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A Roadmap for Improving Educational Opportunities and Community Supports in the Austin Community

Austin Community

Table of Contents


Vision, Core Values and Beliefs ........................................................................................ Page 4


History and Overview of AustinCommunity ..................................................................... Page 5


Community Assets (Community Resources in Community) ............................................... Page 5


Strategic Recommendations, Outcomes and Actions ........................................................ Page 6 A. Early Childhood B. Middle/High School Transition C. Parent Engagement .. .. .. . ..Page 6 .Page 11 ..Page 13 . .Page 14


Next Steps

Appendices A. Austin Schools Data B. Early Childhood Programs in Austin Elementary Schools C. Austin CAC Members and Participants ..... ..Page 15 . .Page 17 Page 18

Austin Community Action Council


Vision, Mission and Core Values

Vision Statement The Vision of the Austin Community Action Council is to transform the Austin Community through a program of excellence in educational and recreational opportunities. Mission Statement To realize our vision, the Austin Community Action Council provides guidance, advocacy, and support to the people of the Austin Community in connecting resources to promote education and prosperity. The Council works to improve the quality of life for Austin citizens by developing systems to align resources that produce measureable educational development in the community. The Council s goal is to strengthen the community by collaborating with stakeholders (residents, educators, and support agencies) to cultivate and support quality programs and opportunities from early childhood to adulthood in the schools and homes of the Austin Community. Core Values This we believe: y y y y y y Collaboration of educational, social and recreational resources is essential to the development of good citizens and well-rounded lifelong learners in the Austin community. A wide variety of educational choices are necessary in the Austin neighborhood to fit differing learning styles, skills and interests. A safe learning climate, high expectations, and high quality instruction are all necessary for the academic success of students in our local schools. Consistent exposure to quality teaching in the Austin Community leads to academic success. Current technology must be available in the schools of Austin if we are to adequately prepare our students for success in the 21st century. It is essential to communicate regularly with parents and community members on the needs, progress and programs of schools in the community.


History and Overview of Austin Community

The Austin Community is the largest in Chicago and has the most students residing in it. The chart below shows that the number of students in the Austin community has been decreasing each year as has the number of students attending Chicago Public Schools.

Austin Students
Years Combined school enrollment in CPS # students residing in Austin

2007-2008 2008-2009 2009-2010 2010-2011

10,493 9,582 (-8.7%) 8,810 (-8.1%) 7,610 (-6.2%)

13,196 12,845 (-2.7%) 12,326 (-4.0%) 11,839 (-4.0%)

In the past Austin elementary schools had 40% of students meeting and exceeding expectations and 60% not meeting expectations. By 2010 this had been turned around to have 60% of students meeting and exceeding expectations and 40% not meeting expectations. By the end of 2011 school year there was another increase with 67.4% of the students now meeting and exceeding expectations, and 33.6% not meeting expectations. This shows a remarkable increase across the community in a short period of time and also indicates the growth that is still needed. For both the 2010 and 2011 years the Austin elementary schools have grown more than any other elementary school area in Chicago in the percent of increase of reading and math scores.

III. Austin Community Assets

Childcare/Early Childhood Development y y y Austin Childcare Providers Network Carole Robertson Center for Learning Molade Center y y y Sankofa Safe Child Initiative Westside Health Authority YMCA

Healthcare y y y Circle Family Healthcare Network Loretto Hospital PCC Wellness Center

Youth Development y y y y y y y y y After School Matters Art Resources in Teaching Bethel New Life By the Hand Club for Kids Chicago Park District Chicago Public Library Circle Urban Ministries Fox Valley Community Foundation Learning Network Center

Religious Institutions y y y y Friendship Baptist Church Greater Saint John Bible Church Heirs of the Promise Church Saint Angela Church

IV. Strategic Recommendations, Outcomes and Actions1

A. Early Childhood

Recommendation 1 Increase teaching and learning in Austin homes where 3-5 year olds reside.
Data: Lack of parent participation and knowledge in early childhood development. Source: Austin Coming Together, Childcare Provider Focus Groups (2010).

Desired Outcome 1.1: Develop parent knowledge of early childhood development.

Action a: Action b: Provide information (to parents of children 3-5 years of age) about child development. Help parents to understand how developmental milestones may affect the way children learn at different ages.

Desired Outcome 1.2: Develop ability of parents to provide a stimulating learning environment at home.
Action a: Action b: Action c: Facilitate educational, interactive workshops for parents of children 3-5 years of age. Make the connection between workshop activities and Kindergarten Readiness skills. Focus workshops on literacy, math, music, and movement, exploration and observation, and play.

