Chess for Success Focus is the basis of all great endeavors. Chess for Success 2701 NW Vaughn Street, Suite 101 Portland, OR 97210-5311 503-295-1230 info@chessforsuccess.org www.chessforsuccess.org
The Chess for Success Program The mission of Chess for Success (CFS) is to help children develop the skills necessary for success in school and life by learning chess. CFS is not a chess program; it is an educational program that uses chess to teach children high-level thinking and social skills. The program is currently implemented in 69 Title I schools in 16 school districts in Oregon and Washington. All of our clubs are in the neediest communities. Almost seventy percent of students in CFS schools qualify for Free or Reduced lunch. The Oregon statewide average is 42%. The average percentage of minority students in our schools, 60%, is much higher than the statewide average for Oregon of 27%. Approximately 37% of the participants are girls, an unusually high proportion compared with the average national participation (5-10%) by girls in chess programs. Chess for Success provides an equal playing field for all students: boys and girls, first through fifth graders, special education students, high achieving students, students with physical disabilities and non English speakers. Program At each participating CFS school, program activities are managed by a paid coach, a teacher at the school, who provides chess instruction during after-school hours from October through March. All students receive 50 hours of chess instruction; t-shirts that are designed by club members; and chess sets to take home at the end of the year. Schools also receive all chess equipment for the clubs, including chess sets, demonstration boards, and a chess library for the school. To ensure the quality of program implementation, CFS trains the coaches, provides its coaches with a manual that includes 30 lesson plans designed to assist students in advancing their chess-playing skills and monitors our clubs. Tournaments Each year CFS organizes and produces 24 regional tournaments and the state championship tournament, open to all students in Oregon in grades K-12. About 2100 students compete in the regional tournaments and 550 advance to the championship tournament. Proven Program CFS has proven results. In 2003, the US Congress commissioned a study of CFS. The study compared the students involved in the CFS program with a matched comparison group of students from the same school with similar characteristics, who were not involved with the CFS program. The final report of the twoyear study showed: CFS has accomplished its primary goal of training and enabling children to be patient and analytical in all problemsolving situations so that there is an increase in their academic achievement and self-esteem. CFS has also had an impact on increasing the interest of a strong proportion of girls in analytical problem solving, which in turn should increase their participation in mathematics and engineering programs and careers. The CFS students (91.7%) had a higher percentage in meeting or exceeding standards in reading in 2006 than the state (86.7%) and district (87.7%) percentages. CFS students (93.0%) had a higher percentage in meeting or exceeding standards in math in 2006 than state (88.3%) and district (89.7%) percentages. When evaluated with a comparison group of non-cfs students, 17% more of CFS students exceeded standards in math and 10% more of CFS students exceeded standards in reading than the comparison group.
2010 2011 School Year 69 Schools, 13 Districts, 6 counties Beaverton School District (2) o Fir Grove Elementary; and o William Walker Elementary Centennial School District (4) o Centennial Middle School; o Lynch Wood Elementary; o Oliver Elementary; and o Parklane Elementary Central School District (3) o Henry Hill Elementary; o Independence Elementary; and o Monmouth Elementary David Douglas School District (5) o Earl Boyles Elementary; o Gilbert Heights Elementary; o Lincoln Park Elementary; o Mill Park Elementary; and o Ventura Park Elementary Evergreen School District (1) (Washington State) o Orchards Elementary Gaston School District (1) o Gaston Elementary Gresham-Barlow School District (2) o East Gresham Grade; and o Hall Elementary Hillsboro School District (6) o Eastwood Elementary; o Lincoln Street Elementary; o Minter Bridge Elementary; o Mooberry Elementary; o Witch Hazel Elementary; and o WL Henry Elementary Ontario School District (2) o Alameda Elementary; and o May Roberts Elementary Parkrose School District (3) o Parkrose Middle School; o Sacramento Elementary; and o Shaver Elementary Portland Public Schools (27) o Astor K-8; o Beach K-8; o Cesar Chavez K-8; o Chief Joseph Elementary; o Creative Science School; o Creston K-8; o Faubion K-8; o Harrison Park K-8; o Harvey Scott K-8; o Hayhurst K-8; o Hosford Middle; o James John Elementary; o Jason Lee K-8; o Kelly Elementary; o Lewis Elementary; o Marysville @ RCP K-8; o Ockley Green K-8; o Peninsula K-8; o Pioneer Program Holladay; o Pioneer Program Youngson; o Rosa Parks Elementary o Vernon K-8; o Vestal K-8; o Whitman Elementary; o Woodlawn K-8; o Woodmere Elementary; and o Woodstock Elementary Redmond School District (7) o Elton Gregory Middle School; o M.A. Lynch Elementary; o Obsidian Middle School; o Sage Elementary; o Terrebonne Elementary; o Tom McCall Elementary; and o Vern Patrick Elementary; Reynolds School District (6) o Alder Elementary; o Davis Elementary; o Glenfair Elementary; o HB Lee Middle School; o Margaret Scott Elementary; and o Reynolds Middle School
