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2012 - Chicago International Charter School
CHICAgo InternAtIonAL CHArter sCHooL AnnUAL rePort WHERE WE ARE CICS AVALON 1 1501 EAST 83RD PLACE 10 CICS BASIL 2 1816 WEST GARFIELD BLVD. CICS BUCKTOWN 3 2235 NORTH HAMILTON AVENUE 5 CICS CHICAGOQUEST 4 1443 N. OGDEN AVENUE 14 CICS IRVING PARK 3 5 3820 NORTH SPAULDING DRIVE 4 CICS LARRY HAWKINS 16 6 801 EAST 133RD PLACE CICS LLOYD BOND 7 13300 SOUTH LANGLEY AVENUE CICS LONGWOOD 8 1309 WEST 95TH STREET CICS LOOMIS 9 9535 SOUTH LOOMIS STREET CICS NORTHTOWN ACADEMY 10 3900 WEST PETERSON AVENUE 2 13 CICS PRAIRIE 11 11530 SOUTH PRAIRIE AVENUE CICS RALPH ELLISON 12 1817 WEST 80TH STREET 12 15 1 CICS WASHINGTON PARK 13 6105 SOUTH MICHIGAN AVENUE CICS WEST BELDEN 9 8 14 2245 NORTH MCVICKER AVENUE CICS WRIGHTWOOD 15 8130 SOUTH CALIFORNIA AVENUE 11 CICS PATRIOTS 16 615 SOUTH 5TH STREET, ROCKFORD 7 6 ACADEMIC STUDENT PERFORMANCE SUMMARY 60+720 MET OR EXCEEDED ISAT STANDARDS CPS COMPOSITE: 72.5% 78% INCLUDES ELL, EXCLUDES SELECTIVE ENROLLMENT 5-YEAR COHORT 50 75 �� 100 88% 2012 CPS 5-YEAR COHORT GRADUATION RATE: 57% EXCLUDES SELECTIVE ENROLLMENT 2011 READING: 2.2 GI 810 = 87 MATH: 2.5 GI 450= 74 50 75 2012 CICS COLLEGE ENROLLMENT RATE NATIONAL AVERAGE (55TH PERCENTILE) CICS HIGH SCHOOL GRADUATION RATE 2012 READING: 1.5 GI = 75 490 MATH: 2.5 GI = 74 450 NATIONAL AVERAGE (55TH PERCENTILE) NWEA GROWTH INDEX NATIONAL AVERAGE (55TH PERCENTILE) CICS ELEMENTARY SCHOOL SUMMARY STATISTICS 100 2010 READING: 3.3 GI 850 = 96 MATH: 3.3 GI 790= 84 50 75 100 69% ELEMENTARY ACADEMIC STUDENT PERFORMANCE 2011-2012 AFRICANAMERICAN & LATINO � 82% LOW INCOME � CICS IRVING PARK 517 STUDENTS K–8 | OPENED 08/2007 85% AFRICANAMERICAN, LATINO, ASIAN � 70% LOW INCOME � CICS LLOYD BOND 346 STUDENTS K–6 | OPENED 08/2009 100% AFRICANAMERICAN � 99% LOW INCOME � CICS LONGWOOD 934 STUDENTS 3–8 | OPENED 08/1997 100% AFRICANAMERICAN & LATINO � 85% LOW INCOME � CICS PRAIRIE 404 STUDENTS K–8 | OPENED 08/1998 100% AFRICANAMERICAN & LATINO � 96% LOW INCOME � CICS WASHINGTON PARK 447 STUDENTS K–8 | OPENED 08/2000 100% AFRICANAMERICAN & LATINO � 95% LOW INCOME � CICS WEST BELDEN 500 STUDENTS K–8 | OPENED 08/2002 99% AFRICANAMERICAN & LATINO � 94% LOW INCOME � CPS NEIGHBORHOOD COMPOSITE 74% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 740+100= 84% NATIONAL AVERAGE 55% 550+90= 64% 550+150= 70% CPS NEIGHBORHOOD COMPOSITE 79% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 790+130= 92% NATIONAL AVERAGE 55% 550+30= 58% 550+100= 65% CPS NEIGHBORHOOD COMPOSITE 58% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 580+50= 63% NATIONAL AVERAGE 55% 550+70= 62% 550+110= 66% CPS NEIGHBORHOOD COMPOSITE 79% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 790+0= 79% NATIONAL AVERAGE 55% 550= 55% 550+20= 57% CPS NEIGHBORHOOD COMPOSITE 70% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 700+20= 72% NATIONAL AVERAGE 55% 550+100= 65% 550+90= 64% CPS NEIGHBORHOOD COMPOSITE 60% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 600+80= 68% NATIONAL AVERAGE 55% 510+40 51% 550+110= 64% CPS NEIGHBORHOOD COMPOSITE 71% ISAT COMPOSITE MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET 710+170= 88% NATIONAL AVERAGE 55% MATH 25TH 550+160= 71% 550+280= 83% 50TH 75TH 4.1 3.4 NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH READING 97% 540+10 54% 550+60= 61% 75TH 2.5 1.6 NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH 75TH 1.1 2.0 NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH 75TH 0.6 0.6 NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH 75TH 2.6 NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 3.3 25TH NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH 75TH 0.4 2.6 50TH 75TH 4.4 6.4 NWEA GROWTH INDEX AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH 75TH MATH 667 STUDENTS K–8 | OPENED 08/1997 MEET TARGET MATH CICS BUCKTOWN MEET TARGET NWEA MATH AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES READING � NWEA READING NATIONAL AVERAGE 55% 1.7 READING LOW INCOME 620+80= 70% 0.1 NWEA GROWTH INDEX READING � 98% MEET OR EXCEED STANDARDS 75TH MATH AFRICANAMERICAN & LATINO CPS NEIGHBORHOOD COMPOSITE 62% ISAT COMPOSITE 50TH MATH 100% 25TH MATH 730 STUDENTS K–8 | OPENED 08/2002 MEET TARGET 550+10= 56% 550+110= 66% MATH CICS BASIL MEET TARGET NWEA MATH MATH � NWEA READING AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 1.8 READING LOW INCOME NATIONAL AVERAGE 55% 0.1 READING � 93% 680+80= 76% READING AFRICANAMERICAN & LATINO MEET OR EXCEED STANDARDS NWEA GROWTH INDEX READING 99% CPS NEIGHBORHOOD COMPOSITE 68% ISAT COMPOSITE MATH 421 STUDENTS K–8 | OPENED 08/2005 READING CICS AVALON � 88% LOW INCOME � CICS LOOMIS PRIMARY 577 STUDENTS K–2 | OPENED 08/2008 100% AFRICANAMERICAN & LATINO � 96% LOW INCOME � NWEA READING MEET TARGET NWEA MATH MEET TARGET NATIONAL AVERAGE 55% 490+60 49% 550+40= 59% MEET OR EXCEED STANDARDS NWEA READING MEET TARGET NWEA MATH MEET TARGET AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES 25TH 50TH 75TH 3.2 2.2 NWEA GROWTH INDEX NOT APPLICABLE ISAT COMPOSITE 0.5 1.4 550= N/A AS COMPARED WITH NATIONAL PERFORMANCE PERCENTILES NOT APPLICABLE 550= N/A 550= N/A 25TH 50TH READING AFRICANAMERICAN & LATINO MEET OR EXCEED STANDARDS 710+120= 82% MATH 93% ISAT COMPOSITE NWEA GROWTH INDEX MATH 692 STUDENTS K–8 | OPENED 08/2005 CPS NEIGHBORHOOD COMPOSITE 71% READING CICS WRIGHTWOOD 75TH HIGH SCHOOL ACADEMIC STUDENT PERFORMANCE 2011-2012 � LOW INCOME � 75% AFRICANAMERICAN, LATINO, ASIAN COLLEGE ACCEPTANCE RATE � 76% LOW INCOME CPS AVERAGE 57% 100% AFRICANAMERICAN & LATINO � 80% LOW INCOME 19.3 AVERAGE ACT SCORE 43% CPS AVERAGE* 16.5 96% CPS AVERAGE 57% � COLLEGE ACCEPTANCE RATE 85% SCORED > 20 ON ACT 85% 5-YR COHORT GRADUATION RATE AVERAGE ACT SCORE SCORED > 20 ON ACT 17 CPS AVERAGE* 16.5 532 STUDENTS 9–12 | OPENED 08/2006 COLLEGE ACCEPTANCE RATE 95% 19% � CICS RALPH ELLISON 93% 20% 17.1 CPS AVERAGE* 16.5 83% 5-YR COHORT GRADUATION RATE AFRICANAMERICAN 85% 832 STUDENTS 9–12 | OPENED 08/2003 AVERAGE ACT SCORE 100% CICS NORTHTOWN ACAD SCORED > 20 ON ACT 538 STUDENTS 9–12 | OPENED 08/1997 5-YR COHORT GRADUATION RATE CICS LONGWOOD CPS AVERAGE 57% *THIS FIGURE DOES NOT INCLUDE SELECTIVE ENROLLMENT SCHOOLS CICS NEW CAMPUS BACKGROUND CICS PATRIOTS CICS Patriots serves students in grades K-6 and will open a new grade each subsequent year. This is CICS’s first campus outside of Chicago. CICS Patriots focuses on data-informed decision making to best meet the needs of all students. Director Amanda Rychel has been educating students in CICS Schools for the past 8 years, and is focused on providing a high-quality education to prepare students for college and beyond. CICS LARRY HAWKINS Named by community members to honor the life of Dr. Larry Hawkins, a prominent advocate for Chicago youth. The opening of CICS Lloyd Bond and CICS Larry Hawkins provides a K-12 continuum for residents in and around the Altgeld Gardens neighborhood. CICS Larry Hawkins believes that all children should be provided the same opportunities to learn and that all students, when properly supported, can learn. CICS Larry Hawkins believes in providing a safe, nurturing environment in which students can grow intellectually, socially and emotionally. CICS CHICAGO QUEST 220 STUDENTS 6–8 OPENED 09/2011 CICS ChicagoQuest serves students in grades 6-8 and will open a new grade each subsequent year. CICS ChicagoQuest is a revolutionary charter school where middle- and high-school students are challenged and engaged with a curriculum based on principles of digital learning and game design. CICS ChicagoQuest is designed to prepare its students for college, career, and sophisticated