district 126 strategic improvement design

District 126 Strategic Improvement

Design

Board of EducationCommittee of the Whole Workshop

November 3, 2008(All Goals Met/Completed in 2012)

District 126 Mission

“to promote self-worth, social responsibility,

and lifelong learning in partnership with our

community.”

Strategic Improvement Goal

Create a system designed to maximize

student academic success.

A system designed to maximize


Strategic Improvement Design

Curriculum

Instructional Practices

Interventions

CurriculuCurriculumm•Essential Core Principles

Essential Core Principles

1. all students will take a rigorous course of studies.

2. its instructional methods and curriculum must be designed to meet the learning needs of all students.

3. all students must develop skills and subject area competencies necessary for college readiness and success in life.

4. student learning is enhanced by curriculum that is content-based and interdisciplinary, incorporating both historical and contemporary contexts.

5. students develop critical thinking skills and maximize their learning through the study of open-ended questions and analyses of multiple interpretations.

District 126 is a learning community that believes:

Essential Core Principles

6. it is responsible for fostering a culture that empowers a collaborative staff, purposefully focused on student achievement and the use of data to inform decisions and practice.

7. in utilizing relevant, contemporary debate to foster civic consciousness and prepare students for responsible citizenship.

8. all students are enriched through collaboration and cooperation in order to gain insights and understandings about our global community.

District 126 is a learning community that believes:

CurriculuCurriculumm

•Standards Driven

•K-12 Power Standards

•Endurance – Beyond the Test

•Leverage – Across Disciplines

•Readiness – Necessary for Next Level

•Illinois Learning Standards

•College Readiness Standards – Skills Based

•Essential Core Principles

College Readiness Standards

Course Scope & Sequence Identify Gaps & Overlaps Alignment CRS Scorebands for ACT Goal

Review 25% Primary 50% Secondary 25% (Stretch)

CurriculuCurriculumm•Guiding Core Principles

•Standards Driven

•K-12 Power Standards

•Endurance – Beyond the Test

•Leverage – Across Disciplines

•Readiness – Necessary for Next Level

•Illinois Learning Standards

•College Readiness Standards – Skills Based•Common Core Curriculum

•3-Tier Aligned Framework

•Vertical-Horizontal-Diagonal

Common Core Curriculum

Reduce Current Pathways to Three Tier Framework Regular – Advanced – Honors Pathways Common Core Curriculum for all Learners Community of Learners – Staff and Students Reading and Writing Across the Curriculum

Alignment to College Readiness Standards Horizontal – Content Reinforcement Across Grade Levels Vertical – Sequence Across Grade Levels Diagonal – Non-Restrictive Access to All Regardless of Entry Placement Increased Rigor and Relevance

Common Core Curriculum

Integration of Coursework for Continuity and Coherence

Relevance to Students / Application Model Promotes Critical Thinking and Higher Level Decision-Making

Data Driven Considers Multiple Variables in Placement Formula Measures Student Mastery Against CRS Goals Assessment is an Ongoing Key Component

District-wide Classroom Level Individual Learner

College Readiness

Skills (CRS)

Scoreband

9th 10th 11th

Regular Advanced

Honors Regular Advanced


Honors

33-36 Secondary

25%

Secondary

25%

Primary60%

28-32 Secondary

25%

Secondary

25%

Primary50%

Secondary

25%

Primary 50%

Review40%

24-27 Secondary

25%

Primary50%

Secondary

25%

Primary50%

Review 25%

Primary50%

Review25%

20-23 Secondary

20%

Primary50%

Review25%

Primary 50%

Review25%

Review25%

16-19 Primary 50%

Review25%

Review 25%

1-15 Review30%**

ACT-CRS SKILLS ALIGNMENTEnglish, Reading, and Science

**Students will be concurrently enrolled in Interactive Language Skills to assist in further skills acquisition.

College Readiness

Skills (CRS)

Scoreband

9th 10th 11th

Regular Advanced



Honors

11-12 Secondary

25%

Secondary

25%

Primary60%

9-10 Secondary

25%

Secondary

25%

Primary50%

Secondary

25%

Primary 50%

Review40%

7-8 Secondary

25%

Primary50%

Secondary

25%

Primary50%

Review 25%

Primary50%

Review25%

5-6 Secondary

25%

Primary50%

Review25%

Primary 50%

Review25%

Review25%

3-4 Primary 50%

Review25%

Review 25%

2 Review25%**

ACT-CRS SKILLS ALIGNMENTWriting

9th 10th 11th 12th (Electives)