Chess for Success Guidelines Club Requirements: Open to all students in school Club meets 2 times per week - October through March Not less than 1 hour per meeting with 15 minutes of instruction in the first part of the hour Club must run immediately after school Maintain an average of 15 students in club Free for all students in the school Coach Experience: Must be a certified teacher within the school - chess knowledge not required Coach Responsibilities: Run the school chess club based on the above club requirements Promote the chess club within the school via newsletters, announcements and other means Attend in-service training (late September) If this training is during a school day, Chess for Success will cover the cost of a substitute Submit monthly attendance records for all chess club events to Chess for Success Attend one practice tournament Coach a team in a Chess for Success regional tournament (one Saturday in January or February) Attend Chess for Success finals with team and/or individual if they qualify Provide approximately 50 hours of chess student contact time for the program year Chess for Success provides: Stipend for one chess coach per school In-service Training Coach Manual, which includes 30 lessons & support materials Program support through Program Managers, staff, extranet and website Demonstration board for club use Chess sets & boards for club Chess sets & boards for each participant to keep T-shirts for club participants Collection of chess books for the school library Free practice tournaments only open to Chess for Success club participants Free entrance to all Chess for Success tournaments, including (but not limited to) Regional and State tournaments
School expectations: The principal is responsible for finding a teacher to coach the club Students are not required to pay to participate Club is open to all students - inclusion is not based on academics or behavior outside of chess club Children stay in the program for the entire program year, if they desire, and should not be rotated to other programs List Chess for Success as a partner and/or after-school provider on the school webpage Place a Chess for Success banner in the school, if available District expectations Manage administration of stipend payment for coaches. Post partnership on main district website.
Essential Skills Definitions September 2009 In January 2007, the State Board adopted essential skills as a requirement for graduation. Beginning in 2012, students must demonstrate proficiency in identified essential skills to receive a high school diploma. The essential skills are process skills that cross academic disciplines and are embedded in the content standards. The skills are not content specific and can be applied in a variety of courses, subjects, and settings. The Essential Skills Task Force, comprised of educators from K-12, community college, higher education, students, and business/community representatives, worked together to define the essential skills in 2007. After public review and input, the Essential Skill definitions presented in this document were adopted by the State Board of Education in March 2008. The timeline for implementation of the Essential Skills as a requirement for graduation (revised in August 2009) is as follows: Graduates of 2012: Read and comprehend a variety of text Graduates of 2013: Write clearly and accurately Graduates of 2014: Apply mathematics in a variety of settings The remaining Essential Skills will be phased-in over subsequent years, timeline to be determined. 1. Read and comprehend a variety of text* This skill includes all of the following: Demonstrate the ability to read and understand text. Summarize and critically analyze key points of text, events, issues, phenomena or problems, distinguishing factual from non-factual and literal from inferential elements. Interpret significant ideas and themes, including those conveyed through figurative language and use of symbols. Follow instructions from informational or technical text to perform a task, answer questions, and solve problems. *text includes but is not limited to all forms of written material, communications, media, and other representations in words, numbers, and graphics and visual displays using traditional and technological formats 2. Write clearly and accurately This skill includes all of the following: Adapt writing to different audiences, purposes, and contexts in a variety of formats and media, using appropriate technology. Develop organized, well-reasoned, supported, and focused communications. Write to explain, summarize, inform, and persuade, including business, professional, technical, and personal communications. Use appropriate conventions to write clearly and coherently, including correct use of grammar, punctuation, capitalization, spelling, sentence construction, and formatting. Oregon Department of Education Updated September, 2009 1
