8-30-11

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Kelly High School Professional Update

We will be calling the individual elementary and high school Areas “Networks”, and the elementary/high school networks will be grouped geographically to form a “Collaborative”. 

The Chief Area Officer title will also be changing to “Chief of Elementary Schools” and “Chief of High Schools”, to reflect accountability for the school portfolio.

South West Side Network High Schools

South• AIR FORCE HS KENNEDY HS

• BOGAN HS LINDBLOM HS

• CURIE HS RICHARDS HS

• GAGE PARK HS ROBESON HS

• HANCOCK HS SOLORIO HS

• HARPER HS SOUTHSIDE HS

• HOPE HS TEAM ENGLEWOOD

• HUBBARD HS TILDEN HS

• KELLY HS

South West Side Network High Schools

PSAE MEET &EXCEED  PSAE % Meet or Exceed  

Grade Year Read Math Science Composite

11th and 12th Grade Combined 2001 26.5 18.9 11.2 18.9  

11th and 12th Grade Combined 2002 23.7 19.9 12.8 18.8  

11th and 12th Grade Combined 2003 22.0 22.4 15.0 19.8  

11th and 12th Grade Combined 2004 15.4 18.8 13.9 16.0  

11th and 12th Grade Combined 2005 27.1 24.7 13.7 21.8  

11th and 12th Grade Combined 2006 27.6 27.8 18.7 24.7  

11th and 12th Grade Combined 2007 21.7 27.4 18.7 22.6  

11th and 12th Grade Combined 2008 21.1 29.7 20.5 23.8  

11th and 12th Grade Combined 2009 30.9 24.3 19.5 24.9  

11th and 12th Grade Combined 2010 30.6 32.4 26.0 29.7  

11th and 12th Grade Combined 2011 26.4 31.7 25.7 27.9n=588

 

             

PSAE Performance Over Time

PSAE % ME

SCHOOL 2009 2010 20113 Year Mean

ChangeTEAM HS NO DATA 7.8% 8.4% Not enough Data

Lindblom HS 70.2% 64.1% 76.8% 3.3%Harper HS 5.9% 5.3% 12.1% 3.1%

Hancock HS 14.5% 16.6% 19.6% 2.5%Kelly HS 24.0% 29.8% 27.3% 1.6%

Hubbard HS 29.2% 33.9% 30.9% 0.8%Bogan HS 10.5% 13.0% 11.6% 0.6%

Robeson HS & AA 1.9% 1.1% 3.0% 0.5%Tilden HS & AA 7.2% 5.9% 6.1% -0.5%Gage Park HS 10.9% 9.5% 7.1% -1.9%Kennedy HS 23.7% 22.3% 19.8% -1.9%

Curie HS 33.3% 30.3% 29.0% -2.1%Hope HS 14.1% 12.6% 9.0% -2.5%

Richards HS 12.6% 6.5% 5.2% -3.7%Air Force HS NO DATA  Solorio HS NEW SCHOOL 

Southside Occp HS NEW SCHOOL 

ACT 3 Year Mean Growth, By School

*Spry and Marine HS were excluded because they did not have 3 years of consecutive data

ACT Scale Score

SCHOOL 2009 2010 20113 Year Mean

Change

Lindblom HS

21.1 21.0 22.3 0.62

Hubbard HS 16.9 17.7 17.4 0.24Harper HS 14.1 14.2 14.5 0.22

Hancock HS 15.4 15.8 15.8 0.21Bogan HS 15.0 15.0 15.3 0.15

Kelly HS 16.9 17.3 17.1 0.10TEAM HS   15.1 15.3% 0.08

Kennedy HS 16.3 16.3 16.4 0.07Robeson HS 13.5 13.2 13.6 0.06Tilden HS & 14.1% 13.9% 13.5% 0.00

Hope HS 15.2 15.2 15.0 -0.10Curie HS 17.4 17.3 16.9 -0.25

Gage Park HS

14.7 14.6 14.0 -0.31

Richards HS 14.9 15.0 14.1 -0.42

 

ACT 20+

SCHOOL 2009 2010 20113 Year Mean

Change

Lindblom HS 72.1% 70.1% 83.3% 5.6%

TEAM HS   3.1% 5.4% 2.7%

Kelly HS 21.8% 25.7% 26.7% 2.5%Kennedy HS 16.6% 18.0% 21.3% 2.3%

Bogan HS 4.3% 8.3% 8.7% 2.2%

Hancock HS 11.4% 15.0% 15.4% 2.0%

Hubbard HS 25.5% 31.1% 29.1% 1.8%

Harper HS 3.4% 2.3% 6.3% 1.4%

Hope HS 7.5% 6.5% 9.7% 1.1%

Robeson HS & AA 0.4% 0.0% 2.1% 0.8%

Tilden HS & AA 2.6% 3.9% 2.2% -0.2%

Gage Park HS 6.9% 5.8% 4.6% -1.2%

Richards HS 5.4% 1.1% 2.8% -1.3%

Curie HS 28.4% 25.4% 22.7% -2.8%

EPAS Performance Over TimeEXPLORE to PLAN % Met Expected Gains

School 2009 2008 2007

Kelly 61.8% 56.0% 55.1%

Lindblom 59.9% 62.6% 48.5%

Gage Park 56.9% 46.9% 44.9%

TEAM 55.4% 58.3% .