Special Note: Workshops will be carried out at Parent Resource Centers proposed by the Parent Engagement Committee, as well as childcare centers across the community.

Recommendation 2 Establish high quality PreK-3rd grade educational programs in Austin public schools as a foundation for school effectiveness and children's long-term learning and development.
Data: % of students residing in the 60644 zip code meeting benchmarks for reading:K: 71.2%; 1 grade: 51.09%; 2nd grade: 44.19%; 3rd grade: 47.43%. Source: Dibels (2009). Indicates a regression in student rd development between Kindergarten and 3 grade. Less than 10% of CPS Principals in Austin elementary schools have a special Early Childhood Certificate. Source: ISBE Educator Certification System

Desire Outcome 2.1: High quality instructional practices coordinated across PreK-3rd gradethat respond to young children's developmental characteristics and incorporate research-based practices across the content area.

Color-coded responsibilities: green for CPS, yellow for Austin, and blue for collaboration of CPS and Austin.

Rationale: PreK benefits fade and achievement disparities increase if not followed by high quality K3instruction. Action a: Review existing data and assessments, and identify and conduct additional assessments as needed, to prioritize and make specific recommendations regarding PreK-3rd instructional improvement needs. Provide on-going professional development for PreK-3rd teachers in schools, including a coordinated cycle of professional development workshops followed by individual teacher coaching and guidance for collaborative teacher planning and use of assessments and other evidence. Rationale: Professional development must be cohesive, site specific, and include ongoing implementation support if enduring practice changes are to be made. Action c: Provide consultation and professional development related to PreK-3rd grade for school administrators, including the selection of curricula and early childhood assessments, guidelines for high quality teaching practices, and developmentally-informed school policies and practices. Rationale: Administrative leadership is critical to instructional improvement; most administrators have littleprior training related to high quality early education.

Action b:

Desired Outcome 2.2: Comprehensive supports to address young children's social-emotional, behavioral, and school adjustment needs. These supports will be integrated into school and classroom practices, emphasizing the well being of young boys in the Austin community.
Rationale: Typical developmental characteristics of young children are often misjudged as misbehavior due to lack of educator knowledge; Because appropriate preventive supports are often not provided, many children are mislabeled and launched on maladaptive developmental and school pathways, particularly young boys.

Action a:

Engage school and community personnel and families in defining young children's social-emotional and behavioral needs, and ways to create programs and strategies for schools. Provide teachers, social workers, administrators, and other personnel with professional development related to school adjustment, discipline, and mental health issues common in young children in challenging communities, with an emphasis on young boys of color. Rationale: Teachers and other personnel traditionally receive little to no training or support related tochildren's social-emotional development and mental health.

Action b:

Action c:

Engage parents/families/guardians in working groups on supporting young children's social-emotional development and improving their partnerships with schools around these issues.

Desired Outcome 2.3: Systems of developmentally appropriate formative assessments of children's development and learning that are used to guide teaching and other educational decisions, including referrals for special services. These assessments will be aligned across early childhood and the primary grades.
Rationale: The use of episodic, summative assessments does not fit the patterns of young children's development andlearning. On-going assessments designed specifically for young children across the early childhood continuum are needed to guide educational decisions, planning, and monitoring.

Action a:

Conduct an inventory of early childhood assessments currently in use. Identify assessments to fill gaps and to align assessments across programs and age levels. Integrate professional development regarding assessments into the professional development provided with regard to outcomes 1 and 2. Utilize assessment data to facilitate child and family transitions across programs and grade levels, thereby increasing the continuity of children's learning experiences.

Action b:

Action c:

Recommendation 3 Increase attendance rates from PreK/Head start-3rd grade

Data: 12 of 17 schools offering kindergarten in Area 3 have kindergarten attendance rates below 92%, 9 of 17 st nd schools have 1 grade attendance rates below 92%, 14 of 17 schools have 2 grade attendance rates below rd 95%, and 14 of 18 schools have 3 grade attendance rates below 95%. (Source: CPS Area 3 office)

