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Model Overview

Program Overview

2010
Year Launched
K - 8
Blended Grades
950
Enrolled

Implementation Q & A

When you first implemented blended learning, why did you choose that particular model? (has your model changed? why?)


We went blended for the first time in November 2010 for an extended-day program. We began the program using an outside provider, but quickly switched to managing it ourselves, paying many of our teachers to stay late. During the program, teachers were able to experiment with blended learning in a way that did not feel threatening to their successes during the school day. Over time, teachers learned what they liked about blended learning in the after-school program and what worked well, and they were able to increasingly incorporate those practices during the school day.

What was one of your biggest challenges when going blended, and how did you overcome it?


Our biggest challenge came five or six years ago, when we realized that our Internet bandwidth was insufficient to support our needs. We have roughly 950 students, and when a substantial number of our students were using the Internet simultaneously, the infrastructure could not support everyone. We worked with district administrators for a long time to find a solution and ultimately settled on a particular type of optimization cable, which we were able to use to increase the bandwidth dramatically. We have been fortunate to experience very few issues with device connection since making this change.

What's the one piece of advice you'd give to emerging blended-learning programs?


The same way you would start any new initiative, make sure that you are doing it in order to solve a challenge, not just because blended learning is new or exciting. What is the specific problem that you’re trying to solve? And how is this going to do it?

Select up to two focus areas you feel that you demonstrate leadership in, and tell us why here:


Our greatest strength is our teachers. We are a school in an immigrant community. Fifty percent of our students are bilingual, and ninety-nine percent of our students receive free or reduced lunch. We are one of about thirty CPS schools that have been at the ninetieth percentile for attainment on the NWEA MAP mathematics assessment for five consecutive years. This speaks, above all, to the strength of our teachers. In our fourth and fifth grade math department, we have not had any teacher turnover in thirteen years, and all members of this department are extraordinary teachers who have done an excellent job mobilizing technology in their practice. Research has shown that teachers are the number one factor in predicting a student’s academic growth, and at Chavez we see how great teachers really can work to close the achievement gap.

Program Focus

General

School Partners

SaturdayPlace

Blended Subjects

Math
English Language Arts
Social Studies
Science

School Overview

Chávez is a vibrant, rigorous PK-8 public school located in Chicago's Back of the Yards neighborhood. Chávez serves a predominantly immigrant community, with fifty-percent of students identifying as bilingual and ninety-nice percent qualifying for free or reduced lunch. At Chávez, stakeholders seek to facilitate connected learning experiences; an extended school day and a variety of extracurricular programs help students to connect their experiences in and and beyond school, and to pursue goals that emerge from this interconnection.

Ratings Source: GreatSchools

Community Rating

GreatSchools Rating

6

out of 10

School Contact

Address:
César E. Chávez Multicultural Academic Center
4747 S Marshfield Ave
Chicago, Illinois
60609
United States

Telephone: (773)-535-4600

César E. Chávez Multicultural Academic Center's Website

Demographics

964
Total Students
99%
FRL
50%
ELL

Student Ethnicity

State Test Scores Source: GreatSchools

There are currently no past timeline events for this school.

Blended Program Launched 2010