Consuella B. York Alternative High School History
In 1969, the Illinois State Legislature combined the Cook County Jail and the Chicago House of Corrections under one new authority, the Cook County Department of Corrections. The Chicago Board of Education unified the Cook County Jail School and the House of Corrections School in 1971, these two schools were completely separate entities with long, interesting histories.
The House of Corrections School began in 1894. It was called the John Worthy School. The Chicago Board of Education provided four teachers to work with the young offenders. The John Worthy School was closed in 1915 when the young boys were transferred to a juvenile school in Riverside. The House of Corrections then set upon a new educational program. Young offenders (16-21) were assigned to the toy department where they would build and paint toys to be sold. Those not interested in the toy shop were taught how to transcribe books into Braille, which were distributed by the Red Cross. In 1930, the Chicago Board of Education reassigned a teacher to the school, and younger prisoners began attending daily academic classes. When World War II ended in 1945, two additional teachers were assigned to the House of Corrections School. By 1971, the staff had increased to 15.
The first Cook County Jail School began on March 10, 1924. It was located in the Cook County Jail Building on West Hubbard Street and was staffed by one Chicago Board of Education teacher. In 1929 when the present Cook County Jail Building was erected and occupied, the Board of Education supplied three additional teachers. Classes were held in the detainees’ living quarters where teachers were required to conduct lessons in cells and day rooms.
In 1938, the Chief Judge of the Criminal Courts developed an alternative for young first offenders. In return for pleading guilty to a lesser charge (a misdemeanor), the young men could serve their sentences at the Cook County Jail. This prevented them from coming in contact with hardened criminals in the state prison system. The young men were allowed to serve their sentences in the jail with the stipulation that they enroll in school. The Board of Education provided four more teachers to the school for a total of eight instructors (5 academic and 3 shop teachers.) The sentenced inmate school program had to be phased out in 1956 because the severely overcrowded prison population placed too great a demand on the facilities. At that time, Sheriff Joesph Lohman, an ex-school teacher, realized the inadequacies of carrying on an educational program with no classrooms. He then converted an old unused dining room into four classrooms’ and a testing office. This allowed the academic teachers to conduct classes away from the detainees’ living quarters. With the expansion of the jail in 1960 and the increasing jail population, the school staff was increased to thirteen teachers.
On April 14, 1971, the General Superintendent of Schools recommended that the Cook County Jail School and the House of Corrections School be considered one distinct school with one principal. Mr. Lawrence Jefferson became the first principal of the new Cook Country Jail School in January 1972. In 1994, the school’s name was changed to the Cook County Department of Corrections Alternative High School.
In 1992, class action lawsuit was filed by the Legal Assistance Foundation and the Northwestern Legal Clinic against the Chicago Public Schools, the Cook County Department of Corrections and the Illinois State Board of Education to ensure the right to an education for all detainees at the Cook County Department of Corrections, between the ages of 17 to 21. In 1995, all parties agreed to settle the case. It is because of the Donnell C. Settlement Agreement that young men and women detained at the Cook County Jail are provided with an opportunity to continue their education while incarcerated.
In November 1998, the school officially changes its name to honor a women who dedicated her life to loving, helping, and serving other. From 1975 until her death in 1995, Reverend Consuella B. York, affectionately known as Mother York, served at the Cook County Department of Corrections for over forty years in the capacity of Supervisory Chaplain. Throughout her lifetime, Reverend Mother York was awarded numerous awards and honors, among them: Chaplain of the Year Award, Chicago Bible Society’s Gutenberg Award, Dr. Martin Luther King, Jr. Living the Dream Award and an Honorary Doctorate of Divinity. Reverend Mother York was also featured on ABC’s 20/20 television news show, in 1989.
Shortly after the name change, in 2001 the school became accredited by the Illinois State Board of Education certifying all completed coursework as transferable and qualifiable to count toward a high school diploma. York held its first graduation in 2002 and has since graduated over 500 students, as well as assisted more than 1,700 students with remaining on target to graduate from high school or with transferring from York into a school in the community.
In 2003, a transition program was organized to assist students with enrolling in school, obtaining social services, and applying for employment. The school's evolving transition planning process currently prepares students for a successful return to the community beginning day one of their enrollment at York. Customs for transition include: garnering all available school records for students; individualizing student interviews; assisting students with setting both short and long term educational goals; and supporting students with school persistence while they are incarcerated and school re-enrollment upon their release from the jail. Over the past three years, the protocols for student transition have yielded significant improvements in student stability (rate in which incarcerated students remain in school) and school re-engagement (rate in which students who are released back into the community re-enroll in school).
