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MEMBER PROFILE: Academy of Communication and Technology (ACT) Charter School

4319 W. Washington Blvd.
Chicago, IL. 60624
Phone (773) 626-4200
Visit their website
Contact: Terri Milsap, Principal

ACT Charter School opened in 1997 as an independent public school in West Garfield Park to help realize the vision of a society where children, regardless of neighborhood, race, and parents’ income and education, are afforded equitable educational opportunities. Their mission is to provide a college preparatory education to historically underserved urban youth, empowering them to take their place in society as competent, confident, creative and compassionate citizens of the world. ACT combines an innovative curriculum based on communication arts and technology with a strong emphasis on service learning; students participate in community service as part of the curriculum and gain field experience through field trips and internships. ACT also offers educational programs to parents and the community at large because teachers, parents, students and community members must be partners in building a safe haven for learning and growth. ACT Charter School’s programs can be expressed by its mission to build capacities: the capacity to earn a living; the capacity to make sound life decisions; and the capacity to continue learning.

SCHOOL STATISTICS

Enrollment: 321 students in Grades 6-12
100 % African American
88.8% Low income
Classroom: Average for Grade 6: 20.5 students
Average for Grade 8: 21.5
Average for High School: 18.7
Teacher to Student Ratio, Elementary: 15.6:1
Teacher to Student Ratio, Secondary: 18.4:1
Completion Rate: Attendance Rate: 91.7%
Graduation Rate: 75.8%
Standardized Test Performance:04-05 ISAT Performance:

Grade 7, Science: 52.2% meeting or exceeding standards
Grade 8, Math: 9.3% meeting or exceeding standards
Grade 8, Reading: 46.5% meeting or exceeding standards

04-05 PSAE Performance:

Grade 11 PSAE Reading: 22.4% meeting or exceeding standards
Grade 11 PSAE Math: 6.1 % meeting or exceeding standards
Grade 11 PSAE Science: 2.0% meeting or exceeding standards

ACT Composite Score: 15.1
Admission: Admission by application for grades 7, 9 and a limited number of students in grade 10; students chosen through a lottery.

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SIGNATURE PROGRAMS AND PRACTICES:

  • Communication arts and technology curriculum: Students specialize in one of four areas, Photography, Theatre, Graphic Design, or Video Production, through an extensive offering of elective courses in communication arts and computer technology.
  • College Preparation: The course curriculum and promotion requirements are designed to prepare students to succeed in college. Students take rigorous classes and attend college preparation workshops to become familiar with the application process.
  • Literacy Initiative: This strategic plan combines several programs to improve reading and writing. In order to emphasize the importance of reading, students take a Reading class every day.
  • Service Learning: Students do community service through projects in the class curriculum. Service learning helps students to understand their responsibility in the community and is integrated into coursework through writing reflection.
  • Career Development: In the high school years, ACT requires students to work at an organization through the Field Experience program to gain understanding of the professional world. In Grade 12, students complete an internship during one trimester to explore future career interests and transition to life after high school.
  • Exhibition and Defense promotion program: In order to complete Middle School or High School, students must orally defend a portfolio of their work over a range of subjects. Students must also complete Collections of Work (COWs) in six subject areas.
  • Advisory: All students attend an advisory twice per day, grouped by grade level. Advisory curriculum teaches habits to help students be successful in school and beyond.
  • Lead Teacher: ACT is teacher-led, with a Lead Teacher overseeing the professional development and growth in leadership for the faculty. Teachers help make ultimate decisions concerning school programs and curricula.
  • After-school programs for students and adults: Through a partnership with Columbia College Chicago, ACT provides a number of after-school and evening programs for students, parents, and community members in the arts and more practical topics, such as finance and college preparation.
  • Parent Involvement: ACT offers many programs specifically for parents, such as evening workshops about ACT programs, social events, and college preparation events. All ACT parents are also required to volunteer at the school.

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CALENDAR AND SCHEDULING

  • Calendar: Three trimesters, 13-15 weeks in length with longer breaks in between. ACT meets for the same number of school days as CPS, but longer, more frequent breaks during the year ensure students don’t lose ground over the summer.
  • Scheduling: School day is from 8:30 AM to 3:30 PM. Students in grades 9 and 10 work at Field Experience every Wednesday from 1:30PM to 4:30 PM. Students in grade 12 work at an internship Mondays through Thursdays for spring trimester, attending school on Fridays.
  • Common-planning time: Teachers meet every Wednesday from 1:30 PM to 3:30 PM for group or independent planning time, according to a predetermined schedule. Teachers also have school-wide structured planning for one week before school begins and one week following each trimester.