Oral & WrittenCommunication

World Literature

& Composition

American Literature & Composition

Semester Electives (TBD)

AdvancedOral & Written

Communication

Advanced World

Literature & Composition

Advanced American Literature

& Composition

Honors Oral & Written Communication

HonorsWorld

Literature & Composition

AP EnglishLanguage &Composition

AP EnglishLiterature &Composition

Tech AcademyOral & Written Communication

Tech AcademyWorld

Literature& Composition

Tech AcademyAmerican Literature

& Composition

Tech AcademySemester

Electives (TBD)

ENGLISH COURSE SEQUENCE

9th 10th 11th 12th (Semester Govt. + Electives)

Social Studies World History U.S. History

AdvancedSocial Studies

Advanced World History

Advanced U.S. History

Honors Social Studies

HonorsWorld History

AP U.S. History

Tech AcademySocial Studies

Tech AcademyWorld History

Tech AcademyU.S. History

SOCIAL SCIENCE COURSE SEQUENCE

Sociology 2

Sociology 1

Government

Psychology 1

Psychology 2

AP US Govt.& Politics

AP Psychology

Tech Acad.Government

TA Electives

AdvancedGovernment


Biology Chemistry Physics

AdvancedBiology

Advanced Chemistry

Advanced Physics

Honors Biology

HonorsChemistry

HonorsPhysics

Tech AcademyBiology

Tech AcademyChemistry

Tech AcademyPhysics

SCIENCE COURSE SEQUENCE

Earth Science

Environmental Ecology

AP Biology(1.5 credit)

AP Physics(1.5 credit)

AP Chemistry(1.5 credit)

TA ScienceElectives TBD


Math Acad/Algebra 1

or Algebra 1 Only

Geometry Algebra 2

Geometry Algebra 2 Pre-Calculus

Honors Geometry

HonorsAlgebra 2

Honors Pre-Calculus

Honors Algebra 2 Honors Pre-Calc AP Calculus BC

Tech AcademyTBD

Tech AcademyTBD

Tech AcademyTBD

MATH COURSE SEQUENCE

Prob/Stats andTrigonometry

Pre-Calculus

Honors Pre-Calculus

AP Statistics

AP Calculus BC

CLC or Multi-Variable Calculus

Algebra 1 Advanced HonorsGeometry

HonorsAlgebra 2

AP Calculus AB

FR SO JR SR

1 ENG - Oral & Written Com ENG - World Lit & Comp ENG - American Lit & Comp ENG - Electives or AP Lit & Comp

2 SS - Social Studies SS - World History SS - US History SS - Government / CORE ELECTIVE

3 SC - Biology SC - Chemistry SC - Physics CORE ELECTIVE(S)

4 MATH MATH MATH ELECTIVE

5 Lunch/Advisory Lunch/Advisory Lunch/Advisory Lunch/Advisory

6 PE / Computer Tech** PE / Health PE / PE PE / PE

7 ELECTIVE* Driver Ed / ELECTIVE ELECTIVE ELECTIVE

8 ELECTIVE* or STUDY HALL ELECTIVE or STUDY HALL ELECTIVE or STUDY HALL ELECTIVE or STUDY HALL*May substitute required Math Academy and/or Interactive Language Skills**Tech Academy Students take yearlong course requiring PE to take up semester elective unless they take summer PE

Graduation Requirements

4.00 English (Oral & Written Composition, World Literature & Composition, American Literature & Composition, One Year Electives)3.50 Social Science (Social Studies, World History, US History, Government .5)3.00 Science (Biology, Chemistry, Physics)3.00 Math (including Geometry)3.00 PE0.50 Computer Tech (waiver available but must replace with an elective)0.50 Health0.25 Driver Education1.50 Senior Year Core Electives (English, Social Science, Science, Math, or Foreign Language 3 or 4, Tech Academy Seminar)4.50

23.75

Comments

23.75 required credits allows a student to take six periods of classes for all four years and have a study hall all four years unless he/she takes an overloadIncreased credit requirements ensures students remain on task senior year in preparation for college or other post-secondary options.Anticipate less failures as students who already met credits will have to pass courses to meet increased graduation requirements.

