C&I Mid-Year Report February 20, 2018
District Initiatives 2017-2018 ● K-5 Math - Implementation of Elementary Bridges Curriculum ● 6-12 Math Curriculum - College Prep Mathematics (6-12) ● Reading - Implementation of School-wide Reading Curriculum (K-8) ● Assessment - Continue to delve deeper into NWEA/MAP & Student Growth ● Kindergarten Individual Development Survey (KIDS) ● 21st Century Teaching & Learning Pedagogy ● MTSS ● 9-12 English Language Arts Curriculum Review ● 6-12 Social Studies Curriculum Review ● 6-12 Science Curriculum Review ● World Languages Curriculum Review
K-5 Math Curriculum Bridges and Number Corner We began implementing Bridges and Number Corner in all K-5 classrooms in the Fall. Overall it is going very well and we are getting positive feedback from staff and students. Teachers were given 2 days of PD from Bridges trainers and 2 days to get classrooms set up and materials prepared. Grade level PD has been ongoing throughout this year. Teachers have been given time to collaborate within their grade levels and time in their classrooms to properly implement the new curriculum. A few teachers are piloting BlueStreak, a new fluency program.
College Preparatory Mathematics Began Implementation for grades 6-11 in the Fall of 2016 Core Curriculum Advanced Curriculum 6th Grade - Core Connections 1 6th Grade - Core Connections 1 & half of CC 2 7th Grade - Core Connections 2 7th Grade - Half of Core Connections 2 and CC 3 8th Grade - Core Connections 3 8th Grade - Integrated Math 1 9th Grade - Integrated Math 1 9th Grade - Integrated Math 2 10th Grade - Integrated Math 2 10th Grade - Integrated Math 3 11th Grade - Integrated Math 3 Teachers received 3 days professional development from CPM trainers 2 days in the summer and 1 days throughout this school year. Teachers will be observed twice throughout the school year by a CPM staff member and have a post conference to provide feedback to the teacher. We will begin looking at CPM curriculum for Statistics, pre-calculus and calculus this Spring.
K-8 ELA ● First year implementing K- 8 Schoolwide Reading Program ● First year implementing K-3 Fundations Program ● Fountas and Pinnell ● MyOn ● Proposing for Schoolwide Writing and Grammar Fundamentals
myON Report
High School ELA ● Study Sync ● My Perspective by Pearson- piloting ● Springboard by College Board
K-12 Science ● K-5 ○ Studying the Next Generations Science Standards (NGSS) and the conceptual shifts ● Middle School ○ FOSS ○ IQWST ● High School - ○ Activate Learning ○ Pearson ○ Houghton Mifflin Harcourt
Three Dimensional Learning Performance Expectations (PEs) Disciplinary Core Ideas (DCIs) Science and Engineering Practices (SEPs) Crosscutting Concepts (CCs) Click here to learn more about Three Dimensional Learning
Conceptual Shifts in the NGSS 1) K-12 science education should be practiced and experienced in the real world. 2) The NGSS are student performance expectations- not a curriculum. 3) The science concepts in the NGSS build coherently from K-12. 4) The NGSS focus on deeper understanding of content as well as application of content. 5) Science and engineering are integrated in the NGSS. 6) The NGSS are designed to prepare students for college, career, and citizenship. 7) The NGSS and Common Core Standards (ELA and Math) are aligned.
