News Letter_ w of August 29 2011_final_attachementspdf

[Pick the date] [Edition 1, Volume 1]

CHIEF EDUCATION OFFICE

NEWSLETTER WEEK OF AUGUST 29, 2011


PRINCIPAL KICK-OFF

Thanks for attending the Principal Kick-Off today! It was a pleasure to see all of you and to begin our ongoing dialogue about the transformation of Chicago Public Schools. As a follow-up, please know that we’ll be finalizing the principal metrics in the draft “performance contract” by end of September. You’ll see that we’ve also attached an updated draft of the Teaching and Learning Priorities and Essential Services document and the power point from today’s presentation. What a great start to the 2011-12 school year! We look forward to having many more opportunities to collaborate in the upcoming year.

THIS ISSUE…

PRINCIPAL KICK-OFF: Attached draft of Teaching and Learning Priorities and Essential Services Document & Power point from today’s meeting.

PERFORMANCE MANAGEMENT: ISAT Value-Added Results Released & NCLB Corrective Action & Restructuring Planning Webinar.

STUDENT ASSESSMENT: 8th Grade Explore Administration moved to Spring 2012. Scantron ELL Testing Rosters Now Available. P-12 MANAGEMENT: Modified Student Travel e-Application

IMPACT: Ensuring that your school is prepared to start the school year.

SPECIAL EDUATION & SUPPORTS: ISBE review of IEPs; Training for new case managers & clinicians; & Opportunities for student.

COMMON CORE: Common Core Agenda, power point & templates attached for staff training.

“IT WAS A PLEASURE TO … BEGIN OUR

ONGOING DIALOGUE ABOUT THE

TRANSFORMATION OF CHICAGO PUBLIC

SCHOOLS.”

PERFORMANCE MANAGEMENT Contact: Ryan Crosby – Manager: 773-553-5062 or [email protected]

ISAT Value-Added Results Released: We have posted ISAT Value-Added results for 2011 on the principal login page at http://research.cps.k12.il.us. You will find the reports under the “ISAT” tab. We have included school- and grade-level scores in reading and math. You can also access value-added results for all schools for 2010 and 2011 on the same website by clicking on “School and Citywide Reports” and then “All Schools.” More information on value-added is available at http://bit.ly/oFhK7J.

NCLB Corrective Action and Restructuring Planning Webinar: The Office of Performance will offer a

webinar on Monday, August 29, at 1:00pm for schools who need more information on the template and process for writing corrective action or restructuring plans required under No Child Left Behind. Please join us or invite one your staff members if your school is in Corrective Action or Restructuring Planning status. If you are unable to join us at this time, we will e-mail you a link to watch at a later time.

mailto:[email protected]

http://research.cps.k12.il.us/

http://bit.ly/oFhK7J



COMMON CORE STANDARDS Contact: Didi Swartz- Project Lead: 773-553-1161 or [email protected]

If you have partially completed the Common Core pilot school application online but did not finish it, please make sure to start a new application and complete all sections, including essays, in order to be considered.

STUDENT ASSESSMENT Contact: Michael Deuser – Director: 773-553-1278 or [email protected]

8th Grade EXPLORE Administration Moved to Spring 2012: To provide a better gauge of what students know as they enter high school, the 8th grade administration of the EXPLORE test will be moved from the Fall to the Spring of the 2011-2012 school year. Please do not test your students during the originally scheduled testing windows (September 6 – 9 (Track E schools) and September 26 – October 5 (Track R schools). Both windows will be rescheduled for Spring 2012. Additional information regarding the new windows for 8th Grade EXPLORE testing will follow in subsequent newsletters and in direct communications to Network Chiefs and school-level test coordinators. Note on Test Security: For eighth graders, you must keep the EXPLORE materials in a locked secure storage until the time of testing. This will ensure test materials are protected and the integrity of the results. You must protect the materials from damage, theft, or loss. No one should have access to the EXPLORE materials at this time. If you have 8th and 9th graders, do not allow 8th graders access to the EXPLORE materials.

Scantron ELL Testing Rosters Now Available: To easily determine which of your ELL students should

and should not be tested in Scantron Performance Series this Fall, you may now access student rosters with ACCESS scores and recommended Scantron testing guidelines via the principal login at http://research.cps.k12.il.us. Click on the ‘Scantron’ tab to find the report called “Fall SY12 ELL Scantron participation based on ACCESS 2011 scores”.

What’s New in Assessment for SY12: This year’s assessment calendar has been designed to

maximize the usefulness of assessment to teachers, while at the same time reducing the burdens of test administration. Below is a brief run-down of policies that have changed this year, as well as those that have stayed the same. (See attached assessment calendar(s).

New in SY12 No Change in SY12

• Scantron o Winter testing is now optional o HS Algebra & Geometry tests (optional) o Spanish-language Math test (optional)

• Quarterly Common Core assessments • 8th Grade EXPLORE administration in Spring 2012 instead of

Fall 2011 • Reading and Math Benchmark Assessments (CMBA/CRBA)

have been eliminated • IDS assessments have been eliminated

• mClass Math still optional



http://research.cps.k12.il.us/



OFFICE OF P-12 MANAGEMENT Contact: Delena Little: 773-553-1205 or [email protected]; Rosalinda Saucedo: 773-553-2152 or [email protected]

Modified Student Travel e-Application: To ensure timely processing of the Student Travel e-Application, the routing process in Oracle has been temporarily modified. Effective Wednesday, August 24, 2011, all high school and elementary school student travel requests submitted and approved by the principal will be directly routed to the Office of P-12 Management for final approval until further notice. The Chiefs of Schools are aware of this change and have been provided with a district view of all e-Applications submitted by the schools.

COLLEGE & CAREER PREPARATION Contact: Dr. Susan Kurland -Education Administrator: 312-742-1460 or [email protected]

AP/Honors slots still available at Gallery 37’s Advanced Art Education Program: The Advanced Arts Education Program (AAEP) at Gallery 37 offers a unique, year-long educational experience for artistically talented CPS juniors and seniors. Program Details: Eligibility: All CPS Juniors and Seniors; Hours: 2:00-4:00pm (M-F); Location: 66 Randolph Street, Gallery 37 Building. Note: Most students must be scheduled to have the last period or 2 of the day off in order to accommodate class and travel time.

STUDENT SUPPORT & ENGAGMENT Contact: Adeline Ray (CSI): 773-553-3703 or [email protected] OR Sylvia Jordan Nelson (Debate & Decathlon): 773-553-3593 or [email protected]

Community Schools Initiative (CSI), Debate and Decathlon Summer programs: Thank you to all of the schools that participated in the Academic Decathlon Summer Enhancement Institute, Chicago Debate Summer Institute and the Community Schools Initiative (CSI) Summer Revolution program! Together the programs served over 3,300 students and parents over the summer with innovative, fun and challenging enrichment and academic activities. As the school year moves forward full force, the FY 2012 Community Schools Initiative Service Plans for the Title I cohort will be open as soon as Cityspan completes processing updates, edits and other code corrections.

EXTERNAL AFFIARS & PARTNERSHIPS Contact: Barbara Lumpkin: 773-553-1320 or [email protected]

Museum of Science & Industry Passes for Students: As part of the 2011 Back to School Campaign, we are happy to announce an opportunity for our schools to distribute an exciting giveaway as a reward to students who demonstrate regular attendance. The Museum of Science and Industry has generously donated passes that allow for free entrance into the museum for up to three visits, valid for the entire 2011-2012 school year. Passes will be distributed to schools the week of Sept. 5, 2011. Principals should distribute these passes according to their discretion, so long as distribution rewards students for good attendance. We ask that the passes be promptly distributed to students by Sept. 23.









IMPACT Contact: IMPACT Help Desk Contact Information: 773-553-3925, option 2 for IMPACT (7 a.m. to 5 p.m.)

VERIFY Help Desk Contact Information: (773) 583-8267

Kicking off the School Year with IMPACT: Please review this list carefully and take appropriate steps to ensure that your school is prepared to start the school year in the IMPACT suite.

1. Confirm that all computers in the building are functioning and have full internet connectivity.

2. Consult with your school scheduler to determine the status of scheduling in IMPACT SIM. This is perhaps the most critical prerequisite to a successful start to school in IMPACT. All Gradebook class rosters will be pulled from SIM. Scheduling errors or incomplete setup in SIM will result in teachers not being able to access rosters in the Gradebook.

3. Check the ODA system to ensure that all role assignments are accurate. Gradebook and Verify user roles are established using the same Online Data Acquisition (ODA) framework that schools used for SIM. Be sure to confirm that role assignments for schedulers, attendance clerks, grading coordinators, disciplinarians, and counselors are accurate.

4. Contact the ITS Service Desk at 773-553-3925 (Option 2) if a change to standard grading scale is needed. Only principals can request a change to the grading scale. Once alerted by the Service Desk, the IMPACT team will make all changes to school grading scales centrally.

SPECIAL EDUCATION & SUPPORTS Contact: 773-553-1800 or visit http://www.cpsspecialeducation.org/

ISBE CONTINUES REVIEW OF DISTRICT IEPS FOR TRANSITION PLAN COMPLIANCE: The Illinois State Board of Education (ISBE) will be conducting an ongoing review of district IEPs for compliance with transition plans. OSES will contact you if your school has been selected for this review between now and September 15, 2011. During this time, affected schools will need to make appropriate corrections to IEPs identified as having finding of non-compliance. Schools will be notified of required timelines. For questions, contact: the Specialized Services Administrator (SSA) assigned to your school.

SPECIAL EDUCATION & SUPPORTS HAS A NEW WEBSITE! Website improves collaboration and communications with families and agencies. Contact: Katie Reynolds: 773-553-1806 or [email protected]. New website’s address is http://www.cpsspecialeducation.org/.

Y.I.E.L.D. THE POWER FALL 2011 WORKSHOP SCHEDULE IS AVAILABLE NOW: Learn about disability

history and culture, and how to speak up for yourself and others. Every Thursday beginning October 1, 2011 (Orientation) from 4-6:30 pm at Access Living, 115 W. Chicago. Contact: Candace Coleman at Access Living: 312.640.2128 (TTY: 312.640.2102) or [email protected]. See attached flyer for details and application.

2011-12 FAMILY LIFE & COMPREHENSIVE SEXUAL HEALTH EDUCATION TEACHER TRAINING. Contact: Ira

Rounsaville in Special Education & Supports at 773-553-3884 or Mary Beth Szydlowski in Special Education & Supports at 773-553-1970 (see attached flyer for details).

http://www.cpsspecialeducation.org/






MANDATORY IEP TRAINING FOR NEW CASE MANAGERS SEPTEMBER 2011: We encourage you to carpool due to limited parking available at the facilities, and you should arrive a few minutes early to allow time for parking and swiping in. Please note that Special Education & Supports will not be covering costs associated with breakfast, lunch or parking. Participants may bring their own food and beverage to the training locations or purchase from nearby vendors. All new case managers should register in CPSU. Contact: Trina McCarrell: 773-553-3893 or [email protected].

Training Dates & Locations September 1 or 2, 2011 8:30 am-2:30 pm Dewey Elementary Academy of Fine Arts (5415 S. Union Avenue)

September 21, 2011 8:30 am-2:30 pm Elizabeth Training Facility (320 N. Elizabeth Street

MANDATORY IEP TRAINING FOR NEW CLINICIANS SEPTEMBER 8, 2011 (8:30-11:30 a.m. or 12:30 – 3:30

p.m.) Elizabeth Training Facility (320 N. Elizabeth Street): We encourage you to carpool due to limited parking available at the facilities, and you should arrive a few minutes early to allow time for parking and swiping in. Please note that Special Education & Supports will not be covering costs associated with breakfast, lunch or parking. Participants may bring their own food and beverage to the training locations or purchase from nearby vendors. All new clinicians should register in CPSU. Contact: Trina McCarrell: 773-553-3893 or [email protected].

