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FIVE-YEAR
VISION
2019-2024
Get other important information
about the Five-Year Vision at
www.cps.edu/vision
42 W. Madison Street
Chicago, IL 60602
773-553-1000
www.cps.edu
@chicagopublicschools
@ChiPubSchools
@ChiPubSchools
Table of Contents
A Message from District Leadership 2-3
Introduction 4
CPS is on the Rise 4-5
CPS At-A-Glance 6-7
Academic Program Expansion 8-9
Creating a Vision for CPS 10-11
Vision, Mission, and Commitments 12
Snapshot of Core Values and Goals 13
Our Commitment to Equity 14-15
Academic Progress 16
High-Quality, Rigorous Instruction 17-21
Elevating Instruction 22-25 Look for the Children First
Fund logo throughout to
Supporting Student Success 26-28 see opportunities where
partnerships can positively
Talented and Empowered Educators 29-31 impact CPS students.
Safety and Support 32-33
Financial Stability 34
Financial Equity 35-36 Our
Commitment
Operational Excellence 36-37 to Equity
Integrity 38 Look for the blue
Collective Impact 39-41 copy throughout
the document which
highlights efforts
Transparency 42 related to equity.
We have risen far as a Children First Fund 43
district, but to rise higher, Thank You 44
we must lift every student Notes 44
and school up with us.
The pursuit of equity is an
investment in children’s
potential. That potential
must be allowed to shine.
CPS FIVE-YEAR VISION 1
LETTERS
From the Chicago Board of Education From Our District Leadership
Janice K.
Thank you to the families, partners, and the leadership of our city who Miguel del Chicago Public Schools is truly a district on the rise. Jackson, EdD
have supported our students in making historic academic gains. We will Valle
continue to push ahead and sustain our progress with the support of all Thanks to the students, families, educators, partners, and city leaders who have given their
of our stakeholders—especially our parents and families. We are entirely all to lift CPS to new heights, we have so much to be proud of as a district. Our graduation
committed to engaging our school communities to make certain they and Freshman OnTrack rates are at an all-time high, and more CPS students than ever are
are informed, inspired, and ready to partner with us as we begin the next enrolling in college, with nearly half of them earning college and career credentials before
phase of our work. they even finish high school. We have made unprecedented investments in early childhood
education and school facilities. We’ve also brought our families and school communities
We are proud to share our new Five-Year Vision, which outlines how we into the academic investment process and have expanded high-quality academic programs
will build on this momentum and act with urgency and conviction to such as STEM, Advanced Placement, International Baccalaureate, dual credit, and dual
enrollment opportunities. And perhaps most importantly, we overhauled our security proce-
ensure students in all neighborhoods across Chicago have access to well-
dures and launched our new Office of Student Protections and Title IX as part of our unwav-
resourced schools.
ering commitment to protecting students from sexual harassment, violence, and abuse.
I, along with my fellow board members, have the distinct honor to serve As CPS graduates and lifelong educators who have spent our lives serving Chicago stu-
Chicago’s youth and we take our responsibility seriously, which is why dents, we are incredibly proud of the historic academic progress that has taken root in our
transparency will be the cornerstone of our leadership. district. However, there remains an unacceptable difference in achievement outcomes for
our students of color, English Language Learners, and diverse learners, and our new stra-
The board believes all students have a right to a high-quality education tegic plan will focus on promoting equity and narrowing the opportunity gap for students
regardless of their background, zip code, immigration status, or country of most in need.
origin and we will honor our students, staff, and families by committing to
deep engagement, transparency, and equity for all. That is our commitment Following an extensive engagement process, we incorporated feedback from families and
to you. educators into the new five-year vision. This vision builds on the core commitments that re- LaTanya D.
McDade
main at the heart of who we are: academic progress, financial stability, and integrity. Driving
On behalf of the Chicago Board of Education, I thank our families, academic progress will remain the primary focus of our work, and it will be rooted in long-
educators, and community members, for your commitment to CPS term fiscal stability and a culture and climate that respects and values the contributions of
students. We are excited about what we can accomplish together in the all stakeholders.
years to come.
The ambitious goals outlined in the five-year vision were developed in partnership with
Sincerely, the University of Chicago’s Education Lab. Through a rigorous, data-informed goal-setting
process and individualized success metrics tailored for each school community, the Vision
will offer schools a clear roadmap to success while helping the district meet our collective
goals by 2024.
Achieving the goals set forth in this vision will take a commitment from all of us — students,
families, educators, and supporters of Chicago Public Schools. It will require examining
every inequity, mining every resource, and engaging every community until students in all
Miguel del Valle corners of our city have access to the high-quality education they deserve.
President
Chicago Board of Education
We are committed to providing a high-quality education for all children, regardless of their
race, zip code, ability, or country of origin. We are inspired every day by the talent and
tenacity of our students, and by the families and supporters who are working so diligently
to meet their needs and help them reach their full potential. You are valued partners on this
journey. We hope you will embrace the new CPS vision and join us on the road to success.
Sincerely,
Janice K. Jackson, EdD LaTanya D. McDade
Chief Executive Officer Chief Education Officer
Chicago Public Schools Chicago Public Schools
CPS FIVE-YEAR VISION 3
INTRODUCTION
CPS is on the Rise application process, simplifies their experience and
provides more equitable access to school options. CPS
“ On pretty much every measure
boasts 646 different schools, 373 of which are Level 1 and you can think of, the schools have
Level 1+ in performance, and over 300 have enriching improved not only for students
curricular programs, such as International Baccalaureate
(IB), Science, Technology, Engineering, Mathematics overall but for every demographic
Chicago Public Schools is truly a In 2018, the College Board named CPS the Advanced (STEM), Fine and Performing Arts, Magnet, and Classical.
