The Chicago Equity-Centered Innovation Forum (CEIF) is a partnership between Education Systems Center and Chicago Public Schools aimed at supporting innovative models for addressing systemic inequities such as student-centered personalized instruction, competency-based approaches, and performance assessments. CEIF works to identify, support, and amplify models that are unlikely to emerge from schools making more incremental changes. It provides space for innovators in Chicago high schools and high schools across the state to share best practices and strategize toward solutions, gain support and guidance from national experts, and investigate implementation models from other Illinois districts and other states. CEIF is open to educators from Chicago Public Schools as well as districts across Illinois.
CEIF Resource Hub
CEIF Webinars and Blogs
The CEIF kick-off on May 27, 2021, explored options for extended learning using competency concepts as a more equitable strategy for credit recovery.
In collaboration with leaders of Chicago Public Schools, school leaders of competency-based education (CBE) pilot schools, and other interested stakeholders, EdSystems will support the implementation of innovative instructional models as strategies for dismantling systemic inequities in traditional educational approaches.
Announcing A Framework and Resources for Measuring Student Needs and Development During Remote and Blended Learning
As schools across Illinois continue to navigate the impact of the COVID-19 pandemic, the EdSystems team is pleased to share a new resource for guiding the development of information gathering systems in remote and blended learning environments.
Shifts Happen: Covid-19 “Disruptions” Can Offer New Opportunities for Moving Toward Personalization and Competency-Based Approaches
Covid-19 “disruptions” can offer new opportunities for moving toward personalization and competency-based approaches.
It’s Time to Elevate the Leadership of Our Competency-Based Education Districts in the Shift to Remote Learning
Learn more about the need to elevate competency-based education districts with the shift to remote learning.
Chicago Public Schools CBE Pilot Sites
|Approval year||High school||Initial pilot students||Scope of Initial implementation|
|2018||Benito Juarez Community Academy||Grades 9-12||All courses school-wide|
|2018||Consuella B. York High School||Ages 18-21, selected cohort||All courses provided to student cohort|
|2018||Gwendolyn Brooks||Grades 7-12||Math, Science, English and Academic Center High School Courses|
|2018||Lindblom||Grades 7-12||CTE courses|
|2018||Payton||Grades 9-12||All courses school-wide|
|2018||Southside Occupational High school||Ages 16-21||All courses school-wide|
|2019||Curie High School||Grades 9-12||World Language courses|
|2019||Disney II High School||Grades 7-11||All core courses provided|
|2019||Northside College Prep||Grade 9 opt-in cohort||All courses provided to student cohort|
|2019||Phoenix Stem Military Academy||Grade 9 opt-in cohort||English provided to student cohort|
|NA||Hyde Park Academy||Grades 9-12||All courses school-wide|
Relevant Publications and Articles
Continued Progress: Promising Evidence on Personalized Learning from RAND
Achievement findings indicate that compared to peers, students in schools using personalized learning practices are making greater progress over the course of two school years and that those students who started out behind are catching up to perform at or above national averages. The study finds that teachers at most schools were using data to understand student progress and make instructional decisions, all schools offered time for individual academic support, and the use of technology for personalization was widespread. However, some strategies, such as competency-based progression, were less common and more challenging to implement.
Crowdsourced Data Supporting Student-Centered Learning from Students at the Center
As the number of schools, districts and states committed to student-centered, personalized learning practices grows, so does the evidence base. On this page, you’ll find an evolving library of data points that describe the impacts of student-centered and competency-based approaches on student learning and other key outcomes. The findings are searchable and are sourced from research studies, external evaluations and evidence collected directly by schools, districts and states using student-centered and personalized learning approaches.
How States are Rethinking Instructional Time and Attendance Policies in the COVID-19 Era from KnowledgeWorks
States have begun to remove the barriers of seat time through legislation, guidance, or changes to state code over the past year. They are rethinking seat time using a variety of strategies ranging from providing additional waiver opportunities to individual schools and districts to rethinking the state’s very definition of hours of instruction. These examples help states begin to consider policy changes that provide schools greater flexibility to design student-centered and resilient education systems.
Knowledge in Action Efficacy Study Over Two Years from USC Dornsife Center for Economic and Social Research
Because only scores of 3 or higher out of 5 on Advanced Placement exams can translate into college credit, schools often worry that without lectures and textbooks, teachers won’t be able to cover the breadth of the curriculum and students won’t be prepared for the high-stakes tests. This approach to instruction is a missed opportunity, write contributors Anna Rosefsky Saavedra and Amie Rapaport. They recently conducted the first-ever randomized controlled trial evaluation of project-based learning in an AP setting, compared to business-as-usual lectures, in five of the nation’s largest, predominantly urban school districts, four of which have a majority of Black and Hispanic students and three of which serve a majority of students from low-income households. The result: More AP U.S. Government and AP Environmental Science students would be eligible to earn college credit using PBL than a regular AP classroom approach.
Niemi: CASEL Is Updating the Most Widely Recognized Definition of Social-Emotional Learning. Here’s Why from Karen Niemi, CEO of CASEL
As the creators of the most widely cited SEL definitions, CASEL saw a need to clarify what’s necessary to achieve the vision of SEL for all educators, adults, and young people. They updated their definition and framework to pay close attention to how SEL affirms the identities, strengths and experiences of all children, including those who have been marginalized in our education systems.
Organizations that Support Innovative Education Models
Aurora Institute – A New Dawn for Every Learner
The Aurora Institute’s mission is to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all.
Great Schools Partnership
The Great Schools Partnership is a nonprofit school-support organization working to redesign public education and improve learning for all students at all levels of the education system. The Great Schools Partnership provides school and district coaching, professional development, and technical assistance to educators, schools, districts, organizations, and government agencies.