CASE MANAGEMENT 101 FOR CASE MANAGERS AND PRINCIPALS 2011-2012 SCHOOL YEAR: This training will focus on the responsibilities of case management, specifically the law related to holding IEP meetings, reports that are critical to the work of the case manager and an overview of IEP development. We encourage you to carpool due to limited parking available at the facilities, and you should arrive a few minutes early to allow time for parking and swiping in. Please note that Special Education & Supports will not be covering costs associated with breakfast, lunch or parking. Participants may bring their own food and beverage to the training locations or purchase from nearby vendors. All case managers should register at CPSU. Contact: Trina McCarrell: 773-553-3893 or [email protected].

TAMS (501 W. 35th Street) 8:30 a.m. – 2:45 p.m. August 31, 2011 September 9, 2011 September 22, 2011 September 27, 2011 October 18, 2011 October 26, 2011 November 10, 2011 December 1, 2011 January 20, 2012 February 29, 2012 March 20, 2012 April 11, 2012 May 8, 2012

CONNECT STUDENTS WITH DISABILITIES TO JOB OPPORTUNITIES ON OCT. 14, 2011: The American Association of People with Disabilities and the City of Chicago Mayor’s Office for People with Disabilities (MOPD) will host the 2011 Disability Mentoring Day National Launch in Chicago. MOPD is excited to recruit CPS students for participation in this unique series of career preparation opportunities during the 2011-2012 school year! Students should register at http://www.cpsspecialeducation.org/ and click on the Supports and Services tab; then, click on the Disability Mentoring Day logo. Applications are due by September 16. Contact: 312-744-4601 or [email protected].








GETTING TO KNOW… JENNIFER CHEATHAM, Ed.D. Chief Instruction Officer

Jennifer's focus is on systemic improvement in urban school districts. Her expertise lies in developing instructional alignment and coherence at every level of a school system aimed at achieving breakthrough results in student learning. Currently, Jennifer is the Chief of Instruction for Chicago Public Schools, a role to which she brings a depth of experience in school system reform. She has worked as a Chief Area Officer for Chicago Public Schools, the Executive Director of Curriculum and Instruction for San Diego City Schools, and a coach and professional developer for the Bay Area School Reform Collaborative (BASRC). Before joining BASRC, she led a multi-year initiative aimed at improving academic literacy for middle and high school students. She began her career as an 8th grade English teacher. Education: Ed.D., Harvard University; Ed.M., Harvard University; M.A. in Education, University of Michigan; B.A. in English, DePaul University, Chicago.

Welcome to the 2011 CPS All Principal Kick‐Off Event

1

Presentation of ColorsHubbard High School JROTC

2

WelcomeJean‐Claude Brizard, CEO

3

Mayor Rahm Emanuel

4

Board of Education President David Vitale

5

CPS Leadership Team

6

Today’s Outcomes

• Embrace the vision for CPS – Every child graduates college and career ready.

• Recognize that all schools in CPS are on one team united in a common goal to transform achievement.

• Redefine the principalship with a focus on autonomy, accountability, and support.

• Partner with principals to reinvent the system together.

• Model effective leadership development.

7

Today’s Agenda

• Delivering on Our Promise to the Children of Chicago –Jean‐Claude Brizard

• Break• Redefining the Principal Role in CPS – Noemi Donoso• Lunch• Creating Effective Systems of Support for Principals –Jennifer Cheatham, Denise Little, Tim Cawley, Alicia Winckler

• Break• Developing Principal Leadership Capacity – Steve Gering• Closing and Adjourn – Noemi Donoso

8

Norms

• Actively engage in team discussion while monitoring one’s own airtime.

• Be open to diverse viewpoints.

• Honor time limits and signal to re‐convene.

• Take care of personal needs at any time.

9

Table Roles

• Facilitator– Guides discussion through use of protocol

• Recorder– Captures thinking from table through use of tools

• Roles will rotate: At the beginning of the next discussion session, the facilitator and recorder select the next facilitator and recorder, respectively

10

Table Introductions

• In 1 minute or less, introduce yourself:

– Name

– School

–What you are most proud of this past year?

• Start with the person whose birthday is closest to today. (This person will also serve as Facilitator for this activity. There is no Recorder needed.)

• See protocol A

11

8 Minutes

12

Delivering on Our Promise to the Children of Chicago

Jean‐Claude Brizard, CEO

13

Turn and Talk

“Those who profess to favor freedom and yet depreciate agitation, are people who want crops without ploughing the ground; they want rain without thunder and lightning; they want the ocean without the roar of its many waters. The struggle may be a moral one, or it may be a physical one, or it may be both. But it must be a struggle. Power concedes nothing without a demand; it never has and it never will.”

Frederick Douglass

14

15

Walter Payton College Prep

16

Jones College Prep

17

Chicago Military Academy High School

The Current State of CPS

• 150,000 students are in underperforming schools (only reflects ISAT scores)

• Only 57.5% of high school students graduate

• Only 7.9% of high school juniors met all four college readiness benchmarks

• Average ACT score of 17.2

– Below college admissions benchmark of 21

• Meanwhile, just 17.1% of elementary students exceeding state standards on the ISAT

18

These results mask the college readiness of our 8th

grade students and the widening achievement gap.

Work is needed to prepare our students for a high school curriculum and beyond.

In 2011, 69% of 8th Graders did not meet college readiness benchmarks in reading; 80% did not reach the level for math.

ISAT is misleading in gauging True College Readiness

19

Common Core Standards: True College Readiness

CPS is making the transition to Common Core Standards this year with the intention of using them exclusively in 2012‐2013.

20

Common Core Standards: True College Readiness

21

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003 Trial Urban District Reading Assessment.

* There is a 28 point gap between poor African American 8th graders in Los Angeles and Houston (roughly equivalent to 3 years’ worth of learning)

Low‐Income African‐American Students (NAEP Math 8th 2003)

22

180

190

200

210

Los Angeles Chicago District of Columbia

National (Public) New York City Houston

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Trial Urban District Reading Assessment.

* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)

Scal

e Sc

oreLatino Students

(NAEP Reading 4th 2002)

23

Chicago 2009 NAEP Results

• Grade 4 – Reading–Below national and large city average

• Grade 4 – Math– Scored lower than the national and the large city averages in overall

24

Chicago 2009 NAEP Results

• Grade 8 – Reading– Below national average and equal to large city average

• Grade 8 – Math– Scored lower than the national and large city averages in overall mathematics in 2009

25

“We tried to do better but everything turned out as usual.”

‐Viktor Chernomyrdin, Former Russian Prime Minister

26

Consider…

• Does our schools’ inability to teach poor students stem from problems in the system itself? Or is the problem deeper: society’s inability to support the community structures that make effective schooling possible?

• Is it unreasonable to expect urban students to fare as well as their counterparts in more affluent circumstances?

27

Source: Paul T. Hill It Takes a City

• What about three decades of research (since ESEA 1972) demonstrating the importance of parent income and education to student learning?

• How can you ignore the recent evidence indicating that the mother’s education is significantly correlated with student performance?

28

Source: Paul T. Hill It Takes a City

The hard fact is that many educators and policy makers simply do not believe inner‐city students to be capable of achieving.

29

Graham Road Elementary SchoolFalls Church, Virginia

• 356 students in grades K‐6

– 13% Black

– 16% Asian

– 64% Latino

• 81% Low‐Income

• 51% ELL

*Fairfax County School Profiles, 2009

30

Graham Road Elementary SchoolMeeting or Exceeding Standards

97% 95% 96% 96%

73%65% 61% 65%

0%

20%

40%

60%

80%

100%

Overall Latino Low‐Income ELL

Percentage Proficient and

Abo

veGrade 6 Math (2009)

Graham Road Virginia

*Virginia Department of Education

31

Graham Road Elementary SchoolExceeding Standards

21%

39%

70%60%

38%

37%

38%

38%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009

Percentage at A

dvanced

Students Overall – Grade 6 Reading

Graham Road Virginia

*Virginia Department of Education

Note: In 2008, 98% of Graham Road 6th graders were proficient in reading.

32

Elmont Memorial Junior‐Senior HighElmont, New York

• 1,919 students in grades 7‐12

• 77% African American

• 13% Latino

• 8% Asian

• 1% White


*New York Department of Education, 2009

33

Graduation rates at Elmont Memorial Junior‐Senior High, Class of 2008

96% 95% 100% 99%

74%

59% 57%63%

84%

0%

20%

40%

60%

80%

100%

All Students African American

Latino Low‐Income White

Gradu

ation Rate

Elmont

New York

*New York Department of Education

State goal

34

Regents Test Results, 2009 Elmont Memorial Junior‐Senior High

95% 97%

87%

70%

57%

73%80% 80%

75%

60%68%

72%

0%

20%

40%

60%

80%

100%

Comp. English

U.S. Govt. Living Environment

Mathematics A

Mathematics B

Integrated Algebra

Elmont New York

*New York Department of Education

Percentage of stude

nts scoring above 65

35

Local Success

Burnham Elementary • 266 Students in grades K‐8

• 100% minority students– 99.2% African American

– 0.8% Hispanic


Haines Elementary • 707 students in grades K‐8

• 99% minority students– 91% Asian/Pacific Islander

– 7% African American

– >1% White

• 95% Low Income

36

Percent students “Meets/Exceeds” ISAT composite

37

8th Grade ISAT compositePercent of students Exceeding standards

38

"It is a lot easier to define the What than the How, and easier to define the How than to implement it on the ground."

(Tom Payzant, former Supt, Boston Public Schools)

39

Consider…

Standards, assessment, curriculum, and professional development are not enough. They are seriously incomplete theories of action because they do not get close to what happens in classrooms and school cultures .

(Michael Fullan)

40

PREVALENT THEORIES OF ACTION

GUIDING DISTRICT REFORMS

41

Performance/Empowerment

• Accountability/Empowerment– Student achievement measured in sophisticated ways/positive and negative consequences for administrators, (teachers), students

• Roots – Kentucky Education Reform Act of 1990 (David Hornbeck) – different iterations in a number of cities

• Borrows from the experience of high‐performing private‐sector businesses

• Rests on process improvement using statistical tools, data, participative management and results

42

Source: Don McAdams

Managed Instruction

• Tightly coupled instructional‐management system

• All children must be taught the same comprehensive and aligned curriculum, and all teachers must know how to teach it. Instruction is the district’s core business. It must be managed.

• PD centered on curriculum; coaches in schools; formative assessments are frequent and feeds intervention

• Roots – District 2 NYC

43

Source: Don McAdams

Managed Performance/Empowerment (Bounded Autonomy)

• Captures the totality of managed instruction and performance/empowerment

• Instructional core remains tightly coupled• Principals in consultation with faculty make decisions about implementation method and specific “time and money” investments

• Key is the principal who serves as the crucial link between the central office and what happens in the classroom

44

Source: Don McAdams

What school systems practice influences student learning.

AvoidableGAP

The Themes

45

What school systems practice influences student learning

AvoidableGAPAvoidableGAP

Curriculum and Academic Goals

Staff Selection, Leadership, and Capacity Building

Instructional Programs, Practices, and Arrangements

AvoidableGAP

AvoidableGap

Monitoring: Compilation, Analysis, and Use of Data

Recognition, Intervention, and Adjustment

46

The Mayor has set an ambitious vision for CPS.