In the next five years, Chicago parents will have even
subgroup.”
Placement (AP) District of the Year for expanding access
district on the rise. The last five to rigorous AP courses while also improving performance more quality programs to choose from to suit the unique - Sean Reardon, Stanford University
learning experience they wish to have for their children.
years have been an unprecedented for every demographic subgroup.
success for CPS, and during that The last five years have catalyzed tremendous progress; We must also support high schools as they work to build
we must now redouble our efforts to ensure that every the academic momentum our young people need to
time, our district has emerged as CPS student graduates ready for college, career, and life. excel in college, postsecondary training, and professional their schools. These programs include IB, fine arts, world
language, and STEM, and will be awarded each year.
life. We are providing the opportunity for more students
a beacon of what is achievable for To that end, we will build on the momentum of the of color to earn college credit in rigorous AP courses In 2019, we re-launched the Children First Fund: the
large urban school districts across last five years and ensure the success of all students, and strongly encouraging them to enroll. We are also district’s foundation. For years, Chicago’s business,
particularly those who most need our support. To prepare expanding access to Dual Credit and Dual Enrollment philanthropic, higher education, health, and cultural
the country. our students for success in a global economy, we are programs that allow CPS high school students to earn institutions have invested in CPS schools and enriching
Our students are making historic academic progress elevating instruction in every content area to emphasize college credit through a partnership with the City experiences for our students. In the next five years,
according to leading education researchers at Stanford deeper reasoning and creative problem-solving. We are Colleges of Chicago. CPS will reciprocate the generosity of these partners
University and the University of Illinois at Chicago (UIC). also creating safer and more supportive schools for all of by establishing the Children First Fund to be a singular
In 2017, we established the Learn.Plan.Succeed. initiative liaison for partners, streamlining processes, maximizing
A Stanford study found that CPS students learn at a faster our students, including students of all sexual orientations,
to ensure that every student graduates with a well- partners’ impact, and increasing students’ access to real-
rate between third and eighth grade than 96 percent of gender identities, and gender expressions.
thought-out plan for the future. School counselors have world learning experiences.
school districts in the country; the equivalent of learning been trained to offer expert guidance to students on
Some students and schools will require a deeper
six years of content in five years of school.1 And, a recent college and career planning beginning in middle school. These are just a few of the ways in which we will pursue
investment of our resources. Equity demands that we
study from UIC found that CPS students outperform their As a district, we are committed to providing our staff, educational equity over the next five years. We have
make investments to ensure all students have equal
Illinois peers in every demographic group.2 parents, and students the support they need to ensure risen far as a district, but to rise higher, we must
opportunity to succeed. To carry out our commitment, we
every graduate finishes high school with a personalized lift every student and school up with us.
Across the board, our students are performing at a will forge deeper partnerships with our communities and
plan for success. The pursuit of equity is an investment
higher level. Our high school graduation rate is at an empower them to set the course for their neighborhood in children’s potential. That
all-time high, driven by our Latinx and African American schools. In 2018, CPS released the first Annual Regional potential must be allowed
students, and is improving four times faster than the Analysis, a common set of facts that provided parents to shine.
This plan outlines our commitment to continued
national graduation rate. That progress was made even with detailed information on school achievement and
academic progress and equitable access to world-class
as we strengthened our graduation requirements, programs in their neighborhood. Each year, we will hold
educational programs for students across the city. It was
and it is far from the only indicator of our regional meetings so communities can reflect on current
created with input from thousands of students, parents,
success. Freshman OnTrack, early data and discuss what they envision for their schools. And
principals, teachers, community members, and business,
college and career credentials, to truly empower school communities to act on that data,
nonprofit, university, and philanthropic partners.
college scholarships, NWEA we launched an Request for Proposal process to allow
scores — all are climbing In 2016, Mayor Rahm Emanuel announced our school communities to apply for high-quality programs
and reaching record commitment to equity would start with pre-kindergarten, that support their vision for
levels for the the most formative time in a child’s education. CPS will Simplifying the CPS
district. ensure that every four-year-old in the city of Chicago,
regardless of income, will have access to quality, full-day
Application Process
pre-kindergarten instruction, an investment research has
proven repeatedly to be the highest impact investment With the roll out of GoCPS in 2018, all families can learn,
we can make to support academic success.3
“We cannot have a research, explore, and apply to nearly every CPS school
and program through one online platform. Designed to be
system that allows some people simpler, more transparent, and more equitable, GoCPS makes
We are also supporting our neighborhood schools to
recruit a highly-qualified teacher for every classroom. In to feel that they can access it with it easier for Chicago’s families and students to choose schools
that best meet their needs. The Chicago Community Trust
2016, we designated 50 Opportunity Schools to receive ease, while others feel like it’s was an integral partner in supporting the promotion of the
additional support with teacher recruitment, new teacher new system and ensuring Chicago families were familiar with
mentoring, and professional learning for experienced too complicated and choose to the changes.
teachers to become schoolwide instructional leaders. All disengage.”
of our students deserve to learn from quality educators Access to education is central to the district’s mission of
who are invested in their success, and CPS is committed preparing students for success in college, career, and civic life.
to helping all of our schools make that a reality. GoCPS removes complicated barriers that used to exist and
significantly simplified the application process for students,
As we invest more in our neighborhood schools, we Janice K. Jackson, EdD parents, and families.
