District 126 Strategic Improvement Design

1. District 126 Strategic Improvement Design Board of Education Committee of the Whole Workshop November 3, 2008 (All Goals Met/Completed in 2012)

2. District 126 Mission “to promote self-worth, social responsibility, and lifelong learning in partnership with our community.”

3. Strategic Improvement Goal Create a system designed to maximize student academic success.

4. Culture Instructional Practices Curriculum Culture Culture Interventions Strategic Improvement Design A system designed to maximize student academic success.

5. Curriculum • Essential Core Principles

6. all students will take a rigorous course of studies. its instructional methods and curriculum must be designed to meet the learning needs of all students. all students must develop skills and subject area competencies necessary for college readiness and success in life. student learning is enhanced by curriculum that is content-based and interdisciplinary, incorporating both historical and contemporary contexts. 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:

7. 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. in utilizing relevant, contemporary debate to foster civic consciousness and prepare students for responsible citizenship. all students are enriched through collaboration and cooperation in order to gain insights and understandings about our global community. Essential Core Principles District 126 is a learning community that believes:

8. 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

9. College Readiness Standards • Course Scope & Sequence • Identify Gaps & Overlaps • Alignment • CRS Scorebands for ACT • Goal • Review 25% • Primary 50% • Secondary 25% (Stretch)

10. 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

11. 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

12. 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

13. ACT-CRS SKILLS ALIGNMENT English, Reading, and Science **Students will be concurrently enrolled in Interactive Language Skills to assist in further skills acquisition.

14. ACT-CRS SKILLS ALIGNMENT Writing

15. ENGLISH COURSE SEQUENCE

16. SOCIAL SCIENCE COURSE SEQUENCE Sociology 1 Government Sociology 2 Psychology 1 Advanced Government Psychology 2 AP US Govt. & Politics AP Psychology Tech Acad. Government TA Electives

17. SCIENCE COURSE SEQUENCE Earth Science Environmental Ecology AP Biology (1.5 credit) AP Physics (1.5 credit) AP Chemistry (1.5 credit) TA Science Electives TBD

18. MATH COURSE SEQUENCE Prob/Stats and Trigonometry Pre-Calculus Algebra 1 Advanced Honors Geometry Honors Algebra 2 Honors Pre-Calculus AP Statistics AP Calculus AB AP Calculus BC CLC or Multi-Variable Calculus

20. 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

21. Changes for Class of 2013 • 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

22. Changes for Class of 2013 • 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

23. Changes for Class of 2013 • 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

24. Instructional Practices Strategic Improvement Design A system designed to maximize student academic success. Curriculum

25. Instructional Practices • Shared Vision of Good Teaching • Student Centered • High Expectations for All • Rigor/Relevance Framework

26. Rigor/Relevance Framework Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge/ Awareness 1 K N O W L E D G E Assimilation C Adaptation D Acquisition A Application B 1 Knowledge in one discipline 2 Apply knowledge In one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations APPLICATION

27. 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

28. A system designed to maximize student academic success. Interventions Strategic Improvement Design Instructional Practices Curriculum

29. Interventions • Response to Intervention (RtI)

30. 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.

31. Without Problem Solving Special Education Sea of Ineligibility General Education

32. 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. • 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.

33. Severity of Educational Need or Problem Special Education Amount of Resources Needed To Benefit General Education with Support General Education The “Old” Problem Solving Method

34. Bridging the Gap

35. ZBTHS Pyramid of Interventions Tier 3 Special Education Tier 2 Math and Writing Labs Interactive Language SkillsMath Academy Summer Hive Tier 1 Well Designed Curriculum with a “Big Ideas Focus” Character Education “The Zee Bee Way”

36. Response to Intervention (RtI) • January 1, 2009 – Deadline to complete transition planto 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.

37. Interventions • Response to Intervention (RtI) • Summer Hive

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. Relationships Framework C All needs met.Lack of consistentrelationships resultsin learner dependent on a fewmentors. D All needs met. Strong relation-ships results in independent, self-assured, lifelong learner. 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) N E EDS A Basic needs met.Lack of consistentrelationships resultsin limited learning. B Basic needs met.Strong relationshipsresults in sustainedlearning but not an independent learner. 1 IsolationUnsupported 2 AssistingSporadicallySupported 3 MentoringModeratelySupported 4 EnduringFullySupported 5 Self-AssuredMutually Supported RELATIONSHIPS

45. 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

46. A system designed to maximize student academic success. Culture Culture Culture Strategic Improvement Design Instructional Practices Curriculum Interventions

47. Culture Culture Culture • 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

48. A system designed to maximize student academic success. Culture Culture Culture Strategic Improvement Design Instructional Practices Curriculum Interventions

49. 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

50. A B C D F Bell Curve – Old Standard – Accepted Belief 2013-14 = 100% “J” Curve – New Standard – NCLB The Old Expectation . . . The New Expectation . . .