CBOE President\'s Briefing 2007


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  • Attendance below 95% – Abbott – 93.4 , Gladstone – 92.8, Medill – 92.5, Montefiore – 76, NTA – 94.3, Williams Elem – 93.9, Williams prep – 93 Probation – Medill Restructured – Abbott, Armour, Gladstone, Jungman, Medill, Perez, Pickard, Smyth, Whittier NBCT – hosted at NTA a current cohort, provided an informational session Schools with NBCT – NTA – 6, Healy – 1, Medill -1, Pilsen – 1, Orozco – 2, Haines – 1, Smyth – 1, Williams – 1, Drake – 2, Sheridan – 3
  • Student performance appears t trending up- All grades are outperforming city aggregate 8 th grade showed greatest composite growth- -attribute a significant portion to the change in the standard at 8 th grade- growth matches the district slope 3 rd growth slope matches the district- appears some significant growth
  • 3 rd grade – Bilingual Program Year 3 students removed from ISAT and given ( 68%) No extended response Regular 56% Met or exceeded 8 th grade has historically been the strongest grade on the ISAT Format Change may have allowed students to demonstrate their performance in assessment went to the multiple choice (SAT 10) shorter passages compared to previous ISAT More time to complete assessment (10) minutes either to complete the extended response or return to multiple choice Focus on extended response at Area-focus on ER not just about the test but the task is much more complex. Student must analyze information and synthesis new learning with prior knowledge and then demonstrate a deeper level of understanding writing 06 Area 28% meeting on extended response 06 City 29% 05 AREA 06 05 (3,5,8) 1% 0 2% 18% 1 39% answer doesn’t match the question 54% 18 42% answer the question but lack explanation or evidence 25% 3 16%answer question (not fully) but missed some of the key ideas 3% 4 2% What it may mean Different students- Teachers Clearer understanding of the extended response format- More of a school wide awareness Teachers understand better the connection to prior knowledge
  • 3 rd There was no significant difference between the group of 3 rd graders who took the IMAGE(69%) and those who took the ISAT 75% Increased time to complete assessment may have helped this group Major push on extended response at the area level- 3 rd grade Significant percentage (what %) of the 3 rd grade students are taking IMAGE instead of ISAT
  • Large gap between the Asian students and the remainder of the subgroups- Asian Image grade reading 61% males meets or exceeds N=123 59% female N=103 Hispanic 64 N=565 68% N=495
  • Increase in 3s and 4s from 05-06 Decrease in 1s and 2s Decrease in 1s and 2s correspond to the focus on extended response in 05
  • All subgroups had an increase in students that scored a 4 from 05-06 All subgroups show an increase in students that scored a 3 from 05-06 Trend in decreased scores in the 4 range from 03-05 prompted a concentrated focus on pd for Extended response in 05-the present
  • Trends over time How did we arrive at these targets? Using a “best fit” line graph we extrapolated goals for 07 for each category. artifact graphs with 2008 targets added
  • Wide range of performance- Professional development provided by the area needs to be targeted to the needs of the teachers in schools For example- Walkthroughs- Full day-Full team we have the schools to generate their own focus question and we are charged with moving their reflection to a deeper level- grade level team Mathematics- professional development for grade level teams to provide supports for CMSI adoption [12 math- ] and science 6 pd targeted bilingual and split grades- strategy has been to cluster both within CMSI and outside for example Saxon Bilingual A variety of programs Dual language, transitional, ESL Spanish, Cantonese, Mandarin, Polish, Bulgarian, etc New Test Different Curricula Math – CMSI (2 per grade ban) Non CMSI – Saxton, Houghton Mifflin, McGraw, etc
  • Definition of Curriculum Mapping-1. planning tools to begin with the end in mind and chart a course for the year, 2. process used to determine a comprehensive, clear, cohesive and consistent curriculum Every school received color coded ISAT extended response and performance levels (Artifact) Artifact – PD Calendar UBD and DI book read by principals and Assistant Principals Monthly math lead teacher pd on standards based math grouped schools by curricula Grade level, LLT, and lead teacher pd on Benchmark, learning first and ISAT test analysis
  • Half day, in school pd done by coaches Extended response Test Analysis Collaborative assessment Inquire based math and science Targeted – the coaches, based on analyzed data, talks with principals, lead teachers, and Area team suggestions worked closely with particular teachers, grades, and / or schools using the collaborative assessment procedure
  • Assistant principal PD (3x) one of which was in collaboration with principals LLT monthly meeting 100% representation Math/science lead teacher monthly meetings 50% representation Bilingual lead teachers meet periodically Medill partnership in centered around identifying and being lead by leadership team Restructured school plan begins with the identification of teachers along with LLTs, APs, and Principals forming leaderships around Data analysis Taking the “Good to Great” philosophy for area 9 promoting school teams
