters Sept. 8: Home visits Sept. 11: Payroll glitch “Choices in Little Rock,” a social stud- CPS’ new $60 million com- CEO Arne Duncan, School PeopleSoft, CPS’ new $17 ies curriculum developed by the non- puter information system, Board President Rufus million payroll system, profit education organization Facing Instructional Management Williams, other district wreaks havoc on checks for History and Ourselves, examines a piv- Program and Academic officials and community employees and retirees. otal moment in the civil rights move- Communication Tool, caus- volunteers go door-to-door Some retirees are being ment: the integration of Central High es chaos on the first day of in the Englewood commu- underpaid by $800 a month School in Little Rock, Ark. Unlike tradi- school. Students miss class- nity encouraging students while more than 1,600 tional history courses, in which stu- es and disappear from ros- who did not show up dur- recent retirees are receiving dents memorize dates and events, this ters. M. Hill Hammock, the ing the first week of class estimated pension pay- curriculum asks students to make con- district’s chief administra- to enroll in school. Stu- ments and may not get nections between the choices young tive officer, says the system dents who did not show up actual pension payments people faced in the past and those simply is overwhelmed, a at Clemente, Crane, Far- until November. No retirees faced by students today. This year, Fac- problem that may recur on ragut, Harper, Hubbard, have been paid for their ing History will train more middle a few “peak demand” days Kelly, Phillips, Schurz and unused sick days, and about school teachers to teach the Little Rock each year, such as the last Senn high schools also get 1,200 June retirees are owed course. Potts Langdon, an 8th-grade day of school. Despite the visits. Each of those a total of more than $35 mil- social studies teacher at Ames Middle system crash, CPS later schools reported high lion. CPS acknowledges the School in Logan Square, talked to claims a 93 percent first- numbers of dropouts and snafu and blames it on tech- writer Yvon Wang about the impact of day attendance, up slightly poor attendance in the nical issues related to the the curriculum on her students. from last year. 2006-07 school year. start-up of a new system. Why did you start teaching Facing Histo- ELSEWHERE ry and Ourselves? The CPS social studies curriculum was vast ers would get test results more rapidly and textbook-oriented—it was more about Texas: Recovering dropouts through the online system. Students would breadth than depth. The Facing History cur- A new law will give school districts an also have to take the ACT and college and incentive to re-enroll young adult dropouts career readiness tests. The plan was devel- riculum combines social studies, literature and by helping to defray the costs of educating oped by the state schools superintendent the humanities. It made me understand that them, according to the Sept. 14 Houston and a group of state educators. teaching isn’t about these little disparate Chronicle. Districts will receive $30 per day pieces—it is about teaching a whole idea and for every student between the ages of 21 New Orleans: Battling truancy creating learning opportunities for children to and 26 who re-enrolls in school. The state make the connections on their own. now provides that same level of funding for The Recovery School District has hired 10 students under 21. Texas now has the high- truancy officers and opened a truancy cen- What is one of your classes like? est upper age limit in the country for public ter to help get children back into school We talk about personal and social responsi- schools students. In Chicago, the limit is 21. and keep their attendance up, according to bility. A student at my school was an innocent the Sept. 8 Times-Picayune. Police will sweep neighborhoods to pick up children bystander who was killed by gang violence. It’s Utah: Online testing who skip school and take them to the new important for us to have the kids understand The state may scrap the use of standardized center, which is staffed with a social work- that’s not normal, that we have to take a stand tests, including the Iowa Test of Basic Skills, er, counselor and youth advocates from the against violence to change it. in favor of online, so-called “adaptive” tests juvenile court system. Children who are that would be designed to better gauge stu- not registered at any school will be auto- How do students react to Facing History? dents’ progress and learning needs, accord- matically added to the enrollment rolls. Some kids do not necessarily participate as ing to the Sept. 8 Salt Lake Tribune. Stu- Just 60 percent of students attended the much in skills-based, let’s-read-the-graph, let’s- dents in grades 2 through 12 would take the first day of classes; since then, attendance look-at-the-chart lessons. Especially with young tests at least three times a year, and teach- has increased to about 70 percent. boys, but then all of a sudden they’re the ones raising their hands, asking questions. For exam- IN SHORT ple, in “Choices in Little Rock,” there are primary source documents about the Jim Crow laws. “I know you are working hard, but what you are doing is not working.” You could open up the textbook and read it in paragraph form, but it’s a whole different thing David Gilligan, chief officer for high schools, to high school principals at an Aug. 24 to look at those documents and have [students] meeting at Kenwood. On the same day, newspapers reported high school test scores had say “Wait, are you serious that there was a sign declined from last year. that says ‘No Negroes, no Mexicans, no dogs’?”
4 Catalyst Chicago October 2007 ASK CATALYST Why are there such differences between the libraries in schools and why do some not have librarians? Anonymous parent, North Side Parents Network
There is no dedicated funding in the CPS budget for libraries. CPS uses a staffing formula to allocate staff positions that can be split between a part-time physical educa- tion teacher and part-time librarian, says CPS Library Director Paul Whitsitt. It is up to the principal to decide how much discretionary money to commit to the library and how much time a staff member will spend running it. Many principals rely on parent organizations to raise money for the library, while others expect librarians to apply for JOHN BOOZ outside grants. The district offers a matching grant of up to $5,000 for schools that How do you reconcile the broader educa- spend some discretionary money or raise funds, but requests for grants far outstrip the tion of Facing History with the pressure money available, Whitsitt says. Last year, about 200 schools split $850,000 in grant for students to perform well on tests? funds, and Whitsitt expects funding will be about the same this year. The district is about to invest in a centrally automated library system, he adds, to let officials know You have to integrate them. When we did which libraries need more books and eventually allow libraries to share their resources. the unit on Little Rock, the kids wrote their response journals, did presentations, had dis- E-mail your question to
Is it difficult to connect with the students? One of the first things they read is a story about conformity and identity called “The Bear that Wasn’t.” It’s about a bear that wakes up in a factory, and people tell him he’s not a bear— he’s a silly man wearing a fur coat. By the end of the story, he believes it. At first the kids say, “I’m not a baby, why am I reading this?” But then they start to see how society can influence your actions or behavior. Someone will say, “What if those people in the factory had told the bear it could be anything?” KURT MITCHELL
www.catalyst-chicago.org October 2007 5 COVER STORY SCHOOL VIOLENCE Making school a sanctuary By Sarah Karp Violence rose last year in a third of schools, a Catalyst Chicago
lemente High analysis finds. Students and others say the district needs strategies junior Reginald Reese has learned to head off conflict, not more metal detectors and security guards. an invaluable les- son that’s not part of the curriculum: how to avoid fights and other Ctrouble that he says occur near- SCOPING OUT SAFE SCHOOLS BYTHE NUMBERS, 2006-07 ly every day at school. The National School Safety Center gives these recommendations to CPS spent $54.4 million on For a while, Reese admits, help parents determine whether their child’s school is safe: school security. he hung out with gang mem- bers and almost became part Ask children if there are any areas at the school that they avoid. Citywide, high schools had of the problem at the West Observe how well the school controls the grounds around the building. 5.5 violent incidents per 100 Town school, which has one students, while elementary of the highest rates of school Check to see if the school has a policy for screening visitors. schools had 2.5 violent violence in the district. But Ask about the school’s supervision plan for before and after school. incidents per 100 students. Reese says he got bored, Ask to see school crime data. In Chicago, parents can visit MOST VIOLENT HIGH SCHOOL: decided to do something con- www.chicagocrime.org to find police reports of incidents by address. Manley, East Garfield Park— structive with his life and 24 incidents per 100 students joined a church-based group Talk to police about their relationship with the school administration. called Walk By Faith Mission. MOST VIOLENT ELEMENTARY: Observe whether the school is orderly and clean. Still, Reese knows he must Medill, Near West Side— walk a fine line to avoid alien- For more information, go to www.schoolsafety.us 40 incidents per 100 students ating rival gang members at his school. “I am cool with both sides, so no one bothers of violence in the district. But alone. Many students at vari- the halls after the bell rang me,” he says. Thurman says trouble never- ous schools say walking home and sweep them of students. Across town, junior Doug theless brews on an ongoing or to the bus stop is the most “It is good that the violence Thurman at Sullivan High basis, especially if gangs are dangerous part of their day. has decreased,” says Thur- doesn’t face the same ever- feuding, and he does every- Last year, Thurman says man, a student in the honors present level of simmering thing he can to avoid run-ins, the school climate improved medical program at Sullivan. tension as Reese, since Sulli- staying away from the fray when math teachers took it Other students report a van has one of the lower rates and never leaving school upon themselves to stand in host of different ways they
