by Art Golab, Becky Schlikerman and Lauren FitzPatrick - Chicago sun-times | September 02, 2014
Chicago’s public neighborhood elementary schools improved greatly in reading and slightly in math, outpacing average charter school growth last year, according to a Chicago Sun-Times analysis of recently released testing data.
Though neighborhood schools scored just a hair higher than charters in 2014 scores — landing in the 49th percentile nationally for reading and math compared with the 48th for charters — Chicago Public Schools’ open-enrollment schools made much better progress than charters in reading over 2013, according to the analysis of the Northwest Evaluation Association Measures of Academic Progress test data.
CPS schools, on average, scored better than 75 percent of all schools nationwide in reading growth.
By contrast, reading growth was about 27 percentile points lower, meaning charters scored better than 48.2 percent of all schools nationwide, among charter schools with available testing data.
In math, the growth gap was much smaller, as neighborhood schools squeaked past charter schools — in the 54.9th percentile versus the 49.5th percentile, according to the analysis, which weighted the scores according to the number of kids who took the test.
Fifty-nine charter schools reported results, but Chicago International Charter School’s Loomis, Alain Locke Charter Elementary Academy, Global Citizenship and Namaste and the LEARN schools were not included in the data CPS provided.
Troy LaRaviere, a Lake View principal who has been critical of charters, said the similar attainment scores could result from charter schools starting with students who are more motivated.
“They’re just getting students that perform at a higher level, but they’re doing far less with them in terms of fostering growth in the students they get,” LaRaviere said.
Please click here to continue reading at suntimes.com.
by ctu communications | September 02, 2014
Join us at 4pm on Friday at the Illinois Centennial Memorial Column in Logan Square, which is located at the intersection of North Milwaukee Avenue and Logan Boulevard. A CTU social event will follow at 5:15 p.m. at El Cid bar and restaurant, 2645 N. Kedzie Ave.
Are you on Facebook?? Then visit the Schools Matter sign-up page!!
by Kristy Brooks | September 02, 2014
After two hours running a meeting for a student’s medical needs, I walk out to find Ana, a teenager in tears. A friend was shot and killed in her neighborhood last night, and she’s struggling to make sense of it. I wish I knew Ana (a pseudonym) had been waiting, but what if I had known?
Like 75 percent of my Chicago Public Schools elementary/middle school counselor colleagues, I’m forced to assume the additional “duty” of case manager, overseeing all special-education student services. How do I choose what’s more important: working with students who have great social-emotional needs, or handling the endless crush of legally mandated special-education meetings and paperwork? It’s an impossible choice, as both are essential. After eight years in this district, the dilemma continues to break my heart each day.
School counselors hold master’s degrees and licenses to address social-emotional, academic, and career needs. We are trained to teach whole classroom guidance, run small groups, and work with students one-on-one in crisis situations. While every Chicago public school has at least one school counselor, often that’s in title only. The hundreds of us who also are case managers are able to respond only to students with immediate needs such as suicidal thoughts or abuse instead of teaching preventive lessons for everyone.
Please visit Chicago Sun-Times.com for the full story.
by becky vevea - wbez | September 02, 2014
Two years ago, the Chicago Public Schools budgeted for 454 librarians. Last year, the budget called for 313 librarians, and now that number is down to 254.
With educators facing tough financial choices, having a full-time librarian is becoming something of a luxury in Chicago's more than 600 public schools.
It's not that there's a shortage of librarians in Chicago, and it's not mass layoffs. The librarians are being reassigned.
"The people are there, they're just not staffing the library; they're staffing another classroom," says Megan Cusick, a librarian at Nancy B. Jefferson Alternative School. She says all across the district, certified librarians are being reassigned to English classrooms, world languages or to particular grade levels in elementary schools.
"We got down to the point of saying, well, we have a classroom and it doesn't have a teacher," says Scott Walter, a parent at Nettelhorst Elementary, a popular school in the upper-middle-class Lake View neighborhood on the city's North Side.
He says when the district stopped funding specific positions and let principals and school councils decide how to spend their money, the numbers weren't adding up.