47

Ensure that every child – in every school and every neighborhood – has access to a world‐class learning

experience from birth

Extended Opportunities for

Students

Empowered Principals

Accountable for Results

Teachers with the Resources to Thrive

Engaged Parents and Community

Mission and Vision for CPS

48

• Every child has access to world class learning and will graduate college and career ready

Mission

•Within five years:

• CPS has robust portfolio of high performing diverse school formats reaching defined standards of excellence

• Highest quality and highly skilled principals and teachers work and seek to work in CPS to reach their full potential as leaders and talent developers

Vision

Four pillars of reinventing CPS

49

Best Principals and Best Teachers

__________Develop and support highly effective leaders

Best Schools

__________Create portfolio plan to ensure right school for every child

Best Curriculum

__________Aligned with

Common Core to allow post‐

secondary success for every child

Engaged Community

_________Increase access for parents and community members

The Principal as the Primary Agent of Change

• Providing more autonomy for principals in running their schools

– Foster innovation in the school

• Chicago Leadership Collaborative

– Effort to recruit, support and retain high‐performing school leaders and principals

– Create a pipeline of highly qualified and skilled leaders

– Ensure that every school has a highly effective leader who can drive change

– Improve student achievement and graduate every student college and career ready

50

Talent ManagementChief of Education

51

Principal priorities

Roles in driving the strategic imperatives

• Set and instill a clear vision and culture –aimed towards college/career readiness

Held accountable to delivering year over year growth in student achievement as measured against a consistent, rigorous

standard

Chief of Administration

Family/CommunityEngagement

Center

Field

• Make talent sourcing and development the #1 lever for change

• Ensure rigorous instructional delivery through tailored curriculum and formats

• Provide transparency to families and communities on performance and choice

• Maximize resources and operating capacity, aligned to key priorities

• Set standards‐ Student achievement‐ Principal and teacher performance standards

• Ensure accountability

• Supervise, coach, and enable principals

• Build pipeline of new talent • Enforce standards

• Ensure professional development of principals and teachers

• Provide efficient and effective operational support, especially focused on areas which are heavily reliant on scaled resources

• Respond to concerns• Enable parent/community

participation

• Provide parents and community with the data necessary to be informed advocates for their children

2 3 4

5

Portfolio – Develop right mix of schools/formats across the district

52

“No lousy teacher ever got tenure without a lousy principal.”

--Susan Swanson, director, urban educationHamilton County, Tennessee

53

Proportion of variance in student gain explained by factor

Rowen, Et al., “…Prospects…” Teachers College Record (2002)

54

10 Percentile Point Average Difference for Students who have Top and Bottom

Quartile Teachers

Research is clear

55

“Teachers near the top of the quality distribution can get an entire year’s worth of additional learning out of their students compared to those near the bottom.”

“The cumulative impact …… is profound.” Students with three ineffective teachers in a row performs as much as 50 percentile points lower in mathematics than students assigned three highly effective teachers.

Source – Rachel Curtis and Judy Wurtzel, Teaching Talent

Historical CPS teacher efficiency ratings

56

Current CPS teacher efficiency ratings

57

Tenured Teacher Ratings Probationary Teacher Ratings

Distribution of District Compensation by Quartile of Effectiveness:Math, Grades 4‐8 (2009)

58

Most Effective Teachers (Top 25%) Compared to Least Effective Teachers (Bottom 25%)

Difference in Days of Instruction Provided

+40%

Difference in Pay +2%

Source – Charlotte Mecklenburg Public Schools

59

Shifting Preference of Teachers

Retiring

• Privacy• Uniform roles• Experience‐based pay• Career development within the classroom

New

• Interdependence• Instructional Flexibility• Differentiated roles• Performance‐based pay• Career development beyond the classroom

Susan M. Johnson ‐ Harvard

DRAFT - CONFIDENTIALDRAFT - CONFIDENTIALDRAFT - CONFIDENTIALDRAFT - CONFIDENTIAL

Student Growth

60

Teacher Evaluation Data

Teaching Expectations

Tenure Status

Assigned Students

Job Assignment Attendance

Team Assignment

Individual Developmental

NeedsDATA

HUMANCAPITAL

MANAGER

Target limited PD resources to specific needs: Create

balanced teacher teams, identify appropriate school wide PD, provided targeted support

and accountability for improvement

Align job assignments: Prioritized school academic goals,

student needs and teacher

developmental needs

Performance management/career

development: Aggressively develop high potential teachers, manage low

performers out of the system

Principal as Human Capital Manager

Analysis shows additional time has positive impact

In 2008‐09, 22 ELT schools serving 12,000 students gained in proficiency at double the rate of the state in ELA and Math and gained at nearly five times the state in science

Note: Viveiros Elementary School (Fall River) opened in 2009 and, thus, is excluded from the analysis.Source: National Center for Time & Learning (Information was shared at 2009 Chicago Schools Policy Luncheon Series

(http://www.catalyst‐chicago.org/assets/files/JDavis‐ppt.pdf)

61

http://www.catalyst-chicago.org/assets/files/JDavis-ppt.pdf

CPS has one of the shortest school years in the U.S.

*Hillsboro, FL was not include due to data quality issues; Hawaii was not included as it represented the entire state vs. a districtSource: National Council on Teacher Quality (http://www.nctq.org/tr3/reports/custom.jsp?id=29850)

Based on current teacher union contracts

CPS students graduate from high schools with 4 years less schooling

62

http://www.nctq.org/tr3/reports/custom.jsp?id=29850

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

$100,000

Salary

School District

2010‐2011 School Year ‐ Top Ten Largest U.S. Cities Teacher Salaryby degree level, at hire date and at maximum base salary

BA (New Hire)MA (New Hire)BA (Maximum)MA (Maximum)

Total Student Hours per Year

CPS teachers are paid more for less time with students

Roadmap to Comprehensive Change

64

2011‐2012 2012‐2013 2013‐2014

• Set transparent standards and expectations

• Re‐design core curriculum • Re‐design non‐core curriculum (SPED, Early Child, Summer)

• Develop school portfolio performance framework

• Build talent pipeline (Teacher, Principal)

• Stabilize the ship

• Re‐balance portfolio of school formats and operators

• Infuse and develop talent (Teacher, Principal)

• Build pipeline for Chiefs, coaches

• Modernize processes and systems

• Drive innovation in school formats, curriculum, etc.

• Build mission‐enabling processes and systems

• Develop incentives, career paths, etc.

• Provide families, community with transparent data

• Engage community as change agent

• Enable parents to actively participate in education

Call to Action

65

District strategy supports and facilitates a system of high‐

performing schools

Need to align resources to support district transformation

People: Be the human capital manager of your building

Time: Fight for more time on task

Money: Use finances to support school vision

66

It’s Up to Us: Going the Distance to Raise Achievement and Close Gaps

Table Questions

• The Facilitator from the “Table Introductions” activity should identify a Facilitator and Recorder for this activity.

• Brainstorm the top 2‐3 questions for your table, and note each of them on individual index cards (15 min.).

• See protocol B.

• Recorder: Raise your hand with the cards when done, and the Chiefs of your Collaborative will collect them. 67

15 Minutes

68

Break

69

15 Minutes

70

71

Re‐defining the Principal Role in CPSNoemi Donoso,

Chief Education Officer

Transforming Our Leadership

Basic skills Rigorous college & career preparatory standards

Adult‐centered Student‐centered

Credentials Competencies and results

Compliance Performance

Data monitoring Data analysis driving continuous improvement

Status quo Catalyst for change

Reactive Strategy focused

One‐size‐fits‐allIncremental

improvement in “meets/ exceeds”

Customized and differentiated

All students on track to graduate college & career ready

Past Focus Moving Forward

What is Bounded Autonomy?

PrincipalAutonomy

Flexibility to innovate in school

leadership…

…within “the CPS way”

Bounded Autonomy Graphic: Discussion

• In pairs:– Identify and discuss road blocks that inhibit your work, opportunities for innovation, and general concerns for each of the 4 domains (people, time, resources, and curriculum and assessment). (10 min.)

• Complete the tool associated with this activity so we can capture your thinking. See protocol C.

74

10 Minutes

75

•Growth and absolute Academic Achievement

•Closing Achievement Gaps

•Creating a positive School Climate

•Improving against State Standards

•Enhancing Educator Effectiveness

1

3

5

4

2

The Performance Contract is tied to accountability and incentives

Principals are accountable for how well their schools

perform…

…and will be rewarded for

strong performance

SY2011 Principal Performance Contract ScorecardExample School | Example Network | Example Collaborative DRAFT ES

Pre‐K ‐ 2nd Grade 3rd ‐ 5th Grade 6th ‐ 8th Grade 8th GradeKindergarten Readiness |% of Students Achieving Kindergarten Readiness

% Grade Level Performance - Reading| % of Students at or above Grade Level on Scantron/NWEA

% Grade Level Performance - Reading| % of Students at or above Grade Level on Scantron/NWEA

% 8th Grade EXPLORE -Reading | % of Students at College Readiness Benchmark (End of Year)

%

Early Literacy | % of Students at Benchmark on DIBELS / IDEL / ISEL / STEP (End of Year)

% Grade Level Performance - Math | % of Students at or above Grade Level on Scantron/NWEA

% Grade Level Performance - Math | % of Students at or above Grade Level on Scantron/NWEA

% 8th Grade EXPLORE -Math | % of 8th Graders at College Readiness Benchmark (End of Year)

%

Early Math | % of Students at Benchmark on mClass (End of Year)

% Keeping Pace - Reading | % of Students Making Growth Targets on Scantron/NWEA

% Keeping Pace - Reading | % of Students Making Growth Targets on Scantron/NWEA

% % Taking Algebra | % of 8th

Grade Students Taking Algebra

%

Keeping Pace - Math | % of Students Making Growth Targets on Scantron/NWEA

% Keeping Pace - Math | % of Students Making Growth Targets on Scantron/NWEA

% % Passing Algebra | % of 8th

Grade Students Passing Algebra

%

Academic Achievement | Pathway to College and Career Success

Achievement GapsISAT Reading | % of Students Exceeding State Standards %ISAT Math | % of Students Exceeding State Standards %ISAT Reading Value-Add | % of Schools at Green %ISAT Math Value-Add | % of Schools at Green %

State Accountability

Key:The arrows indicate movement of this year (SY11) compared to the previous year (SY10).

Positive movement: Methodology in development

Neutral movement: Methodology in development

Negative movement: Methodology in development

At or Above Grade Level - Composite | % of Students at Grade Level on Scantron/NWEA

African American

Asian

Hispanic/Latino

White

ELL Transition Students

Students with Disabilities

# of Teachers with Green in SY11# of Teachers with Yellow in SY11# of Teachers at Redin SY11

Educator Effectiveness

Key: The chart above shows the total number of teachers with each teacher effectiveness value‐add score by Teacher Performance Rating Level.

School Climate

Student Attendance | Average Attendance Rate %Teacher Attendance | Average Teacher Attendance Rate %Misconducts | Rate of Misconducts (any) per 100 Students %Pre-K Enrollment | % of Kindergarten Students Who Attended a Pre-K Program %Parent Perception: Engagement | % of Parents Who Report Feeling Engaged With Their School %Parent Perception: Environment | % of Parents Who Report Feeling Satisfied With Their School’s Environment %

Student Perception: Safety | % of Students Who Report Feeling Safe at the School %Student Perception: Bullying | % of Students Who Report Feeling Bullied %IEP Compliance | % of IEPs and 504 Plans Completed by Due Date %

Five Essentials for School Success | School Rating in Each Performance CategoryFamily & Community Ties | Does the school partner with families and communities?