6 Catalyst Chicago October 2007 PHOTO BY JASON REBLANDO JOE GALLO Leonard Kenebrew, principal of Clemente High, watches as students put their bags through the metal detectors that guard the front entrance of the school. The West Town school has one of the highest rates of violence in the district. avoid trouble. Some teens rate of serious fights, gang reported is just the tip of the tune of about $54 million each leave school early when activity and other violence. iceberg,” he says, echoing oth- year. Parents want to see that rumors surface of an impend- Most are high schools, but ers who say lax reporting is a investment, says Andres Dur- ing after-school brawl; some some elementary schools are problem. The federal No Child bak, director of the Office of keep to themselves; others also experiencing problems. Left Behind Act is supposed to Safety and Security. simply dread going to school. (See story on page 15.) As a provide more transparency In addition, some of the While Chicago’s media result, many students must regarding school safety, but so toughest schools now have spotlight has focused on the walk a fine line to avoid poten- far, has fallen short of that goal dynamic principals charged killings of students outside tial clashes, teachers are reluc- in Illinois. (See stories on with improving the climate, schools, less attention has tant to work in rougher schools pages 12, 14.) Duncan adds. “They will be been focused on what hap- and education is jeopardized Even one instance of fight- visible and will work hard to pens inside schools. On one by the distractions of conflict ing or other violence can make sure that students are hand, the climate at many and tension. shade the way students per- engaged and feel as though schools is improving: School “We can get to nothing else ceive a school, Stephens adds. the staff cares about them.” violence fell 10 percent last until we get to safety,” says “A single incident of bullying But students, education year across the city. Julian High Principal Therese is too many. A single homicide advocates and parents worry “That’s a double-digit Johnson. is one too many.” that the district is creating a decline,” CEO Arne Duncan Comparing school vio- superficial level of safety by says. “It is going in the direc- lence in Chicago to other large SAFETY ON THE SURFACE? putting cameras in the hall- tion we want it to be.” districts is virtually impossible School quality is intricately ways, police officers at the But Catalyst Chicago’s because districts and states intertwined with the ability to doors and kicking out trou- analysis of reports of violence simply don’t report violent maintain a calm climate that blemakers. They have pushed inside schools last year found incidents accurately, says is conducive to learning, Dun- the district to embrace deeper that, despite the overall decline, Ronald Stephens, executive can emphasizes. To that end, reforms that help young peo- almost a third of schools—153 director of the National CPS has focused on providing ple deal with their anger, see of 585—have experienced a 20 School Safety Center. schools with security person- the error of their ways and percent increase or more in the “Our view is that what gets nel and equipment, to the repair the hurt caused by vio-
www.catalyst-chicago.org October 2007 7 COVER STORY SCHOOL VIOLENCE
lence. The district is begin- ning to take steps in that direction. “They have to look at what ticks kids off and what aggra- vates them,” says Nelida Tor- res, a parent member of POWER-PAC, an advocacy group brought together by the grassroots group Com- munity Organizing and Fami- ly Issues. “They have to look inside the students, instead of just at the surface.” Schools in tough neighbor- hoods need to be especially cognizant of securing the building and grounds and hav- ing a system to check visitors’ IDs, says Stephens. But districts also need to provide informa- tion for principals and school staff about the best ways to deal with specific problem behav- iors, and should consider insti- tuting alternatives such as peer juries and student panels to provide recommendations about school safety. Rick Perrotte, coordinator of safety and security for the Chicago Teachers Union, says CPS has been aggressive about addressing school violence but is sometimes stymied by prin- cipals who don’t report viola- tions of the Student Code of Conduct (as district policy stip- ulates). Lack of resources is also a problem, he says. “If they don’t call, it builds a climate of danger,” Perrotte says. “Some schools are out of control, but because the prin- cipal is not reporting it, it looks like there are no problems.” ‘LIKE PRISON’ Charlotta Stewart, a senior at Harlan High in Roseland, says that safety problems made her want to avoid school, although a new, get-tough principal has made the school less hectic. But Stewart isn’t so sure the changes are positive. JOE GALLO “It is like prison,” Stewart Police cars are as common as school buses outside of some Chicago public schools. CEO Arne Duncan says, a common refrain heard points out, however, that school violence fell by 10 percent last year across the city. from teenagers who complain
8 Catalyst Chicago October 2007 Threats to school staff lead to police reports that metal detectors, security utside Mather High, a security guard reports officers, police and other signs that a student handed a knife to a friend WHEN POLICE INTERVENE of tight security may make Oduring a gang disturbance. At Julian High, A review of police records from October 2006 schools safer, but also less some teenagers who were furious at a school policy shows most of the reports from schools or on welcoming. banning hooded sweatshirts get into an argument At Harlan, the first thing their grounds are simple assaults and batteries, with security guards, leading to one student’s arrest usually involving students fighting or threaten- students see when they arrive for assault. At Medill Elementary, a student pulls out in the morning is one or more ing each other. Cases in which a student physi- a black gun and points it at a classmate. Officials later cally attacked or verbally threatened a teacher, police cars parked outside. learn the weapon was a BB gun. Inside, they see signs admon- security guard or other staff are usually classified These are just a sample of the incidents of school as aggravated assault or aggravated battery. ishing them not to bring guns violence reported to police during October 2006. through the door. Sometimes, Chicago Public Schools officials say October is the TYPE OF INCIDENT # REPORTED gruff security guards holler at most violent month of the school year, and the num- them to keep moving as they bers bear that out: Police filed 678 reports about Assault and battery 424 try to get through the metal incidents in schools or on school grounds. Catalyst Robbery, theft, burglary 119 detector before their class Chicago obtained 50 of those reports. Criminal trespass, damage, mob action 56 starts; if it beeps, they have to Except for one sexual assault, the most serious stop. Once in the hallway, incidents were cases of aggravated assault or battery, Weapons violations 24 cameras keep a constant in which students verbally threatened or physically Other 55 watch on students. struck teachers, security guards or other school staff. “Take off your shoes, take Rick Perrotte, coordinator of safety and security TOTAL 678 off your belt, remove your cell for the Chicago Teachers Union, points out that Source: Catalyst analysis of police reports from phone,” says Stewart, explain- teachers and other staff are protected employees, www.chicagocrime.org ing what students hear as they just like police officers and firemen, and the teachers’ enter. contract requires schools to call police any time a and struck one of the young men in the back. But while security staff teacher is hit or even threatened. Interim Chicago Police Superintendent Dana look for small infractions, big- In one such case at Englewood’s John Hope Col- Starks notes that just because a police report is made ger ones can be brewing, lege Prep, a young man who was told not to eat potato doesn’t mean an incident is severe. Officers respond some students point out. Ken- chips in the lunch line hollered at the lunchroom to what the victim and the school staff want, and trell Petties, a senior at Julian worker who scolded him, saying, ‘I am going to kick usually a report is filed in response to a request. High who was injured last you in the face.’ “ In other cases, teachers were slapped, Andres Durbak, chief of the CPS Office of Safety May in the Blair Holt shooting struck by a thrown pencil, and hit and scratched after and Security, says that during his tenure he has worked that made front-page head- asking a student to leave the bathroom. hard to make sure that the police department and lines, says administrators did- Perrotte and CTU spokeswoman Rosemaria schools work collaboratively. However, he notes that n’t notice that a group of boys Genova say there’s good reason to get the police police and school administrators have somewhat dif- were causing trouble at the involved, even if the incident seems relatively ferent perspectives on incidents. Police try to deter- school before the incident. insignificant: A student’s problem behavior often mine if there is evidence of a crime and often respond “All the students knew gets worse as time goes on. to victims’ needs, while schools are trying to determine there was trouble,” Petties “First, it is a pencil, but then next time it is a whether students violated the Code of Conduct. says, explaining that he feels garbage can, then next time it is a chair,” Genova says. But even minor incident reports should be taken administrators were too busy Perrotte adds that bringing in police gives teach- seriously if they show a student is trending toward making sure students weren’t ers extra documentation of problems if principals do violence, notes a September report by the National wearing hoodies or carrying not report incidents to central office. Association of Attorneys General. The report was the cell phones to notice and con- result of work by a school and campus violence task- front the problem. ‘HE SAID, SHE SAID’ force of 27 attorneys general, including Illinois Julian’s Principal Johnson, Most commonly, the reports obtained by Catalyst Attorney General Lisa Madigan. however, says students don’t document simple assault and battery cases stem- The report notes that before many incidents of always see the big picture. ming from fights between students. Principals say major violence, such as last year’s shootings at Vir- Checking for hooded sweat- that few of these fights are gang-related brawls; usu- ginia Tech, the perpetrator was involved in minor shirts and cell phones might ally, the incidents are “he-said/she-said” affairs that incidents. But because information wasn’t shared, not seem to be a big deal to a get out of hand. A case in point was a scuffle at authorities didn’t notice the students’ violent ten- student—until a knife is hid- Chicago Vocational, in which two brothers got into a dencies until it was too late. den in a hood or a cell phone fight with a few girls, one of whom picked up a chair Sarah Karp is used to set up an assault of a student at the end of the school day. Meanwhile, Stewart and civic engagement by teens, rec- to understand and buy-in to “The one or two students other students brought togeth- ommended in a report released school rules. They also suggest- often ruin it for everyone,” er by the Mikva Challenge, a just this August that schools do ed that principals develop so- Johnson says. non-profit that encourages a better job of getting students called ‘peace councils,’ where
www.catalyst-chicago.org October 2007 9 COVER STORY SCHOOL VIOLENCE
staff, students and administra- tors come together to talk about their problems. The Mikva group criticized zero-tolerance policies that principals use to kick out troublemakers. Stewart and Thurman say that as their schools moved on the road to getting better, a lot of students were forced to leave. A Catalyst Chicago analysis of expulsion data shows that the number of expulsion hearings fell 30 percent last year, and the number of stu- dents actually expelled was cut in half. (See related story on page 14.) But some ques- tion whether the decline is the result of principals pushing problem students out and avoiding the lengthy expul- sion process. Stewart believes that’s the case at Harlan, and notes that while the inside of the school may be safer, the streets are not. Once students leave school, they have to deal with out-of-school teenagers who cause trouble. “They are all on 95th Street waiting for us,” says Stewart. “Those [kids] have nothing to do all day than wait for us.” RESTORATIVE JUSTICE Members of the parent group POWER-PAC and the Mikva student group argue for CPS to do more to teach young people how to resolve conflict without fights. POWER-PAC took a trip to Minneapolis last year to visit schools that were using restorative justice, a concept that focuses on counseling wrongdoers and meting out punishment that fits the infraction. Peer juries are one example. Lynn Morton, a parent and member of the group, says she was blown away. They walked JOE GALLO into a school without metal CPS spends $54.4 million on school security annually. Metal detectors, police, security guards and cameras in detectors or a security desk, the hallways are among the tools the district uses to stem the tide of school violence. yet it was calm.
