Area 9 School Progress Report to Chief Education Officer Stephen Flisk, AIO   July 2007
Area 9  Vision and Mission <ul><li>Vision </li></ul><ul><li>Through collaboration and differentiated support, the Area 9 t...
Area Alignment to District Focus <ul><li>District Priorities </li></ul><ul><li>Meets to Exceed </li></ul><ul><li>Achieveme...
What worked well? <ul><li>Targeted and Differentiated Professional Development  </li></ul><ul><li>Targeted Area-based supp...
 
Math Extended Response   <ul><li>Cluster-wide Monthly Math Lead Teacher Professional Development </li></ul><ul><li>Extende...
 
 
What needs improvement? <ul><li>Extended-Response for Reading </li></ul><ul><li>Targeting ELL and special ed population ( ...
Extended Response Readiness <ul><li>*** Distinguished  the difference between ISAT Extended Response writing and ISAT Writ...
 
 
 
ER Next Steps <ul><li>Look at cohorts </li></ul><ul><li>Look at Individual ER growth </li></ul><ul><li>Earlier professiona...
Area 9 Attendance
Attendance Next Steps <ul><li>November to December dip </li></ul><ul><li>Plan incentives during those months </li></ul><ul...
Improvement in Targeted School Support <ul><li>ISAT growth in Reading </li></ul><ul><li>ISAT growth in Math </li></ul><ul>...
 
 
Targeted School Support Enrichment Academies, NAEP Area LLT, collaboration with Ericson (invited on walkthrough), Coach PD...
Succession and Compliance <ul><li>Highlights of principal status: </li></ul><ul><ul><li>New principal progress </li></ul><...
Department of Justice Visits The classrooms visited seemed to service  the students well. The DOJ was not able to visit  c...
Take Aways <ul><li>Differentiated Professional Development </li></ul><ul><li>Clearer priorities for school support from th...
Area Next Steps  SY07 - SY08 <ul><li>ER PD </li></ul><ul><li>AYP Analysis </li></ul><ul><li>Targeted PD focused on support...
Next Steps <ul><li>Continue onsite PD with grade levels </li></ul><ul><li>Implementation of TRC </li></ul><ul><li>New teac...
Supports Needed/Recommendations <ul><li>Allocate protected time for area-based planning with coaches </li></ul><ul><li>Ali...
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AIO Progress Reporting

