#c4cas

Northeastern Illinois University’s Center for College Access and Success and its partner, YOUmedia, have received a $25,000 grant from the Chicago Hive Fund for Connected Leaning, independently administered by the Chicago Community Trust. The goals of this project are to bridge the gap between in-school and out of school learning by empowering students to not only use digital technology to complete classroom assignments but also how to use their new technical skills to complete personal interest driven projects.

 The program will also provide participating 9th-12th grade students from low-income Chicago Public Schools (CPS) with exposure to and training on a variety of digital technology skills to help them complete their projects including: audio recording and editing; video production and editing; as well as basic programming and graphic design skills.

 “We are excited to work collaboratively with YOUmedia on redesigning learning experiences for students that are meaningful, relevant and transformative” said Wendy Stack, associate vice president and executive director of the Center for College Access and Success.  These types of experiences not only impact the students and teachers involved but ultimately can shift the way learning occurs, resources are networked and lead to academic and career success”.

 The program developed through this grant will provide participating CPS 9th-12th grade teachers’ professional development opportunities on curriculum building using the technological expertise and resources at YOUmedia and the Center for College Access and Success. “The intent of this project is to bring more connected learning experiences to our youth”, said Germania Solorzano, professional development specialist at the Center for College Access and Success. “It’s a matter of equity and access”.

 Through this exciting partnership, teachers will create innovative curricular units that incorporate a working field trip to YOUmedia where their students will work upon a project related to the unit.

Here is the list of articles we will be discussing in the next all staff GEAR UP meeting. Study up, y'all. 

A Right Fit College is Crucial, by Vincena Allen:  http://www.seedfoundation.com/index.php/a-right-fit-college-is-crucial

  Out of My Racial Comfort Zone: Why a Predominantly White College Was Best for Me, by ARLEVEA FREEMAN: http://www.theroot.com/articles/culture/2014/10/why_a_predominantly_white_college_was_best_for_me.html

  What You Should Know About Leadership Coaching, Dr. Marcia Reynolds: https://popforms.com/know-leadership-coaching/

Resource Center Professional Development Workshop Series Sept.-Dec. 2014 

(register here)

Inquiry and Design: Essentials for Teaching and Learning

Student learning depends on the quality and quantity of student involvement, yet teachers dominate 70% of the conversations in the classroom. Inquiry and Design places teachers in the position of coach while inviting students to take the lead in their learning process. Inquiry and Design promotes active learn- ing, and requires students to read and evaluate a variety of texts around an essential question. Inquiry and design challenges students to ask questions and take ownership of what they are learning. It promotes intellectual curiosity and offers a structure for kids to practice and hone necessary research skills. Join us for this workshop series in which we explore the Inquiry and Design process, and consider the many ways of doing inquiry. 

Session ID1  Doing Inquiry: Experience the Cycle   Tuesday, September 23, 4:30-7:00pm - 2.5 CPDUs Presenters Jennifer Crall and Susan A. Garr

Participate in this workshop to uncover what it is like to be a student doing inquiry. What does a student of inquiry do? How does a teacher facilitate the process of inquiry? Using a CCSS inquiry-based unit focused on heroes of the Holocaust, participants will experience the inquiry cycle. Using fiction, nonfiction and primary sourc- es, participants will ask questions, gather information, and construct knowledge as they grapple with essential questions and uncover courageous acts. 

Session ID2  Doing Inquiry: Experience the Cycle  Saturday, September 27, 10:00am-1:00pm - 2.5 CPDUs Presenter Lynette Emmons

Participate in this workshop to uncover what it is like to be a student doing inquiry. What does a student of inquiry do? How does a teacher facilitate the process of inquiry? Using part of a CCSS inquiry unit called 7 Billion! We invite participants to play the role of student as you are taken into an inquiry on our population explosion. After you are immersed in this topic you will select the piece that peaks your interest and have time to delve into your own question. There will also be time for you to plan ways to integrate inquiry into your own teaching. 