CLASS OF 2013 FOUR YEAR PLAN OPTIONS

Core Electives or General Electives (Foreign Language, Business, FACS, Industrial Tech, Tech Campus, PE, NJROTC, VPA, Math Academy, Interactive Reading Skills, Summer Hive)

Changes for Class of 2013

Increased Graduation Requirements Stretch to the End – Senior Year Counts From 22.0 to 23.75 Carnegie Units Must Pass Senior Electives to Earn Credits to Graduate Require Senior Year to Include 1.5 “Core” Electives Better Prepared College Freshmen

Add Sophomore Level Social Science Course Provides English/SS Integration Freshman, Sophomore, Junior

Years Reduce Senior Government to Semester

Eliminate Pre-Algebra Course All Students Enter Minimally at Algebra 1


Required Math Academy in Lieu of Freshman Elective for Identified Students

Not More of the Same, but Prescriptive to Student Needs Required Interactive Language Skills in Lieu of Freshman

Elective for Identified Students Integration of Coursework

English / Social Science / Science / Math – Freshmen, Sophomores, Juniors

Freshman PE Integrated Units with Freshman Biology

Sophomore PE/Health Build on Freshman PE and Biology Content Potentially Integrate with World Studies Units


Non-Renewal of Tech Academy PE Waiver and AP PE Waiver PE Exemptions Allowed in Accordance with School Code

Marching Band, Athletes, and NJROTC Failures

Must Attend Summer or Night School Student Moves on with Curriculum

Special Education Curriculum will Align with Regular Ed Integration will Occur in Regular Pathway When Feasible

English Language Learners Curriculum will Align with Regular Ed Students will Exit ELL Course(s) When Ready


Placement Methodology Multi-Variable Formula – Explore Score

English: Reading / English / Composite Social Science: Reading / English / Composite Biology: Science / Reading / Composite Math: Spring Placement Test & Math / Science / Composite

8th Grade Teacher Recommendation Parent Requests Considered

Grade Weighting Honors Courses Only Foreign Language 3 & 4

Curriculum

A system designed A system designed to maximize to maximize

student academic student academic success.success.



Instructional Instructional PracticesPractices•Shared Vision of Good Teaching

•Student Centered•High Expectations for All•Rigor/Relevance Framework

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Knowledge/ Awareness 1

KNOWLEDGE

Assimilation

C

Adaptation

D

Application

B

Acquisition

A

Rigor/Relevance Framework

1Knowledgein onediscipline

2Apply knowledgeIn one discipline

3Apply knowledgeacross disciplines

4Apply knowledgeto real-worldpredictablesituations

5Apply knowledgeto real-worldunpredictablesituations

APPLICATION

Instructional Instructional PracticesPractices•Shared Vision of Good Teaching

•Student Centered•High Expectations for All•Rigor/Relevance Framework•Research Based Practices•Data Driven – Formative Assessments•Differentiated Instruction•Ongoing Staff Development•Mentor Program•Common Team Planning•Peer Coaching•Instructional Coaching•Walk Throughs




Curriculum

Interventions


InterventionInterventionss

•Response to Intervention (RtI)

Response to Intervention (RtI)

Regular Ed Initiative

An eligibility process for determining if a student has a learning disability.

Shifting mindsets: Every learning/behavior problem becomes a special education problem.

Special Education

General Education

Sea of Ineligibility

Without Problem Solving


Regular Ed Initiative

An eligibility process for determining if a student has a learning disability.

Shifting mindsets: Every learning/behavior problem becomes a special education problem.

Shifting “Interventions” focus from reactive, punitive, and/or restrictive to proactive, preventative, inclusive.

Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.

General Education

Special Education

The “Old” Problem Solving Method

Severity of Educational Need or Problem

Amount ofResourcesNeededTo Benefit

General Education with Support

Bridging the Gap

Tier 3Special Education

Tier 2 Math and Writing Labs

Interactive Language SkillsMath AcademySummer Hive

Tier 1Well Designed Curriculum with a “Big Ideas Focus”

Character Education “The Zee Bee Way”

ZBTHS Pyramid of Interventions


January 1, 2009 – Deadline to complete transition plan to a process that determines how the child responds to scientific, research-based interventions as part of the evaluation procedure for specific learning disability.

