Claudinette (Didi) Schwartz, CPS Director of Assessment, also spoke to the PTA Advisory Council last week about her department's work. Her office sits within the CPS Office of Accountability under John Barker.
Her introduction, like most of her remarks, were heavy on the education version of corporate speak: Assessments are a reflection of learning expectations. Assessment is a constant process, not an end-game. It happens every day, in every classroom, with every student. At least in theory it does.
Like Annette Gurley, she was short on time and most of her talk took the form of a Q&A session, which I've transcribed from my notes below:
Q. Explain the reduction in number of assessments for this AC2013-2014 versus AC2012-2013.
A. We reduced the number of assessments because
(a) we wanted to increase instructional time
(b) we wanted to emphasize that we assess students not on one measure
Looking at data points are equally important. District eliminated fall NWEA tests except for those students who didn't take the spring test and tehrefore didn't have a baseline test. The NWEA baseline allowed us to diagnose interventions and ways to work on them.
Q. Can networks administer NWEA this fall anyway?
A. No. The NWEA is not available except for students in the primary grades who didn't have a baseline test from last year. Schools do not have to use NWEA as a fall baseline assessment they can also use DIBELS or another assessment tool. Testing in January is optional, although schools determine whether or not to give the mid-year NWEA assessment which measures a midpoint progress of skills. The end-of-year NWEA assessments is given to all 2nd-8th graders in late spring.
Q. Is there NWEA training in place for parents?
A. No. The District doesn't have training for parents on how the assessments work and/or how they can help their kids through the assessment. We do have parent reports and strongly encourage teachers to print out these reports and share/explain them to parents. Assessment is not available at home. It asks skills-based questions, but those skills can be developed and practiced anywhere--not just on a PC.
NWEA is a multiple choice test, starts at grade level and then gets easier or harder depending on how a student answers. Multiple choice in itself a bad thing. ACT is multiple choice and has been for 70 years, but when students can answer complex questions in this way, it can be a valid assessment tool. The NWEA asks a balance of questions between basic and stretch or complex questions.
PARCC will have multiple choice and construction response questions. Multiple choice may have multiple right answers or a matching activity. Constructive response is another term for "performance-based response." The District is looking at making the same components in a paper-based test in the lower grades. The PARCC is not a traditional timed test. It is an assessment meant to feel more like classroom work with the results given to teachers for help in developing tasks and interventions.
Q. Are there accommodations for students with IEPs?
A. There is so much we can do to accommodated IEP modifications with the PARCC. We can do more with font, size, color, and contrast. We can add a line reader. Some modifications, such as magnification, will be available to all students, while other modifications are set by the teacher.
The District is still determining what kind of read-aloud accommodations/modifications will be made for ELL students. It is a matter of determining whether the District is measuring English language or comprehension?
Q. Are any Illinois programs based on Massachusetts's protocols?
A. Yes. CCSS was developed by a coalition of states. Looked at what college students need, and what industry needs. Looked at the standards and then unpacked backwards down to K.
Q. Can you share the new CPS Performance Policy?
A. Ryan Crosby, who manages the relationship with ISBE, also owns the performance policy.
Q. Can you explain the changes to the ISAT and the way that was communicated to parents?
A. CPS sent letters home to parents announcing the difference in ISAT cut scores. The bar is still higher and test content is still changing. Communications are coming. Schools' accountability based on NWEA--not ISAT--in FY2014-2015. In the first year of anything, there are challenges. The transition from ISAT to PARCC for accountability purposes won't begin until FY2015-2016
Q. Are there sample questions from the NWEA?
A. Yes.
Showing posts with label PTA advisory council. Show all posts
Showing posts with label PTA advisory council. Show all posts
Monday, October 14, 2013
Friday, September 20, 2013
Price versus Value
As anyone reading this blog in the past, oh five years, knows, I am a card-carrying PTA member. But in the Internet age, it's difficult to be a member of a volunteer-based organization that also charges dues. A common thread in PTA membership recruitment is what units get from PTA. Why pay to join PTA when you can join advocacy groups like Raise Your Hand, Parents 4 Teachers, Common Sense Coalition, or More Than a Score for free?
Indeed, if you don't value membership in the PTA, there is probably little I can say to change your mind about the importance of the nation's oldest dues-based advocacy organization. But if you're on the fence, here are some reasons why PTA is a good value:
PTA has longevity and staying power.
Unlike the other groups that have popped up in Chicago over the past five years, the PTA's history runs longer than a century. I am not questioning the validity and good created by these other organizations in calling attention to the problems of CPS. Nor am I saying that being older and better established means an organization is fail proof, as the recent collapses of Jane Addams Hull House and Catholic Charities have demonstrated. But, being old and well-established can have some advantages, like having a seat at the table in policy discussions, brainstorming sessions, and on advisory boards.
PTA makes decisions democratically, using due process.
Unlike newer organizations that lack structure for--or worse, deliberately exclude would-be stakeholders from--determining their organizational agendas, PTA follows a formal process to direct its agenda. Progress toward reform is made more by bottom-up movements than it is by top-down mandates.
PTA's strengths come from within.
We are (almost) all volunteers. Why pay $5 to volunteer? Because PTA gives you a structure in which you can channel your volunteer efforts. Since its inception as the National Congress of Mothers in 1897, PTA has sought to improve children's lives in the areas of education, arts, juvenile justice, bullying and conflict resolution, nutrition and wellness, child labor, and parent engagement.
PTA has influence.
Because of the reasons above, PTA has some influence among local, state, and federal decisionmakers. PTA's standards for parent involvement formed the basis for the NCLB standards for parent involvement, and it helped in the adoption and rollout of Common Core.
PTA has a relationship with CPS.
Since 1996, the PTA Advisory Committee has enjoyed an insiders' view to CPS departments, programs, initiatives, and policies. Departments present and seek feedback at monthly meetings, and members of the advisory committee share their ideas for increasing family engagement at the school, network, and District levels.
PTA advocates for all children and youth.
This is what it all comes down to. Although it does charge nominal per-capita dues, the PTA is not an elitist organization. It works to advocate for all children and youth. I am making a difference in my children's lives, but I also want to make a difference in the lives of their peers and classmates at their school and through the District.
