The election was a referendum on how well Lewis' leadership and the Caucus of Rank and File Educators handled the fall's teacher strike and contract negotiations.

The opposition caucus, Coalition to Save Our Union, charged that Lewis put style and big-picture promises over substance and results.

But many teachers said that Lewis' leadership during the strike, when she went head-to-head with Mayor Rahm Emanuel, proved decisive in their decisions to vote for her.

“You need a force like Karen Lewis to get in the face of the mayor,” said Emily Rosenberg, director of DePaul University's Labor Education Center and a supporter of Lewis. “She can't be bullied.”

As the union's biggest battle yet over school closings drags on, Rosenberg says the election “gives a signal to the whole city that (teachers are) solidly behind her, and that there's going to be a struggle.”

Voting kicked off today, and early results may be released as soon as this evening.

Saunders-Wolffe, a guidance counselor at Jesse Owens Elementary on the Far South Side, is waging an uphill battle to unseat Lewis, harnessing dissatisfaction among many teachers with the latest union contract.

Saunders-Wolffe has also criticized Lewis and the current leadership team for their tactics against the district and City Hall.

“We have to give [teachers] a voice from the table. We can’t just keep screaming from the streets,” Saunders-Wolffe told Catalyst Chicago in March. 

“We have done so many school visits. Teachers are really unhappy with the contract,” said Mary Ellen Sanchez, opposition candidate for recording secretary, who was outside Byrne Elementary in Garfield Ridge this morning. Sanchez teaches 3^rd grade at Byrne.

Candidates on Saunders-Wolffe’s opposition slate, the Coalition to Save Our Union, are pledging to focus more on member services, which they charge have fallen by the wayside as Lewis’ team, the Caucus of Rank and File Educators, focuses on organizing. Organizing is a major component of CORE’s strategy, as Lewis’ team led the CTU through a week-long teachers’ strike last fall, Chicago’s first in 25 years. Immediately after the strike, CORE switched gears to fight school closings through protests and partnerships forged with community and parent groups.

The Coalition also wants to rebuild the union’s bridges with district management, despite a relationship that has grown increasingly bitter in recent years.

At Byrne, teachers enumerated the issues that swayed them to support the Coalition, many of them boiling down to unhappiness with the contract: longer days and hours that the pay raise didn’t make up for, a cut to paid before-school prep time, and an agreement to drop litigation over the contractually promised 4 percent raises that teachers didn’t get during the 2011-2012 school year.

“People were getting scared [because] the strike was too long,” and thus gave in too much at the negotiating table, said librarian Mary Beth Corbin. She also complained that even though the contract ended up including incentives to participate in a wellness plan, and even teachers who are participating are being charged due to bureaucratic snafus.

Scott Worden, Byrne’s special education teacher, said he was undecided but also felt the contract left much to be desired. “With the strike, I don’t think we gained anything,” Worden said. “No matter who’s in charge, we always lose something as teachers. The board’s going to win, because they’re going to sneak something in.”

At Kenwood Academy High School in Hyde Park, many teachers said they supported CORE and cited Lewis’ handling of the strike.

 “I trust the leaders who led us through the strike to carry us through another year,” said science teacher Barbara Richter. Coreen Uhl, another staff member at the school, said Lewis “did a great job representing us during the strike, so I’ll be taking that into account.”

Added history teacher Shannon League: “I don’t think we could have asked for much more. In negotiations, you have to give a little.”

NO FAN OF MAYOR'S PLAN: In an exclusive interview with the Chicago Sun-Times, Cook County Board President Toni Preckwinkle broadly criticized Mayor Rahm Emanuel’s education agenda Thursday, saying the Chicago Public Schools teachers’ strike last year had provided the excuse for a sweeping school-closure plan that “weakens our public schools.”

THE LONG WALK: A Tribune analysis of a database used by CPS to calculate the average distance students affected by school closings will have to travel to their reassigned school next year shows the average walk will be almost twice as far as it is now, increasing from about a third of a mile to nearly six-tenths of a mile.

