News Letter - W of August 29 2011 - Final - Attachementspdf

NEWSLETTER
WEEK OF AUGUST 29, 2011
CHIEF EDUCATION OFFICE
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 well be finalizing the principal metrics in the draft performance contract by end of September. Youll see that weve also attached an updated draft of the Teaching and Learning Priorities and Essential Services document and the power point from todays 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 todays 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 rscrosby@cps.edu

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 valueadded 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.
[Pick the date] [Edition 1, Volume 1]
COMMON CORE STANDARDS
Contact: Didi Swartz- Project Lead: 773-553-1161 or cmswartz@cps.k12.il.us

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 mkdeuser@cps.k12.il.us

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. Whats New in Assessment for SY12: This years 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
OFFICE OF P-12 MANAGEMENT

or rsaucedo2@cps.k12.il.us
Contact: Delena Little: 773-553-1205 or dlittle1@cps.k12.il.us; Rosalinda Saucedo: 773-553-2152
Modified Student Travel e-Application: To ensure timely processing of the Student Travel eApplication, 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 slkurland@cps.k12.il.us

AP/Honors slots still available at Gallery 37s 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 aoray@cps.edu OR Sylvia Jordan Nelson (Debate & Decathlon): 773-553-3593 or snelson@cps.edu
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 balumpkin@cps.k12.il.us
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. 2. Confirm that all computers in the building are functioning and have full internet connectivity. 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. 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. 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.
3.
4.
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 kgreynolds@cps.k12.il.us. New websites 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 ccoleman@accessliving.org. 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).
CHIEF EDUCATION OFFICE 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 twmccarrell@cps.k12.il.us. Training Dates & Locations September 21, 2011 September 1 or 2, 2011 8:30 am-2:30 pm 8:30 am-2:30 pm Elizabeth Training Facility (320 N. Elizabeth Street Dewey Elementary Academy of Fine Arts (5415 S. Union Avenue)
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 twmccarrell@cps.k12.il.us. 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 twmccarrell@cps.k12.il.us. TAMS (501 W. 35th Street) 8:30 a.m. 2:45 p.m. September 9, 2011 September 22, 2011 October 26, 2011 November 10, 2011 February 29, 2012 March 20, 2012
August 31, 2011 October 18, 2011 January 20, 2012 May 8, 2012
September 27, 2011 December 1, 2011 April 11, 2012
CONNECT STUDENTS WITH DISABILITIES TO JOB OPPORTUNITIES ON OCT. 14, 2011: The American Association of People with Disabilities and the City of Chicago Mayors 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 DMDchicago@gmail.com.
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.
Welcometothe2011 CPSAllPrincipal KickOffEvent
PresentationofColors
HubbardHighSchoolJROTC
Welcome
JeanClaudeBrizard,CEO
MayorRahmEmanuel
BoardofEducation PresidentDavidVitale
CPSLeadershipTeam
TodaysOutcomes
EmbracethevisionforCPS Everychild graduatescollegeandcareerready. RecognizethatallschoolsinCPSareononeteam unitedinacommongoaltotransform achievement. Redefinetheprincipalshipwithafocuson autonomy,accountability,andsupport. Partnerwithprincipalstoreinventthesystem together. Modeleffectiveleadershipdevelopment.
7
TodaysAgenda
DeliveringonOurPromisetotheChildrenofChicago JeanClaudeBrizard Break RedefiningthePrincipalRoleinCPS NoemiDonoso Lunch CreatingEffectiveSystemsofSupportforPrincipals JenniferCheatham,DeniseLittle,TimCawley,Alicia Winckler Break DevelopingPrincipalLeadershipCapacity SteveGering ClosingandAdjourn NoemiDonoso
8
Norms
Activelyengageinteamdiscussionwhile monitoringonesownairtime. Beopentodiverseviewpoints. Honortimelimitsandsignaltoreconvene. Takecareofpersonalneedsatanytime.
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TableRoles
Facilitator Guidesdiscussionthroughuseofprotocol Recorder Capturesthinkingfromtablethroughuseof tools Roleswillrotate:Atthebeginningofthenext discussionsession,thefacilitatorandrecorder selectthenextfacilitatorandrecorder, respectively
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TableIntroductions
In1minuteorless,introduceyourself: Name School Whatyouaremostproudofthispastyear? Startwiththepersonwhosebirthdayisclosestto today.(ThispersonwillalsoserveasFacilitator forthisactivity.ThereisnoRecorderneeded.)
SeeprotocolA
11
8Minutes
12
DeliveringonOurPromise totheChildrenofChicago
JeanClaudeBrizard,CEO
13
TurnandTalk
Thosewhoprofesstofavorfreedomandyet depreciateagitation,arepeoplewhowantcrops withoutploughingtheground;theywantrain withoutthunderandlightning;theywanttheocean withouttheroarofitsmanywaters.Thestruggle maybeamoralone,oritmaybeaphysicalone,or itmaybeboth.Butitmustbeastruggle.Power concedesnothingwithoutademand;itneverhas anditneverwill.
FrederickDouglass
14
WalterPaytonCollegePrep
15
JonesCollegePrep
16
ChicagoMilitaryAcademyHigh School
17
TheCurrentStateofCPS
150,000studentsareinunderperformingschools (onlyreflectsISATscores) Only57.5%ofhighschoolstudentsgraduate Only7.9%ofhighschooljuniorsmetallfour collegereadinessbenchmarks AverageACTscoreof17.2 Belowcollegeadmissionsbenchmarkof21 Meanwhile,just17.1%ofelementarystudents exceedingstatestandardsontheISAT
18
ISATismisleadingingaugingTrue CollegeReadiness
Theseresultsmaskthe collegereadinessofour8th gradestudentsandthe wideningachievementgap. Workisneededtoprepare ourstudentsforahigh schoolcurriculumand beyond. In2011,69%of8th Graders didnotmeetcollege readinessbenchmarksin reading;80%didnotreach thelevelformath.
19
CommonCoreStandards:True CollegeReadiness
CPSismakingthetransitiontoCommonCoreStandardsthisyearwiththeintentionof usingthemexclusivelyin20122013.
20
CommonCoreStandards:True CollegeReadiness
21
LowIncomeAfricanAmerican Students(NAEPMath8th2003)
* 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)
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.
22
LatinoStudents (NAEPReading4th2002)
210
Scale Score
200
190
180 Los Angeles Chicago District of Columbia National (Public) New York City Houston
* There is an 18 point gap between Los Angeles and Houston (equivalent to almost 2 years worth of learning)
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.
23
Chicago2009NAEPResults Grade4 Reading

Belownationalandlargecityaverage
Grade4 Math
Scoredlowerthanthenationalandthelargecity averagesinoverall
24
Chicago2009NAEPResults
Grade8 Reading
Belownationalaverageandequaltolargecity average
Grade8 Math
Scoredlowerthanthenationalandlargecity averagesinoverallmathematicsin2009
25
Wetriedtodobetterbut everythingturnedoutas usual.

ViktorChernomyrdin,FormerRussianPrimeMinister
26
Consider
Doesourschoolsinabilitytoteachpoorstudents stemfromproblemsinthesystemitself?Oristhe problemdeeper:societysinabilitytosupportthe communitystructuresthatmakeeffective schoolingpossible? Isitunreasonabletoexpecturbanstudentsto fareaswellastheircounterpartsinmoreaffluent circumstances?
Source:PaulT.HillItTakesaCity
27
Whataboutthreedecadesofresearch(since ESEA1972)demonstratingtheimportanceof parentincomeandeducationtostudent learning? Howcanyouignoretherecentevidence indicatingthatthemotherseducationis significantlycorrelatedwithstudent performance?

Source: Paul T. Hill It Takes a City 28
Thehardfactisthatmany educatorsandpolicymakers simplydonotbelieveinnercity studentstobecapableof achieving.
29
GrahamRoadElementarySchool
FallsChurch,Virginia
356studentsin gradesK6 13%Black 16%Asian 64%Latino 81%LowIncome 51%ELL

*FairfaxCountySchoolProfiles,2009
30
GrahamRoadElementarySchool
MeetingorExceedingStandards
Grade6Math(2009)
95% 96%
PercentageProficientandAbove
100% 80% 60% 40% 20% 0%
97%
96%
73%
65%
61%
65%
Overall
Latino
GrahamRoad
LowIncome
Virginia
ELL
*VirginiaDepartmentofEducation
31
GrahamRoadElementarySchool Exceeding Standards

StudentsOverall Grade6Reading
100%
PercentageatAdvanced
80%
60%
70% 38% 39% 38%
60%
40%
38%
20%
37% 21% GrahamRoad 2007 2008 Virginia 2009
0%
2006
Note:In2008,98%ofGrahamRoad6th graderswereproficientinreading.
*VirginiaDepartmentofEducation
32
ElmontMemorialJuniorSeniorHigh
Elmont,NewYork
1,919studentsin grades712 77%AfricanAmerican 13%Latino 8%Asian 1%White 21%LowIncome

*NewYorkDepartmentofEducation,2009
33
GraduationratesatElmontMemorial JuniorSeniorHigh,Classof2008
100%
96%
95%
100%
99% 84%
80%
74% 59% 63% 57% Elmont NewYork
GraduationRate
60%
40%
Stategoal
20%
0%
AllStudents
African American
Latino
LowIncome
White
*NewYorkDepartmentofEducation
34
RegentsTestResults,2009 ElmontMemorialJuniorSeniorHigh
100%
95% 80%
97% 87% 80% 75%
Percentageofstudentsscoringabove65
80%
70% 60% 57%
68%
73% 72%
60%
40%
20%
0%
Comp. English
Elmont
U.S.Govt.
NewYork
Living Mathematics Mathematics Integrated Environment A B Algebra
*NewYorkDepartmentofEducation
35
LocalSuccess
BurnhamElementary
266StudentsingradesK8 100%minoritystudents
99.2%AfricanAmerican 0.8%Hispanic
HainesElementary
707studentsingradesK8 99%minoritystudents
91%Asian/PacificIslander 7%AfricanAmerican >1%White
94%LowIncome
95%LowIncome
36
PercentstudentsMeets/Exceeds ISATcomposite
37
8th GradeISATcomposite PercentofstudentsExceedingstandards
38
"ItisaloteasiertodefinetheWhat thantheHow,andeasiertodefine theHowthantoimplementitonthe ground."

(TomPayzant,formerSupt,BostonPublicSchools)
39
Consider Standards,assessment,curriculum,and professionaldevelopmentarenotenough. Theyareseriouslyincompletetheoriesof actionbecausetheydonotgetclosetowhat happensinclassroomsandschoolcultures .