As with paying it forward and exhibiting kindness and respect toward others, being a part of the PTA is the right thing to do. I fondly remember the Jaycee-sponsored carnivals of my youth. Rotary International sent me to Belgium and then to France on cultural exchanges when I was a high school student. Alternative Spring Break allowed my college self to support forestry service in Virginia. I subscribe to Malcolm Gladwell's hypothesis that successful individuals come from a cultural background that values hard work and seeks to lend a helping hand. The PTA mission seeks to improve the lives of children and youth; my mission in life is to improve the lives of all members of the society in which we live.
As with paying it forward and exhibiting kindness and respect toward others, being a part of the PTA is the right thing to do. I fondly remember the Jaycee-sponsored carnivals of my youth. Rotary International sent me to Belgium and then to France on cultural exchanges when I was a high school student. Alternative Spring Break allowed my college self to support forestry service in Virginia. I subscribe to Malcolm Gladwell's hypothesis that successful individuals come from a cultural background that values hard work and seeks to lend a helping hand. The PTA mission seeks to improve the lives of children and youth; my mission in life is to improve the lives of all members of the society in which we live.
Wednesday, September 11, 2013
It's Back
CPS is back in session and with it, the PTA Advisory Council.
I seriously don't understand why more parents don't attend this monthly meeting. Although like many open meetings in the city, it is held downtown during the workday, it is absolutely a wonderful pipeline to new initiatives and information coming out of CPS and a great way to network with other involved parents within the system. It is not limited to PTA members or member PTA representatives, although we encourage and support members of the group to join the PTA. Our CPS host is Carl Hurdlik, Community Coordinator within the FACE office, and our PTA moderator is Cassandra Eddings, a parent and volunteer who can be reached at ilptaadvisory at gmail dot com.
Our meeting today focused on a presentation from Andy Pickett and Jamie Tully with the LearnWell initiative. Part of the overall Healthy Schools campaign, CPS's LearnWell initiative centers on physical education within CPS, and is functionally organized under the Office of Health and Wellness. Is CPS really listening to parents and community members? I couldn't tell you, although the existence of this entirely grant-funded department/initiative suggests to me that they are.
Andy and Jamie shared with us an overview of a new CPS Physical Education policy that covers everything from suggested instructional minutes and methods to individual waivers to inclusion techniques. A central idea is that children should have 60 minutes of physical activity each day, or 150 minutes of P.E. time each week. For this fall, the LearnWell team has started a pilot program called 30/20/10 in 36 elementary and high schools. Under the pilot, children have 30 minutes of P.E., 20 minutes of recess, and 10 minutes of classroom exercise each day.
Sounds great, right?
Right. Except that right now, there are little to no funds to support this policy, which will become a mandate when the BoE votes on it in October 2013. As a Blaine parent articulated and the LearnWell team confirmed, there are no budgetary concessions for this within the restrictive per-pupil allotments under which all District schools must now work. And I believe Andy and Jamie when they said that they understand the physical and budgetary constraints under which the vast majority of schools must work. But I'm not concerned about my kids having to go through gym class in a field, on a sidewalk, or within a hallway--all (good) suggestions made by the LearnWell team. I'm concerned because this kind of unfunded mandate stuff from CPS is maddening and ongoing.
The Boy has had daily recess and weekly P.E. classes since he started kindergarten six years ago, so I get the importance of free play and daily movement. Indeed, Andy pointed to research in the Kansas City schools that said behavior problems plummeted when children had daily physical activity. And his team's professional development meeting in August drew a crowd to its training and informational sessions. But even with the team's proposed three-year gradual policy rollout, the fact remains that school administrators must identify and budget for P.E. instruction within their schools.
To encourage creativity and provide some financial support for schools that are willing to identify Wellness Champions, create Health and Wellness Committees, and really engage around student activity, the LearnWell team will release an RFP on October 1st under which schools can apply for small grants of up to $2500 to implement wellness initiatives in their communities.
In addition, the LearnWell team will work to educate parents, principals, and teachers about the role of P.E. in high schools. While elementary children in Illinois are only required to have gym once/week, the ISBE waiver permitting CPS to bypass gym requirements for its students in 9th and 10th grades will end at the conclusion of the 2013-2014 academic year.
I seriously don't understand why more parents don't attend this monthly meeting. Although like many open meetings in the city, it is held downtown during the workday, it is absolutely a wonderful pipeline to new initiatives and information coming out of CPS and a great way to network with other involved parents within the system. It is not limited to PTA members or member PTA representatives, although we encourage and support members of the group to join the PTA. Our CPS host is Carl Hurdlik, Community Coordinator within the FACE office, and our PTA moderator is Cassandra Eddings, a parent and volunteer who can be reached at ilptaadvisory at gmail dot com.
Our meeting today focused on a presentation from Andy Pickett and Jamie Tully with the LearnWell initiative. Part of the overall Healthy Schools campaign, CPS's LearnWell initiative centers on physical education within CPS, and is functionally organized under the Office of Health and Wellness. Is CPS really listening to parents and community members? I couldn't tell you, although the existence of this entirely grant-funded department/initiative suggests to me that they are.
Andy and Jamie shared with us an overview of a new CPS Physical Education policy that covers everything from suggested instructional minutes and methods to individual waivers to inclusion techniques. A central idea is that children should have 60 minutes of physical activity each day, or 150 minutes of P.E. time each week. For this fall, the LearnWell team has started a pilot program called 30/20/10 in 36 elementary and high schools. Under the pilot, children have 30 minutes of P.E., 20 minutes of recess, and 10 minutes of classroom exercise each day.
Sounds great, right?
Right. Except that right now, there are little to no funds to support this policy, which will become a mandate when the BoE votes on it in October 2013. As a Blaine parent articulated and the LearnWell team confirmed, there are no budgetary concessions for this within the restrictive per-pupil allotments under which all District schools must now work. And I believe Andy and Jamie when they said that they understand the physical and budgetary constraints under which the vast majority of schools must work. But I'm not concerned about my kids having to go through gym class in a field, on a sidewalk, or within a hallway--all (good) suggestions made by the LearnWell team. I'm concerned because this kind of unfunded mandate stuff from CPS is maddening and ongoing.
