new school

A new school in Bronzeville says a lot about what parents want

PHOTO: Cassie Walker Burke
Kindergarten at Bronzeville Classical

The first day of school, Nicole Spicer woke up at 4 a.m., put on a kelly-green blouse that matched her school colors, and was greeting new families at the door by 7:30 a.m.

By 9:30 a.m., the founding principal of the new Bronzeville Classical Elementary had run the school leadership gauntlet: encouraging her small cadre of teachers, welcoming jittery students and parents, and throwing an opening-day party complete with a balloon trellis and visits from such VIPs as Mayor Rahm Emanuel and Chicago schools CEO Janice Jackson.

Her venti Starbucks coffee had long grown cold. So she headed to the teachers’ lounge to zap it in the microwave before embarking on another tour of the building, a former elementary school that closed under former schools chief Arne Duncan, reopened as a charter, then closed again.

In the school-choice era in Chicago, school buildings can have many incarnations, and 8 West Root Street’s latest says a lot about what parents in and around Bronzeville want. The only new selective enrollment school opening this year, it comes amid amped-up debate about the degree to which test-in schools pick off accelerated learners and middle-class families at the expense of neighborhood programs.

The debate recently has been stoked by reports that paint a never-before-seen picture of supply and demand in individual schools as well as the startling number of open seats in neighborhood schools.

PHOTO: Cassie Walker Burke
Assistant principal Raven Talley and principal Nicole Spicer

A case study in what a school can look like with robust support, Bronzeville Classical’s deep bench consists of black religious and business leaders from the community around it. A multimillion gut rehab puts its facilities-wise on par with private schools — there are smart boards in classrooms, a new playground and turf area, even a donated pottery kiln. And the principal has ties with the historically black neighborhood, which still really matters in Chicago.

“Bronzeville has always been a part of who I am,” said Spicer, who grew up near 41st and Indiana streets and attended Catholic schools in the area, despite family who were alums of Phillips High School. “I couldn’t pass up this opportunity.”

The opportunity she’s describing is building a school from the ground up, from hiring the staff to prioritizing Spanish-language immersion and music theory to recruiting the students. Since the school was announced last December, Bronzeville Classical has enrolled 80 children in grades K through second, with plans to add a grade each year. It still has 100 students to go to reach its initial goal.

To recruit more families, Spicer is setting up her front office to help families navigate the selective-enrollment process, which includes completing a centralized online application and registering children for a testing appointment at a facility near IIT. There will also be orientations for prospective families, tours, a social media push, and workshops for families, said Assistant Principal Raven Talley. “When you walk into a school, you want to feel and see the community and the culture,” Talley said.

Not everyone who lives in the surrounding neighborhoods can attend the school, no matter the supports. That bothers public education organizers like Jitu Brown, the national director for the Journey for Justice Alliance. He has long encouraged CPS to stop segregating students by test scores and shower its neighborhood schools with the same resources and attention it gives new schools. “The rest of our babies are left to languish in neighborhood schools that are starved.”

In essence, other schools could use smart boards and Spanish immersion. A balloon trellis wouldn’t hurt.

The parent perspective

Brittany Smith, the parent of a first-grader at Bronzeville Classical, sympathizes with that argument. But, at 27, she’s part of a generation that came up in the choice era, traveling to a magnet school as an elementary student that was near the Indiana border and then attending Whitney Young, the city’s first public magnet high school.

In other words, “I’m used to the idea,” she said.

Smith lives in Bronzeville, just down the street from Ida B. Wells Preparatory, which reported an average kindergarten class size of 38 last year (the district average was 16.9, according to the 2017 Illinois School Report Card.) Put off by the class sizes, she tested her daughter and gained admission into a selective-enrollment school that was a 20-minute drive from her house. When she heard about Bronzeville Classical, which would be less than 5 minutes away, she applied. “I can tell there is a lot of support from the teachers and the principal, and it’s in the neighborhood.”