participation in an evolving world. GLOBAL CITIZENSHIP EXPERIENCE (GCE) CICS has collaborated with GCE, a partnership which features a School-within-a-School pilot that serves a cohort of students and their families who were languishing on the CICS waiting list. Today, these students are paving the way for a long-term partnership between GCE and CICS. GLOBALCITIZENSHIPEXPERIENCE.COM This, our first, courageous cohort of students reaps the benefits and demonstrates the success of GCE’s innovative and relevant pedagogical models founded on the principles of global citizenship that are aligned with the Common Core State Standards (skills) and UN Millennium Development Goals (values). As our new CICS students are discovering, GCE aims to transform public education by cultivating graduates who are global citizens—demonstrating purpose, autonomy, accountability, gratitude, and through each of these, achievement. 349 STUDENTS K–6 OPENED 08/2010 426 STUDENTS 7-12 OPENED 09/2010 1535 N DAYTON STREET | 9-12 COLLABORATION EST. 09/2012 We invite you to learn more about the CICS/GCE students who explore integrated curriculum taught through inquiry and project-based learning. Please schedule your visit to GCE HS, host our students on field experience, or interact with these students on their digital portfolios that they curate on GCEVoices.com. STATEMENT OF ACTIVITIES YEARS ENDING JUNE 30, 2012 JUNE 30, 2012 JUNE 30, 2011 71,183,924 5,928,918 6,994,282 95,557 3,564,305 87,766,986 67,069,861 5,438,054 3,649,409 225,000 141,553 1,465,451 77,989,328 Operating Funds to EMOs Longwood Campus Expenses Administrative Expenses Facility Maintenance & Capital Expenses Rent, Utilities & Property Taxes Debt Service Grant Expense Insurance Expense Direct Campus Expenses Depreciation & Amortization 66,718,491 2,762,982 1,094,602 3,031,023 2,447,302 2,292,370 199,861 3,316,732 62,604,770 2,141,091 858,871 1,494,092 2,482,730 2,420,484 174,404 78,145 2,660,191 TOTAL EXPENSES 81,863,362 74,914,778 CHANGE IN NET ASSETS 5,903,624 3,074,550 REVENUE Chicago Public Schools Per Capita Revenue & Other Funds Special Services Grant Commitments & Other Contributions Investment Income School Lunch Program (Longwood Campus) Other TOTAL REVENUE ASSETS FY2012 LIABILITIES FY2012 +810 40 70 + +80 +0 +820 30+ 30+ 40+ 80 + 0+ EXPENSES 81% PER CAPITA REVENUE & OTHER FUNDS 8% GRANT COMMITMENTS & OTHER CONTRIBUTIONS 7% SPECIAL SERVICES 4% OTHER <1% INVESTMENT INCOME 82% OPERATING FUNDS TO EMOs 8% FACILITIES EXPENSES 4% DEPRECIATION & AMORTIZATION 3% ADMINISTRATIVE EXPENSES 3% GRANT EXPENSE <1% INSURANCE EXPENSE DIRECT CAMPUS EXPENSES BALANCE SHEET YEARS ENDING JUNE 30, 2012 JUNE 30, 2012 JUNE 30, 2011 7,611,467 5,325,460 7,734,393 220,117 6,590,943 50,169,661 659,388 78,311,430 3,815,729 2,707,877 12,561,783 170,691 7,160,032 47,031,754 645,527 74,093,392 1,499,674 3,359,325 331,003 485,102 300,262 48,493,758 54,469,123 73,765 4,989,130 331,003 560,382 540,262 49,552,447 56,046,989 309,077 23,533,230 931,953 17,114,451 23,842,307 18,046,403 78,311,430 74,093,392 ASSETS Cash Accounts Receivable Investments Prepaids Other Current Assets Fixed Assets Other Non Current Assets TOTAL ASSETS LIABILITIES Accounts Payable Accrued Liabilities Loans Payable—Current Other Current Liabilities Notes Payable Bond Payable TOTAL LIABILITIES NET ASSETS Board Designated Operating Surplus/Loss TOTAL NET ASSETS TOTAL LIABILITIES AND NET ASSETS ASSETS FY2012 �� �� �� ��� ��� ��� �� 64% FIXED ASSETS LIABILITIES FY2012 10% INVESTMENTS 10% 8% CASH OTHER CURRENT ASSETS 7% 1% ACCOUNTS RECEIVABLE OTHER NONCURRENT ASSETS �� ��� ��� ��� ��� �� 89% BOND PAYABLE 6% ACCRUED LIABILITIES 3% 1% ACCOUNTS PAYABLE LOANS PAYABLE: CURRENT 1% 0% OTHER CURRENT LIABILITIES NOTES PAYABLE 0% PREPAIDS Note: 2012 figures are based on CICS’s unaudited financial