Hancock 54.4% 51.6% 39.4%

Hubbard 52.2% 51.6% 46.1%

Kennedy 50.7% 50.9% 48.1%

Hope 49.4% 49.6% 44.9%

Tilden 47.6% 56.1% 47.2%

Harper 47.4% 50.6% 49.1%

Richards 46.4% 52.4% 42.5%

CURIE 54.1% 49.1% 51.6%

BOGAN 50.5% 51.5% 45.8%

Robeson 43.7% 49.5% 47.3%

PLAN-ACT % Met Expected Gains  2009 2008 2007

Lindblom 60.0% 60.2% .

Hubbard 49.1% 51.9% 40.0%

Kelly 47.7% 48.2% 41.3%

Curie 47.2% 44.5% 42.7%

Hope 36.9% 33.3% 42.6%

Hancock 36.6% 37.1% 25.0%

Kennedy 36.2% 39.7% 32.7%

Richards 35.2% 28.0% 31.0%

Bogan 33.6% 37.8% 35.1%

Gage Park 29.5% 26.6% 26.3%

Tilden 28.4% 25.7% 27.9%

Robeson 25.1% 27.5% 20.9%

Harper 24.5% 25.1% 21.6%

Freshman on TrackFreshman on Track Rates Over Time, by School

School Name 2006 2007 2008 2009 2010 3 Year trend

HARPER . 48.0 43.0 61.0 72.0 14.5 

TEAM HS . . 59.6 85.9 84.4 12.4

HANCOCK HS 55.3 60.2 57.8 71.6 79.8 11.0

ROBESON AA HS

50.3 36.0 27.5 38.1 47.6 10.1

TILDEN AA HS 57.0 38.1 31.0 53.4 50.4 9.7

HOPE HS 74.4 58.8 57.4 59.7 74.5 8.6

ROBESON HS 37.5 35.9 39.6 39.9 56.1 8.3

LINDBLOM HS 65.5 74.4 66.5 63.1 82.8 8.2

TILDEN HS 44.4 43.7 38.3 49.8 50.8 6.3

BOGAN 44.0 44.3 50.3 54.0 59.4 4.6

RICHARDS HS

54.1 59.6 49.7 50.6 59.2 4.8

KELLY HS 52.7 52.7 49.0 56.1 54.9 3.0

KENNEDY HS 54.3 46.8 56.9 56.2 59.8 1.5

CURIE 69.0 65.8 62.8 62.5 62.9 0.1

GAGE PARK HS

49.1 45.3 48.0 45.6 49.0 0.5

HUBBARD HS 49.5 52.8 62.3 58.6 61.1 -0.6

Attendance Over TimeAttendance South West HS Network Over Time  

  2006 2007 2008 2009 2010 2011

3 Year Mean Growth

Percentage Points

Air Force         93.4 93.3  

Robeson 72.3 70.6 64.0 65.2 59.2 73.4 4.1

Tilden AA 77.9 69.4 62.8 72.3 70.0 78.4 3.05

Lindbloom 93.3 93.4 93.1 89.0 92.5 92.7 1.85

Bogan 86.5 85.0 70.6 72.4 83.7 75.2 1.4

Kelly 88.9 89.2 86.8 86.8 89.4 89.3 1.25

Kennedy 85.0 85.7 82.2 81.2 82.5 83.0 0.9

Hope 89.6 84.9 66.1 72.8 72.2 72.1 -0.35

TEAM     87.6 88.0 84.8 87.3 -0.35

Hubbard 90.3 87.2 87.2 90.2 92.0 89.3 -0.45

Gage Park 87.9 85.9 65.5 74.0 73.2 72.5 -0.75

Curie 90.7 85.8 85.4 87.5 88.9 85.0 -1.25

Hancock 89.0 84.7 75.9 84.3 77.9 78.2 -3.05

Graduation and Dropout Rates Over Time

School

5 Year Cohort Drop Out Rates, Over Time

 

