Request-for-Proposals-for-New-Schools_-Chicago-Public-Schools

Opportunity for Every Student in Every Neighborhood

Chicago Public Schools (CPS) envisions that every student, regardless of their neighborhood, will participate in a rigorous and comprehensive educational program, ensuring they graduate ready for success in college, careers, and life To realize this goal, CPS has outlined several strategic initiatives.

The District is issuing a Request for Proposals (RFP) to discover new, high-quality school options This initiative invites teachers, administrators, national education management organizations, existing school leadership teams, and non-profit institutions from Chicago and across the nation to submit proposals showcasing their ability to establish and operate high-quality new schools.

New schools should integrate five essential pillars identified by CPS to enhance graduation rates and ensure students are prepared for college and careers These pillars include: 1) maintaining high standards through a rigorous curriculum and effective instruction, 2) implementing support systems tailored to student needs, 3) fostering engaged and empowered families and communities, 4) cultivating committed and effective teachers, leaders, and staff, and 5) establishing robust fiscal, operational, and accountability frameworks.

Charter School Structure

The Illinois Charter School Law mandates that Chicago Public Schools conduct an annual review of proposals for new charter schools (105 ILCS 5/27A-8 (c)) While the District is open to various school types in its quest for high-quality educational options, it is currently focusing on expanding quality district schools beyond this Request for Proposals (RFP) This RFP invites operators interested in establishing charter schools, which are independently run institutions authorized by CPS under the Illinois Charter Schools Law Although funded and monitored by the District, charter schools enjoy autonomy over many student-related policies and are governed by Boards of Directors selected by the schools themselves, operating under five-year contractual agreements with the District.

Curriculum Must meet District Standards as specified in Charter School Agreement; may have the option of participating in CPS initiatives

Schedule Must meet applicable Illinois State minimums

In this RFP, a Management Organization (MO) refers to any entity, whether for-profit or non-profit, that will contract with the school board to deliver educational or school management services This includes both Educational Management Organizations (EMOs) and Charter Management Organizations (CMOs).

School Funding Student-Based Budgeting 2

Certification 50% of teachers must be certified; all special needs teachers must be certified 3

NCLB Compliance If Title I funding will be used, teachers in Title I schools are required to meet NCLB standards

Special Education Must follow IDEA, Illinois Special Education Regulations, and ISBE and CPS

Special Education Policies and Procedures

Policies for Student Conduct Policies must comply with Illinois Charter Schools Law and other applicable laws

Chicago Teachers Union School is not subject to CTU collective bargaining agreement

Fund Certified teachers in pension fund; others covered by Social Security

Charter School Board or sub-contracted management organization

Compensation Determined by school operator

Incorporation Incorporation as a nonprofit in Illinois required

Priority School Models

The RFP aims to identify top-tier schools that enhance academic performance for the specific student demographic This includes not only high-quality traditional elementary and high school models but also innovative educational approaches established in 2013.

The RFP aims to establish school models that address the specific programmatic needs of CPS students, while also remaining open to proposals that showcase alternative school models.

The RFP is intended to give operators the opportunity to flexibly explore promising practices that may ultimately be shared with other schools

The following priority models address programmatic needs identified throughout the District:

Next Generation School models utilize technology to create personalized, blended learning environments that integrate the advantages of both in-person and online education By focusing on mastery-based approaches, these models aim to enhance student outcomes through tailored learning experiences.

Student Based Budgeting (SBB) allocates funds to schools primarily based on their enrollment of general education students, supporting core instructional needs In addition to the SBB allocation, schools receive extra funding for programs such as SGSA, Title I, Special Education, District Priority Spending, and Non-Instructional Services.

According to Illinois charter school law (105 ILCS 5/27A-10), it is mandatory for at least 75% of instructional staff at a charter school to hold certification by the start of the school’s fourth operational year.

2013 Request for Proposals for New Schools Page 6 of 52

Academic school models focused on personalized learning incorporate key design principles such as student-centered approaches that cater to the diverse learning needs of each individual daily They emphasize high expectations, ensuring all students meet rigorous standards that prepare them for success in college and careers Blended instruction is utilized to optimize both teacher-led and technology-enhanced learning, facilitating effective group and individual work Additionally, these models promote student ownership, equipping learners with the skills, information, and tools necessary to take charge of their own educational journey.

Note: For Next Generation School models, CPS recommends that at least 50% of each student’s instructional time be delivered in a brick-and-mortar setting (For more information on Next Generation

Learning Models, please see the following link: http://nextgenlearning.org/breakthrough-grants )

Arts-Integration models incorporate fine arts education into the core curriculum, emphasizing the enhancement of creativity and critical thinking through visual and performing arts This approach transcends the traditional offering of arts as mere electives or extracurricular activities, promoting a more holistic educational experience.

Arts-integration model teachers effectively blend the arts with core subjects like math, reading, and science They often collaborate with arts specialists to enhance their classroom design, creating a more engaging and holistic learning experience for students.

Dual Language models effectively utilize English and a partner language for instruction and communication, aiming for graduates to achieve proficiency in reading, writing, and speaking in both languages These programs facilitate academic coursework in both languages while fostering positive cultural attitudes and understandings Notably, Dual Language education uniquely supports both English Language Learners (ELLs) and native English speakers, continuing to benefit ELLs even after they attain English proficiency.

 Humanities - Focused models place special emphasis on humanities and social sciences as the cornerstone of the curricula.

Priority Communities

Chicago Public Schools seeks to open new schools in communities that are experiencing overcrowding

Overcrowded neighborhoods in the city present diverse educational requirements, community resources, and student demographics When selecting a site for a new school, operators must offer comprehensive and well-considered justifications on how their school will address the specific needs of the local community and its students.

4 Design principles cited from the Next Generation Learning Challenge Wave IV Grant Announcement, found at the following link: http://nextgenlearning.org/breakthrough-grants

CPS is encouraging applicants to submit new school proposals to open in communities that need additional high-quality options to help alleviate overcrowding.*

CPS encourages applicants who wish to open elementary schools to locate in the following communities (please see Map 1 – Elementary

CPS encourages applicants who wish to open high schools to locate in the following communities

(please see Map 2 – High Schools immediately below):

 Belmont Cragin (North of Grand Ave)

 Chicago Lawn (West of Kedzie Ave.)

 Midway (South of 51 st St.)

 Little Village (West of Western Ave.)

 Southwest Side (bounded by the area west of Western Avenue, South of the Stevenson Expressway, and the city limits)

 Northwest Side (bounded by the area beginning at Fullerton and the western city limit, east to Western, and north to the city limit)

*See Appendix I of this document for individual priority community maps and information on student demographics

CPS encourages all charter school applicants who wish to open schools to identify independent facilities

All applicants for the 2013 RFP must clearly outline how their proposed school will benefit the specific community they aim to serve A successful new school should leverage local resources and actively engage with the community Applicants must demonstrate strong connections to the community and provide evidence of demand and support from parents and residents.

Engaging with parents, community organizations, local residents, and other stakeholders is essential in the new school development process By prioritizing community input, developers can create educational opportunities that are comprehensive and relevant to the needs of their student populations.

