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MEMBER PROFILE: Whittier Elementary School

1900 W. 23rd St., Chicago, IL 60608
Phone: (773) 535-4590
Visit their website
Contact: Zoila Garcia, Principal

Serving Pre-K through 6th grade students from the predominantly Latino neighborhood of Pilsen, Whittier School’s unique curriculum combines bilingual education with community involvement. Whittier’s vision is to support students as they develop literacy in both English and Spanish with an open-minded cross-cultural attitude. With instruction in all subject areas in both languages, Whittier strengthens students’ analytical and problem-solving skills in math and science through technology and teacher-created curricula, especially the student’s garden which serves as a living laboratory. Whittier’s motto is: “In the world of languages, there are no borders.” The school believes that “If you learn your language and others, the key to the world will be in your hands.”

SCHOOL STATISTICS

Enrollment: 420 students (Head Start through Grade 6)
98% Latino
67.6% Limited English Proficiency
98.3% Low income
Under 7% Special Education
Classroom:Average Class Size: 26
Attendance Rate:95.3%
Standardized Test Performance:04-05 ISAT Performance:
Grade 4, Science: 56.3% meeting or exceeding standards
Grade 5, Math: 51.5% meeting or exceeding standards
Grade 5, Reading: 45.5% meeting or exceeding standards

03-04 IMAGE Performance:
124 students (3rd – 6th grade) tested
56.6% scored at the Beginning Level
36% scored at the Strengthening Level
6.6% scored at the Expanding Level

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SIGNATURE PROGRAMS AND PRACTICES:

  • Dual Languages: Students learn core subjects in both Spanish and English to become fluent in both languages. The second language is introduced gradually while maintaining the first language.
  • Teacher-Designed Science Curriculum: Through the school-wide “Science in the Garden” curriculum, all students use on-campus gardens as outdoor laboratories.
  • Integrated Curriculum: Emphasizes problem-solving analytical skills in all subjects so that higher-level thinking may be improved.
  • Use of Technology: Whittier seeks to increase students’ use and familiarity with computers and other media.
  • Student Quality Review: A small team of faculty and support staff convene weekly to find ways to review student achievement and support students who have been identified as at risk of failing.
  • Community School: Whittier works with the Pilsen Alliance community organization to become a community school that provides adult classes and services to the Pilsen community.
  • Parent Involvement: Whittier has an active parents group, Padres de Whittier, who volunteer in a number of projects on campus, including working in the garden and tutoring in the classroom.

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CALENDAR AND SCHEDULING

Schedule: Whittier’s school day runs 9 A.M. – 2:45 P.M. Academic after-school opportunities are available to all (see Student Culture [drop-down link]). Normal CPS Calendar for schools is observed, including 10 half-day professional development days for teachers.

Common Planning Time: Teachers have 5 prep periods per week: two for individual planning and three for common planning in grade-level teams.

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ACADEMICS

Dual Language Instruction: Whitter is a World Language Magnet Cluster school and uses a dual language maintenance program designed to use and maintain students’ native language skills. (For more information on the guidelines of the program, see Basic Premises in Supplementary Materials.) Under this model, students receive instruction part of the day in Spanish, and part in English. This makes inter-grade teaching pairs possible. For example 6th and 5th grade teachers pair, one speaking English and teaching Language Arts and Science, and the other speaking Spanish and teaching Math and Social Studies. The ultimate goal is bi-lingual literacy in all core subject areas.

  • Gradual Introduction: Because so many students entering Whittier have limited English proficiency, the introduction to English instruction is gradual.
    • In pre-k, kindergarten, and 1st grade, 90% of instruction is in Spanish
    • In 2nd grade, 70% of instruction is in Spanish
    • From 3rd grade on, 50% of instruction is in Spanish

Curriculum and Instructional Practices: Math and Science instruction are integrated at all grade levels. Teaching often employs thematic units.