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ACADEMICS


Curriculum

ACT’s challenging curriculum prepares a foundation for college coursework. Students in grades 7-8 take classes in three core areas of Humanities, Analysis/Experimentation (integrated math and science) and Reading, plus a math enrichment class and one elective per year (chosen from Drama, Video, Photography, Computers, Physical Education/Health, and Spanish). Students in grades 9-12 take classes in four core areas (Humanities, Math, Science, and Reading), an Advisory, and two electives per year.

  • Communication arts and technology: ACT offers electives in art, computers, drama, video, and photography to broaden students’ creative intellect; besides electives, art is integrated into the curriculum. Students also become proficient with computer technology, with five computers in every classroom.
  • Advisory: Students attend an advisory grouped by grade level twice per day; all students have one Advisory for one half hour at the beginning of the day and students in grades 8-12 have a second Advisory following lunch (students in grade 7 have recess during this time). The program is structured to teach habits that will help students be successful during school and beyond. ACT believes that engagement with advisors is directly related to academic success. All teachers participate in the program. For more information on the Advisory curriculum, see Supplementary Materials. [Insert link to Supplementary Materials]
  • Service learning: All students must do 10 hours of community service per year through projects from the curriculum. Students reflect on service through writing and classroom learning.
  • Career and College Preparation: ACT students participate in several programs to explore possible professional careers and to prepare to attend college.
    • Career Development/Field Experience: Students in Grades 9 and 10 go out to businesses to gain field experience that educates and prepares them for professional careers. Students in Grade 9 participate in a 13-week career development workshop instructed by the Field Experience Coordinator. Upon completion, they attend ACT’s Career Exposition to find a field experience site. Students and organizations engage in two-way interviews to match their interests in a placement. Placements are assigned following interviews. For the third trimester, students go to their sites every Wednesday from 1:30 PM to 4:30 PM. In Grade 10, students resume this same work schedule for the whole year after attending a 4-week career workshop.
    • College Exploration: Students in Grade 11 attend workshops with Guidance Counselors on Wednesday afternoons about the application process, financial aid, college touring, etc.
    • Internships: For 10 weeks (approximately one trimester), students in Grade 12 intern at a site in a field of their career interest, either at their Field Experience site, or a new site. Students work for 7.5 hours, Monday through Thursday; on Fridays, they meet at ACT for debriefing with an Internship Coordinator. Internships are unpaid, but students may receive a small stipend upon completion.

Graduation Requirements

  • Three Grade Divisions at ACT
    • Division I: Middle School (Grades 7-8)
    • Division II: High School (Grades 9-11)
    • Division III: Senior Institute (Grade 12)

    Students may take more than the prescribed time to complete one division. This helps students to advance at their own pace. Promotion is granted in June (all students) or December (for High School only) on the completion of three required areas: Coursework, Collections of Work (COWs) and Projects, and Oral Defense.
  • Requirements for Graduation
    • Coursework: Students must complete all of the courses listed for their Division with thirty-eight points (equivalent to one credit) in each class. Points reflect the amount of work completed.
    • Projects/Collections of Work: Students must complete a project in each class at the end of every trimester to show proficiency in the Illinois Learning Standards. In every subject, at least one project per year is added to a Collection of Work (COW). There are six collections: Humanities, Math, Science, Arts/Technology, Health/ Physical Education, and World Language. All COWs and projects are part of students’ coursework. All items of work included must receive a grade of “C” or better. To graduate from Division I or II, students must have completed the required number of COWs for promotion.
      • Students must also complete four projects in the areas of research, future planning, career exploration and service learning (discussed above). For more information on project requirements, see Supplementary Materials. [Insert link to Supplementary Materials]
    • Oral Defense: To graduate from Division I and II, students must defend a portfolio of their work chosen from COW projects before two teachers. The defense offers a more holistic assessment beyond standardized tests. Items may be things students have done exceptionally well, work they revised well, or items that show educational growth. Students are assessed against a Defense Rubric on mastery, organization, articulation, grammar, and poise. Requirements for portfolio content are:
      • Division I: 8 COW items
      • Division II: 12 COW items