(MichaelFullan)
40
PREVALENTTHEORIESOF ACTION GUIDINGDISTRICTREFORMS
41
Performance/Empowerment
Accountability/Empowerment Studentachievementmeasuredinsophisticated ways/positiveandnegativeconsequencesfor administrators,(teachers),students Roots KentuckyEducationReformActof1990 (DavidHornbeck) differentiterationsinanumberof cities Borrowsfromtheexperienceofhighperforming privatesectorbusinesses Restsonprocessimprovementusingstatisticaltools, data,participativemanagementandresults
Source:DonMcAdams
42
ManagedInstruction
Tightlycoupledinstructionalmanagementsystem Allchildrenmustbetaughtthesame comprehensiveandalignedcurriculum,andall teachersmustknowhowtoteachit.Instructionis thedistrictscorebusiness.Itmustbemanaged. PDcenteredoncurriculum;coachesinschools; formativeassessmentsarefrequentandfeeds intervention Roots District2NYC
Source:DonMcAdams
43
ManagedPerformance/Empowerment (BoundedAutonomy)
Capturesthetotalityofmanagedinstructionand performance/empowerment Instructionalcoreremainstightlycoupled Principalsinconsultationwithfacultymakedecisions aboutimplementationmethodandspecifictime andmoneyinvestments Keyistheprincipalwhoservesasthecruciallink betweenthecentralofficeandwhathappensinthe classroom
Source:DonMcAdams
44
The Themes
Whatschoolsystems practiceinfluences studentlearning.
Avoidable GAP
45
Whatschoolsystemspracticeinfluences studentlearning
Recognition,Intervention,andAdjustment Monitoring:Compilation,Analysis,andUseofData InstructionalPrograms,Practices,andArrangements StaffSelection,Leadership,andCapacityBuilding CurriculumandAcademicGoals
Avoidable Gap Avoidable Avoidable GAP Avoidable GAP GAP
46
TheMayorhassetanambitiousvisionforCPS.
Ensurethateverychild ineveryschoolandevery neighborhood hasaccesstoaworldclasslearning experiencefrombirth
Empowered Principals Accountablefor Results
Extended Opportunitiesfor Students
Teacherswiththe ResourcestoThrive
Engaged Parentsand Community
47
MissionandVisionforCPS
Mission Everychildhasaccesstoworldclass learningandwillgraduatecollegeand careerready Withinfiveyears:
CPShasrobustportfolioofhigh performingdiverseschoolformatsreaching definedstandardsofexcellence Highestqualityandhighlyskilledprincipals andteachersworkandseektoworkinCPS toreachtheirfullpotentialasleadersand talentdevelopers
48
Vision
FourpillarsofreinventingCPS
Best Principals andBest Teachers __________
Developand supporthighly effectiveleaders
BestSchools __________
Createportfolio plantoensure rightschoolfor everychild
Best Curriculum __________

Alignedwith CommonCoreto allowpost secondarysuccess foreverychild
Engaged Community _________

Increaseaccess forparentsand community members
49
ThePrincipalasthePrimaryAgent ofChange
Providingmoreautonomyforprincipalsinrunningtheir schools Fosterinnovationintheschool ChicagoLeadershipCollaborative Efforttorecruit,supportandretainhighperforming schoolleadersandprincipals Createapipelineofhighlyqualifiedandskilledleaders Ensurethateveryschoolhasahighlyeffectiveleader whocandrivechange Improvestudentachievementandgraduateevery studentcollegeandcareerready
50
Rolesindrivingthestrategic imperatives
Setandinstillaclearvisionandculture aimedtowardscollege/careerreadiness
Principal priorities
Maketalentsourcinganddevelopmentthe #1leverforchange Ensurerigorousinstructionaldelivery throughtailoredcurriculumandformats Providetransparencytofamiliesand communitiesonperformanceandchoice Maximizeresourcesandoperatingcapacity, alignedtokeypriorities
Portfolio Developrightmixof schools/formatsacrossthedistrict
Heldaccountabletodeliveringyearover yeargrowthinstudentachievementas measuredagainstaconsistent,rigorous standard

Respond to concerns Enable parent/community participation
Field
Supervise, coach, and enable principals
Ensure professional development of principals and teachers
Setstandards
Center
Ensureaccountability
2
Studentachievement Principalandteacherperformance standards
Buildpipelineofnewtalent Enforcestandards
Provideparentsandcommunitywith thedatanecessarytobeinformed advocatesfortheirchildren

4
ChiefofEducation Chiefof Administration
TalentManagement
Family/Community Engagement
Provide efficient and effective operational support, especially focused on areas which are heavily reliant on scaled resources
51
Nolousyteacherevergottenurewithout alousyprincipal.
--SusanSwanson,director,urbaneducation HamiltonCounty,Tennessee
52
Proportionofvarianceinstudent gainexplainedbyfactor
Rowen,Etal.,ProspectsTeachers CollegeRecord(2002)
53
10PercentilePointAverageDifferencefor StudentswhohaveTopandBottom QuartileTeachers
54
Researchisclear
Teachersnearthetopofthequalitydistribution cangetanentireyearsworthofadditionallearning outoftheirstudentscomparedtothosenearthe bottom. Thecumulativeimpactisprofound.Students withthreeineffectiveteachersinarowperformsas muchas50percentilepointslowerinmathematics thanstudentsassignedthreehighlyeffective teachers.
Source RachelCurtisandJudyWurtzel,TeachingTalent 55
HistoricalCPSteacherefficiency ratings
56
CurrentCPSteacherefficiency ratings
TenuredTeacherRatings ProbationaryTeacherRatings
57
DistributionofDistrictCompensationby QuartileofEffectiveness: Math,Grades48(2009)

MostEffectiveTeachers (Top25%)Compared to LeastEffectiveTeachers(Bottom25%)
DifferenceinDays of InstructionProvided
+40% +2%
Source CharlotteMecklenburgPublicSchools
58
DifferenceinPay
ShiftingPreferenceofTeachers
Retiring Privacy Uniformroles Experiencebasedpay Careerdevelopment withintheclassroom New Interdependence InstructionalFlexibility Differentiatedroles Performancebasedpay Careerdevelopment beyondtheclassroom
SusanM.Johnson Harvard
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DRAFT - CONFIDENTIAL
PrincipalasHumanCapitalManager
Teacher EvaluationData Tenure Status Team Assignment Teaching Expectations
Assigned Students
DATA
HUMAN CAPITAL MANAGER
Student Growth
Individual Developmental Needs
JobAssignment
Attendance
Performance Align job assignments: management/career Target limited PD resources to Prioritized school development: Aggressively academic goals, specific needs: Create
develop high potential balanced teacher teams, teachers, manage low identify appropriate school wide performers out of the system PD, provided targeted support and accountability for improvement student needs and teacher developmental needs
60
Analysisshowsadditionaltimehas positiveimpact
In200809,22ELTschoolsserving12,000studentsgainedinproficiencyatdoubletherateofthestatein ELAandMathandgainedatnearlyfivetimesthestateinscience
Note: Source: ViveirosElementarySchool(FallRiver)openedin2009and,thus,isexcludedfromtheanalysis. NationalCenterforTime&Learning(Informationwassharedat2009ChicagoSchoolsPolicyLuncheonSeries (http://www.catalystchicago.org/assets/files/JDavisppt.pdf)
61
CPShasoneoftheshortestschool yearsintheU.S.
CPSstudentsgraduatefromhighschoolswith4yearslessschooling
Source: *Hillsboro,FLwasnotincludeduetodataqualityissues;Hawaiiwasnotincludedasitrepresentedtheentirestatevs.adistrict NationalCouncilonTeacherQuality(http://www.nctq.org/tr3/reports/custom.jsp?id=29850) Basedoncurrentteacherunioncontracts
62
CPS teachers are paid more for less time with students
20102011SchoolYear TopTenLargestU.S.CitiesTeacherSalary
bydegreelevel,athiredateandatmaximumbasesalary $100,000 $90,000 $80,000 $70,000 $60,000
BA(NewHire) MA(NewHire) BA(Maximum) MA(Maximum)
TotalStudentHoursperYear
Salary
$50,000 $40,000 $30,000 $20,000 $10,000 $0
SchoolDistrict
RoadmaptoComprehensive Change
20112012
Settransparentstandards andexpectations Developschoolportfolio performanceframework Buildtalentpipeline (Teacher,Principal)
20122013
Redesigncorecurriculum Rebalanceportfolioofschool formatsandoperators Infuseanddeveloptalent (Teacher,Principal) BuildpipelineforChiefs,coaches
20132014
Redesignnoncorecurriculum (SPED,EarlyChild,Summer) Driveinnovationinschool formats,curriculum,etc. Developincentives,career paths,etc. Enableparentstoactively participateineducation Buildmissionenabling processesandsystems
Providefamilies,community Engagecommunityaschange withtransparentdata agent Stabilizetheship Modernizeprocessesand systems
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CalltoAction
Needtoalignresourcestosupport districttransformation People: Bethehumancapital managerofyourbuilding Time:Fightformoretimeontask Money:Usefinancestosupport schoolvision
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Districtstrategysupportsand facilitatesasystemofhigh performingschools
ItsUptoUs:
GoingtheDistancetoRaise AchievementandCloseGaps
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TableQuestions
TheFacilitatorfromtheTableIntroductions activityshouldidentifyaFacilitatorand Recorderforthisactivity. Brainstormthetop23questionsforyour table,andnoteeachofthemonindividual indexcards(15min.). SeeprotocolB. Recorder:Raiseyourhandwiththecards whendone,andtheChiefsofyour Collaborativewillcollectthem.
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15Minutes
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Break
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15Minutes
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RedefiningthePrincipal RoleinCPS
NoemiDonoso, ChiefEducationOfficer
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TransformingOurLeadership
PastFocus Basicskills Adultcentered Credentials Compliance Datamonitoring Statusquo Reactive Onesizefitsall
Incremental improvementinmeets/ exceeds
MovingForward Rigorouscollege&careerpreparatorystandards Studentcentered Competenciesandresults Performance Dataanalysisdrivingcontinuousimprovement Catalystforchange Strategyfocused Customizedanddifferentiated Allstudentsontracktograduatecollege&careerready
WhatisBoundedAutonomy?
Flexibilityto innovatein school leadership withinthe CPSway
Principal Autonomy
BoundedAutonomyGraphic: Discussion
Inpairs:
Identifyanddiscussroadblocksthatinhibityour work,opportunitiesforinnovation,andgeneral concernsforeachofthe4domains(people,time, resources,andcurriculumandassessment). (10min.)
Completethetoolassociatedwiththisactivity sowecancaptureyourthinking. SeeprotocolC.