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Quarterly report to CEDO

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  • DID YOU ACCOMPLISH WHAT YOU SET OUT TO DO THIS YEAR? WHY or WHY not? How has your work advanced CPS priorities? District – More exceeds in ER for both Rdg and Math, Math PD at each strand, Reading PD – targeted answering the question, comprehension assessment, addressing “connection” Achievement – Principal retreat, Hispanic male shift, LLT readings, BLT and LLT meeting, restructured schools conference, ed trust Leadership – Cluster 3 NBCT hosted meeting at NTA, AP meetings two with principals and district at one, restructured schools’ team consisted on the AP and key teacher leaders, Core planning teams for restructured conference and Medill, OPPD led PD, UIC partnership Writing – 3 Area 9 PD, Green Screen, CAWP – resources, differentiate *Three area-wide professional development modules -100% whole school participation for ALL 25 schools -Grades PreK-8 and ancillary staff were included in the PD (3 rd module scheduled for May 23 rd ) *Green Screen Adventure - 75% of Area 9 schools have student writing that will be showcased on WCIU Extended-response (Reading and Math) 100% participation of schools in one of the levels of professional development – staff, grade level, or individual teachers Collaborative Assessment All schools provided PD on this process on Feb. 8 Module One – Overview of writing (three strands Learning to Write, Writing to Learn, and Reading / Writing connection) Module Two – Collaborative Assessment – Digging deep into student work in ANY and ALL content areas Module Three – Writing to Learn Artifacts will include Professional development calendar Green Screen DVD WCIU supports the Area’s push for celebrating and promoting writing for a variety of purposes and AUDIENCES color coded data Extended response pd by school, grade level, individual teachers, area Student extended response brought to LLT and lead math teacher monthly meetings Math Master competition – extended response problems Collaborative assessment area 9 produced and developed module trained by area 9 delivered by LLTs
  • What Area supports worked well? What Didn’t? How do you know? Be specific. Attendance: Professional Development by Area Attendance Administrator at the Principals’ meeting (Incentives and wellness) Monthly visits to every school Weekly visits to targeted schools (Medill, NTA) Visited 90% of the schools after March 14 th /SIMS went live Individual visits as needed (Armour, Perez, Pilsen, Ward, Whittier) Coordinating health van for next year ( Areas 9 and 15 ) ( Alfred Tatum and Differentiated Instruction, Gail Ward, message from Rufus Williams ) Collab between Tom, Lillie and Emily, BLT and LLT, {Next to look at the ER and SPED scores} Grade level PD, School PD – numbers of attendance AMPS, restructured, RF, Targeted schools, Montefiore Survey Monkey CM – in level, Pilsen, Armour, and NTA AREA LLT, M&amp;S, Cluster 3 primary ARCS, Area 9 and 15
  • Growth trajectories for grades 3 and 5 similar to district Grade 8 trajectory continue strong improvement from 05-06
  • What Area supports worked well? What Didn’t? How do you know? Be specific. ( Areas 9 and 15 ) ( Alfred Tatum and Differentiated Instruction, Gail Ward, message from Rufus Williams ) Collab between Tom, Lillie and Emily, BLT and LLT, {Next to look at the ER and SPED scores} Grade level PD, School PD – numbers of attendance AMPS, restructured, RF, Targeted schools, Montefiore Survey Monkey CM – in level, Pilsen, Armour, and NTA AREA LLT, M&amp;S, Cluster 3 primary ARCS, Area 9 and 15 What we learned from Imelda about building teacher leaders
  • Extended-response (Reading and Math) 100% participation of schools in one of the levels of professional development – staff, grade level, or individual teachers Collaborative Assessment All schools provided PD on this process on Feb. 8 Module Two – Collaborative Assessment – Digging deep into student work in ANY and ALL content areas color coded data Extended response pd by school, grade level, individual teachers, area Student extended response brought to LLT and lead math teacher monthly meetings Math Master competition – extended response problems Collaborative assessment area 9 produced and developed module trained by area 9 delivered by LLTs
  • Performance in all benchmark grades meet or exceed the district average Growth trajectories in grade 3 and 5 similar to 05-06 trajectories All exceed the benchmark growth trajectories for the district
  • Comprehension test where students are answering the question but without justification 3 rd grade – used the K-2 handbook and strategies – evidence – LLTs reporting the use and buying the read aloud books, calls for more ER handbooks Students seem to get content reading standards but are not doing as well on ER – We are asking can they justify their answers and can they justify it in writing Next steps - early PD on comprehension, answer the question, justify your answer, with revisit of rubric Looking at cohorts looking at ER growth for individual students Looking at ER for special needs students
  • We attempt to answer – evidence no zeros We can answer the question in grades 5, 6, and 7 – They understand the text We are not justifying the answers in grades 3, 4, 5, 6, and 7 Grade 8 shows 52% can answer the questions and justify their answer (44% can justify their answer and meets with a score of a 3 and 8% have exceed with a score of 4)
  • As of April data went to IMPACT – still waiting for the monthly summaries due to glitches
  • Have you seen an improvement in your red flag schools? How can you tell? Be specific.
  • Area Average Daily Attendance (YTD-April) 95.0% # Schools with 95% average attendance (YTD-April) 13
  • 2-3 Big Take Aways from this year to help on this summer and SY08 WT more of a PD rather than
  • PD earlier on Tom can elaborate on AYP How will we address IEP We will push PD with K-2 Revisit CM and the IAF April 13 teachers sharing their strategies and student work Writing to learn so that writing is natural 2 nd grade summit – focus on how do I support learning in my building? Continue the cluster collaboration (K-2 PD, PD on IAF / Curriculum mapping, Collaboration between BLT and LLT)
  • AIO Progress Reporting

