Jarvis Sanford, AUSL Presentation

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Jarvis Sanford, AUSL Presentation

  1. 1. Presentation to ERS School Turnaround Summit October 14, 2011 Real change for the children of ChicagoCopyright @ AUSL 2010 Copyright © AUSL 2009
  2. 2. Our MissionAUSL will improve student achievement in Chicago’s high poverty chronically-failing schools through its disciplined transformation process, built on a foundation of specially-trained AUSL teachers. Transforming Training Schools Teachers 2
  3. 3. AUSL at-a-glance • Not-for-profit organization established in 2001 • Currently managing 19 neighborhood Chicago Public Schools, serving more than 10,500 children – 4 new-school starts; 14 turnaround schools – Not charters; union teachers in CPS buildings • Training “Resident” teachers in 9 of the schools – 90 aspiring teachers train under experienced mentors – In schools 4 days/week; taking university classes 1 day – Graduate with MAT and state license – Hired into an AUSL turnaround school Real change for the children of Chicago 3Copyright @ AUSL 2009
  4. 4. Our K-8 Results: Closing the Achievement Gap Before AUSL 2010 - 2011 100.0% 90.0% Non Free/Reduced Avg. 92.1% 80.0% % Meeting / Exceeding ISAT Standards CPS Avg. 75.6% 70.0% 60.0% 50.0% 92.1% 83.9% 83.9% 76.8% 74.6% 73.4% 40.0% 71.9% 65.7% 61.0% 60.6% 60.4% 60.3% 59.6% 59.5% 30.0% 52.9% 52.8% 49.7% 48.5% 48.4% 48.1% 46.2% 42.8% 42.1% 41.0% 34.4% 20.0% 31.8% 28.9% 22.2% 10.0% 0.0% Sherman… Harvard… Morton… Howe… Bethune… Johnson… Dulles… Bradwell… Curtis… Deneen… Dodge… NTA… *TCA…*Tarkington… * Indicates new school start, before AUSL = year one of operation % Point + 30.6% + 33.9% + 33.6% + 29.1% + 18.5% + 18.3% + 11.1% + 4.7% + 14.4% + 11.3% + 61.7% + 25.0% + 8.2% + 16.5% ChangeSource: Chicago Public Schools REA [Other Comparison Groups M/E Standards: AA 67.6% | Hispanic 80.1% | FRL 73.3%% | White 91.3%]Notes: Data excludes English Language Learner (ELL) students 4
  5. 5. Teacher Pipeline Connects Schools Training Academies Established New Turnarounds Turnarounds Real Change for the Children of Chicago© 2010
  6. 6. Teacher Development: THE Key Lever Support teachers in developing Support teachers in understanding effective skills and competencies and using student performance data Teacher Development Process In the immediate • Give teachers real time feedback on student term, the Teacher performance data and teaching practices in order to Development Process accelerate student gains and better support and will be used to: develop teachers Over time, data and • Identify powerful linkages between teacher insights from the skills/competencies and student achievement work will be used to: • Make talent-related decisions across the network • Ensure continuous improvement of AUSL’s model Real change for the children of Chicago 6Copyright @ AUSL 2009
  7. 7. Common Structures Enhance SupportCommon Development & Performance:Danielson FrameworkNWEA MAP testing; CRS InterimsCommon Pedagogies:Lemov’s TechniquesAUSL “Signature Strategies”Content Areas: Literacy, NumeracyCommon Coaching Structures:Coaching Continuum: from cognitive coaching to real-time coachingTeaching Cycles: areas for focusDaily Danielson Feedback ConversationsTechnology: video and chatting Real change for the children of Chicago

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