Transcript District 126 Strategic Improvement Design

District 126
Strategic Improvement Design
Board of Education
Committee 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.
Strategic
Improvement
Design
A system designed to
maximize student
academic success.
Curriculum
Instructional
Practices
Interventions
Curriculum
•Essential Core Principles
Essential Core Principles
District 126 is a learning community that believes:
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.
Essential Core Principles
District 126 is a learning community that believes:
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.
Curriculum
•Essential 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
College Readiness Standards
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Course Scope & Sequence
Identify Gaps & Overlaps
Alignment
CRS Scorebands for ACT
Goal
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Review 25%
Primary 50%
Secondary 25% (Stretch)
Curriculum
•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

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
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
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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
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Relevance to Students / Application Model
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Promotes Critical Thinking and Higher Level Decision-Making
Data Driven

Considers Multiple Variables in Placement Formula
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Measures Student Mastery Against CRS Goals

Assessment is an Ongoing Key Component

District-wide

Classroom Level

Individual Learner
ACT-CRS SKILLS ALIGNMENT
English, Reading, and Science
College
Readiness
Skills (CRS)
Scoreband
9th
Regular
Advanced
10th
Honors
Regular
Advanced
33-36
11th
Honors
Regular
Secondary
25%
28-32
Secondary
25%
24-27
Review
25%
Primary
50%
Review
25%
Review
25%
Primary
50%
Review
25%
Primary
50%
Review
25%
1-15
Review
30%**
Review
40%
Primary
50%
Primary
50%
16-19
Primary
60%
Secondary
25%
Secondary
25%
Primary
50%
Secondary
25%
Primary
50%
Primary
50%
Secondary
20%
Honors
Secondary
25%
Secondary
25%
20-23
Advanced
Review
25%
Review
25%
**Students will be concurrently enrolled in Interactive Language Skills to assist in further skills acquisition.
ACT-CRS SKILLS ALIGNMENT
Writing
College
Readiness
Skills (CRS)
Scoreband
9th
Regular
Advanced
10th
Honors
Regular
Advanced
11-12
11th
Honors
Regular
Secondary
25%
9-10
Secondary
25%
7-8
Review
25%
Primary
50%
Review
25%
Review
25%
Primary
50%
Review
25%
Primary
50%
Review
25%
2
Review
25%**
Review
25%
Review
40%
Primary
50%
Primary
50%
3-4
Primary
60%
Secondary
25%
Secondary
25%
Primary
50%
Secondary
25%
Primary
50%
Primary
50%
Secondary
25%
Honors
Secondary
25%
Secondary
25%
5-6
Advanced
Review
25%
ENGLISH COURSE SEQUENCE
9th
10th
11th
12th (Electives)
Oral & Written
Communication
World Literature
& Composition
American Literature
& Composition
Semester
Electives (TBD)
Advanced
Oral & Written
Communication
Advanced
World Literature
& Composition
Advanced
American Literature
& Composition
Honors
Oral & Written
Communication
Honors
World Literature
& Composition
AP English
Language &
Composition
AP English
Literature &
Composition
Tech Academy
Oral & Written
Communication
Tech Academy
World Literature
& Composition
Tech Academy
American Literature
& Composition
Tech Academy
Semester
Electives (TBD)
SOCIAL SCIENCE COURSE SEQUENCE
9th
10th
11th
12th (Semester Govt. + Electives)
Sociology 1
Social Studies
World History
U.S. History
Government
Advanced
Social Studies
Advanced
World History
Advanced
U.S. History
Advanced
Government
Sociology 2
Psychology 1
Psychology 2
Honors
Social Studies
Honors
World History
AP
U.S. History
AP US Govt.
& Politics
AP
Psychology
Tech Academy
Social Studies
Tech Academy
World History
Tech Academy
U.S. History
Tech Acad.
Government
TA Electives
SCIENCE COURSE SEQUENCE
9th
10th
11th
12th (Electives)
Earth Science
Biology
Chemistry
Physics
Environmental
Ecology
Advanced
Biology
Advanced
Chemistry
Advanced
Physics
Honors
Biology
Honors
Chemistry
Honors
Physics
AP Biology
(1.5 credit)
AP Physics
(1.5 credit)
AP Chemistry
(1.5 credit)
Tech Academy
Biology
Tech Academy
Chemistry
Tech Academy
Physics
TA Science
Electives TBD
MATH COURSE SEQUENCE
9th
10th
11th
Math Acad/Algebra 1
or Algebra 1 Only
Geometry
Algebra 2
Algebra 1 Advanced
Honors
Geometry
Honors
Algebra 2
12th (Electives)
Prob/Stats and
Trigonometry
Pre-Calculus
Honors
Pre-Calculus
Geometry
Algebra 2
Pre-Calculus
AP Statistics
Honors
Geometry
Honors
Algebra 2
Honors
Pre-Calculus
Honors Algebra 2
Honors Pre-Calc
AP Calculus BC
Tech Academy
TBD
Tech Academy
TBD
Tech Academy
TBD
AP Calculus AB
AP Calculus BC
CLC or MultiVariable Calculus
CLASS OF 2013 FOUR YEAR PLAN OPTIONS
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
*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
ELECTIVE or STUDY HALL
Graduation Requirements
4.00
3.50
3.00
3.00
3.00
0.50
0.50
0.25
1.50
4.50
English (Oral & Written Composition, World Literature & Composition, American Literature & Composition, One Year Electives)
Social Science (Social Studies, World History, US History, Government .5)
Science (Biology, Chemistry, Physics)
Math (including Geometry)
PE