For many families, the decision to transfer to a new school with no record is not made lightly. There’s no word of mouth and no test score data to compare, though classical schools — which teach a grade level above, focus on language, and usually have strong art and music programs — are consistently among the district’s highest performing.

A gut rehab meant fresh new paint and lockers, but the marble staircase remains

A few days in, both Smith and another parent, Alicia Blais, who lives in McKinley Park, feel encouraged. Smith, who is black, appreciates the diversity of the school (numbers aren’t fully in, but an early measure shows the school at 50 percent black, 20 percent Asian, and 10 percent white, with a third of the students qualifying as low-income), the sparkling facility, and the fact that her daughter comes home happy.

Blais, who is white, says Spicer and her assistant principal are working with her to provide the right experience for her daughter, who is highly sensitive. Already, the first grader has really connected with the Spanish teacher. Calling it a “last stop” before moving to the suburbs, Blais said, “We are one of many parents who need this school to work.”

Design from the ground up

The siren call of a new school doesn’t just lure parents. Educators hear it, too. An award-winning reading specialist who formerly served as assistant principal at another classical school, Skinner North, Spicer participated in a highly competitive process for the principalship. It culminated with her speaking in a public forum last spring alongside another finalist.

After getting the job and taking what she describes as a “listening tour” of community organizations, she approached hiring her small staff with the same careful scrutiny: sorting through hundreds of applications to find a diverse roster of candidates. She opted for full-time music, PE, and Spanish in addition to her K-2 classroom teachers, special education teacher, and a counselor. In lieu of full-time art, a nonprofit group will come in and teach one day a week. (An alum of Golden Apple, the prestigious Illinois teacher training program, Spicer said three of her hires share those ties)

For Jessica Lyons, the Spanish teacher, who previously taught in a Catholic school, the chance to build curriculum from the ground up was persuasive. So was Spicer’s vision of earning a Seal of Biliteracy. For her, that means teaching classes completely in Spanish and cultivating a positive mindset around learning languages through books like “La Vaca Que Decía Oink,” about a cow that says oink. “I’ve designed Spanish programs at schools before, but this is an opportunity to really start something from the ground up and have ownership over it.”

Music teacher Reginald Spears has been working in Chicago schools for a decade, most recently at the nearby Doolittle Elementary. He brings with him a vision for a musical curriculum that prepares children for elementary band, or orchestra, complete with sight reading and songwriting. At some schools, music is viewed as a vehicle to teach reading or math, he explains — here, it’s a subject worthy of its own study and exploration.

He also brings training in calm classroom techniques, such as breathing and stretching, that he has shared with his fellow teachers. “I’m excited that this going to be part of the school.”

But despite the gleaming hallways and pottery kiln, Bronzeville Classical is still a public school in Chicago and can’t escape the realities of the district’s ongoing budget crunch. So Spears’ ambitions of a piano lab and a suite of shiny instruments might require some creativity. He plans to start the way teachers across the city do — a crowdsourcing page on the website Donors Choose.org.

How this Indiana teacher helps hospitalized students transition back to school

PHOTO: FS Productions / Getty Images
Nurse talking to girl in hospital bed

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

When Sara Midura meets her students, they’ve often just gone through a crisis.

As an educational liaison at Riley Hospital for Children, Midura is both a teacher and an educational advocate for patients in the Simon Skjodt Child and Adolescent Behavioral Health Unit. She helps them keep up with schoolwork and transition back to school once their hospital stay is over.

“Many times, the students who come to us are either slipping through the cracks or seen as having huge ‘behavior issues,’” Midura said.

Her work includes easing the anxiety of a student returning to school; partnering with the family, school, and treatment team to make sure a student’s behavioral health needs can be met; and finding a “go-to person” at school who understands the student’s situation.

Midura, who was recently named one of the top 25 finalists for 2019 Indiana Teacher of the Year, talked to Chalkbeat about how she supports hospitalized children and how the lack of mental health resources in schools can affect students.

This interview has been condensed and lightly edited.

Was there a moment when you decided to become a teacher?