Priority Communities – High Schools

Proposal Evaluation Process Overview

Since the enactment of the Illinois Charter School Law in 1997, Chicago Public Schools (CPS) has implemented a stringent evaluation process for new school proposals The 2013 Request for Proposals (RFP) aims to discover and expand high-quality school options, ensuring that only the best educational opportunities are approved This thorough evaluation process is managed by CPS to maintain high standards in school performance and quality.

Office of New Schools, whose mission is to help ensure equitable access to high-quality schools that will prepare students for college, career, and life

CPS has identified four guiding principles for the 2013 RFP evaluation process:

I Set clear guidelines and criteria for opening, replicating, or expanding high-quality school models

II Grant new schools only to applicants who meet the evaluation standards The District is committed to replicating proven educational models As such, applicants must demonstrate, through existing school data or Design Team 5 experience, that their proposed school has driven academic growth among comparable student populations, including students with disabilities,

English Language Learners, and students in temporary living situations

III Engage parents and communities in a meaningful and authentic way in the proposal planning, evaluation, and approval process

IV The District seeks to open new schools in priority areas where additional facility capacity is required to help alleviate overcrowding (105 ILCS 5/27A-4(b)) As such, the District highly encourages operators to propose to locate in priority communities

The 2013 Request for Proposals (RFP) employs a quality evaluation process grounded in national principles and standards for authorizing This annual procedure for soliciting and assessing proposals has been consistently refined over the District's extensive 15 years of experience in school authorizing.

According to 105 ILCS 5/27A-8 (c) and 105 ILCS 5/27A-7.10, the District must only approve high-quality applications that address specific educational needs, rejecting any that are weak or inadequate The evaluation process is stringent, ensuring that only proposals that meet established evaluation criteria are recommended to the Board for authorization Detailed stages of this process are outlined below.

August 12 Preliminary RFP Released to All Applicants

5 A Design Team includes, but is not limited to: school founders, school leaders, school board members, and community members participating in the school’s design and development

6 The Office of New Schools reserves the right to change this timeline at any point throughout the process

Changes to the timeline will be posted on the ONS website (http://cps.edu/NewSchools/Pages/Process.aspx) and sent to existing applicants via email

August 19 Overview Webinar for Applicants

August 26 Online Registration Form Due 7

September 30 Tier 1 Proposals Due by 4 p.m

By October 9 Capacity Interviews Scheduled

October-November Continued Community Engagement by Applicants

November 18 Tier 2 RFP Questions Released to All Applicants

December 3 Tier 2 Proposals Due by 4 p.m

An overview webinar regarding the 2013 submission process is scheduled for August 19, 2013, at 1:30 p.m Further details will be available online and sent via email Interested applicants must register at http://cps.edu/NewSchools/Pages/Process.aspx to attend the webinar.

The Office of New Schools urges all prospective applicants to complete the online registration form by August 26, 2013 Failure to submit this form will result in ineligibility for the Neighborhood Advisory Council (NAC) community engagement process hosted by CPS during the evaluation period.

Community Input and Engagement Section below for more details)

The 2013 RFP requires applicants to submit a Tier 1 proposal by 4 p.m on September 30, 2013 and a

Tier 2 proposal by 4 p.m on December 3, 2013 In the Tier 1 proposal, applicants will submit a proposal

7 Information on the registration form and Letter of Intent can be found on the ONS website: http://cps.edu/NewSchools/Pages/Process.aspx

2013 Request for Proposals for New Schools Page 12 of 52 responding to all major sections of the RFP: Parent and Community Engagement, Academic Capacity

In the Tier 2 proposal, applicants must provide updates on parent and community support, operational changes, and adjustments made based on feedback This new two-tier submission process offers applicants the advantage of engaging more effectively with parents and community stakeholders, allowing for a more authentic development of their proposals before submission.

Proposals are only considered fully complete and final in accordance with the Illinois

Following the submission of the Tier 2 proposal under the Charter Schools Law, several key evaluation processes will take place after the Tier 1 proposal submission These include capacity interviews and a structured community engagement process in collaboration with the Neighborhood Advisory Councils (NACs).

Parent and Community Input and Engagement Section below) All applicants must submit a

Tier 1 proposal by the Tier 1 deadline (September 30, 2013) Please note that applicants will not be allowed to revise responses submitted in the Tier 1 proposal; however, CPS reserves the right to ask applicants for additional information regarding Tier 1 questions and responses

All proposals will be reviewed for completeness upon receipt

Tier 1 and Tier 2 proposals will be checked for completeness to ensure that all questions have been addressed and that all required attachments have been provided Applications missing responses to questions or required attachments may not be considered for further review Refer to the

Completeness Checklist at the end of the document to ensure that your proposal is complete

The following constitutes a complete submission:

• All required questions have been answered;

• All attachments have been provided;

• Financial forms have been provided;

• All appropriate facility documentation has been provided;

• A completed submission checklist 8 has been provided

It is the responsibility of the Design Team to ensure that the application is complete at the time of submission

In October, a team of internal and external experts will review all Tier 1 proposals submitted in response to the RFP The evaluation process will be guided by transparent criteria that will be made available to all stakeholders.

The completion checklist for the RFP is accessible at the end of the document and also available online at [Chicago Public Schools New Schools Process](http://cps.edu/NewSchools/Pages/Process.aspx) This resource is provided for applicants and can be found on the Office of New Schools' website.

(http://cps.edu/NewSchools/Pages/Process.aspx) These criteria target the attributes that have been shown as key indicators of success for new schools

Applicants with complete Tier 1 proposals will be invited for in-person interviews with review panels These interviews serve to provide reviewers with additional information, aiding in their final recommendations regarding the approval or denial of the proposals, but do not guarantee authorization.

Interview teams will comprise experts from both within and outside CPS, with panelist information provided to applicants beforehand to address any potential conflicts of interest Design Teams must bring a maximum of six representatives to the panel interviews During the interview, applicants will present a five-minute opening statement followed by a question-and-answer session with the evaluation team It is crucial for Design Teams to choose their attendees wisely to ensure comprehensive coverage of all aspects of the school design and proposal.

Parent and Community Engagement and Input

Design Team Track Record and Capacity

The District is dedicated to implementing successful educational models, requiring applicants to showcase their proposed school model's effectiveness This can be demonstrated through existing school data or the experience of the Design Team, highlighting a proven history of enhancing academic achievement and growth for similar student populations.

Replication Criteria for Current Chicago Operators

Chicago school operators will undergo an evaluation of their performance against established contractual standards Nine operators who meet specific criteria are invited to apply for the opportunity to open new schools.

Table 4: Replication Criteria for Current Chicago Operators

Existing Chicago Operators Operating or Proposing Fewer Than 3 Campuses in SY2012-13

Historical Data 11 All campuses/schools have received a contractual academic performance 12 rating for the past three years If existing school(s)/campus(es) meet replication criteria :

If existing school(s)/campuses do not meet replication criteria :

If adding a new grade configuration (e.g current K-8 adding 9-12):

(Each campus must fulfill one of the two presented options)

Campus(es) / school(s) rated Meeting Standards per contractual academic accountability plan for the past two years

Campus(es) / school(s) rated Meeting Standards or Making Reasonable Progress per their contractual academic accountability plan for all of the past three years

AND Campus (es) / school(s)’ Comparison School 13 average

9 Charter schools are held accountable to the academic performance metrics included in their contract

In 2013-2014, ten replication opportunities for current Chicago Charter Operators undergoing renewal will be integrated into the Office of New Schools Renewal Process Operators interested in replication must explicitly express this intent in their Renewal Proposals and are advised against submitting a separate proposal for this RFP.