statements for the year ended June 30, 2012. Once the independent audits have been prepared, a complete copy of those statements is available by contacting CICS. STATEMENT OF CASH FLOW YEARS ENDING JUNE 30, 2012 JUNE 30, 2012 JUNE 30, 2011 5,903,624 2,758,277 3,321,712 (240,000) (6,000) (98,071) 82,199 2,660,191 (253,763) 38 33,071 (2,617,583) (124,453) (35,775) 111,425 (311,617) (75,281) 5,910,180 (969,982) 9,123 (40,360) (12,538,366.46) 180,426.00 17,329,851.34 (13,860.78) 111,424.55 (6,576,382.91) (1,506,908) (50,996,644.27) 1,239.40 43,676,929.46 417,996.47 (603,613) (4,871,163.72) (11,771,643) Bond Interest Income Transfer of Cash: Bond Repair & Replacement Reserve Proceeds from IFF Loan & Loan Costs Bond Interest Payments Capital Improvement Projects CASH PROVIDED BY FINANCING ACTIVITIES (152,461) 343,520) (81,470) (760,620) 730,538 (607,533) (157,941) (400,000) 218,625 (747,079) 270,442 (815,953) INCREASE (DECREASE) IN CASH 3,795,739 (5,423,757) CASH FLOWS FROM OPERATING ACTIVITIES Change in Net Assets Adjustments to reconcile net earnings to net cash provided by operating activities: Depreciation and amortization Forgiveness of Debt & Bad Debt Expense Loss on sale of investments Loss on disposition of fixed assets Fair Market Value Adjmt. on Investments Change in current assets and liabilities: Accounts & Grants Receivable Interest Receivable Deposits & Prepaid Expenses Proceeds from Insurance Accounts Payable and Accrued Expenses Deferred Rent & Deferred Liability CASH PROVIDED BY OPERATING ACTIVITIES 2,927,405 39,839 7,163,839 CASH FLOWS FROM INVESTING ACTIVITIES Purchase of securities Amortization of investment premium/discount Proceeds from sale of securities Expenditures for assets not in service Purchase of Property & Equipment Capitalized Expenditure CASH USED IN INVESTING ACTIVITIES CASH FLOWS FROM FINANCING ACTIVITIES FUNDER PROFILE | ANNE & BILL TOBEY Anne and Bill Tobey have been invaluable friends and supporters of Chicago International Charter School with a demonstrated passion for education equality and the CICS mission. In addition to his support of CICS, Bill is also active in his support of the Daniel Murphy Scholarship Foundation and various cultural institutions in Chicago. Splitting their time between Chicago and Colorado, Anne and Bill are also dedicated to their support of Aspen Public Radio, The Aspen Community Foundation, the Pre-Collegiate Program, English in Action, and the Aspen Institute. The Tobeys’ relationship with CICS began through Bill’s involvement on the board of directors at The Daniel Murphy Scholarship Fund (DMSF). At DMSF, Bill met individuals who were also active with Chicago International Charter School and learned about a CICS initiative to expand access to 21st Century Technology in the classroom. He saw that CICS was moving the dial. “I can’t help but believe that all the things you’re doing is making things better than the norm for public education.” His reasons for deciding to support CICS were much like those that brought him to DMSF in the first place. Much like DMSF, CICS is also providing high-quality education options for underserved students and families. Bill has stated that he, “support(s) education because unequal opportunities exist. When students have a poor start it deprives us of great minds in the future. We need to reach for every mind that we can. We can’t afford to not do something.” Bill also sees the advantages in the ability of charters to try new ideas and replicate those which are found to be successful. “With new ideas it’s not the same top-down approach. And when ideas do work, they’ll spread.” Bill would like to see a day when the norm for public education is excellence. “When I joined Daniel Murphy I asked them: Is your objective to go out of business? You should be able to reach the point where