Programs and Practices of Note

  • Literacy Initiative Using extensive research, teachers and administrators formed this plan to address students’ skill gaps in reading and writing. The challenge is to develop basic skills while simultaneously preparing students for college. The initiative integrates reading and writing in all subjects.
    • Reading Classes: All students attend reading class for one period per day, grouped by ability level for reading instruction and independent reading time. Teachers use several different programs: textbook-based programs for high school, and the Accelerated Readers (AR) program for all levels. The AR provides students and teachers direct guided practice with selected books.
    • Writing programs: Writing is integrated into all levels and subjects using two specific programs:
      • Jane Schaeffer Writing Program: Provides a curriculum for direct writing instruction in all Humanities classes.
      • Collins Writing Program: Develops students’ thinking and writing skills and is used in all academic classes to provide a school-wide writing structure.
  • Connected Mathematics: Math enrichment courses for middle school students use this research-based curriculum which combines basic skills practice with problem-solving.
  • PowerSchool: This web-based data holder provides real-time information to ACT parents, students, and staff on student’s attendance, completion of assignments, grades, etc. PowerSchool allows more access to students’ records, including complex information on courses and COWs stored while students complete divisions.

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STUDENT ASSESSMENT

  • Grades and Progress Reporting: Students receive a report card at the midpoint and end of each trimester. For each class, students are given three indicators of progress: a citizenship mark; a letter grade assessing the quality of work; and the number of points earned, reflecting the quantity of work completed (thirty-eight points are needed by the end of the year to receive one credit for the class). The system shows areas where improvement is needed by comparison of the indicators. For example, a letter grade of “B” and a low number of points shows that the student can do well but is not attempting all the work.
  • In-School Assessment Students are assessed through Collections of Work (COWs) and projects. Positive assessment of a student’s performance allows them to graduate from one division to the next. For more information on COWs, see Academics. [Insert link to Academics]
  • Standardized Testing: Students are tested annually in writing, math and reading, outside of state-required testing, to gauge ability level and progress made during the year. Test assessments help place students in ability-appropriate reading classes for the next year. All students take the Let’s Go Learn Reading and Math tests, and a writing test created by ACT staff. Middle school students also take the SRA Reading Test.

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STUDENT CULTURE


Philosophy

The Way to ACT is the guide for building community at the school. It is the Student’s Responsibility to follow four basic rules:

  • Treat all students and staff with respect
  • Bring all manners to school
  • Follow all instructions from staff at the time they are given
  • Be attentive and productive in class

For the complete Way to ACT habits, see Supplementary Materials. [Insert link to Supplementary Materials]

Methods for Fostering School Culture

  • Bill of Student Rights: These guidelines state students’ rights to receiving a safe, quality education in a positive environment regardless of race, gender, religion, or socioeconomic status. For the complete Bill of Student Rights, see Supplementary Materials. [Insert link to Supplementary Materials]
  • Dress Code: To produce a professional atmosphere, all students adhere to a strict dress code. Only ACT polo shirts are permitted, and women’s skirts must not be above the knee. No headwear is permitted, and all jewelry must be tasteful. All electronic devices must be stored in student lockers at the beginning of the day.
  • Monday Gathering: All students and teachers gather every Monday morning for a presentation by juniors and seniors on goals for the week. Students present a poem, word, and way to ACT for the week, celebrate ACT milestones, and make school-wide announcements.

Programmatic Approaches to Fostering Student Achievement

  • 21st Century Community Learning Center: The Center for Community Arts Partnership (CCAP) at the Columbia college Chicago runs several programs for students, parents, and other community members. Programs for students include:
    • Middle School Launch Pad Students from ACT and other area schools may enroll in this after-school program where they receive a nutritious snack and then attend a study center staffed by ACT teachers and counselors. Once homework is completed, students participate in several different art classes or sports teams such as gospel choir, braiding techniques, pottery, or basketball.
    • High School clubs: Art classes and sports teams are also available after school to ACT high school students and Garfield Park residents over age 14. Students have many options ranging from web design and photography to gospel choir and reading.
  • College Preparation: This after-school program makes students aware of opportunities in higher education and teaches tools students need to succeed in college. It is sponsored by the CCAP, and helps prepare students at ACT and throughout Chicago for a college education.
    • College Bound Club: Students meet to research and learn about the application process. The club also tours colleges in and around Chicago.
    • College Education Workshops: Staff and counselors lead these workshops for students and parents in the evening to educate families about the college application process and financial aid.