10 Catalyst Chicago October 2007 Safety without security guards “Kids didn’t bum rush the Some parents and educators worry that too many security measures school is big, with majors, all halls, kids weren’t disrespect- create a scary, prison-like environment in schools. But others argue that kids feel connected.” ful, the atmosphere was such tactics do keep students from bringing weapons inside and let Mikva students point out serene,” she says. them know that wrongdoing will not be tolerated. that schools need more coun- POWER-PAC and other School officials, activists, students and parents do have other ideas selors, social workers and psy- groups successfully pushed about how to make schools safer without more metal detectors and chologists who can get to the CPS to adopt a discipline poli- security guards. Here’s a sampling: root of the problems. The dis- cy that promotes the use of Adopt a restorative justice approach to discipline. Currently used by trict provides just one coun- restorative justice. Hand in Cook County’s juvenile justice system, this approach emphasizes selor for every 350 students, a hand with that, they also showing misbehaving students the hurt that they’ve caused and ratio that is far higher than wanted—and won—a move developing a punishment that has them repair the damage; for what is recommended by away from zero-tolerance. instance, by returning or paying for stolen items. Peer juries, experts. Psychologists and Now CPS policy encourages currently used in 43 schools, are an example of restorative justice. social workers spend most of schools to use restorative jus- Also, some schools use ‘peace circles,’ where students talk out their their time handling issues that tice practices to deal with conflict. CPS policy encourages schools to use restorative justice for arise with special education non-violent offences. non-violent offences. students. Morton started a Peace Curie High junior Dmitri Hire more counselors, social workers and psychologists. Principals, Center at her son’s elementary Westbrook passionately made students and administrators all agree that schools need more staff school. Instead of serving sus- the case for increasing coun- to work with angry, troubled students. But in a district as large as pensions out of school, stu- seling staff during a presenta- Chicago’s, providing more such staff on a system-wide level is costly. dents serve them at the Peace tion by Mikva students to high Center, where Morton helps Offer more activities for student engagement during and after school principals a week supervise and counsel chil- school. Many argue that students who love to come to school and before school started. dren on how to change their are excited by what they do there won’t cause trouble. Extracurricular “I don’t have an interactive ways. activities—whether band or football, drama or chess—keep students relationship with my coun- Other schools, such as engaged. An added bonus: these programs also keep children busy selor,” Westbrook said. Dyett High in Washington after school, during the hours when many of them are unsupervised Lack of funding keeps the Park, which had an outbreak of and get in trouble. The district recently announced plans to spend an district from reducing the fighting among girls last year, additional $14 million on these programs. caseloads of counselors, psy- use “circles” in which the stu- chologists and social work- Reward positive behavior and offer character education. Several dents involved come together schools in Chicago have grants for programs to reward good behavior. ers, Duncan says. But the dis- and talk out problems. Sometimes students or classes earn points or tickets that they can use trict is working to provide Christine Agaiby, restora- for prizes, such as a pizza lunch. Some schools also have teachers do more after-school and tive justice manager at Alter- lessons on how to be respectful and responsible toward others. extracurricular programs, natives Inc., a non-profit that and Duncan announced at a trains students and teachers press conference in mid-Sep- on using restorative justice tember that the district had principles and peer juries, Kenebrew, who has worked at principal at Curie and now secured $14 million in grants says such strategies don’t take Simeon and South Shore, Area 24 instructional officer, to pay for them. much money (especially com- believes it’s important to have says two things made her Not only do these activities pared to what the district adequate equipment and secu- school safer: hiring off-duty keep students excited about spends on discipline) but do rity personnel. But he stresses police officers in place of school, they also keep them require commitment. that getting students invested security guards and institut- from hanging out in the after- “It works if the principal in school is also crucial. “‘This is ing a strict discipline policy. noon on the streets, where dan- and teachers at the school for you,’” Kenebrew says he tells But Jones says she made ger might lurk, Duncan says. believe in it,” Agaiby says. “It students. sure the school offered plenty The need for the school does not work if the adults With that in mind, Kene- of after-school activities and district to do something was don’t trust it, if they just think brew held a pep rally for the insisted that all students have driven home at a recent press it is some hippie crap.” football team last year, the a major, such as drama or conference by Ron Holt, the first in many years at the International Baccalaureate, father of Blair Holt. “Schools CONNECTING KIDS TO SCHOOL school. The event was impor- to keep them more invested in don’t make these problems. Principals say making tant to bring the school school. Students come to school with schools safer requires a bal- together, he says, adding that “When I first came here, these problems,” he said. ance between programs that he even performed a little there were students with “But if we don’t deal with engage students in positive dance to show his excitement. majors and then those in the them, they become our worst behavior and equipment and A school newspaper and regular program,” Jones says. nightmare.” security staff that keep trou- school summits on various “The students in the regular blemakers out. topics are also in the works. program often felt left out and Contact Sarah Karp at (312) 673-3882 Clemente Principal Leonard Jerryelyn Jones, former caused problems. Though the or e-mail [email protected].
www.catalyst-chicago.org October 2007 11 COVER STORY SCHOOL VIOLENCE Parents want the real story one every school day. Under CPS policy, violent incidents should be reported to central Crane’s Principal Richard Smith did not return phone calls. David Penn, the office. A Catalyst Chicago analysis finds that’s not always the case. dean of students, declined to address the issue of what is reported to the central administration. However, Penn main- By Sarah Karp tains the school has been calm for a GOING UNREPORTED while, though the surrounding neighbor- n numerous occasions last school At 14 high schools, calls to police about hood can be treacherous. year, Sonya Jacobs’ daughter Ash- assaults and other violence have gone unre- Penn notes that the school serves ley Charles called from Crane ported to central office, despite a CPS policy young people who may be members of High to tell her mother she’d that requires schools to report all violations of four different gangs. At the end of the O the Student Code of Conduct. For a list of the heard rumors of an impending fight and school day, the school’s entire security feared for her safety. 14 schools, go to www.catalyst-chicago.org. force empties out of the building and Jacobs, whose son was murdered four surrounds it. years ago, was not about to risk having her “I would say that 85 percent of the daughter caught in the middle of a brawl. And the district has no way of verifying problems outside the school are not So every time she got a call, Jacobs whether principals report violations of caused by Crane students,” he says. dropped everything to pick Ashley up, sign the Student Code of Conduct to the Penn says school administrators have her out of class and hustle her back to the Office of Safety and Security, as they are worked hard in recent years to get stu- safety of their second-floor apartment. supposed to do. dents involved in after-school programs, The scenario happened so many Indeed, Jacobs’ story is evidence of and to send a message that bad behavior times that Ashley failed her final-period this two-fold problem. Her worries about won’t be tolerated. class and Jacobs became increasingly security at Crane are backed up by police Across town at Corliss High School in nervous about the school. While Jacobs’ reports, but the reports submitted to CPS Pullman, the situation is similar to that at daughter could have been exaggerating, by the school paint a rosier picture. Crane. Corliss administrators reported playing on her mother’s heightened sen- Last school year, police were called in only 41 incidents to CPS, but police sitivity to get out of school early, Jacobs 113 times to respond to violent incidents reports show officers responded to 115 had no easy way to get solid information at Crane, yet administrators reported calls about violence inside or on the about the level of violence at Crane. only 47 incidents to CPS, according to a school’s grounds. “I want to get her out of there,” Catalyst Chicago analysis of police Corliss Principal Anthony Spivey says Jacobs says. “I don’t feel comfortable reports and CPS incident reports for the he has no idea what the police write with her there.” 2006-07 school year. reports about, but that he follows CPS Jacobs says she feels the school’s staff Crane is not the only school with lax policy to “the greatest extent.” have been mostly dismissive of her con- reporting: At 13 other high schools, Spivey says he does not know how stu- cerns. police reports about violent incidents dents and teachers feel about the safety Solid information about violent inci- outnumbered school-generated reports environment at his far South Side school. dents, police involvement and discipline made to CPS. “We hope to provide a safe environ- would help parents navigate some of CEO Arne Duncan says he knows the ment…” he says. “I will tell you this—we these issues, says Nelida Torres of POWER- district has had problems with underre- don’t have children shot or stabbed. The PAC, a parent advocacy group brought porting of violence in the past, but adds question is, is the city a safe place?” together by the non-profit Community that he feels schools have gotten better in Organizing and Family Issues. recent years. SCHOOLS WORK WITH POLICE “It would be key for parents to be able Ultimately, Duncan says, “I want the Andres Durbak, director of the Office to figure out if learning is happening or if truth, so we can deal with the situation.” of Safety and Security, says that since principals and teachers are spending all there is a broader range of incidents that their time doing this other stuff,” she says. A NEIGHBORHOOD PROBLEM? should be reported to CPS than to police, For Jacobs and other parents, finding At Crane, police reports show that in school reports should outnumber those out whether their child’s school is a safe all but three of the 39 weeks that school reported to police. haven can be difficult. CPS has yet to was in session, at least one assault, bat- However, presented with Catalyst’s data make school-level data on serious offens- tery or theft took place inside the build- to the contrary, Durbak says he could see es, including incidents that sparked calls ing or on the grounds of the West Side some situations in which a police officer to the Chicago Police Department, wide- school. During 14 of those weeks, three would make a report and the school would ly available to parents and the public. or more incidents took place—virtually not feel compelled to call it in.
12 Catalyst Chicago October 2007 JOHN BOOZ Andres Durbak, chief of CPS’ Office of Safety and Security, (left) talks with a security guard at a citywide training. Durbak says training should help school staff contain incidents so police won’t need to be called. In most cases, schools should report more incidents to the district than police.