DERAILING STUDENTS: Nearly 100,000 Chicago Public Schools students would have to find a new way to get to class starting next week, once the CTA shuts down the south end of the Red Line for a major track overhaul. According to the CTA, 98,000 students at 370 CPS schools would be affected by the reconstruction of the Dan Ryan branch of the Red Line, which is set to begin on Sunday. (CBS Chicago)

TURNAROUND CONCERNS: Parents and members of the Chicago Teachers Union stormed the steps outside the Academy of Urban School Leadership’s office Thursday and raised concerns over the Chicago Public Schools’ plan to turnaround six schools at the end of the academic year. CPS wants to fire and replace staff members at Clara Barton Elementary, William W Carter Elementary, Dewey Elementary Academy of Fine Arts, and Isabelle C O'Keeffe Elementary schools on the South Side and Thomas Chalmers Specialty Elementary and Leslie Lewis Elementary schools on the West Side as part of its recent round of school actions. AUSL would take over all six schools. The Chicago Board of Education will vote on the possible turnarounds and other school actions May 22. (Progress Illinois)

PODCASTS FOR POLICYMAKERS: The University of Chicago Consortium on Chicago School Research is debuting a new podcast series, Ed. Research Matters, which will take a closer look at UChicago CCSR research, focusing on the findings that matter most for policymakers and practitioners. In the premiere episode, UChicago CCSR researcher Eliza Moeller, discusses From High School to the Future: The Challenege of Senior Year, released in February.

The only visible signs of change were the front lawns in the neighborhood, now less well-kept than in the past.  Drive through the neighborhood today and you will see men standing on the corner of my block, where they have stood for years. But what you will not see is the blood that has been shed on that same corner, of men and women, young people to old.  Yet the men continue to stand on that corner, where some of their own friends have lost their lives over the years. 

I started searching for answers to these killings in 2008 when my neighbor’s son was killed on that very corner.  My search led me to discover the concept of social-emotional learning and I am eternally grateful. I believe with all of my being that it gives hope to my community and can help stem the tide of violence in my neighborhood and others. 

When my neighbor knocked on my door that fateful morning to let me know that her son had been killed, gunned down one block from our homes, it is hard to explain the depth of my feelings.  When I finally could breathe, what I did was to evaluate myself and how I may have contributed to the senseless killing. I realized that not only didn’t I know my neighbor’s son, who had been killed--but I really didn’t know her or the other eight children she was raising as a single mother. 

Yes, I had spoken to her and her children in passing, but that was on the surface. Why hadn’t I gotten to know them beneath the surface?  I had been too busy with my own family, work, friends, etc., to get to know my neighbors.  How did my block become a killing field, nicknamed ‘Beirut,’ I later learned--and how do we work to stop it?  How did we get here? 

In a sense, I had been asleep.

Now that I was awake, I had to decide what to do next.  All this personal reflection was taking place around the same time our new president, Barack Obama, was elected.  On January 19, 2009 he asked all of us to volunteer for a day.  So I decided to look for an agency or organization my family could spend the day volunteering with, in my community or somewhere on the Southeast Side of Chicago. 

When I checked the website the president’s group had published, not one Southeast Side organization was listed. I cried, because it seemed nobody cared about the children in my neighborhood.  I called up my local park district and asked if I could volunteer. I started going to meetings

Fast-forward to the fall of 2013, when I was introduced to the concept of social-emotional learning and, for the first time, I could see the light at the end of the tunnel.  CASEL, the Collaborative for Academic, Social and Emotional Learning, defines the concept as a process through which children and adults learn how to effectively apply the knowledge, attitudes, and skills necessary to manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.  In an ideal world, social-emotional learning would be a part of every school curriculum in the nation. 

In the quest to stop the killings in our community, my neighbors and I started a movement to have social-emotional learning whole-heartedly implemented in the schools in our community.  In our research, we found that no elementary school in our area teaches social-emotional skills in any measurable way. 

We believe that if children are taught sound decision-making, relationship-building, conflict management and other valuable life skills from pre-school through 12^th grade, more of them will choose to go to college or the work force instead of joining gangs and participating in negative activity that will only land them in jail before they begin their lives. 