Essential Skills Definitions September 2009 Essential Skills Definitions 3. Apply mathematics in a variety of settings This skill includes all of the following: Interpret a situation and apply workable mathematical concepts and strategies, using appropriate technologies where applicable. Produce evidence, such as graphs, data, or mathematical models, to obtain and verify a solution. Communicate and defend the verified process and solution, using pictures, symbols, models, narrative or other methods. The following Essential Skills will be phased-in after 2014, timeline to be determined. 4. Listen actively and speak clearly and coherently This skill includes all of the following: Listen actively to understand verbal and non-verbal communication. Give and follow spoken instructions to perform a task, ask and answer questions, and solve problems. Present or discuss ideas clearly, effectively, and coherently, using both verbal and nonverbal techniques. Use language appropriate to particular audiences and contexts. 5. Think critically and analytically This skill includes all of the following: Identify and explain the key elements of a complex event, text*, issue, problem or phenomenon. Develop a method to explore the relationships between the key elements of a complex event, text*, issue, problem or phenomenon. Gather, question and evaluate the quality of information from multiple primary and secondary sources. Propose defensible conclusions that address multiple and diverse perspectives. Evaluate the strength of conclusions, differentiating reasoning based on facts from reasoning based on opinions. *text includes but is not limited to all forms of written material, communications, media, and other representations in words, numbers, and graphics and visual displays using traditional and technological formats 6. Use technology to learn, live, and work This skill includes all of the following: Use creativity and innovation to generate ideas, products, or processes using current technology. Use technology to participate in a broader community through networking, collaboration and learning. Recognize and practice legal and responsible behavior in the use and access of information and technology. Oregon Department of Education Updated September, 2009 2
Essential Skills Definitions September 2009 Use technology as a tool to access, research, manage, integrate, and communicate ideas and information. 7. Demonstrate civic and community engagement This skill includes all of the following: Apply knowledge of local, state, and U.S. history and government to explain current social and political issues. Perform the civic and community responsibilities essential to living in a representative democracy. 8. Demonstrate global literacy This skill includes all of the following: Demonstrate knowledge of diverse cultural, linguistic, and artistic expressions. Apply a global perspective to analyze contemporary and historical issues. 9. Demonstrate personal management and teamwork skills This skill includes all of the following: Participate cooperatively and productively in work teams to identify and solve problems. Display initiative and demonstrate respect for other team members to complete tasks. Plan, organize, and complete assigned tasks accurately and on time. Exhibit work ethic and performance, including the ability to be responsible and dependable. Oregon Department of Education Updated September, 2009 3
CHESS FOR SUCCESS LESSON PLANS LESSONS LESSON 1: How to Begin Level Goal 1 Beginner Learn to set up the chessboard properly. Begin with all pieces on the board to visualize the complete set. After introductory explanation of the purpose of the game (to capture the enemy King), remove all pieces to demonstrate the correct way to set the chess pieces on the board, with a white square in the right hand corner. (Remember, "White on the right.") Position 1-1 Goal 2 Learn how pawns move. Pawns may move two spots forward during their opening move. Each subsequent move is only one space forward. Pawns capture diagonally. (See Position 1-2.) Strategy Demonstrate the powers of the Pawn, including how they can capture enemy pieces. Set up the Pawns as in Position 1-3. Stress that in capturing, your piece replaces the other, and does not jump over it. Have several students volunteer to demonstrate and describe to the others how a Pawn moves. Position 1-2 Position 1-3 08/01/08 Section III.2
CHESS FOR SUCCESS LESSON PLANS LESSONS LESSON 1: How to Begin Cont. Exercise Have students pair off, and with their boards set up in Position 1-3, play a game to see who can get a Pawn to the other end of the board first, or capture all of the enemy pieces. Each student plays two games as White, and two games as Black. At this point mention that the player with the White pieces always moves first. Goal 3 Learn how rooks move. Rooks can move vertically, or horizontally, any number of spaces. See Position 1-4. Position 1-4 Strategy Place a Rook on the board and demonstrate how it can move. Have several volunteers also demonstrate and describe to the others how a Rook moves. Exercise Using the same pawn position as Position 1-3, add the Rooks in their proper starting position, with white rooks at a1 and h1, and Black Rooks at a8 and h8. See Position 1-5. Students play the same game as before, but now using the Rooks to assist in either getting a Pawn to the end of the board or capturing all of the enemy pieces. Each player plays each color twice. Position 1-5 08/01/08 Section III.3