  • Analysis of assessment data to inform instruction Conducted Area Coach-led Grade Level Teams meetings in Reading and Mathematics on Learning First and Math Benchmark Assessment- 70% of Area Schools Writing *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
  • Offer more pd targeted at grade levels Continue reading research on writing instruction Build more opportunities for collaboration during area wide pd Continue to group teacher by math curricula to build area teams Video tape classes, grade level meetings, pd Continue ell connections in LLT and lead math/science monthly meetings Analyze and link IMAGE test data to ISAT, Benchmark, and Learning First data Draw on what is being done in area schools around ELL and serve as a clearing house for current research and best practices Develop a comprehensive area 9 website to connect all schools through current best practice research
  • CBOE President\'s Briefing 2007

    1. 1. President’s Briefing “All Means All” June 20, 2007 Stephen Flisk Area Instruction Officer Area 9
    2. 2. Area 9 Abbott Armour Cooper Drake Galileo Gladstone Haines Healy Holden Jungman McClellan Medill Montefiore NTA Orozco Perez Pickard Pilsen Skinner Smyth South Loop Walsh Ward Whittier Williams Elem Williams Prep Armour Square Near West Side Lower West Side Loop South Lawndale
    3. 3. Area 9 Demographics 1 3 Principals Vacancies for Next Year (Pickard) New Principals (Gladstone, South Loop, Williams) 16 Area 9 NBCT 24.6% English Language Learners 9 Restructured Schools 1 Probation Schools 13.9% Special Education 89.1% Low Income 13 # Schools with 95% average attendance (YTD-April) 95.0% Area Average Daily Attendance (YTD-April) 13,693 Students 26 Schools
    4. 4. Racial Ethnic Distribution by Percentage
    5. 5. Composite : Percent of Students Meeting or Exceeding State Standards
    6. 6. Reading : Percent of Students Meeting or Exceeding State Standards
    7. 7. Math : Percent of Students Meeting or Exceeding State Standards
    8. 8. Composite : Percent of Students who Meet or Exceed State Standards Annual Percentage by Race All Grades
    9. 9. Reading: Distribution of Extended Response Scores by Grade
    10. 10. Math: Distribution of Extended Response Scores by Grade
    11. 11. ISAT Composites 17.0% 56.0% 24.9% 2.1% 2007 Targets 14.3% 53.7% 28.3% 3.6% 2006 11.0% 43.4% 35.7% 9.9% 2005 10.6% 43.0% 36.3% 10.1% 2004 8.1% 37.9% 42.0% 12.0% 2003 Exceeding Standards Meeting Standards Not Meeting Standards Academic Warning Year
    12. 12. Area Challenges “Differentiating Support to the Schools” <ul><li>Meet the Needs of All Students (AYP, LRE, ELL) </li></ul><ul><li>Respond to the wide range of performance </li></ul><ul><ul><li>12.9% to 93.6% Meets or Exceeds ISAT Reading </li></ul></ul><ul><ul><li>6.6% to 94.2% Meets or Exceeds ISAT Math </li></ul></ul><ul><li>Prepare for ISAT Writing </li></ul><ul><li>Support different curricula </li></ul>
    13. 13. Area 9 Goals 2006-2007 <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>Support and improve the instructional writing programs in all schools. </li></ul><ul><li>Assist principals in building leadership capacity within their schools and across our network. </li></ul>
    14. 14. Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers. <ul><li>Key Strategies </li></ul><ul><li>Assist schools with ISAT analysis. </li></ul><ul><li>Focus principal professional development on curriculum mapping. </li></ul><ul><li>Develop schools’ capacity in differentiating instruction. </li></ul><ul><li>Support the use of standards-based mathematics instruction. </li></ul><ul><li>Support the analysis of assessments to inform instruction. </li></ul>
    15. 15. Support and improve the instructional writing programs in all schools. <ul><li>Key Strategies </li></ul><ul><li>Provide coherent, school-based professional development for all schools. </li></ul><ul><li>Provide targeted assistance for schools on collaborative assessment. </li></ul><ul><li>Provide information and support for new state requirements related to the writing assessment. </li></ul><ul><li>Provide professional development focused on the integration of writing across the content areas. </li></ul>
    16. 16. Assist principals in building leadership capacity within their schools and across our network. <ul><li>Key Strategies </li></ul><ul><li>Develop the capacity for leadership in: </li></ul><ul><ul><li>Assistant Principals </li></ul></ul><ul><ul><li>Teacher leaders </li></ul></ul><ul><ul><li>Leadership teams </li></ul></ul>
    17. 17. Focus on Professional Development <ul><ul><li>Analyze assessment data to inform instruction </li></ul></ul><ul><ul><li>Area- Wide Writing Professional Development </li></ul></ul><ul><ul><li>Prepare for Extended-response (Reading and Math) </li></ul></ul><ul><ul><li>Collaborative Assessment </li></ul></ul>
    18. 18. Next Steps <ul><li>Deepen the knowledge about writing instruction </li></ul><ul><li>Increase opportunities to use collaborative assessments </li></ul><ul><li>Build instructional tools around classroom instruction </li></ul><ul><li>Support in improving instruction of ELL students </li></ul><ul><li>Support in improving instruction of Special Needs students </li></ul><ul><li>Continue the conversations surrounding the achievement gaps </li></ul>
    19. 19. <ul><li>The question is not, </li></ul><ul><li>“Is it possible to educate all children well?” </li></ul><ul><li>But rather, </li></ul><ul><li>“Do we want to do it badly enough?” </li></ul><ul><li>- Deborah Meier </li></ul>