LSC Candidacy

It's unlikely to surprise anyone who follows this blog or knows me well to learn that I've thrown my hat into the Local School Council (LSC) election ring for Disney II this year.  I have no political aspirations (at the moment?), so my seemingly insatiable need to know how things really work is what fueled this decision.

This is a year of firsts for Disney II and for me. As a new school, Disney II has had an Interim Advisory Council (IAC) to serve as a steward of the school through its first four years. But on July 1, 2012, Disney II will have its first elected LSC. Also new is the fact that this is a "contested" election--meaning that there are more candidates than there are parent seats on the council. 

In observing nearly four years of nominations and elections related to Disney II, I can think of only two other times where there were more people interested than there were open positions. For this year's election on April 18, 2012, there are seven parents running for six available slots, and one community member running for one of two open slots. Like many of my peers, the LSC election cycle is completely new to me. Did you know that each parent or community voter can only vote for five total candidates?  

Naturally, I really want to serve on the LSC. I would not have self-nominated if I did not believe that I have the skills--and determination--to make a meaningful contribution to the group and to the school. But we are all great candidates. Two have previous LSC experience. Two have previous IAC experience. Two are architects. Three have previous non-profit experience. Five are men. Two are women. All are parents who are passionate about our children's school.

Yesterday, we had our LSC candidates' forum. Like a Board of Education meeting, candidates were given a grand total of 120 seconds to address "the crowd." In preparing for the forum, I came across some candidates' interviews on the Northcenter Journal; I liked the interview form, so I've mimicked it here. After four years of heavy volunteering, I feel like my name and my face are all over the place, but if you've just stumbled across this blog, there's a chance that you don't know who I am and what I mean to do on the LSC.

I believe the single biggest issue facing Disney II is the physical space of the school. Certainly, a small budget and limited financial resources will affect the quality of education at Disney II, but to me, that's less of an issue than where all these kids will sit once the school reaches full PK-8th capacity in just three years. How can Disney II continue to meet its educational challenges and rigors within the constraints of a small building? Meeting this challenge will be of critical importance to the first elected LSC at Disney II. However, I believe it can be addressed through:

• Thinking creatively to maximize resources
• Mapping out another five to ten-year plan to identify needs and resources to address those needs
• Building and leveraging relationships with CPS, state and local lawmakers, and community stakeholders

And with The Tot (Who's Not)'s K acceptance fresh in my mind, I am reminded once again how fortunate our family is to have three children at the same great magnet school. I want to serve on the LSC because I'm inspired to renew my commitment to this wonderful community. As I mention above, I am deeply interested in how things work, and serving on the LSC allows me to become involved with Disney II and CPS on a systemic level. Finally, like great teachers and great students everywhere, I love to learn. Serving on the LSC will allow me to pursue that goal. 

Teachers and Students

All over Chicago, bloggers, message boarders, reporters and post-school playgrounds are abuzz with news of waiver votes happening at schools scattered throughout the city. For my family, the extended school day is nothing new.

What is new is that CPS paying for it. Or, more accurately, the teachers at our school voted to give up their stipend and take the flat 2 percent payout + $150,000 in discretionary funds of the Pioneer Program in exchange for teaching school for an additional 45 minutes (to our already extended day) each day. Starting Monday, The Boy and The Girl will attend school from 8 a.m. until 3:30 p.m., giving them an extra 5 minutes for lunch and 40 total minutes added to the music, art, technology and physical education that they already receive, giving them a full 60 minutes to explore these subjects. They'll retain the daily 90-minute literacy and math blocks that make up the core of their instructional day. 

There is much debate over the extended day and public education in general these days in public forums and private living rooms and everywhere in between. Unfortunately, in education policy--as in parenting--we may only see the effects of our immediate actions 10 or 20 years down the line. But, I am fairly confident that a 7.5-hour day, structured in the above manner, will afford my children the kind of education I think that they--and their peers--need to become productive members of society in 16+ years. I believe that this new longer day will look nothing like the CPS-as-babysitter model feared by many.

And more importantly, the teachers at my children's school believe that this longer day is beneficial to the children. So much so that 83 percent of them voted to take a significant pay cut. In light of this, I am disappointed to learn that the 2011 Blue Ribbon Commission recommended that teachers pursue children-of-teacher admission to their schools as a benefit through CPS' Human Capital division (page 4). Won't someone please think about the teachers?