Continue to read at NPR.org .
by sarah hainds - ctu researcher | August 27, 2014
Karen Lewis did not have an “apparent change of heart” regarding the career and tech (formerly vocational) education [“Old video suggests shift in Lewis’ views”]. The proposal for CPS to move the firefighters training program from an after-school program to an in-school CTE program, like the one at the DuPage Area Vocational Center, is in response to the mayor’s plan to give CPS graduates a preference when they apply for the firefighters’ academy.
In the quote from the video from April 2013, Karen was discussing the history of CTE in the public schools as being the publicly funded training program for private industry. When there were sufficient jobs available to high school graduates, this worked fine. Now the jobs have been outsourced to such an extent that there is high unemployment in this country — and especially in specific Chicago communities. And because of detrimental austerity measures like student based budgeting, education was also sacrificed in the process so that we have students graduating from some Chicago high schools who did not have access to a full, rich curriculum and also their CTE program options were reduced. That is a double whammy on students who already faced an uphill battle because ofsocio-economic factors.
It is not hypocritical to say that CPS should provide both an enriching academic curriculum and also more CTE options. Instead of preparing CPS students for the firefighter’s academy, the mayor would prefer to lower the admissions standards — no one will be benefit from that plan.
Chicago Teachers Union
by ctu communications | August 27, 2014
CHICAGO – The Chicago Teachers Union (CTU) calls on the City of Chicago to level the playing field for the thousands of preschool aged children by adopting a universal system that provides a full-day of early care and education for children under the age of 5.
Under the current system, hundreds of youngsters are at risk of losing access to educational programs that would foster cognitive learning, academic achievement, social skills and emotional development.
Since 2009 State-level funding for early childhood education has decreased by more than 25 percent leaving hundreds of children without access to half-day, or full-day programs. State-level funding disparities are just the tip of the iceberg as the enrollment rates among minorities continues to slide.
According to a report from Voices for Illinois Children, about 58 percent of white children and 55 percent of black children attend some sort of preschool, yet only 40 percent of Hispanic children are enrolled. Also children in poverty are underrepresented in preschool enrollment, while 24 percent of children under 5 are in poverty, only 19% enrolled in preschool are in poverty.
Just as Chicago Public Schools has responded to Chicago’s high poverty rate by offering all students free breakfast and lunch, a similar community response is needed to support the thousands of working and nonworking families in need of full-day preschool.
“The current preschool system of half-day slots doesn't work for parents who need reliable, full-day programs to allow them to work to support their families,” said CTU President Karen Lewis. “The families left out are precisely those who need this programming the most--low-income parents with few resources who are trying to lift up their families and get ahead through steady full-time employment.”
In order for the current system to work the CTU recommends the following:
Expand existing half-day early learning programs (like Preschool for All and Head Start) to a full-day for 3 and 4-year-olds.
Expand early learning programs for infants and toddlers from birth to 3 –years-old who receive child care through the Illinois Child Care Assistance Program.
Ensure transparency and accountability in the use of the mayor’s Children’s Fund. Millions of dollars have been set aside from speed camera revenues, but community members are left guessing when it comes to how funds are used within Chicago.
Explore both immediate and long-term progressive revenue options to support expanded early care and education—such as reclaiming money lost to banks by renegotiating toxic swaps, millionaires’ tax, financial transactions tax, etc.
Require teachers in community-based early childhood programs to hold the same credentials and earn the same wage as preschool teachers in Chicago Public Schools. This move will create good jobs in Chicago’s communities and will reduce teacher and caregiver turnover, which means more stability for young children and families.
The CTU’s effort to secure full-day preschool is in conjunction with the Bright Future Chicago: Where Kids and Parents Come First campaign. Bright Future Chicago is on a fast track to make universal coverage a reality by expanding the already broad support for universal coverage through education and outreach, partnering with elected officials and community leaders for concrete reform of the city’s broken system, and promoting a comprehensive and accessible universal plan covering all of the city’s working families.