The Boy has had daily recess and weekly P.E. classes since he started kindergarten six years ago, so I get the importance of free play and daily movement. Indeed, Andy pointed to research in the Kansas City schools that said behavior problems plummeted when children had daily physical activity. And his team's professional development meeting in August drew a crowd to its training and informational sessions. But even with the team's proposed three-year gradual policy rollout, the fact remains that school administrators must identify and budget for P.E. instruction within their schools.
To encourage creativity and provide some financial support for schools that are willing to identify Wellness Champions, create Health and Wellness Committees, and really engage around student activity, the LearnWell team will release an RFP on October 1st under which schools can apply for small grants of up to $2500 to implement wellness initiatives in their communities.
In addition, the LearnWell team will work to educate parents, principals, and teachers about the role of P.E. in high schools. While elementary children in Illinois are only required to have gym once/week, the ISBE waiver permitting CPS to bypass gym requirements for its students in 9th and 10th grades will end at the conclusion of the 2013-2014 academic year.
Tuesday, September 10, 2013
Overcrowding on the NWside
Last night, I attended the North/NWside Collaborative's community meeting at Taft High School. This was to provide feedback on the CPS Educational Facilities Master Plan. Todd Babbitz conducted the presentation and took feedback. His employee, Portfolio Manager Ben Felton, co-moderated. Ben spoke to the PTA Advisory Council last year.
Irritatingly, the drafters of the CPS Education Facilities 10-Year Draft Plan have divided the city's schools in yet a new way, using some of the city's 17 community areas rather than the FACE designation of Networks or the Areas previously established by our federal Secretary of Education.
This makes an apples to apples comparison difficult. Does CPS deliberately slice and dice the data a new way each time? In February 2013, we discussed overcrowding in the O'Hare Network, which contains 44 elementary schools, of which 21 were deemed above ideal utilization rates by CPS itself. In the Facilities draft, the O'Hare, Ravenswood-Ridge, and Fulton Networks were combined and then subdivided again into Albany-Irving, Sauganash, Ravenswood, and other community areas.
My comments here--and my comments last night--concern the Albany-Irving area specifically, as these students and their families are my neighbors and/or friends. Under the draft plan, Albany-Irving has 31 schools, 10 of which are overcrowded by CPS's 30-to-a-homeroom averaging formula. Tim Meegan, whose point often gets lost in his "everything is wrong with CPS" perspective, pointed out in his comments that the only school in the Albany-Irving area that is under-utilized is Aspira-Haugan Middle School--and this despite overcrowded conditions in the three schools nearest to the building. And yet, although CPS owns the building (or at least paid for it), it appears to have no plans to phase it out. (Perhaps as part of the "several" charters that CPS has closed, per Barbara Byrd-Bennett?)
Presenter Babbitz asked for directed feedback to the plan, asking participants their opinions on the "guiding principles" outlined in the draft plan, priorities, and suggested solutions. Of course, since the BoE and CPS provide most parents with only two minutes of speaking time, most people use public forums like these to vent all of their frustrations with CPS on the poor, but highly paid, Central Office soul sitting on the stage, while Network managers hover in a cluster nearby. Last night was no exception.
Ald. Smith droned on for nearly 15 minutes about the overcrowding at Lincoln Elementary, causing one parent in the back row to stand up with a "point of preference" that Smith had outrun even the most lenient timekeeping of a two-minute speaking allotment. Ald. Arena kept it briefer, highlighting three 45th ward schools with the worst overcrowding conditions (Hitch, Belding, and Prussing) and noting that 85 percent of 45th ward residential real estate are single-family houses. (And to his point: this neighborhood has enjoyed a steady, owner-occupied, mid-price range residency since 1942; contrast that with Census figures for Halsted and Fullerton for the same era. The data is available in the government records section of Harold Washington Library.)
Two speakers--Decatur's principal and a parent of a 13-year-old--advocated for more SE considerations. Three speakers advocated for more space/additions/improvements for Taft H.S. One, a teacher and parent, William Angel, pointed out that the feeder schools for Taft have mostly received additions without thought to where these students will go for high school and where they can put them within Taft. Six speakers alternately challenged and agreed with Ald. Smith about Lincoln Elementary, suggesting that a neighborhood with $1.2 million SFHs didn't need an addition/expansion just because they were rich and demanded it. Others suggested instead that CPS de-magnetize Newberry and/or LaSalle (because the rich people demanded it? Oy vey.) Two speakers from Wildwood Magnet (is this a magnet or a magnet cluster? CPS.edu lists it as a magnet) spoke about severe overcrowding at their school. Jill Wohl from Raise Your Hand live-tweeted it from the forum if you'd like more information from the forum.
I hadn't gone in to the forum intending to speak, but did want to provide feedback on on parts of the draft plan that I read:
My name is Caroline Bilicki, and I have three children at Disney II Magnet School. I have three comments on the draft plan. One--really more of a question: How can CPS promote a 21st century learning environment without a science lab, like Scammon or Murphy, or without a tech lab, like Belding or Henry?
Two it's not so much that I'd like to see you offer more programs, but sustain what you have. As Ben knows, I sit on the PTA Advisory Council, and every year, we are introduced to new heads of new initiatives that disappear 12 months later.
And three, another question: Why does CPS want to pursue choice as a strategy? Is this a method to reduce costs? Is this something that parents want? Because I'm pretty sure that most NWside parents don't want charters as a choice. Another comment on choice: with open enrollment, neighborhood CPS schools become "schools of choice" in ways that belie the Census projections used by CPS in the Albany-Irving areas and/or within the O'Hare Network.
Friday, May 10, 2013
Early College STEM at CPS
It's time for a PTA Advisory Council update. Our April meeting was canceled, so we reconvened in May to learn about Office of Teaching and Learning procurement processes and the early college STEM program at CPS, and ignore the elephant in the room that is CPS School Actions and closures.
The procurement process addled my brain a bit, but I think the gist of our speaker's talk was that CPS procurement has revised its vendor process to include better pricing, create a "marketplace" of vendor pricing, revise the RFP/bid process, and expand the scope of work covered by CPS's purchasing agreements. For schools and school-based organizations, talk to your school's business manager to learn more about leveraging the District's purchasing power.
