Strategic Objective Three:

Differentiate to Meet the Academic and Social/Emotional Health Needs of All Students
 

Differentiated educational experiences enable students to become engaged, self-directed learners who are socially competent, emotionally self-aware and demonstrate resilience.

The notion of a public education available to all students "on equal terms" has broadened to include considerations for an increasingly diverse population of school children. This increased diversity among students in District 64 includes languages, families, cultural backgrounds, economic levels, and life experiences. Instructional accommodations, modifications, and differentiation all center on addressing the individual learning needs of students, supporting their mastery of content standards and related indicators.

District 64 applies appropriate methods to identify the extent to which each need impacts a student’s education. Customizing academic, creative, behavioral, physical, social, and emotional learning opportunities maximizes student growth. Customization requires articulating clear learning targets, coaching students to set rigorous personal goals, and partnering with students to monitor and reflect at timely intervals.

 

Strategy

Desired Outcomes

Measures

A. High-Quality Tier 2 and Tier 3 Intervention

Tier 2 and 3 interventions are offered in addition to participation in high-quality  Tier 1 classroom instruction. Tier 2 and 3 instruction must be qualitatively different from initial instruction, offer students a new approach, and offer additional learning time. In District 64, the Core Plus Committee has convened to address this topic.

Three tiers of instruction are provided in Math, Reading, Writing, and Social Emotional Learning (SEL).


Students are provided appropriate program/service options to support their learning.


Students master grade-level curriculum and are prepared for success at the next grade or subject level.


Student mastery is analyzed  by grade level, subject area, and identified groups, including: English Learners (EL), special education (Individualized Education Plan - IEP), and low socioeconomic status (SES).

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

Tier 2 and Tier 3 intervention participation rates for students with at-risk academic performance

Special Education students serviced in the Least Restrictive Environment (LRE) data

B. Data-Driven Decision-Making

Schools must establish a strong culture of data, which is used to ensure that data-driven decisions are made frequently, consistently, and appropriately. This data culture should emphasize collaboration across and within grade levels and subject areas to diagnose problems and refine educational practices.


 

District 64 has Data Decision-Making Guidelines and uses this process for continual improvement.


Teachers set target and learning goals for all students in Tier 2 and Tier 3.


Students examine their own data, know their learning goals, and actively work to reach them.


Student mastery is analyzed by grade level, subject area, and identified groups, including: English Learners (EL), Individualized Education Plan (IEP), and low Socioeconomic Status (SES).

Implementation rates of data-based decision-making guidelines by school (fidelity checklists)


PARCC/DLM performance gaps for specific subgroups [special education (IEP), low socioeconomic status (SES), and English Learners (EL)] (Data available in Fall 2015)


MAP performance gaps for specific subgroups [Special Education (IEP), low socioeconomic status (SES), and English Learners (EL)] (Data available in Fall 2015)

 

  • Parents
  • Students
  • Community
  • Staff

Parents

Students

Community

Staff