    1. 1. Area 9 School Progress Report to Chief Education Officer Stephen Flisk, AIO July 2007
    2. 2. Area 9 Vision and Mission <ul><li>Vision </li></ul><ul><li>Through collaboration and differentiated support, the Area 9 team, will assist schools to increase their capacity to fulfill their mission of meeting the social, emotional, and intellectual needs of every student. </li></ul><ul><li>Mission </li></ul><ul><li>We, the Area 9 team, are a proactive service organization that provides effective high quality professional development and differentiated support to our school communities based on school performance and needs with the priority being students and student achievement. We pledge to be responsive and timely to the requests and concerns of all our constituents. We believe through collaboration and team work we will be able to accomplish this mission. </li></ul>
    3. 3. Area Alignment to District Focus <ul><li>District Priorities </li></ul><ul><li>Meets to Exceed </li></ul><ul><li>Achievement Gap </li></ul><ul><li>Leadership Pipelines </li></ul><ul><li>Area Priorities </li></ul><ul><li>Support and improve the instructional writing programs in all schools. </li></ul><ul><li>Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers. </li></ul><ul><li>Assist principals in building leadership capacity within their schools and across our network. </li></ul>
    4. 4. What worked well? <ul><li>Targeted and Differentiated Professional Development </li></ul><ul><li>Targeted Area-based support for individual schools </li></ul><ul><li>Collaboration </li></ul><ul><li>Math Extended-Response </li></ul><ul><li>Revised Walkthrough Process </li></ul>
    5. 6. Math Extended Response <ul><li>Cluster-wide Monthly Math Lead Teacher Professional Development </li></ul><ul><li>Extended / short response (scoring, analyzing, instructional implications) </li></ul><ul><li>Data analysis (ER, Strands, Benchmark questions and answers) </li></ul><ul><li>Building performance assessments with rubrics </li></ul><ul><li>Working with classroom teachers </li></ul><ul><li>Collaborative assessment </li></ul><ul><li>Student Think aloud </li></ul><ul><li>Building leadership capacity </li></ul><ul><li>Citywide PD in Sept. for Benchmark assessment </li></ul><ul><li>Prompts from CMSI Math Curriculum and the Benchmark Assessment Handbook </li></ul><ul><li>Area monthly ER/SCR </li></ul><ul><li>Student work samples collected </li></ul>
    6. 9. What needs improvement? <ul><li>Extended-Response for Reading </li></ul><ul><li>Targeting ELL and special ed population ( IMAGE, AYP ) </li></ul><ul><li>More emphasis on social and emotional aspects of our students </li></ul><ul><li>Building leadership capacity </li></ul><ul><li>Attendance </li></ul>
    7. 10. Extended Response Readiness <ul><li>*** Distinguished the difference between ISAT Extended Response writing and ISAT Writing </li></ul><ul><li>Developed Strategies: </li></ul><ul><li>---Used content area material like science and math to write prompts forcing the students to focus on answering the question and focusing on CONTENT knowledge not formula and format. </li></ul><ul><li>--- Concentrating on a few strategies like QAR, ROLES, and T-Chart </li></ul><ul><li>Analyzed ISAT data - reviewed the school ER data – asking the questions who received a 0, 1, 2, 3, and 4? What do they need in order to get better? Did they answer the question, do they have text support, do they have interpretation or draw conclusions, are they struggling with articulating through writing, are they having difficulty with finding the words in English, etc… </li></ul><ul><li>Supported teachers in a variety of ways </li></ul><ul><li>---Examined their students’ work – realizing that their students were not answering the question </li></ul><ul><li>---Observed classrooms during ER lessons and after to see ER products </li></ul><ul><li>---Learned how to create questions, how to decide whether a question is ER </li></ul><ul><li>---Citywide PD hosted by Office of Literacy and ISBE </li></ul><ul><li>---Onsite PD at individual schools (Galileo, South Loop, Cooper </li></ul><ul><li>---Extended day PD (Smyth, South Loop, Perez </li></ul><ul><li>---Area PD (Oct.19 and Feb. 8) </li></ul>
    8. 14. ER Next Steps <ul><li>Look at cohorts </li></ul><ul><li>Look at Individual ER growth </li></ul><ul><li>Earlier professional development </li></ul>
    9. 15. Area 9 Attendance
    10. 16. Attendance Next Steps <ul><li>November to December dip </li></ul><ul><li>Plan incentives during those months </li></ul><ul><li>Work with clusters of schools where students leave with families </li></ul><ul><li>Link social services - February </li></ul>
    11. 17. Improvement in Targeted School Support <ul><li>ISAT growth in Reading </li></ul><ul><li>ISAT growth in Math </li></ul><ul><li>Criteria </li></ul><ul><li>Lowest performing schools on ISAT </li></ul><ul><li>Principal request for additional support </li></ul><ul><li>Area Coach recommendations </li></ul>
