STUDENT ACHIEVEMENT

Superintendent Goals

2015-2016

High School

ANNUAL PL ANNING & EVALUATION

CYCLE

1.

Board & Supt. agree on goals of

the year

6.Board evaluates

Supt. performance in light of goals

progress

7.

Board evaluates progress toward District goals and changing realities.

5.

Supt. completes self evaluation of work and goals

progress

2.Admin. creates action plans (w/

required resources and accountability

4.

Board evaluates its own process and

effectiveness

3.Supt. given authority

and resources to reach goals.

April

April-June

April-MayAugust

Budget Approval

OngoingForm from IASBFeb-March

Feb-March

Feb-March

A PARTNERSHIP

Goals(Connected to District Mission

Great Schools, Together)Link to Dr. Wiegand’s Goals

Action PlansMoving toward reality

SuperintendentAdministration

&Management

School BoardPolicy & Direction

NOTE: A clear and helpful Superintendent job description supports the entire process.

The McRel leadership study determined that

superintendents must focus on:

1. Collaborative goal setting.2. Non-negotiable goals for achievement and instruction. 3. Use of resources to support achievement and instruction.4. Monitoring goals for achievement and instruction.5. Having defined autonomy and relationship with the schools.

CURRICULUM

INSTRUCTIONASSESSMENT

THESE CORE COMPONENTS OF OUR PRACTICE AS EDUCATORS SUPPORT

STUDENT ACHIEVEMENT AND SUCCESS.

THE PRACTICE AND ARTISTRY OF TEACHING AND LEARNING IS A SYSTEM OF ONGOING, OFTEN

OVERLAPPING, PROCESSES THAT INCLUDE CURRICULUM, ASSESSMENT, AND INSTRUCTION.

• ACT vs. SAT• NGSS• PARCC• Disconnect between K-8 and 9-12

(being addressed by College and Career Standards/Common Core)

• SB-7• Social service challenges

• Mobility (students missing instruction)

• Poverty• Homelessness• PERA – time• Social-emotional needs of students• Competing community values

Highly complex system that grows increasingly complicated and is often thwarted by changes in direction, growing Family needs,

changes in requirements, unfunded mandates, and/or lack of decisions being made in a timely manner at the State level.

BACKWARDS MAPPING FROM COLLEGE READINESS TO KINDERGARTEN

Post-Secondary Success

High School

Middle School

Elementary School

Pre-K/Early Childhood

HIGH SCHOOL

HIGHLIGHTS

• Graduation rate of 85.9% is higher than the State and has maintained the 5% increase achieved after 2012.

• Graduation rate for Low-Income students of 78.5% is higher than the State and is the highest in the past 4 years.

• Graduation rate for Hispanic students of 91.5% is higher than the State and is the highest in the past 4 years.

• The percentage of students enrolled in post-secondary education of 71% after 12 months is higher than the State.

• The percentage of students enrolled in post-secondary education of 74.7% after 16 months is higher than the State.

• There is a higher percentage of students that earned Platinum and Gold status (27%) on the National Career Readiness Certificate than the State.

• The percentage of students meeting or exceeding the PARCC expectations in math is higher than the State by over 6%.

ADVANCED PLACEMENT (1E, 5A)

• U4 mean score continues to be above Illinois, United States, and Global. • U4 mean score increased from 3.13 to 3.2.• All, Asian, Other Hispanic/Latino, and Low Income mean score highest in 4

years. • Black/AA, Asian, Mexican, Other Hispanic/Latino, and Low Income mean

scores increased from last year.• Centennial maintained 77% of students with score of 3+. • Central increased from 68% to 75% of students with score of 3+.• Total of Low Income exams increased 36.8% with an 89.8% increase since

2012.• Total of Mexican exams increased 100% with a 45.6% increase since 2012.• Total number of AP students increased 22.7% since 2012.

HONORS ENROLLMENT MONITORING (IE)

GRADE DISTRIBUTION

DUAL CREDIT ENROLLMENT (1E, 5A)

The percentage of juniors and seniors enrolled in dual credit courses has increased dramaticallyover the past four years.

ECCA ENROLLMENT

RIGOROUS CURRICULUMH I GH SC HOOL

COMMON CORE AND DISCIPLINE SPECIFIC STANDARDS/ILLINOIS LEARNING STANDARDS

(GOAL 1C)Standards are identified and defined for educators across many subjects by the Illinois State Board of Education.

When no state standards are available or at times of transition, there can be discipline specific standards or guidance provide by national organizations.

Examples include the Next Generation Science Standards and the C3 (College, Career, and Civic Life) Framework for Social Studies State Standards

Link to Learning Standards on ISBE Website (ELA)

SAMPLE LEARNING STANDARDS

ACHIEVEMENT FRAMEWORKCOURSE IMPLEMENTATION PROCESS (1C)

In the spring of 2013, the high school CIA team developed the achievement framework to clarify and strengthen the interrelationships among curriculum, assessment, and instruction in order to monitor and elevate student achievement.

ASSESSMENTH I GH SC HOOL

HIGH SCHOOL ASSESSMENTDATA AND USES (1B, 1E)

Formative – used in the moment in the classroom

Benchmark – used close to in the moment in classroom and with team• ACT Aspire Benchmark

Course Alike/Common – Used periodically in classroom and with team • Common Assessment Item Analysis Report

Norm Referenced/Summative - Used annually by buildings, district, and ISBE

• Centennial Act Aspire Summative Growth • Grad Year ACT• PARCC

ACT ASPIRE BENCHMARK

COMMON ASSESSMENT ITEM ANALYSIS REPORT

CENTENNIAL ACT ASPIRE SUMMATIVE GROWTH

GRAD YEAR ACT

HIGH SCHOOL ASSESSMENTDATA AND USES (1B, 1E)

Assessments are used to determine not only in-class instructional and curricular decisions, they are also used by course teams and buildings for District supports.

