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.

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What worked well?

Targeted and Differentiated Professional Development

Targeted Area-based support for individual schools

Collaboration

Math Extended-Response

Revised Walkthrough Process

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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

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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)

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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

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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

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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

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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