Principals are required to report to Assaults and batteries in schools hap- there’s toilet paper in the bathrooms Safety and Security every time a student pen more frequently than reported, and the halls are swept of students dur- violates the Student Code of Conduct. according to CTU officials. What gets ing class time—two things that don’t Durbak focuses on the violations in cate- reported depends on the principal’s phi- happen when a visit isn’t in the works, gories 4, 5 and 6, which are the more seri- losophy, they say. Bonner says. “We think people like Arne ous offenses, such as gang activity and “Some principals are aggressive,” says Duncan would benefit from seeing the fights in which someone is injured. Rick Perrotte, who works on safety issues schools on regular days.” Theophilus Tines, the dean of boys at for the CTU. “Others don’t follow through.” CPS has invited the students to make Harlan High School, notes that he works Prosser High senior De’Rell Bonner, presentations to principals and security in concert with police. At Harlan, school who served as the student representa- guards and have expressed interest in incident reports surpassed police reports. tive on the School Board last year, recalls some of the students’ ideas. But adminis- “I call the police in if I think they should that he saw the reports of violent inci- trators have not committed to unan- be involved,” he says. “They don’t do much dents in schools. Often, the summaries nounced visits at schools, says Hillary in the building without me knowing.” didn’t jibe with what he heard from stu- Reser of the Mikva Challenge. Durbak says he monitors the school dents, especially students at Crane, Meanwhile, Jacobs is still not con- reports to see which schools are having which his cousin attended. vinced that Crane is a secure place for her significant problems in order to provide Bonner worked this past summer with daughter. During the first week of school, help if needed. So if schools aren’t report- a group of students at the Mikva Challenge, she tried unsuccessfully to register her in a ing incidents accurately, they risk not get- a non-profit organization that promotes different school. But when nothing came ting extra support. civic engagement among young people, to through, she wound up back at Crane. “We try not to make it punitive,” Dur- come up with recommendations for how On Monday, Sept. 10, she walked her bak says. to make schools healthier and safer. daughter to Crane. Once again, she saw the Spurred by what they see as a discon- police cars, which she says sit at all four cor- SURPRISE VISITS nect between what principals report to ners of the block, all the time. Rather than Still, Chicago Teachers Union officials, administrators and the truth of what’s ease her concerns, she says the squad cars as well as a group of student leaders, say going on, the students suggested that dis- add to her sense that Crane is dangerous. they believe that principals in many trict leaders make surprise visits to schools. “I have to make do with what I have,” schools under-report. When visits are planned, suddenly she says.
www.catalyst-chicago.org October 2007 13 COVER STORY SCHOOL VIOLENCE State sets meaningless standard
Using expulsion data to determine whether Illinois schools are ALMOST DANGEROUS These schools expelled 3 percent of stu- dangerous gives only a partial picture of problems in schools dents in one of the last three school years, but fell short of the state’s NCLB criteria for being designated as dangerous, which By Sarah Karp enough evidence to warrant kicking a requires 3 percent expulsion rates for two student out; in other cases, the student is consecutive years. nder the Illinois criteria for desig- sent to Project SMART, a nine-week alter- nating a school as dangerous native program that teaches decision- BEST High at Bowen campus under No Child Left Behind, not making and problem-solving skills. Global Visions at Bowen campus one CPS building has ever Since 2004, five Chicago schools U Tilden Achievement Academy received the label, even though numer- expelled at least 3 percent of their stu- ous campuses have problems with vio- dents, but none did it for two consecutive School of Technology at South Shore lence year after year. years, according to Catalyst’s analysis. In fact, like most states, Illinois has nev- Austin High (now closed) er designated any school as dangerous TOO MANY DEFINITIONS? under NCLB, which requires states to pro- Illinois is not alone in having ineffec- Nationally, education advocates are vide information on which schools have tive criteria. Last year, only 46 schools split on whether more should be done safety problems so parents can choose from five states were labeled dangerous with NCLB’s unsafe school provision. whether to send their children there. But under NCLB, a figure that doesn’t jibe Jack Jennings, the executive director of rather than use incident reports—as the with information on crimes and surveys the Washington D.C.-based Center on U.S. Department of Education suggests— of conditions at schools, according to an Education Policy, says threats and bullying Illinois education officials use expulsion August report from the Inspector General are more of a problem than violent inci- data. The department criticized the use of of the U.S. Department of Education. dents in most schools. Instead of focusing such indirect criteria in a recent report. That report also warns against using dis- on a label, schools should have anti-bully- Expulsions tell parents and the public ciplinary measures, such as expulsions or ing policies and programs, he says. only a small part of the story about what long-term suspensions, because schools Mary Fulton, a policy analyst for the is going on in schools, according to a Cat- often just send problem students to alter- Education Commission of the States, notes alyst Chicago analysis of CPS expulsion native programs. that few advocacy organizations have paid and enrollment data for the last three Ronald Gidwitz, who was chairman of much attention to the provision. That school years. the Illinois State Board of Education in might be due to the concern that academ- Take, for example, Manley High School 2002, says he doesn’t remember much ically struggling schools are more likely to in East Garfield Park. Andres Durbak, discussion about the NCLB criteria and be designated as dangerous. director of the CPS Office of Safety and maintains that parents know when “That would be a double whammy,” Security, pinpoints Manley as a school schools are having problems. she says. that struggles with safety. Indeed, for each “They know because their children tell Still, Fulton believes the criteria of the past five years, Manley has had an them,” he says. should be tightened up when NCLB is average of 153 violent incidents—about A committee that developed the criteria reauthorized so parents will know when a 18 incidents per 100 students, far above thought using expulsions was fairer than school is having problems. And rather the district average of 5.5 incidents. using incident reports, says Myron Mason, than being punished, the schools should But based on expulsion data, Manley who chaired the committee and now is the be given help. didn’t come close to earning the label as state board’s interim division administra- “It really can’t be dismissed when a an unsafe school. To be classified as tor for federal grants and programs. school is a tough place to be and a tough unsafe under state guidelines, a school Committee members reasoned that place to learn,” Fulton says. must expel at least 3 percent of its stu- principals wouldn’t report accurately if In New York, the 27 schools identified dents for violent or weapons offenses for they knew the numbers were going to be as persistently dangerous each got two consecutive years. public. In contrast, state policy requires $100,000 to improve school safety, as well In 2005 and 2006, almost 3 percent of expulsions be approved by a superinten- as extra support. Manley’s students were sent to expulsion dent, and a violence-related expulsion According to the inspector general’s hearings, but less than 1 percent were must be accompanied by a police report. report, schools designated as dangerous actually expelled. Hearings do not auto- “They were afraid that there were too or put on state watch lists “tend to show matically lead to expulsion. In some cas- many definitions of an ‘incident,’ “ dramatic decreases in violent incidents es, the hearing officer decides there’s not Mason says. the following year.”
14 Catalyst Chicago October 2007 Teaching alternatives to fighting
By Kimberley Driscoll and Sarah Karp
eah, yeah, I am a Four, I’m a Mafia.” When Edward Ferguson, ‘Yan 8th-grader at Ella Flagg Young Elementary in Austin, hears talk like this, he knows what to expect next. Kids are “representing” their gangs as they pass in the hallways, and the back-and-forth is often the prelude to a fight, either in the hall or outside after school. “It scares me,” says Ferguson, who admits that he has felt pressured to join a gang. “People have gotten beat and seri- ously hurt.” Ferguson says he has found a way to cope by joining a church-based group called Walk By Faith Mission, where the pastor fortifies him with the inner strength to try to be different. But his sto- JOHN BOOZ ry illustrates how problems with serious Walk By Faith Mission Pastor Rosetta Dotson gets kids involved in learning games instead of fights and gang activity inside schools learning to fight. She recruits kids from her West Side neighborhood to join the program. Here, she disrupt education for elementary stu- works with Antwone Elax, left, Devon Phillips and Hasan Pinklyn. dents, as well as their older counterparts in high schools. the students are poor. Wentworth in Englewood, says that her Principals of elementary schools with “These kids bring a lot of baggage with staff is trying to stem violence with a sys- high rates of violence say that helping them,” Moore-Ollie says. tem of incentives called Positive Behavior young children learn to resolve conflict Dorothy Susan Naughton, the prin- Support. without fighting is key to curbing the cipal at Holmes in Englewood, observes Students are rewarded for good problem. that many children “don’t get attention behavior, rather than punished for nega- In general, elementary schools report- at home and they come to school and tive behavior. The state supports the pro- ed far fewer violent incidents last year, act out.” gram by providing schools with a net- such as serious fights and gang activity, Yet neither principal believes the sit- work of coaches and information about than high schools. At 183 elementary uation is hopeless. Moore-Ollie points best practices. schools, administrators reported fewer out—and the data back her up—that the Moore-Ollie and other principals say than five incidents. climate at Penn has improved. Five years they work to make their elementary But at 62 elementary schools—or ago, the school posted 20 incidents per school a home-like environment where about 15 percent—the incidence of vio- 100 students. students can trust teachers. lence was more than six for every 100 stu- Moore-Ollie, who was assistant princi- Naughton, who has been principal at dents last year, higher than the district’s pal before assuming the principalship, says Holmes for three years, says she hired a average. At 25 elementary schools, the that administrators turned the school’s sit- dean of students who has focused on rate was in the double-digits. uation around by pushing teachers to deal developing more extracurricular activi- One such school is Penn in North with minor issues in the classroom and ties, such as junior ROTC and ballroom Lawndale, where the rate was 13 violent send only those students with more dancing. Last year, the staff took students incidents per 100 students. Sherryl extreme behavior problems to the office. on a trip to a nature preserve in the south Moore-Ollie, the school’s new principal, Once in the office, she and other suburbs to bond with each other and says that it’s important to know the back- administrators don’t hesitate to call the with teachers. Naughton also spearhead- ground of the children to understand police if they feel such a call is warranted. ed an effort to have students trained as why fights and other incidents occur. “This sends a message to other stu- peer mediators to deal with conflicts. Many of Penn’s students are in foster care dents—that violence will not be tolerat- “We want kids to learn how to talk to or living with relatives because their par- ed,” Moore-Ollie says. each other instead of using their fists,” ents are on drugs or in prison. Almost all Gwen Walters, assistant principal at Naughton says.
