District 126 Strategic Improvement Design

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District 126 Strategic Improvement Design

• Board of Education
• Committee of the Whole Workshop
• November 3, 2008
• (All Goals Met/Completed in 2012)

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District 126 Mission
to promote self-worth, social responsibility,
and lifelong learning in partnership with our
community.
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Strategic Improvement Goal
Create a system designed to maximize student
academic success.
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A system designed to maximize student academic
success.
Strategic Improvement Design
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Curriculum

• Essential Core Principles

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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.

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Essential Core Principles
District 126 is a learning community that
believes

1. 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.
2. in utilizing relevant, contemporary debate to
   foster civic consciousness and prepare students
   for responsible citizenship.
3. all students are enriched through collaboration
   and cooperation in order to gain insights and
   understandings about our global community.

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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

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College Readiness Standards

• Course Scope Sequence
• Identify Gaps Overlaps
• Alignment
• CRS Scorebands for ACT
• Goal
• Review 25
• Primary 50
• Secondary 25 (Stretch)

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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

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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

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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

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ACT-CRS SKILLS ALIGNMENT English, Reading, and
Science
College Readiness Skills (CRS) Scoreband 9th 9th 9th 10th 10th 10th 11th 11th 11th
College Readiness Skills (CRS) Scoreband Regular Advanced Honors Regular Advanced Honors Regular Advanced Honors
33-36 Secondary 25 Secondary 25 Primary 60
28-32 Secondary 25 Secondary 25 Primary 50 Secondary 25 Primary 50 Review 40
24-27 Secondary 25 Primary 50 Secondary 25 Primary 50 Review 25 Primary 50 Review 25 Review 40
20-23 Secondary 20 Primary 50 Review 25 Primary 50 Review 25 Review 25 Review 25 Review 25 Review 40
16-19 Primary 50 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 40
1-15 Review 30 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 40
Students will be concurrently enrolled in
Interactive Language Skills to assist in further
skills acquisition.
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ACT-CRS SKILLS ALIGNMENT Writing
College Readiness Skills (CRS) Scoreband 9th 9th 9th 10th 10th 10th 11th 11th 11th
College Readiness Skills (CRS) Scoreband Regular Advanced Honors Regular Advanced Honors Regular Advanced Honors
11-12 Secondary 25 Secondary 25 Primary 60
9-10 Secondary 25 Secondary 25 Primary 50 Secondary 25 Primary 50 Review 40
7-8 Secondary 25 Primary 50 Secondary 25 Primary 50 Review 25 Primary 50 Review 25 Review 40
5-6 Secondary 25 Primary 50 Review 25 Primary 50 Review 25 Review 25 Review 25 Review 25 Review 40
3-4 Primary 50 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 40
2 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 25 Review 40
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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)
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SOCIAL SCIENCE COURSE SEQUENCE
9th 10th 11th 12th (Semester Govt. Electives) 12th (Semester Govt. Electives) 12th (Semester Govt. Electives)


Social Studies World History U.S. History

Advanced Social Studies Advanced World History Advanced U.S. History

Honors Social Studies Honors World History AP U.S. History

Tech Academy Social Studies Tech Academy World History Tech Academy U.S. History
Sociology 1
Government
Sociology 2
Psychology 1
Advanced Government
Psychology 2
AP US Govt. Politics
AP Psychology
Tech Acad. Government
TA Electives
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SCIENCE COURSE SEQUENCE
9th 10th 11th 12th (Electives)

Biology Chemistry Physics

Advanced Biology Advanced Chemistry Advanced Physics

Honors Biology Honors Chemistry Honors Physics

Tech Academy Biology Tech Academy Chemistry Tech Academy Physics
Earth Science
Environmental Ecology
AP Biology (1.5 credit)
AP Physics (1.5 credit)
AP Chemistry (1.5 credit)
TA Science Electives TBD
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MATH COURSE SEQUENCE
9th 10th 11th 12th (Electives)

Math Acad/Algebra 1 or Algebra 1 Only Geometry Algebra 2

Geometry Algebra 2 Pre-Calculus

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
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
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(No Transcript)
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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

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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

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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

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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

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

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

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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
Application B
Acquisition A
1 Knowledge in one discipline
2 Apply knowledge In one discipline
3 Apply knowledge across disciplines
4 Apply knowledge to real-world predictab
le situations
5 Apply knowledge to real-world unpredict
able situations
APPLICATION
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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

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Strategic Improvement Design
Instructional Practices
Curriculum
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Interventions

• Response to Intervention (RtI)

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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.

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Without Problem Solving
Special Education
Sea of Ineligibility
General Education
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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.

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The Old Problem Solving Method
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Bridging the Gap
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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
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Response to Intervention (RtI)

• 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.

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Interventions

• Response to Intervention (RtI)
• Summer Hive

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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

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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

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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

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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

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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

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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

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Relationships Framework
D All needs met. Strong relation-ships results
in independent, self-assured, lifelong learner.
C All needs met.Lack of consistentrelationships
resultsin learner dependent on a fewmentors.
Self-Actualization 5(Become all one can
be) Recognition 4(Respected, Competent) Love
Belonging 3(Accepted by Others) Safety-Securi
ty 2(Free from Fear, Pain, Threat) Survival
1(Basic Needs)
N E EDS
A Basic needs met.Lack of consistentrelationship
s 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
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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

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Strategic Improvement Design
Instructional Practices
Curriculum
Interventions
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• 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

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Strategic Improvement Design
Instructional Practices
Curriculum
Interventions
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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
• Its the Right Thing to Do!
• Increased Post High School Opportunities for Our
  Students
• Achieve Our Mission promoting Self-Worth,
  Social Responsibility, and Lifelong Learning

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The Old Expectation . . .
The New Expectation . . .
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The Achievement Gap Challenge
GOAL!
Source District 214, Dr. Charles Venegoni
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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.
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Note Only 22 of the 1.4 million tested
nationally met all benchmarks
National N 1,421,941
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Note Only 22 of the 1.4 million tested
nationally met all benchmarks
National N 1,421,941 ZBTHS N 356
Note Effective 2008, the state increased the
weighting of Day 1s ACT score to be 2/3 of the
total PSAE score rather than the previous 1/2.
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3.5
5.0
4.0
2.6
6.0
4.2
2.8
5.0
4.4
5.0
N 272 (Class of 2009 for whom we have
EXPLORE/PLAN/ACT data.)
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Herseys 2008 ACT Growth Results
The proof is in the pudding.

• Composite 7.3 First over 7 in District 214s
  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

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AP Pass Rate by Entry Explore
Dr. Charles Venegoni (2008)
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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

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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

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In Conclusion . . .
" What creates success or failure are our
decisions not our conditions." David Cottrell,
Cornerstone Leadership Institute