will also support parents in choosing schools that best CEO of Chicago Public Schools
meet their children’s needs. GoCPS, our new school
CPS FIVE-YEAR VISION 5
INTRODUCTION
CPS At-A-Glance
50% Early College and $1.5b Scholarship
Career Credentials Dollars Earned $1.33b
46.6% $1.24b
$1.2b $1.16b
45%
Chicago Public School students are making historic The data contained in the CPS At-A-Glance demonstrates 43.4%
academic progress. By holding true to the guiding why Chicago has become a national leader in urban $957m
principles of our Five-Year Vision: academic progress, education and this historic academic progress shows that $900m
$789m
financial stability, equity, and integrity, we will continue to the investments we’re making in schools are paying off. 40% 40.0%
ensure every CPS student in every neighborhood receives Below is a snapshot of landmark progress that we have
a high-quality education. made since Mayor Emanuel took office in 2011. $600m
36.0%
$400m
35%
Graduation
89.4%
90%
Freshman 87.4%
88.7% 90%
$300m $267m
OnTrack 82.6%
84.1% Rate
31.2%
80% Rate 79.8%
80% 77.5% 78.2% 30% $0
74.5%
2014 2015 2016 2017 2018 2012 2013 2014 2015 2016 2017 2018
73.5%
69.9%
70% 69% 70%
66.3%
62.5% Northwest Evaluation Association (NWEA)
60% 60%
56.9%
59.3%
Measure of Academic Progress (MAP)
50% 50%
65% At or Above Attainment 65% At or Above Attainment
2011 2012 2013 2014 2015 2016 2017 2018 2011 2012 2013 2014 2015 2016 2017 2018 for Reading for Math
61.4%6 61.4%
Average PSAT 10 Composite Score Average SAT Composite Score 60% 59.1%
60%
56.6%
896 903 956 951
55.9%
55% 55% 54.6%
54.0%
52.2%
2017 2018 2017 2018 51.5%
50% 50%
48.6%
Student Demographics
45.6% 45.1%
76.6% 14.1% 18.7%
45% 45%
2013 2014 2015 2016 2017 2018 2013 2014 2015 2016 2017 2018
Economically Disadvantaged Students Students with IEPs English Language Learners
Number of Schools Awarded Certifications
Student Makeup & Enrollment
Creative Schools Supportive
333 377 434 417 18 335 447
4.1% Certification Schools
36.6%
African American Asian 59.1% (Strong or excelling Certification
Elementary
10.5% 1.2%
4.9% (1-8)
in the Arts)
2013 2015 2017 2018 2015 2017 2018
White Pre-kindergarten 213,651
Student
Multi-Racial
Student 17,668
Racial .5% Enrollment
Makeup Native American,
Safe Passage
Alaskan, Hawaiian, Total:
361,314
6.7%
Pacific Islander
Kindergarten 29.3%
46.7%
Hispanic* .3%
24,128 Secondary
(9-12)
160 1,350 80,000 20 9%
Safe Passage Safe Passage Students Partnerships Reduction in crime
Not Available with community
105,867 schools workers Served organizations
on Safe Passage
routes since 2017
*As a district, CPS has begun using the more inclusive term Latinx to respectfully recognize the diverse heritage and gender identities of our students and families. CPS demographic data has historically been
collected based on using the designation Hispanic. Once our systems for collecting demographic data change, we will reflect the designation Latinx instead of Hispanic in reporting CPS demographic data. CPS FIVE-YEAR VISION 7
INTRODUCTION
Academic Program Expansion Fine and Performing Arts: World Language:
31 +2
CPS’ remarkable financial turnaround has positioned the district to expand 66
educational opportunities throughout the city by investing $32 million as part 41,000 Students will be able to specialize in a foreign language
of the largest one-time academic program expansion in CPS history. Through and build their oral, written, and cultural knowledge at 31
this unprecedented commitment to expanding high-quality academics, nearly Nearly 41,000 students at 66 schools will benefit from World Language schools. New programs will be created
17,000 students at 32 schools will have access to new high-quality programs in comprehensive arts instruction that integrates arts at two schools.
response to overwhelming community support. throughout the school day.
Gifted:
STEM/STEAM: International Baccalaureate:
+3,000 +6
22
New programs will be created at six schools, serving 4,600
36 62 a total of more than 3,000 students. New programs at
18,000 19,000 Collins HS and Till ES will be the first Fine & Performing
More than 4,600 students will be able to engage in
accelerated coursework through Gifted programs at
Nearly 18,000 elementary and high school students will Arts Magnet Cluster programs in the West Side and 22 schools. CPS also has seven Academic Centers
More than 19,000 students will have access to proven Bronzeville/South Lakefront regions. hosted in high schools across the city.
engage in modern STEM and STEAM programming at
International Baccalaureate programs at the 62 schools
36 schools to prepare them to thrive in a technology-
that make up the largest network of IB schools in North
driven world.
America.
+270 +1
+300 Personalized Learning:
300 students will be enrolled in the inagural class of the +1,900 +7 McPherson is receiving a Gifted
program that will support nearly
new Englewood STEM High School. 270 students after its
Seven new programs will be established, serving K-8 program is
approximately 1,900 students and creating three new 118 +2 established.
CPS Has 8 of
+6,100 +11 K-12 IB neighborhood schools. The new IB program
at Clark HS will be the city’s first IB high school on the Top 10 Highest
Students at 118 schools will engage in teacher-
New programs will be created at 11 schools serving
West Side (over 1,000 letters of demand submitted).
driven Personalized Learning instruction that
Ranked Illinois
over 6,100 students and creating five new K-12 STEM tailors learning to the unique needs of High Schools
neighborhood schools. Chicago Military Academy will each child. New programs will be
be the first Early College STEM HS in the Bronzeville/
South Lakefront area.
Dual Language: created at two schools.
