STUDENT ACHIEVEMENT

Superintendent Goals

2015-2016

Middle School

CURRICULUM

INSTRUCTIONASSESSMENT

THESE CORE COMPONENTS OF OUR PRACTICE AS

EDUCATORS SUPPORT STUDENT ACHIEVEMENT AND SUCCESS.

The McRel leadership study determined

that superintendents must focus on:

1.Collaborative goal setting.

2.Non-negotiable goals for achievement and instruction.

3.Use of resources to support achievement and

instruction.

4.Monitoring goals for achievement and instructions.

5.Having defined autonomy and relationship with the

schools.

ANNUAL PL ANNING & EVALUATION

CYCLE

1.

Board & Supt.

agree on goals

of the year

6.Board

evaluates Supt.

performance in

light of goals

progress

7.Board evaluates

progress toward

District goals and

changing

realities.

5.

Supt.

completes self

evaluation of

work and goals

progress

2.Admin. creates

action plans (w/

required

resources and

accountability

4.

Board

evaluates its

own process

and

effectiveness

3.Supt. given

authority and

resources to

reach goals. Supt. creates goals ad

creates goals for

own work.

A PARTNERSHIP

GoalsConnected to District Mission

(Great Schools, Together)

Link to Dr. Wiegand’s Goals

Action PlansMoving toward reality

SuperintendentAdministration

&

Management

School BoardPolicy & Direction

NOTE: A clear and helpful Superintendent job description supports the entire process.

THE PRACTICE AND ARTISTRY OF TEACHING AND LEARNING IS A SYSTEM OF ONGOING, OFTEN OVERLAPPING,

PROCESSES THAT INCLUDE CURRICULUM, ASSESSMENT, AND INSTRUCTION.

HIGHLY COMPLEX SYSTEM THAT GROWS INCREASINGLY COMPLICATED AND IS OFTEN

THWARTED BY CHANGES IN DIRECTION, GROWING FAMILY NEEDS, CHANGES IN REQUIREMENTS, UNFUNDED MANDATES,

AND/OR LACK OF DECISIONS BEING MADE IN A TIMELY MANNER AT THE STATE LEVEL.

CHALLENGES

• ACT vs SAT

• NGSS

• PARCC

• Disconnect between K-8 and 9-

12 (not being addressed by

College and Career

Standards/Common Core)

• SB-7

• Social service challenges

• State budget

• Mobility (students missing

instruction)

• Poverty

• Homelessness

• PERA – time

• Social-emotional needs of

students

• Competing community values

BACKWARDS MAPPING FROM COLLEGE READINESS TO KINDERGARTEN

Post-Secondary Success

High School

Middle School

Elementary School

Pre-K/Early Childhood

SUPPORTING ACHIEVEMENT VIA

CURRICULUM, INSTRUCTION, AND ASSESSMENT

C.I.A.

RIGOROUS CURRICULUMMIDDLE SCHOOL

G O A L 1 - T H E S U P E R I N T E N D E N T W I L L F O S T E R H I G H A C A D E M I C A C H I E V E M E N T , W E L L N E S S , A N D W E L L - B E I N G A M O N G A L L L E A R N E R S I N A S A F E , S U P P O R T I V E E N V I R O N M E N T

RIGOROUS CURRICULUM

• Power Standards help set the bar for rigor

• AVID Strategies are used in instructional delivery

• Writing happens across the curriculum

• Technology fuels our learning

• C3 and NGSS in Social Studies & Science

• Honors options challenge students

POWER STANDARDS

STANDARDS = EXPECTATIONS

Standards are what teachers and students should strive to achieve

They describe precisely what we want students to know after they

experience school

POWER STANDARDS =THE MOST ESSENTIAL STANDARDS

They are skills typically assessed and monitored throughout a course

They may be assessed and monitored across grade levels

They will always appear on a report card

POWER STANDARD EXAMPLE

Science:Making and using arguments based on evidence

“But Mrs. Anders, not all human impact on ocean

ecosystems has to be negative, I’ve seen examples of

artificial coral reefs being put in places to help the

environment.”

POWER STANDARD EXAMPLE

Social Studies:Connect social studies content knowledge to real-

world situations (Domain 4).

We’ve been studying CNN Student News where researchers

finally found evidence of gravitational waves. The students

were all excited saying things like, “When two supernovae

collide it produces the heavier elements that are found on

earth, and well Einstein's Theory of Relativity was right!!".

ALL STUDENTS HAVE A WRITE TO LEARNG O A L 1 B

Students receive 47 minutes of uninterrupted

writing each day. They can use pen and paper

or current technology to meet writing standards.

Year BlackMulti-

Racial

Hispanic or

LatinoWhite

Asian

or

Pacific

Island

er

Americ

an

Indian

or

Alaska

n

Native

Female Male ELL SPEDLOW

SESTotal

2012-

13

271 64 94 555 164 4 1152

24% 6% 8% 48% 14% 0%

2013-

14

208 58 83 468 139 3 959

22% 6% 9% 49% 14% 0%

2014-

15

256 80 93 553 166 6 1134

23% 7% 8% 47% 15% 0%

2015-

16

290 76 108 525 155 6 580 580 23 30 473 1160

25% 7% 9% 45% 13% 0% 50% 50% 2% 3% 41% 44%

Percentage out of total number enrolled honors

TRACKING ACCESS TO HONORSGoal 1E

INSTRUCTIONMIDDLE SCHOOL

WE GRADUALLY RELEASE WHEN WE TEACHG R R

AVIDG O A L 1 E

• All 3 Middle Schools are moving toward Demonstration Status.