• Place in Tiered Interventions and Supports – Honors Support Team, Academic Advisory

• ACT Aspire Benchmark (new this year) – Can be used for skills specific supports

• ACT – Used to identify students for ACT Prep• Grade Distribution – reviewed by course teams and building to inform

practice • At District level, data used to determine specific goals for each

principal, linked to their evaluation.

INSTRUCTIONH I GH SC HOOL

GRADUAL RELEASE OF RESPONSIBILITY (GRR) (1C)

The gradual release of responsibility model of instruction suggests that the cognitive load should shift slowly and purposefully from teacher-as-model, to joint responsibility, to independent practice and application by the learner.

• Focus Lesson “I do it.”• Guided Instruction “We do it.”• Collaborative “You do it together.”• Independent “You do it alone.”

INNOVATIVE PRACTICE: COMPUTER SCIENCE

Support from Dr. Lenny Pitt and Dr. George Reese from University of Illinois and from Parkland College• Four Computer Science Courses Offered this Year and Five in 2016-2017

(Zero offered in 2013-2014)• Applied Computing Class and/or AP Principles contain hands-on

opportunities for connections between physical systems such as programming Lego EV3 Robots to perform specified tasks, mobile app development where students will create Android apps that can be used on any mobile device such as a painting/photo app, a calculator app, and simple games. Similar activities are included in college level courses.

• Unit 4 is ahead of many other districts in terms of computer science curriculum and class offerings

INNOVATIVE PRACTICES

A number of innovative projects and collaborations are available through the Champaign-Urbana Schools Foundation’s It’s My

I.D.E.A Grants and new Collaborative Grant.

IDEA GRANT RECIPIENT: STA NDING D ESKS

Teachers Anne Munroe and Jason Fischer were awarded funds to support a “fidget friendly” classroom setup with standing desks to support student learning.

COLLABORATIVE GRANT RECIPIENT:A R TS C OLL ABORATION W ITH UR BANA 116

Through collaboration between the artprograms in Unit 4 and Urbana 116,students were able to spend a day atKrannert Art Museum where theyexplored the museum collections,gathered inspiration, and participatedin a panel discussion with museumcurators and local practicing artists.Students returned to their home schoolstudio where they created works of artinspired by a piece from the museum.

Over the course of the school year, thestudents will continue to collaborateand plan together using technology suchas Google Classroom and Edmodo. Theculminating event was a cross-district,student led art show Indi Go Gallery.

$2,700 in grant funds from CUSFsupported this project.

INNOVATIVE PRACTICE: COMMUNITY PARTNERSHIPS

Summer Trades Independent Study – Local 149 – Matt Langendorf

Education to Careers and Professions Internship partners including but not limited to:

Carle Hospital, Martin, Hood, Friese & Associates, Edward Jones, Cozad Asset Management, Volition, Cancer Community of Illinois, Carol Ammons State Representative, Scott Anderson DDS, Urban Courthouse, Newel Instruments

Young Entrepreneurship ProgramResearch Park and other local businesses.

INNOVATIVE PRACTICE: CULTURALLY RESPONSIVE EDUCATION &

SOCIAL JUSTICE (1C, 5B, 5C)Various groups inside and outside Unit 4 are afforded the opportunity to learn about social justice and CRE via presentations, committee meetings, professional development, and classes. Some of the activities during the 2015-2016 school year include:

• City of Champaign Human Relations Commission • Professional development session with all district administrators aligning social

justice with culturally responsive education• Continuation of a social justice elective class at Central and Centennial• RISE (Racial Identity Student Experience) table at Champaign-Urbana Days• New RISE group for females at Centennial High School• A presentation to the mentor leaders of the CU One to One mentoring program• Board Credit Courses

INNOVATIVE PRACTICE: SOCIAL JUSTICE

Social Justice Seminars are being held throughout the school year.

The first two cover topics presented by the Special Education Action Group and the English Language Learners Action Group and the last will cover topics from the remaining action groups.

Action groups and contacts follow:• Special Education Action Group – Elizabeth deGruy• English Language Learners Action Group – Maria Alanis• LGBTQ Action Group – Angi Franklin and Danielle Cook• Homeless Action Group – Bill Taylor• Social Justice Educators’ Collaborative – Kate Flugge• RISE – Racial Identity Student Experience – Laura Taylor• Choose Kindness and Real Talks – Lindsay Aikman

INNOVATIVE PRACTICE: SAFE SPACES TO TALK ABOUT RACE (5C)

There are multiple venues where faculty/staff and students can engage in safe places to have conversations about race and class.

Social Justice Educators Collaborative – Supported by the social justice initiative, the group meets about once a month, usually on a Wednesday evening, with teachers from Champaign, Urbana, Danville, and Rantoul, as well as U of I grad students.

Real Talks at Central and Centennial - A student initiated forum with support from the social justice initiative group where student identified topics such as police relations, race, gender identity are held during 6th period lunch. Students and adults regularly attend.

INNOVATIVE PRACTICE: SAFE SPACES TO TALK ABOUT RACE (5C)

(CONT.)Social Justice Committee at Central – New in 2015 – students and adults

Social Justice Action Group at Centennial – Existing for a few years – students and adults

Project-based learning initiatives at Novak – 4th Session – Planning in Progress

Conversations about Race with District and Building Administrators

BACKWARDS MAPPING FROM COLLEGE READINESS TO KINDERGARTEN

Post-Secondary Success

High School

Middle School

Elementary School

Pre-K/Early Childhood

STUDENT ACHIEVEMENT

Superintendent Goals

2015-2016

High School