Weak

Learning Climate | Do teachers have high expectations & students feel safe? Strong

Instruction | Is instruction clear, challenging, and interactive? Average

Instructional Leadership | Does leadership focus on continuous improvement? Very Strong

Professional Capacity| Do teachers work well together and strive for excellence? Strong

Key: The chart above shows the total percent of students at or above grade level by Demographic Group.

Exceeds

Meets

Needs ImprovementDoes Not MeetTe

ache

r Pe

rforman

ce

Rating

X XX

X XX

X XX

X XX

National Average

English Language Learners (ELLs)

This School CPS

Key: The chart above shows the total percent of students at or above grade level by Demographic Group.

SY2011 Principal Performance Contract ScorecardExample School | Example Network | Example Collaborative DRAFT HS

Academic Achievement | Pathway to College and Career Success

Achievement Gaps School Climate Key:The arrows indicate movement of this year (SY11) compared to the previous year (SY10).

Positive movement: Methodology in development

Neutral movement: Methodology in development

Negative movement: Methodology in development

Average ACT Score | Score by Student Demographic Group

African American

Asian

Hispanic/Latino

White

ELL Transition Students

Students with Disabilities

Student Attendance | Average Attendance Rate %Teacher Attendance | Average Teacher Attendance Rate %Misconducts | Rate of Misconducts (L4-L6) per 100 Students %Parent Perception: Engagement | % of Parents Who Report Feeling Engaged With Their School %Parent Perception: Environment | % of Parents Who Report Feeling Satisfied With Their School’s Environment %

Student Perception: Safety | % of Students Who Report Feeling Safe at the School %Student Perception: Bullying | % of Students Who Report Feeling Bullied %IEP Compliance | % of IEPs and 504 Plans Completed by Due Date %

Five Essentials for School Success | School Rating in Each Performance CategoryFamily & Community Ties | Does the school partner with families and communities?

Weak

Learning Climate | Do teachers have high expectations & students feel safe? Strong

Instruction | Is instruction clear, challenging, and interactive? Average

Instructional Leadership | Does leadership focus on continuous improvement? Very Strong

Professional Capacity| Do teachers work well together and strive for excellence? Strong

Objective: 22

# of Teachers with Green in SY11# of Teachers with Yellow in SY11# of Teachers at Redin SY11

Educator Effectiveness

Key: The chart above shows the total number of teachers with each teacher effectiveness value‐add score by Teacher Performance Rating Level.

Exceeds

Meets

Needs ImprovementDoes Not MeetTe

ache

r Pe

rforman

ce

Rating

X XX

X XX

X XX

X XXEnglish Language Learners (ELLs)

This School CPS

9th Grade 10th Grade 11th Grade HS Success College & Career ReadyGrade Level Performance - Reading| % of Students at or above Grade Level on Scantron/NWEA

% 9th Grade EXPLORE | % of Students Meeting College Readiness Benchmark (End of Year)

% 10th Grade PLAN | % of Students Meeting College Readiness Benchmark (End of Year)

% Average ACT Score | Average ACT Score of All Students Tested

# 5-Year Cohort Graduation Rate | % of Students That Have Graduated Within 5 Years

% AP/IB/Dual Enrollment | % of Students Taking 1 or More AP/IB/Dual Enrollment Classes

Employability | % of students who obtain a passing score on the employability rubric (CTE Schools Only)

%

Grade Level Performance - Math | % of Students at or above Grade Level on Scantron/NWEA

% Freshmen On-Track | % of Freshman Students On-Track

Sophomores On-Track | % of Sophomore Students On-Track

% % Scoring 22+ on ACT Composite | % with an ACT Composite Score of 22+

% 5-Year Cohort Dropout Rate | % of Students That Have Dropped-Out Within 5 Years

% AP/IB Success | % of Students Passing AP/IB Exams or Receiving Credit in Dual Enrollment Classes

Professional Certifications & Licenses | % of CTE students who obtained a professional certification or license (CTE Schools Only)

%

Growth - Reading | % of Students Making Growth Targets on Scantron/NWEA

% PSAE Composite | % of Students Meeting/Exceeding Standards

% College Enrollment | % of Graduates Enrolled in College

Growth - Math | % of Students Making Growth Targets on Scantron/NWEA

% % Scoring 5+ on ACT WorkKeys - Reading

% College Eligibility | % of Graduates Eligible for Four-Year College (GPA & ACT)

% Scoring 5+ on ACT WorkKeys - Math

%

Performance Contract: Table Discussion

• The Facilitator and Recorder from the last activity should identify a new Facilitator and Recorder for this activity.

• Discuss at your table and record on tool. See protocol D. (10 min.)– What additional feedback do you have?

– How do you anticipate the new Principal Performance Contract will impact your work?

• Recorder should note brainstormed reflections from table during this discussion.

79

10 Minutes

80

81

Lunch30 Minutes

Creating Effective Systems of Support for

PrincipalsJen Cheatham, Chief Instructional Officer

Tim Cawley, Chief Administrative Officer

Alicia Winckler, Chief Talent Officer

Denise Little, Chief of Schools

“Building a Common Core for Learning to Teach”

• The Facilitator from the last activity should identify a new Facilitator for this activity. (A Recorder is not needed.)

• Take 10 minutes to silently read the text excerpt: Pages 17‐18 and 21‐the end of the article.– Identify 1‐2 sentences that you feel may have important implications for your work.

• Use the three level text protocol. (16 min.) See protocol E. Each person uses up to 2 minutes to:– Level 1: Read aloud the passage you selected– Level 2: Say what you think about the passage (interpretation, connection to past experiences, etc.)

– Level 3: Say what you see as the implication for your work• Discuss implications as a group (4 min.)

83

20 Minutes

84

85

Principal

• Develop standard operating practices (SOPs), set policy and procedures, and develop support tools for core “in school” operating functions*

• Manage district‐wide and large‐scale procurement and standards (e.g. curriculum, IT/tech solutions)

• Manage district‐wide logistics and operations (e.g. transportation and food service)

Administrative Support (Central) Support Centers (field)• Support schools in implementing operations and administrative SOPs

• Facilitate cross‐area best practice sharing on basic standards and procedures

• Pool resources for cross‐area support (e.g. specialized expert coaches)

• Set vision, goals, and priorities• Provide clear “guidance” on priorities• Build educator capacity on guidance• Provide tools and resource for professional development aligned to priorities

• Provide access to tools and resources through web‐based knowledge management system

• Vet and hold accountable vendors for PD and instructional materials

• Provide expert consulting services to Networks and schools

Instructional Support (Central) Networks (field)

• Supervise, support and develop principals; and monitor and enforce performance criteria

• Provide direct instructional support (PD, coaching) to principals and school teams

• Track school performance and support improvement strategies

• Identify, recruit, and engage in selection of new principals

• Engage families and communities on student support and address issues/ concerns

Central Office and Field support

*Operating functions include compliance, budget, facilities, IT, and HR/ recruiting

86

Principal




Administrative Support (Central) Support Centers (field)

• Support schools in implementing operations and administrative SOPs















If We…

Design the plan. Identify district inquiry questions, support strategy development at all levels of the system, and establish systems for monitoring implementation and outcomes…

Operationalize the plan. Provide clear guidance on what all schools should do related to curriculum, instruction, assessment and intervention for all students (Prek‐12), including Sped and ELLs…

Align wrap‐around supports. Engage students in innovative learning and career development models, provide flexible, comprehensive academic support, and provide students with the social‐emotional resources they need to navigate transitions…

Build capacity to execute. Design and deliver PD for new teachers, teacher leaders, and ILTs, and manage PD offerings to ensure the highest quality…

Make it accessible. Create & format tools and resources that support educators in ensuring all students are college and career ready and develop a comprehensive, user‐friendly & efficient knowledge management system…

The Goal of the Chief Instruction Office is to:

Strategy, Research &

Accountability

Curriculum & Instruction

Pathways to College & Career

Professional Development

Knowledge Management

Then all schools will be able to ensure that

students are on track to college and

career!

Chief Instructional Office: What will be the focus?

YEAR 1 Common Core

State StandardsILT Sessions‐ focused on developing and monitoring a strong Theory of Action and action plan within context of the CCSS

CCSS Assessment

YEAR 2 Instructional

Framework

ILT Sessions– focused on developing and monitoring a strong Theory of Action and action plan within context of the district’s Instructional Framework

Growth Assessment

YEAR 3 Response to

Intervention

ILT Sessions– focused on developing and monitoring a strong Theory of Action and action plan within context of a more sophisticated approach to RtI

Diagnostic Assessments

Chief Instructional Office: What is the focus for this year?YEAR 1 Common Core State Standards Launch

Curriculum Assessment Resource Allocation‐Instructional Time

All schools‐Instructional Leadership Team sessions quarterly focused on CCSS

Early Adopter Schools‐ Grade‐level release days

All schools‐Quarterly CCSS assessment (2‐8) and Explore/Plan/ACT assessments (9‐11)

Early Adopter Schools‐ CCSS Performance tasks

All schools‐Planning for a “full school day” of quality instruction in 2012‐13

90

Principal




















Role of Network Offices

• Guidance and Support

• Accountability

• Provide support for schools in Instruction, Achievement and Student Services



Network Supports

• Network teams are focused on supporting the principal in:– Build instructional capacity of principal

– Improving principal practices

– Develop and use tools that support your work

– Differentiated supports

– Allocation of network resources

– Develop and implement strategies for improvement

That schools benefit from:

• Quantity

• Quality

• Type of Support

• School Capacity increases

• High Expectations for school, community and the district

93

Networks want to ensure

A Cultural Shift…

..Excuses to Accountability…Compliance to Innovation….Uniformity to Differentiation…..Effort to Impact

94

95

Principal




















• Facilities

• Finance and Budget

• Food Services

• Internal Audit

96

Chief Administrative Officer

• IT

• Payroll

• Procurement

• Safety & Security

• Transportation

Chief Administrative Officer

• Operations teams need to support principal and school teams

• Intense focus on improving service level, overall capability and efficiency

• Clear accountability to get results

• Tell us how we need to improve… starting today

97

• Facilities, IT, and HR were areas of concern

• Each team reviewed results, including specific feedback

• Process improvements implemented for Track R

• We are determined to make this better

98

Track E Survey

• School support centers as single point of contact for multi‐functional support

• Combination of “call center” and “client service managers,” depending on area

• Goals are to solve your problems and provide proactive support

• Up and running by October

99

What’s Coming

Talent Strategy

Hire Right

An applicant system that increases access and professionalism

Tools that increase the probability of selecting the highest performers

Evaluate Well

An aligned system that ensures everyone in the organization is accomplishing the vision

An effective and comprehensive system that is inclusive of student outcomes, leadership, and teacher practice

Reward and Incent the Right Behavior

A system that recognizes, rewards, retains and motivates those who are making significant positive contributions to the vision

Supports: Table Discussion


• In pairs, consider all quadrants and discuss the following two questions. Record your thoughts on tool. See protocol F. (10 min.)– In what ways does it seem that this structure might provide more effective supports?

– What are the potential gaps and barriers you anticipate to effective support being provided?

• Each pair should share out to the rest of the table. As a table, decide on the top 2 responses for each question, and note them on an index card. (10 min.)

101

10 Minutes

102

Supports: Table Discussion


• In pairs, consider all quadrants and discuss the following two questions. Record your thoughts on tool. See protocol F. (10 min.)– In what ways does it seem that this structure might provide more effective supports?

– What are the potential gaps and barriers you anticipate to effective support being provided?