2010-11 – Deadline for Illinois districts to implement RtI as part of their evaluation procedure for making specific learning disability determinations.


•Response to Intervention (RtI)•Summer Hive

Summer Hive

Feeder Schools Maintain Summer School Programs Insures Integrity of Eighth Grade Year as Students Seek

Graduation

Students are Scheduled for Frosh Math Academy and/or Interactive Language Skills

Lose Freshman Elective(s) Incentive to Pass Summer Hive Proficiency Test

Two 3-Hour Sessions – AM/PM – 4 Weeks (60 Hours Each) Math and Language Arts/Reading/Study Skills Transportation Provided via Title I

Voluntary – Earn .5 Credit Each if Maintain Attendance


•Math Academy & Interactive Language •Academic Labs in Lieu of Study Hall•Tutoring – SES, Talent Search, NHS•9th Period Intervention – LA & Math


9th Period Interventions

Two Offerings - Language Arts & Math

Two Certified Teachers at Both Campuses

Sessions = One Hour

Monday – Thursday Schedule TBD

Compensation - Hourly Summer/Night School Rate

Activity Bus Home

Notifications to Parents Regarding Opportunity


•Improved Athlete Study Tables

•Response to Intervention (RtI)•Summer Hive•Math Academy & Interactive Language•Academic Labs in Lieu of Study Hall•Tutoring – SES, Talent Search, NHS•Work Keys and Learning Express •9th Period Intervention – LA & Math

Athletic Dept. Academic Initiative

Increased Expectations Mantra: Athletes are Students First and Foremost Study Tables for Fs and Ds Two Study Sessions Weekly for Each F or D

Improved Study Session Opportunities Supervised by Two Teachers Before and After School Paid Position

Shuttle Bus Required to Off-Site Practices Increased Expectation for Participation in ACT Prep

InterventionInterventionss•Response to Intervention (RtI)

•Summer Hive•Math Academy & Interactive Language•Academic Labs in Lieu of Study Hall•Tutoring – SES, Talent Search, NHS•Work Keys and Learning Express•9th Period•Improved Athlete Study Tables•ACT Test Prep•Relationships Framework

Self-Actualization 5(Become all one can be)

Recognition 4(Respected, Competent)

Love & Belonging 3(Accepted by Others)

Safety-Security 2(Free from Fear, Pain, Threat)

Survival 1(Basic Needs)

NEEDS

D

All needs met. Strong relation-ships results in independent, self-assured,

lifelong learner.

Relationships Framework

1IsolationUnsupported

2AssistingSporadicallySupported

3MentoringModeratelySupported

4EnduringFullySupported

5Self-AssuredMutually Supported

RELATIONSHIPS

C

All needs met.Lack of consistent

relationships resultsin learner dependent

on a fewmentors.

A

Basic needs met.Lack of consistent

relationships resultsin limited learning.

B

Basic needs met.Strong relationshipsresults in sustainedlearning but not an

independent learner.


•Math Academy & Interactive Language•Academic Labs in Lieu of Study Hall•Tutoring – SES, Talent Search, NHS•Work Keys and Learning Express •9th Period•Improved Athlete Study Tables•ACT Test Prep•Relationships Framework


•Student Assistance Program (SAP)•Advisory & CLASS Programs•Guidance & Special Services




Curriculum


Interventions

•Shared Vision of Student Success

•All Students Known, Valued, and Inspired

•Maintain Urgent Focus on Instruction and Learning

•Excellent Attendance & Model of Civility

•Character Education-Social/Emotional Learning

•Stakeholder Awareness & Involvement – Parents, Community, Business, Churches, etc.

•Ongoing, Purposeful K-12 Articulation

•Ongoing Reflective Evaluation and Analysis

•Accountability – All Levels/All Staff




Curriculum


Interventions

Rationale for Change

New Expectations

What Used to Be Acceptable is No Longer

The “Rules” and Requirements for Success Have Changed, but American High School, in General, Has Not

A Results Oriented Model is Imperative

It’s the Right Thing to Do!

