Table Of ContentCPS SIPAAA Planning Report Page 1
Date 17-Aug-2011
22081 - George Armstrong Elementary School : 2010-2012 Year 2
The following report was created using information entered into the Oracle SIPAAA Tool and Public
Sector Budget tool for Fiscal Year 2012.
What is SIPAAA?
The School Improvement Plan for Advancing Academic Achievement is a strategic plan created by
each Chicago Public School. This plan identifies the school's strengths, concerns, and priority areas
for improvement; it is approved by the Local School Council and Chief Area Officer, where applicable.
The action plan described in the SIPAAA, supported by the school's funds, is implemented and
adjusted over a two-year period.
For resources related to the SIPAAA process,
Go to www.stratplan.cps.k12.il.us/sipaaa_process.shtml.
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Date 17-Aug-2011
22081 - George Armstrong Elementary School : 2010-2012 Year 2
SIPAAA Team
TIP List the members of the SIPAAA Team (usually 6-12 individuals), choose the title that best describes each person's relationship to the school, and designate a chairperson.
TIP While the Start Date and End Date are optional, you may want to use these fields to note SIPAAA Team members that joined or left the team in the middle of the process.
Last Name First Name Title Chairperson Start Date End Date
Dunson Otis Principal X 30-Nov-2010 10-Jun-2011
Arostegui Rosa Classroom tchr.
Davis-Eves Shirley LSC member
Dayer Amy Classroom tchr.
Fredrickson Tereasa Special ed. faculty
Hart Cindra Parent/guardian
Houmpavlis Star Classroom tchr.
Kriston Kathleen Lead/resource tchr.
Mays Alison LSC member
Metcalf Brian Asst. Principal
Novy Kathleen Lead/resource tchr.
Novy Kathy Classroom tchr.
Plotkin Debra ELL faculty
Torres Yvonne Asst. Principal
Vlahandreas Anna Classroom tchr.
Weaver Gary Classroom tchr.
Williams Timothy Parent/guardian
Involvement
TIP You cannot delete the pre-populated text within the boxes below. However, please enter additional information in the text box below the pre-populated answers.
• Please describe the district's peer review and approval process.
For schools requiring school improvement plans as described in NCLB Title I Section 1116, the school improvement plan shall go through a three
tiered review: First, it will be reviewed by the area office to whom the principal reports. Second, it will be reviewed by the Chief Education Office or
designee. Third, it will be approved by the Chief Executive and the Board of Education. Additionally, the plan will be monitored on an on-going
basis. Reports will be issued detailing the progress the school makes towards implementation of the plan and the correction of its educational
deficiencies.
TIP Schools may add more information related to services or resources provided by the district in the open text box below.
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22081 - George Armstrong Elementary School : 2010-2012 Year 2
• Specify the services and resources that the district has provided to revise your school improvement plan and other services the
district will provide toward implementation of strategies and activities. (i.e., data analysis, identifying professional development needs
for instruction, and analysis/revision of the school's budget).
The OLSCR will continue to assist parents and their schools with their effort to better educate their children.Through our office we will continue to
provide Parent Training Workshops through our Parent Resource Center, and on a school by school need. Parents have asked for and received
training on these topics, Title I Part A Section 1118, Title I Budget Training, Reading and Math Literacy, GED Glasses, Computer Skills and
numerous other workshops. CAOs along with the Area teams will provide professional development in literacy, math, and science to school
based personnel to improve instruction; CAOs along with the Area teams will conduct school visits to support school based personnel on
analyzing student work to assess rigor; CAOs will provide professional development and support to school based personnel on using data to
improve instruction.
TIP You cannot delete the pre-populated text within the boxes below.
• Specify the services and resources that the state has provided to revise the plan and other services the district will provide toward
implementation of strategies and activities.
ISBE uses the Illinois Regional Support Providers (RESPRO) as its way of implementing the statewide System of Support. While this is usually
accomplished through a contract with third party providers, CPS is it's own RESPRO. There is a three-tiered system of support for CPS schools
with priority given to (1) schools in greatest need of improvement and in corrective action status, (2) schools in school improvement status, and (3)
support schools that need assistance with school improvement but not on status. The purpose of the CPS RESPRO is to (1) review and analyze
data; (2) collaborate with stakeholders; (3) assist schools identify services and resources that have the greatest likelihood of improving student
achievement; (4) evaluate effectiveness of strategies and activities; and (5) make recommendations for improvement.