Desired Outcome 3.1: Coordinated transportation to and from school for students whose parents cannot pick them up and drop them off.
Rationale: Transportation is often a barrier for parents to get their children to and from school/childcare. Action a: Action b: Hire an attendance coordinator to coordinate volunteers to walk children to and from school. Partner with local childcare providers to assist families of 3-6 year olds in half day programs (kindergarten and Head Start/Preschool) enroll their students in nearby home childcare providers and center-based programs, if necessary Rationale: Kindergartens have the lowest attendance rate of all elementary grades. Attendance is also low for PreK programming. Linking these half-day programs with childcare providers in the area will provide full day options for families that may find half-day programs problematic for their schedules. Action c: Coordinate drop off and pick up of students who attend nearby childcare partners

Desired Outcome 3.2: Identify and serve families of chronically truant students K-3.
Action a: Action b: Action c: Hire one youth outreach worker per school Identify chronically truant students between K-3 Conduct home visits to these families, identify why their kids don t come to school, and provide them with services so that they may come.

Recommendation 4 CPS schools partner with local childcare providers to build the capacity of local early learning networks
Rationale: Early learning facilities are uncoordinated and operate under different standards and levels of capacity. (Source: Austin Coming Together, Childcare Provider Focus Groups and Survey). Of 4,188 special education referrals madeto CPS in 2011, only 2,359 of referred children were eligible. This indicates a lack of knowledge of early childhooddevelopment in referral agencies and childcare providers. (Source: CPS OSES)

Desired Outcome 4.1: Engage childcare providers in curriculum and activity training.
Action a: Action b: Action c: Market the training schedule through local childcare network. Have a PreK CPS teacher facilitate training with licensed and unlicensed childcare providers. Space will be provided by local childcare centers.

Desired Outcome 4.2: Increase levels of enrollment in Head Start and PreK across the system.
Action a: Work with local childcare providers network to conduct recruitment in homes. Action b: Hold an annual event in August each year to market all early education programs. Action c: Provide enrollment assistance to families so they can enroll in programs.

Recommendation 5 Develop a network of schools to provide a PreK thru 12th grade International Baccalaureate (IB) curriculum.
Rationale:Currently, 51% of the 8th Grade graduates opt to attend high schools outside of the Austin Community. Parents have expressed dissatisfaction with high school choices within the community. Recent efforts to create specialty high schools to attract area students have fallen short due to lack of alignment between the specialty school focus and the elementary school curriculum (e.g. The successful student at Austin Polytech needs a strong Math and Science background, yet elementary students in Austin score below national norms on high stakes assessments in Math). There are currently no schools in the Austin Community authorized to offer the IB curriculum. Additionally, there does not exist a common curricular focus that is cultivated in the primary grades, and reinforced, nurtured and developed as children progress through Grade 12. The implementation of the IB Program during the early childhood years, with its emphasis on inquiry, research-based curriculum and instructional practices, followed by reinforcement in the middle years and high school years, will promote critical thinking and innovation for Austin students from ages 3 19. By targeting an existing Austin school to offer the IB Primary Program and the IB Middle Years Program, and targeting an existing high school in the community to offer the IB Diploma Program, we can begin to build a pipeline (from PreK- 12) to quality teaching and learning within the Austin Community.

Action a:

Provide background to community partners and CAC members on the tenets of the IB Program. Use demographic data, facilities data, budgetary considerations, and other pertinent information to identify schools (1-2 elementary schools and one high school) that are best candidates to be transformed into International Baccalaureate World Schools. Support the training of administrators and staff in the tenets of International Baccalaureate Program. Provide human and material resources needed to implement IB routines and protocols for 1-2 years in preparation for application for authorization to the International Baccalaureate Organization (IBO) by the third year of implementation. Submit application to IBO for authorization to offer the International Baccalaureate World Curriculum.

Action b: Action c:



Middle School/High School Transition

Recommendation 1 Provide high school based learning centers focused on cultural and language arts, STEM, career and trade training, and green technology.
Rationale: Provide research-based model to accelerate student and adult learning.

Desired Outcome: Provide curricular options to all for elementary, middle, and high school students, ensuring they have access to high quality college and career education.
Action a: Build new neighborhood high school to serve the community and enhance vertical alignment PreK-12 and curricular choices and provide students varied high school options. (See Appendix C for current thinking on this.) Develop adequate levels of instructional support, and consider various instructional learning models. Provide school autonomy to design curriculum and develop programs to meet students needs. Provide professional development. Link middle and high schools together in order to better align the curriculum of each.