1. Payton College Preparatory High School
2. Northside College Preparatory High School
Science, Technology, Engineering, Math (STEM) /
Science, Technology, Engineering, Arts, Math (STEAM) 3. Lane Technical High School
41 +4 4. Phoenix Military Academy High School
5. Jones College Prep High School
“ To learn about improving Students will receive instruction in two languages
through Dual Language programs at 41 schools that
6. Young Magnet High School
7. Adlai E Stevenson High School
urban public schools, we allow students to expand their cultural understanding
and develop literacy and fluency in two languages. 8. Proviso Math and Science Academy
should study Chicago. 9. Lincoln Park High School
New programs will be created at four schools. New
Yes, Chicago.” programs at Salazar ES and Roosevelt HS will be the 10. Brooks College Prep Academy High School
first Dual Language programs in the Central Area and
- The Washington Post Northwest Side (HS) regions. According to US News and World Report
CPS FIVE-YEAR VISION 9
“I hope one day CPS
INTRODUCTION
Creating a Vision for CPS will be an engaging and
intellectual space to learn,
think critically, and disrupt
Across Chicago, we met with students, STUDENTS WANT
paradigms of identity.”
parents, teachers, leaders, partners, and • More student representation in school and
district planning and decision-making
community members to learn about their
vision for the future of CPS. Those ideas • Opportunities to express their own viewpoints
and feel supported and engaged by teachers,
and insights are reflected in this plan and principals, and the district CPS STUDENT
will guide us over the next five years.
• Their needs placed before
Below are the top three ideas each group everything else
expressed for shaping the school district
Over 2,000
they envision: one that is equitable, students engaged
inclusive, supportive, responsive, and through Student PRINCIPALS WANT
Voice Committees
makes us all proud. completing surveys • Acknowledgement and celebration of school
and focus groups EDUCATORS WANT efforts and achievements
• A stronger emphasis on engaging families, • More support to attract and develop highly-
communities, and external partners in the qualified teachers, especially those with expertise
school in areas of high need
• More opportunities for teachers to • Greater emphasis on life and professional skills
develop their leadership skills and pursue for students
clearer pathways to teacher leader and
administrative roles Over 500 engaged
through surveys and
PARENTS AND COMMUNITY MEMBERS WANT • Equity in the distribution of school focus groups
programs, such as fine arts, STEM,
• An increase in direct communication from district leadership, International Baccalaureate, and world
such as through more community town hall meetings language
Over 5,200 engaged through
• A clearer understanding of how schools are rated and how surveys and focus groups,
school programming and budget decisions are made including over 3,200 teachers
and over 1,900 other school-
• More opportunities to learn how to support students in high based educators
school selection, college and career options, and transitioning
into life after high school graduation
Over 2,100 engaged through surveys
in English and Spanish and focus groups
PHILANTHROPIC, BUSINESS, HIGHER EDUCATION, HEALTH,
CULTURAL, AND COMMUNITY PARTNERS WANT WE ALL WANT
• A clearly defined role in supporting CPS to achieve its vision • Every school to be one of high-quality and
to maximize impact and properly steward resources opportunity
• A better understanding of equity issues and how they can • A shared belief in communities as the bedrock for
support equity goals school success
• A role in educating CPS students and families on the • A shared excitement and pride in being a part of CPS
many pathways possible after graduating high school
Over 150 engaged through focus groups and partner meetings
CPS FIVE-YEAR VISION 11
INTRODUCTION
Vision, Mission, and Commitments Snapshot of Core Values and Goals
Core Values
Our Vision
As a district, we will work to ensure that the
Success following core values are adhered to in all of
Starts Our Mission our planning and practices:
Here
To provide a high-quality public education for every
child, in every neighborhood, that prepares each
for success in college, career, and civic life.
Student- Whole Equity Academic Community Continuous
Centered Child Excellence Partnership Learning
Commitments We place We support We eliminate We provide We rely on We promote an
students at our students barriers to diverse families, environment
To fulfill our mission, we make these three commitments the center of so they are success and curriculum and communities, of continuous
to our students, their families, and to all Chicagoans: everything
we do.
healthy, safe,
engaged, and
ensure equitable
opportunities
programs with
high academic
and partners
in every
learning
throughout CPS
academically for all students. standards neighborhood for students,
challenged. to prepare to shape and teachers,
Academic Progress students for support our leaders, and
In young people, a high-quality education develops not only future shared district
strong academic skills, but also a love of learning, the ability success. mission. staff.
to work with others, the motivation to take initiative, the
experience to solve problems creatively, the knowledge to live
healthy lives, and the desire to become active citizens in their
communities. We will design instruction and learning environments
that provide for individual needs and help prepare all of
our students for a successful adulthood.
EARLY ELEMENTARY HIGH
CHILDHOOD SCHOOL SCHOOL
Financial Stability
Fulfilling our promise to provide a high-
quality education requires that we
Five-Year Goals
remain on sound financial footing and In order to fulfill our Vision, 65% 70% 90% 90%
serve as good stewards of public and
philanthropic funds. We will advocate
CPS is striving to achieve
with the wider Chicago community the following goals.
for fair school funding from the state
2nd grade students will Students will be at Freshmen will be on Students will graduate
so all of Chicago’s children receive
be at or above national or above national track to graduate high high school within five
the educational resources they need attainment for reading. attainment for reading. school. years.
and deserve.
Integrity 50%
We respect our students and
families, and the diverse communities
65% 70% 50% 78%
in which they live, and honor them as
Increase in the
partners in our shared mission. We will number of incoming
earn their trust by communicating openly kindergarteners meeting 2nd grade students will Students will be at Students will meet Graduates will
and consistently acting on community benchmarks across all be at or above national or above national college readiness enroll in college.
feedback. developmental domains. attainment for math. attainment for math. benchmarks on the SAT.