you don’t have to provide scholarships anymore, because public education is doing the job it should.” Anne and Bill truly personify the belief that providing a quality education for all students is really an investment in the future of our city, and for that, everyone at Chicago International Charter School is truly grateful. THANKS TO ALL WHO GAVE GENEROUSLY THIS YEAR $100,000 and above $1,000- $4,999 $250- $499 In Kind Contributions Charter School Growth Fund Accenture The Adikes Family Foundation Alternative Garden Supply Michael & Susan Dell Foundation Lorraine Arvin Violet and Anthony Clark Education Pioneers John D. & Catherine T. MacArthur Foundation Fred Blesi Ms. Pamela J. Flowers-Thomas Glencoe PTO Tom Hayden Goldberg Kohn New Schools for Chicago Chicago Foundation for Education Deborah Monson Craig Henderson & Associates Walton Family Foundation Debbie & David Chizewer Target Foundation Pass With Flying Colors & Discovery Clothing Tim & Allison Coleman $10,000- $99,999 Gorter Family Foundation $100- $249 DonorsChoose.org The Broad Center Catherine & Richard Gottfred Anonymous Children’s Inner City Educational Fund Brian Lee Vivian Lee Academy of Our Lady Alumnae Association Illinois Department of Natural Resources Anne Matz Donnet Downer-Thomas Matching Gift Companies Roger S. McEniry Isabel’s Bowl for Hope The Boston Consulting Group Mr. Richard J. Metzler Naomi Maldonado Illinois Tool Works Foundation Thomas Nieman Homi B. Patel Nuveen Investments Inc. ORBA, Certified Public Accountants and Consultants, Jim Quaid, Director Ben and Ginevra Ranney PwC Susan Crown Patty & Craig Henderson Illinois Clean Energy Foundation Grant Program The Mayer & Morris Kaplan Family Foundation Mr. & Mrs. Michael Keiser Donor Advised Fund at The Chicago Community Trust Anne & Bill Tobey Pass with Flying Colors Ms. Rebecca Steffes Laura Thonn $5,000- $9,999 Carol Lavin Bernick Family Foundation $500- $999 Martin & Mary L. Boyer Foundation John A. Bollero Jr. Bob & Pamela Delaney Philip & Regan Friedmann The Lowe’s Charitable and Educational Foundation Anonymous (2) Ben Crist Phil Dodson DonorsChoose.org Nancy Gidwitz & Jeff Grossman National Center For Philanthropy Oppenheimer Family Foundation Mr. & Mrs. Roger Nelson Tom Spalding Janet W. Nieman The Joseph Valenti Jr. Family Foundation Robert W. Thomas Patricia & John Zeeman up to $100 Anonymous Vince Campise Dunbar Alumni Class of 1980 Mary E. Gleason Board of Directors Lorraine J. Arvin David J. Chizewer President Violet M. Clark Catherine H. Gottfred, PhD Tom Hayden Jewell Hamilton Craig W. Henderson Vice President Victor & Beverly Horne Gerald L. Jenkins Anne Kerr Alberta Johnson Audrey & Michael Lang Thomas J. Nieman Secretary Hagai Livni Richarlena Mary-Taylor Pamela McCarthy Nelson Montanez Tonya K. Myers Martha Polley Brooke Proto Katherine Reing Henry & Peggy Troast Myrtle Terrell Al Wordlaw Laura Thonn Treasurer BOLD DENOTES FOUNDING BOARD MEMBERS CommitToCollege EXPECTATIONS FRANCISCO PAREDES CICS Northtown Academy, Class of 2011 Marquette University Major: Biomedical Engineering Francisco and his mother, Ina Paredes 34 I selected CICS Northtown Academy for my high school choice because my older brother went there, and at first it was a tough adjustment coming from a non-charter public elementary school. For one, I had to wear a uniform at Northtown, and I got in trouble for what felt like small things, like having my shirt untucked. It took me until about my sophomore year to realize the benefits—the school’s high expectations developed professionalism in me. To incoming freshman at the school, I’d say, get used to it—this is a reflection of what the future’s going to be like. in me as I stayed in touch with them through high school, and eventually I was admitted there and they offered me an academic scholarship. It