The School Support Team provides sustained and intensive support for those schools to make adequate yearly progress towards meeting
Illinois Learning Standards.
• Please list the names of the following individuals assigned to your school-Area Instructional Officer, School Improvement Coordinator,
Management Support Director, Literacy, Math, Science Coaches and any External Partners (Third Party Providers and Universities)
CAO-Deborah Esparza, MSD-Abbie Meyers, Literacy Coach-Maria Perryman, Sue Hagerty, Math/Science Coach-George Chapain, Donna
Bedtke, Natalia Szymczak
TIP Use the box below to summarize how the SIPAAA Team gathered input from faculty and community stakeholders, throughout the SIPAAA process, while focusing on strategies and
activities from stakeholders with expertise. Keep track of how many different people participated over the course of SIPAAA planning.
Our first SIPAAA Needs Assessment was the survey, which was distributed at the November Report Card Pick-Up. Parents, Staff, and Students
had the opportunity to provide their feedback. Our highest percentages were from students, since grades 5-8 completed them during school hours.
Our entire faculty provided input through grade level meetings, curriculum meetings, separate SIPAAA meeting and professional development
inservice meetings. Many staff members participated in informal group discussions then brought back input to committee meetings. Student
Council was presented with the process and introduced and urged to use the suggestion box in the main office. Our LSC was initially involved in
December and then again in February and March at their monthly meetings.
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Summary of Participants
Stakeholder Group LSC Mbrs Teachers ESP Parents Students Community Other
Number of Participants 11 78 14 87 1400 8 4
Summary of Meetings
Meeting Date Meeting Type Description
16-Mar-2011 Town hall/community mtg. Parent/Community Survey
10-Mar-2011 Working group Priorities/Categories/ Indicators of Success
03-Mar-2011 Working group Teacher Survey
24-Feb-2011 Town hall/community mtg. Parent Survey
24-Feb-2011 Small group discussion Share Survey Results
10-Feb-2011 Working group Professional Development and Activities
03-Feb-2011 Working group School Mission and Vision
27-Jan-2011 Working group Proritized Schoolwide Needs
Five Fundamentals Surveys
TIP Use the surveys in The SIPAAA Planning Toolkit to gather information for the process analysis section of the SIPAAA.
Number of Family Survey Responses: 125
Number of Student Survey Responses:
Number of Teacher Survey Responses: 65
Number of Staff Survey Responses: 65
Mission/Vision
TIP Engage the SIPAAA Team and other stakeholders in drafting or revisiting the school's mission (the "map for success") and its vision (the "snapshot of success").
TIP Enter the mission and vision in the spaces below.
Mission Statement: Vision Statement:
The faculty and administrators of George B. Armstrong School of George B. Armstrong School of International Studies in collaboration with students,
International Studies are dedicated to enhancing academics through parents, and community members will value accountability and challenge all to grow
technology and celebrating the richness of our diverse community. The while adapting within an ever-changing global society. Focusing on International
George B. Armstrong School will collaboratively develop a relevant and Studies and Writing integrated throughout all content areas, all stakeholders will
engaging curriculum for all students. Students are encouraged to be serve as empowered advocates providing a positive, respectful culture for all
responsible learners in a safe and nurturing environment. students.
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22081 - George Armstrong Elementary School : 2010-2012 Year 2
Student Outcomes
Student Outcomes Strengths and Concerns
TIP Your school's outcome data are organized by the four Scorecard categories. Choose a
category of data to analyze from the dropdown menu, print the page, and distribute the
data to SIPAAA Team members or working groups for discussion and analysis. Include
any additional data about student and school outcomes that might aid discussion. Analyze
the data, identify school-wide strengths and areas of concern, and summarize your
findings in the boxes accompanying each category of data.
TIP The data below come from the Office of Research, Evaluation & Accountability. Subgroup
data are omitted when there are fewer than 10 students in the reporting group.