I decided to be a teacher in kindergarten — I loved my teacher and loved school, so it felt like a no-brainer to my 5-year-old self! I proceeded to force my friends to play school with me in my basement and made lesson plans during days that I stayed home sick. I toyed with other ideas for professions through my K-12 education, but solidified my desire to be a teacher as a camp counselor during my high school years.

How do you get to know your students?

Since I only have my students for a short period of time, I try to capitalize on the time I have with them by having them fill out a “school profile,” which really serves two purposes. Since the first time I meet the kiddos is almost always their first day on the unit following a crisis, I know that they are not functioning in their prefrontal cortex and are in crisis mode. They understandably are typically shut off, so the school profile is a great way for them to easily and safely let me get to know them a bit. It starts a good rapport, and I can always connect to something in there. Then each day I just make sure I check in with them, always reminding them that I am their advocate. We talk about school, life, and anything else. It can be easier to get to know them since they are in such a small group setting of up to 10 kids. This is my favorite part of the job!

Tell us about a favorite lesson to teach. Where did the idea come from?

I am certified in Applied Educational Neuroscience (I took a nine-credit hour graduate course at Butler University with Lori Desautels), so I run a group on my unit every week called “Brain Club.” In this, I teach students about their brains, stress, emotions, and how the coping skills we teach them in their therapies and on the unit are truly brain regulation strategies. We talk about the different parts of the brain, which ones we function in where, our amygdala and fear, and so much else! The kids typically love brain club and are so engaged!

What object would you be helpless without during the school day?

My iPad! Between playing music — I cannot work in silence! — looking up information to help students with their assignments, and using the different educational apps to fit all of my kids’ needs, I bring my iPad with me everywhere.

What’s something happening in the community that affects what goes on inside your class?

Mental health resources, or the lack thereof in many districts, greatly impact what happens inside my classroom and on my unit. There are many schools that are so underfunded and lacking resources, leaving staff burnt out. In my mind, this creates and unsafe environment for my patients returning to school. My patients need a school staff that can understand mental/behavioral health.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

The first really challenging case that I had was a few months into me working on the unit. We had a very high-achieving student who was going through some intensive setbacks, and the student’s dad was extremely concerned about school. I assured him that we would be able to “fix” everything with school and ensure that it went back to his expectation of normal, but that ended up not happening. This experience taught me that I cannot ever promise any outcome, but I can promise families that I will be with them each step of the way to ensure that education matches the treatment needs. This has changed my approach to speaking with families.

What part of your job is most difficult?

Navigating all of the different school systems and cultures during such a short hospitalization period can be very difficult when discussing behavioral health needs. I have my patients for about a week typically, so trying to provide enough support and education to patients, family, and school staff can be very challenging. I often feel like I don’t have the capability to serve schools as well as I would like to with supports! It is also difficult to not know how my students are doing after they are discharged — I wonder about them so often.

What was your biggest misconception that you initially brought to teaching?

I’m not so sure that this was a misconception rather than an underestimation, but I really did not comprehend until I got into teaching how huge of a difference a teacher can make on a child’s life. Now what I know about the brain and mental health is that one positive, intensive relationship with a teacher can absolutely change the course of a student’s life — it’s amazing to watch.

What are you reading for enjoyment?

This is very nerdy of me, but I loved reading books that relate to behavioral health, so currently I am reading “Life Without Ed,” a book told from the perspective of someone who battled an eating disorder. I work with many kids with eating disorders, and it is such a terrible, heartbreaking disease that I greatly misunderstood before working on my unit.

What’s the best advice you’ve received about teaching?

The best advice I received about teaching was to “fill your four circles consistently.” One of my amazing professors from Butler, Theresa Knipstein Meyer, gave a lecture one day about how crucial self-care is for educators. She showed us the theory of the four circles, where you have to consistently be taking care of different aspects of your health for the circles to be balanced and keep “your fire within” ignited. I think that it is so easy for educators to pour their entire hearts and souls into teaching only to get burnt out, and I have had to be conscious about taking care of every aspect of my life. This makes me a much better teacher and person, and I am so grateful to have learned that.

