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

5. Curriculum Essential Core Principles

6. 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. District 126 is a learning community that believes:

7. Essential Core Principles 6. 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. 7. in utilizing relevant, contemporary debate to foster civic consciousness and prepare students for responsible citizenship. 8. all students are enriched through collaboration and cooperation in order to gain insights and understandings about our global community. District 126 is a learning community that believes:

8. Curriculum 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 Essential Core Principles

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. College Readiness Skills (CRS) Scoreband 9 th 10 th 11th RegularAdvancedHonorsRegularAdvancedHonorsRegularAdvancedHonors 33-36Secondary 25% Secondary 25% Primary 60% 28-32Secondary 25% Secondary 25% Primary 50% Secondary 25% Primary 50% Review 40% 24-27Secondary 25% Primary 50% Secondary 25% Primary 50% Review 25% Primary 50% Review 25% 20-23Secondary 20% Primary 50% Review 25% Primary 50% Review 25% Review 25% 16-19Primary 50% Review 25% Review 25% 1-15Review 30%** ACT-CRS SKILLS ALIGNMENT English, Reading, and Science **Students will be concurrently enrolled in Interactive Language Skills to assist in further skills acquisition.

14. College Readiness Skills (CRS) Scoreband 9 th 10 th 11th RegularAdvancedHonorsRegularAdvancedHonorsRegularAdvancedHonors 11-12Secondary 25% Secondary 25% Primary 60% 9-10Secondary 25% Secondary 25% Primary 50% Secondary 25% Primary 50% Review 40% 7-8Secondary 25% Primary 50% Secondary 25% Primary 50% Review 25% Primary 50% Review 25% 5-6Secondary 25% Primary 50% Review 25% Primary 50% Review 25% Review 25% 3-4Primary 50% Review 25% Review 25% 2Review 25%** ACT-CRS SKILLS ALIGNMENT Writing

15. 9 th 10 th 11 th 12 th (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) ENGLISH COURSE SEQUENCE

16. 9 th 10 th 11 th 12 th (Semester Govt. + Electives) Social Studies World HistoryU.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 SOCIAL SCIENCE COURSE SEQUENCE Sociology 2 Sociology 1 Government Psychology 1 Psychology 2 AP US Govt. & Politics AP Psychology Tech Acad. Government TA Electives Advanced Government

17. 9 th 10 th 11 th 12 th (Electives) BiologyChemistryPhysics Advanced Biology Advanced Chemistry Advanced Physics Honors Biology Honors Chemistry Honors Physics Tech Academy Biology Tech Academy Chemistry Tech Academy Physics 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. 9 th 10 th 11 th 12 th (Electives) Math Acad/Algebra 1 or Algebra 1 Only GeometryAlgebra 2 GeometryAlgebra 2Pre-Calculus Honors Geometry Honors Algebra 2 Honors Pre-Calculus Honors Algebra 2Honors Pre-CalcAP Calculus BC Tech Academy TBD Tech Academy TBD Tech Academy TBD MATH COURSE SEQUENCE Prob/Stats and Trigonometry Pre-Calculus Honors Pre-Calculus AP Statistics AP Calculus BC CLC or Multi- Variable Calculus Algebra 1 Advanced Honors Geometry Honors Algebra 2 AP Calculus AB

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 8 th Grade Teacher Recommendation Parent Requests Considered Grade Weighting Honors Courses Only Foreign Language 3 & 4

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

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

26. Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge/ Awareness 1 KNOWLEDGEKNOWLEDGE Assimilation C Adaptation D Application B Acquisition A Rigor/Relevance Framework 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. Strategic Improvement Design Curriculum Interventions Instructional Practices

29. Interventions Response to Intervention (RtI)

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

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

34. Bridging the Gap

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

36. 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.

37. Interventions Response to Intervention (RtI) Summer Hive

38. 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 Math Academy & Interactive Language Academic Labs in Lieu of Study Hall Tutoring – SES, Talent Search, NHS 9 th Period Intervention – LA & Math Response to Intervention (RtI) Summer Hive

40. 9 th 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 Improved Athlete Study Tables 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 9 th Period Intervention – LA & Math

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 9 th Period Improved Athlete Study Tables ACT Test Prep Relationships Framework

44. 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) NEEDSNEEDS D All needs met. Strong relation- ships results in independent, self-assured, lifelong learner. Relationships Framework 1 Isolation Unsupported 2 Assisting Sporadically Supported 3 Mentoring Moderately Supported 4 Enduring Fully Supported 5 Self-Assured Mutually Supported RELATIONSHIPS C All needs met. Lack of consistent relationships results in learner dependent on a few mentors. A Basic needs met. Lack of consistent relationships results in limited learning. B Basic needs met. Strong relationships results in sustained learning but not an independent learner.

45. Interventions Math Academy & Interactive Language Academic Labs in Lieu of Study Hall Tutoring – SES, Talent Search, NHS Work Keys and Learning Express 9 th Period Improved Athlete Study Tables ACT Test Prep Relationships Framework Response to Intervention (RtI) Summer Hive Student Assistance Program (SAP) Advisory & CLASS Programs Guidance & Special Services

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

47. 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. Strategic Improvement Design Curriculum Instructional Practices 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. ABCDF Bell Curve – Old Standard – Accepted Belief “J” Curve – New Standard – NCLB 2013-14 = 100% The Old Expectation... The New Expectation...

51. Source: District 214, Dr. Charles Venegoni The Achievement Gap Challenge Contributing Factors Socio-Economic Status, Lack of Enrichment Experiences, Preschool, Health Services, Nutrition, Vision, Dental, etc. The High School Challenge GOAL!

52. The Expectation/Goal ACT College Readiness Benchmark Scores EXPLOREPLANACT English/English Comp131518 Math/Algebra171922 Reading/Social Science151721 Science/Biology202124 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.

53. National N = 1,421,941 Note: Only 22% of the 1.4 million tested nationally met all benchmarks

54. National N = 1,421,941 ZBTHS N = 356 Note: Effective 2008, the state increased the weighting of Day 1’s ACT score to be ~2/3 of the total PSAE score rather than the previous ~1/2. Note: Only 22% of the 1.4 million tested nationally met all benchmarks

55. N = 272 (Class of 2009 for whom we have EXPLORE/PLAN/ACT data.) 3.55.04.02.66.04.22.85.04.45.0

56. Hersey’s 2008 ACT Growth Results Composite: 7.3 – First over 7 in District 214’s 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 “The proof is in the pudding.”

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

58. Northtown Academy 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 “The proof is in the pudding.”

59. 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

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