Like President Obama has said, “Change will not come if we wait for some other person or if we wait for some other time.  We are the one’s we’ve been waiting for.  We are the change we seek.” 

When I woke up, I realized that I had to actively participate in leading my community out of Beirut. 

Laura Rabb Morgan

Founder and servant leader, South Chicago Block Club Coalition SEL Grassroots Movement

This, according to the lawsuits, is a violation of the American Disabilities Act. More than 5,000 students are enrolled in either the 53 schools slated for closure or the ones set to receive them.

“It takes years to build trust with these children,” says attorney Tom Geoghegan. “All that will be lost or destroyed when we send them to new teachers in new schools.”

One lawsuit asks the judge to force CPS to wait a year so that the district can ease the transition for special education students from one school to another. The other wants a judge to halt the closures, questioning whether CPS will save significant money from closing the schools.

Next Wednesday, the CPS Board of Education will vote on the actions, which would represent the largest district restructuring ever.  The lawsuits ask for an emergency injunction, but Geoghegan says he isn’t requesting a hearing prior to the vote next week.

The lawsuits are being paid for, at least partially, by the Chicago Teachers Union. They were filed on behalf of parents at various schools slated for closure.

In years past, lawsuits have unsuccessfully attempted to block the district from shutting schools. It is a difficult task given that the school code allows districts to open and close schools.

In addition to alleging a violation of ADA, one of the lawsuits adds the allegation that closings are in violation of the Civil Rights Act because they single out “poor and marginalized African American children.” Some 88 percent of the students who stand to be affected by this year’s school closings are black, while they represent only 42 percent of students in CPS, according to the lawsuit.

“Since 2001, CPS has found one excuse or another to close schools attended by African American children,” Geoghegan says. “If you have to save money find some other place to save money. It is time to lay off the kids.”

Geoghegan also represented plaintiffs last year in a lawsuit that alleged racial discrimination in school actions. The lawsuit was dismissed, but is being appealed.

In a prepared statement, CPS CEO Barbara Byrd-Bennett did not address the specific accusations in the lawsuit. She said the lawsuits show that the union leadership is “committed to a status quo that is failing too many of our children. “

"Thousands of children in underutilized schools are being cheated out of the resources they need to succeed,” said Bennett, who has promised extra resources for designated receiving schools. “It's time to give these children the opportunity to attend higher-performing welcoming schools and put them on a path to thrive."

One of the arguments for waiting a year is that CPS put off the decisions until the end of the school year.  Geoghegan points out that usually decisions about school actions are made much earlier in the school year.

This year, Barbara Byrd-Bennett took over CPS in October and promptly asked the state legislature to let her delay the announcement from Dec. 1 to end of March. Because state law calls for 60 days between the announcement and the decision, the vote can’t take place until late May—only a few weeks before the end of school year.

“The late date makes it impossible to conduct the closings without significant disruption to the programs in which these children participate and without adequate provision for the special safety risks faced by children with disabilities,” according to the lawsuit.

Kristine Mayle, a former special education teacher and current financial secretary for the union, says that teachers take time to prepare disabled students for transitions.

“For students with autism and more severe disabilities, for six months, teachers might walk a student over to the classroom and slowly acclimate them to their new class,” she says.

CPS officials still have not said whether the teachers of special education students will follow the students and the students still do not know their teachers for the coming year, according to the lawsuit.

The lawsuit also says that the transition plans around safety lack specificity, which is a particular problem for students with disabilities. The lawsuit points out that several independent hearing officers who reviewed the school closing plans also found problems with the lack of specificity.

“Plantiff children and all children in special education risk even greater harm than children who are not in special education to the extent that they are forced to walk through new, unfamiliar and dangerous neighborhoods, an experience that exacerbates the effects of their condition,” according to the lawsuit.

The other lawsuit charges that the school closings will cause special education students irreparable harm and that it outweighs any financial benefit to the school district. Among other issues, it says that class sizes in receiving schools will be bigger than those in closing schools. Big class sizes hurt special education students more than other students, according to the lawsuit.

Rod Estvan, education organizer for the disability rights group called Access Living, noted that it might be hard for attorneys to prove their case, even if it might have merit.

