The Echo

A Chicago school-turnaround program gets results by working with teachers, not against them.


By Dakarai I. Aarons

Talk of “turning around” troubled schools has become synonymous with firing educators, but a nonprofit in the Windy City is drawing attention for bringing success with a different approach.

In 2006, Strategic Learning Initiatives signed a contract with the Chicago public schools to help 10 schools serving grades K-8. More than 95 percent of the schools’ students were from low-income families. Over a decade, the schools had seen new principals, new teachers, new curricula, and professional development initiatives. Despite the changes, nine were on a list to be restructured or closed.

What Strategic Learning did with the struggling schools, using a process called “Focused Instruction,” was “not rocket science,” says the organization’s chief executive officer, John Simmons. But it worked, according to a recent evaluation by the Washington-based American Institutes for Research. And the approach the group took offers some lessons for teachers and school leaders.

The Focused Instruction Process has four main components: shared leadership, targeted professional development, continuous improvement, and parent engagement. It uses an eight-step process designed to make sure that students master skills by providing focused lessons, formative assessments, re-teaching after assessing where each student stands, and a reassessment to measure student progress.

Facilitators in each school have been trained to monitor the fidelity of the process. Teachers and administrators are expected and encouraged to make changes in the implementation in a way that makes sense for their individual schools. Schools have reorganized the day to allow time both for daily mini-lessons on the skill of the week and for “success time,” in which teachers use differentiated instruction to help students make up or enrich their knowledge of previous skills. And each school also has a leadership team, made up of teachers from each grade level, that meets regularly with administrators.


Each week, students learn about a new skill from a list of 13 that are tied to the state test students take each spring. Those skills include understanding the main idea, characterization, interpreting instructions, drawing conclusions, and summarization.

Supporting Teachers

The U.S. Department of Education’s four models for turning around low-achieving schools using federal stimulus money all require the principal to be fired; one callsfor the school to be closed. But John Simmons argues that it’s less expensive, and often more effective, to invest in the people already in the schools. With the right tools, he says, school staffers can produce different results.

In 2007 and 2008, two schools in the network led the city’s 470-some K-8 schools in gains on the Illinois Standards Achievement Test. By Strategic Learning’s definition, five of the 10 schools were “turned around,” meaning state test scores were improving at a rate at least six times faster than before, and school-level leaders agreed with the progress.


Strategic Learning’s work costs about $150,000 per school, per year, with the Chicago school district and the individual schools contributing about 80 percent; the rest comes from foundations and private donors. Reconstituting a school can cost much more, Simmons said, putting the figure at up to $1 million per school over four years.

Before a school could join the network, SLI requires 80 percent of its faculty members to vote to accept it. This buy-in from teachers has been seen as a key to the program’s success.

A turnaround strategy that supports the needs of teachers and principals is one the Chicago Teachers Union could support, said Rosemaria Genova, a spokeswoman for the affiliate of the American Federation of Teachers.

“We spent all this time and money to attract the best and brightest to Chicago, and then they leave,” Ms. Genova said. “You have to have veteran teachers to support the younger teachers who are hired by the principal, given a key and told ‘Go teach.’ They need mentoring and guidance.”

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