www.catalyst-chicago.org October 2007 15 Up Close Success by the numbers
How one Southwest Side school built a data wall, lost half its to raise performance on standardized tests under No Child Left Behind. The federal law requires 100 percent of stu- teachers and is leading the charge to use data-driven instruction dents to meet state standards by 2014, and has touched off a race to figure out how best to turn assessment data into By John Myers better instruction. PUSHING THE DATA APPROACH Experts add a warning: Don’t “teach to ike the airplanes landing at nearby So far, the Math Benchmark and Learn- the test.” Schools need to think of “data” Midway Airport, noisy students ing First reading assessments are the linch- in the broadest sense and continually cram into Hearst Elementary pin of CPS’ push to use data to improve work at refining their assessment, they LSchool’s auditorium on June 7 to cel- instruction. Given three times a year, the say, instead of burning up teaching time ebrate the end of a different kind of jour- tests offer schools quick feedback on their on test-taking strategies and drill-and-kill ney, the completion of another school students’ readiness for the Illinois Standards study. year. Rewards large and small, from MP3 Achievement Test. GROWING PAINS players to $10 gift certificates, go to those Moving forward, district officials want to who essentially traveled furthest—the make test results more accessible to teachers Miller, a former teacher with a back- students with the highest marks or and principals through its $60 million IMPACT ground in chemical engineering, turned biggest gains on standardized tests. online information system. CPS also is asking entrepreneur and dabbled in the restau- Those scores are the centerpiece of schools and teachers to look closely, in light of rant business before returning to educa- Principal Reginald Miller’s “data wall” of the test results, at students’ written work. tion. Because of his scientific and busi- classroom-level test scores—good or Here’s how CPS plans to develop the ness background, Miller has emphasized bad—posted in large, color-coded charts IMPACT system this year: the use of test data and a strong incen- just outside the main office. In Room 215, tives system. for example, just four out of 14 students Distribute Math Benchmark and But that emphasis strained his rela- met reading standards on one of last Learning First data. Schools will continue tions with teachers. Many bristled at the year’s benchmark tests. to get hard copies of reading test results posting of their students’ test results on This mix of incentives and trans- Link test data to state learning standards his data wall, and 18 of the school’s 35 parency is at the heart of a turnaround teachers have since left Hearst. Build a tool for teachers to use to upload effort at Hearst, a low-income, predomi- “It wasn’t pretty,” remembers math and lesson plans and link the plans to the nantly African-American school that has science specialist Elizabeth Anthony. She appropriate learning standards languished on probation. Miller, now in says she tried to convince teachers that the his second year as principal, is pushing a Develop a request for proposals for a data wall “formed a baseline” to measure data-driven system that features new grade-book component their ongoing efforts, not an indictment of curricula, professional development past work. Still, teachers left en masse. Assemble an instruction guide for the and a reshuffling of teachers’ prepara- Chicago Reading Initiative Miller has plowed ahead, hiring only tion periods. new teachers who he says were willing to Focusing on students’ performance For more information about data-driven embrace his data-driven approach. data helps teachers be lifelong learners, instruction, go to www.catalyst-chicago.org. The results so far seem to support the says Miller. “But there’s a risk. You have to effort. Test scores went up in every grade be working with people you trust because level and subject last year, with one caveat: you’re going to be putting out your dirty use data to improve instruction. Scores among special education students laundry.” “That message has surely filtered down, remained flat and kept the school from His willingness to post classroom-lev- not just to the principals, but the teachers, meeting annual yearly progress goals. el data so openly may be unique in Chica- too,” says Rebeca de los Reyes, Area 11 That’s a shortcoming Miller hopes to go Public Schools, perhaps even detri- instructional officer, who oversees Hearst. address with another round of reforms mental to staff morale, but it ultimately Hearst also reflects a national trend, and even greater attention to data. reflects CPS objectives to push schools to one spurred by ever-mounting pressure To get the job done, much of the heavy
16 Catalyst Chicago October 2007 another book aimed at helping teachers make sense of student assessment data. Hearst also will look more closely at students’ written work, a priority CPS has set for schools districtwide. Students “have to be able to write in complete sentences [about] what they did and how they did it. It’s not just a ‘Yes,’ it’s a ‘Yes, because…’ “ says Anthony. Looking back, she says last year’s data push was ultimately about Miller setting expectations. Teachers also had to master new math and reading curricula, which have better built-in assessment activities, according to Anthony. Learning how to parse the Illinois Standards Achievement Test data, as well as the results from the district’s new assessments in math and reading proved beneficial but took time, Anthony notes. JOHN BOOZ Ideally, she says all students would have Principal Reginald Miller of Hearst shows off his “data wall”—large charts of student been placed into groups based on the achievement data broken down by classroom. The public posting of data plays a major role in the questions they missed on the tests. Antho- school’s overhaul and has proved controversial with teachers. ny planned to do pullout tutoring with each student, but there were too many. data lifting will fall on Anthony, Hearst’s Assessing student work “is what makes In the end, she took a triage approach, data specialist. them teachers. It allows them to draw on tutoring only the students who were most Last year, with help from her area what they know best,” Boudett says. likely to pass the ISAT with a little boost— math coach, Anthony learned to open Eventually, the Boston schools that those students who scored between 40 data files in Microsoft Excel and sort Harvard worked with found opportuni- percent and 50 percent (the ISAT passing results by classroom and subject. She ties for teachers to visit classrooms and score) on the Learning First and Math suspects Miller will ask her to run similar watch one another teach. That helped Benchmark tests. She narrowed her job reports using student demographic data teachers reflect deeply on their own further by focusing on the standards the this year, especially as the school targets instruction, Boudett says, and it put a students most often missed. its lagging special education students. second set of eyes into classrooms during The effort may not measure up to the But figuring out how to sort and graph group activities. “Data Wise” ideal, which calls for a more test data is just the beginning of a long It takes time to analyze data. But by holistic analysis of student work, but it process of data mastery, according to turning teachers’ attention to state test did lay the groundwork for Hearst’s more Kathryn Parker Boudett, co-editor of scores and students’ written work, ambitious plans for this year: using “Data Wise” and an expert on data-driven Boudett says, the faculty meetings that Anthony’s reports to help teachers think instruction. She and other Harvard used to dwell on scheduling and disci- about specific learning standards as they researchers spent years working with pline problems all but disappeared in review students’ written work. Boston Public Schools to fine-tune data Boston. Instead, teachers began having That has at least one of the new teach- gathering and the processes that make it meaningful conversations about what ers excited. Kisha McNulty, an 8th-grade useful to teachers. matters most: student learning and using math teacher, expects the school’s focus “Teachers get pretty glassy-eyed if you data to understand and improve it. on assessment and data analysis will help tell them that 42 percent of their students her be “reflective as a teacher.” passed a test,” says Boudett. “The thing MORE THAN TEST SCORES that we’ve found most powerful is just Many of the changes Miller has ‘DATA WISE’ DISTRICT looking at the actual student work pro- planned for Hearst this year dovetail with De los Reyes says schools in Area 11 duced every day.” Boudett’s suggestions. have taken slightly different approaches Schools that want to be data-driven This year, teachers will merge two of to the same task: Focus on student work, need to expand their idea of what data is, their four preparation periods into one especially written work, and organize she adds. By getting teachers to look at a 90-minute block that will be used for teachers into regular grade-level meet- student’s written work, especially if it’s data-intensive, grade-level meetings. ings to analyze it. “That’s data,” she says. buttressed by test data that can tie the Miller also has focused professional Her schools are following the district’s discussion to state standards, the development on the data-analysis game plan by digging past test data and chances for a fruitful conversation multi- process, requiring his teachers to read into writing assessments. CPS has tried to ply, she says. “Collaborative Analysis of Student Work,” Continued on page 23
www.catalyst-chicago.org October 2007 17 Viewpoints
LETTERS TO THE EDITOR Koldyke wrong about LAUNCH record
n the September 2007 issue of Catalyst trained, uniquely qualified, courageous Chicago, you published a guest col- HOW LAUNCH SCHOOLS PERFORMED and relentless leaders to undertake the job umn from Martin “Mike” J. Koldyke, of “turning around” some of our city’s most Percent meeting or exceeding retired founder of Frontenac Co. In his challenging school environments (Earle I standards on the 3rd-, 6th- and comments, Mr. Koldyke waxed eloquent- Elementary and Harper High), LAUNCH- 8th-grade ISAT composite. ly about the evolution of his involvement trained leaders stepped to the front of the with school transformation in Chicago. line. They are leaders that CEO Arne Dun- Many of his points are well-taken. How- Elementary with LAUNCH- 65 can himself describes as “superstars.” 62 ever, there was one statement made by trained principal Moreover, the district’s record first-day Mr. Koldyke that we found extremely Other CPS elementary attendance was bolstered by Bronzeville troubling. In his attempt to extol the Scholastic High School, at 99 percent. accomplishments of the Academy for That school’s principal just happens to be Urban School Leadership, he asserts: a 1999 graduate of the LAUNCH Program. “Then there was LAUNCH, the principal 44 And one of Chicago’s highest performing training program. It was not very effective charter schools, Alain Locke Charter and needs to be revitalized or replaced.” 