Action b: Action c: Action d: Action e:

Recommendation 2 Prepare all middle school students for success in high school using national middle school model that includes personalization, social and emotional learning.
Action a: Increase algebra classes taken from qualified teachers in 7th and 8th grade and gradually increase the pass rates on algebra exit exam. Hold an annual community high school fair to provide information about the various school options to parents and community. Create a career-exposures curriculum, life experience opportunities and programs for all Austin middle school students. Create after-school positive groups (band, art, performing arts, science clubs, robotics, team sports, etc.) to augment classroom instruction.

Action b:

Action c:

Action d:

Recommendation 3

Ensure all high school students are prepared for post-secondary schooling or employment by providing various curricular options. Desired Outcome 3.1: Increase and expand CTE options.
Data: in the year since Austin Polytech initiated its National Institute for Metalworking Skills (NIMS) credentials, 89 APA students have earned 125 credentials, 12% of all NIMS credentials earned in Illinois, 74% of all NIMS credentials earned in IL high school programs. Austin neighborhood is the leader in IL in helping high school students earn NIMS credentials. Action a: Action b: Ensure all students have easy access to work-readiness skills training, job shadowing, internships, and paid summer employment opportunities during high school. Have all CTE programs prioritize helping students earn nationally recognized industry credentials. Rationale: Individuals who earn NIMS credentials are preferentially hired. Action c: Use innovational models. For example, the Polytechnical Model includes: 1) integrated college and career prep curriculum and programs; 2) students can earn competency-based industry credentials; 3) a full-time industry coordinator is on school staff dedicated to cultivating partnerships between industry and the school while providing professional development opportunities for all students and parents. Mix CTE and college prep in every school. Rationale: In today s economy, every student would benefit from both college prep programs and contextualized education regardless of their academic talents. It is important for to remove the negative stigma of CTE among educators because CTE can maximize the opportunities for lifelong success for all students.

Action d:

Desired Outcome 3.2: Provide viable accelerated learning options for at risk youth.
Action a: Action b: Action c: Provide programs for students that accelerate learning for students who are below level when entering high school. Increase the number of alternative high school seats. Develop alternative options for at-risk middle school students.

Recommendation 4 Ensure social emotional supports through community resources. Desired Outcome: Open the schools to qualified organizations to provide wrap around services.
Action a: Action b: Action c: Use community partners. Provide appropriate services for students with emotional needs. Secure external partner with proven track record to support schools and parent leaders.



Parent Engagement

Recommendation 1 Create a parent resource room and or center in all Austin neighborhood public schools in order to increase accessibility of schools to Chicago residents and parents. Desired Outcome: Provide a set of activities, workshops, and trainings for parents and community residents that will benefit the parents but also increase the interaction of school staff with parents in a positive way.
Rationale: Offering these services through the parent resource room will allow access to a set of resources in the parent room and that can be networked for the benefit of the entire community and be streamlined in an efficient manner. Action a: Bring together the resources/equipment needed to sustain a productive parent resource room, i.e., y Staff member dedicated to the resource y Computers and internet access room y Comfortable environment y Funding y Quality programs that engage and benefit y Dual parent/child programming parents y Good people that understand the vision y Programs that parents are able to choose and or shape y Trust between parents and administrators Leverage Chicago Public Schools to develop/sustain parent resource rooms that provide: y Principal support y Quality programming y Staffing for parent resources rooms and a y Parent-led programming neighborhood-wide coordinator y Make parent engagement a priority in school improvement plan y Comfortable environment

Action b:

Recommendation 2 Increase parental involvement by leveraging community-based organizations and resources. Desired Outcome: Increased access of social services and resources to parents at their local school.
Rationale: Instead of having to go outside the community, resources at local school benefit both parents and community based organizations seeking to fulfill their social service missions. Action a: y y y y y y y Job training Self-improvement opportunities Community building and advocacy training Parent rights education GED/general education Leadership training and development Financial literacy y y y y y y Health services and awareness Re-entry services Legal services/expungement Substance abuse counseling Housing counseling Parent education workshops (i.e., support for homework, Common Core State Standards-CCSS)

See Parent Engagement website:


V. Next Steps
Austin was the last of the five communities to create its Community Action Council this year. Therefore there is additional research the CAC intends to do to support the recommendations in this document. The CAC anticipates the next meeting topics to include: (1) student and parent surveys for social services needed; (2) school utilization plan; and (3) school tours. The Austin CAC believes the recommendations set forth in this document should be considered before the Chicago Public Schools takes reform action on any school located in Austin. Furthermore, we recommend that the principles that drive school action/consolidation decisions in Austin should be a systematic and transparent process with community involvement in the decision-making.