With accreditation from the Illinois State Board of Education, the school's curricula was structured to include alignment with State and District goals. Today the school's curricula boast Common Core alignment with heavy emphasis on literacy and the Standards of Mathematical Practices for all students, including those with disabilities.
In addition to the full gamut of core courses, York students are also privy to a full Arts, World Language and Technology curricula. Through the use of technology, students are afforded a blended learning experience which includes: the use and implementation of personalized learning; digital text; adaptive, computer-based assessments; on-line learning; differentiated course material; and work-interest inventories that help students determine their career paths.
In 2012, we initiated a block schedule that would afford students opportunities to focus on fewer classes at a time, while earning credit towards their high school completion at a quicker rate. Incorporating a block schedule proved to be beneficial for more time at skill building, and increased students' chances of completing graduation requirements before aging out of the high school program.
After the implementation of the block schedule, in two years the number of students earning credits increased (approximately 60%) from 603 students to 998; Similarly, the average length of stay for students improved from 78 to 102 (126 school days in SY 2015); the student stability rate advanced from 33% to 55%, (72% in 2015); and the number of students who transferred into community schools upon their release from jail increased from 23 to 260 students in the 2013 & 2014 school years.
In 2013, York students gained access to the internet, a win that prompted an unprecedented interest in making technology one of the school's priorities. Envisioning the move from a totally analog to semi-digital educational environment, we are currently beginning year two of implementing a one-to-one technology goal, that includes investments in infrastructure, staff training, digital programs and computer equipment. The aim is for every student attending York to have adequate access to technology, and to become or remain technically competent (like their non-incarcerated peers). Using technology to propel us forward, in the coming school year we hope to organize our schedule for the implementation of hands-on career and technical training that could lead to students earning nationally recognized certifications (that can be used to gain employment right out of high school).
Implementing
the Balanced and Restorative Justice principles to assist students with improving their conflict resolution skills, we implemented Peace/Talking Circles at York in 2013, with the goals of making students keenly aware of their social responsibility to the community and its members, and having students practice the concepts of repairing harm and rebuilding relationships on a daily basis. Through the use of RJ practices, we've seen a significant reduction in disciplinary infractions that lead to student absences and school exclusions. Additionally, more than half the staff (including the administrators) have undergone extensive training to facilitate Peace/Talking Circles, and merge their knowledge of RJ practices with social emotional learning for the purpose of fostering positive student behaviors.
Currently the profile of York students includes individuals who are being detained at the Cook County Department of Corrections who are between 17-21 years old, who have not graduated from high school and voluntarily opt into school. Educational services are offered in 6 Divisions (Women's Justice, Divisions 3, 3-Annex, 6, 9 & 11), for the approximately 1,500 students that enroll each school year (Daily enrollment counts between 300-350 students, which includes an average of 22-25% being students with disabilities). Students attend classes on a 48 week calendar, 435 minutes a day (300 minutes that are dedicated solely for instruction).
Adopting the motto, "The success of every student matters" has led to paradigm and cultural shifts with both students and staff at York. Notwithstanding the fact that each students' motivation levels, systems of support, and academic capacities are different, our primary goal has been to ensure that all students have a rewarding school experience at York H.S. and are able to transfer those experiences to the next phases of their lives. Two such examples include the stories of two recent graduates who accomplished graduation via different paths through the support of flexible program offerings at York..
In collaboration with the Network Office and Sheriff's Department, York's educational program has evolved tremendously. In addition to CPS staff, the school has designated security monitors and a Director of Educational Programs, all assigned by the Sheriff Department to ensure cohesive school operations within a security-based environment.We hope that the work we're doing not only provides students with a meaningful school experience while they are incarcerated, but also serves as a reminder to students about the importance of obtaining a high school diploma and pursuing appropriate, positive endeavors afterwards.
In 1969, the Illinois State Legislature combined the Cook County Jail and the Chicago House of Corrections under one new authority, the Cook County Department of Corrections. The Chicago Board of Education unified the Cook County Jail School and the House of Corrections School in 1971, these two schools were completely separate entities with long, interesting histories.