42 Academy, boasts a principal who com- Webster’s dictionary states that the word 2002 2003 2004 2005 2006 pleted the LAUNCH program in 2001. assert “implies stating confidently without Mr. Koldyke defines success as being need for proof or regard for evidence.” In Source: Chicago Principals and Administrators Assoc. reflected in “people who [will] make a real our opinion, that is, unfortunately, exactly difference.” Well, LAUNCH-trained lead- what Mr. Koldyke did. And we respectful- that we focus more specifically on our own ers ARE making a difference, both quali- ly and adamantly disagree! Let the facts performance data. For example, in 2002, tatively and quantitatively, at every level speak for themselves. we began to track the performance of across this city. From that perspective, Now in its 10th year of existence, schools led by LAUNCH principals the LAUNCH Program has been and con- LAUNCH has trained 242 individuals for assigned between 1998 and 2002. In com- tinues to be a success. leadership in Chicago Public Schools— paring the test scores of those schools from Moreover, we agree with Mr. Koldyke more than any other district-supported 2002 through 2006 to the scores of all other that “there must be an initiative that is program. Factoring in the 44 retirements, schools, we identified a clear trend reflect- capable of training 40 or 50 principal can- there are presently 107 principals, 41 ing LAUNCH schools outperforming the didates each year.” However, it takes assistant principals, two area instruction others. The data also show that LAUNCH- resources and real commitment from all officers, 37 central and area office admin- led schools had higher scores than those stakeholders to support this type of broad istrators (including the deputy to the chief led by principals trained by the New Lead- vision. Hopefully, his leadership and pas- executive officer and the officer of teacher ers for New Schools program. sion will inspire others to provide the recruitment) and 11 school-based teacher LAUNCH has always prided itself on necessary support to make this a reality. leaders who can proudly say that they are training its Fellows to enthusiastically Until that happens, LAUNCH will contin- a part of the LAUNCH Urban Network. assume the mantle of leadership at any ue to move forward with smaller num- Quantity is not the only area in which level. Currently, 10 out of the top 35 ele- bers (16 this year) but with the same the numbers reflect LAUNCH’s excellence. mentary schools are led by LAUNCH- commitment to developing the highest A close examination of the 2007 ISAT data trained principals, including three in the quality of compassionate, visionary and for the Chicago Public Schools will show top 10. Additionally, the No. 1 and No. 2 relentless leadership to serve the children that factoring out the performance of the high schools in the state—Northside Col- and the communities of Chicago. LAUNCH-led schools would negatively lege Prep and Payton College Prep—are Clarice Jackson-Berry impact the much-celebrated rate of aca- now led by LAUNCH-trained principals, President, Chicago Principals and demic growth for the district. Moreover, as after national searches and rigorous Administrators Association more principal prep programs came on the selection processes were conducted to horizon and inevitable comparisons began replace retiring administrators. Joan Dameron Crisler to be made among them, it was only logical Conversely, when CPS needed highly Managing director, LAUNCH
18 Catalyst Chicago October 2007 Communityschools should be priority ecently, Chicago Mayor Richard M. needs, then working together to meet tion in the classroom. Grades have Daley and Chicago Public Schools these needs and achieve common goals. increased and children are healthier. Par- RCEO Arne Duncan jointly announced One common program strategy of com- ents also have received invaluable training an expansion of “community schools” and munity schools is an extended day, before and resources at their children’s schools, other coordinated after-school activities as and after school, one that is enriched with through adult-centered programming. a way of creating safe havens for Chicago’s robust academic, arts, athletic, health and When we combine the strengths of a children. (See story on page 22.) Though other engaging activities. This is not day community, its residents, its families and community schools do provide safe envi- care at the school. Rather, it is structured, schools, great things happen! Safe havens ronments for students beyond the regular supportive, engaging and enriching time are created, and while they are there, chil- school day, they provide so much more for that develops the whole child—academic, dren are enriched so they can succeed at students and their families, enabling kids mental, physical and social. school and life. The time is now for the to succeed at school and beyond, and Chicago’s community schools have community school initiative to become strengthening communities. had impressive results in their first few not only a Chicago priority, but a Community schools happen when a years. They have closed the achievement statewide one as well. All Illinois children school decides to reach out beyond its gap among students, raised standardized deserve this chance. school walls and engage the local com- test scores, improved overall student Suzanne Armato, executive director munity in assessing student and family behavior and increased student participa- Federation for Community Schools
CPS has made progress in teacher hiring hank you for printing an excerpt of is placed at a school only when the is attracting hundreds of career changers Catalyst Chicago’s interview with me teacher and principal both agree. As a to teach high-need subjects like math, Tin your September issue. You contin- result, Chicago teachers are happier with science and bilingual education. ue to shed valuable light on the issues of the transfer process than teachers in any School districts are too often criticized teacher quality that are central to The other district TNTP has studied. It is a for their shortcomings and too rarely New Teacher Project’s mission. great credit to the collaboration between praised for taking courageous steps to One aspect of our conversation that CPS and the Chicago Teachers Union, and address the real and complex problems did not come across clearly in the printed an example for other districts to follow. they face. Clearly there remains much interview is the extraordinary progress Likewise, Chicago deserves praise for work to do in Chicago on issues like Chicago Public Schools (CPS) has made its efforts to improve new teacher hiring. teacher evaluation. But as we think in recent years on teacher hiring and In the last few years, CPS has increased about school districts that are earnestly transfer. Chicago is one of a handful of the size of its applicant pool and the rigor engaged in the hard work of improving districts in the country that has eliminat- of its selection process. In 2006, just 12 teacher quality, it is obvious that CPS is ed forced teacher placement, which percent of candidates received positions. among the leaders. results in dissatisfaction among teachers The Chicago Teaching Fellows program Timothy Daly, president and principals alike. In Chicago, a teacher (which is run in partnership with TNTP) The New Teacher Project
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www.catalyst-chicago.org October 2007 19 Updates Ren 2010 part of contract talks
Chicago Teachers Union kicks around plan for more charters EDUCATION REFORMS The new Chicago Teachers Union contract, By John Myers with the union says she suspects CTU approved Sept. 10, includes these provisions leaders, pleased with their new contract, aimed at reforming schools: hicago Teachers Union and Chicago will be more open to charter expansion. Public Schools officials say they “I do believe there will be more dis- National Board certified teachers get a spent a significant amount of time cussion,” says Rep. Monique Davis (D- $1,750 pay hike. Cnegotiating over charter schools and Chicago). A new teacher evaluation process will be Renaissance 2010 during talks in August. Davis says she will not try again to implemented, based on the Yet only one provision—the formation push legislation capping the number of recommendations a joint district-union of a new committee to look into new charter campuses. A campus-cap bill she committee will make in March 2008. models for performance schools—direct- pushed last year died in the House. ly addresses the controversial program. At this point, however, little about Elementary schools that now qualify for Behind the scenes, however, the future charter legislation is clear. part-time guidance counselors will, in year union’s opposition to charters appears to Senate President Emil Jones Jr. (D- three of the contract, receive full-time be changing. Chicago), a leading advocate of charter counselors. Counselors are now guaranteed For one, the School Board’s lead nego- expansion, says he’s not aware of a private place to meet with students. tiator, Charles Rose, says the union renewed efforts by CPS to increase the A flat-rate hourly wage for after-school agreed to work with CPS to increase char- number of charters. teachers ($37.50) will save the district ter schools. Plans for a signed pact, how- Last spring, he spearheaded negotia- money and allow it to expand such services. ever, were dropped. tions with the CTU and its statewide affili- The Fresh Start peer mentoring program Meanwhile, CTU President Marilyn ate, the Illinois Federation of Teachers, was extended through 2012. Stewart recently sent a letter to Steve Barr, which resulted in a proposal for 15 new CPS founder of the unionized Green Dot char- charters. The legislation died amid end-of- A committee to explore lengthening of ter schools in California, asking for a session budget negotiations in August, the school day and year was established. chance to visit the group’s Los Angeles which coincided with union contract talks. schools and, as Barr puts it, “kick the tires.” Green Dot is currently working with PRESSURE FROM OUTSIDE? International Union, whose members are New York City’s teachers union (also an In a written response to questions the working-class parents who often American Federation of Teachers affiliate, about Green Dot, the CTU said: “Presi- need better schools and want more char- as is the CTU) on a bid to open a jointly dent Stewart is interested in exploring the ters, has pressured local teachers unions run charter school in the Big Apple. Some Green Dot model that is improving to work with charter school advocates. In charter insiders speculate a similar move schools in California. Our sister Union in fact, he suggests that SEIU’s recent efforts may take place in Chicago. New York has written a proposal with to start a local “parent union” in Chicago, “That’s news to me,” Barr says. Green Dot to open a union charter school essentially an organizing tool to boost In a written response to questions in the near future. CTU officials will be parents’ impact on school policy, could from Catalyst Chicago, the union said: visiting Green Dot schools in the coming be a first stab at pressuring local decision “There is an understanding between the months to determine if the Green Dot makers to craft unionized charters, not Board and CTU to explore ways to place model would be effective in Chicago.” just in Chicago but also in some of the teacher-led, unionized schools at the CTU’s interest in Green Dot may be a region’s working-class suburbs. forefront of educational reform in Chica- result of pressures emanating from the SEIU representatives were not avail- go. What the CTU supports is a return to larger union movement, according to able for comment. the type of unionized charter schools John Ayers, vice president of strategic Springfield correspondent Aaron Chambers envisioned by the former AFT President partnerships for the National Association contributed to this report. Albert Shanker, where teachers have a of Charter School Authorizers and a long- real voice in education reform.” time observer of union-charter politics. To contact John Myers, call (312) 673-3874 or e-mail One state legislator who works closely Ayers says the Service Employees [email protected].
