CBOE President\'s Briefing 2007
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Transcript of CBOE President\'s Briefing 2007
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President’s Briefing
“All Means All”
June 20, 2007
Stephen Flisk
Area Instruction Officer
Area 9
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Area 9AbbottArmourCooperDrakeGalileoGladstoneHainesHealyHoldenJungmanMcClellanMedillMontefioreNTAOrozcoPerezPickardPilsenSkinnerSmythSouth LoopWalshWardWhittierWilliams ElemWilliams Prep
Armour SquareNear West SideLower West SideLoopSouth Lawndale
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Area 9 Demographics
Schools 26
Students 13,693
Area Average Daily Attendance (YTD-April) 95.0%
# Schools with 95% average attendance (YTD-April) 13
Low Income 89.1%
Special Education 13.9%
Probation Schools 1
Restructured Schools 9
English Language Learners 24.6%
Area 9 NBCT 16
Principals Vacancies for Next Year(Pickard)
New Principals(Gladstone, South Loop, Williams)
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Racial Ethnic Distribution by Percentage
49.40
29.20
6.60
14.600.20
Hispanic
African American
White
Asian
Native American
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Composite: Percent of Students Meeting or Exceeding State Standards
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Reading: Percent of Students Meeting or Exceeding State Standards
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Math: Percent of Students Meeting or Exceeding State Standards
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Composite: Percent of Students who Meet or Exceed State Standards
Annual Percentage by RaceAll Grades
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Reading: Distribution of Extended Response Scoresby Grade
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Math: Distribution of Extended Response Scoresby Grade
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ISAT Composites
YearAcademicWarning
Not MeetingStandards
MeetingStandards
ExceedingStandards
2003 12.0% 42.0% 37.9% 8.1%
2004 10.1% 36.3% 43.0% 10.6%
2005 9.9% 35.7% 43.4% 11.0%
2006 3.6% 28.3% 53.7% 14.3%
2007Targets
2.1% 24.9% 56.0% 17.0%
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Area Challenges“Differentiating Support to the Schools”
Meet the Needs of All Students (AYP, LRE, ELL)
Respond to the wide range of performance 12.9% to 93.6% Meets or Exceeds ISAT Reading
6.6% to 94.2% Meets or Exceeds ISAT Math
Prepare for ISAT Writing
Support different curricula
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Area 9 Goals 2006-2007
Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers.
Support and improve the instructional writing programs in all schools.
Assist principals in building leadership capacity within their schools and across our network.
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Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers.
Key Strategies
Assist schools with ISAT analysis.
Focus principal professional development on curriculum mapping.
Develop schools’ capacity in differentiating instruction.
Support the use of standards-based mathematics instruction.
Support the analysis of assessments to inform instruction.
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Support and improve the instructional writing programs in all schools.
Key Strategies
Provide coherent, school-based professional development for all schools.
Provide targeted assistance for schools on collaborative assessment.
Provide information and support for new state requirements related to the writing assessment.
Provide professional development focused on the integration of writing across the content areas.
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Assist principals in building leadership capacity within their schools and across our network.
Key Strategies
Develop the capacity for leadership in:
Assistant Principals
Teacher leaders
Leadership teams
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Focus on Professional Development
Analyze assessment data to inform instruction
Area- Wide Writing Professional Development
Prepare for Extended-response (Reading and Math)
Collaborative Assessment
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Next Steps Deepen the knowledge about writing instruction
Increase opportunities to use collaborative assessments
Build instructional tools around classroom instruction
Support in improving instruction of ELL students
Support in improving instruction of Special Needs students
Continue the conversations surrounding the achievement gaps
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The question is not,
“Is it possible to educate all children well?”
But rather,
“Do we want to do it badly enough?”
- Deborah Meier