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AAmid the myriad changes affecting our world, we find ourselves teetering on the brink. Confidence levels fluctuate on a daily, if not hourly basis. We, as adults, are unsure about where to turn and how to fix “it”—whatever the “it” is in our lives that needs the fixing. If the adults struggle with these prevalent feelings, what are our students feeling—the youngest members of our families, neighborhoods, and cities? The need for control, consistency and structure is at an all-time high, especially for these young people.

At Chicago International we continue to work within these environs to bring structure to our students and along the way create learning communities that are challenging and open for discussion. We want to hear from our students because we learn with and from our students on a daily basis. One goal of Chicago International is to remove the traditional attitude toward education and achievement testing. A teacher must know how a student performs to differentiate the instruction to support and challenge each student as needed.

As you will see in this annual report, we track achievement and place high expectations on our students and teachers to excel. The accountability system highlighted in this edition of FocalPoint has enabled Chicago International to better inform all parties in the education process: students, teachers, parents, campus, EMO & CICS administrators, as well as the Chicago International Board of Directors. Armed with the data, each level is equipped with the information needed to make the best decision in a timely fashion. The overarching impact manifests in the overall success measures shared in this section.

In addition to student achievement, Chicago International is a sound fiscal organization. Economies of scale have allowed CICS to offer high-quality educational options to traditionally underserved communities from day one of a school start-up. Chicago International manages twelve neighborhood campuses, each with a sense of community and connectedness. Additionally, the size and scope of the organization is leveraged on behalf of the students and the school community. A component of this is the management of the school’s facilities. Chicago International owns five of the twelve campuses and has long-term leases for the remaining seven sites. The portfolio allows CICS to better utilize the facility funds for capital improvements to ensure safe, secure, and education-focused buildings.

As we embark on the 2008–2009 school year, Chicago International has grown to a $63 million organization. Noted in this report is a breakdown of the expected revenues and anticipated expenses for FY09. At the time of publication, the FY08 Audited Financials were not completed. If you are interested in reviewing that report, please send an email to rjmcmahon@chicagointl.org to request either a pdf version of the audit or a hard copy. If interested in a hard copy, please include your mailing address.

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Revenue (% of total) Projected Surplus=$252,995

Expenses (% of total)

per capita tota

l $6

3,9

43

,76

4SGSA

special education funds

private grants

other pass through funds

direct student

facilities & occupancy

administration

tota

l $6

3,6

90

,76

9debt service

depreciation

salaries & benefits

no child left behind (title 1)

com

mu

nit

y

sch

oo

ls

inte

rest

in

com

eoperating surplus (projected)

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Chicago International Charter School has set the goal of closing the achievement gap in five years. This goal is defined and fits within the mission by increasing our student performance, so that the average CICS student is performing at or above the level of their peers nationally. Throughout CICS, assessment tools have been chosen to allow educators to best meet the needs of our students and ensure their growth in the educational process.

Chicago International Grades K-2The 2007–2008 school year was the first in which Chicago International used the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The assessments are used to individually monitor students’ progress in measures of early literacy development in grades K-2. Depending upon the student’s age/performance level, he or she may be tested, or “progress monitored”, as often as each week or every two to three months. The highest level of achievement is the “benchmark” category.

Approximately 67% of students are scoring in the “benchmark” category in May 2008, a six percentage point increase from January 2008 and an indication that CICS is preparing our students for success in literacy.

Chicago International Grades 3-8CICS has adopted the Northwestern Evaluation Association- Measures of Academic Progress (NWEA-MAPs) to aid in increasing student performance on the elementary campus level. At the close of the second year in this process, CICS is closing the gap faster than initially anticipated. At the close of year two, seventh grade has closed the achievement gap in both reading and math, and grade eight has closed the gap in reading.

All grade levels in math and reading have exceeded the growth targets set by NWEA and thereby have positive growth indices. In math, three of six grade levels have achieved growth greater than 90% of schools nationally. In reading, four of six grade levels have achieved growth greater than 89% of schools nationally.

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Chicago International Charter School campuses have also increased the percentage of students who meet and/or exceed state standards on the Illinois State Achievement Test (ISAT) from 2007 to 2008 in reading on all campuses and in math on five of eight campuses. Campuses with the percentage of students meeting and/or exceeding benchmark greater than both Chicago Public School and Chicago Charter School averages in both reading and math are CICS Bucktown, Longwood, and West Belden campuses. (Bar chart below.)