  • Garden Classroom: Three small gardens built by students and faculty serve as invaluable learning centers for all grades. While 5th and 6th grade classes may use the gardens to record and graph the growth of plants, a kindergarten class may use them as the basis for a lesson on color or nutrition. The garden hosts art classes and serves as an entry point into discussions about environmental awareness and community roles. Parent volunteers help with garden maintenance, and funding has come from such organizations as Green Net, an organization of greening organizations in Chicago, Green Corps, a Chicago Department of Environment organization, and the National Gardening Association.
  • Language Development: Outside of the dual language program, other subjects encourage language development:
    • Investigations in Math: Designed for kindergarten through 5th grade, this program develops students’ mathematical reasoning, problem-solving, and ability to use model representations.
    • Young Authors Manuscript: All students participate in this writing program in which each student chooses a subject and creates his or her own book. The project is integrated into the Language Arts curriculum of all grades, and some students’ works go on to the Area competitions.
    • Reading First: Whittier participates in this national initiative to improve reading in kindergarten through 3rd grade by implementing a classroom reading program based on phonemic awareness, phonics, vocabulary development, reading fluency and reading strategies.
    • "Science Talks:" 5th and 6th grade students give oral presentations explaining, and then fielding questions about, their scientific work, in English.
  • Mighty Acorns Project at Cap Sauer: Sponsored by the Cook County Forest Preserve, this project connects children to nature through the exploration and preservation of an adopted site. Parents and teachers assist children in all grades in visiting and learning about the site approximately three times per year.
  • Head Start: A pre-kindergarten program is sponsored by the federal Head Start program to provide early education.
  • Technology: Computers and other technology purchased through various grants allow students to become familiar with technology at an early age. Teachers incorporate it in all content areas; they are assisted in technology training through professional development.

Student Quality Review (SRQ): Previously called “School Based Problem Solving” this is an early intervention process designed to help students at risk of failing/not meeting state standards. The SQR team, comprised of the counselor, two special education teachers, the school case worker, one or more of the teachers, and the principal meets once a week to determine what steps (i.e. tutoring, special ed, counseling) can be put in place to help a given student.

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STUDENT ASSESSMENT

Reading: The Developmental Reading Assessment (DRA) is given to students at the beginning, middle, and end of the year to assess reading skills among students between kindergarten and 3rd grade.

School and Standardized Testing: Whitter employs a number of standardized tests in the evaluation of its students. In 2004-2005, Whittier ranked one of the top ten most improved schools in Chicago on the ISAT with 51.2% of its students exceeding standards (a 17.9% score increase from 2003).

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STUDENT CULTURE

Methods for Fostering Student Culture

  • School Newspaper: This project is parent-supported and provides opportunities for students to refine research techniques, practice interviewing skills, and use the computers.
  • School-wide recycling program: Students fill out recycling report cards for classrooms and teachers. This is a fun way to engage students in applying knowledge about weight measurement and learning to record and track data.
  • Girls on the Run Program: This program is used to promote self-esteem and healthy living among girls from 3rd to 5th grade through running. The 10-week program begins with a 5 K run in which families and teachers participate.
  • Extra Curricular Activities:
    • After School Program: Around 180 students participate in academic after-school and tutoring programs run by faculty to help students improve on math and reading skills.
    • Performance Activities: Activities such as dance, music, and choir are offered after school. There is also a parent-run soccer team which competes against other teams.

Security and Conflict Resolution:

  • Discipline System: All students sent to the principal must first fill out a worksheet asking the student to reflect on what happened, who is responsible for it, and what the student wishes to be done as a remedy. This makes students more cognizant of the role he or she played in the incident. For more information, see Student Discipline Form in Supplementary Materials.
  • Community of the Classroom: Teachers place a heavy emphasis on maintaining a positive climate and cooperation in the classroom. Students and teachers work together to create a Peaceful Classroom Plan for each classroom, outlining goals for supporting students and learning in the classroom, and protocols for solving any problems or disputes that might arise. Teachers conduct Classroom Meetings to address various classroom issues.
  • Gang Resistance Education and Training (GREAT): 5th and 6th graders participate in an 8-week program that focuses on gang awareness and drug prevention.

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TEACHERS AND STAFF

Professional Development: Whittier uses the traditional CPS calendar, which provides 10 half-days for professional development throughout the year. In addition, teachers are guaranteed common planning time twice per week.

  • Inquiry Projects: Writing their own grants, 6 teachers at Whittier received funding from the National Council of Teachers of English to investigate ways of using student work to improve teaching. Some of these methods used videotaping to better understand instruction and its impact on student learning. For more information on grants received, see Various Grants for Professional Development in Supplementary Materials.
  • Chicago Area Writing Project (CAWP) Class, “ISAT Extended Writing Responses:” Some teachers participated in this course sponsored through Roosevelt University which taught methods of success for the new extended response section of the ISAT test.
  • UIC Professional Development Courses: Teachers have participated in several Professional Development Courses taught at the University of Illinois-Chicago, especially in mathematics. These courses give teachers the most innovative tools used for teaching math as a technology-based subject.
  • Rochelle Lee Fund: Many teachers have received this grant, which provides funding for professional development as well as classroom work on reading.
    • Whittier's Professional Learning Group: Teachers who have received the grant began a study group for teachers, which meets biweekly to discuss professional books that they read. Any teacher may participate, and the principal also attends.