The Chicago Teachers Union represents 30,000 teachers and educational support personnel working in the Chicago Public Schools and, by extension, the students and families they serve. CTU, an affiliate of the American Federation of Teachers and the Illinois Federation of Teachers, is the third largest teachers local in the country and the largest local union in Illinois. For more information visit CTU’s website at www.ctunet.com.
by valerie strauss - washington post | August 26, 2014
Just when you think things can’t get any worse for kindergartners, they do.
It used to be that kindergartners could play — which is how early childhood development experts say young children learn and are socialized best. Today 5- and 6-year-olds are forced to sit for hours at a time doing academics, often with little or no recess, and in some places, no time for a snack. Homework goes home every day with many kindergartners.
Stories about the bastardization of kindergarten come from across the country. John Gemmill of Dodge City, Kansas, told me in an e-mail that he spent at least half of the 186 days he teaches a year giving some sort of mandated standardized assessment — with strict rubrics to follow — to kindergartners in his classes last year. One veteran educator described his granddaughter’s Houston kindergarten class as a “sweat shop.” This past spring the interim principal and four teachers at an elementary school in Elwood, N.Y., sent a letter to parents saying the annual year-end kindergarten play was being cancelled so kids could keep working hard to be “college and career ready.” (This really happened.)
So what’s next? How about final exams for kindergartners?
Katie Jane Klepko, right, stands with her kindergarten class at Mason Classical
Academy in Naples, Florida. (AP Photo/Naples Daily News, Carolina Hidalgo)
by Kevin Hough and Lois Jones - CTU Field Representatives | August 22, 2014
For many of our fellow Chicago Teachers Union members, this past summer provided a hardship as members struggled to make it through almost 10 weeks without regular pay. While every individual’s financial situation is different, those who were able to regularly save a portion of their salary throughout the school year were able to use these savings during the summer break.
As you unpack your boxes and ready your classrooms or offices, also consider doing the same to your finances. New CPS employees should research and enroll in available 403(b) retirement investment options. Returning employees are advised to review their investments and select the options which match their investing goals.
For those who enrolled in an automatic savings plan like those offered by the United Credit Union, it is recommended that all employees readjust their plans to reflect annual contractual raises and lane adjustments. Automatic transfers are offered by most financial institutions and are easy to establish from any account funded by a direct deposit.
In order to fully replace salaries throughout the ten weeks of summer break, the one week of unpaid winter vacation and one unpaid holiday before Thanksgiving, the CTU recommends members set aside at least 23 percent of each paycheck for their personal “deferred” pay fund.
While difficult, setting aside 23 percent of each paycheck is the best way to ensure you have a steady stream of income throughout the year.
by Becky Schlikerman | August 21, 2014
This article is reproduced from the Sun-Times Early & Often blog.
Chicago Public Schools officials are not allowing a beleaguered charter school operator to open a planned South Side campus next month, a CPS source has confirmed to the Chicago Sun-Times.
Concept Schools' Horizon Science Academy-Clay Evans, which was planned for the Chatham neighborhood, will not open in September, the source said.
The decision was made after Concept, whose Des Plaines headquarters were raided by the FBI in June, lost out on its first facility.
The second facility chosen for the school at 9130 S. Vincennes won't be ready for the first day of school next month, the source said.
The located generated controversy after the Sun-Times reported earlier this month that David Vitale, the president of the Chicago Board of Education, runs a bank that would have benefited if Concept had opened the school in the Vincennes building.
Read more at the Sun-Times Early & Often blog.
by ted cox | August 25, 2014
Dyett High School students are being urged by CPS to abandon the school immediately, before its final year begins, according to protesters trying to keep the school open.
Dozens of protesters with the Coalition to Revitalize Dyett High School sought a meeting with Mayor Rahm Emanuel at City Hall Monday and were told one would be scheduled at their convenience. They also asked that Dyett students receive reassurances from Chicago Public Schools that their senior year would not be disrupted.
"Students from Dyett have received phone calls from Chicago Public Schools encouraging them to leave Dyett and go to either Hyde Park or go to Bronzeville Scholastic Institute," said Jitu Brown, an education organizer with the Kenwood Oakland Community Organization and the national Journey for Justice Alliance. He added the students would be "displaced for the last year of their high-school career."
Please click here to continue reading at dnainfo.com.