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10Minutes
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ThePerformanceContractistied toaccountabilityandincentives
1
Growthandabsolute AcademicAchievement ClosingAchievementGaps Creatingapositive School Climate ImprovingagainstState Standards EnhancingEducator Effectiveness
Principalsare accountableforhow welltheirschools perform andwillbe rewardedfor strong performance
SY2011PrincipalPerformanceContractScorecard
ExampleSchool|ExampleNetwork|ExampleCollaborative
PreK 2nd Grade
Kindergarten Readiness | % of Students Achieving Kindergarten Readiness Early Literacy | % of Students at Benchmark on DIBELS / IDEL / ISEL / STEP (End of Year) Early Math | % of Students at Benchmark on mClass (End of Year)
DRAFT
ES
AcademicAchievement|PathwaytoCollegeandCareerSuccess
3rd 5th Grade
Grade Level Performance - Reading| % of Students at or above Grade Level on Scantron/NWEA Grade Level Performance - Math | % of Students at or above Grade Level on Scantron/NWEA Keeping Pace - Reading | % of Students Making Growth Targets on Scantron/NWEA Keeping Pace - Math | % of Students Making Growth Targets on Scantron/NWEA
6th 8th Grade

%
Grade Level Performance - Reading| % of Students at or above Grade Level on Scantron/NWEA Grade Level Performance - Math | % of Students at or above Grade Level on Scantron/NWEA Keeping Pace - Reading | % of Students Making Growth Targets on Scantron/NWEA Keeping Pace - Math | % of Students Making Growth Targets on Scantron/NWEA
8th Grade
%
8th Grade EXPLORE Reading | % of Students at College Readiness Benchmark (End of Year) 8th Grade EXPLORE Math | % of 8th Graders at College Readiness Benchmark (End of Year) % Taking Algebra | % of 8th Grade Students Taking Algebra % Passing Algebra | % of 8th Grade Students Passing Algebra
%
Key: Thearrowsindicate movementofthis year(SY11) comparedtothe previousyear(SY10).
Positive movement: Methodology in development
Neutral movement: Methodology in development
% %
% %
% %
Negative movement: Methodology in development
AchievementGaps
At or Above Grade Level - Composite | % of Students at Grade Level on Scantron/NWEA
SchoolClimate
Five Essentials for School Success | School Rating in Each Performance
Category
Family & Community Ties | Does the school partner with families and
communities?
StateAccountability
ISAT 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
% % % %
African American Asian White Hispanic/ Latino EnglishLanguage Learners(ELLs) ELLTransition Students Studentswith Disabilities Key:Thechartaboveshowsthetotalpercentof studentsatorabovegradelevelbyDemographic Group. ThisSchool CPS
Weak Strong Average Very Strong Strong
Learning Climate | Do teachers have high expectations & students feel safe? Instruction | Is instruction clear, challenging, and interactive? Instructional Leadership | Does leadership focus on continuous improvement? Professional Capacity| Do teachers work well together and strive for excellence?
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 Schools 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
EducatorEffectiveness
TeacherPerformance Rating Exceeds Meets Needs Improvement DoesNot Meet
X X X
X X
% % % % % % % % %
X X X
X X
NationalAverage
Key:Thechartaboveshows thetotalnumberofteachers witheachteacher effectivenessvalueaddscore byTeacherPerformance RatingLevel.
#ofTeacherswith Green inSY11 #ofTeacherswith Yellow inSY11 #ofTeachersatRed inSY11
SY2011PrincipalPerformanceContractScorecard
ExampleSchool|ExampleNetwork|ExampleCollaborative AcademicAchievement|PathwaytoCollegeandCareerSuccess
9th Grade
Grade Level Performance - Reading| % of Students at or above Grade Level on Scantron/NWEA Grade Level Performance - Math | % of Students at or above Grade Level on Scantron/NWEA Growth - Reading | % of Students Making Growth Targets on Scantron/NWEA Growth - Math | % of Students Making Growth Targets on Scantron/NWEA
DRAFT
College&CareerReady
%
AP/IB/Dual Enrollment | % of Students Taking 1 or More AP/IB/Dual Enrollment Classes AP/IB Success | % of Students Passing AP/IB Exams or Receiving Credit in Dual Enrollment Classes Employability | % of students who obtain a passing score on the employability rubric (CTE Schools Only)
HS
10th Grade
%
10th Grade PLAN | % of Students Meeting College Readiness Benchmark (End of Year) Sophomores On-Track | % of Sophomore Students On-Track
11th Grade
% Average ACT Score |
Average ACT Score of All Students Tested
HSSuccess
#
5-Year Cohort Graduation Rate | % of Students That Have Graduated Within 5 Years 5-Year Cohort Dropout Rate | % of Students That Have Dropped-Out Within 5 Years
9th Grade EXPLORE | % of Students Meeting College Readiness Benchmark (End of Year) Freshmen On-Track | % of Freshman Students OnTrack
% % Scoring 22+ on ACT

Composite | % with an ACT Composite Score of 22+
Professional Certifications & Licenses | % of CTE students who obtained a professional certification or license (CTE Schools Only)
% %
PSAE Composite | % of Students Meeting/Exceeding Standards % Scoring 5+ on ACT WorkKeys - Reading % Scoring 5+ on ACT WorkKeys - Math
% % %
College Enrollment | % of Graduates Enrolled in College College Eligibility | % of Graduates Eligible for FourYear College (GPA & ACT)
AchievementGaps
Average ACT Score | Score by Student Demographic Group
SchoolClimate
Five Essentials for School Success | School Rating in Each Performance
Category
Family & Community Ties | Does the school partner with families and
communities?
African American Asian White Hispanic/ Latino EnglishLanguage Learners(ELLs) ELLTransition Students Studentswith Disabilities
Objective:22
Weak Strong Average Very Strong Strong
Key: Thearrowsindicate movementofthisyear (SY11)comparedto thepreviousyear (SY10).
Positive movement: Methodology in development Neutral movement: Methodology in development Negative movement: Methodology in development
Learning Climate | Do teachers have high expectations & students feel safe? Instruction | Is instruction clear, challenging, and interactive? Instructional Leadership | Does leadership focus on continuous improvement? Professional Capacity| Do teachers work well together and strive for excellence?
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 Schools Environment
EducatorEffectiveness
TeacherPerformance Rating Exceeds Meets Needs Improvement DoesNot Meet
X X X
X X
% % % % % % % %
X X X
X X
Key:Thechartaboveshowsthetotalpercentofstudents Student Perception: Safety | % of Students Who Report Feeling Safe at the School atorabovegradelevelbyDemographicGroup.
Student Perception: Bullying | % of Students Who Report Feeling Bullied
ThisSchool
CPS
IEP Compliance | % of IEPs and 504 Plans Completed by Due Date
Key:Thechartaboveshows thetotalnumberofteachers witheachteacher effectivenessvalueaddscore byTeacherPerformance RatingLevel.
#ofTeacherswith Green inSY11 #ofTeacherswith Yellow inSY11 #ofTeachersatRed inSY11
PerformanceContract:Table Discussion
TheFacilitatorandRecorderfromthelastactivity shouldidentifyanewFacilitatorandRecorderforthis activity. Discussatyourtableandrecordontool. SeeprotocolD.(10min.)
Whatadditionalfeedbackdoyouhave? HowdoyouanticipatethenewPrincipalPerformance Contractwillimpactyourwork?
Recordershouldnotebrainstormedreflectionsfrom tableduringthisdiscussion.
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10Minutes
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Lunch 30Minutes
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CreatingEffective SystemsofSupportfor Principals

JenCheatham,ChiefInstructionalOfficer TimCawley,ChiefAdministrativeOfficer AliciaWinckler,ChiefTalentOfficer DeniseLittle,ChiefofSchools
BuildingaCommonCorefor LearningtoTeach
TheFacilitatorfromthelastactivityshouldidentifyanew Facilitatorforthisactivity.(ARecorderisnotneeded.) Take10minutestosilentlyreadthetextexcerpt:Pages17 18and21theendofthearticle. Identify12sentencesthatyoufeelmayhaveimportant implicationsforyourwork. Usethethreeleveltextprotocol. (16min.)SeeprotocolE. Eachpersonusesupto2minutesto: Level1:Readaloudthepassageyouselected Level2:Saywhatyouthinkaboutthepassage (interpretation,connectiontopastexperiences,etc.) Level3:Saywhatyouseeastheimplicationforyourwork Discussimplicationsasagroup(4min.)
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20Minutes
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CentralOfficeandFieldsupport
InstructionalSupport(Central) Setvision,goals,andpriorities Provideclearguidanceonpriorities Buildeducatorcapacityonguidance Providetoolsandresourceforprofessional developmentalignedtopriorities Provideaccesstotoolsandresourcesthroughweb basedknowledgemanagementsystem VetandholdaccountablevendorsforPDand instructionalmaterials ProvideexpertconsultingservicestoNetworksand schools Networks(field) Supervise,supportanddevelopprincipals;and monitorandenforceperformancecriteria Providedirectinstructionalsupport(PD,coaching) toprincipalsandschoolteams Trackschoolperformanceandsupport improvementstrategies Identify,recruit,andengageinselectionofnew principals Engagefamiliesandcommunitiesonstudent supportandaddressissues/concerns
Principal
AdministrativeSupport(Central) Developstandardoperatingpractices(SOPs),set policyandprocedures,anddevelopsupporttools forcoreinschooloperatingfunctions* Managedistrictwideandlargescaleprocurement andstandards(e.g.curriculum,IT/techsolutions) Managedistrictwidelogisticsandoperations(e.g. transportationandfoodservice)
*Operatingfunctionsincludecompliance,budget,facilities,IT,andHR/recruiting
SupportCenters(field) Supportschoolsinimplementingoperationsand administrativeSOPs Facilitatecrossareabestpracticesharingonbasic standardsandprocedures Poolresourcesforcrossareasupport(e.g. specializedexpertcoaches)
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Principal
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TheGoaloftheChiefInstruction Officeisto:
If We
Strategy, Research& Accountability Curriculum& Instruction Pathwaysto College& Career Professional Development Knowledge Management Designtheplan. Identifydistrictinquiryquestions,support strategy developmentatalllevelsofthesystem, andestablishsystemsformonitoring implementationandoutcomes Operationalize theplan.Provideclearguidanceonwhatallschoolsshoulddo relatedtocurriculum,instruction,assessmentandinterventionforall students(Prek12),including SpedandELLs Alignwraparoundsupports.Engage studentsininnovativelearningand careerdevelopmentmodels,provideflexible,comprehensiveacademic support,andprovidestudentswiththesocialemotionalresourcestheyneed tonavigatetransitions Build capacitytoexecute.DesignanddeliverPDfornewteachers,teacher leaders,andILTs, andmanagePDofferingstoensure thehighest quality Makeitaccessible.Create &formattoolsandresourcesthatsupport educatorsinensuringallstudentsarecollegeandcareerreadyanddevelop a comprehensive,userfriendly&efficient knowledgemanagementsystem
Thenall schools willbe ableto ensure that students areon trackto college and career!
ChiefInstructionalOffice:What willbethefocus?
YEAR2 YEAR1 YEAR3
CommonCore State Standards
ILTSessions focused ondevelopingand monitoringastrong TheoryofActionand actionplanwithin contextoftheCCSS CCSSAssessment
Instructional Framework
ILTSessions focused ondevelopingand monitoringastrong TheoryofActionand actionplanwithin contextofthedistricts Instructional Framework GrowthAssessment
Responseto Intervention
ILTSessions focused ondevelopingand monitoringastrong TheoryofActionand actionplanwithin contextofamore sophisticatedapproach toRtI DiagnosticAssessments
ChiefInstructionalOffice: Whatisthefocusforthisyear?
YEAR1
CommonCoreStateStandardsLaunch
Curriculum Assessment Resource Allocation InstructionalTime Allschools Planningforafull schooldayof qualityinstruction in201213
Allschools Instructional LeadershipTeam sessionsquarterly focusedonCCSS
Allschools QuarterlyCCSS assessment(28) and Explore/Plan/ACT assessments(911)
EarlyAdopter Schools Grade levelreleasedays
EarlyAdopter Schools CCSS Performancetasks
Principal
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RoleofNetworkOffices
GuidanceandSupport Accountability ProvidesupportforschoolsinInstruction, AchievementandStudentServices Providedirectinstructionalsupport(PD,coaching)to principalsandschoolteams Trackschoolperformanceandsupportimprovement strategies
NetworkSupports
Networkteamsarefocusedonsupportingthe principalin:
Buildinstructionalcapacityofprincipal Improvingprincipalpractices Developandusetoolsthatsupportyourwork Differentiatedsupports Allocationofnetworkresources Developandimplementstrategiesfor improvement
Networkswanttoensure
Thatschoolsbenefitfrom: Quantity Quality TypeofSupport SchoolCapacityincreases HighExpectationsforschool,communityand thedistrict
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ACulturalShift
..ExcusestoAccountability CompliancetoInnovation .UniformitytoDifferentiation ..EfforttoImpact