Concerns:
Strengths:
We have made significant improvements in ISAT scores for our highest We are making more efforts to help our eighth graders transition to high school.
grade (8th). Those students who have been at Armstrong for an extended Students entering the neighborhood high schools have difficulty staying "on track"
period of time make significant gains from 3-8th grades. We are making an to graduate. New strategies will be implemented to build relationships between
effort to treat our middle school students more like high school students to Pre-K and Kindergarten students and families by having Summer Programs such
help transition. We will establish incentives to improve student culture in 6th, as Step up to Kindergarten and K-2 Summer of Reading.
7th and 8th grade. We have shown great growth with our freshman on track
to graduate by increasing over 9% in one year.
Academic Progress
Academic Progress Strengths and Concerns
• Briefly describe the relevant school-level assessment data you use to inform your school improvement decisions. What Strengths and
weakness does this data show?
We use Benchmark data, DIBELS data, TRC, Writing Assessments, ISAT, DWWA and Theme tests. This data indicates that our school
struggles with extended response in both reading and math, 4th grade science, and reading comprehension strategies. Our students' strentghs
are in vocabulary, writing, math, and literary components.
• Please identify any internal or external factors that exist that may contribute to low achievement based on the data found on the
Illinois School Report Card, the Dashboard, the REA website or local assessment data.
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Teachers must review and analyzed content, and standards. Our ESL population is not familiar with content based vocabulary. Teachers
continue professional development to acquire key knowledge and skills to implement differentiated instruction successfully in all classroom to
insure students academic achievement. Intermediate and Upper grade teachers will receive intense professional development on how to reach
struggling students, LEP students, and Students w/ Disabilities.
• After analyzing all of your data (see the Illinois School Report Card, the CPS Dashboard, the REA website and local assessments for
more data), how could the district support the students with lowest achievement? What conclusions about next steps have you
reached from reviewing available data and information and about all the factors affecting student achievement?
ELL students are not meeting AYP in reading.
Students with Disabilities are not meeting AYP in reading or Math.
Continue professional development in the RTI model and setup design of a RTI Team.
Modifications and interventions will focus on math and reading content areas for Students with Disabilities.
Professional development and grade level meetings will be used to assess both ELL and Students with Disabilities sub-groups for reading and
math success.
• What does the below data tell you about student performance in your school? (Also see the Illinois School Report Card, the CPS
Dashboard and the REA website for more data sources.) What strengths and weaknesses do these data show?
Reading comprehension achievement has increased for most grades, based on ongoing work for professional development.
With the increase in technology students are showing increase using the Benchmarkonlines.
DIBELS Assessment indicates students are increasingly meeting proficiency requirement.
Math achievement has increased for most grades.
We have organized family google,math and reading nights. Our community partners Loyola University have provided before-school math
workshops.
ISAT gains average ___%.
Science achievement has increased substantially at 4th grade.
A number of the students Science Fair projects have won awards at the Citywide Science Fair.
Parents have been actively involved in the Fair both as judges and participating in assemblies.
Students have won awards in the Young Authors contest. Our teachers have organized after-school writing programs for ISAT grade.
Writing achievement has increased.
In 2009 82.1% met or exceeded, a gain of 4.7%.
• Please identify the areas of deficiency within your school based on your most recent AYP report. To check your AYP status, enter the
REA website (click on the Accountability tab)
https://research.cps.k12.il.us/resweb/PageServlet?page=schoolprofile&class=profile.SchoolProfile
Our school deficiencies is Reading and Math in two major subgroups. ELL students and Students with disabilities have not made the needed
gains in previous years. As a whole we need to continue to increase in reading from 72.9% to 75%.
Strengths: Concerns:
Our scores continue to improve in reading and math. The percentage of Increase parent involvement in at-home reading and writing.
students exceeding state standards has increased from previous years in Our LEP and special education students are not making AYP. Teachers
both reading and math. We have had stability in our departmentalized recommend that we have additional parent conferences to supplement the
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22081 - George Armstrong Elementary School : 2010-2012 Year 2
reading and math staff and believe that helps contribute to the steady gains. annual IEP meeting.