was great because I always wanted to go there, that was my plan. While at CICS Northtown Academy, I participated in as many activities as I could. Because of my love of sports, I was accepted into the World Sport Chicago Scholar program, and received a $40,000 College Class of 2016 scholarship through the World Sport organization. I also attended all of Northtown’s college fairs, which is how I met a Marquette admissions representative my sophomore year. Marquette took an interest The hardest thing about leaving home, you find yourself thinking about it and it makes you miss it that much more. I’m really fortunate, though, that both of my roommates have been friends of mine since kindergarten, I know how they are and they know how I am. It’s family away from family and home. I’ve also made friends on my floor and we play sports like flag football together. // FocalPoint | Winter–Spring 2013 I am now in my freshman year at Marquette. I enrolled in the ROTC program—my brother and my dad were both in the military and that played a big part in my decision. I would like to pursue the military beyond college as well. I think the way I present myself in uniform…it’s better, because I had that advantage given that I was in uniform at Northtown. Biomedical engineering is still my study focus, it’s very math- and science-based, right now I’m taking biology and I think it’s something that I can fall in love with. I know if I put more work into it, I’m going to end up liking it. I feel academically prepared by my time at Northtown—CICS was very strong with math, science, and English, so I am solid in those aspects here. I’m still trying to find a balance in time management, it will take me a while to realize. The thing that I find the most difficult is that everything is more individual, at CICS Northtown you have a stronger support system while you’re learning. Here, if you don’t understand it, the professor moves on without you. So I decided to take tutoring for the courses I find most difficult. I am tutored by people who have taken the class and got an A, it’s a good resource to have. To current high school students, my advice is, don’t limit yourself in what you want to do. Take as many hard classes as you can in high school, and do as many extracurriculars as you can, because when you come to college it’s going to be so hard to fit it all in. Don’t limit yourself so you can have time with your friends. You’ll find time to see friends even with a busy schedule. // Committed to Greatness // 34 OpeningThoughts JAMES NORRIS CICS Longwood, Class of 2006 DePauw University Major: Communications I started at CICS Longwood in 4th grade, the second year it was open. I was referred by a friend, and I had a sister who was a year above me in school. Like a lot of guys who went through the CICS Longwood mentoring program, I started out as kind of a trouble maker, I would get sent to the office. Mr. Lang, the founder of the male mentoring program which was just forming at the time, started giving me certain tasks, which taught me responsibility. The mentoring group started out with about 5 of us. We’d reach out to the guys who were getting picked on or having a hard time. It would be in your behavior plan that if you messed up, you’d have to come to the mentoring group. The mentoring group was an outlet, a chance for a bunch of guys to come together and work through life. One of Mr. Lang’s key ideas was to break the stigma of who’s cool, wanted to bring everybody together and have it just be young black men coming together to discuss our issues. I think he figured, even though you all are different, you’re probably dealing with the same issues. It really helped. In terms of academics, I always figured myself to be a self-starter, I wanted better, so I was always pushing and fighting to participate in more, perform better, I knew I couldn’t afford to go to college without it. But halfway through my freshman year, my mom moved us to Mississippi, just when football was getting started and my grades were looking up. I was able to move back with my grandma junior year, I liked it better in Chicago and at Longwood. I figured I could stand out amongst a smaller group of students at Longwood. I finished junior and senior year as an athlete and graduated as the salutatorian. 