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Freshman Year Indicators: Chicago Public Schools’ Theory of Change. Paige Ponder, Director, Graduation Pathways. High School Transformation is district-wide effort to prepare all students for post-secondary and employment success. % of students making expected annual gains.

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Freshman Year Indicators: Chicago Public Schools’ Theory of Change

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Freshman year indicators chicago public schools theory of change l.jpg

Freshman Year Indicators:Chicago Public Schools’ Theory of Change

Paige Ponder, Director, Graduation Pathways


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High School Transformation is district-wideeffort to prepare all students for post-secondary and employment success

% of students making expected annual gains

% of students graduating

outcomes

Every child in every school is on track at every stage in his or her CPS career to graduate prepared for success in post-secondary education and employment

% of students on track at every grade level

% of students scoring 20+ on ACT

progress


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HST Theory of Change:Six primary change levers, holistic implementation needed to succeed

Raise

Expectations

9th Grade

Success

Great Leaders

High School

Transformation

Options &

Opportunities

Empowered

Schools

Great

Teachers

Define excellence, measure what matters

Ensure smooth 9th grade transition and preparedness

Attract and develop great leaders

Autonomy in exchange for accountability

One size does not fit all

Attract and develop great teachers


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Great Leaders Drive Freshman Success

Define excellence, measure what matters

Raise

Expectations

9th Grade

Success

GreatLeaders

Ensure smooth 9th grade transition and preparedness

Attract and develop great leaders

High School

Transformation

Options &

Opportunities

Empowered

Schools

One size does not fit all

Autonomy in exchange for accountability

Great

Teachers

Attract and develop great teachers


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Instructional Leadership Council (ILC) and Instructional Leadership Teams (ILT)

  • Comprised of Area Instructional Officers, Office of High School Programs leaders, Lead Instructional Coaches, Director of Instructional Development System (IDS)

  • Purpose is to build the capacity of principals and Instructional Leadership Teams to

    • analyze data and draw conclusions about student- and school-level performance

    • Set feasible and strategic goals for improving performance

    • Create and employ targeted strategies for improving performance

    • Continuously monitor progress toward these goals and refine strategies for improvement

  • Intensive focus on freshman year indicators is a key driver of this process


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Instructional Leadership Council: EdStat Process

Continuous analysis and progress monitoring by ILT

Continuous coaching and progress monitoring by AIO

Principals and Instructional Leadership Teams meet

Principals and ILTs conference with AIO

EdStat meeting with OHSP leaders

  • Evaluate data,

  • Track performance against last year’s goals,

  • Identify strategies for improvement

  • Set goals for current year

  • Complete EdStat template

  • Review analysis, new goals, and strategies

  • Probe for feasibility

  • Discuss strategies

  • Challenge ILTs to go deeper into their analysis and strategy development

  • Present analysis, progress toward goals, new goals, and strategies

  • Probing questions and feedback from district leadership

  • Open, collaborative conversation

  • Continuous monitoring and analysis of “hot” data about key performance indicators

  • Continuous monitoring and refinement of strategies

  • Frequent check-ins with ILT about progress toward stated goals

  • Continuous coaching model to build capacity


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Instructional Leadership Council: EdStat Template


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Instructional Leadership Council: EdStat Template


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Early Warning Reporting System:‘Hot’ Data Supporting Data-Driven Leadership Development

FreshmenWatchlist

Credit RecoveryReport

  • List of incoming first-time freshmen with risk factors

  • Populated with 8th grade data, including grades, attendance, EXPLORE scores, whether the student has an IEP, and feeder elementary school

  • Early 9th grade results, such as Freshmen Connection participation, will be added as available

  • This is the only report that includes upper classmen

  • The report will be a list of all students who fall into the credit recovery target population

  • This group is defined as students who are 1-2 credits off-pace towards graduation or who are on-pace, but with core course failures

  • This report will be updated at the end of each semester and should be used to enroll students in credit recovery programs

  • Use in the summer and through the first quarter

Freshmen Success

Report

  • On-going monitoring of all first-time freshmen

  • Report will track increases in risky behaviors (high absences, low course grades, high course failures)

  • Use after the first quarter throughout the year for first-time freshmen


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Snapshot of the Freshmen Watchlist


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Using the Freshmen Watchlist: Definition of Data Fields

  • A student is flagged “Yes” for Attendance Intervention if

  • He had more than 9 unexcused absences in the 8th grade

  • These students are color-coded dark orange

  • A student is flagged “Yes” for Math and/or Reading Intervention if

  • She had a D or lower for the final grade in the 8th grade course

  • These students are color-coded light orange

  • Students with both Attendance and Math/Reading flags are color-coded yellow


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Snapshot of the Freshmen Success Report

Update with Success Report Mock-up


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Using the Freshmen Success Report: Definition of Data Fields

  • A student is flagged “Yes” for Attendance Intervention if

  • He had more than 3 absences in the first quarter of the 9th grade

  • These students are color-coded dark orange

  • A student is flagged “Yes” for Math and/or Reading Intervention if

  • She had a D or lower in any core academic course in the first quarter

  • These students are color-coded blue

  • Students with both Attendance and Math/Reading flags are color-coded yellow


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Freshmen Success Summary Report to ILTs


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