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InstructionalSupport(Central) Setvision,goals,andpriorities Provideclearguidanceonpriorities Buildeducatorcapacityonguidance Providetoolsandresourceforprofessional developmentalignedtopriorities Provideaccesstotoolsandresourcesthrough webbasedknowledgemanagementsystem VetandholdaccountablevendorsforPDand instructionalmaterials ProvideexpertconsultingservicestoNetworks andschools Networks(field) Supervise,supportanddevelopprincipals;and monitorandenforceperformancecriteria Providedirectinstructionalsupport(PD,coaching) toprincipalsandschoolteams Trackschoolperformanceandsupport improvementstrategies Identify,recruit,andengageinselectionofnew principals Engagefamiliesandcommunitiesonstudent supportandaddressissues/concerns
Principal
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ChiefAdministrativeOfficer
Facilities Financeand Budget FoodServices InternalAudit IT Payroll Procurement Safety&Security Transportation
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ChiefAdministrativeOfficer
Operationsteamsneedtosupportprincipal andschoolteams Intensefocusonimprovingservicelevel, overallcapabilityandefficiency Clearaccountabilitytogetresults Tellushowweneedtoimprovestarting today
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TrackESurvey
Facilities,IT,andHRwereareasofconcern Eachteamreviewedresults,includingspecific feedback Processimprovementsimplementedfor TrackR Wearedeterminedtomakethisbetter
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WhatsComing
Schoolsupportcentersassinglepointof contactformultifunctionalsupport Combinationofcallcenterandclient servicemanagers,dependingonarea Goalsaretosolveyourproblemsandprovide proactivesupport UpandrunningbyOctober
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TalentStrategy
HireRight
Anapplicantsystemthat increasesaccessand professionalism Toolsthatincreasethe probabilityofselecting thehighestperformers
EvaluateWell
Analignedsystemthat ensureseveryoneinthe organizationis accomplishingthevision Aneffectiveand comprehensivesystem thatisinclusiveof studentoutcomes, leadership,andteacher practice
Rewardand Incentthe RightBehavior

Asystemthat recognizes,rewards, retainsandmotivates thosewhoaremaking significantpositive contributionstothe vision
Supports:TableDiscussion
TheFacilitatorandRecorderfromthelastactivityshould identifyanewFacilitatorandRecorderforthisactivity.
Inpairs,considerallquadrantsanddiscussthe followingtwoquestions.Recordyourthoughtson tool.SeeprotocolF. (10min.)

Inwhatwaysdoesitseemthatthisstructuremight providemoreeffectivesupports? Whatarethepotentialgapsandbarriersyouanticipate toeffectivesupportbeingprovided?
Eachpairshouldshareouttotherestofthetable. Asatable,decideonthetop2responsesforeach question,andnotethemonanindexcard.(10min.)

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10Minutes
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Supports:TableDiscussion
TheFacilitatorandRecorderfromthelastactivityshould identifyanewFacilitatorandRecorderforthisactivity.
Inpairs,considerallquadrantsanddiscussthe followingtwoquestions.Recordyourthoughtson tool.SeeprotocolF. (10min.)

Inwhatwaysdoesitseemthatthisstructuremight providemoreeffectivesupports? Whatarethepotentialgapsandbarriersyouanticipate toeffectivesupportbeingprovided?
Eachpairshouldshareouttotherestofthetable. Asatable,decideonthetop2responsesforeach question,andnotethemonanindexcard.(10min.)

103
10Minutes
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Break
105
Q&A 15Minutes
106
DevelopingPrincipal LeadershipCapacity
SteveGering,Leadership DevelopmentandSupport
DevelopingLeadershipCapacity
Developleadershipcapacitythroughdoingthework Effectiveimplementationisdependentoneffective leadership Continuouslydevelopourleadershipskills Leadershipdevelopmentatalllevelsofthesystem: Cabinet ChiefsofSchools Principals ILTs TCTs
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LeadershipDevelopmentatAll LevelsoftheSystem
Cabinet ChiefsofSchools Principals ILTs TeacherTeams
Develop Leadership Move
RefineMove w/Colleagues
Reflecton Impact w/Colleagues
ExecuteMove
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DevelopingYourLeadershipMove
Reflectontheourdiscussiontoday:
Implicationsformyworkasprincipal Boundedautonomy,accountability,system ofsupports,PrincipalPerformanceContract
Develop Leadership Move RefineMove w/Colleagues
ThinkforwardtoJuly2012(vision) Whatmightbetheleadershipmovesyou needtomakeinthenextweek,nextmonth, next3months

Whatsyourrationaleforselectingthese moves? Whatsyourintendedimpact? Whatbarriersdoyouanticipate? SeeprotocolG.
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Reflecton Impactw/ Colleagues
ExecuteMove
3min.forindividualreflection
3Minutes
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RefiningYourLeadershipMove withColleagues
ProtocolforRefiningMoves
Turntoapartneranddecidewhowillgofirst. (3min.)Personsharesdraftleadershipmove alongwithrationale,intendedimpact,and anticipatedobstacles.
Aspersonspeaks,partnerlistenssilentlywithout interrupting.
Reflecton Impactw/ Colleagues ExecuteMove
(2min.)Partnerasksclarifyingandprobing questions. (5min.)Repeatcycleforpartner. (2min.)Personrefinesleadershipmove. (8min.)Eachprincipalsharesoutrefined movetowholetable(1min.each);designated recordercaptureseachmoveonthetabletool (SeeprotocolG).

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10Minutes
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(2min.)Partnerasksclarifyingandprobing questions. (5min.)Repeatcycleforpartner. (2min.)Personrefinesleadershipmove. (8min.)Eachprincipalsharesoutrefined movetowholetable(1min.each); designatedrecordercaptureseachmoveon thetabletool(SeeprotocolG).

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10Minutes
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(2min.)Partnerasksclarifyingandprobing questions. (5min.)Repeatcycleforpartner. (2min.)Personrefinesleadershipmove. (8min.)Eachprincipalsharesoutrefined movetowholetable(1min.each);designated recordercaptureseachmoveonthetable tool(SeeprotocolG).

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UnpackingtheDay
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TodaysAgenda
DeliveringonOurPromisetotheChildrenofChicago JeanClaudeBrizard Break RedefiningthePrincipalRoleinCPS NoemiDonoso Lunch CreatingEffectiveSystemsofSupportforPrincipals JenniferCheatham,DeniseLittle,TimCawley,Alicia Winckler Break DevelopingPrincipalLeadershipCapacity SteveGering ClosingandAdjourn NoemiDonoso
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Evaluations
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You makeallthedifferencein ensuringeverychildgraduates collegeandcareerready!
120
Whatshouldyoubeleavingwith today?
Thereisaclearvision ofeverychildgraduatingcollegeand careerready. Therearesomethingsthatwewillalldoconsistently to realizethevision(theCPSway). Ihaveflexibilitytodomyjobwithinboundariesandthe boundariesareclear. Iwillbesupportedindoingmyjob.Thelevelofsupport willdependonmydevelopmentalneedsasaleader. Iamexpectedtocontinuouslyimprovemycapacityasa leaderandtocontinuouslydeveloptheleadershipcapacity ofmystaff.
Teaching and Learning Priorities and Essential Services
DRAFT 7.26.11
Guiding Principles/Assumptions: Bounded Autonomycentral 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 principalscentral office provides principals the essential tools they need to do their jobs well Teacher Professionalismcentral office provides teachers with the essential tools they need to do their jobs wellas defined by a more robust picture of what teachers do Ongoing Support on Implementation and Monitoringcomes from the Network offices, since they are closer to schools Curriculum vs. Instructional materialsare 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 Justicewe 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
Priority #1 What do teachers teach? Essential Services The Common Core State Standards Priority #2 How do they teach? Priority #3 How do they assess? Priority #4 What do they do when students dont learn? Response to Intervention Priority #5 How do we help teachers continually improve? System for Professional Learning Define high quality professional developmentwhich includes whole staff professional development, 1:1 coaching and teacher collaboration Priority #6 How do we lead it? Priority #7 How do we align resources (time, people, technology, and money) to ensure execution? Equitable Resource Allocation 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
CPS Instructional Framework
Aligned Comprehensive Assessment System
Results-Oriented Leadership
#1 Give clear guidance around a common vision of the essentials of teaching and learningcaptured 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 developmentin 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 districts 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 standardsbased reporting system
Define the districts expectations regarding RtI, ensuring that every school has a systematic approach to intervention for both academics, behavior, and socialemotional wellness
Priority #1 What do teachers teach? Essential Services The Common Core State Standards
Priority #2 How do they teach?
Priority #3 How do they assess?
Priority #4 What do they do when students dont learn? Response to Intervention
Priority #5 How do we help teachers continually improve? System for Professional Learning
Priority #6 How do we lead it?
Priority #7 How do we align resources (time, people, technology, and money) to ensure execution? Equitable Resource Allocation
#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 complianceit 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. CPS Teacher Leadership Academy: Provide mandatory PD series for all CPS coaches aligned with priorities/guidance (provided with support from key partner organizations) Provide PD materials and modules instructional coaching (peer coaching, lesson study) and teacher collaboration 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)
CPS Teachers Academy: Provide mandatory 2-year PD series with coaching for all new teachers and #3 Require teachers new to the district aligned with priorities/guidance and instructional framework (provided with professional support from key partner organizations) development for new principals, new CPS Counselors Academy: Provide mandatory 1-year PD series with coaching for all new counselors teachers, and coaches aligned to talent management framework Provide PD materials and modules on the CCSS, social-emotional standards, and standards for asset development Provide PD materials and Provide PD on new modules on practices assessment tools, as embedded in each needed section of the Instructional Framework (PD addresses short-and long-term planning using the CCSS, ELL strategies, Sped, behavior, data analysis) 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 Provide PD materials and modules on RtI academic and behavior
#4 Support/provide tools for high quality professional development for Vet and offer small Networks and selection of high quality schools PD in content areas
Provide PD materials and modules on teacher observation and feedback, ILT collaboration, managing change
Provide PD materials and modules on effective use of resourcestime, 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
Tracking tools for progress monitoring
Video footage of effective coaching and teacher team meetings
Video footage of effective ILT meetings
Sample schedules that ensure adequate instructional time Examples of creative use of personnel for intervention
Video footage of RtI team meetings Sample agendas and data analysis tools for teacher collaboration time
Priority #1 What do teachers teach? Essential Services The Common Core State Standards
Priority #2 How do they teach?
Priority #3 How do they assess?
Priority #4 What do they do when students dont learn? Response to Intervention
Priority #5 How do we help teachers continually improve? System for Professional Learning
Priority #6 How do we lead it?
Priority #7 How do we align resources (time, people, technology, and money) to ensure execution? Equitable Resource Allocation
Descriptions of what #6 Create tools and proficient work looks like resources for use for parents at each grade with parents level Select district-wide core sets of instructional materials that align with the CCSS
PD module on effective instruction
Guides for parent conferences with video footage
PD module on RtI and the parents role
Provide list of approved vendors who provide PD that is aligned with district vision of effective instruction as described #7 Vet and hold Provided a short list of by the Instructional accountable recommended Framework (may be vendors for PD and supplemental materials focused on CCSS, instructional for purchase (aligned with balanced literacy, gradual materials CCSS) release of responsibility, RtI, workshop, coProvide access to teaching, dual language, electronic databases for etc.)but it must be high quality aligned with priorities supplementary materials #8 Provide expert consulting to Chiefs of Schools and principals
Provide a short list of suggested assessments to supplement the districts 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 collaborationdata 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
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 institutewhere 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
DearPrincipals, Duringthefirstweeksofschool,weknowthatyouspendagooddealoftimemakingsureyourschoolsareset uptorunsmoothlyfortheyear.WerecognizethatyoudependonvariousdepartmentsacrossCPStoworkwith you,andthatwhenCPSoperationalsupportsarenotfunctioningproperly,yourfocusistakenawayfromother criticalpriorities.