CPS FIVE-YEAR VISION 13
Our Commitment to Equity
Every child will have a fair chance to
“ Equity recognizes that every
thrive only when those who need the
most from us receive it. We do not
student deserves a quality
believe there is an achievement gap,
rather it is a gap of opportunity. We
educational experience no
define equity as championing the
individual cultures, talents, abilities,
matter their backgrounds while
languages, and interests of each also providing the conditions,
student by ensuring they receive the
necessary opportunities and resourc- goals, and resources for success.”
es to meet their unique needs and
aspirations. - Dr. Maurice R. Swinney
CPS has much work to do to elim- Chief Equity Officer
inate the achievement differences
among students, including those
of different races, ethnicities, family
income levels, gender identities, and
which will work hand-in-hand with African American, Latino, and other
learning paths. In particular, we must
every district office to ensure each young men of color will be the focus
raise achievement for African Amer-
undertaking, from capital improve- of our most intensive efforts. We are
ican and Latinx students. And we
ments to curriculum design, is committed to providing our students
must also close achievement differ-
pursued with equity as a goal. This of color with the resources they need
ences for schools in our city’s most
is the City of Chicago’s first office to be successful. We will measure
underserved neighborhoods.
devoted solely to equity in our success by their high school
CPS will reduce disparities in oppor- education. graduation rate, college enrollment,
tunity to improve academic out- and other measures of academic
comes across the district, particularly success. By elevating the outcomes
by devoting greater attention to of these two priority groups, we will
the needs of African American and raise achievement for the entire dis-
Latino males. trict. Our actions for African Amer-
ican, Latino, and other young men
In September 2018, CPS of color over the next five years will
launched an Office include increased:
of Equity,
• timely, effective Multi-Tiered
Systems of Support (MTSS) for
early literacy
• orientation support opportunities Framework will address primary through. A multi-faceted approach will
like Freshman Connection for drivers of equity across four areas: ensure our African American, Latino,
rising ninth graders organizations and structures, policy and other young men of color will
• access to AP and IB coursework and advocacy, adults, and students. have equitable access and opportu-
in high school to build a path for We know that to truly address the nity across the district — and we are
and feedback from students, fami-
college success inequities, it takes a comprehensive prepared to do just that.
lies, and their school communities.
and multi-pronged approach. We
As a result of these actions, we We will not rest in our efforts until all
The Office of Equity will continue have started a top-to-bottom policy
expect to see increases in literacy of our students—regardless of gender,
its listening tour in the spring of review to ensure our policies align
attainment, Freshmen OnTrack, and gender identity, race, ethnicity, immi-
2019 with school leaders, teachers, with our values. It means we must
students meeting college readi- gration status, or family background—
and families to inform CPS’ Equity align our resources and investments
ness benchmarks. We will launch have the same opportunity to reach
Framework, the living roadmap that to support the changes we are
an equity plan for the district that is their potential and contribute their
will establish the direction of eq- driving. And, it means our decisions
informed both by academic research talents to our great city and the world.
uity within the district. CPS’ Equity need to reflect equity through and
CPS FIVE-YEAR VISION 15
CO M M I T M E N T
A global economy offers High-Quality, Rigorous Instruction
#1 unprecedented opportunity for
young people who are prepared to Classroom instruction will challenge, support, and inspire. Our high
expectations for students will be coupled with attention to their unique
Academic seize it. We will send our graduates
into the world prepared to think needs. To serve students well, schools will be equipped with high-quality
curriculum, lessons, assessments, and intervention systems.
Progress
deeply, solve problems with
ingenuity, communicate clearly, and
skillfully collaborate with others from FIVE-YEAR GOALS
diverse backgrounds. We also want
them to be civically engaged and
ready to change their world for the
better. 50% 65% 65% 70%
At the same time, we must double
down on our efforts to ensure that Increase the number of 2nd grade students will 2nd grade students will Students will be at
every child has an equitable chance incoming kindergarten be at or above national be at or above national or above national
to succeed and contribute. This students meeting readiness attainment for reading.* attainment for math.* attainment for reading.*
benchmarks across all
requires honing in on what matters developmental domains.
most: preparing our educators
to teach and lead, and providing
schools with equitable resources.
We must also ensure that every school 70% 65% 65%
has systems in place to support the
learning, personal growth, health, and
safety of every student.
Students will be at or Students will attain Students will attain
above national attainment national average growth national average growth
Our commitment to our students for math.* for reading.* for math.*
doesn’t end with high school
graduation. We are committed to
*As measured by NWEA MAP
sending every CPS graduate into
the world with a clear plan for their
future. We are also working with
local colleges and universities to
help more of our students succeed
in higher education. Our plan for
academic progress encompasses all Strategies to Meet
education levels, beginning with
pre-kindergarten enrollment
the Five-Year Goals
and ending with college
completion.
ambitious plan created by the City kindergarten. These programs will
of Chicago, full-day pre-kindergarten be high-quality and designed to
will soon be available to all four-year- get children off to a strong start.
olds across the city, regardless of The literacy curriculum will include
family income. phonics instruction, children’s
literature, and ample time for writing.
