C&I Mid-Year Report February 20, 2018 District Initiatives - - PowerPoint PPT Presentation

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 7th Grade - Core Connections 2 8th Grade - Core Connections 3 9th Grade - Integrated Math 1 10th Grade - Integrated Math 2 11th Grade - Integrated Math 3 6th Grade - Core Connections 1 & half of CC 2 7th Grade - Half of Core Connections 2 and CC 3 8th Grade - Integrated Math 1 9th Grade - Integrated Math 2 10th 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

• f 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 MAP Reading Foundational Skills by 3.0 points for each subgroup compared to Fall subgroup gaps AA: 144.9 to 146 H: 146.1 to 143.7 W: 149.1 to 151.5 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 AA and white students will close from 20 to 15 points.

Gap increased to 23 points Empire

By Winter 2018, African American Kindergarten students will begin to close the gap

• n the mean NWEA MAP Reading - Foundational Skills Norms by 2.5 points

Gap closed by 2.55 points

Jones Farrar

By Winter MAP 2nd grade math, we will decrease the gap between African American and White students from 14 points to 8 points. Gap closed by 5 points

Lincoln Douglas

By Winter 2018, Kindergarten students will begin to close the gap on the mean NWEA MAP Reading - Foundational Skills by 2.5 points RESULTS PENDING

Taylor Park

By the end of the Winter MAP testing window, 2nd grade females will increase their foundational skills in reading by 7 points from 168.1 to 175.1 Gap closed by 16 points (168.1 to 184.3)

Carl Sandburg

At the completion of the Winter MAP test, all CSMS subgroups will close their gap by at least one point in Reading and Math RESULTS PENDING

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 43% met projected growth

Freeport HS

60% of African American and Bi-racial students will improve their individual targets for projected informational text RIT score as evidenced by growth from Fall to Winter MAP Assessment Met goal

Assessment, Research, Accountability

Elevate K-12 Update

• Fall: Focus at elementary level based on student area of need as indicated
• n 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, initiative, thinking, attention and behavior SED: understand and interact with others & to form positive relationships with nurturing adults and peers LLD: Foundational language and literacy skills in their home language MATH: classification, number sense of quantity and operations, measurement, shapes 67% are developmentally

• n target

63% 46% 47%

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
• ther 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, &

• ur 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.

MTSS

Criteria and processes established for Academic and Behavioral interventions and supports

• PBIS (Behavioral) Handbook shared with all Principals and PBIS building coaches

prior to August 21st

• MTSS (Academic) Handbook was introduced to all Principals, Social Workers, and

Reading Teachers on September 1st in a “Train the Trainer” format

• Direct support being provided to all buildings for implementing the formalized

process, both scheduled via MTSS Coordinator and as requested by building staff

• Continuing to work on identifying/implementing research-based interventions to

support student needs

○ Leveled Literacy Intervention System (K-8), Fundations (K-3), Bridges Intervention (K-5), and MAP Skills (3-12) ○ Check In Check Out, Social Academic Instructional Groups, FBA/BIP

Next Steps and Future Focused Thinking

The C & I Department will continue to build capacity of our instructional system through consistency and continued support. The C & I Department will continue to focus on developing a future-focused, modernized, and progressive instructional system that prepares Freeport students to be college/career ready and globally competitive The C & I Department will improve the process of the Professional Learning Community model.