Estvan has been attending a CPS subcommittee on school actions and says CPS officials are methodically going through a checklist of steps to make sure they can defend the treatment of special education students. While he is not sure of the quality of what they are doing, Estvan says CPS will be able to show they are making an effort.

Yet he notes if CPS lawyers bring generic plans to the federal judge they may have problems. The independent hearing officers launched into CPS for providing general material.

“What they brought to the hearing officers was pathetic,” he says.

CPS officials tried to veer away from that discussion, as parents intuitively believe that smaller class sizes are better. Yet it is clear that larger class sizes will be one impact of closing schools that the district considers underutilized. Adding a student or two to classes in receiving schools frees up money, since fewer teachers will be needed and teacher salaries are the district’s biggest expense.

Though the capital cost savings for school closings are unclear and CPS has lowered its initial savings estimates on that front, officials have also estimated that increasing class sizes by just one student would save as much as $26 million per year.  

Wendy Katten, the board president of Raise Your Hand, says that allowing class sizes to go up is the opposite of what most people want. Katten’s organization was started after former CEO Ron Huberman threated to raise class sizes to 35 students to close a budget deficit.

“Parents and teachers, people who are actually in the schools, know class size matters.[Class sizes going up] is certainly not what the stakeholders want,” Katten says.

Research suggests that class size does not have a major impact on achievement unless classes are 15 students or smaller. But the issue resonates with many teachers and parents, who note that classes in some schools are routinely 30 to 40 students, above the district’s own guidelines. They point out that suburban and elite private schools have much lower class sizes, especially in the lower grades.

After CPS leaders took pains to counter Raise Your Hand’s criticism, Catalyst Chicago asked CPS for class size data in December 2012 and then submitted a Freedom of Information Act request for the data in February. The information was provided in late April and shows that:

• Schools that are underutilized according to the district’s formula have, on average, two fewer students than in schools deemed to be at capacity. Only 4 percent of classrooms in closing schools are above recommended class sizes and 12 percent of classrooms in underutilized schools.

• About 850-more than 25 percent-of primary classrooms have more than 28 students, the amount recommended under the district’s contract with the teachers union.  Class size has the most impact on young students, according to research.

• Another 713 3^rd thru 8^th-grade classes have more than 31 students.

• CPS officials have emphasized that closing schools will help get rid of split-grade classrooms, which are viewed as bad because teachers must teach to a wider range of ability levels. Schools slated for closure do have significantly more split-grade classes than other schools—but even in these schools, split grades are only 14 percent of the total.

Katten notes that in a lot of schools that are slated to close, the principal is using discretionary funds to keep class size low. Yet when schools are combined, it will be more difficult for principals to find the space to spread classes out, she says.

Making choices

The issue of class size is constantly mentioned at rallies and marches against the planned closings. Margaret Cooley, at a march with her grandson from Overton to Mollison on Tuesday, says CPS “just wants to put them all in there and bunch them up.”

CPS spokeswoman Becky Carroll says that principals often choose to add a student or two over the limit to classes, and that board policy only provides guidelines.

Carroll says it is “simply not true” that closing schools will lead to a larger number of over-sized classes.

“Principals will make decisions around class size that they believe are in the best interest of their students,” Carroll says. “All welcoming schools, which are also underutilized, will be within their appropriate utilization range.”

Kristine Mayle from the CTU says principals have a “false” choice. Sometimes they decide to increase class size by one or two students so they can hire a full-time art or music teacher.

“They are supposed to do what is best for students and sometimes that means hiring an extra security guard because they are in an unsafe neighborhood,” Mayle says.

The union has a committee to which teachers in overcrowded classrooms can complain, but Mayle says it has limited staff to investigate and limited access to resources to provide the teacher with relief.

“We are not talking about a kindergarten teacher with 29 students, but rather the one with 40 students,” she says.

At the same time CPS is closing a record number of schools, it also is implementing per-pupil budgeting in which schools get a set amount of money per student, rather than budgets allocated based on the number of teachers needed in a school. That also could have an impact on class size, Mayle says.

“Principals will have an incentive to pack students in,” she says.