To promote enrollment throughout Principals at schools with new pre-
the city, family engagement kindergartens will receive training
STRATEGIES coordinators will visit schools and on how to support high-quality
community organizations in high- early childhood instruction. Over
Provide universal full-day pre- need areas to inform parents of the next five years, we will provide
kindergarten. Research has shown the opportunities available to ongoing professional learning for
that students who participate in their children and assist with the pre-kindergarten teachers with
full-day pre-kindergarten outperform application process. Children classroom visits and feedback. By
their peers on social-emotional, most in need will be served first. 2024, all pre-kindergarten students
cognitive, literacy, math, and physical By 2024, we will serve every four- and parents will have access to an
development measures.4 Under an year-old applying to enroll in pre- array of services for children, such
CPS FIVE-YEAR VISION 17COMMITMENT
Academic Progress High-Quality, Rigorous Instruction
A Multi-Pronged Approach to
#1
Elevating High Schools
From strengthening graduation requirements to expanding high-quality programs and streamlining the
as connections to mental health same instruction and level of strong support system in place. high school application process, CPS is taking transformational steps to better support high schools in all
providers and parent workshops on (or lack of) support. Every child neighborhoods. The district’s High School Strategy is founded on three primary levers: equity in access,
topics such as child development. comes to CPS with unique needs, Establish school interventions excellence, and advocacy. To address equity in access to all school options and academic programs, the
to prevent chronic absence and district created GoCPS to help ensure the school search, application, and offer process is clear
strengths, and areas for support,
Support common, high-quality truancy. Consistent attendance is and easy to use. To strive toward excellence, CPS has increased the number of high school
and it is our mission to provide students taking college-level coursework, such as Advance Placement (AP) and
assessments for early literacy and vital to academic success, especially
them with what they need to thrive. International Baccalaureate (IB), as well as the number of students earning
math. Currently, schools have a for our most vulnerable students.
The CPS Multi-Tiered System of the Seal of Biliteracy. And to promote advocacy, we have forged strong
range of options to choose from for Schools must be organized to partnership with groups like Mikva Challenge, which supports
Supports (MTSS) is an organized
K-2 assessments that help them know intervene swiftly and effectively our students in becoming active participants in their schools
and holistic approach to ensuring
and understand student progress. with students who are chronically and society at large. Through these three levers
that every child’s unique academic,
The assessments they select vary absent. We have made it easier for of change, CPS is creating a well-rounded
social-emotional, and health needs
from school to school, often times schools to identify these students approach to supporting and elevating
are met. high schools across the district.
making it difficult for families who with an online attendance dashboard
transfer schools and for data-based Through MTSS, schools first ensure which is updated daily. Over the
strategies to be developed to all students are receiving what next five years, we will ensure that The curriculum will be inclusive,
support student learning. To ensure they need: high-quality classroom every CPS school uses its data as reflecting the rich cultural diversity
that students are making strong instruction, which includes small of our students, and combine rigor
part of a strong truancy prevention
academic gains from the earliest group work tailored to their and support with strategies for
system. The CPS Office of Student
addressing diverse learning needs,
grades, CPS will support the use learning level. For those needing Support and Engagement will throughout the school year to better
including those of English learners
of a common, high-quality K-2 more intensive help, a team of provide professional development to respond to the needs of students.
and students with disabilities.
assessment for literacy and math. teachers, administrators, and individual school leadership teams, The plan includes the use of
Content areas will include math,
Teachers will assess children one-on- specialists identify how to best as needed, on designing appropriate authentic assessments that measure
By 2024, we will reduce the science, computer science, English/
one at intervals throughout the year. support students with additional interventions for students at risk of what is truly important in student
percentage of students with nine or language arts, social science, visual
As a result, every school will have services, such as extra reading truancy, better supporting them in and performing arts, two world learning, regular teacher meetings
more days of unexcused absence from
access to consistent and meaningful lessons, tutoring, mentoring, small the classroom, and engaging their languages, and physical education. to analyze and respond to student
26 percent to 22 percent. We will also
data to guide teacher practice. The group counseling, or therapy. families to overcome barriers to Curriculum, lessons, and assessments work, and goal-setting conversations
reduce the percentage of students
data will also inform future district Through partnerships with hospitals school attendance. will be tightly aligned to ensure that that allow each student to chart his/
with 18 or more days of unexcused
initiatives aimed at better supporting and other agencies, teachers are students are taught to high standards her own path to success in college,
absences from 18 percent to 15
our youngest learners. also trained to identify and support and assessed on what they are career, and civic life. Collecting,
percent.
children who have experienced taught. Teachers can then use this analyzing, and responding to high-
Strengthen every school’s system Design a rigorous Pre-K-12 quality information about student
trauma. Over the next five years, data to decide where students need
for providing educational equity. curriculum that is uniquely learning helps schools serve all
we will continue to provide training acceleration or extra support.
Gone are the days of the school Chicago’s. All CPS students deserve students well.
and guidance to schools to improve
house with desks in rows and a curriculum that is aligned to The curriculum will come with a
the quality of instruction for all Strengthen supports for English
students receiving the mandated standards, accommodates wealth of classroom activities for
students. By 2024, all CPS learners. In a rapidly-changing
schools will have a their individual learning style, teachers to select from and tailor
to students’ needs and interests. global economy, we celebrate
is inclusive of students from all
students and families who speak
Better Access backgrounds, and challenges them With expertly-designed lessons and
learning activities in hand, teachers multiple languages. To support
to reach their fullest potential.
to Mental Health In the next three years, CPS will
will have more time to focus on students learning English as
their second language, CPS will
individual students. By 2022, CPS
and Trauma Training launch a digital Pre-K-12 curriculum teachers will have instructional invest in improved instruction
uniquely designed for Chicago’s resources at their fingertips that and resources to ensure English
students. This new resource will be they can draw on to challenge and language acquisition is not a barrier
Through our partnership with Lurie Children’s Center for Childhood Resilience (CCR), CPS available to any school or teacher support every student. to their academic success. To
students now have increased access to mental and behavioral health services. CCR has delivered to use at their discretion. Lessons improve bilingual education, we are
training and assistance to over 2,300 educators and school staff, and is building a sustainable, will be designed to help students Create student assessment systems conducting school visits, consulting
multi-tiered system of behavioral health supports for all CPS schools. engage in active exploration with to guide teaching. Schools that with principals on how to improve
peers while also providing activities make good use of student data get program quality, and providing
Traumatic exposure and chronic stress can have a detrimental impact on students’ academic better results.5 Over the next five ongoing professional learning for
that allow for independent, self-
achievement and emotional development. Participants in CCR’s trauma training program learn years, we will guide every CPS school bilingual education teachers to
paced learning. Students and their
to identify the symptoms of trauma, recognize students’ mental health needs, and implement
families will be able to access these to implement an assessment plan improve instruction. At schools
trauma-informed strategies and practices. CCR’s train-the-trainer model will help build the
activities digitally for further learning that provides educators with greater needing extra support, specialists
internal capacity of schools to sustain these efforts.