20 Catalyst Chicago October 2007 Reading curricula narrowed to two CPS insists on standardizing material because too many schools offer too many options
By Debra Williams choose instructional materials for kinder- garten through 5th grade from one of two TWO CHOICES FOR READING his fall the district has launched an publishers: Harcourt or Scott Foresman Beginning this fall, elementary schools will be initiative to standardize reading (see textbox). CPS chose the curricula required to select one of the following two curricula in hopes of curbing the based on a survey of teachers following a programs for kindergarten through 5th- negative impact of mobility on pilot program last year. Teachers reported T grade reading instruction. Both are compati- reading instruction and achievement. these two publishers were the most useful ble with the Chicago Reading Initiative, The initiative has begun with 150 ele- out of the six the district piloted; for which emphasizes four reading skills: fluency, mentary schools that volunteered to be instance, by providing ample teacher train- comprehension, vocabulary and writing. part of the first cohort. Over the next ing or more material for struggling readers. three years, 150 schools will be added Schools also will receive assessment HARCOURT STORYTOWN—A new pre- annually, adopting one of the two reading materials, online resources, small school kindergarten through 6th-grade program programs the district has selected. libraries, training from CPS literacy coach- that includes fictional narrative passages, “We are doing this to create some cohe- es and professional development provided poems, plays and fantasy fiction, as well as siveness [in teaching],” says Xavier Botana, through publishers. The curricula will mir- non-fiction news articles, biographies and chief officer for instructional design and ror the goals of the Chicago Reading Initia- research materials. assessment. Schools in the federally fund- tive, which aims to improve reading per- SCOTT FORESMAN READING STREET—A ed Reading First program under No Child formance in four areas: word knowledge, pre-kindergarten through 6th-grade Left Behind are not required to participate comprehension, writing and fluency. curriculum that touts itself as “the first because that program has its own curricu- In recent years, the district has reading program to be aligned with No lum. The district has not yet decided launched other efforts that have scaled Child Left Behind and Reading First.” It whether schools in the Autonomous Man- back schools’ power to choose their own includes fiction, expository articles, agement and Performance Schools pro- curricula, including the Chicago Math biographies, poems and online reading. gram will participate. and Science Initiative and the High The new program takes the Chicago School Transformation Project. Both Curricula will include textbooks, supplemen- Reading Initiative a step further by pre- require participating schools to choose tal resources and training supplied by the scribing curricula that the district adopt- curricula from a limited approved list. publishers. CPS will provide literacy coaches. ed after a pilot program last year. The Reading Initiative focused on teacher and NOT THE WHOLE SOLUTION principal training and included a man- CEO Arne Duncan justified the new CPS looked at school districts in San date for two hours of daily reading reading program at the School Board Diego, Boston, Charlotte-Mecklenburg, instruction for students but schools were meeting in March by explaining that, giv- N.C., and New York that implemented free to choose their own instructional en the district’s high student mobility, similar plans and saw reading perform- materials. As a result, curricula varied “having a more consistent curriculum is ance improve, says Botana. from school to school and sometimes an important strategic initiative.” Two years ago, the district launched a even within schools, so reading instruc- Shanahan says the move is a good one, pilot program involving 60 schools and six tion lacked continuity from one grade to but it won’t completely solve the learning publishers: Hampton-Brown, Harcourt, the next and even across grade levels. problems created by student mobility. Stu- Houghton-Mifflin, Macmillan/McGraw- Using too many different curricula dents who move from school to school still Hill, Scott Foresman and RA/McGraw- makes it hard for teachers to collaborate may have to adapt to a new curriculum. Hill. Each publisher partnered with 10 or receive the same professional develop- “It will cut down on the amount of schools for two years. ment, says one expert. variance, but it won’t cut it all the way. You After the pilot, CPS surveyed each “Six hundred schools were using 700 still will have different programs,” says principal and 300 teachers to find out different things,” says Timothy Shanahan, Shanahan. “What might help is if schools which curricula were the most useful. former director of the Chicago Reading Ini- that are close [to each other], where kids They also conducted focus groups with tiative and now director of the Center for shuffle back and forth, buy the same cur- special education coaches, bilingual lead Literacy at the University of Illinois-Chica- riculum. Let the faculties of the schools teachers, reading coaches, librarians and go. “You could find nine different programs get together and choose the same one. other literacy experts. in one school because teachers were Then, when a child moves, he will be Woods Academy in Englewood partic- allowed to choose what they wanted.” ready to deal with it.” ipated in the pilot and used the Harcourt Under this new plan, schools will Before rolling out its own program, Continued on page 22
www.catalyst-chicago.org October 2007 21 UPDATES Plan to expand community schools
By Ed Finkel successor organization to the Campaign, manent solution for the funding problems, the Federation will focus on lobbying the so we don’t keep running into some schools hicago Public Schools will expand public sector for ongoing funds. being in danger of getting cut off.” its community schools effort over Erica Harris of CPS’ Office of Extended She adds that data thus far—including the next year with an infusion of Learning Opportunities insists those ISAT scores, grades and discipline statis- C$7.5 million from CPS and between schools’ programs were never in jeop- tics—prove that the comprehensive $700,000 and $800,000 from Chase Bank. ardy. “We are continuing the public opportunities offered by community Funding for the schools became a ques- match of $50,000 for those schools, and schools result in real benefits to students. tion mark this year, when three-year grants we will be picking up the $50,000 that “The case has been made. It will be from the Campaign for Community used to be the private match.” our job to take that to policymakers and Schools ran out. The Campaign primarily Five of the 40 new schools already say, ‘Here’s the facts.’ Hopefully, they’ll be raised funds from private sources to seed have been chosen, Harris says: Cameron convinced,” Armato says. the community schools, which also receive in Humboldt Park, Haley in Roseland, Chicago’s schools probably will be OK money from the federal 21st Century Com- Lloyd in Belmont Cragin, O’Toole in West this year and next, Darnieder says, but munity Learning Centers program. Englewood and Marquette in Chicago after 2009, a large number of schools are The last-minute reprieve will allow CPS, Lawn. (These schools have had extend- set to lose federal funds. “That will be the which has become a national leader in the ed-day programs but were not officially critical time again.” community schools movement, to keep all part of the community schools initiative.) Darnieder notes that the federal gov- 110 of its community schools and add 40 The other 35 schools will be chosen by ernment also is debating the issue. The more. Meanwhile, a new non-profit called late November and programs are expect- Full Service Community Schools Act, cur- the Federation for Community Schools is ed to begin next September. rently in committee in both houses of taking up the task of lobbying for more The Federation hopes its lobbying Congress, would provide $200 million per public funding on behalf of the effort, efforts will convince state legislators to year nationwide. which provides extended-day academic provide long-term funding, although state If the feds come through with funding, and social opportunities through partner- money for community schools was “gutted community schools nationwide will have ships with community organizations. when everything came to a standstill down Chicago to thank for its leadership on the The new CPS funding, which was in Springfield,” says Suzanne Armato, the issue, says Marty Blank, staff director painted as part of a districtwide anti-vio- Federation’s executive director. with the National Coalition for Commu- lence initiative announced in September, The group also plans to lobby the Illi- nity Schools, who says Chicago has the came as a relief to those schools that were nois State Board of Education, which has most extensive initiative in the country. set to lose their Campaign grants. Some had an unfunded item in its budget since Blank says CPS’ effort “represents a school officials had feared they might 2002, to put dollars toward CPS and oth- really important signal to other urban have to scale back or close their pro- er districts. school districts that deep connections grams. That won’t happen now that $2 “We hope not to be back at this same with communities are an important part million of CPS’ funds will be specifically point because we’re hoping to make of any school reform strategy.” targeted to those schools, says Havilah inroads with policymakers to support com- Darnieder, program associate with the munity schools for a longer period of time,” Ed Finkel is a Chicago-based writer. E-mail him at Federation for Community Schools. The Armato says. “We’d like to get a more per- [email protected].
LITERACY Continued from page 21 Beryl Guy, principal at Hay Communi- program. The district used its bulk buying ty Academy in Austin, chose Scott Fores- power to negotiate a better deal for schools, series. The new curriculum has more man because “it had all the necessary and is picking up about 20 percent of the instructional material for the “middle-of- components for a solid program.” cost. Schools end up paying about one- the-road child and the struggling reader,” “Every month, we had professional third the usual cost, Botana says. (Schools says Principal Roslyn Armour. Harcourt development,” Guy says. “Sometimes buy their own textbooks and materials also provided supplemental materials, we met off-campus at a restaurant and from funds allocated by the district.) such as workbooks, assessments and they helped us learn data—how to “Any time you buy new books, that’s a information on how to use the materials assess and what do with it. Everyone lot of money,” says Martinez-Estka. The with computers, she says. really liked that.” school used the savings to buy a new In addition, Armour adds, Harcourt Ana Martinez-Estka, principal at Avon- math program. trainers came in at least once a month to dale Elementary in Avondale, says the cost team teach with teachers. Sometimes, the savings provided by the district’s bulk buy- To contact Debra Williams, call (312) 673-3873 or trainers taught the lesson themselves. ing power is one of the best things about the e-mail [email protected].
