1. Academic Growth for All
Students
FEATURED SCHOOL
Raising Student Achievement Conference
Illinois Association of Regional Superintendents of
Schools, Regional Offices of Ed, Intermediate Service
Centers
Bateman School, Chicago, IL
Pat Baccellieri, Ed.D.
Principal
phbaccellieri@cps.edu
December 9, 2013

2. Agenda
• Welcome
• Background and Context
• CCSS & Teaching Framework
– Focused and Continuous Improvement
• Comments and Questions

3. Student Academic Growth at 3 Schools
• South Loop Elementary: Increased in student
achievement as measured on the ISAT, from 32% M/E
(SY2003) to 85% M/E (SY2007)
• Pulaski International: Increased in student
achievement as measured on the ISAT from 73% M/E
(2010) to 86% M/E (2012)
• Bateman School: Student growth as measured by
NWEA/MAP (SY13) 91% achieved growth targets in
reading; 84% met growth targets in math

4. Bateman School
Some of the factors that led to consistent student growth
over time as measured on ISAT (2002 – 2012):
• Low mobility: families made Bateman their
neighborhood and community school, PreK – 8th grade
• Teacher and administration consistency and minimal
change in teaching assignments
• Mentoring programs for new teachers
• Middle grades (6th – 8th) replaced the basal reading
books/texts with literature - core novels, supplemented
with informational texts nonfiction

5. CCSS, PARCC and Teaching Framework
Bateman SY13
• New administration
• With an awareness that there are ‘new challenges’
for our schools and students, different strategies
were put into operation
• Implemented changes to systems and structures that
are grounded in the development of PLCs for Grade
Level Teams where collaboration, collective
responsibility and common curricular outcomes are
at the core for teacher focus

6. Theory of Action
If teachers experience and learn how to work
together in solution oriented teams, develop
UbD unit plans that are grounded in key CCSS
learning outcomes, implement researchedbased instructional strategies and progress
monitor by looking at biweekly common student
work, then significant growth can occur for all.

7. Pat Baccellieri, Ed.D., Professional
Learning Communities: Using Data in
Decision Making to Improve Student
Learning

8. Pat Baccellieri, Ed.D., Professional Learning
Communities: Using Data in Decision Making
to Improve Student Learning

9. Excellence
through
Coherence
CCSS
Learning
Outcomes
Performance Tasks
Researched-Based
Instructional Strategies
Rubrics
High Quality Student Work
Collaboration/Shared
Responsibilities
Balanced Literacy
Building Conceptual
Understandings
Teaching for Transfer
Active
Engagement

10. Bateman School Curriculum Framework
Performance
Assessment (Task)
ISBE Assessment
Framework
CCSS
SY13
Literacy / Math
Content Framework
MAP Assessment
Data (and relevant
historical data)
f
B a t em a n Gr a d e L e vel T ea m
×
W o r k P la n
CCSS Outcomes
Rubrics
Strategies
Student Work
Formative/Summative
Technology, PE, Health, Library, Visual Art, ELA
Collaboration
Coherent
High Quality Student Work
Quarter 1 Unit
Plan
Quarter 2 Unit
Plan
Quarter 3 Unit
Plan
Quarter 4 Unit
Plan
Language Arts
Language Arts
Language Arts
Language Arts
Social Science
Social Science
Social Science
Social Science
Math
Math
Math
Math
Science
Science
Science
Science
Fall, 2012

11. Developing Work Plans and Data
• Teachers consider the following data when
developing or revising work plans
– Growth on NWEA/MAP
– Progress made on key learning outcomes as measured by
biweekly student work

12. Reporting on Progress:
two times a year reporting
• Teachers present to colleagues on the progress made
towards priority CCSS outcomes in reading and math
(K-5) and in content areas (6-8)
• Teachers receive feedback from their peers
• These days can be high stress but incredibly
important
– End of the first semester
– End of the second semester

