aio progress reporting
DESCRIPTION
Quarterly report to CEDOTRANSCRIPT
Area 9 School Progress Reportto Chief Education Officer
Stephen Flisk, AIO
July 2007
7/11/2007 2
Area 9 Vision and Mission
VisionThrough 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.
MissionWe, 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.
7/11/2007 3
Area Alignment to District Focus
District Priorities Meets to Exceed
Achievement Gap
Leadership Pipelines
Area Priorities Support and improve the instructional
writing programs in all schools.
Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers.
Assist principals in building leadership capacity within their schools and across our network.
7/11/2007 4
What worked well?
Targeted and Differentiated Professional Development
Targeted Area-based support for individual schools
Collaboration
Math Extended-Response
Revised Walkthrough Process
7/11/2007 5
Math ISAT Over Time
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
2003 2004 2005 2006 2007
All Grades
District
Grade 3
Grade 5
Grade 8
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Math Extended Response
Cluster-wide Monthly Math Lead Teacher Professional Development Extended / short response (scoring, analyzing, instructional implications) Data analysis (ER, Strands, Benchmark questions and answers) Building performance assessments with rubrics Working with classroom teachers Collaborative assessment Student Think aloud Building leadership capacity Citywide PD in Sept. for Benchmark assessment Prompts from CMSI Math Curriculum and the Benchmark Assessment
Handbook Area monthly ER/SCR Student work samples collected
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What needs improvement?
Extended-Response for Reading
Targeting ELL and special ed population (IMAGE, AYP)
More emphasis on social and emotional aspects of our students
Building leadership capacity
Attendance
7/11/2007 10
Extended Response Readiness
***Distinguished the difference between ISAT Extended Response writing and ISAT Writing
Developed Strategies: ---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.
--- Concentrating on a few strategies like QAR, ROLES, and T-Chart 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…
Supported teachers in a variety of ways ---Examined their students’ work – realizing that their students were not answering the
question ---Observed classrooms during ER lessons and after to see ER products ---Learned how to create questions, how to decide whether a question is ER ---Citywide PD hosted by Office of Literacy and ISBE ---Onsite PD at individual schools (Galileo, South Loop, Cooper ---Extended day PD (Smyth, South Loop, Perez ---Area PD (Oct.19 and Feb. 8)
7/11/2007 11
ISAT Reading OverTime
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
2003 2004 2005 2006 2007
Year
All Grades
District
Grade 3
Grade 5
Grade 8
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ER Next Steps
Look at cohorts
Look at Individual ER growth
Earlier professional development
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89
90
91
92
93
94
95
96
97
98
September October November December January February March
Series1
Series2
Area 9 Attendance
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Attendance Next Steps
November to December dip
Plan incentives during those months
Work with clusters of schools where students leave with families
Link social services - February
7/11/2007 17
Improvement in Targeted School Support
ISAT growth in Reading
ISAT growth in Math
Criteria Lowest performing schools on ISAT Principal request for additional support Area Coach recommendations
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Target School Growth - Reading
0
10
20
30
40
50
60
70
Drake Gladstone Medill NTA Smyth Williams El Williams MID
ISA
T s
cho
ol s
core
2006 Reading
2007 Reading
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Target School Growth - Math
0
10
20
30
40
50
60
70
80
90
Drake Gladstone Medill NTA Smyth Williams El Williams MID
ISA
T s
cho
ol s
core
2006 Math
2007 Math
7/11/2007 20
Targeted School Support
School Area Support Extended Learning Opportunities
Medill WT, Weekly Area staff support, Coaching, Data analysis, attendance at PD,PD by Area, DIBELS supportStrategic Planning retreat, Participated in Core meetings, LLT support, TDTKSL, modeled in classrooms, grade level PD on implementation of CMSI materials
SES
Smyth Attendance at area meetings, communicationDIBELS support, TDTKSL, Participated on the Core Planning Team
Power of Smyth (Striving Readers)
NTA 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 meetingsCurriculum Mapping support, Analyzed test data with Principal andStaff
Enrichment Academies
Gladstone Area LLT, publishers PD, onsite grade level PD, supported CM this summerTDTKSL, DIBELS support, attended Area PD, DIBELS Data analysis PD
Extended Day
Drake Area PD, UIC – ARDDP, Coach support, stopped by every 3 weeks, internal WT with report sent to the AreaLed collaborative assessment PD with Pickard, Follow up meetings with principal to discuss preliminary ISAT data, PD at school with individual teachers
Enrichment Academies
Williams 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 andcommunicating information on initiatives
Enrichment Academies,NAEP
7/11/2007 21
Succession and Compliance
Highlights of principal status: New principal progress
Succession planning status (Gladstone, Pickard, Williams, South Loop)
# of principals on CAPs how are you supporting them?
State of DOJ schools in Area (Cooper, Healy, Holden)
7/11/2007 22
Department of Justice Visits
School Date of Visit Reason for Visit Results
Cooper February 26, 2007 Question about whether all studentswere being served
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.
Healy April 27, 2007 Question about how the students inthe gifted program where chosen and if bilingual students were given an equal opportunity to participate.
Healy staff was able to present evidence of all qualifying students participating in gifted program including bilingual students.
Holden November 28, 2006
The DOJ wanted to see the school’s Bilingual Program.
Holden’s bilingual lead teacher was able to provide evidence that the bilingual program was being implemented well.
Holden –2nd visit
April 11, 2007 The DOJ was not able to visit classrooms in their previous visit.
The classrooms visited seemed to service the students well.
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Take Aways
Differentiated Professional Development
Clearer priorities for school support from the Area
7/11/2007 24
Area Next Steps SY07 - SY08
ER PD AYP Analysis Targeted PD focused on supporting special needs students Provide Lenses on Learning PD for principals Expand Principal’s Retreat to Cluster- Focus on high school
transition/articulation Video classrooms/differentiated instruction Strategic Planning/SIPAAA with OSP Continue support for Medill Turnaround TDTKSL Strategic Planning II– Area (August) Finalize PD calendar 07-08 Organize and support school-based PD across the network Focus ER of the special needs students
7/11/2007 25
Next Steps
Continue onsite PD with grade levels Implementation of TRC New teachers PD Encourage teacher/principal attendance at CMSI
development Citywide PD for Benchmark Assessment In-school PD /grade level meeting time
for M&SI ISAT science – analysis of data, provide PD
7/11/2007 26
Supports Needed/Recommendations
Allocate protected time for area-based planning with coaches
Align start and end times for all coaches
Provide seed money to areas to support school-based initiatives-possibly connect to Principal For a Day for targeted giving around innovation
Restructured monies available earlier to support Area 9/UIC Initiative
Professional Development money for ISAT/Extended Response in October
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
Additional Area LLT- current structure with two was excellent (could support a quick response mechanism for the area)
Additional Area-based math support for lenses on learning roll-out