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.
AswepreparetobegintheTrackRschoolyear,weaskthatTrackRprincipalsalsovolunteer<5minutesto answerabrief,anonymoussurveyabouttheoperationalsupportyoumayhavereceivedoverthepasttwo weeks(staffing,security,transportation,nutrition,etc.).Accessthesurveyat http://survey.qualtrics.com/SE/?SID=SV_cUAoIXcV3Dc8svi.Ifyouwouldliketoidentifyyourselftoenable specificfollowupswithyouoryourschool,therewillbeanoptinquestionattheend.

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.
Weplanonfollowingupwithinafewweekswithasummaryofwhatweheardfromyou,andtoconfirmthat yourquestionshavebeenresolvedwherepossible.
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
Central Office Departments: Key Contacts

TalentandBudgetOffice:StaffingSupport: o PleaseContactyourRecruitmentandWorkforcePlanningCoordinatoratthefollowing: MarkHarris(773)5531125 JerryTaylor(773)5531136 TalethaMathis(773)5531340 TyroneBlair(773)5531163 AnolaYates(773)5531042 BobLandowski(773)5531128 o Inadditiontocontactingyourcoordinator,wearealsoprovidingadditionalsupportthrougha dedicatedhelplinecomprisedofcrossfunctionalteamrepresentativesfromboththeTalentand BudgetOfficeswhocanaddressanyurgentstaffingissues,questions,andconcerns.Thelineisopen atboth10a.m.and3p.m.andwillbeavailablethroughthestartoftheschoolyear. Dialin:8666032932,ParticipantCode:6032743# o Tosupportnewhiresthroughthestaffingprocess,theEmployeeServiceCenter(320S.Elizabeth Street)willbeOPENonSaturday,Aug.27from9a.m.to2p.m.tofacilitateyourstaffing needs.PleaseencourageyournewhirestovisitusthisSaturdayfortheironboarding! Facilities: o Youmaycallthehotlineduringnormalbusinesshours(8a.m.5p.m.,MF)oryourportfolio manager24/7forimmediatesupport.AsyouarepreparingforthestartofTrackR,pleaseknowthat Operations/Facilitiesisheretosupportyouandtheneedsofyourschoolineverywaypossible. HotlineNumberis(773)5532653 Region1:BilqisJacobsEl,(773)4470672 Region2:PedroRavelo,(773)8420927 Region3:DennisHowleit,(773)4911937 Region4:TerryMcGuffage,(773)8420976 Region5:WesONeal,(773)6177462 Region6:PaulJones,(773)8420447 IfyouareunabletogetintouchwithyourPortfolioManager,pleasecontactTerryMcGuffage orPatriciaTaylorforimmediateassistance.Theyareavailable24/7viathefollowingtelephone numbers: PatriciaTaylor,(312)9075045 TerryMcGuffage,(773)8420976 CapitalConstruction:For24/7assistanceregardingconstructionatyourschools,pleasecontactCoryDavisat (773)5535409or(773)8412478.Asyouarepreparingforthestartofschoolpleaseknowthat Operations/Constructionisheretoensurethatcommittedworkiscompletedbeforestartofschoolandto guaranteethatyourbuildingand/orgroundsarereturnedtoyoucleanandreadyforstudents. Transportation:AnitaWiancek,(773)5532872;forafterhours/weekendemergencies,pleasecontact FranciscoDuPrey(312)9526568orDennisTemple(773)2596283forimmediateassistance.Student Transportationisworkingdiligentlytoensurethateverystudentwithaneligiblerequesthasaroute assignmentforthefirstdayofschoolandbussesarrivesafelyandontime.Toensurethatroutesare solidifiedpriortoclassesresuming,allrequestsfortransportationmustbeenterednolaterthan12Noonon
Thursday,September1.Anystudentwhohasatransportationrequestsubmittedafterthistimewillnotbe guaranteedtransportationservicesonthefirstdayofschool. Information&TechnologyServices(ITS): o PrimarycontactforquestionsandissueresolutionistheITServiceDeskat(773)5533925: Option2IMPACT VerifyHelpDesk(773)5838267 Option3iProcurement Option4Kronos Option5Leasingandextendedsupport Option7Telecommunications Option9Alltechrelatedneeds(troubleshootorreportissues,askgeneraltechnology questions,requestnewequipmentorservice,etc.) o Secondarycontact(escalationsonly):JacquelinePassley,(773)8416795
IMPACT(ITS):PleasereviewthislisttohelpyouprepareforthestartoftheschoolyearwiththeIMPACT suite. 1. ConfirmthatallcomputersarefunctioningandhaveInternetconnectivity. 2. ConsultwithyourschoolschedulertodeterminethatstatusofschedulinginIMPACTSIM. 3. ChecktheODAsystemtoensurethatallroleassignmentsareaccurate.GradebookandVerify userrolesareestablishedusingthesameOnlineDataAcquisition(ODA)frameworkthatschools usedforSIM.Besuretoconfirmthatroleassignmentsforschedulers,attendanceclerks, gradingcoordinators,disciplinariansandcounselorsareaccurate. 4. ContacttheITSServiceDeskat(773)5533925,option2,ifachangetoastandardgradingscale isneeded.Allchangestoschoolgradingscaleswillbemadecentrally. NutritionServices: o PrimaryContactPleasecontactyourNutritionSupportSpecialist(Forthenameandcellphone numberoftheSpecialistforyourschool,seetheattachedlist). o SecondaryContactMarylinMadrid,(773)5532854 o AfterHoursSupport MichaelHuleskamp(PreferredSchools),(773)8417063 RobertBloomer(ChartwellSchools),(312)6563893 SafetyandSecurity:StudentSafetyCenter(773)5533335(available24/7) SchoolManagementandDaytoDayOperations:Ifyoudonotknowwhotocontactforanygeneralor specificschoolmanagementrelatedissues,pleasecallTonyHowardat(773)5532131andhewillassistyou. Forthefollowingspecificopeningday/schoolmatterspleasecalltheindividuallistednexttothetopic. o EnrollmentandTransfers:DelenaLittle,(773)5531205 o StudentTravel(FieldTrips):RosalindaSaucedo,(773)5532152 o ElementaryandHighSchoolScheduling:JohnAmbrose,(773)5532154 o ImplementationofDevelopingaSchoolRecessPlan:AngelaBuckels,(773)5533484 SpecialEducationandSupports:ContactyourSpecializedServicesAdministrator(SSA)(seetheattachedlist). IfyouareunabletoreachyourSSA,contactIdalyKellyat7735531840orIMKelly@cps.k12.il.usorSpecial EducationandSupports:(773)5531800orOSES@cps.k12.il.us.
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 Overview of Objectives and Norms Review of the objectives and agenda Review of Norms Common Core Standards Introduction Quick write to articulate current understanding of CCSS Read through the introduction Discuss the impetus behind Common Core State Standards Dive into ELA Standards Look vertically and horizontally at the ELA Standards Record and share thoughts 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
10 minutes
10 minutes
45 minutes
45 minutes
25 minutes
Reflection and Wrap-up
Common Core State Standards
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 globe Designed 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 Content
Practice: 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.
2.
Read through your grades/courses math standards overview page. 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 weve 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-teachinglearning-assessment-video
Thank you for all you do!
Common Core State Standards School Based Introduction Reading Standards for Informational Text Look Vertically!
What do you notice?
Reading Standards for Informational Text Look Horizontally!