from home. insight into student performance are providing classroom observation
CPS FIVE-YEAR VISION 19COMMITMENT
Academic Progress High-Quality, Rigorous Instruction Making Learning Personal
#1
No two students learn the same way. CPS’ Personalized Learning Initiative allows educators to teach every
student as an individual and according to their specific needs. Personalized learning provides teachers with
new pedagogical methods that allow them to respond to the learning needs of each individual student
and feedback. Over the next five Innovate strategies that promote pilot were allowed to redesign their without compromising the progress of the class at large. The initiative also outfits classrooms
years, we will strengthen bilingual deeper, self-paced learning. class schedules so that educators with with adaptive technology and flexible furniture arrangements to create environments
conducive to learning. and principals on how to build
education so that our students Across the country, forward- could set aside time to offer students
democratic cultures where students
develop strong literacy skills in both thinking districts are finding new additional assistance or enrichment. Thanks to our partnerships with the Chan Zuckerberg Initiative and LEAP
Innovations, an additional 35 CPS schools will receive support to
play a role in school decision-making.
English and their native language ways of allowing students to learn The pilot schools include selective
redesign their school toward more personalized approaches. We are providing K-8 lesson plans
while learning the same rigorous deeply at their own pace. In 2017, enrollment, neighborhood, and
More than 100 CPS schools will receive support to provide centered on community topics that
core academic content as all CPS CPS embraced the opportunity specialty schools, and by the 2023-
students. to participate in a state pilot 2024 school year, the district will social-emotional learning integration, one-on- students can discuss, research,
one instructional coaching, and professional debate, and act upon. A new
program for “competency- have evaluated this pilot, identified
Increase the number of schools development for teachers. civics curriculum for middle school
based education,” an approach promising practices, and be ready
with dual language programs. to learning that emphasizes to support other CPS schools in students will launch in 2020, modeled
Dual language programs in Chicago to create common language and after our nationally-recognized
the mastery of academic and selecting and adopting those foster common practices across
immerse children from English and practices that will best serve their Participate Civics curriculum for
personal skills and, as needed, schools that work with the various
Spanish-speaking backgrounds in students. high school. To give students real
provides extra time to learn partners. We also envision creating
an academic program delivered experience with civic leadership, a
course content or opportunities more district-run programs that
in both languages. Research finds for acceleration. Students are also Support more schools to adopt revised high school service learning
that dual language programs raise “Personalized Learning.” Years allow for access to rigorous, high- requirement will take effect in the
taught personal and professional quality professional learning on best
academic achievement for students ago, teachers marched students 2019-2020 school year. Through
skills necessary for academic practices in personalized learning.
of all language backgrounds.6 through the same curriculum at the teachers and students use online service learning, students will
and career success—such as
Intense exposure to academic same pace, leaving some behind and tools and assessments so that Expand opportunities for civic complete projects that integrate
teamwork, time management, and
content in two languages is others unchallenged. Today, skilled progress is easily monitored and learning. Now with nearly all high real-world learning with classroom
personal assessment—and they are
also a pathway to earning the teachers know how to meet a variety instruction becomes more targeted schools stronger with a Student content and promote citizenship
evaluated on their progress. Instead
prestigious CPS Seal of Biliteracy of learning needs with small group to meet learner needs. Voice Committee and a unique and and active community engagement
of studying, taking assessments,
in high school, which certifies that lessons and individual assignments. rigorous participatory civics course, as they work to solve community
and moving on, students are
a student is prepared for college- Personalized learning goes even We will continue working with CPS has grown to be the national issues.
encouraged to resubmit work
level coursework in two languages. until they demonstrate mastery of further in customizing instruction several key partner organizations, model district for school-based
More than 4,500 CPS students have course content. To accommodate and allows students to take more such as Institute for Personalized civic learning and student civic
earned this recognition since 2015. additional time for mastery, responsibility for their own learning, Learning and LEAP Innovations, to engagement. To ensure all our youth
CPS currently has 27 Spanish dual the 11 high schools building the kind of self-direction support professional learning for are informed, effective, and active
language programs and will expand participating and reflection needed to succeed in the educators who are leading the citizens, we will expand civic learning
programming annually to include in the the modern workplace and in life. To charge. Cohorts of schools who proven practices throughout the
other languages, such as Mandarin date, 120 CPS schools have adopted work with our partners undergo K-12 curriculum and school
and Arabic, based on both need and personalized learning. professional development and day. For instance,
demand from students and receive support from educational we will train
In a personalized learning classroom,
families.
teachers tailor the curriculum to meet
technology partners as they
begin personalized learning
teachers Civic
each student’s needs, strengths,
and interests. While all students
implementation. As a district, in Engagement
are ultimately working toward the
addition to connecting schools
with external partners, we
Starts Early
same goals, they have a voice in envision developing a district
choosing their path and are able to personalized learning Democracy requires participation, and through the Robert R. McCormick
work at their own level and pace. In framework Foundation’s generous support, CPS students in middle school and high
a classroom, you might see students school classrooms have opportunities to exercise their voice and become
working at “centers” around the civically engaged through Student Voice Committees. The McCormick
room, alone or with peers, on a Foundation partners with CPS’ Department of Social Science and Civic
variety of literacy activities. You might Engagement to offer professional development opportunities for teachers,
see other students collaborating and they support community partners to deliver applied-learning
on a chemistry experiment they opportunities for student civic engagement. CPS now offers a nationally-
selected, discussing how to solve a regarded civics curriculum with interactive lessons that encourage
complex “real-world” math problem, productive dialogue about current social and public issues and improved
or interpreting and dramatizing their digital literacy to generate informed and engaged citizens.