Session ID3  Inquiry Essentials: The All Important Inquiry Notebook  Tuesday, September 30, 4:30-6:30pm - 2.5 CPDUs  Presenter Germania Solórzano

Keeping a notebook and maintaining a sustained con- versation with oneself about an inquiry topic as well as sharing discoveries and new trains of thought with colleagues is part of an artistic and scientific process valuable in the classroom, in the business world and in life. We will explore the ways that scientists, scholars, artists and educators have used journals and notebooks as a part of their inquiry process. We’ll consider ways to bring notebooks and journals into the process of inquiry, and engage in a range of activities which could include: lists, maps, letters, sketches, diagrams, family trees, flow charts, stories, poems, parodies, dreams. 

Session ID4  Inquiry and Design Nuts and Bolts  Monday, October 6, 4:30-7:00pm - 2.5 CPDUs Presenter Susan A. Garr 

In this workshop we will establish a shared definition of inquiry, explore examples of inquiry, examine the role of teachers and students during the inquiry process, as well as experience a trip through the inquiry cycle. 

Session ID5  Doing Inquiry: Experience the Cycle  Tuesday October 14, 4:30-6:30pm - 2.5 CPDUs Presenter Germania Solórzano 

Participate in this workshop to uncover what it is like to be a student doing inquiry. What does a student of inquiry do? How does a teacher facilitate the process of inquiry? In this workshop we will use The Boy Who Harnessed the Wind, by William Kamkwamba to further examine the inquiry cycle. Forced to drop out of school in Malawi because the family could not afford his school fees after surviving a horrible famine, William began to spend his time at a library. Here he discovered a picture of a windmill that inspired him to create his own. We will use William’s learning as a model for inquiry and look at the processes by which he was able to create a working wind- mill of his own. We will focus on inquiry, specifically gather- ing data, identifying patterns and constructing knowledge. 

Session ID6  Doing Inquiry: Using Stations to Promote Practice, Collaboration and Curiosity  Tuesday October 28, 4:30-6:30pm -2.5 CPDUs Presenters Susan A. Garr and Christine Johnson 

Inquiry stations provide students time to practice their in- quiry skills, as well as verbalize what they are learning and thinking about with others. Inquiry stations provide student choice and support intellectual curiosity. Participants will explore inquiry stations to experience what it is like to be a student doing collaborative inquiry. We will share assessment ideas and ways to hold students accountable for their new learning. Time will be given for participants to plan and create inquiry stations for their classroom. 

Session ID7  Managing Inquiry: Building and Maintaining Inquiry Theme Teams   Tuesday November 18, 4:30-6:00pm -2.5 CPDUs  Presenters Jeremy Babcock and Susan A. Garr

This workshop is created for those of us who are sold on inquiry and design, but are unsure of how to manage a classroom full of 30 plus students. Managing inquiry can seem daunting enough to not even try it. What structures need to be put into place so that everyone can have a suc- cessful inquiry and design experience? Strategies on how to build students collaboration skills as well as teach content-area-learning while doing inquiry will be introduced and practiced. We will also share ideas for organizing inquiry notebooks, inquiry mini-conferences and assess- ment, both group and individual, formative and summative. 

Inquiry and Design Presenters

Jeremy Babcock believes in the importance of play and incorporates this belief into his work as an Experiential Learning Specialist at the Center for College Access and Success.

Jennifer Crall works closely with the professional development team at the Center for College Access and Success. She teaches 7th & 8th grade Reading at Hurley Fine & Performing Arts Magnet School in Network 10, CPS. She is a National Board Certified Teacher in English Language Arts, Early Adolescence and has Masters in Elementary Education, Reading and School Leadership.

Lynette Emmons works in partnership with the Center for College Access and Success through our GEAR UP Grant. She began her teaching career at Nettelhorst School in Chicago in 1988. She has been the Director of the Center for City Schools in the Urban Institute at National-Louis University for several years.