Computer Tech (waiver available but must replace with an elective)
Health
Driver Education
Senior Year Core Electives (English, Social Science, Science, Math, or Foreign Language 3 or 4, Tech Academy Seminar)
Core Electives or General Electives (Foreign Language, Business, FACS, Industrial Tech, Tech Campus, PE, NJROTC, VPA, Math Academy,
Interactive Reading Skills, Summer Hive)
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 overload
Increased 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.
Changes for Class of 2013
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Increased Graduation Requirements
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Add Sophomore Level Social Science Course
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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
Provides English/SS Integration Freshman, Sophomore, Junior Years
Reduce Senior Government to Semester
Eliminate Pre-Algebra Course
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All Students Enter Minimally at Algebra 1
Changes for Class of 2013
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Required Math Academy in Lieu of Freshman Elective for Identified
Students
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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
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English / Social Science / Science / Math – Freshmen, Sophomores, Juniors
Freshman PE
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Integrated Units with Freshman Biology
Sophomore PE/Health
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Build on Freshman PE and Biology Content
Potentially Integrate with World Studies Units
Changes for Class of 2013
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Non-Renewal of Tech Academy PE Waiver and AP PE Waiver
PE Exemptions Allowed in Accordance with School Code
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Failures
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Must Attend Summer or Night School
Student Moves on with Curriculum
Special Education
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Marching Band, Athletes, and NJROTC
Curriculum will Align with Regular Ed
Integration will Occur in Regular Pathway When Feasible
English Language Learners
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Curriculum will Align with Regular Ed
Students will Exit ELL Course(s) When Ready
Changes for Class of 2013
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Placement Methodology
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Multi-Variable Formula – Explore Score
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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
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Honors Courses Only
Foreign Language 3 & 4
Strategic
Improvement
Design
Curriculum
A system designed to
maximize student
academic success.
Instructional
Practices
Instructional Practices
•Shared Vision of Good Teaching
•Student Centered
•High Expectations for All
•Rigor/Relevance Framework
Rigor/Relevance Framework
Evaluation 6
K
N
O
W
L
E
D
G
E
Synthesis 5
Analysis 4
Assimilation
Adaptation
C
D
Acquisition
Application
A
B
Application 3
Comprehension 2
Knowledge/
Awareness 1
1
2
Knowledge Apply
in one
knowledge
discipline In one
discipline
3
Apply
knowledge
across
disciplines
4
Apply
knowledge
to real-world
predictable
situations
APPLICATION
5
Apply
knowledge
to real-world
unpredictable
situations
Instructional Practices
•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
Strategic
Improvement
Design
A system designed to
maximize student
academic success.
Curriculum
Instructional
Practices
Interventions
Interventions
•Response to Intervention (RtI)
Response to Intervention (RtI)
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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.
Without Problem Solving
Special Education
Sea of Ineligibility
General Education
Response to Intervention (RtI)
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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.
The “Old” Problem Solving Method
Special Education
General Education
with Support
Amount of
Resources
Needed
To Benefit
General Education
Severity of Educational Need or Problem
Bridging the Gap
ZBTHS Pyramid of Interventions
Tier 3
Special Education
Tier 2
Math and Writing Labs
Interactive Language Skills
Math Academy
Summer Hive
Tier 1
Well Designed Curriculum with a “Big Ideas Focus”
Character Education “The Zee Bee Way”
Response to Intervention (RtI)
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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.
Interventions
•Response to Intervention (RtI)
•Summer Hive
Summer Hive
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Feeder Schools Maintain Summer School Programs
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Insures Integrity of Eighth Grade Year as Students Seek Graduation
Students are Scheduled for Frosh Math Academy and/or
Interactive Language Skills
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Lose Freshman Elective(s)
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Incentive to Pass Summer Hive Proficiency Test
Two 3-Hour Sessions – AM/PM – 4 Weeks (60 Hours Each)
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Math and Language Arts/Reading/Study Skills