Student Leadership Development

  • Student Government Association (SGA): This mock government gives students leadership opportunities and educates them about civic responsibility. The SGA acts as a bridge between students and the administration and has sponsored school-wide participatory events, such as a mock election. SGA is very active at ACT; students have previously served on the executive boards of SGA at the city and state levels.

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TEACHERS AND STAFF


Governance

ACT is very proud of being teacher-led. Coordinated by one lead teacher, teachers work in peer groups to provide input on curriculum and development.

  • Lead Teacher: This position was created in 2003 to involve more teacher leaders in professional development. The Lead Teacher’s (LT) sole responsibility is the professional development program at ACT, including researching and implementing new curriculum programs. The LT works with a Leadership Team of teachers across grade levels and subjects to distribute new practices.

Professional Development

  • Personal Development: All teachers at ACT receive a fixed amount of money to engage in a performance-enhancing activity. Teachers may attend summer institutes, conferences, or enroll in college courses. Choices are based on the needs of their students as identified by daily classroom instruction.
  • Group Development: Teachers work in small and large groups to implement school-wide development strategies.
    • Walloon Institute: Several teachers attend this summer conference every year focusing on reading, writing, and curriculum integration.
    • Reading/Writing/Testing Seminars: All ACT teachers must teach reading and writing under the Literacy Initiative, so the entire faculty attends conferences locally to develop in those subjects. Past conferences were sponsored by BPI Chicago and consultants from the Center for City Schools at National-Louis University.
    • Facing History and Ourselves: This program provides teachers with pedagogical tools to cover sophisticated and challenging historical topics. Teachers are provided in-depth training, staff follow-up, and classroom resources to help engage students in mature, reflective discussion over sensitive issues of race, discrimination, and active responses to it.
    • School Visits: Groups of ACT teachers visit other schools in the Chicago area to observe teaching practices and engage in collegial discussion of professional development.
    • Curriculum mapping: Teachers in different subject areas and across grades exchange information on lessons so that coursework can be more integrated to better reflect the overall goals of the school. Curricula are represented graphically so lesson plans can be seen simultaneously. Individual teachers can see how much growth students require from year to year, grade level teams can coordinate year-long educational growth, and subject teams can increase comprehension over a number of years.

Teacher Evaluation

  • Summative Evaluation: All new teachers at ACT undergo a summative evaluation for at least the first two years. Veteran teachers participate in one every three years. They are conducted by the LT and the Principal and they include a self-assessment, formal observations, a conference between the evaluators and teacher, and a written assessment. The Pathwise Components of Professional Practice provides the rubric for assessment.
  • Formal Evaluation: Teachers not completing summative evaluation complete a formal evaluation, including a self-assessment and goal-setting with the LT and peer groups.
  • Informal Evaluation: The LT conducts a short, informal walk-through of every classroom about once a month. Short, positive feedback is provided for the teacher following the walk-through, such as affirmation of good practices or suggestions for collegial exchanges over common interests.

Staff Culture and Leadership Development

  • Morning Round-up: The entire ACT staff meets every morning to share logistical information, review events for the day, and offer successful practices or ideas. The meeting promotes a “team” feeling and enhances the organization of the school.
  • Critical Friends: Teachers meet in small groups to discuss critical issues in education by posing problems in a structured format. This promotes reflective thinking about solutions and teaching practices.

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PARENTS AND COMMUNITY

  • Parent College Readiness Tours: Parents take tours of 2 and 4-year colleges in Chicagothroughout the year. Tours are sponsored by the Parent Coordinator.
  • Parent Volunteer Requirement: Parents must volunteer four hours every year as a tutor, hall monitor, classroom assistant, etc.
  • Social Events: Parents are invited with their students to ACT events such as the Back-to-School BBQ and Family Nights, where students’ art work and writing are displayed.
  • Adult Workshops: Part of the 21st Century Community Learning Center, these workshops provide further education to parents about their children. They are offered periodically in the evenings, covering topics like “Understanding your child’s moods” or “How to Stop Renting and Become a Homeowner.”
  • ACT Workshops for Parents: Program coordinators teach these workshops for ACT parents, covering topics specific to an ACT education: the COW system, test preparation, and college preparation. Workshops are taught by ACT program coordinators.

