May 15, 2009

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Six Topics To Get Started…

1. Recap: Our Progress2. Teaching And Learning3. Leading4. Extending Opportunities5. New Schools6. IMSA & CPS

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ISAT composite scores have increased steadily since 2001

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ISAT composite scores show CPS is closing the gap with the state…

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…yet achievement gaps by race and gender persist.

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High school PSAE scores are largely flat…

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…and the percent of students scoring 20+ on ACT is essentially flat as well

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Progress has been in moving students from the bottom quartiles to the middle

Percent of schools with 50% or more of students at or above 50 th percentile

1990 1995 2001 2005* 2008**

8% 12% 21% or 24% 31% 72%

*Different norms (ITBS88 to ITBS01) **Different test (from ISAT to SAT 10)

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High QualityMaterials

TimelyAssessment

Data

In-School Supports

Teacher Capacity Instructional Excellence

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Lesson Quality is Associated with Adherence to District-Designated Materials

11

4655

0

20

40

60

80

100

Low Medium High

Per

cent of

Les

sons

Rec

eivi

ng

Hig

h R

atin

gs

Adherence39

Iris Weiss

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At the K-5 level, schools using district instructional materials show significant, medium to high effect size gains.

+4.0

+9.0 +9.1

+4.9

+6.2

+7.2+6.7

0

1

2

3

4

5

6

7

8

9

10

0 years226 schools

1 year74 schools

2 years80 schools

3 years34 schools

1 year18 schools

2 years37 schools

3 years26 schools

ISA

T Sc

aled

Sco

re G

ain

Math TrailblazersEveryday Mathematics

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Three Questions

1. Is the strategy robust?2. Is the strategy broad?3. Is the strategy well implemented?

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RedRed: no strategy, inadequate strategy

YellowYellow: pilot, experimental, hard-to-scale, incomplete, little evaluation data

GreenGreen: robust, evaluation data support

Is the strategy robust?

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Mathematics K-12 Strategy Alignment

17

RedRed: no strategy, inadequate strategy

YellowYellow: pilot, experimental, hard-to-scale, incomplete, little evaluation data

GreenGreen: robust, evaluation data support

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Science K-12 Strategy Alignment

18

RedRed: no strategy, inadequate strategy

YellowYellow: pilot, experimental, hard-to-scale, incomplete, little evaluation data

GreenGreen: robust, evaluation data support

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“Despite forceful calls from business leaders and policymakers to upgrade math and science education, most superintendents (59%) and principals (66%) say this is not a serious problem in their local schools.”

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Knowledge/Advice Networks

Language Arts Network Mathematics Network

teachers

specialists

principal/assistant principal

teacher leaders

Jim Spillane

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Mathematics and Science Leadership Development Efforts

1. Instructional Rounds in Education- model of examining instructional practice; focusing on developing shared understanding of high quality teaching and learning.

2. Instructional Leadership Teams- building a collaborative, results oriented learning culture

3. Lenses on Learning- Instructional supervision and leadership in mathematics.

4. High School Department Chair capacity building5. Professional Development Leader capacity building for K-8

instructional materials

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Extended Learning Opportunities for mathematics and science.

You Be the Chemist, 34 chemistry clubs, grades 5-8 Space Explorers, 10 space clubs, grades 6-8 Geo Explorers, 10 geology clubs, grades 4-5 Future City, 17 school teams, grades 6-8 Tabula Digita, 10 math clubs, grades 4-8 CPS Student Science Fair, grades 6-12 FIRST Robotics, grades 9-12 Chicago Mathematics League, grades 9-12

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New STEM-focused Schools

Lindblom HS UIC College Prep HS Rowe-Clark HS

5 new technology magnet cluster schools, fall 20081 engineering school (Miles Davis, K-8), fall 2008DeVry Advantage Academy, grades 11-12