Progress Reports

Today marks the last Monday of attendance* in the Chicago Public Schools' 2010-2011 academic year. The Boy and The Girl will receive their final progress report during their one-hour of attendance on Friday. The Tot Who Isn't will receive his on Wednesday. And, apparently, individual Chicago Public Schools will receive a progress report before September as well.

At least that's what Jean-Claude Brizard, Chicago Public Schools' newest chief, said this afternoon when a group of parents and I met with him.

Haven't we done this before? Will Mr. Brizard reveal new data that wasn't previously available on the CPS website? Sure, navigating the CPS website is/was difficult, as Mr. Brizard pointed out in his remarks to us today. But while reporting the data is important, it's significantly less important (at least to our audience) than improving the number of high-quality educational seats available across the board. After all, nearly everyone in the room could share a story--whether personal, familial or anecdotal--of parental frustration in navigating the application process or gaining admission to a school of their choice.

I feel fortunate (OK, I feel like I won the lottery) that The Girl, The Boy and The Tot Who Isn't attend a school that is a school of choice for much of the northwest side. The Boy is going into 3rd grade, so now I'm looking at high schools. I'm pleased to see the Northside High School Initiative and the increased interest in and support of Lakeview High, but that doesn't do much for kids out here in the boondocks of the northwest side. They deserve a great high school option as well, I told Mr. Brizard. Another parent echoed this sentiment, sharing that the handful of well-known great high schools (Northside Prep, Jones, Whitney Young, Walter Payton) don't provide enough seats to enroll all of the kids like ours, who will likely come out of their current school well-prepared and excited for a vigorous, challenging high school education. Mr. Brizard pointed out that there are other great high schools outside of this list, but they are less known because of the lack of data on them.

Such things are possible. But as a research-oriented parent, I am a bit skeptical.

Mr. Brizard pointed out that within CPS, there are essentially two school systems. Some people, he noted, have choices. Some do not. Call me what you will, but it's important enough to me to burn time with the CEO of the CPS to advocate for increased high school opportunities (or choices) for our elementary school's current population. While I'd argue that our group, as parents of children in a highly sought-after magnet school, was not really in the "non-choice" group, I can get behind an initiative that brings more information (and more transparency, and more accountability, per Mr. Brizard) to a wider swath of the city's population. Provided that the information itself has real meaning. (What does it mean that School A's academic performance was above/below the citywide average for last year? Is the number of teachers who choose to stay at a school more important than the number of teachers who are retained?).

It's not surprising that Mr. Brizard didn't yet have concrete plans for how he'd accomplish an increase in educational choices. I mean, he's only been in the job for less than a month. While he did tout his 25 years of experience as a school administrator and high school teacher, he does have a monster of a job in front of him: improving educational opportunities for all, on a shoestring budget, and in the face of parental non-involvement, poverty and other obstacles to success. I'm curious to see how he'll implement plans to introduce "new school operators," to CPS and how those operators, such as Expeditionary Learning, will improve educational outcomes.

Only time will tell. I'll be watching.



* For regular schedule track schools

Extending the Day

Yesterday, I spent an hour explaining CPS kindergarten matriculation to a co-worker. He was surprised to learn many things about CPS, but none threw him more than the average length of the CPS school day: an abysmal 5 hours and 45 minutes. He was also shocked to learn that unlike the suburban district in which we both grew up, the start and end times of the CPS school day are inconsistent across the country’s 3rd largest school district.

Coincidentally, my friend Sonia sent me this Catalyst story yesterday about the average length of school days at CPS versus elsewhere. It was published nearly a year ago, in January 2010, but with the mayoral election and just about everything else in Chicago (politics) in flux, now is the time to rally the cry of a longer school day for Chicago students. On the whole, they probably need it more than their well-heeled suburban counterparts.

As the conversation builds, I cannot help but look to my children’s school as an example. It’s an example not only of how the extended day can improve educational outcomes, but also of the cost such initiatives bear. While other schools fundraise for a climbing wall, auditorium update or a red-tape-defying exercise room, we’re spending countless volunteer hours to bridge the gap between the CPS budget and requirements for our teachers’ (much-deserved, in my opinion) salaries and stipends. I’m told that that the fundraising push will have an end-date when the school reaches full capacity not long into the future. Thank goodness, because I am not sure that half the school's families can continue to bridge the budget gap without developing a sense of entitlement, frustration or both.