Transportation Provided via Title I
Voluntary – Earn .5 Credit Each if Maintain Attendance
Interventions
•Response to Intervention (RtI)
•Summer Hive
•Math Academy & Interactive Language
•Academic Labs in Lieu of Study Hall
•Tutoring – SES, Talent Search, NHS
•9th Period Intervention – LA & Math
9th Period Interventions
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Two Offerings - Language Arts & Math
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Two Certified Teachers at Both Campuses
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Sessions = One Hour
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Monday – Thursday Schedule TBD

Compensation - Hourly Summer/Night School Rate
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Activity Bus Home
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Notifications to Parents Regarding Opportunity
Interventions
•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
•Improved Athlete Study Tables
Athletic Dept. Academic Initiative
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Increased Expectations
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Improved Study Session Opportunities
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Mantra: Athletes are Students First and Foremost
Study Tables for Fs and Ds
Two Study Sessions Weekly for Each F or D
Supervised by Two Teachers Before and After School
Paid Position
Shuttle Bus Required to Off-Site Practices
Increased Expectation for Participation in ACT Prep
Interventions
•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
Relationships Framework
Self-Actualization 5
(Become all one can be)
N
E
E
D
S
Recognition 4
(Respected, Competent)
Love & Belonging 3
(Accepted by Others)
Safety-Security 2
(Free from Fear, Pain, Threat)
Survival 1
(Basic Needs)
C
D
All needs met.
Lack of consistent
relationships results
in learner dependent
on a few
mentors.
All needs met.
Strong relationships results in
independent,
self-assured,
lifelong learner.
A
B
Basic needs met.
Lack of consistent
relationships results
in limited learning.
Basic needs met.
Strong relationships
results in sustained
learning but not an
independent learner.
1
2
Isolation
Assisting
Unsupported Sporadically
Supported
3
Mentoring
Moderately
Supported
4
Enduring
Fully
Supported
RELATIONSHIPS
5
Self-Assured
Mutually
Supported
Interventions
•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
•Student Assistance Program (SAP)
•Advisory & CLASS Programs
•Guidance & Special Services
Strategic
Improvement
Design
A system designed to
maximize student
academic success.
Curriculum
Instructional
Practices
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
Strategic
Improvement
Design
A system designed to
maximize student
academic success.
Curriculum
Instructional
Practices
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
The Old Expectation . . .
A
B
C
D
F
Bell Curve – Old Standard – Accepted Belief
The New Expectation . . .
2013-14 = 100%
“J” Curve – New Standard – NCLB
The Achievement Gap Challenge
Contributing Factors
Socio-Economic Status,
Lack of Enrichment
Experiences, Preschool,
Health Services,
Nutrition, Vision,
Dental, etc.
The High School
Challenge
Source: District 214, Dr. Charles Venegoni
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
24
A 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 Work
National Results
100
90
80
Percent
70
68
60
53
50
43
40
28
30
22
20
10
0
English - 18
National N = 1,421,941
Math - 22
Reading - 21
Science - 24
Meet All
Note: Only
22% of the 1.4
million tested
nationally met
all benchmarks
2008 ACT-Tested Graduates Ready for College-Level Work
100
National
90
ZBTHS
80
Percent
70
60
68
55
50
53
43
40
30
30
28
22
21
20
13
10
Note: Only
22% of the 1.4
million tested
nationally met
all benchmarks
10
0
English - 18
National N = 1,421,941
ZBTHS N = 356
Math - 22
Reading - 21
Science - 24
Meet All
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.
Class of 2009 Three Year Growth
EXPLORE to ACT
EXPLORE Benchmark
ACT Benchmark
25
ZBTHS EXPLORE
24
24
ZBTHS ACT
23
21
21
22
21
13
12
16.8
15.3
14.2
14
14.6
15
15
15.5
16
16
18.8
17
17
18.3
18
18
18.6
19
18.8
19.4
20
20
13
EXPLORE to ACT Scores
22
5.0
4.4
5.0
2.8
6.0
4.2
4.0
2.6
5.0
3.5
11
English
Math
Reading
Science
Subject
N = 272
(Class of 2009 for whom we have EXPLORE/PLAN/ACT data.)
Composite
Hersey’s 2008 ACT Growth Results
“The proof is in the pudding.”

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
AP Pass Rate by Entry Explore
Dr. Charles Venegoni (2008)
Northtown Academy
“The proof is in the pudding.”

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
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



Education & Informational Campaign




Starting Now – Not Summer
Stipends for Curriculum Writing
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