1. Forging the Future In Champaign Champaign Unit 4 School District Urban Superintends Program Mishe C. Harvey March 2, 2004 Future Member Of The Graduating Class Of 2020

2. WELCOME VISION BUILDING THE FUTURE IN CHAMPAIGN REALITY WHERE WE ARE TODAY ACTION WHAT WILL IT TAKE TO GET THERE TEAM WHO IS HERE TO HELP US FOCUS RED FLAG DATA PROCESS MOTION GETTING TO IT

3. COURT MONITOR’S DATA DR. PETERKIN REPORTS ON ACHIEVEMENT GAP FINDINGS

4. RED FLAG DATA PROCESS LOOK WHERE ARE WE NOW ACCORDING TO THE DATA EXAMINE WHAT WE DO TO CREATE THE DATA COMMIT WHAT WE CONTROLL THAT MUST BE CHANGED MOVE ON TO THE NEXT STEPS

5. DISTRICT WIDE “Across the system” elements of teaching and learning that pertain to all students. SAT 9 READING SCORES GRADES 2-8 ISBE READING SCORES PSAE 11 TH GRADE SCORES

6. ISAT READING SCORES There is a reduction in the number of total students between 3rd & 11th grade, who are exceeding standards (33% to 15.9%) The % of students meeting standards increases (31.9% to 46.9%). Data on White students approximately mimics this trend. Data on Black students between the 3rd & 11th grade shows (45.2% in the 3rd, 67.2% in the 8 th & 58.4% in the 11th) are "below standards"

7. SCHOOL BY SCHOOL “School by school” elements of teaching and learning that should be customized to the students within the school.

8. SCHOOL BY SCHOOL TARGET=STRATTON The district agreed to exercise “extraordinary efforts to improve racial balance and academic outcomes” at Stratton, and they seem to be making progress. The state’s 2002-2003 district summary shows Stratton facing a number of serious challenges, e.g. the school is racially out of balance (64.4% Black); 81.8 low income; 54.5 mobility rate. However, they have instituted a number of additional learning opportunities and programs before, during, and after school, and they have shown significant improvement in the state tests. Overall test scores show an increase in meeting or exceeding the Illinois learning standards from 37.5% in 2002 to 55.7% in 2003. ISAT scores increased from 37.5% to 56.6%. (PREPARED BY C. HERMANNS)

9. Central High vs. Centennial High Central High: More: diverse student minority representation higher proportion of low-income students higher dropout rate higher chronic truancy rate twice the mobility rate lower attendance rate lower graduation rate (80% vs. 97%, female grad rate at 77%) 63% grad rate of African-American students both economically disadvantaged at approx. 75% grad rate (slightly higher at Centennial) PSAE scores show negligible differences (+/- 2%)except Writing & Soc. Sci. Math and Reading at Central show higher percentage of AA students meeting or exceeding standards lower % of AA students at Central meeting or exceeding in Writing, Science & Social Science

10. SMARTE-E GOALS S= SPECIFIC M= MEASURABLE A= ATTAINABLE R= RELEVENT T= TIMELY E= EVERY STUDENT READING DISTRICT WIDE SCHOOL BY SCHOOL

11. NEXT STEPS PLANNING FOCUS WHAT WHO HOW BY WHEN EVIDENCE

12. DEBRIEF ADJOURN