Strategic Objective One:

Develop Students Who Master the 4 C's - Communication, Collaboration, Creativity, and Critical Thinking

District 64 students face a world in which access to knowledge and integration of technology will continue to grow, evolve, and change at a rapid pace. To be ready for these unknown challenges, students must be creative, innovative, agile, and resourceful problem-solvers.

To meet this challenge, District 64 will need to provide students with complex, real-world inquiry-based learning opportunities. They collaborate with students in their classroom, from across the District, and across the world to focus on solving community, state, national, or world issues/problems of interest. They think critically and demonstrate artistic expression. Technology supports their approach to inquiry-based learning. Students will become adept at the four C’s (communication, collaboration, creativity, and critical thinking) as outlined in the “Framework for 21st Century Learning” researched by the Partnership for 21st Century Learning.

Strategy

Desired Outcomes

Measures

A. Engaging, Motivating, and Challenging Educational Program

The educational program includes opportunities that prepare students to achieve success in high school and beyond. These opportunities enable students to: (1) explore, discover, and optimize their individual strengths; and (2) recognize and help them overcome their weaknesses. Student outcomes are evaluated and benchmarked locally and nationally against the best educational systems.

Early Childhood - grade 8 Core, Encore, and Elective offerings broaden student experiences, prepare all subgroups to achieve success in high school and beyond, and support critical thinking and creative expression.


Program reviews are conducted and recommendations are implemented (e.g., kindergarten program, middle school program, Channels of Challenge program)


A curriculum review cycle that provides timely audit of current practices and research.

Learning Walks (non-evaluative)  levels of student engagement  (UNDER DEVELOPMENT)


Spring-to-spring comparative analysis of PARCC and MAP achievement (status and growth) to benchmark districts in reading and math (Data available in Fall 2015)


Student mastery of increasingly rigorous targets set for Educational Ends assessments


District 207 high school performance portfolio  (UNDER DEVELOPMENT)


 

B. Inquiry-Based Learning

Integrate inquiry-based learning into curricular experiences. We learn best when we are at the center of our own learning. Within the context of our Board-approved curriculum, inquiry-based learning is a learning process through questions generated from the interests, curiosities, and perspectives of the learner. Students explore interconnected concepts and collaborate to address real-world problems for an authentic audience.

Students regularly experience authentic learning activities designed to answer a question, solve a problem, or develop something that reflects the kinds of issues and situations found outside of class.


Students conduct learning projects in areas of study linked to Common Core State Standards (CCSS)/District Priority Standards.


Students have opportunities to explore their curiosities, talents and interests.


Students are skilled in communicating, collaborating, thinking critically, and designing creatively (learning targets incorporated with CCSS).

A minimum of two inquiry-based learning units at each grade level (to be developed).


Student performance rubric for the 4 C’s  (UNDER DEVELOPMENT):

  • communication
  • collaboration
  • creativity
  • critical thinking



 

C. Technology Integration

We use technology and digital resources to provide differentiated learning experiences for students.

Technology provides a consistent structure for students to learn, work, and practice collaboratively and independently in an interactive digital environment.

Students work in collaborative, engaging, relevant, and personalized learning environments with the use of  modern technology for all learners.


Teachers have a high level of comfort in integrating technology into their instructional practice and classroom learning environment.

Learning Walks (non-evaluative) levels of implementation  (UNDER DEVELOPMENT)


Grades 3-8 Students self-reporting on BrightBytes questionnaire data for the Classroom domain


Grades K-8 Teachers self-reporting on BrightBytes questionnaire data for the Classroom domain


Survey to Parents regarding 1:1 Chromebook initiative  (UNDER DEVELOPMENT)

 

  • Parents
  • Students
  • Community
  • Staff

Parents

Students

Community

Staff