35 // FocalPoint | Winter–Spring 2013 When I started to research college cost and options, it hit me just how big it was to get a scholarship—that’s the only way I could afford college. My college counselor Dr. Purham nominated me for a Posse Foundation scholarship. She was there to guide me through the entire process. She actually picked DePauw for me, she’d do that with all of her students, according to their personality and learning style. CICS Longwood was a small community so DePauw was a natural fit. While in college, I explored my options in terms of major, knowing that I liked working with kids and working to improve the community, I decided to study communications and get my paraprofessional certification. In January 2011, I applied for a position to work at CICS Longwood with the AVID program, which seeks to push A/B students to the next level. A key part of the program was visiting colleges—if you introduce a high school kid to current college students, you help mitigate culture shock in the future. We’d advise our students on which questions to ask the college admissions counselors—don’t ask about parties on campus, ask about the importance of note-taking and time management. It’s one thing when they hear it from you, it’s another when they hear from someone who’s living it. Because of trips like this, the AVID program started becoming popular, so we opened a new section and I got some student teaching experience. We took them to Notre Dame, University of Illinois, Marquette—every school they go to opens their eyes: Get your GPA up and you could possibly be in their position one day. Now I’m a SPED paraprofessional with 10th graders, and I also help coach the football team. I’ve learned a lot about myself, I like coaching, I like to work with kids—they’re smart but they need people to encourage them and get them work through their issues, to gain confidence speaking in class, and looking adults in the eye. It will be a challenge to get the mentoring program started again, but it’s been in discussion, amongst myself and a few of the campus leaders. The freshman and sophomore students have been asking. Time will tell—I’m still trying to tease out what the best thing is but I know I want to give back. // “I feel academically prepared by my time at Northtown—CICS was very strong with math, science, and English, so I am solid in those - Francisco Paredes, Class of 2011 aspects here.” Committed to Greatness // 35 do you think some children are worth more than others? ...sAdLy, ILLInoIs does. same Children. different Funding. Under current law, districts can fund charter school students as little as 75% of what they fund traditional public school students... And they are. 1,000= $10,000 7500= $7,500 TRADITIONAL PUBLIC SCHOOL STUDENT CHARTER PUBLIC SCHOOL STUDENT Chicago Public Schools underfunds more than 50,000 children, whose demographics mirror those of traditional public schools. Help us change that. support equitable funding legislation. Chicago charter schools serve a higher percentage of low income students and a comparable special needs population compared with traditional public schools. LoW InCoMe 850= CHARTER 910 = 91% TRADITIONAL 85% MInorIty 900= 980= 98% Like Public Means Public on Facebook. Encourage elected officials to support what’s right. 90% sPeCIAL needs 120= 12% 120= 12%
