Strategic Objective Two:

Provide a Rigorous Education for All Students

Appropriately rigorous learning experiences motivate students to learn more and learn it more deeply, while also giving them a sense of personal accomplishment when they overcome a learning challenge. A rigorous education is grounded in the concept of educational equity, the belief that all students—regardless of their race, ethnicity, gender, socioeconomic status, English proficiency, or disability—should pursue a challenging course of study that will prepare them for success in high school. In a rigorous educational system, instruction and assessment are driven by formally adopted standards and measurable outcomes. 

In a rigorous educational system, teachers employ high-impact instructional strategies to support students with mastery. Practices that have a significant impact on student learning are: standards-based planning, formative assessment (including feedback and individual student goal-setting), creating a classroom culture for learning, and differentiation. Rigorous educational systems recognize that the social-emotional health of students contributes not only to students' academic success, but also to their overall well-being.

Strategy

Desired Outcomes

Measures

A. Aligned, Articulated Curriculum

District 64 will have a written curriculum in all subject areas to ensure that students across grade levels are learning the same content. The curriculum will be based on national standards.


Standards-based education creates high expectations for all students and provides a consistent guide for the evaluation of student work. A core set of standards-based concepts and competencies form the basis of what all students should learn.




 

Curriculum Maps are aligned to state and national standards.


Curriculum Maps identify the essential learning outcomes that must be taught by grading period at each grade level or course in all subject areas.


Learning outcomes have been repacked into unit plans for all subject areas.


Unit plans are documented and easily accessible to staff. The written curriculum identifies intervention and enrichment options and includes aligned instructional materials.


Staff, students and families know the learning expectations for each unit of instruction in all subject areas to answer the question “What must all students know and be able to do by the end of this unit?” (e.g., via Web page, newsletter, email)


Teacher teams have common pre-assessments, formative, and summative assessments that are accurate, valid, and aligned to learning outcomes for each unit.

% of completed curriculum maps for each Core, Encore, and Elective course


Learning Walks (non-evaluative) to determine student understanding of learning outcomes and goals  (UNDER DEVELOPMENT)


%  of documented and online unit plans that include common formative and summative assessments



 

B. High-Impact Instruction

Use the teaching strategies that will cause the greatest student achievement. These strategies are:

  • standards-based planning
  • formative assessment (including feedback and individual student goal-setting)
  • positive classroom culture
  • differentiation

Learning is differentiated to particular academic needs, interests, and learning preferences. The learner has a voice and choice about the what, when, and how of his/her own learning.


 

Classroom instruction is characterized by high expectations; clear and consistent learning targets; a variety of opportunities to demonstrate levels of understanding. It also includes high levels of engagement and student initiative.


Teachers integrate high-impact instructional strategies to support student learning. These strategies are:

  • standards-based planning
  • formative assessment (including feedback and individual student goal-setting)
  • positive classroom culture
  • differentiation

Teachers use common formative and summative assessments results to improve instruction, determine student intervention and enrichment needs, and monitor individual student learning.


Implementation of District-wide SEL program which fosters a District 64 learning culture.

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 (Data available in Fall 2015)


Student mastery of increasingly rigorous targets set for Educational Ends assessments


Social-Emotional Learning indicators  (UNDER DEVELOPMENT)


5 Essentials (5E) Survey for students (grades 6-8) in the areas of Ambitious Instruction & Academic Personalism

C. Standards-Based Reporting

Standards-based reporting makes it clear what students are learning. It shares information about student performance and growth related to priority learning outcomes. In District 64, the Mastery Learning Committee has convened to address this topic.

Parents and schools communicate regularly and clearly about information important to student success. Schools inform families about standards and how they relate to the curriculum, learning objectives, methods of assessment, school programs, discipline codes, and student progress to promote two-way communication.


Comprehensive standards-based reporting system that provides all stakeholders with accurate information about student performance and growth related to learning outcomes.

Stakeholder satisfaction survey to determine effectiveness of standards-based reporting  (UNDER DEVELOPMENT)


Parent University exit slips  (UNDER DEVELOPMENT)


Clear targets and current performance posted to Website dashboard annually (MAP, PARCC, subgroup performance, Educational Ends)






 

 

  • Parents
  • Students
  • Community
  • Staff

Parents

Students

Community

Staff