We also hire Highly Qualified teachers that focus on the individual needs of Teachers are working with MCLT's, Math Lead and Science Lead to identify
the students to enhance academic growth. strategies to respond to the deficiencies.
Math scores for grades 3rd and 6th dropped from 2008 to 2009.
Math Lead has increased professional development to all teachers.
The need to increase the content of Earth and Space Science in all grade
levels.
We need to increase student writing across the curriculum.
Students are not completing homework consistently.
We need to involve parents to expand learning at home.
Student Connection
Student Connection Strengths and Concerns
Strengths: Concerns:
We continue to make steady progress in reading and math. The students who transfer in mid-year are also our lower achieving students who tend to be
We have seen a rise in the percentage of students exceeding absent more often. They also tend to be students with IEP's. It is difficult to have these
state standards from previous years. We have had stability in students and families involved in tutoring programs and/or afterschool activities. Severe
our departmentalized reading and math staff and believe that weather negatively affects our attendance; many families do not send students to school.
helps contribute to the steady gains. Students have reported We need to encourage low achieving students to take advantage of SES programs
that they feel safe and respected in school. Students have also afterschool. Staff should continue to work with local police and parents regarding safety
stated that the academic rigor is engaging and challenging. around the school. We will increase programs to improve climate and to encourage safety
Students are encouraged to participate in many activities. We among all students. Increasing class size and lack of 4 hour and full day Kindergarten will
have to continue to increase staff's knowledge and use of RTI negatively impact our school performance. The increase in suspensions is a concern due to
(Response to Intervention). the fact that the students that are suspended are "repeated offenders". We are working with
our Community Social worker to implement programs to work with these students.
School Characteristics
Student Characteristics Strengths and Concerns
• Briefly describe attributes and challenges of the school and community that have affected student performance. What do these data
and/or information tell you?
Our school has faced an increase in the number of ELL students. As a result we have had to refine our Bilingual program, increase the number
of teachers with a bilingual certificate and add additional ESL teachers. Our school is using the SIOP model and WIDA standards to implement
the protocols one subject at a time. The intended result is to have our ELL sub group meet state standards and succeed academically. We also
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need to focus on differentiated strategies in the classroom to address our students with special needs. Doing so should help attain the goal of
making AYP in this subgroup also.
• In what ways, if any, have these attributes and challenges contributed to student performance results?
According to 2008-2009 ISAT data we are still trying to continue to improve LEP and students with special needs who do not meet AYP by 10%
in both Reading and Math while maintaining AYP in all other subgroups.
Strengths: Concerns:
We have five National Board Certified Teachers and currently have four Our mobility rate has increased drastically in our area affecting the stability of
teachers working toward completing the process. Our teacher turnover classrooms and opportunities within our curriculum. Transfers in and out of the
rate and absentism are below district averages. The inclusion program classrooms year round create social and academic problems, as well as material
for our upper grades special education students has made a difference shortages. We intend to increase two way communications in multiple languages
in their behavior and academic achievement. We are changing our and encourage more participation by parents in the school.
structure to better address the needs of entering immigrants with little or
no English skills within our ELL department.
Process Analysis
TIP Vastly improving schools demonstrate excellence in five process areas: Instruction, Instructional Leadership, Professional Capacity, Learning
Climate, and Family & Community Involvement. Taken together, these five areas constitute the CPS whole-school improvement model known
as the Five Fundamentals for School Success.
TIP Engage in discussions with faculty and community stakeholders to Five Fundamentals for School Success.
TIP The Consortium has prepared Individual School Reports that relate to the five Fundamentals. Go to here to learn more
Five Fundamentals:Instruction
TIP Use the section below to list the curricula your school is currently using in each content area. Entries are required for the core content areas:
Reading, math, and science. This snapshot of district supported and other curricula will help you be reflective about your instructional practices.