For existing Chicago operators affiliated with a national Charter Management Organization (CMO) or Education Management Organization (EMO), it is essential that over 50% of the campuses in their portfolio have at least three years of academic performance data, with a minimum of 25% showcasing five or more years of such data The academic performance of the MO's Chicago schools will be given greater consideration, as CPS believes that their track record is the most reliable indicator of how well new schools will serve CPS students.

Charter schools are required to meet specific academic performance metrics outlined in their contracts If they do not surpass the performance of traditional schools by at least 10% in the composite percentage of students rated as Meets or Exceeds on the ISAT or PSAE assessments over the past three years, they are held accountable for their results.

Existing Chicago Operators Currently Operating or Proposing 3 or More Campuses in SY2012-13

Historical 14 Data At least half of all campuses/schools have received a contractual academic performance rating for 2011-12 AND

At least 25% of all campuses/schools have received a contractual academic performance rating for all of the past three years

If existing school(s)/campus(es) meet replication criteria:

If existing school(s)/campus(es) DO NOT meet replication criteria:

(At least half of the campuses with 3+ years of academic performance ratings must fulfill at least one of the two options)

Campuses / schools rated Meeting Standards per contractual academic accountability plan for the past two years

Campuses / schools rated Meeting Standards or Making Reasonable Progress per their contractual academic accountability plan for all of the past three years

Over the past three years, the average performance of campuses and schools has not exceeded the benchmark by 10% or more in the composite percentage of students rated as meeting or exceeding standards on the ISAT or PSAE assessments.

(No campuses in the network can be at or below these criteria)

Campuses / schools rated “Failing to Meet Standards or Make Reasonable Progress” per their contractual accountability plan for two of the past three years AND

Campuses / schools does not outperform its comparison school average by 10% or more for one of the past three years for composite % of students rated

13 A charter school campus’s comparison school is a weighted average based on students’ attendance area schools

In Chicago, if an operator is affiliated with a national Charter Management Organization (CMO) or contracts with a national Education Management Organization (EMO), they must meet specific historical data requirements More than 50% of the campuses within the Management Organization's entire portfolio should have at least three years of academic performance data, while a minimum of 25% must have five or more years of such data This ensures a comprehensive evaluation of the academic track record of the MO's schools.

Chicago's academic performance will play a crucial role in assessing the effectiveness of new schools within the Chicago Public Schools (CPS) system CPS believes that the success of current Chicago schools is the most reliable indicator of how well any new educational institutions will meet the needs of CPS students.

15 Note: Operators that currently have or are proposing to open 3 or more schools must meet both Academic

Meets or Exceeds (ISAT or PSAE)

If you are unsure if you meet the criteria, please inquire at newschoolapplicants@cps.edu

Track Record for National Operators

National operators managing schools outside of Chicago must present proposals that showcase a proven history of achieving substantial academic improvements with comparable student demographics For specific quantitative metrics to validate this track record, refer to Section 2.2.b and Tables 1-3 in the Answer Manual on pages 10-12.

Operators with schools in and outside Chicago will be assessed based on their overall performance, but greater weight will be given to their track record within Chicago schools CPS considers the operator's history with CPS students as the most dependable predictor for the success of expanding their model to serve more CPS students.

Track Record for New Operators

The Design Team and founding Board members, along with the proposed instructional leadership team, must each showcase a proven history of achieving substantial academic improvements for comparable student demographics, particularly for students with disabilities and English Language Learners.

Proposals must include data and evidence from previous experiences in leading a school, classroom, or professional development program that showcases the ability to enhance student achievement, particularly for learners and students in temporary living situations For specific requested metrics, refer to Section 2.2.b and Tables 1-3 in the Answer Manual on pages 10-12.

Design teams must encompass a diverse range of skills and experiences, including academic, operational, legal, and financial expertise, as well as support from parents and the community, to successfully open, operate, and manage a high-quality school.

Design teams aiming to establish or manage a network of schools must showcase their ability to develop effective operational systems for multiple campuses This includes defining roles and responsibilities clearly, establishing actionable accountability across different levels, and creating a flexible plan to adjust these systems and roles throughout all stages of the anticipated growth.

This requirement pertains exclusively to Design Team members with educational qualifications or those suggested as founding members of the school's academic leadership team or faculty, excluding individuals with expertise in legal, financial, operations, or other fields.

Proposal Requirements

Design teams for current Chicago school operators must respond to the proposal questions outlined in Table 4, while new charter operators and established national operators should refer to the questions in Table 5 It is important to note that proposal narratives are limited to a maximum of 120 pages, excluding appendices.

Table 5: Proposal Requirements for New and National Operators

School Type/Model Required Sections

(Note: Proposing 3 or fewer campuses)

Unless otherwise specified below, applicants seeking to open a new charter schools or add a new grade configuration (e.g currently operating a K-8 and proposing to add a high school with grades 9-12) should complete Sections 1-4

National charter operators Existing national operators wishing to open schools in

Completion and Submission of Proposal

CPS strongly advises applicants to consult the Answer Manual available on the Office of New Schools' website alongside the RFP for comprehensive guidance For more details, visit: http://cps.edu/NewSchools/Pages/Process.aspx.

Manual provides critical additional information on CPS expectations for how applications should answer the questions detailed in the following sections The Answer Manual tracks each section of this document

Design Teams are encouraged to consult the sample Charter School Agreement and its related exhibits available on the Office of New Schools’ website at http://cps.edu/NewSchools/Pages/Process.aspx Additionally, they should review the Illinois Charter Schools Law for comprehensive legal and policy requirements, accessible at http://www.isbe.state.il.us/charter/.

To ensure compliance with all CPS legal and policy requirements, it is essential to address the issues outlined in the Answer Manual, Charter Agreement, and Illinois Charter Schools Law when preparing applications.

Every proposal must feature a dedicated section for each set of required questions Comprehensive proposals should also contain a table of contents that indicates the page numbers for each section and appendix.

Applicants must include each question in their proposal by copying and pasting it before their respective answers, with the option to use a smaller font for the questions It is essential to clearly reference any sub-parts of the questions within the answers provided.

 Proposals must be typed with at least 1-inch page margins and at least 11-point font

 Proposals must not exceed 120 pages plus appendices

Appendix items must be distinctly labeled at either the top or bottom of each page, indicating the title of the appendix and the corresponding section of the proposal.

 Please label each résumé with the individual’s affiliation with the proposed school (e.g

Design Team member, founding Board member, principal, teacher, etc.)

 If a specific question does not apply to the proposed school, please respond “Not

 Spell out all acronyms the first time that they are mentioned in the proposal

When writing your proposal, avoid assuming that reviewers are knowledgeable about the organizations, programs, service providers, or curricula you mention Instead, include concise descriptions within the text or as footnotes to ensure clarity and understanding.