The House of Corrections School began in 1894. It was called the John Worthy School. The Chicago Board of Education provided four teachers to work with the young offenders. The John Worthy School was closed in 1915 when the young boys were transferred to a juvenile school in Riverside. The House of Corrections then set upon a new educational program. Young offenders (16-21) were assigned to the toy department where they would build and paint toys to be sold. Those not interested in the toy shop were taught how to transcribe books into Braille, which were distributed by the Red Cross. In 1930, the Chicago Board of Education reassigned a teacher to the school, and younger prisoners began attending daily academic classes. When World War II ended in 1945, two additional teachers were assigned to the House of Corrections School. By 1971, the staff had increased to 15.
The first Cook County Jail School began on March 10, 1924. It was located in the Cook County Jail Building on West Hubbard Street and was staffed by one Chicago Board of Education teacher. In 1929 when the present Cook County Jail Building was erected and occupied, the Board of Education supplied three additional teachers. Classes were held in the detainees’ living quarters where teachers were required to conduct lessons in cells and day rooms.
In 1938, the Chief Judge of the Criminal Courts developed an alternative for young first offenders. In return for pleading guilty to a lesser charge (a misdemeanor), the young men could serve their sentences at the Cook County Jail. This prevented them from coming in contact with hardened criminals in the state prison system. The young men were allowed to serve their sentences in the jail with the stipulation that they enroll in school. The Board of Education provided four more teachers to the school for a total of eight instructors (5 academic and 3 shop teachers.) The sentenced inmate school program had to be phased out in 1956 because the severely overcrowded prison population placed too great a demand on the facilities. At that time, Sheriff Joesph Lohman, an ex-school teacher, realized the inadequacies of carrying on an educational program with no classrooms. He then converted an old unused dining room into four classrooms’ and a testing office. This allowed the academic teachers to conduct classes away from the detainees’ living quarters. With the expansion of the jail in 1960 and the increasing jail population, the school staff was increased to thirteen teachers.
On April 14, 1971, the General Superintendent of Schools recommended that the Cook County Jail School and the House of Corrections School be considered one distinct school with one principal. Mr. Lawrence Jefferson became the first principal of the new Cook Country Jail School in January 1972. In 1994, the school’s name was changed to the Cook County Department of Corrections Alternative High School.
In 1992, class action lawsuit was filed by the Legal Assistance Foundation and the Northwestern Legal Clinic against the Chicago Public Schools, the Cook County Department of Corrections and the Illinois State Board of Education to ensure the right to an education for all detainees at the Cook County Department of Corrections, between the ages of 17 to 21. In 1995, all parties agreed to settle the case. It is because of the Donnell C. Settlement Agreement that young men and women detained at the Cook County Jail are provided with an opportunity to continue their education while incarcerated.
In November 1998, the school officially changes its name to honor a women who dedicated her life to loving, helping, and serving other. From 1975 until her death in 1995, Reverend Consuella B. York, affectionately known as Mother York, served at the Cook County Department of Corrections for over forty years in the capacity of Supervisory Chaplain. Throughout her lifetime, Reverend Mother York was awarded numerous awards and honors, among them: Chaplain of the Year Award, Chicago Bible Society’s Gutenberg Award, Dr. Martin Luther King, Jr. Living the Dream Award and an Honorary Doctorate of Divinity. Reverend Mother York was also featured on ABC’s 20/20 television news show, in 1989.
Shortly after the name change, in 2001 the school became accredited by the Illinois State Board of Education certifying all completed coursework as transferable and qualifiable to count toward a high school diploma. York held its first graduation in 2002 and has since graduated over 500 students, as well as assisted more than 1,700 students with remaining on target to graduate from high school or with transferring from York into a school in the community.
In 2003, a transition program was organized to assist students with enrolling in school, obtaining social services, and applying for employment. The school's evolving transition planning process currently prepares students for a successful return to the community beginning day one of their enrollment at York. Customs for transition include: garnering all available school records for students; individualizing student interviews; assisting students with setting both short and long term educational goals; and supporting students with school persistence while they are incarcerated and school re-enrollment upon their release from the jail. Over the past three years, the protocols for student transition have yielded significant improvements in student stability (rate in which incarcerated students remain in school) and school re-engagement (rate in which students who are released back into the community re-enroll in school).
With accreditation from the Illinois State Board of Education, the school's curricula was structured to include alignment with State and District goals. Today the school's curricula boast Common Core alignment with heavy emphasis on literacy and the Standards of Mathematical Practices for all students, including those with disabilities.