The bulk of our meeting was spent listening to Veenu Verma, director of Early College and Career Education, of the CPS Office of Pathways to College and Career. Ms. Verma was there to go over the CPS's STEM high school program with us. I have to say that it's such a treat to meet CPS leaders in this format. I've yet to meet a visitor to our meetings who is at all hostile to our group. It might be a function of both sides coming to the meeting with generally positive attitudes and open minds.
As we know, CPS tends to have a lot of new initiatives that don't always make the cut from year to year. I'm hopeful that is not the case with the early college STEM schools, with their gradual enrollment strategy. Ms. Verma told us that the STEM schools were based on a model in NY that combines a partnership with CUNY and IBM. She also spoke a bit about the development process for the initiative, which involved speaking with employers and technical companies about the kinds of skills they need, whether technical or soft in nature.
There are five STEM high schools in CPS under this initiative. There is one in each high school network, and each has a neighborhood boundary, corporate partner, and college/university partner. The schools are Lakeview, Sarah Goode, Corliss, Clark, and CVCA. The Lakeview and CVCA programs are tracks within the schools rather than wall-to-wall STEM programs. Lakeview's corporate partner is Microsoft and it's university-level partner is DePaul. Goode's partners are IBM and Daley City College. Corliss's are Verizon and Olive Harvey. Clark's are Cisco and Malcolm X. And CVCA's are Motorola and also Olive Harvey. Clark is currently a magnet school as well, but Ms. Verma expects that to change in the next admission cycle.
She shared that the STEM schools were designed to offer up to a 6-year course of study, potentially bridging high school with the first two years of college. In the ideal case, the most motivated STEM students can earn a high school diploma and an associate's degree within four years. However, some students may end up with only a high school diploma and others may gain some college credit or certifications. Students who achieve City College-ready scores of 21 on the ACT by their junior years will be on track to take college-level courses in one of two ways:
Dual-credit classes via Advanced Placement courses taught within the high school
Dual-enrollment classes via attending classes on the nearby college campus
She noted that dual-enrollment classes are eligible for IAI-transferrable credits, which allow them to "count" at any Illinois community college or state university. She also said that each college uses a different approach in evaluating high school transfer credits, such as AP, IB, etc., which has made it difficult to codify the process at the high school level.
STEM students are also eligible to take certifications in three main areas: database and cloud management; network engineering and security; and web development and programming. Of interest is that "pre-engineering" high schools are managed out of the Career and Technical Education office.
Ms. Verma's office designed the program to "scaffold," so that each year's experiences can be built upon the previous ones, culminating with apprenticeships and internships at junior and senior years. Freshmen community experiences include increasing awareness, mentoring, site visits, and guest speakers. Next year, sophomores at all the schools will start project-based lessons and service learning. Both the corporate and the university partnerships are important components of the programs, with the hope of creating long-term mentoring relationships between students and corporate employee-volunteers. Cisco employees, for example, are building electronic sailboats with Clark students, while IBM employees offer weekly mentoring to Goode freshmen.
At the end of the meeting, after both speakers had completed their presentations, we spoke briefly as a group about school actions. Our moderator shared that members of the CACs in Humboldt Park and Bronzeville are meeting with individual Board of Education members to lobby their causes as part of the BoE's due-diligence process before the May meeting.
The procurement process addled my brain a bit, but I think the gist of our speaker's talk was that CPS procurement has revised its vendor process to include better pricing, create a "marketplace" of vendor pricing, revise the RFP/bid process, and expand the scope of work covered by CPS's purchasing agreements. For schools and school-based organizations, talk to your school's business manager to learn more about leveraging the District's purchasing power.
The bulk of our meeting was spent listening to Veenu Verma, director of Early College and Career Education, of the CPS Office of Pathways to College and Career. Ms. Verma was there to go over the CPS's STEM high school program with us. I have to say that it's such a treat to meet CPS leaders in this format. I've yet to meet a visitor to our meetings who is at all hostile to our group. It might be a function of both sides coming to the meeting with generally positive attitudes and open minds.
As we know, CPS tends to have a lot of new initiatives that don't always make the cut from year to year. I'm hopeful that is not the case with the early college STEM schools, with their gradual enrollment strategy. Ms. Verma told us that the STEM schools were based on a model in NY that combines a partnership with CUNY and IBM. She also spoke a bit about the development process for the initiative, which involved speaking with employers and technical companies about the kinds of skills they need, whether technical or soft in nature.
There are five STEM high schools in CPS under this initiative. There is one in each high school network, and each has a neighborhood boundary, corporate partner, and college/university partner. The schools are Lakeview, Sarah Goode, Corliss, Clark, and CVCA. The Lakeview and CVCA programs are tracks within the schools rather than wall-to-wall STEM programs. Lakeview's corporate partner is Microsoft and it's university-level partner is DePaul. Goode's partners are IBM and Daley City College. Corliss's are Verizon and Olive Harvey. Clark's are Cisco and Malcolm X. And CVCA's are Motorola and also Olive Harvey. Clark is currently a magnet school as well, but Ms. Verma expects that to change in the next admission cycle.
She shared that the STEM schools were designed to offer up to a 6-year course of study, potentially bridging high school with the first two years of college. In the ideal case, the most motivated STEM students can earn a high school diploma and an associate's degree within four years. However, some students may end up with only a high school diploma and others may gain some college credit or certifications. Students who achieve City College-ready scores of 21 on the ACT by their junior years will be on track to take college-level courses in one of two ways:
She noted that dual-enrollment classes are eligible for IAI-transferrable credits, which allow them to "count" at any Illinois community college or state university. She also said that each college uses a different approach in evaluating high school transfer credits, such as AP, IB, etc., which has made it difficult to codify the process at the high school level.
STEM students are also eligible to take certifications in three main areas: database and cloud management; network engineering and security; and web development and programming. Of interest is that "pre-engineering" high schools are managed out of the Career and Technical Education office.
Ms. Verma's office designed the program to "scaffold," so that each year's experiences can be built upon the previous ones, culminating with apprenticeships and internships at junior and senior years. Freshmen community experiences include increasing awareness, mentoring, site visits, and guest speakers. Next year, sophomores at all the schools will start project-based lessons and service learning. Both the corporate and the university partnerships are important components of the programs, with the hope of creating long-term mentoring relationships between students and corporate employee-volunteers. Cisco employees, for example, are building electronic sailboats with Clark students, while IBM employees offer weekly mentoring to Goode freshmen.