• Each pair should share out to the rest of the table. As a table, decide on the top 2 responses for each question, and note them on an index card. (10 min.)

103

10 Minutes

104

105

Break

106

Q&A15 Minutes

Developing Principal Leadership Capacity

Steve Gering, Leadership Development and Support

Developing Leadership Capacity

108

• Develop leadership capacity through doing the work• Effective implementation is dependent on effective leadership

• Continuously develop our leadership skills• Leadership development at all levels of the system:

– Cabinet– Chiefs of Schools– Principals– ILTs– TCTs

Leadership Development at All Levels of the System

109

Develop Leadership

Move

Refine Move w/Colleagues

Execute MoveReflect on Impact

w/Colleagues

• Cabinet

• Chiefs of Schools

• Principals

• ILTs

• Teacher Teams

Developing Your Leadership Move

110

Reflect on the our discussion today:• Implications for my work as principal ‐

Bounded autonomy, accountability, system of supports, Principal Performance Contract

• Think forward to July 2012 (vision)

• What might be the leadership moves you need to make in the next week, next month, next 3 months – What’s your rationale for selecting these

moves?– What’s your intended impact?– What barriers do you anticipate?– See protocol G.

3 min. for individual reflection

Develop Leadership

Move

Refine Move w/ Colleagues

Execute MoveReflect on Impact w/ Colleagues

3 Minutes

111

Refining Your Leadership Move with Colleagues

112

• Protocol for Refining Moves– Turn to a partner and decide who will go first. – (3 min.) Person shares draft leadership move along with rationale, intended impact, and anticipated obstacles.

• As person speaks, partner listens silently without interrupting.

– (2 min.) Partner asks clarifying and probing questions.

– (5 min.) Repeat cycle for partner.– (2 min.) Person refines leadership move.– (8 min.) Each principal shares out refined move to whole table (1 min. each); designated recorder captures each move on the table tool (See protocol G).

Develop Leadership

Move



10 Minutes

113


114

• Protocol for Refining Moves– Turn to a partner and decide who will go first.– (3 min.) Person shares draft leadership move along with rationale, intended impact, and anticipated obstacles.




Develop Leadership

Move



10 Minutes

115


116

• Protocol for Refining Moves– Turn to a partner and decide who will go first.– (3 min.) Person shares draft leadership move along with rationale, intended impact, and anticipated obstacles.




Develop Leadership

Move



Unpacking the Day

117

Today’s Agenda

• Delivering on Our Promise to the Children of Chicago –Jean‐Claude Brizard

• Break• Redefining the Principal Role in CPS – Noemi Donoso• Lunch• Creating Effective Systems of Support for Principals –Jennifer Cheatham, Denise Little, Tim Cawley, Alicia Winckler

• Break• Developing Principal Leadership Capacity – Steve Gering• Closing and Adjourn – Noemi Donoso

118

Evaluations

119

You make all the difference in ensuring every child graduates

college and career ready! 120

What should you be leaving with today?

• There is a clear vision of every child graduating college and career ready.

• There are some things that we will all do consistently to realize the vision (“the CPS way”).

• I have flexibility to do my job within boundaries and the boundaries are clear.

• I will be supported in doing my job. The level of support will depend on my developmental needs as a leader.

• I am expected to continuously improve my capacity as a leader and to continuously develop the leadership capacity of my staff.

Teaching and Learning Priorities and Essential Services DRAFT 7.26.11 Guiding Principles/Assumptions:

• Bounded Autonomy—central office provides clear parameters regarding what is expected at each school (based on the idea that we should all do what we know works) with flexibility within those parameters

• Empowerment of principals—central office provides principals the essential tools they need to do their jobs well • Teacher Professionalism—central office provides teachers with the essential tools they need to do their jobs well—as defined by a more robust picture of what teachers do • Ongoing Support on Implementation and Monitoring—comes from the Network offices, since they are closer to schools • Curriculum vs. Instructional materials—are two different things. A curriculum maps out what standards are taught in what order in a specific grade/subject; instructional materials

are the materials used to teach the standards outlined in the curriculum • Equity and Social Justice—we must make explicit in all that we do that we hold high expectations for all students, despite race, ethnicity, language, socio-economic status, gender,

or disability and that we are actively removing barriers to equity and high achievement for all

Essential Services

Priority #1

What do teachers teach?

The Common Core

State Standards

Priority #2

How do they teach?

CPS Instructional Framework

Priority #3

How do they assess?

Aligned Comprehensive Assessment System

Priority #4

What do they do when students don’t learn?

Response to Intervention

Priority #5

How do we help teachers continually

improve?

System for Professional Learning

Priority #6

How do we lead it?

Results-Oriented Leadership

Priority #7

How do we align resources (time, people, technology, and money)

to ensure execution?

Equitable Resource Allocation

#1 Give clear guidance around a common vision of the essentials of

teaching and learning—captured

in a “school effectiveness framework”

Define what content standards should be taught by quarter at each grade level, including standards for language development as well as social/emotional and asset development—in other words, develop a common curriculum K-12 for each core content area

Define the CPS instructional framework which describes the essentials of effective instruction (planning, delivery of instruction, and reflection) that includes clear guidance on classroom climate/behavior, ELL, Sped, and use of technology

Define the district’s comprehensive common assessment system which includes screening, diagnostic, growth, and CCSS-aligned quarterly benchmark assessments, native language assessments, and assessments that measure language acquisition The assessment system should also include tools to assess students’ social-emotional wellness and asset development Define the standards-based reporting system

Define the district’s expectations regarding RtI, ensuring that every school has a systematic approach to intervention for both academics, behavior, and social-emotional wellness

Define high quality professional development—which includes whole staff professional development, 1:1 coaching and teacher collaboration

Define our standards for principal and Instructional Leadership Team excellence Define clear metrics for both implementation and monitoring of essentials

Define clear guidance for the use of limited resources, such as clearly articulated expectations regarding instructional time in each content area and collaboration time for teachers

1

Priority #1 Priority #2 Priority #3 Priority #4 Priority #5 Priority #6 Priority #7

Essential Services

What do teachers

teach?

The Common Core State Standards

How do they teach?


How do they assess?




How do we help

teachers continually improve?

System for Professional

Learning

How do we lead it? How do we align

resources (time, people, technology, and money)

Results-Oriented to ensure execution? Leadership


#2 Deliver PD for ILTs on guidance in

“school effectiveness framework”

Provide Leadership PD for Central office team and Chiefs of Schools, Network teams, and ILTs (via or in conjunction with Network teams) on essential guidance, captured in our school effectiveness framework, and how it can inform school strategy. Note that this is not an exercise in compliance—it is about building understanding about the essential best practices expected in every school. ILTs would self-diagnose using the school effectiveness framework and then develop and monitor a focused theory of action based on strengths and challenges that they would monitor and adjust regularly. The Chiefs of Schools would also use the school-based theory of action as a guide for monitoring progress at the school level.

#3 Require professional

development for new principals, new

teachers, and coaches aligned to talent management

framework

CPS Teachers Academy: Provide mandatory 2-year PD series with coaching for all new teachers and teachers new to the district aligned with priorities/guidance and instructional framework (provided with support from key partner organizations) CPS Counselors Academy: Provide mandatory 1-year PD series with coaching for all new counselors

CPS Teacher Leadership Academy: Provide mandatory PD series for all CPS coaches aligned with priorities/guidance (provided with support from key partner organizations)

CPS Leadership Collaborative: Provide mandatory 2-year PD series with coaching for all new principals aligned with priorities/guidance and leadership development framework (provided with support from key partner organizations)

#4 Support/provide tools for high

quality professional development for

Networks and schools

Provide PD materials and modules on the CCSS, social-emotional standards, and standards for asset development Vet and offer small selection of high quality PD in content areas

Provide PD materials and modules on practices embedded in each section of the Instructional Framework (PD addresses short-and long-term planning using the CCSS, ELL strategies, Sped, behavior, data analysis)

Provide PD on new assessment tools, as needed

Provide PD materials and modules on RtI—academic and behavior

Provide PD materials and modules instructional coaching (peer coaching, lesson study) and teacher collaboration

Provide PD materials and modules on teacher observation and feedback, ILT collaboration, managing change

Provide PD materials and modules on effective use of resources—time, people, technology, and money

#5 Create tools and resources through

a web-based, interactive knowledge

management system

Curriculum guides with sample units and lessons and exemplars of proficient work, including ELD as well as sample accommodations and modifications for students with disabilities

Video footage of effective instruction (including video footage on ELL strategies, Sped)

Rubrics and exemplars for reading, writing and language Assessment calendars Data guides for each assessment tool

Tracking tools for progress monitoring Video footage of RtI team meetings

Video footage of effective coaching and teacher team meetings Sample agendas and data analysis tools for teacher collaboration time

Video footage of effective ILT meetings

Sample schedules that ensure adequate instructional time Examples of creative use of personnel for intervention

2

3

Essential Services

Priority #1

What do teachers teach?

The Common Core

State Standards

Priority #2

How do they teach?


Priority #3

How do they assess?


Priority #4



Priority #5

How do we help teachers continually

improve?

System for Professional Learning

Priority #6

How do we lead it?

Results-Oriented Leadership

Priority #7

How do we align resources (time, people, technology, and money)

to ensure execution?


#6 Create tools and resources for use

with parents

Descriptions of what proficient work looks like for parents at each grade level

PD module on effective instruction

Guides for parent conferences with video footage

PD module on RtI and the parent’s role

#7 Vet and hold accountable

vendors for PD and instructional

materials

Select district-wide core sets of instructional materials that align with the CCSS Provided a short list of recommended supplemental materials for purchase (aligned with CCSS) Provide access to electronic databases for high quality supplementary materials

Provide list of approved vendors who provide PD that is aligned with district vision of effective instruction as described by the Instructional Framework (may be focused on CCSS, balanced literacy, gradual release of responsibility, RtI, workshop, co-teaching, dual language, etc.)—but it must be aligned with priorities

Provide a short list of suggested assessments to supplement the district’s essentials on assessment

Provide short list of high quality intervention materials in reading and math K-12

Provide list of approved vendors who provide PD on teacher collaboration—data analysis and planning

Provide list of approved vendors who provide PD for principals and ILTs

Provide list of approved vendors who provide training on resource alignment and allocation

#8 Provide expert consulting to Chiefs

of Schools and principals

Provide consultative assistance on school visits and Instructional Rounds Share practices through creation of CPS Model School certification (for bilingual, for inclusion, for IB, etc.) Share practices through a voluntary teacher institute—where teachers can apply to be presenters (like our own ASCD conference) Provide a “SWOT” team to do an initial analysis of schools for new principals or CoS to identify strengths and challenges

Chief Education Office 125 South Clark Street, 5th Floor · Chicago, Illinois 60603

Telephone 773.553.1490 · FAX 773.553.1399

Dear Principals, During the first weeks of school, we know that you spend a good deal of time making sure your schools are set up to run smoothly for the year. We recognize that you depend on various departments across CPS to work with you, and that when CPS operational supports are not functioning properly, your focus is taken away from other critical priorities. As part of our continuous improvement process, Track E Principals were surveyed regarding the level of support they received from Central Office for the start of school. When we conducted this survey with Track E schools, our Operations Departments were eager to learn how they could improve and serve principals better. Based on this feedback, they are adding additional resources to ensure principals receive the support they need to make your school opening as smooth and streamlined as possible. As we prepare to begin the Track R school year, we ask that Track R principals also volunteer <5 minutes to answer a brief, anonymous survey about the operational support you may have received over the past two weeks (staffing, security, transportation, nutrition, etc.). Access the survey at http://survey.qualtrics.com/SE/?SID=SV_cUAoIXcV3Dc8svi. If you would like to identify yourself to enable specific follow‐ups with you or your school, there will be an opt‐in question at the end. To support all our principals, attached is an updated list of contact information for important Central Office Departments – inclusive of some of the new support functions we have put in place – along with various departmental lists of key contacts per school. Many of you may already have preferred contacts in these departments; please continue to utilize these contacts if this is most convenient for you. If you are unsure about how to contact these departments, please refer to the following numbers for your first week for any questions or concerns that you may have. All requests that are made to the departments and contacts listed will be responded to within 24 hours. We plan on following up within a few weeks with a summary of what we heard from you, and to confirm that your questions have been resolved where possible. We wish you all the best for a safe and successful school year. Please let us know if there are additional supports we can offer! Sincerely, Noemi Donoso Chief Education Officer

http://survey.qualtrics.com/SE/?SID=SV_cUAoIXcV3Dc8svi

Central Office Departments: Key Contacts

• Talent and Budget Office: Staffing Support: o Please Contact your Recruitment and Workforce Planning Coordinator at the following:

• Mark Harris (773)553‐1125 • Jerry Taylor (773)553‐1136 • Taletha Mathis (773)553‐1340 • Tyrone Blair (773)553‐1163 • Anola Yates (773)553‐1042 • Bob Landowski (773)553‐1128

o In addition to contacting your coordinator, we are also providing additional support through a dedicated help line comprised of cross functional team representatives from both the Talent and Budget Offices who can address any urgent staffing issues, questions, and concerns. The line is open at both 10 a.m. and 3 p.m. and will be available through the start of the school year.