Content Area Curriculum Description School Pre-K K 1 2 3 4 5 6 7 8
Wide
Reading Harcourt SCRMA/Storytown X X X X X X X
Math Other ENVISIONS X X X X X X X
Reading Prentice Hall (Pearson) Literature X X
Math McDougal Littell Course 2 and 3 X X
(Houghton Mifflin
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Harcourt)
Science Prentice Hall (Pearson) Science Explorer X X X
Science Scott Foresman Science X X X X X X
(Pearson)
Social Studies Other McGraw Hill X X X X X X X
Social Studies Other Pearson Prentice X X
Writing Writers' Workshop Lucy Calkins X
Partner Name Partner Description # of Students
S&C Electric Co Funding, Materials, publishes calendar and biannual newspaper and field trips 1470
Chicago Childrens Choir Choral Program 60
A.R.T. 2nd-4th Grade Art program 120
Loyola University Student Tutors 90
NEIU, NU, DePaul, NLU, Indiana University, Student Teachers and Observers 200
Loyola
JVS ( Jewish Vocational Services) ESL for Adults 25
Chicago Symphony MAPS 3 Year Program 95
Shedd Aquarium Navigator 3 year program 620
Junior Achievement/ Kellogg Business Business Economic Program 620
School
America's Foundation for Chess First Move Program 125
Robert Crown Health Center 7th/8th Grade Family/ Drug Ed Program 120
Chicago Bulls Provide Engerizabull Program 600
TIP The Instruction self-assessment tool can help you identify next steps toward excellence for Instruction.
• Please identify any policies and practices that assist students who may be deficient in core academic subject areas (i.e., before/after school
programs, common planning periods, targeted professional development, restructured school day).
**Before and after school programs in reading, math and writing
*Common planning time
*Response to Intervention
* School Based Problem Solving
*Weekly professional development
*Individualized coaching and modeling for classroom teachers
• Please identify any instructional practices or strategies that you are utilizing to close the achievement gap between student with and without
disabilities (i.e. differentiating instruction to meet the needs of students with disabilities, collaborative teaching models, implementation of
academic interventions, etc...).
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Armstrong school is committed to fully implementing Response to Intervention (RTI). A list of research based strategies are being used to close the
achievement gaps for all students. Strategies include, but are not limited to the following: Establishing Prior Knowledge, Pre-Plan and Structure the Environment,
Proceed from Simple to Complex, Teach step by step, Use Constructive Learning, Use Appropriate Modifications and Accommodations, Teach to Strengths, Use
Multi-Sensory approaches, Use Cooperative Grouping, Peer Modeling and Collaboration, Teach through Reflection and Self Advocacy, Constructing Concrete
Learning and relate to Students' Lives and Outside Interests.
TIP Record your findings from the self-assessment, surveys, and/or small group discussions below..
• Next Steps for Instruction:
Reinforce to all members of the school community the vision and mission statements through posters and environmental print. Teachers must engage
students in rigorous lessons aligned with the school's instructional goals and appropriate standards. Teachers will use a variety of assessments to
determine what students are learning and modify instruction in response to assessment data.
Five Fundamentals:Instructional Leadership
TIP The Instructional Leadership self-assessment tool can help you identify next steps toward excellence for Instruction Leadership.
TIP Record your findings from the self-assessment, surveys, and/or small group discussions below.
Next Steps for Instructional Leadership:
The principal and leadership team will collaborate to establish and communicate instructional goals for school success. Effective allocation of school
resources- people, time, funds, materials - will address school priorities and students' needs. We will continue to develop and expand the Executive
Leadership team to utilize more staff members' expertise to strengthen school programs.
Five Fundamentals: Professional Capacity
TIP The Professional Capacity self-assessment tool can help you identify next steps toward excellence for Professional Capacity.
• What factors within your school's Professional Capacity self-assessment tool and School Characteristics data found in the Outcome
Analysis-School Characteristics tab contributed to student performance results?
Our teachers will be provided targeted professional development in the areas of Math, Reading, Science, Writing and ELL accommodations and
modifications in response to needs assessment and teacher input. Teachers also will meet weekly with team members to discuss instruction and meet
monthly in cross-grade level meetings.
TIP Please note that you can edit the information within the teacher mentoring question below.
• Describe your teacher mentoring program
Description:Aug 17, 2011 We have made significant improvements in ISAT scores for our highest .
Science. Prentice Hall (Pearson). Science Explorer. X. X. X. Science.