At the end of the meeting, after both speakers had completed their presentations, we spoke briefly as a group about school actions. Our moderator shared that members of the CACs in Humboldt Park and Bronzeville are meeting with individual Board of Education members to lobby their causes as part of the BoE's due-diligence process before the May meeting.
Friday, March 15, 2013
Mind in Motion
CPS has so many new initiatives, I'm not sure how central office keeps track of them all. But the good news is that the powers that be often present them to the PTA Advisory Council, of which I am a member.
For our March meeting, we met with two departments within CPS. First up was Abby Rose, who presented and sought feedback with a focus group (us) for the Office of Student Health & Wellness's Minds in Motion program. The idea, she said, was to develop a strategic plan for physical education in the District. The focus group is the first step in the process of developing the plan. The other steps are (2) researching best practices from foundation work and analyzing other large districts' PE practices; (3) drafting the plan; (4) reconvening focus groups with stakeholders to ensure that the draft plan meets their objectives; and developing a steering committee for the draft plan; and (5) bringing the plan to the Board of Education to adopt as a policy.
Ms. Rose began by asking each of us what our favorite childhood memory of PE is/was. Many of us talked about the presidential challenges of so many sit-ups, lap times, etc. (Mine was square dancing.) She then introduced herself as a former teacher and 8-year veteran teacher of PE in CPS. Finally, she led is through some brainstorming exercises for PE in CPS. She asked us what the ideal PE class or curriculum looks like, what makes good PE teaching, what resources PE teachers need to do their jobs effectively, and how PE should be graded. Finally, we created a snapshot of what our group's policy ideal would look like:
- dedicated PE teacher
- funding for position and program
- training and professional development resources for program
- PE class of 30-45 minutes every day for every child
- PE teacher is enthusiastic and motivated
Ms. Rose is running another parent focus group through the Parents United for Healthy Schools Campaign. If you'd like more information on the focus group, have questions, or would like to add your input to the development of the plan, please email the Mind in Motion group at studentwellness@cps.edu
------
Next, we heard from Alex Soble and Mary Naset, who represent what they called "Team Digital" at CPS. They manage the social media aspects of CPS online presence, primarily through Facebook and Twitter. Mr. Soble, who seemed very young, described CPS social media as a three-layer cake, with layers for central office, individual schools, and within classrooms. (The Girl's 2nd grade class just started a blog, so this is a timely topic!)
First up, he said that his group uses social media to communicate to parents, citing the young age and accompanying tech-savviness of many CPS parents. His methodology for posting to Twitter or Facebook is to post things that (1) are informational for parents; (2) spark positive conversations; or (3) are relevant to LSC matters. He and Ms. Naset addressed my criticism of the slowness of Facebook posts with news by saying that Facebook isn't really the medium for fast-breaking news. However, if you want to receive Twitter alerts via text, you can send 40404#Chipubschools from your phone. He also said that his group uses analytics to track and improve info-spread of link shares, etc.
Next, he shared that his group did a few presentations to principal groups about the group's new guide for social media for schools. It's available at http://cps.edu/socialmediatoolkit if you want to check it out for yourself or your school. We briefly discussed how CPS school sites don't allow access to Facebook from them, although they do allow access to cps.edu and Twitter, where all information is also posted. There was a Twitter feed on the socialmediatoolkit page when I checked it from my iPhone during the meeting.
We spent the rest of the meeting talking about how to improve CPS.edu and general internet issues at schools. Our PTA moderator asked Mr. Soble to address the general cruddiness of Internet connections at some schools, which make checking anything or using any applications in the classroom near impossible for many schools, like her daughter's school (Lenart).
For our March meeting, we met with two departments within CPS. First up was Abby Rose, who presented and sought feedback with a focus group (us) for the Office of Student Health & Wellness's Minds in Motion program. The idea, she said, was to develop a strategic plan for physical education in the District. The focus group is the first step in the process of developing the plan. The other steps are (2) researching best practices from foundation work and analyzing other large districts' PE practices; (3) drafting the plan; (4) reconvening focus groups with stakeholders to ensure that the draft plan meets their objectives; and developing a steering committee for the draft plan; and (5) bringing the plan to the Board of Education to adopt as a policy.
Ms. Rose began by asking each of us what our favorite childhood memory of PE is/was. Many of us talked about the presidential challenges of so many sit-ups, lap times, etc. (Mine was square dancing.) She then introduced herself as a former teacher and 8-year veteran teacher of PE in CPS. Finally, she led is through some brainstorming exercises for PE in CPS. She asked us what the ideal PE class or curriculum looks like, what makes good PE teaching, what resources PE teachers need to do their jobs effectively, and how PE should be graded. Finally, we created a snapshot of what our group's policy ideal would look like:
- dedicated PE teacher
- funding for position and program
- training and professional development resources for program
- PE class of 30-45 minutes every day for every child
- PE teacher is enthusiastic and motivated
Ms. Rose is running another parent focus group through the Parents United for Healthy Schools Campaign. If you'd like more information on the focus group, have questions, or would like to add your input to the development of the plan, please email the Mind in Motion group at studentwellness@cps.edu
------
Next, we heard from Alex Soble and Mary Naset, who represent what they called "Team Digital" at CPS. They manage the social media aspects of CPS online presence, primarily through Facebook and Twitter. Mr. Soble, who seemed very young, described CPS social media as a three-layer cake, with layers for central office, individual schools, and within classrooms. (The Girl's 2nd grade class just started a blog, so this is a timely topic!)
First up, he said that his group uses social media to communicate to parents, citing the young age and accompanying tech-savviness of many CPS parents. His methodology for posting to Twitter or Facebook is to post things that (1) are informational for parents; (2) spark positive conversations; or (3) are relevant to LSC matters. He and Ms. Naset addressed my criticism of the slowness of Facebook posts with news by saying that Facebook isn't really the medium for fast-breaking news. However, if you want to receive Twitter alerts via text, you can send 40404#Chipubschools from your phone. He also said that his group uses analytics to track and improve info-spread of link shares, etc.