What do you notice?
Common Core State Standards School Based Introduction 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?
ChicagoPublicSchools125S.ClarkSt.Chicago,IL60603
CommonCoreStateStandards20112012
Overview
Inthe201112schoolyear,ChicagoPublicSchoolswillbelaunchingamultiyearinitiativeaimedat establishingacoherentcurriculumandassessmentsystembasedontheCommonCoreStateStandards (CCSS).TheCCSSdescribewhatstudentsshouldknowandbeabletodoateverygradelevelin mathematicsandliteracyinordertobepreparedforcollegeandcareerandpresentaterrificopportunity toincreaseexpectationsforteachingandlearningacrossthesystem. Thisyear,theDistrictalsorestructureditsfieldoffices.Thenewstructureconsistsof14elementary and5highschoolNetworkofficesthatarethenclusteredintolargergeographicCollaboratives.The newNetworksarecommunitybasedandeachCollaborativeincludesageographicsetofschoolsPreK12. ThisnewstructureprovidesavehicleforcreatingbetteralignmentPreK12tocollegeandcareer readinessacrossallgrades. TheobjectivesforourworkontheCCSSin201112areasfollows:
AllschoolsandNetworkteamswillbecomefamiliarwiththeCCSSatallgradelevels AllschoolsandNetworkteamswilllearnhowtoplan(longtermandshortterm)fromthestandards Allschoolswilllearnwhatstandardsbasedgradeleveltextsandtaskslooklike AllschoolsandNetworkteamswilllearnhowtocreaterigorousperformancetasksalignedtothe standards
Inordertobesuccessful,thedistrictwillusefourmajorvehiclestolaunchtheCCSSacrossthesystem: 1) InstructionalLeadershipTeam(ILT)sessionsEachquarter,allNetworkswillbringtogether schoolsInstructionalLeadershipTeamsforfulldayprofessionaldevelopmentsessions.These sessionswillfocusontwointerrelatedoutcomesandwillbecofacilitatedbythecentraloffice PDteamandNetworkteams: a. AsharedunderstandingofthenewCommonCoreStateStandardsandhowtoengage teachersinshorttermandlongtermplanningusingthestandards b. ThedevelopmentandmonitoringofaclearlyarticulatedTheoryofActionandAction Planaimedatstudentmasteryofthestandards ThetrainingofILTsisessentialbecauseamovetothenewCCSSwillrequireadramaticshiftin thedailyworkofschools,whichrequireseffectivesharedleadership.Thesetrainingswillalso allowforgreatercollaborationbetweenelementaryandhighschools,ashighschoolILTswill attendthesessionsalongsidetheelementaryschoolsinaparticularNetwork. 2) TrainingforNetworkTeamsOnceamonth,thenewNetworkteamswillparticipatein professionaldevelopmentfocusedonbuildingtheircoachingcapacitytoworkcloselywith principals,ILTs,andteacherteamsinrelationtothenewCCSS.Itwillalsobuildtheircapacityto supportshortandlongtermplanningusingtheCCSSinteacherteams.
3) Saturdaytraining/worksessionsInaddition,separateoptionalSaturdaytraining/worksessions willbeofferedtoteacherstobetterfacilitatedirectcommunicationoftheessential understandingsandallowtimeforteacherstocollaboratewiththeirpeers.Thisworkwillbe jointlyledbythecentralCCSSWorkteamandbycoachesacrosstheNetworks. 4) CCSSBenchmarkAssessmentsThedistrictwilllaunchaquarterlyCCSSalignedbenchmark assessmentinliteracyandmathematicsfor2nd8thgradesothateducatorsandparentscan begintounderstandthelevelatwhichstudentsareexpectedtoperformandhowstudentsare doingatreachingthatlevelofperformance. 5) EarlyAdopterSchoolsFinally,asubgroupofschoolswillparticipateinmoreintensive professionaldevelopmentwiththestandardshelpingtodefineourcommoncurriculumalong withperformancetasksandexemplarsofstudentworkandlayingthegroundworkfor201213. Timeline September2029:Quarter1NetworkILTSessions(seenextpageforspecificschooldates) October17Novemeber4:Quarter1CCSSBenchmark October22,29:OptionalQuarter1Teacherworksession December615:Quarter2NetworkILTSessions January1120:Quarter2CCSSBenchmark January21,28:OptionalQuarter2Teacherworksession February1424:Quarter3NetworkILSessions April917:Quarter3CCSSBenchmark April14,21:OptionalQuarter3Teacherworksession April24May3:Quarter4NetworkILTSessions May29June6:Quarter4CCSSBenchmark
NetworkSupport
Inadditiontocentralofficesupport,Networkteamswillbeessentialpartnersinthiswork.Theywill: Continuallysupportprincipals,teachersandthecommunityinmovingtowardagreater understandingoftheCommonCorestandardsandthenecessarychangestoinstruction,planning andschoolstructures Cofacilitateprofessionaldevelopment CreateandimplementdifferentiatedsystemsoffollowupandsupportforILTsandgrade level/coursealiketeamstocarryoutunitplanning/formativeassessmentdevelopment
Quarter1ScheduleofNetworkTraining
September20: o OHareNetworkElementaryschools+NeighboringHighSchools:Taft,Northside Learning,VonSteuben,VaughnOCC,ChicagoAcademy,Foreman,Schurz,Roosevelt, NorthsideCollegePrep,CICSNorthtown o Pilsen,LittleVillageElementaryschools+NeighboringHighSchools:Juarez,Spry, Farragut,Infinity,MulticulturalArts,GreaterLawndale,WorldLanguage September21: o Ravenswood+NeighboringHighSchools:ChicagoMathandScienceAcademy, Sullivan,Senn,Rickover,Amundsen,Uplift,Lakeview,Lane,Devry,Mather o Austin,NorthLawndale+NeighboringHighSchools:Douglass,AustinBusiness,Austin Polytechnical,Voise,Clark,CommunityWest,NorthLawndaleCharterChristiana,Collins Academy,NorthLawndaleCharterCollins September22: o o Fullerton+NeighboringHighSchools:Steinmetz,Aspira,KelvynPark,Prosser,NobleSt. Pritzker,LincolnPark,CICSQuest,Payton Pershing+NeighboringHighSchools:AirForce,Tilden,Richards,Kelly
September23: o Alternativeschools September26: o o Garfield,HumboldtPark+NeighboringHighSchools:NorthGrand,NobleSt.Rowe Clark,Orr,Westinghouse,Raby,ChicagoTalent,Marshall Midway+NeighboringHighSchools:Kennedy,UNOGarcia,Curie,Solorio,Hancock, GagePark,Hubbard,Bogan
September27: o BurnhamPark+NeighboringHighSchools(HighSchoolshavebeensplitbetweenthe BurnhamParkNetworkandtheSkywayNetworkduetothelargenumberofHigh Schoolsinthisarea):NobleSt.Muchin,InstitutoAcademy,Jones,PerspectivesJoslin, Graham,YoungWomensCharter,UrbanPrepSouthShore,Dunbar,ChicagoMilitary, ChicagoArts,PerspectivesIIT,Phillips,King LakeCalumet+NeighboringHighSchools:Corliss,Washington,CICSLongwood,Carver
September28: o Fulton+NeighboringHighSchools:AspiraRamirez,Clemente,PrologueEarlyCollege, Wells,NobleGolder,NobleRauner,BestPractice,NobleBulls,PhoenixMilitary,Marine Military,Crane,Young,Manley,ChicagoAcademyforAdvancedTech,NobleUIC,Urban PrepEastGarfieldPark Skyway+NeighboringHighSchools(includesBurnhamParkHighSchools):Bronzeville, WilliamsMedicine,ShabazzDusable,Kenwood,Dyett,AceTech,HydePark,U.ofC. Woodlawn,Simeon,NobleComer,SouthShore,SchoolofLeadership,Epic,Hirsch, ChicagoVocational,NewMillenium
September29: o EnglewoodGresham+NeighboringHighSchools:Amandla,Hope,Lindblom,TEAM Englewood,UrbanPrep,NobleEnglewood,Robeson,Harper,SouthsideOCC,CICS Ellison,PerspectivesCalumet,PerspectivesCalumetTech RockIslandNeighboringHighSchools:PrologueJohnston,Harlan,Julian,Fenger, MorganPark,ChicagoAgricultural
ChicagoPublicSchools125S.ClarkSt.Chicago,IL60603
CommonCoreEarlyAdopterSchools
OverviewandApplicationProcess Overview
Thisyear,CPSwillbegintheprocessoftransformingcurriculumandinstructionacrossourschoolsto rigorouslypreparestudentsfor21stcenturycollegeandcareerexpectations.Thefirststepinthis transformationisclearlydefiningwhatstudentsmustknowandbeabletodoinordertosucceedina globalsociety.TheCommonCoreStateStandards(CCSS),adoptedbynearlyeverystateacrossthe country,setahighbarforproficiencyinliteracyandmathematics,andareorganizedtoprovidedeeper, clearerandmoreconsistentexpectationsofstudents,regardlessofgeography. CPSwillbeginimplementingtheCCSSthroughbothdistrictwideprofessionaldevelopmentfor InstructionalLeadershipTeams,andthroughthetargetedsupportandbestpracticesharingofagroupof EarlyAdopterschools.Theseschoolswillhelptobuildandfinetunethenecessaryprofessional development,curriculum,assessmentsandinstructionalmaterialstowhichallschoolswilleventually haveaccess.TheleadershipandexpertiseoftheEarlyAdopterswillprovidesupportforallotherschools inimplementingbestpracticestobuildacoherentcurriculumfromtheCCSS. TheidealEarlyAdoptercandidateschoolhasalreadyundertakensignificantstudyandimplementationof standardsbasedplanningandinstruction,oftheCommonCore,CollegeReadinessorIllinoisLearning Standards.EarlyAdoptersmustcurrentlyengageinregularreviewofstandardsbasedplans,toupdate asneededbasedonstudentmastery.EarlyAdoptersmustalsohaveabaselineunderstandingofthe CCSSandwhatdifferentiatesthemfromotherstatestandards.
SupportforEarlyAdopters
Duringthecourseoftheyear,EarlyAdopterswillreceivecomprehensivesupportinbuildingunitsof study,assessmentsandresearchprojects/performancetasksalignedtotheCommonCoreStandards. Thissupportwillbeprovidedthroughquarterlyreleasedaysforgradelevelsandcoursealiketeamsto collaboratewithteachersfromotherEarlyAdopterschools.Supportwillalsobeprovidedthroughthe training,engagementandcollaborationofaTeacherLeaderfromeachEarlyAdopterschool.Gradelevel andcoursealiketeamswillalsobeengagedduringcommonplanningtimeontheirprogresswith implementingCCSSalignedinstructionandevaluatingstudentmasteryofstandards.Teamsfromthese schoolswillalsohaveopportunitiestosharetheirbestpracticeswithotherschoolsfromacrosstheir NetworksandacrossthecitythroughILTsessions.
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CommonCoreEarlyAdopterApplication
Commitment
EarlyAdopterschoolsmustcommittothefollowing: 1)InstructionalLeadershipTeam(ILT)ProfessionalDevelopment:EachILTwillattendquarterlyfullday trainingontheCCSSandthedevelopmentofaTheoryofActionandActionPlandesignedtohelp teachersteachthestandardseffectively.ThesesessionswillallowEarlyAdopterschoolsanopportunity tocollaboratewithallschoolswithintheirNetwork. 2)Gradelevelorcoursealikereleasedays:Representativesfromeachgradelevelorcoursealiketeam willattendquarterlyfulldayplanningsessionswithotherteachersfromthesamegradelevelacross EarlyAdopterschools.Thesesessionswillbefocusedonthedevelopmentofperformancetasks, analysisofstudentworkandidentificationofstudentexemplarsforeachgradelevel.Participantswill alsoleadthedevelopmentofplanningtoolsandresourcesthatwilleventuallybemadeavailabletoall teachers.Thesedayswillbespacedsothatnomorethanoneteamattendseachday,andsubstitute coveragewillbeprovided. 3)Collaborativeplanningmeetings:Eachgradelevelorcoursealiketeammustmeetweeklytoanalyze formativedataandplanforinstructionbasedontheCCSS.Theseplanningmeetingswillbeco facilitatedbymembersoftheschoolsInstructionalLeadershipTeam.Schoolswillalsoreceiveongoing supportfromthecentralCCSSteamaswellasNetworkTeams. 4)TeacherLeaderProfessionalLearningCommunity:Eachparticipatingschoolwillassignateacher leaderinreadingand/ormathwhowillparticipateinamonthlyProfessionalLearningCommunity focusedonthedevelopmentofthedistrictscommoncurriculumandassessmentsystem,whichwillbe launchedinthe201213schoolyear.Teacherleaderswillmeetafterschoolfor2hours,likelyonthe secondWednesdayofeachmonth,andwillbepaidattheProfessionalDevelopmentrate. Inaddition,therewillbeakickoffeventforallEarlyAdopterSchools.Thisistentativelyscheduledfor eitherSaturday,September24thorafterschoolonFriday,September23rd.
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CommonCoreEarlyAdopterApplication
ApplicationProcess
Schoolsthatwishtobeleadersofthiscriticalworkareaskedtodiscussthebenefitsandnecessary commitmentsinbothILTandgradelevel/courseteammeetings.Schoolsarealsoaskedtoreflectontheir existinglevelofstandardsbasedcurriculumdesignandinstructionalpractice.Schoolswithfaculty committedtoleadingthisprocessandthatalreadyhaveastrongcurrentsystemofstandardsbased designareaskedtofilloutabriefquestionnaireonlineandsubmitanartifactforreview.Youcanaccess thequestionnairehere:http://www.surveymonkey.com/s/NB6W6XN Theartifactshouldprovideevidenceofthecurrentlevelofstandardsbasedcurriculumdesignacrossthe school.Examplesmayinclude(butarenotlimitedto): Acurriculummapandrelatedunitplansfromaparticulargradelevel/course Aunitofstudywithrelatedlessons/activities Performancetaskswithscoringrubrics Theprofessionaldevelopmenttimelineandmodulesdeliveredonstandardsbaseddesign Toolsusedtomonitorimplementationofplansandstandardsbasedinstructionalpractice
ThisartifactshouldbeemailedtoDidiSwartzatcmswartz@cps.k12.il.usordeliveredtoDidiat125S. Clark,16thfloor,ChicagoIL60603.
Timeline
ThelinktotheonlinequestionnairewillbeemailedtoprincipalsaftereachNetworkvisitbyJennifer Cheatham,ChiefInstructionalOfficer. ApplicationswithartifactswillbeduebySeptember6th,andselectedschoolswillbenotifiedon September12th.ThefirstTeacherLeadermeetingwillbeonSeptember14th.Giventhecondensed timeline,itisrecommendedthatRegularTrackprincipalsinterestedinthisopportunityreachouttotheir facultypriortothefirstStaffInstituteDaytoprovideanoverviewofthebenefitsandrequirementsfor EarlyAdopters.TheStaffInstitutedayscanthenbeusedtodiscussandfinalizeadecision,completethe questionnaireanddecideonandsubmitanartifact.
Track E Assessment Calendar