 If citing any research, studies, or articles, please include full citations in a footnote or a separate references section

Design Teams must submit both an electronic and a hard copy of their Tier 1 proposals by 4 p.m on September 30, 2013 Additionally, a redacted version of the proposal narrative and any attachments containing personal information should also be submitted electronically.

Publicly Posting Proposals section below for more details.)

Design teams interested in the 2013 Request for Proposals should promptly register via the online form on the ONS website After the preliminary RFP is released, applicants can request access to a dedicated Dropbox folder for submitting electronic versions of their Tier 1 and Tier 2 RFP documents Dropbox is a free file hosting service that enables multiple users to access shared folders, with installation support available at www.dropbox.com.

For the 2013 RFP process, all electronic Tier 1 and Tier 2 proposal documents will be submitted via

 An electronic and hard copy of Tier 1 proposals must be submitted electronically via Dropbox and delivered to the Office of New Schools respectively by 4 p.m on

 All Tier 2 proposals must be submitted electronically via Dropbox by 4 p.m on

Applicants should e-mail newschoolapplicants@cps.edu to request access to their unique Dropbox folder Once applicants have received access to the Dropbox folder, please follow these guidelines:

 Do not keep any subfolders in your Dropbox folder

When submitting files, ensure they are clearly labeled to maintain organization and clarity General documents should be formatted as "Charter School Name_Doc Name," while resumes and assurances must follow the format "Charter School Name_Role_Doc Name." For facility documents, use the format "Charter School Name_Facility Address_Doc Name" to facilitate easy identification and retrieval.

 When possible, documents should be in Word format

The Office of New Schools will not accept Tier 1 proposal submissions after 4 p.m on September 30, 2013 To avoid any issues with file uploads to Dropbox, teams are advised to start uploading their materials by September 29, 2013.

The Office of New Schools will not accept Tier 2 proposals submitted after 4 p.m on December 3, 2013 To avoid any issues with file uploads, teams are advised to start uploading their materials by December 2, 2013.

Additional details regarding submissions, such as guidelines for proper formatting and file naming, as well as instructions for accessing your Design Team's specific Dropbox folder, can be found at [http://cps.edu/NewSchools/Pages/Process.aspx](http://cps.edu/NewSchools/Pages/Process.aspx).

Additional Information

When developing proposals, applicants should reference several additional documents available on the

The Office of New Schools provides essential resources and updates on their website at [cps.edu/NewSchools/Pages/Process.aspx](http://cps.edu/NewSchools/Pages/Process.aspx) For inquiries related to the RFP, you can reach out via email at newschoolapplicants@cps.edu or contact the Office of New Schools directly at (773) 553-1110.

Important Notes about the 2013 RFP Process

The Office of New Schools plans to post all documents submitted to CPS as part of the Request for

Applicants must submit an electronic version of the RFP with all personal information redacted Only attachments containing redacted personal information are required to be submitted in duplicate The Office will review proposals shortly after they are received.

New Schools will publish a comprehensive list of received proposals on the Office of New Schools' website This list will include details such as the proposed school's name, estimated enrollment capacity, grade levels offered, targeted community (if specified), and any partnering management organizations involved with the operator.

Proposals in their entirety will be posted by the District on the Office of New Schools’ website prior to the Community Meeting in early December

According to the Board's Code of Ethics, 17 charter school operators with agreements with the Board maintain a distinct relationship with it Membership on a charter school operator's governing board presents an inherent conflict of interest for Officials and Employees Consequently, Officials, Employees, and their immediate family members—including Spouses, Domestic Partners, Partners in a Civil Union, or other Household Members—are prohibited from serving on the governing board of a Charter school.

School operator that holds a charter issued by the Board; or (2) A Contract School operator that holds a Contract School agreement issued by the Board

The Board's Code of Ethics includes several provisions that affect employees' participation in charter school development, particularly regarding conflicts arising from secondary employment and representation of other entities in Board proceedings Current Board employees interested in joining a proposed charter school's design team or governing board should reach out to Ethics Advisor Andra Gomberg at agomberg@cps.edu or call 773-553-1312 for guidance.

For questions regarding the 2013 RFP, please email newschoolapplicants@cps.edu or call the Office of

17 Please see http://policy.cps.k12.il.us/download.aspx?ID2

Chicago Public Schools retains the authority to modify policies, requirements, funding, and other aspects outlined in this publication It is important to note that this document is not intended to be considered a contractual agreement.

General Proposal Sections

The Executive Summary should be a stand-alone document that gives a succinct narrative overview of the application It should be no longer than 2 pages and should include the following components:

 Proposed school type and model (if applicable)

 Grades served (first year and at scale)

The five-year enrollment table outlines the number of students in each grade for every year of the initial contract term, as well as the total number of enrolled students for each of those years This data provides a comprehensive overview of student enrollment trends, highlighting fluctuations and growth over the five-year period.

 Mission, vision, educational philosophy, and culture

 Demonstrated capacity to open and manage a high-quality school, including brief explanation of how proposed school type and model will drive success for expected student population

 If applicable, cite the targeted community(ies), the rationale for the proposed community(ies), and high-level overview of community partnerships

Parent and Community Need, Engagement, and Support in Targeted Community

This section offers an overview of the communities targeted for the proposed school, emphasizing the necessity for its establishment It details the engagement efforts with parents and the community that contributed to the proposal's development, highlighting the demonstrated support and partnerships formed Additionally, it outlines a strategic engagement plan to sustain community involvement in the future.

The Design Team actively engaged community stakeholders and parents/guardians in the proposal to establish a new school by conducting multiple outreach activities, including meetings and informational sessions, which were documented with specific dates, locations, and participant numbers Evidence of these efforts is detailed in the proposal narrative and a dedicated Parent and Community Engagement attachment Furthermore, the proposal outlines the significant role of parents and community members in contributing feedback, detailing the methods of input collection and how this feedback was integrated into the proposal to ensure community needs and perspectives are adequately addressed.

Support attachment, list the specific suggestions or input received, and explain whether or not the feedback was incorporated into the design of the proposal If incorporated, please cite how

To enhance Parent and Community Engagement, it is essential to document the notification process for parents, guardians, and community stakeholders regarding the proposal This includes providing examples of written communications that outline how these individuals can share their feedback on the proposed school Additionally, a comprehensive record, such as a table or spreadsheet, should be maintained to track specific feedback received from parents and community members, ensuring transparency and fostering collaboration.

The Design Team has documented how feedback was integrated into the proposal, emphasizing the community's demographics, assets, challenges, and relevant history The proposed school aims to serve a specific population of students, addressing their unique educational needs as identified through evidence and stakeholder input By aligning with the community's expectations and incorporating insights from parents and stakeholders during the engagement process, the proposal demonstrates a commitment to meeting the educational demands of the targeted community.