Career-technical education

How Chicago schools are using cool classes like aviation and game design to repopulate neighborhood schools

PHOTO: Steve Hendershot / Chalkbeat
Students in a pre-law class at Chicago's Mather High fill out college applications on Sept. 19, 2018. The class is one of the school's career technical education offerings that it hopes will attract more students to enroll in the school.

Vocational education used to mean machine shops and sewing classes, programs aimed at students who weren’t headed for college. But career education has changed to fit the tastes of today’s students and the needs of the 21st-century job market, and now encompasses courses ranging from game design and aviation to architecture and digital media.

And Chicago schools are expanding their array of career-prep courses in hopes of enticing students back to languishing neighborhood high schools.

A tour of Mather High on Wednesday demonstrated how Chicago schools are viewing career education differently. It’s a means of both attracting students with training in popular subjects and using those practical classes to teach fundamental concepts — all very much aimed at sending some career-track students to college.

For example, Mather’s pre-law curriculum includes a criminology course where students learn about psychology, as well as a mock-trial element where they learn classical principles of rhetoric and argument. The pre-law program also dedicates time to helping its students submit college applications — hardly the focus of traditional trade-school curricula.

At Mather in West Ridge, second-year Principal Peter Auffant reversed a five-year slide in enrollment after expanding career-related classes. About a third of Mather’s 1,500 students are enrolled in one of its four career-education tracks, including a brand-new pre-engineering curriculum. A digital media track is slated to begin next fall. Besides more than three dozen classes, career-related offerings also include internships, such as stint working in city council members’ offices or at downtown law firms.  

“CTE allows us to provide very unique programming that students can’t get anywhere else,” Auffant said, referring to the commonly used shorthand for career technical education. “We leverage that to create stable enrollments.”

Mather senior William Doan is a case study. Three years ago, the West Ridge resident was looking at high schools outside his neighborhood — selective-enrollment schools as well as those offering the rigorous, college-preparatory International Baccalaureate curriculum, but ultimate chose to stay close to home because Mather’s pre-law program aligned with his interest in law enforcement.

“It kind of just drew me in,” Doan said. “You get a taste for the law and how it really is in the real world.”

Doan’s experience reflects a trend that’s shaping curricular decisions in Chicago and around the country. Congress this summer approved $1.1 billion to expand career education. Such offerings are among Chicago Public Schools’ most popular, according to a report released last month by the University of Chicago Consortium on School Research and the Federal Reserve Bank of Chicago.  

Some of those programs focus on traditional vocational education, such as the building trades program at Prosser High in Belmont Cragin that Mayor Rahm Emanuel announced this month would be funded with a $12 million investment. Others like those at Mather include non-traditional offerings, described as “21st century CTE” by Jarrod Nagurka. He is advocacy and public affairs manager for the Alexandria, Virginia-based Association for Career & Technical Education, which sponsored Wednesday’s school tour.

Nearly every Chicago high school has at least one career offering, though access to the most popular programs varies across the city, as does the breadth of the programming at each school. One factor among mid-sized schools such as Mather is the administrative burden of supporting extensive career programming alongside other elective programs such as International Baccalaureate.

“To do both (IB and career education) really well you have to be larger,” Auffant said.

So Mather is pursuing a hybrid strategy that uses career-education classes to teach college-prep concepts. Teachers use real-world vocational settings to explore the academic concepts that undergird them.

“The foundation of curriculum design is backward design,” said Sarah Rudofsky, the school district’s manager of curriculum and instruction for CTE. That means consulting with industry partners about the skills graduates need, then building curricula to suit. In a pre-law course, for example, those core skills are destined to overlap with traditional college-prep coursework, but geared to a practical application.

“It’s important to us to change the conversation from ‘CTE is for students who don’t want to go to college’ to ‘This program is for any young person who wants to have some employability skills before they graduate from high school’ — applied math, applied science and applied literacy,” Rudofsky said.