Appendix A

Austin Schools Data

Space Use3 Population AYP Reading4 Pop. % 2005 2010 2005 2010 Armstrong Math and Science 3-6 104 29 196 133 52.8 49.1 Brunson Math and Science PK-8 609 50 813 686 31.0 48.4 Burbank PK-8 --1,277 1,285 37.5 56.0 Catalyst Circle Rock Charter K-8 ---336 -70.5 Clark PK-8 306 52 613 324 62.7 71.2 DePriest PK-8 525 44 613 604 28.5 56.2 Ellington PK-6 369 36 474 467 33.6 67.9 Emmet PK-8 449 49 688 526 50.6 63.8 Hay PK-8 532 51 649 640 35.7 57.3 Howe PK-8 --798 549 24.3 63.0 Key K-8 289 40 461 363 29.4 41.7 Leland PK-3 170 47 270 216 50.0 63.9 Lewis Math and Science PK-8 578 42 1,059 674 31.9 49.3 Lovett Math and Science PK-8 430 45 669 461 46.7 46.7 Lyon K-8 --1,176 1,380 59.0 78.5 May PK-8 464 34 894 500 36.4 30.9 McNair PK-8 478 51 667 535 18.1 50.6 Nash PK-8 427 29 851 485 30.4 50.2 Plato Learning Magnet KG-6 ---322 -56.5 Sayre PK-8 --534 625 63.4 81.8 Spencer Tech Academy PK-8 755 47 1,128 858 24.1 55.8 Young PK-8 1,125 53 1,539 1,343 39.3 54.4 Total elementary students in 2010 attending Chicago public schools was 13, 312. CPS Elementary Schools CPS High Schools Grades Austin Complex Business and Entrepreneurial Polytech Voise Clark Academic Prep Douglas Academy 9-12 9-12 9-12 6-12 9-12 Space Use Pop % Population 2005 ---774 902 2010 486 330 1,021 498 AYP Reading 2005 ---55.1 4.8 2010 12.3 8.9 46.9 5.6 Grades2 AYP Math 2005 2010 63.9 53.7 34.3 66.3 39.4 70.8 -72.7 55.5 83.4 27.2 53.7 30.6 64.2 30.6 75.9 33.5 63.8 19.1 74.1 31.5 45.3 73.8 80.6 22.5 48.3 26.1 68.1 58.3 91.6 55.4 59.2 16.9 61.7 21.8 59.2 -62.0 50.3 80.6 25.9 71.0 30.4 64.4

AYP Math 2005 ---19.0 6.1 2010 15.5 7.8 38.8 1.1

Total high school students in 2010 attending Chicago public schools was 2,335.

2 3

No schools in Austin have a full-day early childhood program. Projected space utilization data for Fall 2011. Column on left is anticipated number of students enrolled in Fall 2011; column on right is percent of space that would therefore be utilized. 4 AYP in 2005 averaged 46.5% exceeding expectations and in 2010 it averaged 77.5 exceeding expectations.


Other Educational Institutions in Austin

1. Academy of Scholastic Achievement


4651 W Madison

200 students. Member of Alternative Schools Network (ACN) 183 students. Member of Youth Connection Charter School 131 students 83 students (2009-10) 110 students 165 students (2009-10) 41 students 6 students 100 students 248 students 121 students (2009-10) 98 students (2009-10) 209 students. Affiliated with the Youth Connection Charter School 24 students (2009-10)

2. Austin Career Education Center


5352 W Chicago Avenue 5035 W North Avenue 5058 W Jackson 5335 W LeMoyne Street 5088 W Jackson Blvd 5911 W Midway Park 5153 West Lake 5108 W Division Street 1332 N Massasoit Ave 846 N Menard Ave 819 N Leamington 4909 W Division

3. Banner LINC Academy Alternative High School (Banner Academy West) 4. Chicago Jesuit Academy 5. Christ Lutheran School 6. Christ the King Jesuit College Prep High School 7. Learning Network 8. Little Leaders for Tomorrow 9. Northwest Institute-Learning 10. St. Angela Elementary (includes Montessori) 11. St. Paul Lutheran Elementary 12.San Miguel: Gary Comer Campus High School 13.Westside Alternative High School

9-12 5-8 PK-8 9-10 1-8 PK-K K-8 PK-8 K-8 5-8 9-12

14.West Austin Development Center


4920 W Madison

According to these figures, 831 elementary students attend private elementary schools; an additional 888 students attend private high schools for a total of 1,719 students attending other educational institutionswithin the Austin community outside of the Chicago Public School system.


