The document discusses CIS of Chicago's process for observing community partner programs that provide services in schools. It outlines three core areas - Instruction, Program Model, and Facilitator - that CIS will assess during observations. Under each area are 3 competencies that summarize best practices. For example, under Instruction the competencies are that lessons should be well-structured, engaging for students, and help amplify learning beyond the classroom. CIS uses these competencies as guidelines to provide feedback and encourage high-quality, impactful programming for students.

1. Program Observation and
Assessment

2. Observing Community Partners
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Once community partners have coordinated services with schools and a program is scheduled,
CIS of Chicago will ask the partner for opportunities to observe the program and share feedback.
Our team strives to notify partners prior to an observation visit. Once the observation is
scheduled, a CIS of Chicago team member will attend the scheduled program and assess
performance in the following areas (all aligned with the Elements of Effective Programs):

3. Universal Core Competencies
The Core Competencies were derived from our Elements of Effective Program frameworks and
summarize best practices for organizations that deliver student-focused programs. We encourage our
community partners to use these Competencies as a guidepost rather than a checklist. We recognize
that some Competencies may be more relevant to some organizations’ work than it is to other
organizations’ work. But we are confident that the best practices outlined (link below) will encourage
organizations providing student-focused programming across a variety of topics to think more deeply
about how to maximize the impact of their work.
The Elements under the 3 domains are:
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Instructional Practice Program Model Facilitator
Structured Lesson Program Foundation Relatability and
Authenticity
Engaging Lesson Program Content Knowledgeable
Amplified Learning Delivery Method Presentation and
Professionalism

4. Instruction
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Instruction Core Competency
1. Structured Lesson Well-designed lessons include clear goals and, when possible, measureable learning
objectives. These are achieved through facilitator modeling, group activities and
independent student practice. Ongoing/formative assessment is built into the lesson to
gauge student mastery and indicate topics for further study or review.
2. Engaging Lesson Lessons are structured to engage students and help them make real-world connections
through a variety of hands-on activities and various learning styles. Literacy skills are
a component of every lesson through reading, writing or verbally responding to
content, in alignment with Common Core State Standards. Students are encouraged to
use higher-order thinking skills (see Bloom’s Taxonomy). Content is scaffolded so
that students can build on prior knowledge and experiences.
3. Amplified Learning Partners communicate with teachers about their participation and include the
classroom teacher, when possible. Partners provide supplemental materials and
project ideas to classroom teachers to help prepare students before a visit and extend
the learning after the program conclusion.

5. Program Model
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Program Model Core Competency
1. Program Foundation The design of a program’s content is founded on the needs of the school community,
student culture, and developmental needs of the students served. Assessment and
evaluation is integrated consistently throughout the duration of the program.
•Prevention programs: Program is based on a clear logic model that connects student
needs with the objectives of the program through evidence-based practice.
•Arts and enrichment: Program should be based on a framework that progresses
toward a specific goal(s) with identifiable activities and outcomes.
2. Program Content Program content includes a combination of knowledge and skill-building activities
that integrate topic-specific vocabulary. These activities use real-life experiences or
authentic materials,* and allow students to reflect on their own actions and values.
Content encourages healthy lifestyles, pro-social behaviors, school-community
awareness building and relationship-building.
*Prevention program example: Role-play or text analysis of real-life news stories,
web sites, graphics, etc.
*Arts enrichment example: art materials, completed art works, performance spaces,
personal exploration
3. Program Delivery Classroom-based or small group instruction, multiple-session programs, and programs
that involve the school community are preferred and can increase program impact.

6. Facilitator
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Facilitator Core Competency
1. Background Classroom facilitators approach their work with students with authenticity and
integrity, particularly around racial and cultural differences that may exist between
them and the students. Facilitators are honest and open when interacting with
students and are careful to not perpetuate negative stereotypes through their words,
actions or activities.
2. Facilitator Skills and Knowledge -Classroom facilitators are well-trained and exhibit competence in content
knowledge and teach with fidelity to curriculum and/or programmatic goals.
-Facilitators use terminology appropriate to the content and at the correct level of
student understanding. They are able to “code switch,” when necessary, as a way
to bridge cultural distance, thereby leading to more effective communication with
students.
-Facilitators create a positive learning environment for all students through their
body language, tone and activities. Facilitators have the skills to manage students
positively and handle disruptions when/if they occur.
-Facilitators are aware of the impact and assumptions of their own background and
experiences.

7. Facilitator Continued
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Facilitator Core Competency
3. Professionalism -Facilitators consistently communicate with the school coordinator and staff
throughout the scheduling and planning process and follow up if necessary.
-Facilitators arrive to the school on time, dress appropriately, and engage students
and staff with respect.
-Facilitators practice regular self-reflection, cultivating an awareness of
professional strengths and weaknesses. They are open to feedback and seek to grow
their skills and knowledge.