CHESS FOR SUCCESS LESSON PLANS LESSONS LESSON 2: How the Pieces Move Level Goal Strategy Beginner Learn how Knights, Bishops, Queen and King move. By demonstration and explanation teach how the Knights, Bishops, Queen and King can move. For each piece use a clear board for demonstration purposes. After each lesson ask for student volunteers to demonstrate and describe the powers of that piece. Knights The Knight may leap into any square in an "L" shape. It is the only piece that may jump over another piece in its way. The Knight will always land on the opposite color than its current position. See Position 2-1. Position 2-1 Exercise After demonstration, have students set up their board in Position 2-2. As with the Pawn and Rook games, the one who can get a pawn to the other end of the board, or who can capture all of the opponent's pieces wins. Each student plays one game with each color. Position 2-2 08/01/08 Section III.4
CHESS FOR SUCCESS LESSON PLANS LESSONS LESSON 2: How the Pieces Move Cont. Bishops The Bishop may move any number of squares diagonally, backwards or forwards. The Bishop may only move until a piece blocks his path; he may not skip over other pieces. See Position 2-3. Position 2-3 Exercise Use the same procedure as with the previous pieces, but for the student practice exercise add all Pawns to the board. See Position 2-4. Position 2-4 Queen Queens may move like a Rook, or a Bishop. Vertically, horizontally, or diagonally. She may not combine these movements, i.e.: move vertically AND then move diagonally. She may move in any direction, for any number of squares until blocked. The Queen cannot skip over other pieces. Position 2-5 08/01/08 Section III.5
CHESS FOR SUCCESS LESSON PLANS LESSONS LESSON 5: Castling Level Goal Strategy Beginner Learn to castle. Learn the rules for castling. Castling is a special move. 1) There must be no pieces between the King and the Rook -- all the squares between the King and the Rook must be empty. See Position 5-1. 2) Move your King first. 3) Your King and one Rook move to meet each other, "shake hands," and move past one another, all in one move -- the King always moves two squares toward the Rook and the Rook moves to the other side of the King (into the square that the King skipped over). See Position 5-2 and Position 5-3. This is the only way you can castle. Position 5-1 King and rook positions before castling. Position 5-2 King and Rook positions after castling on the Queen's side. Position 5-3 King and Rook positions after castling on the King s side. 08/01/08 Section III.10
CHESS FOR SUCCESS LESSON PLANS LESSONS LESSON 5: Castling Cont. 4) The King and Rook that are castling cannot have moved before in the game. (As a result, each side can castle only once in a game.) 5) You cannot castle when you are in check. 6) You also cannot castle when the square the King moves through, or ends up on, is in check. In Position 5-4, White cannot castle on the King's side because the Black Bishop is checking the King's path. White can't castle on the Queen's side because the Queen is still in the way. In Position 5-5, White can't castle on the King's side because the Rook has moved, but White can castle on the Queen's side because the Knight isn't checking the King's path. Position 5-4 Position 5-5 7) You cannot "uncastle." Why castle? 1) Castling puts your King in a safer place behind a wall Pawns. 2) Castling gets your Rook out where it can be more useful. Exercise Have students play mini-games where whoever castles first wins. Games should include castling on the Queen's side. 08/01/08 Section III.11
Chess for Success Pilot Program: Transfer / Success Skills The goal of this pilot program is to get kids thinking about the thinking they do while playing chess so they can consciously transfer the skills they use in chess to other aspects of their life. To help coaches teach this awareness, we added a goal (Success Skill) to each of the 30 lessons in the coach's manual along side the chess goal. To develop these Success Skills a committee made up of CFS staff and several experienced coaches developed a list of cognitive and non-cognitive skills (SUCCESS SKILLS) that are employed while playing chess. 1. Control impulsiveness 2. Etiquette & behavior expectations 3. Apply knowledge with accuracy & precision 4. Memorization & pattern recognition 5. Perseverance & concentration 6. Problem solving skills a. Identify problem & locate info for solution b. Identify alternatives for solving problem c. Assess consequences of alternatives d. Select & explain solution e. Develop a plan of implementation f. Assess results & take corrective action The committee developed a matrix that identifies which lesson would be the best lesson to teach an associated Success Skill. The matrix lists the 30 chess lessons and their goals on the side and 11 Success Skills along the top. In the matrix the first, second and (in some cases) the third most likely Success Skill is matched to each chess lesson. Many of the lessons involve multiple cognitive and non-cognitive skills. Following much discussion and rearranging, the 1 s, 2 s, and 3 s represent the priority for tying a Success Skill to the lessons. The committee wanted to ensure all of the Success Skills were taught equally through out the manual and wanted to find the most logical connection that would generate examples of when the Success Skills could be applied outside of chess. The collection of these real world examples is an important piece of our pilot project.