13. Looking At Student Work

14. Teachers and Workplans
• Sample 4th Grade Workplan (select slides only)
• Sample 7th Grade Workplan (select slides only)

15. Breakdown by “GOAL”
READING
171-180
L. Leon (175)
Spring
181-190
L. G (194)
J. R (195)
A. V (195)
J.M (196)
Informational
Text
181-190
191-200
X. V (188)
Y.E. A (197)
E.A. O (198)
S. T (198)
J. A (200)
N.B. A (200)
L.L. L (200)
B. M (200)
K. G (201)
A. L (202)
K.A. T (204)
K. P (205)
191-200
J. R (192)
S. T (195)
Winter
Informational Text
201-210
B. B (194)
J. V (197)
J. A (202)
Y. S (202)
C.M. M (208)
201-210
B. M (199)
Y.E. A (202)
L. L (202)
X. V (202)
E.A. O (203)
L. C 204)
L. G (204)
Y. S (204)
A. V (204)
J. A (208)
J. A (208)
J. V (208)
K. P (211)
B. B (212)
211-220
L. C (206)
L.M. Ri (206)
211-220
A. L (206)
N.B. A (210)
J.M. S (211)
L.L. L (213)
L.M. R (214)
K.A. T (216)
C.M. M (217)
K. G (219)
221-230

16. INFORMATIONAL TEXT
READING
DATA
ANALYSIS
Student Growth by RIT Band
Teacher
Student
1
2
3
4
RIT BAND
Total
+4
2
3
Teacher 1
Teacher 2
Teacher 3
Teacher 4
2
4
+3
1
7
5
16
+2
11
9
8
10
38
+1
10
8
6
6
30
0
2
1
1
3
7
-1
2
-2
2
-3
-4
• 58% increased by +1, +2, and +3 RIT Bands
• 30% increased their score but stayed within the same RIT Band

17. Student Growth - Spring 2013 to Winter 2013
Students at 72% Attainment on MAP
Teacher
Spring (199)
WINTER (203)
Teacher 1
9
13
Teacher 2
11
12
Teacher 3
15
20
Teacher 4
5
6
TOTAL:
40
51

18. th
4
Grade Reading Outcomes
OUTCOME 1: Refer to details and examples in a
text when explaining what the text says explicitly
and when drawing inferences from the text.
ISBE Framework: 1.4.18 Distinguish the main
ideas and supporting details in any text.
DesCartes : (181-190)
-Determines which sentences in an informational
passage support the main idea.
-Paraphrases information found in complex

19. th
4
Grade Reading Outcomes
OUTCOME 2: Determine a theme of a story,
drama, or poem from details in the text;
summarize the text.
ISBE Framework:
1.4.20 Summarize the story passage or text, or
identify the best summary.
2.4.01 Differentiate among the literary elements
of plot, character, setting, and theme.

20. 4th Grade Reading Outcomes
OUTCOME 3: Interpret information presented visually,
orally, or quantitatively (e.g., in charts, graphs, diagrams,
timeline, animations, or interactive elements on
webpages) and explain how the information contributes
to an understanding of the text in which it appears.
ISBE Framework: 1.4.11 Use information in charts,
graphs, and diagrams to help understand a reading
passage.
DesCartes: (211-220): Understands text features of
textbooks