Next, he shared that his group did a few presentations to principal groups about the group's new guide for social media for schools. It's available at http://cps.edu/socialmediatoolkit if you want to check it out for yourself or your school. We briefly discussed how CPS school sites don't allow access to Facebook from them, although they do allow access to cps.edu and Twitter, where all information is also posted. There was a Twitter feed on the socialmediatoolkit page when I checked it from my iPhone during the meeting.
We spent the rest of the meeting talking about how to improve CPS.edu and general internet issues at schools. Our PTA moderator asked Mr. Soble to address the general cruddiness of Internet connections at some schools, which make checking anything or using any applications in the classroom near impossible for many schools, like her daughter's school (Lenart).
Wednesday, March 13, 2013
Early Childhood
I've written in the past about PFA and the impact of Illinois's weak budget on its future. Thankfully, my children are out of the preschool age so CPS preschool options no longer concern me personally. However, I feel like CPS preschool remains one of the great unknowns (to parents) about CPS and, having spent four years as a PFA parent, the logistics of the program are interesting to me.
PFA began in 2006 with then-governor Rod Blagojevich. According to documents available at the time, PFA built on existing state PK and Head Start programs to bring "voluntary, high-quality preschool" to all preschool-aged Illinois children. At the time, it brought Illinois to the forefront of educational policy-setting. Blagojevich was really championing a cause put together into a platform in 2003 by the Ounce of Prevention Fund, Action for Children, and Voices for Illinois Children.
I do not have any experience with Action for Children or Voices for Illinois Children, but I have been impressed by the work coming out of the Ounce of Prevention Fund, and still remember the stats shared by Harriet Meyer during a TribNation event on Education in September 2010.
For my family, PFA has fulfilled the ideals outlined in the PFA FAQ: readiness for K, affordability, and exposure to children from different backgrounds. And so it's interesting how much the program has changed from the ideal espoused at its inception.
In January, at the PTA Advisory Council meeting, one of our speakers was Adrienne Stewart, with the CPS Office of Early Childhood Education. She shared that she's in a new position for the OECE, one of community engagement, ensuring that the PK voice is not silenced. Ms. Stewart has been a teacher, curriculum lead, and citywide manager for Head Start before landing in her current role. The OECE runs a few kinds of early childhood education programs, which are explained here on the CPS website.
Ms. Stewart explained that the Ready to Learn program is Mayor Emanuel's attempt to distribute funds from the ISBE's PFA funding to organizations and agencies outside CPS schools. Now that I'm writing it, I wonder if the RTL application should have been our first sign that CPS was going to close out more buildings that house PFA classrooms?
During her talk, I asked Ms. Stewart to explain both funding and admissions for CPS preschools, as these areas are particularly nebulous for parents. She said that PFA is a state-funded program that began with a block grant in 2003. At the time, she said, the state actually had more money than it knew what to do with and decided to invest it in opening PFA up to all students--not only those who are at-risk for disability, income, language, or other areas. PFA has/had a requirement that the program serve children of families "at-risk." Ms. Stewart said that for many communities, at-need and at-risk families overlap. Community Partnership Programs (CPP) are funded out of the PFA budget.
TBPK, she said, came out of Arne Duncan's desire to retain families within Chicago. He analyzed why families were leaving the city. And he wanted to give families who wanted to stay in Chicago and wanted preschool an option. It also had the effect of giving some families an easy entree into desirable CPS elementary schools, and introducing others into the idea that CPS could be made viable for their families, as CPSObsessed recently wrote.
Head Start is a federally funded program with age and income eligibility requirements. Similarly, Child-Parent Centers are funded from Title I, and are available to children age 3-5 years. Ms. Stewart noted that one of the initiatives that her office is considering is merging PFA and Head Start within some schools to accommodate different needs and funding sources.
In terms of admissions, Ms. Stewart clarified that there are no attendance boundaries for early childhood programs. We ran out of time before she answered when the application date closes for PFA admissions. She did say that CPS is expected to announce which programs will be certified under the RTL initiative by the end of March.
Finally, in terms of academics, she noted a plan to develop a framework for preschool curriculum across OECE locations.
PFA began in 2006 with then-governor Rod Blagojevich. According to documents available at the time, PFA built on existing state PK and Head Start programs to bring "voluntary, high-quality preschool" to all preschool-aged Illinois children. At the time, it brought Illinois to the forefront of educational policy-setting. Blagojevich was really championing a cause put together into a platform in 2003 by the Ounce of Prevention Fund, Action for Children, and Voices for Illinois Children.
I do not have any experience with Action for Children or Voices for Illinois Children, but I have been impressed by the work coming out of the Ounce of Prevention Fund, and still remember the stats shared by Harriet Meyer during a TribNation event on Education in September 2010.
For my family, PFA has fulfilled the ideals outlined in the PFA FAQ: readiness for K, affordability, and exposure to children from different backgrounds. And so it's interesting how much the program has changed from the ideal espoused at its inception.
In January, at the PTA Advisory Council meeting, one of our speakers was Adrienne Stewart, with the CPS Office of Early Childhood Education. She shared that she's in a new position for the OECE, one of community engagement, ensuring that the PK voice is not silenced. Ms. Stewart has been a teacher, curriculum lead, and citywide manager for Head Start before landing in her current role. The OECE runs a few kinds of early childhood education programs, which are explained here on the CPS website.
Ms. Stewart explained that the Ready to Learn program is Mayor Emanuel's attempt to distribute funds from the ISBE's PFA funding to organizations and agencies outside CPS schools. Now that I'm writing it, I wonder if the RTL application should have been our first sign that CPS was going to close out more buildings that house PFA classrooms?
During her talk, I asked Ms. Stewart to explain both funding and admissions for CPS preschools, as these areas are particularly nebulous for parents. She said that PFA is a state-funded program that began with a block grant in 2003. At the time, she said, the state actually had more money than it knew what to do with and decided to invest it in opening PFA up to all students--not only those who are at-risk for disability, income, language, or other areas. PFA has/had a requirement that the program serve children of families "at-risk." Ms. Stewart said that for many communities, at-need and at-risk families overlap. Community Partnership Programs (CPP) are funded out of the PFA budget.
TBPK, she said, came out of Arne Duncan's desire to retain families within Chicago. He analyzed why families were leaving the city. And he wanted to give families who wanted to stay in Chicago and wanted preschool an option. It also had the effect of giving some families an easy entree into desirable CPS elementary schools, and introducing others into the idea that CPS could be made viable for their families, as CPSObsessed recently wrote.
