Von Steuben A School for Thinkers
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VON STEUBEN
2011 PROGRESS REPORT
Pedro R. Alonso, PrincipalJason Nault, Assistant Principal
Jodi Pinkerton, Assistant PrincipalLarry Waites, Dean of Students
Yvette laboy, Director of Student Affairs
Tuesday, December 6, 20116:30 pm
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Session Agenda:
• Learn about CPS Vision and Mission• Review School Progress Report • Discuss what the indicators tell us and why
they are important• Outline school goals and strategies for
making every student college and career ready
• List all of the ways you can help/become involved
• Question and answer session
WELCOME AND THANK YOU FOR COMING!
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• “Every child has access to world class learning and will graduate college and career ready.”
World Class Learning: ability to compete in a global economy and market
College Ready: ability to enter and graduate from the post secondary institution of the student’s choice, without taking remedial classes
Career Ready: ability to enter and compete in the job market of the student’s choice
CPS MISSION
Von Steuben MissionOur purpose is to prepare our
students for an ever-changing cultural and technological world.
We employ critical thinking approaches to teaching and learning.
We collaborate across disciplines to design curriculum and deliver instruction to support student achievement at or above grade level.
Von Steuben Mission continued
We insist on a culture of responsibility and opportunity for achievement build by students, parents, teachers staff, and administrators. (PAC)
The expectation of involvement, self-discipline, and mutual respect extends to all members of our school community.
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Chicago Public Schools has identified and scored the following as indicators of college and career readiness:
• GAINS on high stakes assessments, i. e., Explore to PLAN, PLAN to ACT)
• 12th Grade Benchmarks, i. e. GPA, ACT Score, 5-year graduation rate, # of graduates entering and graduating college
• Climate, i. e., environment, support, safety, parent satisfaction
WHAT IS IMPORTANT ON THE SCHOOL PROGRESS REPORT?
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Educational Planning and Assessment System
• 8th Grade………EXPLORE• 9th Grade………EXPLORE• 10th Grade………PLAN – Work keys
FINAL TEST• 11th Grade ……..ACT/ PSAE – Work
Keys
EPAS
Testing Subject
EXPLORE 8
Benchmark
EXPLORE 9
Benchmark
PLAN Benchma
rkACT Benchmark
English 13 14 15 18
Reading
15 16 17 21
Mathematics
17 18 19 22
Science 20 20 21 24
Testing Subject
EXPLORE 8
Benchmark
EXPLORE 9
Benchmark
PLAN Benchma
rkACT Benchmark
8th Grade
16
Freshmen
18
Sophomores 20
Juniors Pre- ACT ?
Juniors 22
What gains do we need to make in order to reach 21?
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Pre-ACTFall 2011Von Means
Current Historical Gains ACTExpected Gains in
Spring 2012
Reading 17.21 +3.3 (+0.5) = +3.8 =
21.01
Math 17.95 +3.5 (+0.5) = +4.0 =
21.95
Science 17.94 +2.1 (+1.0) = +3.1 =
21.04
English 16.95 +3.9 (+0.5) = +4.4 =
21.35
Composite 17.51 +3.2 (+5 ) = 3.8 (21.31)
21.48
NORTHSIDE PREP HS
PAYTON HS YOUNG HS JONES HS LANE HS LINDBLOM HS LINCOLN PARK HS
BROOKS HS KING HS VON STEUBEN HS
KENWOOD HS
0
10
20
30
40
27.725.8 25.6
23.8 2321.9 21.4 20.9 20.5 20.1 19.6
2011 ACT COMPOSITEScience
Year Read Math Science EnglishComposit
e Read Math Science EnglishComposit
e Read Math Science EnglishComposit
e
2001 19.7 19.7 19.9 19.6 19.7 47.4 44.2 51.1 48.0 42.1 321 321 321 321 321
2002 19.3 19.1 19.1 19.2 19.2 44.5 43.2 45.2 45.2 40.2 301 301 301 301 301
2003 19.0 18.7 19.1 18.1 18.7 40.5 36.4 43.6 35.4 34.0 291 291 291 291 291
2004 20.9 20.2 21.0 20.7 20.7 56.1 48.5 60.2 56.4 54.9 264 264 264 264 264
2005 21.4 20.2 20.4 20.8 20.7 60.2 48.8 59.9 59.9 54.6 377 377 377 377 377
2006 19.8 19.5 19.5 19.8 19.7 46.5 41.5 49.6 53.2 44.7 284 284 284 284 284
2007 19.2 19.3 19.3 19.3 19.3 42.9 40.5 48.7 48.7 41.4 343 343 343 343 343
2008 20.1 19.8 20.3 20.8 20.3 51.5 42.5 60.8 57.5 51.1 268 268 268 268 268
2009 19.6 19.1 19.2 19.3 19.3 46.6 38.6 48.8 49.8 42.2 320 321 320 321 320
2010 19.3 20.1 19.9 20.4 20.0 41.3 46.7 56.8 57.9 48.6 392 392 391 392 391
2011 20.0 20.7 20.1 21.0 20.5 51.6 57.4 60.3 66.5 53.6 343 343 343 343 343
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The information reflected on the SY2011 School Progress Report is used as the “baseline” for:
• identifying your school’s areas of strength and need
• helping school administration determine the best programs and strategies to make students college and career ready
• evaluating your school principal’s performance
WHY DO PARENTS NEED TO KNOW THIS INFORMATION?
