CICS – Irving Park*
Charter elementary school • 536 students • 52% low income
CICS – Irving Park’s model will focus on academic and social-emotional goal-setting. With a team skilled at personalized learning implementation, CICS Irving Park educators will explicitly teach the growth-mindset and use restorative justice practices to promote academic and social-emotional goal-setting.
Magnet high school • 635 students • 63% low-income
Based on a high-quality pilot implementation, Disney II’s model centers around project-based learning. To prepare its students for success beyond high school, the school offers dual credit opportunities and off-campus internships, project-based learning cycles and college-like courses.
Gwendolyn Brooks College Preparatory Academy*
Selective enrollment high school • 836 students • 74% low income
With a strong school leader at the helm, Brooks will implement a competency-based progression model. This includes advancement out of courses based on demonstrated mastery and advancement within courses to more rigorous content. As part of this, Brooks will offer high school courses to seventh through 10th grade, as well as internships, independent research opportunities and AP and college courses in 11th and 12th grades. Together, Brooks and Lindblom can lead as citywide models for competency-based progression.
District elementary school • 424 students • 93% low income
Lovett’s proposed model centers on student choice in the what, how and where. As such, its model includes personalized learning plans, flexible learning environments and advancement out of courses based on mastery.
Lindblom Math and Science Academy*
Selective enrollment high school • 1,254 students • 68% low income
Like Brooks, Lindblom is led by a strong leader and proposes a competency-based progression model. Together, these schools can lead as citywide models for competency-based progression. Lindblom will leverage proficiency-based grading, separation of non-academic skill reporting, and advancement out of courses based on demonstrated mastery.
District elementary school • 646 students • 96% low income
With a history of piloting blended and personalized learning, the Henry Elementary team proposes a bold end-design that can have national implications. Henry will implement student-selected courses and catalogues, 10-week units designed around student needs and interests, and a personal learning advisor who will help students with goal-setting and choosing courses.
Charter elementary school managed by University of Chicago Charter • 565 students • 87% low income
Led by a strong leader who has undergone the change management process before, UChicago Donoghue proposes student choice in learning and assessments. This model will feature academic and non-academic goal-setting, learning experiences co-designed by teachers and students, and multiple forms of demonstrating mastery.
*Denotes participation in The Fund’s Summer Design Program