Elementary PARCC Composite Scores
Assessment: Reading MAP Results
Assessment: Math MAP Results
Assessment: Illinois Science Assessment Results
School Subgroup MAP Goals Blackhawk By Winter 2018, Kindergarten students will begin to close the gap on the mean NWEA AA: 144.9 to 146 H: 146.1 to 143.7 MAP Reading Foundational Skills by 3.0 points for each subgroup compared to Fall W: 149.1 to 151.5 subgroup gaps M: 148.1 to 146.9 F: 146.9 to 147.7 Center As measured by the Winter MAP math test in January 2018 the gap between 2nd grade Gap increased to 23 points AA and white students will close from 20 to 15 points. Empire Gap closed by 2.55 points By Winter 2018, African American Kindergarten students will begin to close the gap on the mean NWEA MAP Reading - Foundational Skills Norms by 2.5 points Jones Farrar By Winter MAP 2nd grade math, we will decrease the gap between African American Gap closed by 5 points and White students from 14 points to 8 points. Lincoln Douglas RESULTS PENDING By Winter 2018, Kindergarten students will begin to close the gap on the mean NWEA MAP Reading - Foundational Skills by 2.5 points By the end of the Winter MAP testing window, 2nd grade females will increase their Gap closed by 16 points (168.1 to 184.3) Taylor Park foundational skills in reading by 7 points from 168.1 to 175.1 At the completion of the Winter MAP test, all CSMS subgroups will close their gap by at RESULTS PENDING Carl Sandburg least one point in Reading and Math 43% met projected growth Freeport MS 70% of the 7th gr male students who scored below the 80th percentile on Fall ELA MAP test will meet or exceed on their projected growth rate Freeport HS 60% of African American and Bi-racial students will improve their individual targets for Met goal projected informational text RIT score as evidenced by growth from Fall to Winter MAP Assessment
Assessment, Research, Accountability Elevate K-12 Update Fall: Focus at elementary level based on student area of need as indicated ● on MAP Reading and Math assessments Winter: Targeting “bubble kids” in 3rd and 4th grade with focus on PARCC ● standards Informational Text ○ Academic Vocabulary ■ Text features/structures ■ Point of View ■ Reasoning along with evidence ■ Compare/Contrast of two texts ■
Kindergarten - State Mandated KIDS Assessment - Implemented the State required Kids Individual Development Survey for 100% of our Kindergarten students to determine student readiness. - Students were observed on 14 measures while they were working, lining up, playing, even during “specials”. - Data will be on our School Report Card - ISBE is providing Professional Development on how to interpret & analyze the Data to set classroom goals We sent two K teachers, Jessica and myself ● Webinar on March 27th 3:00 - 5:00 pm ●
ATL-REG: engagement, persistence, curiosity, 67% are developmentally initiative, thinking, on target attention and behavior SED: understand and interact with others & to 63% form positive relationships with nurturing adults and peers LLD: Foundational 46% language and literacy skills in their home language MATH: classification, number sense of quantity and operations, 47% measurement, shapes
Play-Based Kindergarten (“Intentional Learning Centers”) What is it: Importance of Play Is purposefully and intentionally planned by the ● teacher to address standards. Balances teacher-directed and child-led activities. ● Provides active, hands-on experiential learning. ● Integrates learning across multiple domains. ● Allows sufficient time for child-initiated activities. ● Where are we: Providing professional development through site visits to ● other districts Collaboration and discussion ●
21st Century Teaching and Learning Committee Committee is working on updating the Submatrix to reflect the new ● curriculum and have current resources for teachers organized into categories Professional Development Opportunity: ● 35 staff members on Project Based Learning ○ These staff members will help Principals implement PBL in buildings ○ Staff members were recommended by principals ○ August 7-9 ○ Two on-site follow up visits later in the year ○
Social Studies Elementary Committee was formed ● Representation from every grade K-5, every school, & ○ our 6-12 Committee Studying the C3 Framework & Illinois State Standards ○ 6-12 Committee is in year 2 of the Curriculum ● Review Process We will be bringing recommendations to the ○ board on March 6th Middle School: Houghton Mifflin, Pearson, National Geographic ● High School: Houghton Mifflin, Pearson, Cengage, Wiley, Bedford ●
K-12 Art Curriculum Review Illinois Learning Standards for Fine Arts were official as of February 2017. FSD145 Art Teachers continue to work on the K-12 Art Curriculum Review and should complete the work by this April. Elementary Art is in the final phases of curriculum review. ● Vertical articulation between grade levels will ensure that all standards ● are explored. Middle level curriculum is being re-evaluated to better fit with current ● plans for grade restructuring. A common approach to assessment is underway. ●
K-12 World Languages Curriculum Review The FSD145 Spanish and German teachers have been working on reviewing their curriculum areas. This work is based on the American Council on the Teaching of Foreign Languages (ACTFL) standards, adopted in 2012. Scope and sequence has been reviewed to ensure vertical ● articulation K-12. Textbook adoption is focusing on a blended learning environment ● that supports current technology. Research continues regarding best practices in structuring ● elementary and middle level language courses.
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