Miles Davis Magnet Academy- STEM S T A T E O F T H E S C H O O L A D D R E S S

Transcription

1 Miles Davis Magnet Academy- STEM S T A T E O F T H E S C H O O L A D D R E S S

2 Agenda Introduction School History and Overview CIWP Priorities & Initiatives SQRP Student Performance Early Literacy Culture and Climate Attendance On Track Parent & Community Input/Feedback

3 Miles Davis Magnet Academy-MDMA Opened as the first K-8 Children s Engineering/STEM School within CPS in September 2008 Students have been experiencing growth academically, participating in various sports and numerous engineering competitions

4 CPS Performance Policy Status MDMA opened as a Level 3 school in 2008 and moved to Level 2 status during the school year (not on probation) MDMA received the Academic Improvement Award in 2011 and 2012 Received the Principal Award in 2013 MDMA became a Level 1 School in

5 MDMA Initiatives MDMA is implementing the Common Core State Standards (CCSS) in all grades K-8. The CCSS ensures that your child receives rigorous and engaging instruction daily that will prepare our students for college and careers. The CCSS are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our students need for success in college and careers. These standards define the knowledge and skills students have within their K-12 education so that they will graduate high school able to succeed in college and workforce training programs.

6 MDMA Initiatives The anchor of the teacher practice component is the CPS Framework for Teaching (REACH). Modeled after Charlotte Danielson's 2011 Framework for Teaching the CPS Framework for Teaching was revised to emphasize its connections to the Common Core State Standards and to reiterate high standards for teachers and students. The CPS Framework for Teaching will serve as a road map for good teaching and the foundation for administrators to observe and provide teachers constructive, meaningful feedback about their practice throughout the school year. REACH observations allow teachers an opportunity to self-reflect on their current practices and teachers and administrators engage in professional conversations about instructional practices.

7 MDMA Initiatives MDMA has implemented CHAMPS school-wide. CHAMPS is a proactive and positive approach to classroom management. CHAMPS is an acronym for Conversation, Help, Activity, Movement, Participation, and Success, PBIS Positive Behavioral Interventions and Supports Habits of Success What it takes to be a successful student Second Step Social Emotional Curriculum Learn Well Healthy CPS Encourage students to drink water Learning Garden STEM Pathway to College and Career Readiness Network 11 Scope and Sequence Compass Learning Sight Words and Sing, Spell, Read, and Write

8 MDMA Partnerships Alpha Phi Alpha Chi S & E Chicago Children s Choir District 7 Chicago Police Department Project Syncere SEEK National Association of Black Engineers (NASBE) Urban Gateway

9 STEM Science, Technology, Engineering & Math Designed to improve student achievement through the use of innovative and interactive instructional approaches that focus on science, math, and technology Engineering principles, science concepts, and math skills are integrated across all core subject areas Students work together daily in cooperative groups Teachers have designed several engineering units that allow students to use the engineering design loop process that requires students to define problems, research, design, construct, test, analyze, and communicate solutions

10 Engineering at MDMA Engineering is Elementary (EiE) K-5 th grade curriculum Engineering is Elementary (EiE) K-3 rd grade students are busy learning various aspects of the engineering field. Kindergarten students are learning the bioengineering field and testing the importance of designing mechanism to sustain life. First grade students are studying the field of Chemical Engineering and understanding the process of product research through testing various materials. Second grade students are studying the field of Mechanical Engineering while constructing windmills and understanding the use of wind energy. Third grade students have studied the field of Environmental Engineering by designing and constructing water filters and are currently researching project of Acoustical Engineering. All classes use the Engineering Design Process (Ask, Imagine, Plan, Create, and Improve) to guide them in every aspect of designing their prototypes.

11 Engineering at MDMA Engineering Project Lead the Way Gateway to Technology (GTT) Sixth Eighth Grade What if there was a class where curiosity ruled? Where you learned not only how things worked, but how you might make them work better. Gateway to Technology (GTT) is Project Lead the Way s (PLTW) engineering program for sixth, seventh, and eighth grade students. GTT is an activities-oriented program designed to challenge and engage the natural curiosity and imagination of middle school students. It focuses on showing not telling students how engineers use technology to solve everyday problems. This program introduces students to skills and topics in engineering and helps prepare students for future courses in PLTW. PLTW s comprehensive curriculum emphasizes critical thinking, creativity, innovation, and real-world problem solving.