Contributing: Linda Lutton (Chicago Public Radio-WBEZ)

Attached is an Excel spreadsheet with class size data, provided by CPS. It is from the 20th day of school. It includes information about which schools are slated to close and which ones slated to receive them.

The switch happened not just to me, but to 67 other juniors in my school who were told we did not have enough credits. However, in my case and many others, we had between 11 and 14.5 credits, which is enough to be a junior and qualify to take the test. Some students did not have enough credits to be juniors in the first place, but that still does not explain why they were promoted to junior year in the fall and then demoted to sophomore status right before the Prairie State test.

Under so much pressure to raise its Prairie State test scores, the administration tried to take advantage of the promotion policy and demote a third of the junior class, just to keep us from taking the test and bringing down the school’s scores. I was having challenges at school but the last thing I would have expected is that my school system would demote me instead of supporting me.

This is not what school systems are supposed to do to students. They are supposed to provide extra support to students like me who don’t do well on tests or who might fall behind. But instead, they tried to make us disappear.

I care about my education. I want to go to college and to study music engineering. But when the future of a school rests on its test scores, students like me get demoted or pushed out. That’s why I joined the more than 100 juniors who boycotted the second day of the PSAE. We boycotted school, and the test, to send a message to Mayor Rahm Emanuel: School closings and student push-out, driven by high-stakes testing, must end.

Many adults disagreed with us, including CEO Barbara Byrd-Bennett. Byrd-Bennett even tried to threaten and intimidate us, sending out a parent letter that insinuated that students who didn’t take the test on Wednesday would not be promoted to senior year.

This was a scare tactic that seemed designed to mislead parents. It did not give any information about the state-required make-up test in May or the established CPS practice of promoting juniors who sit for just one of the two days of the test. And what CPS didn’t realize was that these threats had actually already happened to me. CPS was threatening to withhold our promotion to senior year, but I had already been demoted in March as a direct result of Mayor Emanuel’s pressure on schools to raise test scores or face closure.

When these scare tactics did not prevent us from boycotting, CEO Byrd-Bennett scolded us, saying that “the only place that students should be during the school day is in the classroom with their teachers getting the education they need to be successful in life.” I agree with this statement, but does Mayor Emanuel? CPS pressure on schools to raise test scores actually leads to students getting pushed out of school. Many of the juniors who were demoted at my school started talking about dropping out because it was such a discouraging experience.

If CEO Byrd-Bennett and her boss, Mayor Emanuel, actually want every student to receive a good education every day, they should limit high-stakes tests, not use them to justify school closings in mainly African-American communities. The announcement that they are ending just one of a number of CPS tests given to kindergarteners is like the promise to give air-conditioning to students whose schools get closed. It’s a token effort given to us in the hopes that we will go away.

We want our boycott to be a wake-up call to Mayor Emanuel and CPS. We demand and end to testing-driven school closings, under-resourced schools, and student push-out. And we’re not going away.

Timothy Anderson is a student leader with Chicago Students Organizing to Save Our Schools (CSOSOS) and Voices of Youth in Chicago Education (VOYCE).

Speaking on background, the officials said that the hearing officers--who concluded that CPS did not comply with state law and therefore should not close the schools--either did not understand or over-stepped their role.

Of 54 schools, hearing officers concluded that the following should not be closed: Buckingham Special Education Center, Calhoun, Delano, King, Mahalia Jackson, Manierre, Mayo, Morgan, Overton, Williams Elementary and Williams Middle School. In addition, a hearing officer said the closures of Stockton and Stewart should be delayed and that Bowen High School should not be forced to co-locate with a new Noble Street Charter School.

The hearing officers’ findings are not binding.

In a statement released later Tuesday, CEO Barbara Byrd-Bennett said that the reports will be considered by Board of Education members. The board is set vote on proposals to close 54 schools and co-locate another 11 at their May 22 meeting. If approved, this will be the largest restructuring of a major urban school district ever.

“We are grateful for the work and dedication hearing officers have brought to this process,” Byrd-Bennett said in her statement.

Hope for opponents, but no guarantee

Given that the opinions were written by well-respected former judges, the reports could give new fodder to closing opponents and may bear weight on board members’ votes.  