Increased Post High School Opportunities for Our Students

Achieve Our Mission: promoting Self-Worth, Social Responsibility, and Lifelong Learning

A B C D F

Bell Curve – Old Standard – Accepted Belief

“J” Curve – New Standard – NCLB

2013-14 = 100%

The Old Expectation . . .The Old Expectation . . .

The New Expectation . . .The New Expectation . . .

Source: District 214, Dr. Charles Venegoni

The Achievement Gap Challenge

Contributing FactorsSocio-Economic

Status,Lack of Enrichment

Experiences, Preschool, Health

Services, Nutrition, Vision, Dental, etc.

The High School Challenge

GOAL!

The Expectation/Goal

ACT College Readiness Benchmark Scores

EXPLORE PLAN ACT

English/English Comp

13 15 18

Math/Algebra 17 19 22

Reading/Social Science

15 17 21

Science/Biology 20 21 24A benchmark score is the minimum score needed on an ACT subject-

area test to indicate a 50 percent chance of obtaining a B or higher, or a 75 percent chance of obtaining a C or higher, in the corresponding

credit-bearing college course.

2008 ACT-Tested Graduates Ready for College-Level WorkNational Results

68

43

53

2822

0

10

20

30

40

50

60

70

80

90

100

English - 18 Math - 22 Reading - 21 Science - 24 Meet All

Per

cen

t

National N = 1,421,941

Note: Only 22% of the 1.4 million tested nationally met

all benchmarks

2008 ACT-Tested Graduates Ready for College-Level Work

68

43

53

2822

55

21

30

1310

0

10

20

30

40

50

60

70

80

90

100

English - 18 Math - 22 Reading - 21 Science - 24 Meet All

Per

cen

t

National

ZBTHS

National N = 1,421,941ZBTHS N = 356

Note: Effective 2008, the state increased the weighting of Day 1’s ACT score to be ~2/3 of the total PSAE score rather than the previous ~1/2.

Note: Only 22% of the 1.4 million tested nationally met

all benchmarks

Class of 2009 Three Year Growth EXPLORE to ACT

13

17

15

20

16

18

22

21

24

21

14.2

15.5

14.6

16.8

15.3

18.6

18.3 18

.8 19.4

18.8

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

English Math Reading Science Composite

Subject

EX

PL

OR

E t

o A

CT

Sco

res

EXPLORE Benchmark

ACT Benchmark

ZBTHS EXPLORE

ZBTHS ACT

N = 272 (Class of 2009 for whom we have EXPLORE/PLAN/ACT data.)

3.55.04.0 2.66.0 4.22.85.04.45.0

Hersey’s 2008 ACT Growth Results

Composite: 7.3 – First over 7 in District 214’s History English: 9.0 – New Record - Highest Anywhere Reading: 7.8 – Highest Ever in District Science: 6.4 – First over 6 in District History Dramatic Increase in AP Course Enrollment Dramatic Improvement in Passing AP Scores

“The proof is in the pudding.”

Dr. Charles Venegoni (2008)

AP Pass Rate by Entry Explore

Northtown Academy

Chicago Public School Serving At-Risk Population Scoring Best Results of all Non-Select CPS Schools Highest ACT Score Ever for Neighborhood CPS School – 20 ACT Scores in English: 7.86 growth in 2008 In the Top 10 of All CPS Schools, Surpassing Some Magnet and Select Admit Schools Poverty Rate Similar to District 126

“The proof is in the pudding.”

Next Steps

Immediate Implementation of Proposed Academic Interventions Board Adoption of Essential Principles and Plan Components Ongoing Staff Development to Expand the Critical Mass Comprehensive Rewrite of Freshman Curriculum

Starting Now – Not Summer Stipends for Curriculum Writing

Education & Informational Campaign Feeder Schools Parents All Stakeholder Groups

Classroom Use and Facilities Impact Study

In Conclusion . . .

" What creates success or failure are our decisions not

our conditions."

David Cottrell, Cornerstone Leadership Institute

district 126 strategic improvement design

Documents

student learning

learning community

lifelong learning

learning needs

essential core principlesit

student academic success

critical thinking skills

student achievement