Teacher Evaluations:

  • Walk-Throughs: Teachers and administrators conduct short visits to each classroom to observe the general atmosphere, what students are learning, what teaching practices are used and the culture of the classroom. The team shares its observations with the faculty.
  • Internal Review: With a specific educational aspect in mind, teachers and administrators observe classrooms for a more extended time. Following the observation period, the team writes a report and shares it with the faculty.

Shared Decision-Making: As a part of a shared leadership structure, teachers from all grade levels participate in subject-based committees with four or five members. The committees make important program and policy decisions and then work to implement them. They also host subject-themed events for students and parents, such as Reading Nights. Subjects of committees include:

  • Math
  • Science
  • Language Arts
  • Garden

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PARENTS AND COMMUNITY

Partnership with Pilsen Alliance: Pilsen Alliance is a non-profit community advocacy group whose mission is to impact social and policy change through the development of local leadership at the grassroots level. After officially forming in 2000, Pilsen Alliance partnered with Whittier to support its commitment to bilingual education and to work towards success in Whittier’s campaign to become a community school. Pilsen Alliance is also dedicated to creating an active and empowered base of emerging parent leaders, and has created several parent-targeted programs to that end:

  • Parent Leadership: The objective of this program is to increase parent participation and empowerment through leadership and literacy education so that parents can play a role in their children’s education and so they may become advocates and leaders in the school community.
  • Padres de Whittier: This group was formed in February 2003 to provide leadership development to parents who could then advocate for school and community improvements. The group is comprised of approximately 30 parents of Whittier students who meet regularly. Accomplishments include: ridding the school building of lead and asbestos; gaining funding from local Aldermen for the Whittier School Expansion Project; completing the Whittier School Community Needs Assessment Survey; and developing goals for the school, their children and themselves. For more information, see Parent Goals in Supplementary Materials.
  • Community School: Pilsen Alliance partnered with Whittier to become a community school. The Pilsen Alliance supported programs at Whittier to empower parents and community member around issues of education and access. With funding from the Illinois Board of Education’s 21st Century Grant and a Chicago Expanding Comprehensive Community Schools Grant, Whittier’s community school program offers services and resources to the Pilsen community. In its inaugural year (2004-2005), the community school offered courses in choir and music appreciation, martial arts, hip hop, arts and crafts, science in the garden, sports: basketball, volleyball, soccer. Ultimately, the program will offer services in additional areas. For more information, see Community School Goals in Supplementary Materials.
    • Community School Governance:
      • Community Coordinator: The coordinator directs and advises networking between various sections of the school. He or she coordinates the progress of activities offered by Whittier to the community.
      • Oversight Committee: This community is made up of parents, teachers, community members, and Pilsen Alliance staff who also coordinate the progress of the community school. They meet monthly to develop goals and objectives for the school, and they coordinate contracts with various organizations who work with Whittier students.

Community Partners for Math and Science:

  • Science and Math Excellence (SAME) Network: This inner-city schools network is sponsored by Rush Presbyterian Hospital to improve science and math learning. Through the partnership, Whittier receives funding for a science lab and equipment, teacher training in science and math, and the chance for students excelling in math and science to attend a special black tie dinner hosted by the hospital.
  • Center for Mathematics Education of Latinos/as (CEMELA): Approximately twenty students and fifteen parents participate in this project twice per week after school to improve mathematics learning. The goal of the Center is to develop an integrated model that connects mathematics teaching and learning to the cultural, social, and linguistic contexts of Latino/a students and to increase the number of mathematics educators with this integrated knowledge. Bilingual students from the University of Illinois-Chicago assist the program.

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HELPFUL RESOURCES

Academic Programs:

Professional Development Programs:

Community Organizations:

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SUPPLEMENTARY MATERIALS

BASIC PREMISES

The basic premises are the foundation for Whittier’s bilingual education program. They provide methods and goals for teaching, learning, and general language development. The basic premises also act as a framework for the decision-making process as the program evolves over time by combining themes for a school vision and a plan of action for language instruction.