22 Catalyst Chicago October 2007 Benchmark. Both tests, given three Catalyst Chicago is an independent publication created to document, DATA Continued from page 17 analyze and support school improvement efforts in Chicago’s public schools. times a year in quick exams (less than ramp up its professional develop- an hour), have provided much-need- PUBLISHER & FOUNDER MARKETING DIRECTOR ment to match, says Patrick Baccel- ed measures in the year-long gap Linda Lenz Venita Griffin lieri, deputy officer in the district’s between ISAT tests. Results are EDITOR-IN-CHIEF PHOTOGRAPHERS new Instructional Design and returned to schools within two weeks Veronica Anderson John Booz, Joe Gallo, Jason Reblando Assessment office. and have helped schools better meas- DEPUTY EDITOR Baccellieri, former principal at ure progress throughout the year. Lorraine Forte EDITORIAL BOARD Vivian Loseth, chair South Loop Elementary, built a repu- Tying this benchmark data to a CONSULTING EDITOR Barbara Radner, vice chair tation as a savvy data analyst while deeper analysis of written work Cindy Richards Carlos Azcoitia piloting the school’s transformation. marks the next assessment push, DATA & RESEARCH EDITOR Leticia Barrera Not satisfied with a simple once-over Baccellieri says. John Myers Keri Blackwell of ISAT data, he spent countless “In the end, what’s really critical is Ray Boyer ASSOCIATE EDITORS Warren Chapman hours delving into the test and the to help teachers understand what’s Sarah Karp, Debra Williams specific state standards the various important for 8th-graders to know Joan Dameron Crisler Marvin Hoffman questions measured. The fruits: and do, so they can move on and get PRESENTATION EDITOR Christine Wachter Carol Johnson learning standards re-worded so a 20 or better on the ACT,” he says. Hawa Jones South Loop’s students could better “And then [we must] go backwards SPRINGFIELD CORRESPONDENT John Paul Jones Aaron Chambers grasp their meaning and prioritized and [ask] what does that mean for 6th Tim King CONTRIBUTING EDITORS Robert Lee so the teachers could focus on what grade? What does that mean for 3rd?” Peter Martinez Baccellieri said was most important. To help get the data in the hands Curtis Lawrence, Jody Temkin, Alexander Russo Julia McEvoy Once he had thoroughly digested of teachers, the district also is rolling Tanya Brown Merriman the ISAT, Baccellieri started breaking out a curriculum management tool COPY EDITOR Dea Meyer Charles Whitaker down his school’s test data in ways built into its new $60 million IMPACT Penny Bender Sebring Maria Vargas INTERNS that helped him communicate his (Instructional Management Program Sara Spurlark Kimberley Driscoll, Kristin Maun, instructional aims to his teachers. In and Academic Communication Tool) Steve Zemelman Jazmenda McNabb fact, data became his preferred com- student information system. munication tool. He soon went The ultimate goal is to have the Catalyst Chicago is published by the Community Renewal Society—Dr. beyond test scores, even charting out IMPACT system tie the Learning Calvin S. Morris, executive director. Issues are published monthly except discipline referrals by the hour. First, Math Benchmark and ISAT January, June, July and August. Copyright 2007. All rights reserved. The Surprising trends lurked in that data into one outlet where schools opinions expressed in Catalyst are not necessarily those of CRS. Catalyst is data, too, including a huge spike in can see how the test questions con- a trademark of the Community Renewal Society. referrals just after lunch. Though nect to state learning standards and ADDRESS: 332 S. Michigan Ave., Suite 500, Chicago, Ill. 60604 teachers knew discipline issues were easily analyze test results by class- WEB SITE: www.catalyst-chicago.org greatest at that time, they had never room, demographics or student. PHONE: (312) 427-4830, Circulation (312) 673-3826 seen the problem’s true magnitude— Boudett says the “Data Wise” proj- FAX: (312) 427-6130 until Baccellieri’s charts surfaced. ect has shied away from the technical E-MAIL: [email protected] Teachers clamped down and refer- front, given the plethora of tools ADVERTISING: (312) 673-3867 rals fell dramatically. available to help schools slice and OUR SUPPORTERS: Catalyst is made possible by grants from The Baccellieri, who joined Botana’s dice data. She says it’s important, Chicago Community Trust, Lloyd A. Fry Foundation, The Joyce group this summer, is essentially try- however, to make sure teachers get Foundation, John D. & Catherine T. MacArthur Foundation, McDougal ing to replicate his South Loop plan the data quickly and easily, and that Family Foundation, Oppenheimer Family Foundation, Polk Bros. across the district. To do it, CPS may any software tools used make it easy Foundation, Prince Charitable Trusts and The Spencer Foundation, and get help from Harvard’s “Data Wise” to analyze the data by test question, by subscriptions and contributions from individual supporters. researchers. classroom, learning standard and SUBSCRIPTIONS AND SERVICES This summer, Baccellieri and 11 individual student. other principals, teachers and For his part, Hearst’s principal Call (312) 673-3826 or sign up at www.catalyst-chicago.org . administrators from CPS traveled to hopes that despite the early snafus, E-MAIL SUBSCRIPTIONS Free. Receive a table of contents when issues are Brown University for a weeklong data the IMPACT system will deliver and posted to the web, plus breaking news and special alerts from time to time. summit sponsored by The Joyce free up his math and reading special- EN ESPANOL E-mail subscriptions: Receive links to translated articles Foundation. With guidance from ist from the school’s heavy data lift- when they are posted to the web. Boudett and her team, Chicago and ing and analysis. ON THE WEB Back issues, a timeline history of school reform, citywide edu- representatives from Milwaukee, “To the extent that you can get cation statistics, school improvement resources, phone directories and more. Cleveland and Providence tried to data back faster, the better you can “CITY VOICES” Deputy Editor Lorraine Forte hosts this public affairs pro- determine best data strategies and make decisions to improve your gram at 6:30 a.m. the second Sunday of the month on WNUA-FM, 95.5. learn from one another’s efforts. school,” says Miller. LETTERS TO THE EDITOR Chicago’s approach has, to date, Include the writer’s full name, title and contact information for verifica- been largely about its new assess- To contact John Myers, call (312) 673-3874 or tion. Letters should be limited to 200 words and may be edited for space ments, Learning First and Math e-mail [email protected]. and clarity. Send them to the attention of the Editor.
www.catalyst-chicago.org October 2007 23 COMINGS & GOINGS To submit items for Comings & Goings, e-mail
NEW PRINCIPAL PROGRAM TEACH FOR CAROLYN EPPS, former principal at Canter Middle additional information, call (312) 253-4900 or AMERICA-CHICAGO and the HARVARD GRADUATE School, Area 13. visit www.youth-guidance.org. SCHOOL OF EDUCATION have joined forces to recruit, train and place top Teach for America PRINCIPAL CONTRACTS The following BILINGUAL ED COUNCIL MIGUEL LLANAS, a alumni as principals in some of CPS’ lowest- interim principals have been awarded new parent from Columbia Explorers, is the new performing schools. The prospective principals will principal contracts: NADINE DILLANADO, Mayo; president of the Chicago Multilingual Parents be recruited into a special master’s program at RICHARD GLASS JR., Gale; SHONTAE Council, which advises the district on the Harvard and then enter a one-year residency HIGGINBOTTOM, Avalon Park; KURT JONES, Libby; development, implementation and evaluation of its under the tutelage of a CPS principal. The DEREK JORDAN, Powell; ODETTE LANGER, Barry; bilingual education programs. Other parent program is expected to train 10 new principals a KENNETH MCNEAL, Bogan; RICHARD SMITH, Crane members and their schools are: ROSA DIAZ, Greeley; year. THE CHICAGO PUBLIC EDUCATION FUND Tech; RENEE THOMAS, Woodson South; ROSA PAULA SANDOVAL, Falconer; ESTELA PORTILLO, contributed $310,000 toward the program; the VALDEZ, Haugan; HENRY WEST JR., Clark; KRYSTAL Lowell; MARLEN PARADELO, Yates; SANJUANA PRITZKER TRAUBERT FAMILY FOUNDATION REDEN THOMAS, School of Technology at South ANDRADE, Cooper; PATRICIA MARTINEZ, Carson; donated $115,000. CPS will pay the salary for Shore, and FERDINAND WIPACHIT, Phoenix Military MARIA ALICIA AGUIRRE, Peck; SANDY BARBOSA, fellows during their residency years. JILLIAN KOTT, Academy. The following principals have had their Gallistel; RAMIRO ARANDA, Reilly; ROMAN director of alumni support for Teach for America- contracts renewed: VELMA COOKSEY, Wadsworth, CENTENO, Zapata; MARIA PEREZ, Holden. Chicago, will coordinate the effort. and ANGELICA HERRERA-VEST, Ortiz de Community members are: AMINA TAYLOR, Areas 1, Dominguez. PHILLIP PERRY has been named 2 and 19; MARIA DEL CARMEN CASIMIRO, Areas 3, 4 AT CLARK STREET ADELINE RAY, formerly interim principal at Curie. and 6; SAU YUNG LI, Areas 7, 8, 9 and 21; MARIA senior program coordinator for the district’s ROSA ALMAZAN and JAQUELINE ALDERETE, Areas Community Schools Initiative, is now senior TEACHING ENGLISH LEARNERS MCGRAW- 10, 12, 13 and 22; JUVENAL DUARTE, Areas 11, 14, manager for the initiative, taking over from TAWA HILL EDUCATION and GATHER.COM are sponsoring 15 and 23. CPS staff members on the council are: JOGUNOSIMI, who has been named assistant to the a video/essay contest to find the best instructional JOSE TORRES, area instructional officer, Area 14; mayor for education. … DAVID GILLIGAN has been strategies for English-language learners. Teachers ANNA PISULA, bilingual teacher, Oriole Park; and named chief officer for the Office of High Schools may submit a two-and-a-half-minute video or a DANIEL GUZMAN, bilingual teacher, Zapata. and High School Programs; ABIGAYIL JOSEPH, has 250- to 500-word essay at http://teach.gather.com been named academic enhancement officer. Both demonstrating an effective teaching method. CHARTER CHANGES THE ACADEMY OF previously served as interims in the posts. Deadline for submissions is Oct. 18. Teachers can COMMUNICATIONS AND TECHNOLOGY has moved vote for the finalists on that Web site. Two grand from 4319 W. Washington St. to 2908 W. NEW AREA OFFICERS The following prize winners each will receive $1,500 to purchase Washington St., where it is sharing space with administrators have been named to head area classroom supplies. Two runners-up each will Cather Elementary…. ASPIRA-MIRTA RAMIREZ instructional offices: JERRYELYN JONES (ousted as receive $500. Winners will be announced Nov. 14. COMPUTER SCIENCE HIGH SCHOOL CAMPUS has principal at Curie High in a case that prompted moved from 2435 N. Western Ave. to 1711 N. Mayor Daley and top CPS officials to call for more PARENTS’ RETREAT The 15th Annual Youth California Ave. … CHICAGO INTERNATIONAL central office control over principal hiring and Guidance Parent Leadership Retreat is scheduled CHARTER-RALPH ELLISON CAMPUS has moved firing by local school councils), Area 24; NORMA for Nov. 9-10 at Oak Brook Hills Marriott Resort. from 8001 S. Honore St. to 1547 W. 95th St. … RODRIGUEZ, previously a high school curriculum The conference is designed to help parent leaders THE CHOIR ACADEMY CHARTER SCHOOL OF and instructional officer, Area 22; PAUL ZEITLER, increase parent participation in schools as a way to CHICAGO has moved from 3737 S. Paulina St. to former principal at Sheridan Elementary, Area 19; improve student learning. Registration is $325. For 3630 S. Wells St.
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