    12. 20. Targeted School Support Enrichment Academies, NAEP Area LLT, collaboration with Ericson (invited on walkthrough), Coach PD, Area PD, targeted individual classes to model, Meeting with school leadership to respond to current testing data and communicating information on initiatives Williams Enrichment Academies Area PD, UIC – ARDDP, Coach support, stopped by every 3 weeks, internal WT with report sent to the Area Led collaborative assessment PD with Pickard, Follow up meetings with principal to discuss preliminary ISAT data, PD at school with individual teachers Drake Extended Day Area LLT, publishers PD, onsite grade level PD, supported CM this summer TDTKSL, DIBELS support, attended Area PD, DIBELS Data analysis PD Gladstone Enrichment Academies Established a relationship, attendance at Area meetings and PD, Area is in the building weekly, Data share, Staff PD, collaboration with UIC, DIBELS support, Hosted Area and grade level meetings Curriculum Mapping support, Analyzed test data with Principal and Staff NTA Power of Smyth (Striving Readers) Attendance at area meetings, communication DIBELS support, TDTKSL, Participated on the Core Planning Team Smyth SES WT, Weekly Area staff support, Coaching, Data analysis, attendance at PD, PD by Area, DIBELS support Strategic Planning retreat, Participated in Core meetings, LLT support, TDTKSL, modeled in classrooms, grade level PD on implementation of CMSI materials Medill Extended Learning Opportunities Area Support School
    13. 21. Succession and Compliance <ul><li>Highlights of principal status: </li></ul><ul><ul><li>New principal progress </li></ul></ul><ul><ul><li>Succession planning status (Gladstone, Pickard, Williams, South Loop) </li></ul></ul><ul><ul><li># of principals on CAPs how are you supporting them? </li></ul></ul><ul><li>State of DOJ schools in Area (Cooper, Healy, Holden) </li></ul>
    14. 22. Department of Justice Visits The classrooms visited seemed to service the students well. The DOJ was not able to visit classrooms in their previous visit. April 11, 2007 Holden – 2 nd visit Holden’s bilingual lead teacher was able to provide evidence that the bilingual program was being implemented well. The DOJ wanted to see the school’s Bilingual Program. November 28, 2006 Holden Healy staff was able to present evidence of all qualifying students participating in gifted program including bilingual students. Question about how the students in the gifted program where chosen and if bilingual students were given an equal opportunity to participate. April 27, 2007 Healy OLCE staff present at audit state that all students were being served at the time of the visit and subsequent Area 9 inquiries show the same. Question about whether all students were being served February 26, 2007 Cooper Results Reason for Visit Date of Visit School
    15. 23. Take Aways <ul><li>Differentiated Professional Development </li></ul><ul><li>Clearer priorities for school support from the Area </li></ul>
    16. 24. Area Next Steps SY07 - SY08 <ul><li>ER PD </li></ul><ul><li>AYP Analysis </li></ul><ul><li>Targeted PD focused on supporting special needs students </li></ul><ul><li>Provide Lenses on Learning PD for principals </li></ul><ul><li>Expand Principal’s Retreat to Cluster- Focus on high school transition/articulation </li></ul><ul><li>Video classrooms/differentiated instruction </li></ul><ul><li>Strategic Planning/SIPAAA with OSP </li></ul><ul><li>Continue support for Medill Turnaround </li></ul><ul><li>TDTKSL </li></ul><ul><li>Strategic Planning II– Area (August) </li></ul><ul><li>Finalize PD calendar 07-08 </li></ul><ul><li>Organize and support school-based PD across the network </li></ul><ul><li>Focus ER of the special needs students </li></ul>
    17. 25. Next Steps <ul><li>Continue onsite PD with grade levels </li></ul><ul><li>Implementation of TRC </li></ul><ul><li>New teachers PD </li></ul><ul><li>Encourage teacher/principal attendance at CMSI development </li></ul><ul><li>Citywide PD for Benchmark Assessment </li></ul><ul><li>In-school PD /grade level meeting time </li></ul><ul><li>for M&SI </li></ul><ul><li>ISAT science – analysis of data, provide PD </li></ul>
    18. 26. Supports Needed/Recommendations <ul><li>Allocate protected time for area-based planning with coaches </li></ul><ul><li>Align start and end times for all coaches </li></ul><ul><li>Provide seed money to areas to support school-based initiatives-possibly connect to Principal For a Day for targeted giving around innovation </li></ul><ul><li>Restructured monies available earlier to support Area 9/UIC Initiative </li></ul><ul><li>Professional Development money for ISAT/Extended Response in October </li></ul><ul><li>All ISAT, IMAGE, DIBELS, Learning First, Math Benchmark, student and teacher attendance, student, school and area data organized in the same format and downloaded into an access data base. EXCEL files instead of PDF </li></ul><ul><li>Additional Area LLT- current structure with two was excellent (could support a quick response mechanism for the area) </li></ul><ul><li>Additional Area-based math support for lenses on learning roll-out </li></ul>
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