 If applicable, (e.g in the case of stakeholder survey data), include evidence in a Parent and

Community Engagement and Support attachment

1.2 Evidence of Parent and Community Support in Targeted Community a Evidence of Parent Support in Targeted Community(ies): In the proposal narrative or in the

To effectively gauge community support for the proposed school, it is essential to gather evidence from prospective parents with school-aged children This can include surveys, letters of endorsement, and participation in informational meetings, as outlined in the Answer Manual on pages 2-3 Demonstrating strong parent and community engagement is crucial for the success of the school initiative.

To enhance Parent and Community Engagement and Support, it is essential to showcase evidence of backing for the proposed school from prospective parents Additionally, identifying community and faith-based organizations, influential leaders, cultural institutions, and local businesses that support the initiative within targeted communities is crucial for fostering strong stakeholder engagement.

The Design Team has engaged with community organizations and stakeholders that have committed their support for the school It is essential to present evidence of this support, as outlined on page 3 of the Answer Manual, which provides examples of suitable forms of documentation.

 In a Parent and Community Engagement and Support attachment, please include evidence of community support for the proposed school

1.3 Future Plans for Parent and Community Engagement and Partnerships (Once in

Key community partnerships play a vital role in delivering essential academic and non-academic services to students in the first five years of the school These partnerships will encompass various terms and scopes of service, ensuring that students receive comprehensive support By aligning with the school's mission and vision, these collaborations will enhance educational opportunities and foster student development Management and cultivation of these partnerships will be overseen by designated individuals, ensuring effective communication and collaboration for maximum impact.

The Parent and Community Engagement and Support attachment must include evidence of partner organizations' commitment to the school The Design Team envisions the school as a cornerstone of the community, with the leadership team implementing this vision through various services, resources, programs, and volunteer opportunities for parents and guardians Additionally, the parent and community plan should address any existing community tensions related to the school's opening, ensuring a collaborative and supportive environment for all stakeholders.

Academic Capacity

This section must clearly outline the school's educational plan and showcase the proposed team's capability to ensure academic success for every student Responses should include evidence that the Design Team possesses the expertise to effectively launch and operate a high-quality school, with references to the requested attachments as needed.

The proposed school's mission and vision serve as the foundational elements of the entire proposal, guiding its objectives and aspirations These statements should be consistently reflected throughout all sections of the document Additionally, the educational philosophy of the school should be succinctly articulated, highlighting the core values and beliefs that will shape the learning environment and instructional approaches.

The Design Team's core beliefs emphasize a student-centered approach to education, prioritizing equity, inclusivity, and engagement, which directly shape the school's key program and design components essential for success with the targeted student population Research indicates that such values lead to improved academic outcomes and social-emotional development in similar demographics The envisioned school culture will promote a positive environment characterized by high behavioral and academic expectations, fostering a supportive atmosphere that encourages student growth and achievement By integrating these principles, the school aims to create a thriving community conducive to learning and personal development.

The 2013 Request for Proposals for New Schools emphasizes the importance of fostering students' intellectual, social, and emotional development through supportive systems, traditions, and policies Schools are encouraged to set non-academic goals for students, with clear measurement criteria and responsible parties to monitor school climate To enhance college readiness, schools should implement specific programs and supports that go beyond academics, guiding students through the college application process and tracking their acceptance and persistence rates Additionally, schools must address the social, emotional, and physical health needs of their student population by providing appropriate resources and services, while continuously monitoring individual needs and measuring program effectiveness A comprehensive approach to behavior and safety is essential, detailing the school's discipline strategies, the roles of teachers and administrators, and the communication of behavioral expectations to students and families Furthermore, schools must ensure the rights of students with disabilities are protected during disciplinary actions, upholding due process for all students.

To enhance student success, it is essential to include copies of the school's policies regarding promotion, graduation, and student discipline Additionally, fostering parent involvement is crucial; schools should implement strategies to actively engage parents and caretakers in their children's education and school governance This can include providing programs and resources designed to support parents in their roles, ultimately creating a collaborative environment that benefits students and the school community.

2.2 Design Team Experience and Demonstrated Track Record in Driving Academic

The Design Team, composed of qualified professionals with expertise in education, school leadership, operations, finance, development, and law, plays a crucial role in the successful establishment and management of a new school Each member brings valuable experience and strong connections to the proposed community, ensuring a well-rounded approach to the school's development The team was strategically formed to leverage diverse skills and perspectives, meeting regularly to foster collaboration and innovation in their planning processes.

Design Team member’s contributions to the proposal, and each member’s proposed role in the school

Please cite any advisors or consultants external to the founding group and define their contributions to the development of the proposal, including their relevant experience and qualifications

Include résumés of Design Team members and key contributors to the proposal, clearly labeling each résumé with their affiliation to the proposed school Personal addresses and phone numbers are not required The proposal must showcase the Design Team's academic track record in serving similar student populations, demonstrating a history of success in enhancing academic achievement and growth Alongside the narrative, attach data that supports the Design Team's proven effectiveness, referencing Tables 1-3 on pages 10-12 of the provided documentation.

Manual, for more information on CPS’ expectations for demonstrating a proven track record of success for each different type of Design Team

Existing Chicago operators must adhere to the replication criteria specified in Table 4 of the RFP to be eligible for approval to open new schools or expand grade configurations However, fulfilling these academic criteria does not ensure that additional schools or grades will be approved Operators who fail to meet the outlined requirements are unlikely to receive approval for new school openings.

Existing Chicago operators are welcome to provide any additional quantitative evidence of driving academic achievement and growth on metrics that fall outside of the contractual performance policy

(e.g average student growth on an adaptive test such as NWEA MAP, SCANTRON, Renaissance

Learning’s STAR, etc.) If provided, describe student performance on these metrics Please only provide data in vendor-produced score reports

New operators : Identify members of the Design Team and/or founding Board who have provided academic expertise or who will provide instructional leadership or support at the proposed school

Describe these individuals’ experience and qualifications to implement the proposed educational plan

Provide quantitative evidence of their individual and/or collective track record (if applicable) driving student achievement with similar student populations

Provide demographic data on student populations served at previous schools, including the following

 Free- and reduced-price lunch (FRL)

 African American, Hispanic, Caucasian, Asian American, and other

 Students with Individual Education Plans (IEPs)

 Students in Temporary Living Situations

When discussing the proposed school, it is essential to include the demographics of the Chicago Public Schools (CPS) students within the targeted community, as well as the specific demographics of the intended student population for the new school, especially if they differ from the overall CPS demographics.

Please see Tables 1-3 on pp 10-12 of the Answer Manual for preferred metrics and CPS’ performance criteria for demonstrating a successful track record

 Attach state or district report cards, vendor reports, or other verifiable sources of data demonstrating the academic track record of Design Team members with instructional/academic expertise

National operators must demonstrate that the proposed model has effectively enhanced academic achievement and fostered growth in comparable student populations Additionally, it is essential to showcase that the instructional leaders involved possess relevant experience in implementing this model successfully.

18 For the percent of ELL students, students with IEPs, and Students in Temporary Living Situations, applicants can cite district-wide averages of 16.13%, 12.28%, and 4.2% respectively

In a table or Excel spreadsheet, please provide demographic data on student populations served at each existing school in the network, including the following (%):

 Free- and reduced-price lunch (FRL)

 Students with Individual Education Plans (IEPs)

In the table, include the demographics of CPS students within the targeted community, along with the demographics of the specific student population for the proposed school, if they differ from the overall CPS demographics of that community.