Dial in: 866‐603‐2932, Participant Code: 6032743# o To support new hires through the staffing process, the Employee Service Center (320 S. Elizabeth

Street) will be OPEN on Saturday, Aug. 27 from 9 a.m. to 2 p.m. to facilitate your staffing needs. Please encourage your new hires to visit us this Saturday for their on‐boarding!

• Facilities:

o You may call the hotline during normal business hours (8 a.m. – 5 p.m., M‐F) or your portfolio manager 24/7 for immediate support. As you are preparing for the start of Track R, please know that Operations/Facilities is here to support you and the needs of your school in every way possible.

‐ Hotline Number is (773) 553‐2653 ‐ Region 1: Bilqis Jacobs‐El, (773) 447‐0672 ‐ Region 2: Pedro Ravelo, (773) 842‐0927 ‐ Region 3: Dennis Howleit, (773) 491‐1937 ‐ Region 4: Terry McGuffage, (773) 842‐0976 ‐ Region 5: Wes O’Neal, (773) 617‐7462 ‐ Region 6: Paul Jones, (773) 842‐0447 If you are unable to get in touch with your Portfolio Manager, please contact Terry McGuffage or Patricia Taylor for immediate assistance. They are available 24/7 via the following telephone numbers: ‐ Patricia Taylor, (312) 907‐5045 ‐ Terry McGuffage, (773) 842‐0976

• Capital Construction: For 24/7 assistance regarding construction at your schools, please contact Cory Davis at

(773) 553‐5409 or (773) 841‐2478. As you are preparing for the start of school please know that Operations/Construction is here to ensure that committed work is completed before start of school and to guarantee that your building and/or grounds are returned to you clean and ready for students.

• Transportation: Anita Wiancek, (773) 553‐2872; for after‐hours/weekend emergencies, please contact

Francisco Du’Prey (312) 952‐6568 or Dennis Temple (773) 259‐6283 for immediate assistance. Student Transportation is working diligently to ensure that every student with an eligible request has a route assignment for the first day of school and busses arrive safely and on‐time. To ensure that routes are solidified prior to classes resuming, all requests for transportation must be entered no later than 12 Noon on

Thursday, September 1. Any student who has a transportation request submitted after this time will not be guaranteed transportation services on the first day of school.

• Information & Technology Services (ITS):

o Primary contact for questions and issue resolution is the IT Service Desk at (773) 553‐3925: Option 2 – IMPACT Verify Help Desk – (773) 583‐8267

Option 3 – iProcurement Option 4 – Kronos Option 5 – Leasing and extended support Option 7 – Telecommunications Option 9 – All tech‐related needs (troubleshoot or report issues, ask general technology questions, request new equipment or service, etc.)

o Secondary contact (escalations only): Jacqueline Passley, ( 773) 841‐6795

• IMPACT (ITS): Please review this list to help you prepare for the start of the school year with the IMPACT

suite. 1. Confirm that all computers are functioning and have Internet connectivity. 2. Consult with your school scheduler to determine that status of scheduling in IMPACT SIM. 3. Check the ODA system to ensure that all role assignments are accurate. Gradebook and Verify

user roles are established using the same Online Data Acquisition (ODA) framework that schools used for SIM. Be sure to confirm that role assignments for schedulers, attendance clerks, grading coordinators, disciplinarians and counselors are accurate.

4. Contact the ITS Service Desk at (773) 553‐3925, option 2, if a change to a standard grading scale is needed. All changes to school grading scales will be made centrally.

• Nutrition Services:

o Primary Contact – Please contact your Nutrition Support Specialist (For the name and cell phone number of the Specialist for your school, see the attached list).

o Secondary Contact – Marylin Madrid, (773) 553‐2854 o After‐Hours Support

Michael Huleskamp (Preferred Schools), (773) 841‐7063 Robert Bloomer (Chartwell Schools), (312) 656‐3893

• Safety and Security: Student Safety Center (773) 553‐3335 (available 24/7) • School Management and Day‐to‐Day Operations: If you do not know who to contact for any general or

specific school management related issues, please call Tony Howard at (773) 553‐2131 and he will assist you. For the following specific opening day/school matters please call the individual listed next to the topic.

o Enrollment and Transfers: Delena Little, (773) 553‐1205 o Student Travel (Field Trips): Rosalinda Saucedo, (773) 553‐2152 o Elementary and High School Scheduling: John Ambrose, (773) 553‐2154 o Implementation of Developing a School Recess Plan: Angela Buckels, (773) 553‐3484

• Special Education and Supports: Contact your Specialized Services Administrator (SSA) (see the attached list).

If you are unable to reach your SSA, contact Idaly Kelly at 773‐553‐1840 or [email protected] or Special Education and Supports: (773) 553‐1800 or [email protected].



Common Core State Standards School Based Introduction

Date, Place, Time

Objectives • Deepen knowledge around the origin and rationale of the Common Core State

Standards. • Comprehend the structure and progression of the ELA and Math Standards • Consider implications of the Common Core to instructional practice

TIME PROCESS

10 minutes

Overview of Objectives and Norms • Review of the objectives and agenda • Review of Norms

10 minutes

Common Core Standards Introduction • Quick write to articulate current understanding of CCSS • Read through the introduction • Discuss the impetus behind Common Core State Standards

45 minutes

Dive into ELA Standards • Look vertically and horizontally at the ELA Standards • Record and share thoughts

45 minutes

Dive into Math Standards • Read through your grade level/course math standards overview page • Read through the standards at your grade level? • Record and share thoughts

25 minutes Reflection and Wrap-up

Common Core State Standards

http://www.cps.edu/

“Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step.”Excerpt from Common Core State Standards Document

Objectives

Deepen knowledge around the origin and rationale of the Common Core State Standards (CCSS).

Comprehend the structure and progression of the ELA and Math Standards

Consider implications of the Common Core to instructional practice

Session Norms

Equity of Voice

Respect differing viewpoints and experiences

Engage fully

Uphold a safe learning environment

Articulate Current Understanding

On a sheet of paper, take three minutes to write your thinking on the Common Core State Standards. Use the questions below to guide your thoughts:

What is your understanding of the CCSS?

Why do we need common college and career ready standards?

Common Core State Standards Introduction

Read through the Introduction on page 3 of the ELA Standards, making notes of your thoughts and responses.

Some questions to consider:Who was involved in their design and how were they built?How do literacy standards interact with content standards?What does it mean to be a literate individual?

Articulate Current Understanding

After reading the introduction, return to your quick write. How has your thinking changed or what additional thoughts have come up?

In your small groups, share your thoughts from your quick write.

Development of the Common Core Standards

Joint effort between National Governors Association and Council of Chief State School Officers

Informed by the best available evidence and the highest standards across the country and globeDesigned by a diverse group of teachers, experts, parents, and school administrators, so they reflect both our aspirations for our children and the realities of the classroom.

Why Common Core State Standards?

Across the country, more than one-third of all students enroll in remedial courses upon entry into a post-secondary institution.

In 2008, four out of five students in remedial courses had a high school GPA of 3.0 or higher.

In 2011, less than one out of every four high school juniors in Illinois met college ready benchmarks in English, Reading, Math and Science on the ACT

In 2009, the U.S. ranked 14th in reading, 17th in science and 25th in math out of 34 countries on the PISA, an international assessment that asks high school students to apply skills to real-world situations.

The United States spends more per student, on average, than other countries. In 2009, only Luxembourg spent more per student. Countries like Estonia and Poland perform at about the same level as the United States, while spending less than half the amount per student.

What does this tell us about the level of education in our country?

How does this information resonate with you as an educator?

Guiding Principles

Results Rather than Means

Standards are Meant to be Integrated

Outcomes Rather than Strategies

End of Year Expectations

College and Career Standards

Standards for All

Technology expectations are present

throughout the standards.

Dive into ELA Standards

Look down at one grade level set (1-10) of Reading Standards for Informational Text to build understanding within that grade.

Look across at one strand to build understanding of the standards across the grade levels (K-12).

Use the note-taking template to record your thoughts.

First read down the standards for one grade, within Standards for Informational Text.

Then read across a single Informational Text standard across all grades, K-12.

Overview of Math Standards

Divided by Standards for Mathematical Practice and Mathematical ContentPractice: the types of behaviors students should exhibit to become expert in math, regardless of grade level

Content: the specific expectations by grade level

Content Standards are much deeper and more focused than IL Standards

Critical skill areas are also outlined for each grade from K-8. These standards are the foundational skills students must master in order to successfully move to the next level

High School Standards are broken out not by course name, but by conceptual categories students must master to be college and career ready:

Number and Quantity

Algebra

Functions

Modeling

Geometry

Statistics

Dive into Math Standards

Go to the Table of Contents to locate the Standards for Mathematical Content for your grade level.

1. Read through your grade’s/course’s math standards overview page.

2. Read through the standards in your grade level/course.

Use the note-taking template to record your thoughts.

Reflect

How is this different from what we’ve done in the past?

How is it the same?

What are your hopes and fears around the Common Core?

How might these new standards affect your instruction and planning?

Wrap - Up

Today we were able to:Deepen knowledge around the origin and rationale of the Common Core State Standards.

Comprehend the structure and progression of the ELA and Math Standards

Consider implications of the Common Core to instructional practice

Resources

www.corestandards.org

www.parcconline.org

http://www.edutopia.org/international-teaching-learning-assessment-video

http://www.corestandards.org/

http://www.parcconline.org/



Thank you for all you do!


Reading Standards for Informational Text Look Vertically!

Reading Standards for Informational Text Look Horizontally!

What do you notice? What do you notice?


Math Standards

Read through your grade level/course math standards overview page What stands out for you? Read through the standards at your grade level What do you notice?

Chicago Public Schools • 125 S. Clark St. • Chicago, IL 60603

Common Core State Standards 2011‐2012

Overview In the 2011‐12 school year, Chicago Public Schools will be launching a multi‐year initiative aimed at establishing a coherent curriculum and assessment system based on the Common Core State Standards (CCSS). The CCSS describe what students should know and be able to do at every grade level in mathematics and literacy in order to be prepared for college and career and present a terrific opportunity to increase expectations for teaching and learning across the system.