CPS officials note that in the vast majority of cases, hearing officers simply concluded that CPS complied with the law. But the officers in other cases listened to impassioned pleas from teachers, parents, principals, aldermen and state lawmakers, and issued reports that indicated they understood their concerns.

Otis Taylor, principal of Buckingham Special Education School, says he didn’t know what to expect when he went to the hearing. He and parents told the hearing officer that the commute is too long from Buckingham, on the far South Side, to Montefiore School on the Near West Side. 

The hearing officer agreed, saying that the CEO “failed to consider pertinent information on the safety impact that the long commute will have on Buckingham students.” 

Taylor says the finding gives him hope. “I am glad it came out like that and I am optimistic.”

As is the case with Buckingham, in most scenarios the officers opposed a closing because they did not think the district had made sufficient transition plans that addressed academic or safety concerns.

CPS spokeswoman Becky Carroll says the district was only required to provide a draft transition plan—which, as drafts, are works in progress and won’t be complete until mid-June. She added it was not up to the hearing officers to comment on the quality or feasibility of the plan.

But many of them did just that.

“Generalities and vague promises”

Hearing officer Paddy McNamara notes that “it cannot be emphasized enough how concerned the Manierre parents are about their children’s and their own safety if Jenner and Manierre are merged into one school.” The two Near North Side schools are such deep rivals that the basketball league realigned so that they don’t play each other, according to the testimony.

She decided “that CPS violated its own guidelines by failing to consider the unique circumstances of Manierre.”

Regarding plans for the closing of Morgan Elementary, hearing officer David Coar noted two deficiencies. First, the transition plan did not adequately answer the question of whether Ryder, set to receive Morgan’s students, could meet the need of special education students. Second, CPS did not tell parents enough about how safety concerns would be addressed.

“The safety of the youngest and most vulnerable children in the school system is a very serious thing, not to be addressed with generalities and vague promises,” wrote Coar, a former federal judge. “Violence is a fact in the city of Chicago and in the neighborhoods involved in this school closing in particular.”

Hearing officer Charles Winkler echoed these concerns. However, instead of opposing the closure of Stockton and Stewart, he suggested that CPS wait until the 2014-2015 school year.

Then, he asks these probing questions: “Will an understaffed Chicago Police Department be able to provide enough officers to assist the Stewart children? Will CPS hire a private security company to furnish properly trained personnel? Is there really enough time to get everyone up to speed so the 14,400 children from the closing schools are provided safe passage?”

Carroll says the school district is still working with the Chicago Police Department to firm up plans. However, the transition plans rely on what are called “safe passage workers” to make sure students get from school to home. Safe passage workers are adults from the community who stand on corners and watch students as they walk home, calling the police if they spot trouble.

Academic quality

Other hearing officers cited academic concerns. In the past, most displaced students have landed at schools that are not much better than the schools that closed.

One current proposal involves Overton and Mollison, both of which are Level 3 schools, the lowest possible rating given by CPS. Overton is slated to close, with its students sent to Mollison.

Byrd-Bennett’s guidelines say that if two schools have the same rating, the district can still consolidate, as long as the receiving school outperforms the closing school on four of the performance criteria established by the district. The performance criteria include ISAT scores and measures of academic growth, as well as attendance.

Under those guidelines, Overton qualifies to be consolidated into Mollison. Hearing officer Carl McCormick does not dispute that, but he does point out that the guidelines don’t lead to the ultimate goal—a better education for the students who are displaced.

“We must ask, is it relevant or significant that the higher-performing school is rated in the lowest academic level and is on probation?” wrote McCormick, a former Cook County Circuit Court Judge. “This is tantamount, using a food metaphor, to the promise of an omelet with a crisp waffle. Then what is actually delivered is broken eggs, whose contents are oozing out, and a burnt pancake.”

Rather than addressing McCormick’s concerns, in a formal written response, CPS’ General Counsel James Bebley wrote “the Hearing Officer substituted his judgment for the CEO’s in applying a different standard to higher-performing schools than the one expressed in the guidelines.”