Please see Tables 1-3 on pp 10-12 of the Answer Manual for preferred metrics and CPS’ performance criteria for demonstrating a successful track record

 Attach state or district report cards, vendor reports, or other verifiable sources of data demonstrating the academic track record of all existing campuses

The management organization (MO) must provide a comprehensive list of all previous authorizers, including their contact information, as CPS reserves the right to inquire about the operators’ track records Additionally, the proposed instructional leadership structure must be briefly outlined, ensuring alignment with the school-level organizational chart from Section 2.5.a If school leaders are already identified, the criteria for their selection—encompassing skills, qualifications, and characteristics—should be detailed In cases where school leadership is not yet determined, the criteria for selection, a timeline for identifying leaders, and whether prior leadership experience is necessary must be specified Furthermore, evidence of each proposed leader's success in achieving results with a similar student demographic should be provided, along with information on any relevant school leadership programs or fellowships completed or planned prior to the school’s opening if the leaders lack direct school management experience.

To ensure effective instructional leadership at the proposed school, it is essential to include clearly labeled job descriptions for all staff members These job descriptions will not only outline specific roles and responsibilities but will also fulfill the requirements outlined in Section 2.5.a, addressing both requests comprehensively.

The proposed school will establish clear educational goals and metrics, encompassing academic, non-academic, and mission-specific objectives A detailed table will outline quantifiable targets for the first five years, including assessment scores, attendance rates, and other relevant metrics For high schools, specific goals will focus on graduation rates, leading indicators such as freshman on-track status, college acceptance and persistence rates, and career readiness benchmarks Sample tables illustrating these goals can be found on pages 13-14 of the Answer Manual, providing a framework for effective assessment and achievement tracking.

The team established specific goals tailored to the needs of the school's target population To effectively monitor progress, the school will implement a comprehensive Student Assessment Plan, which will evaluate the performance of individual students, student cohorts, and the overall school using the metrics outlined in Section 2.3.a.

19 For the percent of ELL students, students with IEPs, and Students in Temporary Living Situations, applicants can cite district-wide averages of 16.13%, 12.28%, and 4.2% respectively

Operational Capacity

This section should clearly describe school operations and governance If a management organization

The Management Organization (MO) will offer comprehensive school management services, outlining the collaborative relationship with the proposed school’s board It is essential to present clear evidence showcasing the team's capability to effectively establish and operate a high-quality educational institution Additionally, responses should appropriately reference any requested attachments to support the information provided.

The operational plan for the proposed school outlines the management of non-academic services and sets quantitative metrics and goals for the first five years, ensuring progress is monitored and corrective actions are implemented, with designated oversight A comprehensive start-up plan includes a detailed timeline of activities necessary for a successful school opening, assigning specific responsibilities and deadlines to team members To effectively recruit the targeted student population, strategies will focus on attracting and retaining students with disabilities, those with Individualized Education Plans (IEPs), English Language Learners (ELL), and students in temporary living situations The application, enrollment, and registration procedures will be clearly defined, including requirements for parents and students, a lottery system for oversubscribed applications, and compliance with Charter School Law and Illinois School Code.

Answer Manual for recruitment, application, and enrollment guidelines.)

 Attach copies of application and registration forms d Transportation: Briefly describe how the school will meet the transportation needs of its students, including low-income and at-risk students

• Attach a transportation plan (Note: Please see pp 25-26 of the Answer Manual, which outlines guidelines for submitting a transportation plan that meets the requirements of the Illinois Charter Schools

Law.) e ADA Compliance: The American with Disabilities Act (ADA) and Section 504 of the Rehabilitation

The Act mandates the prohibition of discrimination based on disability and ensures accessibility across all school operations, including employment, facilities, programs, activities, communications, and information technology To achieve ADA compliance, the school will implement specific processes such as regular accessibility audits, staff training on disability awareness, and the establishment of clear communication channels for reporting accessibility issues Additionally, a comprehensive ADA Compliance Table will be maintained to document the school's adherence to these regulations and outline ongoing improvements.

Manual (Note: For additional information on ADA compliance requirements, please see the ADA Guidelines &

Services document located in the Resources Section of the ONS website, http://cps.edu/NewSchools/Pages/Process.aspx )

3.2 Governance Model a Governance Structure: (i) Describe the structure of the governing Board at the proposed school

To support the integration of additional grade configurations or the establishment of a new school/campus, the existing Chicago replicator's Board will undergo structural adaptations, including the formation of specialized committees and advisory councils These entities will play a crucial role in enhancing governance by focusing on specific areas such as curriculum development and financial oversight, with planned membership drawn from diverse stakeholder groups and a clear reporting structure to the governing Board and school leadership The Board will implement robust procedures for ongoing monitoring of academic performance, financial health, and operational efficiency, ensuring accountability and continuous improvement within the school environment.

Board evaluate the performance of the school leader (iv) Specify where and how frequently the Board plans to meet 23

To ensure compliance with application requirements, include proof of filing for 501(c)(3) status if applicable Additionally, submit a detailed organizational chart accompanied by a narrative description that outlines the authority and reporting structure of the school's leadership, management organization, and any advisory bodies, such as parent/teacher councils.

(if applicable) to the governing board Explain the rationale for this proposed structure

To ensure clarity in governance, please provide a detailed organizational chart that outlines the lines of authority and accountability, including the Board, Management Organization (if applicable), and school leadership Additionally, by the time of the Tier 1 proposal submission, it is essential for Design Teams to have selected at least the proposed Board Chair, Vice Chair, and Treasurer Kindly specify who will occupy these positions, along with any other founding Board members identified, and elaborate on their qualifications for serving on a public charter school Board.

• Attach the résumés of any Board members who have already been identified in the appendix

When submitting résumés for the governing board positions, label each as “Governing Board member_[proposed position].” While multiple copies are not necessary, résumés must be provided for the Board Chair, Vice Chair, and Treasurer It is essential to define the desired composition of the governing board, highlighting the key skills and constituencies to be represented For new schools or additional grade levels, outline any new skillsets the Board may seek to acquire and any professional development for current members Charter schools must detail the involvement of parents, professional educators, and the community on the Board Additionally, present a recruitment plan aimed at assembling a governing board with diverse skill sets, particularly those not currently represented, and identify potential relationships that can assist in forming the founding board.

The selection process for board members involves a systematic approach to ensure transparency and integrity, with future appointments following the same rigorous criteria To effectively identify and manage conflicts of interest, the Board will implement a comprehensive framework that includes regular assessments and disclosures It is essential to recognize any existing actual or perceived conflicts among the proposed founding Board members, and the Design Team is committed to addressing these issues proactively to maintain the Board's credibility and trustworthiness.

• Attach a code of ethics that includes a formal conflict of interest policy and specifies procedures for implementing the policy

Charter school Governing Boards in Illinois must adhere to the Illinois Open Meetings Act, ensuring transparency and accountability in their operations For more information, refer to the legislation at the provided link.