12 STEM Partnerships University Partnerships: IMSA Illinois Math and Science Academy IIT Illinois Institute of Technology Purdue University University of Illinois Urbana and Chicago Chicago State University

13 STEM Partnerships Business Partnerships: Dyson Foundation Apple Alder Planetarium Openlands The Kitchen Community Project Syncere Milhouse

14 Technology Students and teachers utilize technology in their classrooms daily: Smart board ipads Laptop carts Chromebooks Flat screen television Desktop computers LCD Projector Elmo Camera/Video camera IQ Board

15 Chicago Public Schools 5 Pillars

16 School Mission Miles Davis Magnet Academy is a premier STEM school that provides each student with a rigorous instructional program focused on engineering, technology, math, science, and literacy, Our goal is to stimulate personal growth and develop creative, lifelong learners who are prepared to become constructive members of our global society.

17 CIWP Priorities CCSS Literacy CCSS Math Science Student Attendance Climate, Culture, and Social and Emotional Learning Diverse Learners

18 SQRP Level 1 Good Standing

19 The School Quality Rating Policy (SQRP)

20 The School Quality Rating Policy (SQRP)

21 What Does the School s Status Mean? Good Standing Levels These schools are meeting or exceeding the minimum performance expectations for CPS schools. While these schools are still bound by federal and state law and CPS policies, they have some autonomy around school improvement planning and budgets. LSCs approve CIWPs in these schools. Provisional Support Level 2 These schools are in need of targeted support to keep them moving in the right direction. The CEO may require the following: Drafting a new CIWP Directing the implementation of the CIWP Providing additional training for the LSC Mediating disputes or other obstacles to improvement Intensive Support Level 3 These schools are in need of intensive support to quickly improve the quality of education for students. In addition to the types of support provided under Provisional Support, the following actions may be taken*: Replacing the principal School turnaround Ordering new LSC elections Closure If the CEO determines the problems are not able to be remediated by the above methods, the CEO may place the school in Intensive Support. *These actions are allowable under Illinois School Code, but will not necessarily happen in all Intensive Support schools. A hearing and a Board vote are required for these actions. 21

22 NWEA Trend Growth Data *Growth Percentile *% making growth targets % of Students Meeting or Exceeding Growth Targets School Year Math Reading SY14 52%

23 NWEA Trend Attainment Data * Attainment Percentile * % At/Above Grade Level % of At/Above Grade Level School Year Math Reading SY14 17% 25% SY15 36% 34%

24 Note: Schools with a 0% did not take the same assessment for both years Early Literacy Data

25 5 Essentials/My Voice, My School Data 5 Essentials SY14 SY15 Overall Score Organized Well Organized Ambitious Instruction Strong Very Strong Effective Leaders Weak Neutral Collaborative Teachers Neutral Strong Involved Families Strong Strong Supporting Enrvironment Strong Very Strong

26 Misconducts Number of 3-6 Misconducts Number of Out of School Suspensions Per 100 Students Average Length of Suspension Percent of Misconducts Resulting in Suspension 3-6 Misconducts % of Misconducts Resulting in an OSS OSS per 100 Students Average Length of OSS % % % -57.3%

27 Students On Track SY14 SY15 Change Average On-Track 49.3% 60.5% 11.2% DAVIS, M 3 65% DAVIS, M 4 57% DAVIS, M 5 54% DAVIS, M 6 60% DAVIS, M 7 58% DAVIS, M 8 69% DAVIS, M Total 61%

28 Average Daily Attendance Attendance SY % SY % Change 1.2% DAVIS, M 92.22% 92.36% 95.18% 95.20% 95.18% 93.09% 95.09% 93.79% 95.42%

29 Parent & Community Input Feedback What we heard? Who we heard it from? How the school is currently thinking about it?