• WICOR – Writing, Inquiry, Collaboration, Organization, Reading

These are the foundation of AVID strategies.

• It’s a philosophy. Students can excel with: supports, access and

college and career knowledge.

Have you

asked good

questions

today?

AVID: A FOCUS ON RIGORPhilosophical Debates, Socratic Seminars, Rigorous Questioning

The Socratic method of teaching is based on Socrates' theory that it is

more important that students are given opportunities to THINK versus

have a “right” answer.

INSTRUCTIONAL WALKTHROUGHSG O A L 1 C

ASSESSMENTSMIDDLE SCHOOL

FALL WINTER SPRING PURPOSESUMMATIVE ACT Aspire

Reading – Mathematics – English –Science – Writing

November

SUMMATIVE PARCC

Performance Based: Reading and Mathematics

*NGSS 8TH

APRIL-MAY

ACT provides information regarding College-Readiness.

PARRC Provides an overall view of District, cohort, and individual performance compared to State/National data.

BOTH may provide feedback on curriculum & instruction.

AIMSwebReading

&MATH

Fall

AIMSwebReading

& Math

Winter

AIMSwebReading

& Math Spring

A Universal Screener that compares students to National norms and guides student placement in supports.

Tells fluency, comprehension, math foundational skills and math problem solving skills.

TIER 2 & 3-ONGOINGAIMSweb Weekly

Begins Immediately

TIERS 2 & 3-ONGOINGAIMSweb Weekly

Begins Immediately

TIER 2 & 3-ONGOINGAIMsweb Weekly

Begins Immediately

Used for progress monitoring by students & teachers in Tier II and Tier III supports. Tells teachers,students and parents if things are improving.

FORMATIVEStandards Based Curriculum

Common in-building & across- building assessment

Ongoing

FORMATIVEStandards Based Curriculum

Common in-building & across- building assessments

Ongoing

FORMATIVEStandards Based Curriculum

Common in-building & across- building assessments

Ongoing

Curriculum assessments used to help students & teachers make instructional decisions for progress towards mastery of Standards.

2015-2016 MIDDLE SCHOOL ASSESSMENT CALENDAR

SETTING ACADEMIC GROWTHGoal 1B

A GLOBAL VIEW ON ASSESSMENTSG O A L 1 B

MONITORING COHORT GROWTHGoal 1B

Fall Target, 17

Winter Target, 25

Spring Target, 29

MASTERY CONNECTG O A L 1 B

INNOVATIVE PRACTICES & PARTNERSHIPS

MIDDLE SCHOOL

INNOVATIVE PRACTICES & PARTNERSHIPS

• STEM Specialists and courses at each middle school

• 21st Century technology (probes, Chromebooks, SmartBoards)

• Partnerships with Math Science Technology and Engineering

(MSTE), Wolfram, Fowler Farms, U of I

• Summer Opportunities in STEM

• Operation Hope Jr.

• Project-Based Learning

• Career Cruising

• EEE Portfolio Project

PARTNERSHIPS: FOWLER FARMS, WOLFRAM RESEARCH, STEM VIDEOGRAPHY

G O A L 1 A , 4 A

Switching Up Summer SchoolGoals 1E, 5A

Changing resources & methodologies, adding enrichment options, and establishing a culture

focused on rebounding and accelerating makes Summer School a new type of EXPERIENCE.

AVID, THE UNIVERSITY OF ILLINOIS’100 STRONG & GREG WILSON

G O A L 1 A , 4 A

MEETING 21ST CENTURY NEEDS WITH CAREER CRUISING

G O A L 1 A

of Unit 4 middle school students have

explored future career paths in Career

Cruising.

90%

Interest Inventory

Career Matches Based on Interest

Online Interviews with Professionals

College Match

Scholarship Search

CONTINUING TO FIND THEIR VOICE & LEAD G O A L S 4 A , 5 C

Choices, Dream, Drive, Team

Operation Hope Jr. DRs

SY 15 263

SY 16 106

Current Active Students 74

OPERATION HOPE JR.Goals 1A, 1E, 5A

• Started with 18 students, currently have 16

• Attended: The Other Wes Moore presentation, Illini game, Movies

and SIUE College Visit

• Reading List: Yummy, Crossover, Unchained, Forged by Fire

Student A 2014 2015

A 2 5

B 4 1

C 2 2

D 3 0

F 0

DRs 38 15

Student B 2014 2015

A 2 6

B 1 1

C 5 1

D 0 0

F 0 0

DRs 13 4

Student C 2014 2015

A 0 3

B 0 1

C 1 1

D 3 1

F 5 1

DRs 32 9

Principal loves the

decrease in DRs!

Student was chosen to

participate in an in-house

video project and has joined

Lead4Life.Student is now assisting in the

office and mentoring other

students.

OPERATION HOPE JR. Student Highlights

EEE PORTFOLIO PROJECT YEAR 2Goals 4B, 5A

STUDENT VOICE INITIATIVESG O A L 5 C

STUDENT ART WORK

STUDENT DREAMS SELF AWARENESS

UNIT 4 MIDDLE SCHOOLS

FOCUSED ON INNOVATION, ACHIEVEMENT &

EXCELLENCE!