In addition to the full gamut of core courses, York students are also privy to a full Arts, World Language and Technology curricula. Through the use of technology, students are afforded a blended learning experience which includes: the use and implementation of personalized learning; digital text; adaptive, computer-based assessments; on-line learning; differentiated course material; and work-interest inventories that help students determine their career paths.
In 2012, we initiated a block schedule that would afford students opportunities to focus on fewer classes at a time, while earning credit towards their high school completion at a quicker rate. Incorporating a block schedule proved to be beneficial for more time at skill building, and increased students' chances of completing graduation requirements before aging out of the high school program.
After the implementation of the block schedule, in two years the number of students earning credits increased (approximately 60%) from 603 students to 998; Similarly, the average length of stay for students improved from 78 to 102 (126 school days in SY 2015); the student stability rate advanced from 33% to 55%, (72% in 2015); and the number of students who transferred into community schools upon their release from jail increased from 23 to 260 students in the 2013 & 2014 school years.
In 2013, York students gained access to the internet, a win that prompted an unprecedented interest in making technology one of the school's priorities. Envisioning the move from a totally analog to semi-digital educational environment, we are currently beginning year two of implementing a one-to-one technology goal, that includes investments in infrastructure, staff training, digital programs and computer equipment. The aim is for every student attending York to have adequate access to technology, and to become or remain technically competent (like their non-incarcerated peers). Using technology to propel us forward, in the coming school year we hope to organize our schedule for the implementation of hands-on career and technical training that could lead to students earning nationally recognized certifications (that can be used to gain employment right out of high school).
Implementing
the Balanced and Restorative Justice principles to assist students with improving their conflict resolution skills, we implemented Peace/Talking Circles at York in 2013, with the goals of making students keenly aware of their social responsibility to the community and its members, and having students practice the concepts of repairing harm and rebuilding relationships on a daily basis. Through the use of RJ practices, we've seen a significant reduction in disciplinary infractions that lead to student absences and school exclusions. Additionally, more than half the staff (including the administrators) have undergone extensive training to facilitate Peace/Talking Circles, and merge their knowledge of RJ practices with social emotional learning for the purpose of fostering positive student behaviors.
Currently the profile of York students includes individuals who are being detained at the Cook County Department of Corrections who are between 17-21 years old, who have not graduated from high school and voluntarily opt into school. Educational services are offered in 6 Divisions (Women's Justice, Divisions 3, 3-Annex, 6, 9 & 11), for the approximately 1,500 students that enroll each school year (Daily enrollment counts between 300-350 students, which includes an average of 22-25% being students with disabilities). Students attend classes on a 48 week calendar, 435 minutes a day (300 minutes that are dedicated solely for instruction).
Adopting the motto, "The success of every student matters" has led to paradigm and cultural shifts with both students and staff at York. Notwithstanding the fact that each students' motivation levels, systems of support, and academic capacities are different, our primary goal has been to ensure that all students have a rewarding school experience at York H.S. and are able to transfer those experiences to the next phases of their lives. Two such examples include the stories of two recent graduates who accomplished graduation via different paths through the support of flexible program offerings at York..
In collaboration with the Network Office and Sheriff's Department, York's educational program has evolved tremendously. In addition to CPS staff, the school has designated security monitors and a Director of Educational Programs, all assigned by the Sheriff Department to ensure cohesive school operations within a security-based environment.We hope that the work we're doing not only provides students with a meaningful school experience while they are incarcerated, but also serves as a reminder to students about the importance of obtaining a high school diploma and pursuing appropriate, positive endeavors afterwards.
Mission
At York Alternative High School, our core value is that all students (including those with disabilities) deserve a high quality, standards and evidence-based educational experience.
In addition to being exposed to a Common Core aligned curricula with differentiated instructional goals, students' participation in the educational program at York will encompass social emotional learning, remediation and enrichment activities, service learning projects, and leadership development opportunities.
To enhance students' success with reintegration into the community, positive conflict-resolution, technology competence and transition planning will also be integral components of students' school experience at York.
In addition to being exposed to a Common Core aligned curricula with differentiated instructional goals, students' participation in the educational program at York will encompass social emotional learning, remediation and enrichment activities, service learning projects, and leadership development opportunities.
To enhance students' success with reintegration into the community, positive conflict-resolution, technology competence and transition planning will also be integral components of students' school experience at York.