Information Act (found at the following link: http://www.ilga.gov/legislation/ilcs/ilcs3.asp?ActID&ChapterID=2)

CPS mandates the presence of at least one proposed founding Board member at the capacity interview It is essential to outline the Design Team's involvement with the founding Board during the school's startup and post-opening phases Additionally, a clear transition plan and timeline should be established as the founding Board evolves.

The Board will implement a comprehensive orientation and ongoing training program for its members, which will include a detailed timeline and specific topics to be covered Additionally, the Board will regularly assess its own effectiveness to ensure continuous improvement and accountability.

For Design Teams that are Proposing to Contract with an MO Only

ONS reserves the right to request additional information regarding the proposed Management Organization (MO) It is essential to discuss the selection criteria and due diligence conducted prior to submitting the proposal, highlighting how the MO's services align with the mission, vision, and goals of the proposed school Additionally, the scope of services should clearly outline the decisions and responsibilities of the MO, including the compensation structure or fees that the proposed school will pay for these services Furthermore, it is important to specify the MO's role in selecting the school leader, the employment structure of the school leader, and the reporting relationship between the school leader and the MO.

Attach a draft Memorandum of Understanding (MO) contract that encompasses all specified terms, including detailed provisions for contract termination with the MO For guidance on the necessary provisions, refer to pages 27-29 of the Answer Manual, which outlines CPS's expectations for the MO contract.

• Attached the following documents for the proposed MO:

 The organization’s three most recent audited financial statements, with the most recent audit report

 The MO’s most recently filed IRS Form 990, Form 1120S, or other federal tax return c Monitoring: Describe how the proposed Board will monitor and evaluate the performance of the

To ensure quality service, the Board will evaluate the Management Organization's (MO) performance through academic, operational, and financial metrics, monitoring these metrics regularly Successful MO performance will be defined by specific benchmarks, and failure to meet these benchmarks will result in predetermined consequences The conditions for contract renewal or termination will be clearly outlined, and the qualifications of the Design Team and proposed Board will be highlighted to ensure accountability to the established educational, operational, and financial goals Additionally, it is important to specify if any schools managed by the MO are currently on fiscal probation and to disclose any instances of contract termination, voluntary school closures, or non-renewals by their authorizer The circumstances surrounding any non-openings experienced by the MO should also be described.

Economic Soundness

This section outlines the financial projections for the proposed school, detailing the additional financial resources required for both start-up and ongoing operations It will also describe the financial control systems in place to ensure effective management Furthermore, a viable facility plan will be articulated, ensuring implementation aligns with the proposed opening date.

To ensure a comprehensive school budget, complete the budget workbook as outlined in the instructions on the first tab Clearly detail all assumptions within the workbook, and if space is limited for any budget line, provide explanations in the budget narrative Note that financial forms lacking assumptions will be deemed incomplete.

(Note: if an existing national operator, please see additional budget requests in Section 5: Existing National

The proposed school must include an Excel version of the complete budget workbook alongside a budget narrative that summarizes the budget's alignment with the school's mission, vision, education plan, and strategic development This narrative should outline how resources will support school priorities, detailing any changes in resource allocation over the first five years Additionally, it should provide revenue and expenditure estimates, with any necessary supplemental explanations for budget line items, avoiding repetition of clearly detailed assumptions in the workbook Furthermore, the development plan should discuss the additional revenue required for financial viability, including the rationale behind these calculations It should also identify existing relationships with potential funders, current interest levels, and contingency plans to address any shortfalls in achieving development goals.

To ensure fiscal soundness and legal compliance for the proposed school, a robust financial monitoring process will be implemented by the Board to receive regular updates on the school's financial position The responsibility for directly managing and overseeing the school's budget will be clearly designated In accordance with Illinois Charter School Law (105 ILCS 5/27A-5(f)), the school will also be required to submit an annual audit of its finances, conducted by an independent contractor, to maintain transparency and accountability.

• Attach a listing of all financial reports generated, including frequency of generation, and responsible party

• If available, attach fiscal policies for the organization

Please note: All applicants are encouraged to identify an independent facility a Facility Plan: Describe the plan to secure an appropriate facility for the school

When proposing an independent school facility, it is essential to include a timeline for acquiring the location and completing necessary renovations to ensure it is ready by the intended opening date Additionally, outline the space requirements critical for the successful implementation of the school, detailing how the proposed site will need to adapt and expand to accommodate future growth.

The proposed school requires detailed space specifications, including square footage, classroom types, and essential amenities to effectively implement the educational model Each proposed site must be thoroughly described, providing the address, current ownership, and prior usage, alongside a CPS-approved Inspecting Architect’s Report and an ADA Compliance Report If the site is not ADA compliant, a remediation plan must be outlined Additionally, documentation such as a Letter of Intent or Memorandum of Understanding is necessary to demonstrate site security, along with a strategy for fulfilling lease or purchase obligations A comprehensive rehabilitation plan must address the architect's recommendations, adhere to building codes, and support the educational program, detailing the scope of work, responsible parties, a project timeline, and a completed Sources and Uses of Funds Report Lastly, a secondary facility's address and description, including ownership and previous use, should also be provided.

After completing all required questions, please review the completeness checklist at the end of the document to ensure your submitted proposal is complete.

Existing Charter Management Organizations (MOs)

Completeness Checklist

Applicants must include all required attachments in their proposal appendix, in addition to answering all necessary questions For detailed guidance on submitting complete proposals, please refer to the submission instructions.

Section I Parent and Community Need, Engagement, and Support in

Targeted Community (Attachments for this section to be compiled in Parent and Community

Parent and Community Engagement and Support Attachment

1.3 Future Plans for Parent and

2.1 Mission, Vision and Culture Policies for promotion, graduation, and student discipline

Resumes of all Design Team Members (labeled with individual’s affiliation with proposed school)

Demographic Data (Note: only new operators and existing national operators):

 Free‐ and reduced‐price lunch

 Students with Individual Education Plans

 CPS student demographics in proposed targeted communities

List of all previous authorizers (Note: only for existing national operators) State or district report cards, vendor reports, or other verifiable sources of data demonstrating academic track record

Job descriptions for instructional leadership team

2.4 Curriculum and Instruction Course scope and sequence by subject for each grade

Curriculum map and/ or pacing plan

Completed ISBE Special Education Certification form

Sample teacher and student schedules

2.5 Talent Management 5-year school staffing model

School-level organizational chart (include lines of authority and reporting)

Comprehensive job descriptions for all positions in staffing plan

Resumes for any identified candidates not serving on the Design Team

3.1 General Operations Application and registration forms

Proof of filing for 501(c) status Comprehensive organizational chart

(including Board, MO, and network and/or school leadership)

Resumes for proposed Board members

3.3 Management Organizations Draft MO contract

(For Design Teams that are

Proposing to Contract with an MO

MO’s three most recent audited financial statements, with the most recent audit report

MO’s most recently filed IRS Form 990,

Form 1120S, or other federal tax return

4.1 School Budget Completed budget workbook in Excel

4.2 Financial Controls Listing of financial reports generated

4.3 Facilities Timeline for securing any proposed facility and completing necessary renovations

Detailed space requirements The address and general description for any proposed independent facilities

Section 5: Existing Management Organizations (MOs)

5.1 Vision and Theory of Change Summary of schools/campuses within

Request for Proposals for New Schools 2013 Elementary School Priority

CPS is highly encouraging operators to submit new school proposals to open in communities that are overcrowded, which include the following:

 Belmont Cragin (North of Grand Ave)

 Chicago Lawn (West of Kedzie Ave.)