This year, the District also restructured its “field” offices. The new structure consists of 14 elementary and 5 high school “Network” offices that are then clustered into larger geographic “Collaboratives.” The new Networks are community‐based and each Collaborative includes a geographic set of schools PreK‐12. This new structure provides a vehicle for creating better alignment PreK‐12 to college and career readiness across all grades.

The objectives for our work on the CCSS in 2011‐12 are as follows:

• All schools and Network teams will become familiar with the CCSS at all grade levels

• All schools and Network teams will learn how to plan (long‐term and short‐term) from the standards

• All schools will learn what standards‐based grade‐level texts and tasks look like

• All schools and Network teams will learn how to create rigorous performance tasks aligned to the standards

In order to be successful, the district will use four major vehicles to launch the CCSS across the system:

1) Instructional Leadership Team (ILT) sessions‐ Each quarter, all Networks will bring together schools’ Instructional Leadership Teams for full‐day professional development sessions. These sessions will focus on two inter‐related outcomes and will be co‐facilitated by the central office PD team and Network teams:

a. A shared understanding of the new Common Core State Standards and how to engage teachers in short‐term and long‐term planning using the standards

b. The development and monitoring of a clearly articulated Theory of Action and Action Plan aimed at student mastery of the standards

The training of ILTs is essential because a move to the new CCSS will require a dramatic shift in the daily work of schools, which requires effective shared leadership. These trainings will also allow for greater collaboration between elementary and high schools, as high school ILTs will attend the sessions alongside the elementary schools in a particular Network.

2) Training for Network Teams‐ Once a month, the new Network teams will participate in professional development focused on building their coaching capacity to work closely with principals, ILTs, and teacher teams in relation to the new CCSS. It will also build their capacity to support short and long‐term planning using the CCSS in teacher teams.

3) Saturday training/work sessions‐ In addition, separate optional Saturday training/work sessions will be offered to teachers to better facilitate direct communication of the essential understandings and allow time for teachers to collaborate with their peers. This work will be jointly led by the central CCSS Work team and by coaches across the Networks.

4) CCSS Benchmark Assessments‐ The district will launch a quarterly CCSS‐aligned benchmark

assessment in literacy and mathematics for 2nd‐8th grade so that educators and parents can begin to understand the level at which students are expected to perform and how students are doing at reaching that level of performance.

5) Early Adopter Schools‐ Finally, a sub‐group of schools will participate in more intensive

professional development with the standards—helping to define our common curriculum along with performance tasks and exemplars of student work and laying the groundwork for 2012‐13.

Timeline September 20‐29: Quarter 1 Network ILT Sessions (see next page for specific school dates) October 17‐Novemeber 4: Quarter 1 CCSS Benchmark October 22, 29: Optional Quarter 1 Teacher work session December 6‐15: Quarter 2 Network ILT Sessions January 11‐20: Quarter 2 CCSS Benchmark January 21, 28: Optional Quarter 2 Teacher work session February 14‐24: Quarter 3 Network IL Sessions April 9‐17: Quarter 3 CCSS Benchmark April 14, 21: Optional Quarter 3 Teacher work session April 24‐May 3: Quarter 4 Network ILT Sessions May 29‐June 6: Quarter 4 CCSS Benchmark

Network Support In addition to central office support, Network teams will be essential partners in this work. They will:

• Continually support principals, teachers and the community in moving toward a greater understanding of the Common Core standards and the necessary changes to instruction, planning and school structures

• Co‐facilitate professional development

• Create and implement differentiated systems of follow‐up and support for ILTs and grade level/course‐alike teams to carry out unit planning/formative assessment development

Quarter 1 Schedule of Network Training

• September 20: o O’Hare Network Elementary schools + Neighboring High Schools: Taft, Northside

Learning, Von Steuben, Vaughn OCC, Chicago Academy, Foreman, Schurz, Roosevelt, Northside College Prep, CICS Northtown

o Pilsen, Little Village Elementary schools + Neighboring High Schools: Juarez, Spry, Farragut, Infinity, Multicultural Arts, Greater Lawndale, World Language

• September 21: o Ravenswood + Neighboring High Schools: Chicago Math and Science Academy,

Sullivan, Senn, Rickover, Amundsen, Uplift, Lakeview, Lane, Devry, Mather o Austin, North Lawndale + Neighboring High Schools: Douglass, Austin Business, Austin

Polytechnical, Voise, Clark, Community West, North Lawndale Charter Christiana, Collins Academy, North Lawndale Charter Collins

• September 22:

o Fullerton + Neighboring High Schools: Steinmetz, Aspira, Kelvyn Park, Prosser, Noble St. Pritzker, Lincoln Park, CICS Quest, Payton

o Pershing + Neighboring High Schools: Air Force, Tilden, Richards, Kelly

• September 23: o Alternative schools

• September 26:

o Garfield, Humboldt Park + Neighboring High Schools: North‐Grand, Noble St. Rowe‐Clark, Orr, Westinghouse, Raby, Chicago Talent, Marshall

o Midway + Neighboring High Schools: Kennedy, UNO Garcia, Curie, Solorio, Hancock, Gage Park, Hubbard, Bogan

• September 27:

o Burnham Park + Neighboring High Schools (High Schools have been split between the Burnham Park Network and the Skyway Network due to the large number of High Schools in this area): Noble St. Muchin, Instituto Academy, Jones, Perspectives Joslin, Graham, Young Women’s Charter, Urban Prep South Shore, Dunbar, Chicago Military, Chicago Arts, Perspectives IIT, Phillips, King

o Lake Calumet + Neighboring High Schools: Corliss, Washington, CICS Longwood, Carver

• September 28:

o Fulton + Neighboring High Schools: Aspira Ramirez, Clemente, Prologue Early College, Wells, Noble Golder, Noble Rauner, Best Practice, Noble Bulls, Phoenix Military, Marine Military, Crane, Young, Manley, Chicago Academy for Advanced Tech, Noble UIC, Urban Prep East Garfield Park

o Skyway + Neighboring High Schools (includes Burnham Park High Schools): Bronzeville, Williams Medicine, Shabazz Dusable, Kenwood, Dyett, Ace Tech, Hyde Park, U. of C. Woodlawn, Simeon, Noble Comer, South Shore, School of Leadership, Epic, Hirsch, Chicago Vocational, New Millenium

• September 29:

o Englewood‐Gresham + Neighboring High Schools: Amandla, Hope, Lindblom, TEAM Englewood, Urban Prep, Noble Englewood, Robeson, Harper, Southside OCC, CICS Ellison, Perspectives Calumet, Perspectives Calumet Tech

o Rock Island Neighboring High Schools: Prologue Johnston, Harlan, Julian, Fenger, Morgan Park, Chicago Agricultural

Chicago Public Schools • 125 S. Clark St. • Chicago, IL 60603

Common Core Early Adopter Schools Overview and Application Process

Overview

This year, CPS will begin the process of transforming curriculum and instruction across our schools to rigorously prepare students for 21st century college and career expectations. The first step in this transformation is clearly defining what students must know and be able to do in order to succeed in a global society. The Common Core State Standards (CCSS), adopted by nearly every state across the country, set a high bar for proficiency in literacy and mathematics, and are organized to provide deeper, clearer and more consistent expectations of students, regardless of geography.

CPS will begin implementing the CCSS through both district‐wide professional development for Instructional Leadership Teams, and through the targeted support and best practice sharing of a group of Early Adopter schools. These schools will help to build and fine‐tune the necessary professional development, curriculum, assessments and instructional materials to which all schools will eventually have access. The leadership and expertise of the Early Adopters will provide support for all other schools in implementing best practices to build a coherent curriculum from the CCSS.

The ideal Early Adopter candidate school has already undertaken significant study and implementation of standards‐based planning and instruction, of the Common Core, College Readiness or Illinois Learning Standards. Early Adopters must currently engage in regular review of standards‐based plans, to update as needed based on student mastery. Early Adopters must also have a baseline understanding of the CCSS and what differentiates them from other state standards.

Support for Early Adopters

During the course of the year, Early Adopters will receive comprehensive support in building units of study, assessments and research projects/performance tasks aligned to the Common Core Standards. This support will be provided through quarterly release days for grade levels and course‐alike teams to collaborate with teachers from other Early Adopter schools. Support will also be provided through the training, engagement and collaboration of a Teacher Leader from each Early Adopter school. Grade level and course‐alike teams will also be engaged during common planning time on their progress with implementing CCSS‐aligned instruction and evaluating student mastery of standards. Teams from these schools will also have opportunities to share their best practices with other schools from across their Networks and across the city through ILT sessions.

2 | P a g e C o m m o n C o r e E a r l y A d o p t e r A p p l i c a t i o n Commitment

Early Adopter schools must commit to the following:

1) Instructional Leadership Team (ILT) Professional Development: Each ILT will attend quarterly full day training on the CCSS and the development of a Theory of Action and Action Plan designed to help teachers teach the standards effectively. These sessions will allow Early Adopter schools an opportunity to collaborate with all schools within their Network.

2) Grade level or course‐alike release days: Representatives from each grade‐level or course‐alike team will attend quarterly full‐day planning sessions with other teachers from the same grade level across Early Adopter schools. These sessions will be focused on the development of performance tasks, analysis of student work and identification of student exemplars for each grade level. Participants will also lead the development of planning tools and resources that will eventually be made available to all teachers. These days will be spaced so that no more than one team attends each day, and substitute coverage will be provided.

3) Collaborative planning meetings: Each grade‐level or course‐alike team must meet weekly to analyze formative data and plan for instruction based on the CCSS. These planning meetings will be co‐facilitated by members of the school’s Instructional Leadership Team. Schools will also receive on‐going support from the central CCSS team as well as Network Teams.

4) Teacher Leader Professional Learning Community: Each participating school will assign a teacher leader in reading and/or math who will participate in a monthly Professional Learning Community focused on the development of the district’s common curriculum and assessment system, which will be launched in the 2012‐13 school year. Teacher leaders will meet afterschool for 2 hours, likely on the second Wednesday of each month, and will be paid at the Professional Development rate.

In addition, there will be a kick‐off event for all Early Adopter Schools. This is tentatively scheduled for either Saturday, September 24th or afterschool on Friday, September 23rd.

3 | P a g e C o m m o n C o r e E a r l y A d o p t e r A p p l i c a t i o n

Application Process

Schools that wish to be leaders of this critical work are asked to discuss the benefits and necessary commitments in both ILT and grade level/course team meetings. Schools are also asked to reflect on their existing level of standards‐based curriculum design and instructional practice. Schools with faculty committed to leading this process and that already have a strong current system of standards‐based design are asked to fill out a brief questionnaire online and submit an artifact for review. You can access the questionnaire here: http://www.surveymonkey.com/s/NB6W6XN

The artifact should provide evidence of the current level of standards‐based curriculum design across the school. Examples may include (but are not limited to):

• A curriculum map and related unit plans from a particular grade level/course

• A unit of study with related lessons/activities

• Performance tasks with scoring rubrics

• The professional development timeline and modules delivered on standards‐based design

• Tools used to monitor implementation of plans and standards‐based instructional practice

This artifact should be emailed to Didi Swartz at [email protected] or delivered to Didi at 125 S. Clark, 16th floor, Chicago IL 60603.

Timeline

The link to the online questionnaire will be emailed to principals after each Network visit by Jennifer Cheatham, Chief Instructional Officer.