The numbers in the boxes below indicate the focus of the lessons. 1. Primary 2. Secondary 3. Tertiary Control impulsiveness Etiquette & behavior expectations Apply knwldg w/ accuracy & precision Memorization & pattern recognition Perseverance & concentration Id. problem & locate info for solution Id. alternatives for solving problem Assess consequences of alternatives Select & explain solution Dev. plan of implementation Assess results & take corrective action LESSON 1: How to Begin Learn to set up the chessboard properly. Learn how pawns and rooks move. 1 3 2 LESSON 2: How the Pieces Move Learn how Knights, Bishops, Queen and King move. 1 2 LESSON 3: Check, and How to Get Out of Check Recognize and understand the term "check." Learn how to get out of check. 1 2 1 2 LESSON 4: Checkmate Learn and understand the concept of checkmate. 1 2 LESSON 5: Castling Learn to castle. 1 2 LESSON 6: The Pin Learn what a pin is 1 2 LESSON 7: Touch Move Learn the "Touch Move" rules. 1 3 2 LESSON 8: Development of Pieces Learn the importance of quick and efficient development. 2 1 LESSON 9: Simple Checkmates Learn how to checkmate on the back rank. 2 1 3 Learn to checkmate with two Rooks. LESSON 10: Players' Thoughts Before Moving Provide the beginning player with several guidelines to consider before making a move. 2 1 1 1
The numbers in the boxes below indicate the focus of the lessons. 1. Primary 2. Secondary 3. Tertiary Control impulsiveness Etiquette & behavior expectations Apply knwldg w/ accuracy & precision Memorization & pattern recognition Perseverance & concentration Id. problem & locate info for solution Id. alternatives for solving problem Assess consequences of alternatives Select & explain solution Dev. plan of implementation Assess results & take corrective action LESSON 11: Basic Checkmates (King and Rook) Learn to checkmate with King and Rook versus King. 3 1 2 LESSON 12: Stalemate Understand the concept of stalemate. 1 2 LESSON 13: Pawn Promotion Learn how to promote Pawns. 1 2 3 LESSON 14: Opposition Learn endgame technique with King and Pawn versus King. 1 2 LESSON 15: Capturing a Pawn En Passant Learn how to capture a Pawn en passant. 1 2 LESSON 16: Relative Value of Pieces Understand the exchange value of the various pieces. 2 1 LESSON 17: Exchanges Recognize the merits of an exchange. 1 2 3 LESSON 18: King Safety, Part 1 Appreciate the importance of protecting the King. 2 1 LESSON 19: King Safety, Part 2 Learn basic ways to keep the King safe. 1 3 2 LESSON 20: Effective Use of the Rooks Learn several ideas for using the Rooks effectively. (develop later, open rows/files, connect rooks, 7 th rank placement) 2 1
The numbers in the boxes below indicate the focus of the lessons. 1. Primary 2. Secondary 3. Tertiary Control impulsiveness Etiquette & behavior expectations Apply knwldg w/ accuracy & precision Memorization & pattern recognition Perseverance & concentration Id. problem & locate info for solution Id. alternatives for solving problem Assess consequences of alternatives Select & explain solution Dev. plan of implementation Assess results & take corrective action LESSON 21: Effective Use of the Queen Learn several ideas for using the Queen effectively. (develop later, work with other pieces, close attack of King) 1 2 3 LESSON 22: Forks, Part 1 (Knight Forks) Learn about forking attacks with the Knight. 1 2 LESSON 23: Forks, Part 2 (Pawn Forks) Learn about forks by the pawns. 1 2 LESSON 24: Forks, Part 3 (Rook, Bishop, Queen, and King) Continue the study of forks by learning to fork with Rook, Bishop, Queen, and King. LESSON 25: Discovered Attacks, Part 1 Learn to recognize and use discovered attacks (involving the enemy King) LESSON 26: Discovered Attacks, Part 2 To further develop skills using discovered attacks (win material other than by involving the enemy King) 2 1 LESSON 27: Elementary Mating Patterns, Part 1 Learn to recognize certain checkmate patterns 1 2 2 1 1 2 LESSON 28: Elementary Mating Patterns, Part 2 Learn additional checkmate patterns 1 2 LESSON 29: Sacrifices Become familiar with the concept of sacrifices. 1 2 LESSON 30: Further Principles of Development Increase and build upon the development principles of Lesson 8. (premature attacks, limiting mobility, don t move same piece twice in opening) 2 1