Assessment Type
K-2 Assessments
Guidelines Date(s)Administered
july
DIBELS/ISEL/STEP
Early literacy
2011-2012
august
F 6 13 20 27 Sa 7 14 21 28 7 14 21 28 S M 1 8 15 22 29 T 2 9 16 23 30 W Th 3 10 17 24 31 4 11 18 25 F 5 12 19 26 Sa 6 13 20 27 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S M 5 12 19 26
september
T W Th 1 8 15 22 29 F 2 9 16 23 30 Sa 3 10 17 24
Required
8/31-10/14, 1/9-2/17, 4/30-5/25
S 1 8
M 2 9 16 23 30
T 3 10 17 24 31
W Th 4 11 18 25
mClass Math
Early math
Optional
8/31-10/14, 1/9-2/17, 4/30-5/25
15 22 29
ACCESS
English proficiency
Required for ELL students only
1/9-2/17
S M
october
T W Th F Sa 1 2 9 16 23 3 4 5 12 19 26 6 13 20 7 14 21 8 15 22 6 13 20 27 7 14 21 28 S M
november
T 1 8 15 22 29 W Th 2 9 16 3 F 4 Sa 5 4 11 18 5 12 19 S M
december
T W Th 1 6 13 20 7 14 21 8 15 22 F 2 9 16 23 Sa 3 10 17 24
10 11 12 17 18 19
10 11 17 24 18 25
23 24 25 26 30
27 28
25 26 27 28 29 30 31
january j
S 1 8 M 2 9 T 3 10 W Th 4 11 18 25 5 12 19 F 6 13 20 Sa 7 14 21 5 6 S M
february f b
T W Th 1 7 8 15 22 29 2 9 16 23 F 3 10 17 24 Sa 4 11 18 25 4 11 18 25 5 12 19 26 S M
march
T W Th 1 6 13 20 27 7 14 21 28 8 15 22 29 F 2 9 16 23 30 Sa 3 10 17 24 31
15 16 17 22 29 23 30 24 31
12 13 14 19 20 21 26 27 28
26 27 28
april
S 1 8 15 22 29 M 2 9 16 23 30 T 3 10 W Th 4 11 5 F 6 Sa 7 6 13 20 7 14 21 S M T 1 8 15 22
may
W Th 2 9 16 23 30 3 10 17 24 31 F 4 11 18 25 Sa 5 12 19 26 3 10 17 24 4 11 18 25 5 12 19 26 S M T
june
W Th F 1 6 13 20 27 7 14 21 28 8 15 22 29 Sa 2 9 16 23 30
12 13 14 20 27 21 28
17 18 19 24 25 26
27 28 29
CPSK2AssessmentCalendar
TrackESchools
SY2012
Track E Assessment Calendar

Assessment Type
3-8 Assessments
Guidelines
Grades 3-8 Reading & Math Grades 4 & 7 Science
2011-2012
Date(s)Administered
july august
F 6 13 20 27 Sa 7 14 21 28 7 14 21 28 S M 1 8 15 22 29 T 2 9 16 23 30 W Th 3 10 17 24 31 4 11 18 25 F 5 12 19 26 Sa 6 13 20 27 4 11 18 25 5 12 19 26 6 13 20 27 7 S M 5 12 19 26
september
T W Th 1 8 F 2 9 16 23 30 Sa 3 10 17 24
ISAT
State mandated
3/6-3/16
S 1 8
M 2 9 16 23 30
T 3 10 17 24 31
W Th 4 11 18 25
Scantron
Adaptive growth
Grades 3-8 required for non-charter schools not taking NWEA; Winter optional
8/22-9/23, 1/17-2/17, 4/23-5/25
15 22 29
14 15 21 22 28 29
ACCESS
English proficiency
1/9-2/17
S M
october
T W Th F Sa 1 2 9 3 4 5 12 19 26 6 13 20 7 14 21 8 15 22 6 13 20 27 7 14 21 28 S M
november
T 1 8 15 22 29 W Th 2 9 16 3 F 4 Sa 5 4 11 18 5 12 19 S M
december
T W Th 1 6 13 20 7 14 21 8 15 22 F 2 9 16 23 Sa 3 10 17 24
NWEA
Adaptive growth
Grades 3-8 required for non-charter schools not taking Scantron; Winter optional
9/6-10/28, 12/5-1/20, 4/30-5/25
10 11 12 17 18 19
10 11 17 24 18 25
EXPLORE
EPAS
Required for 8th graders in all schools
TBD Spring 2012
16 23
23 24 25 26 30
27 28
25 26 27 28 29 30 31
DWWA
Writing prompt
Required for 8th graders 8th
4/9 4/20 4/9-4/20
january
S 1 M 2 9 T 3 10 W Th 4 11 18 25 5 12 19 F 6 13 20 Sa 7 14 21 5 6 S M
february
T W Th 1 7 8 15 22 29 2 9 16 23 F 3 10 17 24 Sa 4 11 18 25 4 11 18 25 5 12 19 26 S M
march
T W Th 1 6 13 20 27 7 14 21 28 8 15 22 29 F 2 9 16 23 30 Sa 3 10 17 24 31
IAA
Alternative assessment
Required for IEP students for whom ISAT is not appropriate
2/21-3/16
15 16 17 22 23 30 24 31
12 13 14 19 20 21 26 27 28
26 27 28
Algebra Exit Exam
Algebra placement
Grade 7 & 8 students taking approved Algebra 1 course
5/21-5/25
29
april
Common Core Quarterly Benchmark Grades 3-8 10/17-10/25, 1/11-1/20 4/9-4/17, 5/29-6/6
S 1 8 ADDITIONAL TESTING NOTES: HS SELECTIVE ENROLLMENT EXAM: The Office of Academic Enhancement coordinates the sites and dates on which selective high school 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 entrance purposes occcurs from 10/24-10/27.
may
F 6 Sa 7 6 13 20 7 14 21 S M T 1 8 15 22 W Th 2 9 16 23 30 3 10 17 24 31 F 4 11 18 25 Sa 5 12 19 26 3 10 17 24 4 11 18 25 5 12 19 26 S M T 5
june
W Th F 1 6 13 20 27 7 14 21 28 8 15 22 29 Sa 2 9 16 23 30
M 2 9 16 23 30
T 3 10
W Th 4 11
12 13 14 20 27 21 28
15 22 29
17 18 19 24 25 26
27 28 29
CPS38AssessmentCalendar
TrackESchools
SY2012
Track R Assessment Calendar

Assessment Type
K-2 Assessments
Guidelines Date(s)Administered
july
DIBELS/ISEL/STEP
Early literacy
2011-2012
august
F 6 13 20 27 Sa 7 14 21 28 7 14 21 28 S M 1 8 15 22 29 T 2 9 16 23 30 W Th 3 10 17 24 31 4 11 18 25 F 5 12 19 26 Sa 6 13 20 27 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S M 5 12 19 26
september
T W Th 1 8 15 22 29 F 2 9 16 23 30 Sa 3 10 17 24
Required
8/31-10/14, 1/9-2/17, 4/30-5/25
S 1 8
M 2 9 16 23 30
T 3 10 17 24 31
W Th 4 11 18 25
mClass Math
Early math
Optional
8/31-10/14, 1/9-2/17, 4/30-5/25
15 22 29
ACCESS
English proficiency
1/9-2/17
S M
october
T W Th F Sa 1 2 9 16 23 3 4 5 12 19 26 6 13 20 7 14 21 8 15 22 6 13 20 27 7 14 21 28 S M
november
T 1 8 15 22 29 W Th 2 9 16 3 F 4 Sa 5 4 11 18 5 12 19 S M
december
T W Th 1 6 13 20 7 14 21 8 15 22 F 2 9 16 23 Sa 3 10 17 24
10 11 12 17 18 19
10 11 17 24 18 25
23 24 25 26 30
27 28
25 26 27 28 29 30 31
january j
S 1 8 M 2 9 T 3 10 W Th 4 11 18 25 5 12 19 F 6 13 20 Sa 7 14 21 5 6 S M
february f b
T W Th 1 7 8 15 22 29 2 9 16 23 F 3 10 17 24 Sa 4 11 18 25 4 11 18 25 5 12 19 26 S M
march
T W Th 1 6 13 20 27 7 14 21 28 8 15 22 29 F 2 9 16 23 30 Sa 3 10 17 24 31
15 16 17 22 29 23 30 24 31
12 13 14 19 20 21 26 27 28
26 27 28
april
S 1 8 15 22 29 M 2 9 16 23 30 T 3 10 W Th 4 11 5 F 6 Sa 7 6 13 20 7 14 21 S M T 1 8 15 22
may
W Th 2 9 16 23 30 3 10 17 24 31 F 4 11 18 25 Sa 5 12 19 26 3 10 17 24 4 11 18 25 5 12 19 26 S M T
june
W Th F 1 6 13 20 27 7 14 21 28 8 15 22 29 Sa 2 9 16 23 30
12 13 14 20 27 21 28
17 18 19 24 25 26
27 28 29
CPSK2AssessmentCalendar
TrackRSchools
SY2012
Track R Assessment Calendar