21. Blueprint for Innovation:
Researched Based Reading Strategies
Strategy Description
Determine
Importance
Summarize
and
Synthesize
Infer
Meaning
using
Nonfiction
Text
Features
Skills
Source
Students will focus on important
information and merge it with what
we already know to expand their
understanding of a topic. Students
will be learning a variety of ways to
take notes, sort and sift information,
and merge their thinking with the
text to arrive at the most important
ideas.
-use a facts/questions/
responses chart to merge
their thinking
-record authentic information
and ideas; ask question and
explore
-code the text and paraphrase
information
-distinguish between interesting
and important ideas
-construct main ideas from
supporting details
Students will integrate the new
information with their existing
knowledge to come to a more
complete understanding of the text.
Students will learn ways to think
through the factual information to
arrive at the bigger ideas and reflect
on how their thinking changes over
time.
-paraphrase and respond to
information
-move from facts to ideas
(respond to info with questions,
connections, and inferences)
-summarize the text
-distinguish between fact and
opinion
-write an extended response to
expand on their thinking
Goudvis, A. &
Harvey, S. (2008)
The Comprehension
Toolkit. Portsmouth,
NH. Firsthand
Heinmann.
Students will merge their background
knowledge with clues in the text to come
up with an idea that isn’t written down in
the text. They will use evidence from
the text and features to visualize and
draw conclusions about information and
to synthesize big ideas.
-use context clues to unpack
vocabulary
-draw conclusions from text
evidence
-infer the meaning/purpose of
features
-use text evidence to infer
themes
Goudvis, A. &
Harvey, S. (2008)
The Comprehension
Toolkit. Portsmouth,
NH. Firsthand
Heinmann.
Goudvis, A. &
Harvey, S. (2008)
The Comprehension
Toolkit. Portsmouth,
NH. Firsthand
Heinmann.

22. Research-based Strategies that Align to the
Outcomes
Strategy
Description
Skills
Source
Determining Importance and
Summarizing
In order for students to master
skills such as retelling, identifying
an appropriate title, teachers will
implement units of study that
include determining importance
and summarizing.
-Identify text features, important
details and information, key
words, within a "just right" text
Goudvis, A. & Harvey, S. (2008)
The Primary Comprehension
Toolkit. Portsmouth, NH.
Firsthand Heinmann
-Retelling important events and
details from a text
-Identify an appropriate title for a
text
Questioning
Making Predictions
Text Clues/Evidence/Inferring
In order for students to master
skills such as identifying author’s
purpose and identifying an
appropriate title, teachers will
implement units of study that
include determining importance
and summarizing.
-Identify the purpose of a
nonfictional text
-Identify an appropriate title for a
text
Miller, D. (2002) Reading with
Meaning. Portland, Maine.
Stenhouse Publishers

23. ELA – Quarterly Student Work Sample
Grade 4 ELA Outcomes:
1.)CC.RI.4.1: Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences.
2.)CC.RI.4.2: Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
Week
11/18
CCSS
CC.RI.4.1
Assignment
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will explain why the Illiniwek tribe was removed from their traditional land.
Students will use evidence from the text to support their answer.
11/25
CC.RI.4.1
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will explain how the Illiniwek tribe adapted and survived on their traditional land.
Students will use evidence from the text to support their answer.
12/3
CC.RI.4.2
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will summarize why it’s important to save prairies. Students will defend their
reasoning of the main idea using evidence from the text.
12/10
CC.RI.4.1
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will explain why the European explorers came to the Illinwek’s traditional land.
Students will use evidence from the text to support their answer.
12/17
CC.RI.4.2
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will summarize how the Northern and Southern viewpoints of slavery differ.
Students will defend their reasoning of the main idea using evidence from the text.
1/7
CC.RI.4.2
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will summarize how Illinois changed during the Industrial Age. Students will
defend their reasoning of the main idea using evidence from the text.
1/14
CC.RI.4.1
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will explain how the Northern, Central, and Southern resource affect the way of
life of the people. Students will use evidence from the text to support their answer.
1/22
CC.RI.4.1
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will explain how each branch of government organized Illinois. Students will use
evidence from the text to support their answer.
1/28
CC.RI.4.2
Students will read a passage and they will come up with the main idea and key details using a graphic organizer.
After reading the passage, students will summarize how personal economic status affects their lives. Students will
use evidence from the text to support their answer.