Admittedly, I have elementary-aged children who are in 2nd grade and kindergarten, respectively. Except for The Boy’s disastrous preschool year at a local parochial school, I have no parental experience with other schools, or educational or curriculum models. Only time will tell if it’s the right choice for The Boy, The Girl, The Tot (Who Isn’t) and their 309 school and classmates. To some extent, I have faith in the system, in the teachers who say that the longer school day allows them to get deeper into subject matter and give students the tools and time to follow their imaginations. Besides, it’s what suburban districts do, and what experts increasingly say is the right answer.

In my late teens, I lived with a family in France who had 3 young children who were in K-4th grade equivalents during my stay. They attended class every day from 8 until 4, and a ½ day on Wednesdays. I have no idea if the French are as well-prepared for a successful working life as the rest of the world -- (they also have a lot of roadblocks to the educational system, beginning with the prémier bac en français, which can keep students in high school until they are well into their 20s) -- but they certainly emphasize the importance of classroom learning (and a full hour to eat one’s lunch and run around).

Quality of instruction issues aside, the truncated school day is yet another example of a policy decision that ultimately punishes working Chicagoans. When I suggested to my co-worker that he check that the school hours worked for his family's needs, he sputtered, "You mean, they are not all the same??" How on Earth are you supposed to get to work on time when you have to drop your child off to school at 8:30, or pick him up at 1:45 p.m.? Although some Chicago firms allow workers to flex their schedules, many do not. In the Chicago Tribune's list of top-100 Chicago-area companies, almost half were located outside the bounds of the city. Positive cashflow may be good for the mayor, but does it create an ideal urban environment for the worker?

The Reform Movement Builds

While Ron Huberman may not have been the person to overhaul the Chicago Public Schools, the winds of change may be picking up speed with today's announcement. Michelle Rhee may have been no match for the D.C. public school teachers, but she has re-surfaced in California's capital city with a new reform project.  

I'm not entirely sure that the answer to the problems in the U.S. educational system lie with Waiting for Superman and the changes Rhee enacted in D.C., I do know that something has got to change. Because the system, as it stands now, just doesn't work. I feel like this is well-known at this point. But the idealist in me is heartened to see it go national.

I feel fortunate that my children's school is a school that works. My children have great teachers. I am continually in awe of their drive, passion and dedication. I'm a passionate writer, but I don't think I have half the skills required of good teachers.

Transparency in Politics

On Monday, politicos--would-be and otherwise--kicked off the mayoral race by filing their petitions with the city. The Sun-Times reported that the mayoral race could "energize voters." 

I have to say: I am still in the period of dread. It's not that I fear change. God knows, I was looking forward to defeating Daley in February. But I surmise that the city's budget is a horrible mess. And I don't see how any politician is going to get us out of it. (And if s/he did, what would Ben Joravsky write about?) That these politicians think they can shows either incredible courage or incredible naivete. Perhaps both. 

I'm likely a campaign manager's nightmare because I don't watch live TV and I don't pay attention to the ads. But I stopped the TiVo to watch Emmanuel's ad tonight during Glee. My reaction: I'm tired of the platitudes already. I love Chicago (just ask The Dad, who'll have to drag me outta here kicking and screaming), but the past few years have opened my eyes to the realities of city politics and dealings. I think Chicago needs to focus its efforts on becoming a world-class city. Forget about losing our grip on a precarious hold. I don't think we can pat ourselves on the back yet, guys.

Throughout the tumultuous spring and early summer of budget crises, education cuts, union troubles, school-related challenges and a surprise visit from Ron Huberman, I believed that the great Chicago machine (which also controls CPS) was obfuscating budget and process from its citizens. At the time, I wanted more transparency and communication about what was going on. I still want that. But now I think one reason that few in official capacity are willing to Tweet as often as Kanye West or Kim Kardashian is that they realize that if they are forthcoming with information, everyone will know that they have no idea what the hell they are doing. That Emmanuel and Moseley-Braun want to take a stab at it reveals their courage.

Despite my current discomfort with lies ahead for Chicago, I'm an unfailing optimist. I am quite sure that my dread will turn to excitement in a couple of weeks after a few rounds of mudslinging between Moseley-Braun and Emmanuel (with a little comedic relief from the Rev. Meeks thrown in). A parent and activist just announced his aldermanic bid for the 39th ward; things are looking up already....