Assessment Type
3-8 Assessments
Guidelines
Grades 3-8 Reading & Math Grades 4 & 7 Science
2011-2012
Date(s)Administered
july august
F 6 13 20 27 Sa 7 14 21 28 7 14 21 28 S M 1 8 15 22 29 T 2 9 16 23 30 W Th 3 10 17 24 31 4 11 18 25 F 5 12 19 26 Sa 6 13 20 27 4 11 18 25 5 12 19 26 6 13 20 27 7 S M 5 12 19 26
september
T W Th 1 8 F 2 9 16 23 30 Sa 3 10 17 24
ISAT
State mandated
3/6-3/16
S 1 8
M 2 9 16 23 30
T 3 10 17 24 31
W Th 4 11 18 25
Scantron
Adaptive growth
Grades 3-8 required for non-charter schools not taking NWEA; Winter optional
9/6-10/14, 1/17-2/17, 4/235/25
15 22 29
14 15 21 22 28 29
ACCESS
English proficiency
1/9-2/17
S M
october
T W Th F Sa 1 2 9 3 4 5 6 7 14 21 8 15 22 6 13 20 27 7 14 21 28 S M
november
T 1 8 15 22 29 W Th 2 9 16 3 F 4 Sa 5 4 11 18 5 12 19 S M
december
T W Th 1 6 13 20 7 14 21 8 15 22 F 2 9 16 23 Sa 3 10 17 24
NWEA
Adaptive growth
Grades 3-8 required for non-charter schools not taking Scantron; Winter optional
9/6-10/28, 12/5-1/20, 4/30-5/25
10 11 12 17 18 19
10 11 17 24 18 25
12 13 19 26 20
EXPLORE
EPAS
Required for 8th graders in all schools
TBD Spring 2012
16 23
23 24 25 26 30
27 28
25 26 27 28 29 30 31
DWWA
Writing prompt
Required for 8th g q graders
4/9 4/20 4/9-4/20
january
S 1 M 2 9 T 3 10 W Th 4 11 18 25 5 12 19 F 6 13 20 Sa 7 14 21 5 6 S M
february
T W Th 1 7 8 15 22 29 2 9 16 23 F 3 10 17 24 Sa 4 11 18 25 4 11 18 25 5 12 19 26 S M
march
T W Th 1 6 13 20 27 7 14 21 28 8 15 22 29 F 2 9 16 23 30 Sa 3 10 17 24 31
IAA
Alternative assessment
Required for IEP students for whom ISAT is not appropriate
2/21-3/16
15 16 17 22 23 30 24 31
12 13 14 19 20 21 26 27 28
26 27 28
Algebra Exit Exam
Algebra placement
Grade 7 & 8 students taking approved Algebra 1 course
5/21-5/25
29
april
Common Core Quarterly Benchmark Grades 3-8 10/26-11/4, 1/11-1/20 4/9-4/17, 5/29-6/6
S 1 8 ADDITIONAL TESTING NOTES: HS SELECTIVE ENROLLMENT EXAM: The Office of Academic Enhancement coordinates the sites and dates on which selective high school 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 entrance purposes occcurs from 10/24-10/27. 15 22 29 M 2 9 16 23 30 T 3 10 W Th 4 11 5 F 6 Sa 7 6 13 20 7 14 21 S M T 1 8 15 22
may
W Th 2 9 16 23 30 3 10 17 24 31 F 4 11 18 25 Sa 5 12 19 26 3 10 17 24 4 11 18 25 5 12 19 26 S M T
june
W Th F 1 6 13 20 27 7 14 21 28 8 15 22 29 Sa 2 9 16 23 30
12 13 14 20 27 21 28
17 18 19 24 25 26
27 28 29
CPS38AssessmentCalendar
TrackRSchools
SY2012
AccessLivingofMetropolitanChicago
Doyouknowwhatitmeanstohavepower?People withdisabilitieshavepower,butweneedtolearnhow touseit!Findoutmoreat:
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 ccoleman@accessliving.org
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 Week6(Nov10)HowdoLeadersTakeCareofThemselves? Week 7(Nov 17) - What is Advocacy and Self Advocacy?
November25Break
Week8(Dec1)HowdoIspeakupformyselfatHome? Week9(Dec8)HowdoIspeakupforMyselfatSchool? Week10(Dec15)HowdoIspeakupforMyselfatWork? Week11(Dec22)FieldTrip(HaroldWashingtonLibraryCenter)
December30Break
Week12(Jan5)WhatisPower?PowerintheCommunity(Organizing) Week13(Jan12)PowertoChangetheLaw(LegislativeAction) Week14(Jan19)PowerintheMedia Week15(Jan26)PassingtheTorch Week16(Feb2)Graduation,ClosingParty
Y.I.E.L.D. The Power Application
This form is also available in Spanish and alternate formats upon request.
Name: _____________________________________________ Todays 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 leaders 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 ccoleman@accessliving.org
IN HONOR OF
FOR DISTINCTION IN
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
Disability Mentoring Day

APPLY NOW!
at Malcolm X College
1900 W. Van Buren, Chicago, IL 60612
October 14, 2011

8:30 a.m. 2:00 p.m.
MOPDs Youth Employment Program provides THREE amazing career preparation opportunities! Disability Mentoring Day National Groundhog Job Shadow Week Youth Ready Chicago for Students with Disabilities
Sponsored by the
Mayors Office for People with Disabilities
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:
September 16, 2011

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
Scan here to sign up online!
Questions? Email DMDchicago@gmail.com or call 312-744-4601
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 Mayors Office for People with Disabilities

News Letter - W of August 29 2011 - Final - Attachementspdf

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NEWSLETTER

WEEK OF AUGUST 29, 2011

CHIEF EDUCATION OFFICE

Contact: Ryan Crosby Manager: 773-553-5062 or rscrosby@cps.edu

CHIEF EDUCATION OFFICE

COMMON CORE STANDARDS

Contact: Didi Swartz- Project Lead: 773-553-1161 or cmswartz@cps.k12.il.us

Contact: Michael Deuser Director: 773-553-1278 or mkdeuser@cps.k12.il.us

mClass Math still optional

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

CHIEF EDUCATION OFFICE

OFFICE OF P-12 MANAGEMENT

Contact: Delena Little: 773-553-1205 or dlittle1@cps.k12.il.us; Rosalinda Saucedo: 773-553-2152

COLLEGE & CAREER PREPARATION

Contact: Dr. Susan Kurland -Education Administrator: 312-742-1460 or slkurland@cps.k12.il.us

STUDENT SUPPORT & ENGAGMENT

EXTERNAL AFFIARS & PARTNERSHIPS

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

CHIEF EDUCATION OFFICE

SPECIAL EDUCATION & SUPPORTS

Contact: 773-553-1800 or visit http://www.cpsspecialeducation.org/

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

September 27, 2011 December 1, 2011 April 11, 2012

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

CHIEF EDUCATION OFFICE

JENNIFER CHEATHAM, Ed.D. Chief Instruction Officer

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

Welcometothe2011 CPSAllPrincipal KickOffEvent

Chicago2009NAEPResults Grade4 Reading

Wetriedtodobetterbut everythingturnedoutas usual.

Whataboutthreedecadesofresearch(since ESEA1972)demonstratingtheimportanceof parentincomeandeducationtostudent learning? Howcanyouignoretherecentevidence indicatingthatthemotherseducationis significantlycorrelatedwithstudent performance?

Thehardfactisthatmany educatorsandpolicymakers simplydonotbelieveinnercity studentstobecapableof achieving.

356studentsin gradesK6 13%Black 16%Asian 64%Latino 81%LowIncome 51%ELL

100% 80% 60% 40% 20% 0%

GrahamRoadElementarySchool Exceeding Standards

70% 38% 39% 38%

37% 21% GrahamRoad 2007 2008 Virginia 2009

1,919studentsin grades712 77%AfricanAmerican 13%Latino 8%Asian 1%White 21%LowIncome

74% 59% 63% 57% Elmont NewYork

97% 87% 80% 75%

70% 60% 57%

Living Mathematics Mathematics Integrated Environment A B Algebra

8th GradeISATcomposite PercentofstudentsExceedingstandards

"ItisaloteasiertodefinetheWhat thantheHow,andeasiertodefine theHowthantoimplementitonthe ground."

Consider Standards,assessment,curriculum,and professionaldevelopmentarenotenough. Theyareseriouslyincompletetheoriesof actionbecausetheydonotgetclosetowhat happensinclassroomsandschoolcultures .

PREVALENTTHEORIESOF ACTION GUIDINGDISTRICTREFORMS

Whatschoolsystems practiceinfluences studentlearning.

Recognition,Intervention,andAdjustment Monitoring:Compilation,Analysis,andUseofData InstructionalPrograms,Practices,andArrangements StaffSelection,Leadership,andCapacityBuilding CurriculumandAcademicGoals

Avoidable Gap Avoidable Avoidable GAP Avoidable GAP GAP

Extended Opportunitiesfor Students

Engaged Parentsand Community

Best Curriculum __________

Engaged Community _________

Maketalentsourcinganddevelopmentthe #1leverforchange Ensurerigorousinstructionaldelivery throughtailoredcurriculumandformats Providetransparencytofamiliesand communitiesonperformanceandchoice Maximizeresourcesandoperatingcapacity, alignedtokeypriorities

Portfolio Developrightmixof schools/formatsacrossthedistrict

Heldaccountabletodeliveringyearover yeargrowthinstudentachievementas measuredagainstaconsistent,rigorous standard

Supervise, coach, and enable principals

Ensure professional development of principals and teachers

Studentachievement Principalandteacherperformance standards

Provideparentsandcommunitywith thedatanecessarytobeinformed advocatesfortheirchildren

ChiefofEducation Chiefof Administration

10PercentilePointAverageDifferencefor StudentswhohaveTopandBottom QuartileTeachers