Appendix B

Early Childhood Programs in Austin Elementary Schools 2010/2011 HEAD START

(3 hrs.)
# of total rooms # of students # of day classes # of full day classes # of total rooms

(2.5 hrs.)
# of students # of day classes # of full day classes

# of total rooms # of students # of day classes # of full day classes



4 1 1 41 40 2 2

3 2 1 2 1 2 2 2 1 1 2 1 40 35 80 50 2 2 4 2 2 2 2 2 1 2 1 3 2 7 286 14 32

73 88 30 56 45 51 58 40 35 45 44 45 31 44 39 105 80 909 1 12 2 2 1 4 2

1 1 1 2

32 34 34 68

2 2 2 4

2 1 2 2 1 2 2

1 1 1 2 1 13

30 34 37 80 34 451

2 2 2 4 2 26

2 2 3 1 25


Appendix C

Austin Community Action Council (CAC) Members and Participants

(Austin CAC Members indicated in bold)

CAC Co-Chairs: Deborah Graham, Aldermen 29th Ward and Dwayne Truss, SACCC
Jim Baker Dorothy Becton Crystal Bell Quiwana Bell Andrew Born Jitu Brown Demetrius Bunch Peggy Burnett Mary Canchola Adrienne Chandler Tina Chenault Linda Coles Jonathan Curie Rubbie Davis Lucia DeLeon-Scott Shirley Dillard LaLita Dobbins Jean Dorcy Deborah Dusky Joyce Edwards Amara Enyia Juan Jose Gonzalez Deborah Graham Curtis Green Annette Gurley LeViis Haney Maya Hopkins Wanda Hopkins Louverta Hurt Shawn Jackson Chandra James Brandon Johnson Carol Johnson Catherine Jones Ruth Kimble Merril Malone Chris Maxwell Elizabeth Okey Resident Head Start Manager Young Elem, Principal Westside Health Auth. Austin Coming Together KOCO Neighborhood Armstrong Elementary Hay Elementary Strategic Learning Young Elementary Staff Westside Health Auth. Strategic Learning Westside Health Auth. LSC Austin Polytech McNairAcademic Center CPS: NCLB Westside Health Auth. Key Elementary Key Elementary ACT Executive Director Stand for Children th Aldermen 29 Ward FUCF CPS Chief Austin Spencer Elem. Tech Acad. Jackson Elem, 7th grade SACCC, Parent, Resident th 7 Cong. Dist./Ed. Chair Spencer Acad, Principal CPS Area: Curriculum Westinghouse, Teacher Parent, LSC, Resident Douglass LSC, Resident Aus. Childcare Prov. Net CPS/Resident Erikson Institute Stand for Children Victoria Perry Cynthia Peterson Christel Pierce Victoria Prewitt Sherri Quinones Aisha Ray Morris Reed Serethea Reid Betty Robinson Jacqueline Robinson James Ruffin Lucia Scott Shirley Scott Natasha Sewell John Simmons Angelia Stewart Lynnae Stinson Michael Stinson Erica Swinney Luther Syas Dwayne Truss Matthew Truss Allen Van Note Claiborne Wade Sharif Walker Gerald Walton Minnie Watson Romrie Weekley Chris Whitehead Shenesa Wiggins Mildred Wiley Christel Williams Ernest Williams Wayne Williams Mable Wimberly David Wise Terina Woolridge DePriest Elementary Spencer Elementary Resident, Teacher Resident CPS: Austin Area Erikson Institute Westside Health Authority Central Aus Nborhd Assoc. Parent Emmett Elementary Parent, Resident Strategic Learning Westside Health Authority Strategic Lrg. Initiatives Parent Advocate CPS Student WHA, Westside Ministers Austin Polytech/CLCR Alternative School, Ex. Dir. SACCC Former CPS Stud;CalPoly U Parent, Resident Resident, 29th Ward Staff Resident,After School Mtr. May Community Academy DePriest Elem, Principal Spencer Elem. Tech. Acad. Strategic Learning Resident, Parent, ACT Bethel New Life CTU/Parent G.R. Clark Hay Elementary, Principal Key Elem, Asst. Principal Westside Health Authority McNair Academic Center

Chicago Public School Team William Gerstein, CPS: Family and Community Engagement Director Quentin Mumphrey, CPS: Family and Community Engagement Deputy Director Karen Snyder, Millennia Consulting, LLC, Strategic Planning Consultant