Chicago International Grades 9-12 CICS has used the ACT’s Educational Planning and Assessment System (EPAS) to monitor student growth throughout high school as well as ensure our students are college-ready. Chicago International has seen exceptional growth from 9th to 12th grades using the EPAS. This contributed to a successful four-year graduation rate of 97% of seniors in the class of 2008, with an 82% college acceptance rate.

Chicago International class of 2009 has an ACT composite score average of 19.0. CICS Northtown ACT composite scores ranged from 13-30, with an average composite score of 19.7. CICS Longwood ACT composite scores ranged from 13–25, with an average composite score of 17.9.

Illinois State Achievement Test 2008 Percentages of Students Who Meet/Exceed State Standards

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One of the many challenges Chicago International faces as an organization is facilities. Each of the CICS campuses are housed in independent parochial school sites either owned or leased by Chicago International. There is good news and bad news as it pertains to the facilities that currently house the twelve Chicago International campuses: the good news is that the facilities are built like fortresses; the bad news is that the facilities are built like fortresses! In order to keep these solid, old fortresses functioning and productive, CICS strategically plans for capital repairs and improvements across the network. Some of the work requires immediate attention, while the majority is planned for and accomplished over the summer.

This past summer was especially productive, if not glamorous. The capital improvements are rarely exciting, but it is extremely important to keep the buildings functioning at a high level for our students and teachers. The major summer projects included the following:

roof repairs and tuck pointing on eight campuses•asbestos abatement on three campuses•exterior window repairs and replacements on •three campusesnew floors installed on four campuses•electrical upgrades on six campuses•painting and wall patching on five campuses•exterior lighting upgraded on four campuses•emergency exit lights upgraded/replaced on •six campuses

Additionally, one time projects on individual campuses included:

sidewalk replacement•wireless access added throughout the building•s• inks replaced in bathroomsexterior doors replaced•windows on classroom doors replaced •with fire-rated glass new water fountain installed•cafeteria egress completed•boiler repair/replacement•window roller shades added•

Chicago International is grateful to the Circle of Service Foundation for supporting the facility work outlined above.

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Fiscal Year 2008 Funding Partners:

On behalf of the 7,500 students, their families and the 600 educators who constitute Chicago International, the Board of Directors wish to extend their deepest gratitude to these individuals and organizations for their continued support of our mission. These gifts truly make a difference in the lives of thousands of Chicago’s youth and adults on a daily basis.

Bill & Melinda Gates FoundationCharter School Growth FundCircle of Service FoundationArie and Ida Crown MemorialJudd EnterprisesRenaissance Schools FundWalton Family FoundationDavid ChizewerViolet ClarkPaul & Mary FinneganJohn Gates, Jr.Gorter Family FoundationCatherine GottfredTom HaydenCraig HendersonGerald JenkinsVivian LeeJordan MoranusTom NiemanGerald & Marsha OsherMichael RobbinsLaura Thonn

As this issue of FocalPoint covers accountability, we felt it was necessary to highlight the Charter School Growth Fund (CSGF) as our funding partner. The CSGF is a social venture investment fund founded in 2005 to significantly increase the capacity of proven education entrepreneurs to serve more children. By providing financial resources and strategic expertise, CSGF enables some of the nation’s most innovative entrepreneurs to build scalable, self-sufficient schooling organizations that provide quality educational options to thousands of underserved families in diverse communities.

The mission of the Charter School Growth Fund is to make value-added grants and loans for the development and expansion of high-quality charter management and support organizations.

Chicago International sought out the support of CSGF to build administrative capacity and create our accountability system. Throughout the process, the two organizations have worked closely together in creating a fruitful relationship that is mutually beneficial, but more important has positively affected the 7,500 current CICS students as well as the future CICS students. The funding is a multi-year loan to grant arrangement.

The loan becomes a grant over time as Chicago International hits annual milestones developed in tandem with CSGF in 2006. These milestones cover the following seven areas: student achievement, assessment & accountability, EMO & campus operations, compliance & human resources, finance and program resources. The reports are reviewed annually and if the predetermined targets are made, then the debt is forgiven incrementally over several years.

This unique funding relationship has helped Chicago International remain focused on the tasks at hand while keeping an eye on our strategic plan and long-term viability.

Funder Profile: Charter School Growth Fund

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ANNUAL REPORT CONTRIBUTORS

R.J. McMahon Christine Poindexter