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President’s Briefing

“All Means All”

June 20, 2007

Stephen Flisk

Area Instruction Officer

Area 9

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Area 9AbbottArmourCooperDrakeGalileoGladstoneHainesHealyHoldenJungmanMcClellanMedillMontefioreNTAOrozcoPerezPickardPilsenSkinnerSmythSouth LoopWalshWardWhittierWilliams ElemWilliams Prep

Armour SquareNear West SideLower West SideLoopSouth Lawndale

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Area 9 Demographics

Schools 26

Students 13,693

Area Average Daily Attendance (YTD-April) 95.0%

# Schools with 95% average attendance (YTD-April) 13

Low Income 89.1%

Special Education 13.9%

Probation Schools 1

Restructured Schools 9

English Language Learners 24.6%

Area 9 NBCT 16

Principals Vacancies for Next Year(Pickard)

New Principals(Gladstone, South Loop, Williams)

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3

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Racial Ethnic Distribution by Percentage

49.40

29.20

6.60

14.600.20

Hispanic

African American

White

Asian

Native American

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Composite: Percent of Students Meeting or Exceeding State Standards

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Reading: Percent of Students Meeting or Exceeding State Standards

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Math: Percent of Students Meeting or Exceeding State Standards

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Composite: Percent of Students who Meet or Exceed State Standards

Annual Percentage by RaceAll Grades

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Reading: Distribution of Extended Response Scoresby Grade

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Math: Distribution of Extended Response Scoresby Grade

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ISAT Composites

YearAcademicWarning

Not MeetingStandards

MeetingStandards

ExceedingStandards

2003 12.0% 42.0% 37.9% 8.1%

2004 10.1% 36.3% 43.0% 10.6%

2005 9.9% 35.7% 43.4% 11.0%

2006 3.6% 28.3% 53.7% 14.3%

2007Targets

2.1% 24.9% 56.0% 17.0%

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Area Challenges“Differentiating Support to the Schools”

Meet the Needs of All Students (AYP, LRE, ELL)

Respond to the wide range of performance 12.9% to 93.6% Meets or Exceeds ISAT Reading

6.6% to 94.2% Meets or Exceeds ISAT Math

Prepare for ISAT Writing

Support different curricula

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Area 9 Goals 2006-2007

Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers.

Support and improve the instructional writing programs in all schools.

Assist principals in building leadership capacity within their schools and across our network.

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Close the existing achievement gap in reading and mathematics between African American and Latino students and their non-minority peers.

Key Strategies

Assist schools with ISAT analysis.

Focus principal professional development on curriculum mapping.

Develop schools’ capacity in differentiating instruction.

Support the use of standards-based mathematics instruction.

Support the analysis of assessments to inform instruction.

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Support and improve the instructional writing programs in all schools.

Key Strategies

Provide coherent, school-based professional development for all schools.

Provide targeted assistance for schools on collaborative assessment.

Provide information and support for new state requirements related to the writing assessment.

Provide professional development focused on the integration of writing across the content areas.

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Assist principals in building leadership capacity within their schools and across our network.

Key Strategies

Develop the capacity for leadership in:

Assistant Principals

Teacher leaders

Leadership teams

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Focus on Professional Development

Analyze assessment data to inform instruction

Area- Wide Writing Professional Development

Prepare for Extended-response (Reading and Math)

Collaborative Assessment

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Next Steps Deepen the knowledge about writing instruction

Increase opportunities to use collaborative assessments

Build instructional tools around classroom instruction

Support in improving instruction of ELL students

Support in improving instruction of Special Needs students

Continue the conversations surrounding the achievement gaps

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The question is not,

“Is it possible to educate all children well?”

But rather,

“Do we want to do it badly enough?”

- Deborah Meier