2006 2007 2008 2009 20103 Year Mean

Change

Kelly 35.1 41.8 41.1 39.0 37.9 -1.6

Curie 31.1 23.5 27.3 23.8 25.2 -1.05

Tilden 60.2 57.6 58.0 58.6 56.4 -0.8

Hubbard 30.1 37.4 45.1 50.4 44.7 -0.2

Gage Park 49.1 48.1 48.3 51.0 50.0 0.85

Bogan 44.6 46 42.3 43 46.4 2.05

Robeson 58.8 52.9 54.1 54.3 59.3 2.6

Kennedy 36.3 29.6 45.5 41.0 52.2 3.35

Richards 44.7 40.9 38.9 47.5 46.6 3.85

Hancock 27.7 33.7 33.4 51.9 42.2 4.4

Hope 27.3 19.1 18.7 17.1 33.8 7.55

School

5 Year Cohort Graduation Rates, Over Time

 

2006 2007 2008 2009 20103 Year Mean

Change

Kelly 60.1 54.2 56.4 58.5 57.8 0.7

Hubbard 67.4 60.2 52.0 48.3 52.9 0.4

Tilden 35.6 38.1 38.2 36.3 38.5 0.1

Gage Park

47.3 48.3 48.5 45.6 47.7 -0.4

Curie 67.4 74.3 70.5 74.2 72 0.8

Bogan 52.8 50.5 53.8 55.5 50.8 -1.5

Robeson 34.2 39.7 40.3 39.9 36.1 -2.1

Kennedy 58.1 64.6 52.0 55.1 45.2 -3.4

Hancock 72.3 65.7 64.9 47.5 57 -4.0

Richards 52.2 53.8 58.4 47.5 48.9 -4.8

Hope 70.8 79.8 79.3 81.0 62.6 -8.4

Preliminary FOT 2011School Freshmen Ontrack_rate

CLEMENTE AA HS 99 55.55

KELVYN PARK HS 273 58.6

CLEMENTE HS 188 59.04

HUBBARD HS 405 66.17

KELLY HS 703 67.28

SENN AA HS 31 70.96

STEINMETZ HS 423 72.81

PHOENIX MILITARY HS 169 73.96

DOUGLASS HS 71 74.64

FOREMAN HS 379 76.51

TAFT HS 664 77.1

WORLD LANGUAGE HS 94 79.78

CARVER MILITARY 168 80.35

SENN HS 243 80.65

PROSSER HS 357 80.95

FARRAGUT HS 307 81.1

VOISE HS 120 82.5

MARINE MILITARY HS 99 86.86

WILLIAMS, D 82 89.02

CHGO MILITARY ACAD HS 171 90.05

RICKOVER HS 150 90.66

UPLIFT HS 92 91.3

AIR FORCE HS 92 93.47

INFINITY HS 108 98.14

My Voice, My School• Specifically, researchers determined five essential components for

school success: • 1. Instructional Leadership: The principal works with teachers to

implement a clear and strategic vision for school success. • 2. Professional Capacity: The staff is committed to the school,

receives strong professional development and works together to improve the school.

• 3. Family and Community Ties: The entire school staff builds strong relationships with families and communities to support learning.

• 4. Learning Climate: The school is safe and orderly. Teachers have high expectations for students, and students are supported by their teachers and peers.

• 5. Ambitious Instruction: Classes are academically demanding and engage students by emphasizing the application of knowledge

5 Essentials across schools in the Southwest Side network

Learning Climate

22.19 36.1 44.3 34.94 44.45

Quality of Student Discussion: In schools with strong Quality of Student Discussion, students participate in classroom discussions that build their critical thinking skills. Math Instruction: In schools with strong Math Instruction, students interact with course material and one another to build and apply knowledge in their math classes. English Instruction: In schools with strong English Instruction, students interact with course material and one another to build and apply critical reading and writing skills. Course Clarity: In schools with strong Course Clarity, students are provided clear learning goals and instruction that supports achievement.

Ambitious Instruction

Teacher Evaluation Local School Unit Criteria

• Submits weekly Parent Contact sheets.

• Submits up to date lessons for sub folder.

• Updates electronic gradebook weekly.

• Implements measures to reduce failure rates.

• Attends and contributes to TCT and department meetings.

• Contributes to ongoing schoolwide LRE efforts.

Professional Growth Plan

A. Professional Growth Area of Focus Your self-assessment using the Descriptions of Practice, discussions with your Professional Growth Team, and the review of school/district plans will provide guidance on a specific area for growth within the selected criterion.

B. RationaleWhat will your students be able to do as a result of your professional growth that they are not now able to do?

C) New Learning Based on your rationale, what new skills and knowledge (grounded in research) will you need to build your capacity in this area? Be Specific.

D) Professional Growth Action Plan What specific growth activities will you engage in to obtain the identified new learning.

Professional Growth Plan