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EFFORTS THAT DIDN’T SUCCEED

  • Silent Reading Time: When ACT opened, students had independent reading time every day. However, reading alone was not addressing the skill gap in grade-level reading abilities. The new Literacy Initiative and daily reading classes have added reading instruction to independent reading time.

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HELPFUL RESOURCES


Academic Programs

Standardized Tests

Community Programs

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SUPPLEMENTARY MATERIALS


Advisory Curriculum

Advisors cover a comprehensive and structured curriculum dealing with personal and academic growth to provide students with a successful model of behavior. Major curriculum themes are: Individuality/Self ACTualization; Build Community ACTion; Develop Academic ACTion; Create a Safe Space; and Nurture/Guide Mentoring ACTion. Students stay with the same advisory group and the same advisor throughout their time at ACT so that themes may be expanded every year in a comfortable and familiar setting. Topics develop to reflect the needs of students as they mature and change. The change in topics because of age, maturity, and responsibilities can be seen in this example of a student’s first and last advisory year:

GRADE Individuality/Self ACTualization Build CCommunity ACTion Develop Academic ACTion Create a Safe Space Nurture/Guide Mentoring ACTion
7th Sexual awareness

Nutrition

Career survey

Self Esteem survey

Cultural exchange/ examining stereotypes

 Conflict resolution

Service learning

Review appropriate school behavior (hallway, lunch, recess, classroom)		 Goal setting

Organization

Study skills

Time management

College exposure

High school entrance

Preview 9th grade defense portfolio

 Advisory celebration, information board Problem solving role playing

Weekly check-in

Nutrition

Etiquette
12th Separation anxiety

Cross cultural acceptance

Trusting instinct

Perseverance/ persistence

Broadening definition of success

Accepting shades of gray

 Real world expectations

Networking

Exposure to community successes		 Financial literacy

Financial planning

Interviewing

Post grad plan in place

Financial aid

Application process

Salary ranges

Car loans

Credit/debit cards

 In-school leadership opportunities

Lead advisories in making billboards

Mentor 9th, 10th & 11th grades

Converse with teachers

 Real world expectations

Job readiness

Time management

Future planning

Sex

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Special Project Requirements by Division


In addition to completing academic coursework and projects, students must complete projects in four areas; research, future planning, careers, and service learning. Projects are required for promotion from each division:

LEVEL RESEARCH FUTURE PLANNING CAREERS SERVICE LEARNING
Division I MS Research project Career exploration

project

 Career exploration

project

 10 hours per year
Division II HS Research project Senior Institute proposal Career development

class & Wed. field experience

 10 hours per year
Division III Graduation Institute 8-12 page research paper Post-graduation plan and college preparation Trimester-long Internship 10 hours per year

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Way to ACT


These affirmations outline the habits prescribed by the Way to ACT which students are encouraged to embody and follow:

  • I am ambitious. I set goals for myself and use time wisely to achieve them.
  • I am confident. I expect to be challenged and know that I will rise to those challenges.
  • I am persistent in pursuing my goals, even when I am not successful at first.
  • I am unique. My work and behavior tell people who I am.
  • I am a participant. I learn from the act of doing.
  • I am open-minded. I seek new experiences and different perspectives, and treat all people with respect.
  • I am a citizen. I protect and make constructive contributions to the ACT community.
  • I am a positive communicator. I speak thoughtfully and listen actively.
  • I am mindful of my surroundings and aware of my feelings, thoughts and actions.
  • I am responsible for my speech and actions, and speak for and about myself.
  • I am a pro-active problem solver, committed to resolving differences in a positive way.
  • I am peaceful. I harm no-one and no-thing with hate.
  • I am healthy. I take care of myself both physically and mentally.
  • I am compassionate, caring and forgiving with myself and others.
  • I am creative. I use my talents to benefit myself, my community, my world.
  • I am powerful. I make choices that impact me and the people around me.

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Bill of Student Rights

  • The right to an education. (Students should be free to learn without being interrupted by inconsiderate or disruptive students.)
  • The right to be safe in school and have personal property respected.
  • The right to be free from any kind of abuse – physical, mental or emotional – such as name calling, intimidation, harassment, or vulgar language.
  • The right to be free of segregation or teasing because of race, gender, religion, physical strength, friendship groups, age, culture, handicap, clothing, etc.

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