Literacy Specialist and Coach, Susan A. Garr earned an MA in Education from DePaul University. As a GEAR UP PD Specialist, she has co-planned a variety of workshops to inspire teachers to teach with a focus on building students’ metacognitive reading, writing and thinking skills.

Chris Johnson is the Professional Development Manager at the Center for College Access and Success and has worked with the GEAR UP program and theYAL Conference for more than 10 years.

Germania Solórzano is Literacy Specialist at the Center for College Access and Success and is an educator with over 20 years of experience teaching at the secondary and post-secondary levels. She has an MFA in Creative Writing from Columbia College Chicago. 

Other Professional Development Workshop Series offered through the Resource Center include:

Teachers as Writers: The Story Workshop Approach to the Teaching of Writing  Creating Classroom Community with Improv  Thinking in Frames: Better Comprehension Through Visual Inquiry

All workshops are held at the Center for College Access and Success. Fees for each session is $25.00 but will be reduced to $10.00 for this initial series. CPDUs and related materials are included. To see other workshops or to register for these sessions, go to pd.centerforcollegeaccessandsuccess.org 

Northeastern Illinois University, in partnership with Chicago Public Schools (CPS) District 299, has been awarded a $40 million grant over seven years by the U.S. Department of Education to help at-risk students prepare for success in postsecondary education.

Under the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) program, the U.S. Department of Education awarded 41 grants across the county, totaling $82 million.

U.S. Secretary of Education Arne Duncan announced the grantees in New York City on Sept. 22 at the launch of American Graduate Day, a public awareness and community engagement program to celebrate the work of individuals and groups across the country who are helping students stay on track to college and career successes.

The award to Northeastern, the largest of the 41 grants, will serve 7,229 students across 14 Chicago public high schools and 36 elementary and middle schools. The award amount is $5,783,200 for each of seven years beginning in 2014 and ending in 2021, totaling $40,482,400.

“Student success is always our primary goal at Northeastern, and our efforts start early,” said Sharon Hahs, president of Northeastern Illinois University. “This grant will allow us to continue the good work we have done in collaborating with schools, families and communities to develop students who not only plan to attend college, but are also well prepared to succeed when they get there.”

Northeastern’s Center for College Access and Success (CCAS) will oversee the delivery of the project. CCAS and the CPS office of College and Career Preparation will work together with other partners to increase the academic performance and preparation of GEAR UP students; increase the high school graduation rate and college enrollment and graduation rate; and increase students' own educational expectations by deepening their knowledge about postsecondary options and financial aid.

“GEAR UP impacts the students it serves and it systemically creates a college going culture in schools and communities that ultimately shifts the national landscape around college access and success,” said Wendy Stack, associate vice president and executive director of the Center for College Access and Success. “When our young people from low income communities are provided with the support to graduate from high school, then enroll and graduate from college, their lives and their families' lives change.”

Founded in 1978, the Center for College Access and Success is the largest school improvement organization in Chicago and develops collaborative partnerships that engage the entire community to help students succeed academically and socially.

Sponsored by the Council for Exceptional Children has opened the nominations for the 2015 candidates.  Do you know a student with exceptional abilities that shines?  Nominate them today.

U. S. Secretary of Education Arne Duncan today announced the award of $82 million for 41 grants under Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) that will help 116,000 at-risk students to prepare for college and receive the support they need to achieve success in postsecondary education.

We got the GEAR UP Grant for the next 7 years! 

And we're listed on the US Dept of Education's website as an example of the award winners.

During the final assembly of GEAR UP University, our high school students took the mic to reflect on their experience. Here is a portion of what they had to say. 

50 GU high school juniors participated in a 3 day, immersive mock college experience at Loyola University. The students went through admissions registration, financial aid, stayed in dorm rooms and attended college classes.