1. The primary language foundation: Comprehensive use and nurturing of the primary language, regardless of school resources.
2. The quality of primary language use: Full development of the primary language as a foundation for thinking and learning.
3. Strategies for second language development: Creates an added dimension to instructional decision-making. Instruction must reflect specific strategies to meet the needs of second language learners. A range of social and academic contexts is necessary so both language and content are emphasized.
4. First and second language environments: Clear, distinct, and meaning-enriched contexts for each language should be created during instruction time.
5. Instructional assessment: Assessment must be based on language development, rather than grade level or predetermined criteria. Assessment should address language and literacy development and content knowledge.
6. Active learning: Student must have active participation in meaningful activities that are constructive in nature and appropriate to student’s level of development.
7. Parents and community: These must play a major role in learning and schooling of children.
8. Teachers as decision-makers: Teachers are equally responsible for decisions regarding the instructional program for linguistically diverse students.

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STUDENT DISCIPLINE FORM

When students have an infraction, they are required to fill out a reflective worksheet to help them see the incident objectively and understand their role in it. Questions include:

  • What happened?
  • What was my mistake?
  • What will I do the next time I’m in this situation?
  • What do I want the other person to do the next time s/he is in this situation?

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VARIOUS GRANTS FOR PROFESSIONAL DEVELOPMENT

Teachers at Whittier have improved both the curriculum and their own professional development through the use of numerous grants.

  • LEAP Grant: This federally funded multi-year grant for 1.25 million dollars from the U.S. Department of Education was used to upgrade the school’s curriculum and instruction. With assistance from Dr. L. Khisty at the University of Illinois-Chicago, staff at Whittier further developed the bilingual development and math and science curricula. The grant also enabled 86% of the teaching staff to receive their Masters degree in Education and Bilingual/ESL State Approval.
  • Teacher Research Grant, National Council of Teachers of English: Continuing the study of student learning sponsored by TERC and the Cheche Konnen project, this grant allows teachers to continue to study student language and learning in order to better inform their own teaching styles.
  • Geographic Information Systems (GIS) Grant, University of Illinois-Chicago: Sixth grade teachers work with university researchers to develop science and social studies curriculum focused on technology and mapping through the use of GIS systems. Areas of study include global warming, immigration, and local park projects.
  • Hewlett Packard Technology Grant: Secured with the support of the University of Illinois-Chicago, five teachers at Whittier received this grant to purchase equipment and receive training on using technology in all content areas.
  • Reading First: Whittier receives funding from the Illinois State Board of Education to launch this No Child Left Behind-inspired initiative to improve reading in kindergarten through 3rd grade by implementing various strategies.

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PARENT GOALS: A VISION FOR LEARNING

Padres de Whittier compiled this list of goals for their students:

  • Whittier students will be able to do more advanced projects that meet standards beyond their age and the regular program of schools. For example, the school newspaper: This project indicated that the children have to have ideas, conduct interviews, do a lot of work looking for information, use the computers and as a result increase their ability to use them.
  • Whittier students will be able to carry-out experiments related to science and know how to differentiate the problems of one discipline of science from the other (chemistry, physics, mathematics, etc.).
  • Whittier students will be able to read and write in the two languages “English and Spanish”.
  • Whittier students will be able to utilize a library.
  • Whittier students will know all the subject areas at a high academic level and know the subject areas in the two languages “English and Spanish” and will have ideas and hopes for their future.
  • Whittier School will have the best computer program and the children will know how to utilize them and develop their skills looking for information.
  • Whittier students will know how to involve themselves socially and academically respecting their teachers and classmates.

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COMMUNITY SCHOOL GOALS

Whittier’s full School Improvement Plan, a document drafted as part of the Proyecto Comunidad de Esperanza, provides specific goals for the community school to improve student academic achievement through the development of five major personal and group areas:

1. Cultural and Artistic Expression: Fine arts classes which celebrate students’ home language and culture help students grow intellectually, gain self esteem by forming positive bonds with each other, and form bridges to American culture.
2. Family Wellness Program: Through partnerships with various organizations, Whittier supports holistic family wellness, such as Alivio’s year-round Run for Health program (geared towards students, teachers, and faculty).
3. Emotional Health and Recreation Program: Several programs are offered to improve overall well-being of students. After school sports for boys and girls will be expanded. Through dialogue and practices such as the Classroom Meetings, teachers and students work to improve emotional health in the classroom.
4. Academic Achievement and Success: A daily Homework and Tutoring Center provides a space for students and tutors to work.
5. Parent Learning and Empowerment: Pilsen Alliance and Padres de Whittier provide adult literacy classes and ESL work within the community.

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