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• Across the country, more than 1/3 of all students enroll in remedial courses in post-secondary education.
• In 2008, 4 out of 5 students enrolled in college-level remedial classes had a GPA of 3.0 or higher.
• According to a Bureau of Labor Statistics report, of the 30 occupations projected to grow the most rapidly over the next decade, nearly half are professional jobs that require at least a college degree. McKinsey’s Global Institute estimates that over the next few years there will be a gap of nearly 2 million workers with the necessary analytical and technical skills.
• Despite high unemployment rates, firms are experiencing shortages of educated workers, outsourcing professional-level work to workers abroad, and competing for the limited number of employment visas set aside for highly skilled immigrants.
WHY HAS CPS HONED ITS VISION TO COLLEGE AND CAREER READINESS?
24 Credits Needed to Graduate 4 in English 3 in Science 3 in Math 3 in Social Studies 1 Oral and Written Communication ** 1 in Technology 2 in a World Language 2 in Fine Arts – Music (1) and Art or Drafting (1) 2 in Physical Education 3 in Electives + (4 additional college prep electives ***)
40 Service Learning Clock Hours20 hours by end of sophomore year. Refer to specified
deadlines. 60 Service Learning Clock Hours for Scholars
30 hours by end of sophomore year. Refer to specified deadlines.
CPS GRADUATION REQUIREMENTS
Mark S R or N H or T A
A 2 4 5 6B 2 3 4 5C 1 2 3 4D 1 1 1 1F 0 0 0 0P No credit awarded; does not
affect GPA or class rank
VALUE OF GRADE POINTS FOR WEIGHTED GPA AND CLASS RANK
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GRADE POINT AVERAGE - GPA
Each Grade has a point value
• Regular class A - 4• Regular class B - 3• Regular class C - 2• Regular class D - 1• Regular class F – 0• Total points (10)
divided by 5 = 2
• GPA = 2 or a C
• Regular class A - 4• Honors class B - 4• Honors class C - 3• Advanced class D - 1• Regualar class F – 0• Total points (12)
divided by 5 = 2.2
• GPA = 2.4 or a C
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HOW WE WILL ENSURE
THAT YOUR STUDENT
IS
COLLEGE AND CAREER READY?
The Leadership and Learning Matrix
Lucky• Good results• No understanding of
the reasons• Replication of success
not probable
Leading• Good results• Clear understanding of
the reasons• Replication of success
quite possible
Losing• Poor results• No understanding of
the reasons• Replication of mistakes
a certainty
Learning• Poor results• Clear understanding of
the reasons• Replication of mistakes
NOT probable
Effe
cts
/ R
esul
ts D
ata
Antecedents / Cause Data
Course Team Work2011-2012
GOALS INSTRUCTION CRITICAL THINKING
CURRICULUM
ALIGNMENT
COMMON ASSESSMENTS
DATA TEAMS PROCESS AND
PROFESSIONAL LEARNING
Goals:
Increased…
• Test Scores (EPAS 21)
• GPA
• On-track Rate
• Graduation Rate
• Enrollment in 4-yr Colleges
• School-wide focus: “Critical Thinking Framework
• Emphasis on CRS/CCSS skill development
• Course map in place
• Maps are living documents and used to drive instruction
• Maps include CRS, CCSS, CT Framework
• Supports for students with special needs
• Continual revision of quarterly assessments and semester final exams
• Continual revision of formative assessments (unit assessments, quizzes, CT via writing)
Data Teams Process1. Collect and
chart data2. Analyze data
and prioritize needs
3. Set, review and revise SMART goals
4. Select common instructional strategies
5. Determine results indicators
6. Monitor and evaluate results
ILT support for professional learning• Peer observation
and feedback• Professional
readings• Looking at
student work (LASW)
• Learning walks/Rounds
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Data Sources
Check List On Track Attendance rates GRADES- GPA Benchmarks End of Course Attendance Student Work
ISAT - Elementary Ch. Tests SAT PSAE ACT Advance Placement AYP
Student DataEffect Data
Use of Student DataAnd Adult Data
Practicefor
AdaptiveChange
Cause Data
New Student OutcomeData
Effect Data
Use of Student DataAnd Adult Data/
Practicefor
Adult AdaptiveChange
Cause Data
Data Team Process Training
How often do we apply the Data Team Process?
Everyday……Week…..Month…..Quarter…..Semester….Year
It is applied every time there is new information
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• Monitor grades through Parent Portal• Check-on homework• Attend LSC meetings• Pick-up grades and meet teachers at
Report-Card Pick-up • Talk to your student about college and
future career goals regularly• Fill-out a FAFSA early to ensure your
student has access to all available sources of financial support
HOW YOU CAN HELP YOUR STUDENT BECOME COLLEGE AND CAREER READY?
HIERARCHY OF NEEDS
Critical Thinking
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For more information, please visit
www.cps.edu/performance
or
Contact your student’s school Counselors or Teachers.
THANK YOU FOR COMING!
Testing Subject
EXPLORE 8
Benchmark
EXPLORE 9
Benchmark
PLAN Benchma
rkACT Benchmark
8th Grade
16
Freshmen
18
Sophomores 20
Juniors 22
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