 Midway (South of 51 st St.)

 Little Village (West of Western Ave.)

For the RFP, it's important to understand that certain priority communities are part of a larger planning zone as defined by CPS Consequently, the student demographics represent the entire community, rather than just the specific portion highlighted for the RFP.

The Albany Irving geographic area is located on the North Side of the city within the boundaries of West Devon

Avenue, North Rogers Avenue, Edens Expressway, West Lawrence Avenue, North Cicero Avenue, and West

The population, as reported by the 2010 U.S Census, is 50% Hispanic, 29% Caucasian, 14% Asian, and 4%

African American The CPS student population attending schools in the area is 6.4% African American, 7.6%

Asian, 16.9% Caucasian, 65.2% Hispanic, and 3.9% Other 84% of the students are eligible for Free and

Reduced Lunch There are currently 32 schools in Albany‐Irving: 21 elementary schools, 3 middle schools, and 8 high schools

Enrollment and Utilization trends: The current utilization rate of the area is 113%, with ten of its thirty‐ two schools categorized as overcrowded and its two middle schools underutilized

The Ashburn geographic area is located on the Southwest Side of the city within the boundaries of 75th Street, Cicero Avenue, 87th Street, and Damen Avenue

The population of Ashburn, as reported by the 2010 U.S Census, is 46% African American, 37% Hispanic, and

15% Caucasian The CPS student population attending schools in the area is 45.9% African American, 0.1%

Asian, 2.3% Caucasian, 49.8% Hispanic, and 1.8% Other 94% of the students are eligible for Free and

Reduced Lunch There are currently 11 schools in Ashburn: 8 elementary schools and 3 high schools

Enrollment and Utilization trends: The current utilization rate is 98%, with three of its eleven schools categorized as overcrowded and four schools underutilized

BELMONT‐CRAGIN (North of Grand Ave)

Belmont-Cragin is a priority community identified by the CPS, situated on the West Side of Chicago, bordered by West Belmont Avenue and North of Grand Avenue, as highlighted in the accompanying map.

Kenton Avenue, West Grand Avenue, North Harlem Avenue

The population of Belmont‐Cragin, as reported by the 2010 U.S Census, is 79% Hispanic, 15% Caucasian, 3%

African American, and 2% Asian The CPS student population attending schools in the area is 9.3% African

The student demographic consists of 83.1% Hispanic, 4.7% Caucasian, 0.9% Asian, and 2.0% from other backgrounds, with 93% qualifying for free or reduced lunch The district encompasses a total of seventeen schools, which include fourteen elementary schools, one middle school, and two high schools.

Enrollment and Utilization trends: The current utilization rate of the area is 108%, with five of its seventeen schools categorized as overcrowded and three schools underutilized

CHICAGO LAWN (West of Kedzie Ave.)

The CPS priority community of Chicago Lawn, situated on the Southwest Side of Chicago, is defined by its boundaries of West 58th Street and South Kedzie Avenue, as highlighted in the accompanying map.

Avenue, 75th Street, South Cicero Avenue

The population of Chicago Lawn, as reported by the 2010 U.S Census, is 49% African American, 45% Hispanic, and 4% Caucasian The CPS student population attending schools in the area is 70.3% Hispanic, 25.6% African

American, 2.1% Other, 1.5% Caucasian, and 0.5% Asian 93% of the students are eligible for Free and Reduced

Lunch There are currently a total of twelve schools: eleven elementary schools and one high school

Enrollment and Utilization trends: The current utilization rate of the area is 104%, with four of its twelve schools categorized as underutilized and two schools overcrowded

The McKinley Park geographic area is located on the Southwest Side of the city within the boundaries of

59th Street, Stevenson Expressway, and South Halsted Street

The population of McKinley Park, as reported by the 2010 U.S Census, is 65% Hispanic, 17% Caucasian, 16%

Asian, and 2% African American The CPS student population attending schools in the area is 90.6% Hispanic,

The student demographic consists of 4.9% African American, 2.1% Caucasian, 1.4% Asian, and 1.0% from other backgrounds, with 44% qualifying for Free and Reduced Lunch The district includes a total of forty-six schools, comprising thirty-five elementary schools, two middle schools, and nine high schools.

Enrollment and Utilization trends: The current utilization rate of the area is 116%, with fifteen of its forty‐six schools categorized as overcrowded and four schools underutilized

MIDWAY (South of 51st St.)

The CPS priority community of Midway is situated on the Southwest Side of the city, defined by its boundaries of 65th Street, 51st Street, and Harlem Avenue, as highlighted in the accompanying map.

The population of Midway, as reported by the 2010 U.S Census, is 54% Caucasian, 39% Hispanic, 6% African

American, and 1% Asian The CPS student population attending schools in the area is 65.8% Hispanic, 27.0%

Caucasian,5.1% African American,1.5% Other, and 0.6% Asian 78% of the students are eligible for Free and

Reduced Lunch There are currently a total of nine schools: eight elementary schools and one high school

Enrollment and Utilization trends: The current utilization rate of the area is 117%, with four of its nine schools categorized as overcrowded and two schools underutilized

PILSEN – LITTLE VILLAGE (West of Western Ave.)

The CPS priority community of Little Village, specifically the area west of Western Avenue, is situated on the West Side of Chicago, bordered by Cicero Avenue and Ogden Avenue.

Avenue, Western Avenue and the Stevenson Expressway

The population of Pilsen ‐ Little Village, as reported by the 2010 U.S Census, is 83% Hispanic, 13% African

American, and 4% Caucasian The CPS student population attending schools in the area is 93.0% Hispanic,

4.8% African American, 1.2% Other, 0.7% Caucasian, and 0.2% Asian 94% of the students are eligible for

Enrollment and Utilization trends: The current utilization rate of the Pilsen‐Little Village area is 95%, with ten of its thirty‐eight schools categorized as underutilized and six schools overcrowded

The Reed‐Dunning geographic area is located on the Northwest Side of the city within the boundaries of West

Belmont Avenue, North River North, North Austin, West Montrose, North Cumberland, and Dunning

The population of Reed‐Dunning, as reported by the 2010 U.S Census, is 70% Caucasian, 24% Hispanic, 1%

African American, and 1% Asian The CPS student population attending schools in the area is 44.6% Caucasian,

The student demographic comprises 41.0% Hispanic, 5.4% African American, 4.7% Asian, and 4.3% from other backgrounds Notably, 66% of the students qualify for Free and Reduced Lunch The district includes a total of seven schools, consisting of six elementary schools and one high school.

Enrollment and Utilization trends: The current utilization rate of the area is 133%, with four of its seven schools categorized as overcrowded.

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Tiêu đề	Request for Proposals for New Schools
Trường học	Chicago Public Schools
Chuyên ngành	Education
Thể loại	Proposal
Thành phố	Chicago