Head Start is a federally funded program with age and income eligibility requirements. Similarly, Child-Parent Centers are funded from Title I, and are available to children age 3-5 years. Ms. Stewart noted that one of the initiatives that her office is considering is merging PFA and Head Start within some schools to accommodate different needs and funding sources.
In terms of admissions, Ms. Stewart clarified that there are no attendance boundaries for early childhood programs. We ran out of time before she answered when the application date closes for PFA admissions. She did say that CPS is expected to announce which programs will be certified under the RTL initiative by the end of March.
Finally, in terms of academics, she noted a plan to develop a framework for preschool curriculum across OECE locations.
Saturday, February 23, 2013
Utilization Primer
A few weeks ago, I attended the PTA Advisory Council's February meeting at CPS headquarters. Our speakers were Diantha James of Title I compliance and FACE parent resource center, and Ben Felton, of what is now Office of Innovation & Incubation.
Although CPS is holding community engagement meetings about the utilization of the District, as everyone who has attended them knows, they are not supposed to be a dialogue. Community members talk; CPS representatives listen. I know that it's frustrating not to have a dialogue, but as the parent of three very clever and perceptive children, I can tell you that it's often harder not to respond to someone asking questions or lobbing criticisms at your head.
I almost felt sorry for Ben, who walked into a small conference room of mothers and grandmothers who had taken the news of the expected utilization announcement as a primer for a fight. Although I was anxious for him to get down to the answers I wanted to know, he was initially reluctant to make eye contact with anyone in the room. He explained that his team used to be part of the now dissolved Office of Portfolio and that he worked on what he described as a cross-functional team devoted to school actions, working between Incubation and Todd Babbitz's Office of Strategy and Management.
Ben told us that he understands that students and schools are not just cells on an Excel spreadsheet, but that CPS needs a lot of information about schools to make informed decisions about school actions. That, he said, was the purpose behind the first round breakout sessions with moderators asking what makes individual schools great.
He clarified that BBB has committed to not put any new school into a school that's closed in school actions this year. Replications or expansions like the Disney II, Rickover, and Marine Military expansions, are not considered new schools.
He also said that his office wants to treat schools more equitably and align processes across types of schools (charter, magnet, neighborhood) within the District. New schools and replications are launched through the RFQ process with Carly Bolger of the Office of New Schools. As a former teacher, like many line-worker central office employees, Ben noted that his preference is on improving student outcomes. After all, he said, he's never seen a boiler teach a kid. However, new boilers are necessary and expensive capital improvements for many buildings within the District.
He said that while the current focus is on utilization, his primary responsibility is to work on the 10-year plan for the District. This plan has been referred to by every CPS C.O. person I've encountered in the last 3 months. I'm somewhat cynical of the idea that CPS can stick to and execute a 10-year plan, but we'll see what comes out in May.
Although CPS is holding community engagement meetings about the utilization of the District, as everyone who has attended them knows, they are not supposed to be a dialogue. Community members talk; CPS representatives listen. I know that it's frustrating not to have a dialogue, but as the parent of three very clever and perceptive children, I can tell you that it's often harder not to respond to someone asking questions or lobbing criticisms at your head.
I almost felt sorry for Ben, who walked into a small conference room of mothers and grandmothers who had taken the news of the expected utilization announcement as a primer for a fight. Although I was anxious for him to get down to the answers I wanted to know, he was initially reluctant to make eye contact with anyone in the room. He explained that his team used to be part of the now dissolved Office of Portfolio and that he worked on what he described as a cross-functional team devoted to school actions, working between Incubation and Todd Babbitz's Office of Strategy and Management.
Ben told us that he understands that students and schools are not just cells on an Excel spreadsheet, but that CPS needs a lot of information about schools to make informed decisions about school actions. That, he said, was the purpose behind the first round breakout sessions with moderators asking what makes individual schools great.
He clarified that BBB has committed to not put any new school into a school that's closed in school actions this year. Replications or expansions like the Disney II, Rickover, and Marine Military expansions, are not considered new schools.
He also said that his office wants to treat schools more equitably and align processes across types of schools (charter, magnet, neighborhood) within the District. New schools and replications are launched through the RFQ process with Carly Bolger of the Office of New Schools. As a former teacher, like many line-worker central office employees, Ben noted that his preference is on improving student outcomes. After all, he said, he's never seen a boiler teach a kid. However, new boilers are necessary and expensive capital improvements for many buildings within the District.
He said that while the current focus is on utilization, his primary responsibility is to work on the 10-year plan for the District. This plan has been referred to by every CPS C.O. person I've encountered in the last 3 months. I'm somewhat cynical of the idea that CPS can stick to and execute a 10-year plan, but we'll see what comes out in May.
Thursday, November 15, 2012
Don't Shoot the Messenger
Whenever I attend CPS meetings, I always ponder the wisdom of sharing what I've learned or keeping it to myself. Part of me thinks that it's important for CPS (and by extension: me) to be as transparent as possible. But the other part of me winces when I envision an angry mob with pitchforks heading in my direction as I read the comments. I now realize that my CPS experience as a parent is pretty much unlike that experienced by any of my peers or neighbors. For that reason, perhaps I should go back to straight reporting rather than editorializing?
So with that out of the way: don't shoot the messenger.
This morning, I attended, via teleconference, the November monthly meeting of the PTA Advisory Council. My attendance, either in person or via phone, is mostly sporadic, but I've written about my experiences in the past, and you can read more about the advisory council here. Due to a previous commitment, I had to drop off the call just at the point that the conversation turned to school closings and became heated. But I did hear the first presenter, a man by the name of Ira Rounsaville, who is tasked with revising the district's policy for family life and comprehensive sexual education.
He started his presentation by saying that he really wants to increase parent involvement in policy development at the district level. (See above.) His department, the newly created Office of Student Health & Wellness, reconstituted from the ghosts of CPS Offices past, is in the process of revising the comprehensive sexual education policy from 2008. The 2008 policy is a revision itself, of the 1965 policy.
The reason for this, he said, is two-fold. One, there is no uniformity in implementation of sexual education curriculum across CPS currently. And two, and probably more importantly, they looked at the data and trends of what age, and in what ZIP codes they reside, people are getting sexually transmitted diseases.
