The Area 9 School Progress Report summarizes work from the 2007 fiscal year. Key accomplishments included targeted professional development, collaboration between schools, and assistance to build leadership capacity. Areas for improvement included better supporting English Language Learners, focusing more on social-emotional learning, and increasing attendance. The report outlines next steps such as expanding principal training and analyzing data to guide professional development.
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
Design developmentally and culturally appropriate curricula and instructional units to improve equity and academic achievement for 21st. century learners.
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Second Acts is a non-profit fundraising organization that distributes 100% of all donations received to small, volunteer-run animal rescue groups nationwide which adopt a no-kill policy.
Vision Team Biomagworld menjadikan anda sebagai milyarder berikutnya hampir tanpa modal, dengan produk-produk gelang dan kalung magnet dengan desain yang fashionable dan memberikan manfaat terapi biomagnet yang baik untuk kesehatan. Dengan sistem pemasaran multi level marketing yang handal menjadikannya sebagai peluang bisnis bagi anda. Gelang dan kalung magnet Biomagworld sangat baik digunakan bagi penderita stroke, jantung, kolesterol, diabetes, asam urat, bahkan baik digunakan untuk mencegah berbagai macam penyakit.
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Second Acts is a non-profit fundraising organization that distributes 100% of all donations received to small, volunteer-run animal rescue groups nationwide which adopt a no-kill policy.
Vision Team Biomagworld menjadikan anda sebagai milyarder berikutnya hampir tanpa modal, dengan produk-produk gelang dan kalung magnet dengan desain yang fashionable dan memberikan manfaat terapi biomagnet yang baik untuk kesehatan. Dengan sistem pemasaran multi level marketing yang handal menjadikannya sebagai peluang bisnis bagi anda. Gelang dan kalung magnet Biomagworld sangat baik digunakan bagi penderita stroke, jantung, kolesterol, diabetes, asam urat, bahkan baik digunakan untuk mencegah berbagai macam penyakit.
How to engage all students in project-based, higher-level learning programs. This is a framework for developing student-centered, project-based schools through engagement and research.
Dr. Donald James, Executive Director of CITE, and former superintendent of Commack Schools, discusses how to engage all students in project-based, higher-level learning programs.
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
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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
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Editor's Notes
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&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&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)