favorite scene from a Shakespeare
play—all while the teacher circulates,
coaches, and instructs. In some
personalized learning settings, both
CPS FIVE-YEAR VISION 21COMMITMENT
Academic Progress High-Quality, Rigorous Instruction
#1
Elevating Instruction needs, engage in deep discussions about high-quality, SCIENCE At 250 CPS elemen-
culturally diverse children’s literature, and have ample tary schools that adopted the
Efforts are underway to strengthen instruction in every time for writing and independent reading. In addition, Amplify Science curriculum this
major subject area. Students are learning to think deep- schools will work with families to support smooth tran- school year, students are thinking
ly about challenging content and to solve problems cre- sitions from pre-kindergarten to kindergarten and will and debating like real scientists.
atively, just as they will in their future careers. Improving strengthen engagement with families around early liter- Every lesson involves observing a
instruction district-wide is part of our commitment to acy. By 2024, every CPS elementary school will have an scientific phenomenon and inves-
equity. early literacy program aligned to the P-3 initiative. tigating the reasons behind it. In
At all grade levels, we will work over the next five years to kindergarten, children learn about
strengthen English language arts instruction to promote physics concepts such as force
ENGLISH LANGUAGE ARTS Children’s reading ability and motion by experimenting
deeper thinking, more in-depth writing and research, and
by third grade strongly predicts their later school success, with a pinball machine they build
more challenging and relevant content. Students in kin-
including how likely they are to graduate high school
dergarten through 12th grade will read culturally-diverse with cardboard, balls, and rubber
on time.7 To ensure that every child has strong literacy
contemporary texts that feature big ideas and rich con- bands. Middle school students
skills by third grade, CPS launched an initiative in the
tent. Classrooms will be characterized by extensive discus- learn about the human metab-
2016-2017 school year to improve the quality of literacy
sion and collaboration. Students will also write extensively olism by manipulating enzyme
instruction from pre-kindergarten through second grade.
for a variety of purposes, research real-world issues, and levels in the digestive system
The initiative supported coordinated curriculum and in-
propose solutions to problems that matter to them. To be through a computer simulation.
structional planning for teaching teams in more than 100
literate in today’s world, young people must also learn to Over the next five years, all CPS
schools and has demonstrated early evidence of success
evaluate media, interpret visual images, and decipher the elementary schools will use a
in raising reading achievement. In 2019-2020, the early lit-
social and political messages that surround us. high-quality science curriculum
eracy initiative, CPS P-3, will expand to pre-kindergarten
through third grade classrooms districtwide. and provide daily science lessons
to K-8 students.
Through CPS P-3, teachers will learn how MATHEMATICS At CPS schools, students are learning to
to create literacy instruction that is think like mathematicians. Rather than being led step- Exciting developments in science
engaging, challenging, and sup- learning are also underway at CPS
by-step through an equation on the board, students are
portive. Students will receive high schools. New graduation
challenged to solve a real-world scenario through math.
small group instruction requirements are in effect for the
They are not told how to solve it, and instead must work
tailored to their class of 2022: All students will
to figure out a strategy of their own. Research shows
take year-long courses in biology, chemistry, and physics to the new Illinois Social Science Standards, that teaches
that students learn math concepts more deeply when
that are more rigorous than electives previously offered students to be critical thinkers and communicators who
they grapple with a novel problem rather than follow a and will better prepare them for college coursework and know how to analyze the past and its impact on the
series of steps.8 This approach aligns with the Common careers. For this course sequence, the district has de- present and take meaningful action for the greater good.
Core State Standards for Mathematics. Within five years, veloped a nationally-recognized science curriculum that Students will learn content by investigating big important
problem-solving will be at the heart of math instruction at engages students with investigations and team projects. questions about the past and present day society, such
every CPS school. To support the new curriculum, over the next three years, as, “who has power in our democracy and how did they
CPS will invest $75 million in state-of-the-art science labs get it?” And, “what is my power and how can I use it?”
Over the next five years, we will also increase the avail-
at 82 high schools. In pursuit of answers, they will analyze primary sources,
ability of high school algebra for 8th-graders across the
city. Completing high school algebra in 8th grade en- discuss and deliberate current events and issues, write
for real-world audiences, such as through a blog or news
ables students to enroll in calculus as high school seniors.
SOCIAL SCIENCE Students need the intellectual power editorial, or even role-play a community meeting
About 215 CPS elementary schools already have a high
to recognize societal problems; ask good questions and to learn about the democratic process.
school algebra course. Within five years, we will ensure
investigate them in order to draw their own conclusions;
that every CPS elementary school has at least one alge-
consider solutions and consequences; and act upon what
bra class taught by a credentialed teacher. CPS covers
they learn in ways that promote the common good. They
the cost of tuition for 8th grade teachers to earn that
also need to understand how governments and economic
credential. By the 2023-2024 school year, we will increase systems have adapted to a constantly changing world
the number of 8th-graders successfully completing high and how individuals and groups have informed and influ-
school algebra each year from 3,800 to 6,000. enced these systems. As part of the initiative to create an
aligned Pre-K-12 curriculum, CPS will include the devel-
opment of a new K-12 social science curriculum, aligned
CPS FIVE-YEAR VISION 23You can also read