Applications with artifacts will be due by September 6th, and selected schools will be notified on September 12th. The first Teacher Leader meeting will be on September 14th. Given the condensed timeline, it is recommended that Regular Track principals interested in this opportunity reach out to their faculty prior to the first Staff Institute Day to provide an overview of the benefits and requirements for Early Adopters. The Staff Institute days can then be used to discuss and finalize a decision, complete the questionnaire and decide on and submit an artifact.

http://www.surveymonkey.com/s/NB6W6XN


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29 30 31 28 29 30 31 25 26 27 28 29 30

ACCESS English proficiencyRequired for ELL

students only october november decemberS M T W Th a S M T W

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april may june

Common CoreQuarterly

Benchmark Grades 3-8

10/174/9

S M T W Sa S M T W

-4/17, 5/29-6/6 1 2 3 4 5 6 7 1 2 3 4 5 1 2

8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9

ADDITIONAL TESTING NOTES:

HS SELECTIVE ENROLLMENT EXAM: The Office of Academic Enhancement coordinates the sites and dates on which

testing will occur -- the testing window ranges from 12/10-1/28.

NAEP: Grade 4 testing occurs between 1/23-3/2; Age 9 testing between 1/9-3/16; Age 13 10/10-12/16.

LIMITED TESTING FOR 8th GRADERS: Makeup testing for students without nationally norm-referenced scores for high school e

from 10/24-10/27.

15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16

22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23selective high school

29 30 27 28 29 30 31 24 25 26 27 28 29 30

ThF S M Th F Sa

F S

F Sa S M T W

ThM Th F F SaSa S M T W

9-2/17, 4/30-5/25

9-2/17, 4/30-5/25

CPS K‐2 Assessment Calendar Track R Schools SY2012CPS K‐2 Assessment Calendar Track R Schools SY2012CPS K‐2 Assessment Calendar Track R Schools SY2012

j h

SaF S M Th F Sa

F S M

S M T W Th F

SaTh F Sa S M T W Th F

K-2 Assessments 2011-2012Track R Assessment Calendar



DIBELS/ISEL/STEP Early literacy Required 8/31-10/14, 1/S M T W Th a S T W

1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3

8 9 10 11 12 13 14 7 8 9 10 11 12 13 4 5 6 7 8 9 10

mClass Math Early m Oath ptional 8/31-10/14, 1/15 16 17 18 19 20 21 14 15 16 17 18 19 20 11 12 13 14 15 16 17

22 23 24 25 26 27 28 21 22 23 24 25 26 27 18 19 20 21 22 23 24

29 30 31 28 29 30 31 25 26 27 28 29 30

ACCESS English proficiencyReq

st

uired for ELL

udents only1/9-2/17

october november december

S M T W Th a S T W

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24

23 24 25 26 27 28 27 28 29 30 25 26 27 28 29 30 31

january f b hfebruary marc

S M T W Th a S T W

1 2 3 4 5 6 7 1 2 3 4 1 2 3

8 9 10 11 12 13 14 5 6 7 8 9 10 11 4 5 6 7 8 9 10

15 16 17 18 19 20 21 12 13 14 15 16 17 18 11 12 13 14 15 16 17

22 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24

29 30 31 26 27 28 29 25 26 27 28 29 30 31

april may june

S M T W Th a S T W

1 2 3 4 5 6 7 1 2 3 4 5 1 2

8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9

15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16

22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23

29 30 27 28 29 30 31 24 25 26 27 28 29 30

F S3/6-3/16

Sa

1/9-2/17

S M T W Th FTh F Sa

F SaF Sa S M T WThTh F

4/9-4/20

Th

CPS 3‐8 Assessment Calendar Track R Schools SY2012CPS 3‐8 Assessment Calendar Track R Schools SY2012CPS 3‐8 Assessment Calendar Track R Schools SY2012

DWWA 4/9 4/20F SaF Sa S M T WThTh F

5/21-5/25

-11/4, 1/11-1/20

Th

Th F Sa

h school entrance

F Sa S M T WThTh F

3-8 Assessments 2011-2012Track R Assessment Calendar



ISAT State mandatedGrades 3-8 Readin

Grades 4 & 7 S

g & Math

cience


1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3

8 9 10 11 12 13 14 7 8 9 10 11 12 13 4 5 6 7 8 9 10

Scantron Adaptive growthGrades 3-8 required for non-cha

NWEA; Winter


optional

9/6-10/14, 1/17-2/17, 4/23- 15 16 17 18 19 20 21 14 15 16 17 18 19 20 11 12 13 14 15 16 17

5/25 22 23 24 25 26 27 28 21 22 23 24 25 26 27 18 19 20 21 22 23 24

29 30 31 28 29 30 31 25 26 27 28 29 30

ACCESS English proficiency Required for ELL students only

october november december

S M T W Sa S M T W

NWEA Adaptive growthGrades 3-8 required for non-cha

Scantron; Winter


optional

9/6-10/28, 12/5-1/20, 1 1 2 3 4 5 1 2 3

4/30-5/25 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

EXPLORE EPAS Required for 8th graders in all schools TB16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24

D Spring 201223 24 25 26 27 28 27 28 29 30 25 26 27 28 29 30 31

DWWA Writing prompt Required for 8thWriting prompt q g gradersjanuary february march

S M T W Sa S M T W

1 2 3 4 5 6 7 1 2 3 4 1 2 3

IAAAlternaassessm

tive ent

Required for IEP students

not approp

for whom ISAT is

riate

8 9 10 11 12 13 14 5 6 7 8 9 10 11 4 5 6 7 8 9 102/21-3/16

15 16 17 18 19 20 21 12 13 14 15 16 17 18 11 12 13 14 15 16 17

22 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24

Algebra Exit Exam Algebra placementGrade 7 & 8 students

Algebra 1 c

taking approved

ourse

29 30 31 26 27 28 29 25 26 27 28 29 30 31

april may june

Common CoreQuarterly

Benchmark Grades 3-8

10/264/9

S M T W Sa S M T W

-4/17, 5/29-6/6 1 2 3 4 5 6 7 1 2 3 4 5 1 2

8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9

ADDITIONAL TESTING NOTES:

HS SELECTIVE ENROLLMENT EXAM: The Office of Academic Enhancement coordinates the sites and dates on which

testing will occur -- the testing window ranges from 12/10-1/28.

NAEP: Grade 4 testing occurs between 1/23-3/2; Age 9 testing between 1/9-3/16; Age 13 10/10-12/16.

LIMITED TESTING FOR 8th GRADERS: Makeup testing for students without nationally norm-referenced scores for hig

purposes occcurs from 10/24-10/27.

15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16

22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23selective high school

29 30 27 28 29 30 31 24 25 26 27 28 29 30

Access Living of Metropolitan Chicago

Do you know what it means to have power? People with disabilities have power, but we need to learn how

to use it! Find out more at:

Y.I.E.L.D.

THE

POWER!!! • Every Thurs. From 4-6:30 pm at Access Living, 115 W. Chicago

• Starting this Fall! October 1, 2011 (Orientation)

• Meet other youth with disabilities from around the city! Ages 16-24

• Learn about disability history and culture, and how to speak up for

yourself and others

Questions? Call Candace Coleman at Access Living at

Ph:312.640.2128 TTY: 312.640.2102 [email protected]


YIELD the Power Fall 2011 Schedule With the exception of Orientation all YIELD workshops will

be every Thursday from 4-6:30pm here at Access Living, 115 W. Chicago

Saturday October 2 orientation

Week 1 (Oct 6)-What is Disability History?

Week 2(Oct 13) -What is Disability Culture and Pride?

Week 3 (Oct 20) - What is Disability Justice?

Week 4(Oct 27) -What is Leadership? Part 1

Week 5 (Nov 3) -What is Leadership? Part 2

Week 6(Nov 10) ‐ How do Leaders Take Care of Themselves?

Week 7(Nov 17) - What is Advocacy and Self Advocacy? November 25 Break Week 8(Dec 1) ‐ How do I speak up for myself at Home? Week 9(Dec 8) ‐ How do I speak up for Myself at School? Week 10 (Dec 15)‐How do I speak up for Myself at Work? Week 11(Dec22) ‐ Field Trip (Harold Washington Library Center) December 30 Break Week 12 (Jan 5) – What is Power? Power in the Community (Organizing) Week13 (Jan 12) ‐ Power to Change the Law (Legislative Action) Week14 (Jan 19) ‐Power in the Media Week 15 ( Jan 26) – Passing the Torch Week 16 (Feb 2) – Graduation, Closing Party


Y.I.E.L.D. The Power Application

This form is also available in Spanish and alternate formats upon request.

Name: _____________________________________________

Today’s Date: ______________________________________

Date of Birth/Age: ____________________________________

Address: ___________________________________________

City: ____________________ State: ______ ZIP Code: ________

Other Address (if you have one): _______________________

City: __________________ State: ______ ZIP Code: ________

Phone (voice): _______________________________________

Phone (TTY): ________________________________________

E-mail: ___________________________________________

Fax: ____________________________________

What is your disability? ____________________________________

What language do you prefer to speak? __________________

Will you need personal assistant services? Yes No

What is your gender identity? (optional) ______________________

What is your race or ethnicity? (optional) _________________


1) Describe a time when you wanted to do something, but you were told

you could not because of your disability. What did you do about it?

2) What do you want to learn from this leadership workshop?

3) What do you think a leader’s job is?

Thank you for your hard work! Please return this application to Candace Coleman at:

115 W. Chicago Ave., Chicago IL 60654 Questions? Call (312) 640-2128 TTY: 312-640-2102 or e-mail

[email protected]


FOR DISTINCTION IN

IN HONOR OF

Trainings will take place at :

North: Amundsen High School - 5110 N. Damen Ave

South: Coles Model World Language Academy

8441 South Yates Boulevard

For more information please contact Ira Rounsaville at 773.553.3884 or

Mary Beth Szydlowski at 773.553.1970

https://cpsatworkprod.cps.k12.il.us/psp/cpsepprd/?cmd=loginuse

To apply for these opportunities, you must:

Have a G.P.A. of 2.5 or above

Be a sophomore, junior, or senior by September 2011

Be 16 years old by May 2012

Be able to self-travel to and from the 3 career development and exploration events

Have goals that include employment and/or post-secondary education

Be a resident of the City of Chicago

Get permission from your parents, guardian, and/or school to participate in the Youth Employment Program, if

under 18

Rahm Emanuel, Mayor

Karen Tamley, Commissioner

Mayor’s Office for People with Disabilities

Mayor’s

Office

for People

with

Disabilities

Disability Mentoring Day

Sponsored by the

1900 W. Van Buren, Chicago, IL 60612

at Malcolm X College

September 16, 2011

MOPD’s Youth Employment Program

provides THREE amazing

career preparation opportunities!

Disability Mentoring Day

National Groundhog Job Shadow Week

Youth Ready Chicago for Students with Disabilities

APPLY

NOW!

October 14, 2011 8:30 a.m.— 2:00 p.m.

Online: Visit http://www.cpsspecialeducation.org/ and click on

The Supports & Services tab; then, click on the Disability Mentoring

Day logo.

Fax: 312-744-3314

Questions? Email [email protected] or call 312-744-4601

When students with disabilities apply to participate in this event, they not

only experience a career preparation day with corporate partners, but also

get connected with job shadow days and opportunities to apply for paid

summer jobs through the Mayor's Youth Ready Chicago Program for

Students with Disabilities.

Our corporate partners have included Harris Bank, BlueCross BlueShield,

IBM, PepsiCo, Darden Restaurants, plus more! Apply NOW!

SUBMIT YOUR

APPLICATION BY:

Scan here to sign up online!

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