He shared that in some areas of the city, kids as young as age 10 are contracting sexually transmitted diseases. He also said that Chicago is the top U.S. city for gonorrhea and chlamydia. In his view, student health affects educational outcomes.
So how is this happening? In what I imagine is a similar method to that employed by the instructional strategy office for Common Core rollout, the Office of Student Health & Wellness went backward from a high school senior to figure out what kinds of knowledge should be covered in each previous year, from a health and sexual education point of view.
He said that the policy in draft form now would have children in grades K-4th taught the basics of family life as a precursor to sexual education: what the body parts are called, what is good touch/bad touch, what families look like in a general sense--all using age-appropriate terms and concepts. Comprehensive sexual education would begin in 5th grade, again using age-appropriate terms and concepts. The idea is to give students a basic understanding of how their bodies work.
Currently, the 2008 policy says that condom demonstrations are allowed in 7th and 8th grade with principal consent, and in grades 9-12th with principal notification -- too late to prevent a 10-year-old from contracting gonorrhea. The draft policy would have students see a demonstration of condom use in 5th grade, period. He pointed out that even if you think your 5th grader is not ready for sex; he or she may be targeted by the sexually mature students in his or her class or in 6th grade.
The draft policy would have the curriculum integrate with a core subject, such as science or social studies because, especially as kids get into high school, they are more likely to have these subjects every day and the sexual education component can be integrated easily into a discussion of biology, discovery of AIDS, or history and civics lessons, for example. Also, he pointed out that the draft policy aims for spending 625 curriuculum minutes each year on sexual education, and it's important that students have physical exercise during their P.E. classes.
The draft policy calls for parent notification via a letter, and suggests that schools should offer a parent/guardian informational meeting about the program with a curriculum breakdown and opportunity to ask questions. Parents/guardians will be able to opt their children out of the program by submitting it in writing to the individual school offices -- again, per the draft policy.
He pointed out that CPS does not follow an abstinence-only curriculum, and that in a sample 10-lesson unit at the high school level, maybe only two lessons would discuss abstinence.
Another important point that Mr. Rounsaville made, repeatedly, is that he believes that parents and the Board of Education should hold schools accountable for following the policy. When I asked about transparency in the policy and parent feedback, he was very receptive to that. Next steps for his department and the draft policy are to go through a few internal levels, through the CPS law department and then simultaneously onto the website (not yet launched) and to the Board of Education for consideration. A vote may take place on the policy at the BoE's January meeting.
If you have questions, comments, or concerns about the policy or process, please contact Ira Rounsaville directly at 773-553-8384 or irounsaville at cps.edu
So with that out of the way: don't shoot the messenger.
This morning, I attended, via teleconference, the November monthly meeting of the PTA Advisory Council. My attendance, either in person or via phone, is mostly sporadic, but I've written about my experiences in the past, and you can read more about the advisory council here. Due to a previous commitment, I had to drop off the call just at the point that the conversation turned to school closings and became heated. But I did hear the first presenter, a man by the name of Ira Rounsaville, who is tasked with revising the district's policy for family life and comprehensive sexual education.
He started his presentation by saying that he really wants to increase parent involvement in policy development at the district level. (See above.) His department, the newly created Office of Student Health & Wellness, reconstituted from the ghosts of CPS Offices past, is in the process of revising the comprehensive sexual education policy from 2008. The 2008 policy is a revision itself, of the 1965 policy.
The reason for this, he said, is two-fold. One, there is no uniformity in implementation of sexual education curriculum across CPS currently. And two, and probably more importantly, they looked at the data and trends of what age, and in what ZIP codes they reside, people are getting sexually transmitted diseases.
He shared that in some areas of the city, kids as young as age 10 are contracting sexually transmitted diseases. He also said that Chicago is the top U.S. city for gonorrhea and chlamydia. In his view, student health affects educational outcomes.
So how is this happening? In what I imagine is a similar method to that employed by the instructional strategy office for Common Core rollout, the Office of Student Health & Wellness went backward from a high school senior to figure out what kinds of knowledge should be covered in each previous year, from a health and sexual education point of view.
He said that the policy in draft form now would have children in grades K-4th taught the basics of family life as a precursor to sexual education: what the body parts are called, what is good touch/bad touch, what families look like in a general sense--all using age-appropriate terms and concepts. Comprehensive sexual education would begin in 5th grade, again using age-appropriate terms and concepts. The idea is to give students a basic understanding of how their bodies work.
Currently, the 2008 policy says that condom demonstrations are allowed in 7th and 8th grade with principal consent, and in grades 9-12th with principal notification -- too late to prevent a 10-year-old from contracting gonorrhea. The draft policy would have students see a demonstration of condom use in 5th grade, period. He pointed out that even if you think your 5th grader is not ready for sex; he or she may be targeted by the sexually mature students in his or her class or in 6th grade.
The draft policy would have the curriculum integrate with a core subject, such as science or social studies because, especially as kids get into high school, they are more likely to have these subjects every day and the sexual education component can be integrated easily into a discussion of biology, discovery of AIDS, or history and civics lessons, for example. Also, he pointed out that the draft policy aims for spending 625 curriuculum minutes each year on sexual education, and it's important that students have physical exercise during their P.E. classes.
The draft policy calls for parent notification via a letter, and suggests that schools should offer a parent/guardian informational meeting about the program with a curriculum breakdown and opportunity to ask questions. Parents/guardians will be able to opt their children out of the program by submitting it in writing to the individual school offices -- again, per the draft policy.
He pointed out that CPS does not follow an abstinence-only curriculum, and that in a sample 10-lesson unit at the high school level, maybe only two lessons would discuss abstinence.
Another important point that Mr. Rounsaville made, repeatedly, is that he believes that parents and the Board of Education should hold schools accountable for following the policy. When I asked about transparency in the policy and parent feedback, he was very receptive to that. Next steps for his department and the draft policy are to go through a few internal levels, through the CPS law department and then simultaneously onto the website (not yet launched) and to the Board of Education for consideration. A vote may take place on the policy at the BoE's January meeting.
If you have questions, comments, or concerns about the policy or process, please contact Ira Rounsaville directly at 773-553-8384 or irounsaville at cps.edu
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