24. ELA – Common Student Work Sample
Grade 4 ELA Outcome 1:
1.)CC.RI.4.1: Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences.
Name:___________________Date:_____________
Directions: Read the passage and answer the following question.
Use evidence from the text to support your answer.
CCSS 4.1: Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences.
S.S. 2.0-Illnois History Text:
Why were the Illiniwek Tribe removed from their traditional land?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________

25. Task Element
Insufficient Response
Below Mastery
Emerging Mastery
0 points
Student gives no response
Graphic Organizer
2 points
Graphic Organizer has only 1
example of the text evidence to
support the key idea.
OR
4 points
OR
OR
Examples are unrelated to the key
idea.
Student remains off task during the
assessment.
0 points
4 points
Student gives no response.
8 points
Student responds to prompt using
1 example from the text as
evidence
OR
Student response is unrelated to
the text or prompt.
OR
Not enough was written to
determine if the standard was met.
OR
Student does not go beyond text
evidence, and includes no
explanation or interpretation of text
examples.
OR
Irrelevant information interferes
with and/or is the basis of the
student’s analysis.
Standards
RI.4.1: Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from the
text.
W.4.9b: Draw evidence from
literary or information texts
to support analysis,
reflection, and research.
6 points
Graphic organizer has 2 Graphic organizer has 3
examples to support the examples of text
key idea.
evidence to support key
idea.
Student examples are unrelated to
the key idea.
Written Response
Mastery
0
Insufficient Response
0-5 points
1
Below Mastery
6-10 points
12 points
Student responds to
prompt using 2-3
examples from the text
as evidence. Student
goes beyond text
evidence to include some
explanation and/or
interpretation of text
examples AND
Irrelevant info does not
interfere with and is not
the basis of student’s
analysis
2
Emerging Mastery
11-15 points
Student responds to
prompt using 3
examples from the text
as evidence AND
student goes beyond
text evidence to include
explanation and/or
interpretation of EACH
text example AND
irrelevant info does not
interfere with and is not
the basis of the student’s
analysis.
3
Mastery
16-18 points
R
U
B
R
I
C

26. Name:_____________________________________________________
Essential Academic Subjects: Reading and Mathematics
My READING RIT Score at the beginning: _________ My goal is to be at __________ by ___________________.
My MATH RIT Score at the beginning: _________ My goal is to be at __________ by ___________________.
Outcome (Reading and Math): 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text. 2. Extend the understanding of fraction equivalence and ordering
understanding of operations on whole numbers.
Learning Standard: CCSS R.I , 4.1,
SCORES
WK 1
WK 2
CC.4.NF.1-4
WK 3
WK 4
Build fractions from unit fractions by applying and extending previous
(Reading Exceeds: 18 Points,
WK 5
WK 6
WK 7
Math Exceeds: 12 Points)
WK 8
WK 9
WK 10
WK 11
(Points)
18
17
16
15
14
13
12
11
10
9
8
7
6
Date
Action/Goal
5
a. 9/20/2013
Identify the main idea of a nonfiction
passage/text
b. 10/18/2013
Refer to correct details and examples
(evidence) in a text when explaining
what the text says explicitly
4
3
2
1
0

27. 7th Grade English/Language Arts & Social Studies
Outcome Goals
1A) CCSS R.L.7.1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
1B) CCSS W7.9: Draw evidence from literary or informational texts to support
analysis reflection, and research.
2) CCSS R.L.7.2: Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective summary of the
text
3) CCSS R.I.7.4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
4) CCSS RH 6 - 8.9: Analyze the relationship between a primary and secondary
source on the same topic.

30. Results from student work
February 2013

31. Moving This Work
Forward
• While this work is new to the entire school, many
teams of teachers are working to solve data informed
problems around student learning and achievement
• The right resources are critical to support this work
– Consistent team meeting times
– The ‘right’ materials and resources
• It is also important to have the tenacity to stay
focused, shaping and reshaping coherence

32. • Questions
• Comments
• Discussion