3.3: Students Engaging With Curriculum

Leading Indicator 3.3

All students have the opportunity to learn the critical content of the curriculum.

Goal Statement #1: Tracking systems examine student's access to the curriculum.

Tracking System Examples

EMPOWER

    • Syllabus

    • High Priority Standards

    • Proficiency Scales

    • Curriculum Content Modules

    • Standards Aligned Assignments

    • Analytic Rubrics

  • Teacher tracking systems

    • Binders

    • Use of PLCs for data review and discussion

    • Empower data follows student with no class or time boundary.

Empower Reporting

Goal Statement #2: Parents are aware of student access to the curriculum.

Example:

    • Current changes in place to educate parents on new LMS Empower

    • Building newsletter went out with directions to connect parents to students on Empower.

    • Individual teachers train students and parents in google Meets

    • Teachers provide hard copies of curricular documents

    • Supply pick up for online students of curricular materials

Goal Statement #3: All students have access to advanced placement courses.

  • Dual Credit Classes (Animal Science, Botany, Computer Applications etc.)

  • $15 for anyone to take an AP test

  • 2019-2020 AP Enrollment: 188 Students taking 287 Exams - Incredible increases in past 5 years!

AP Biology: 25

AP Calculus AB: 19

AP Chemistry: 13

AP Computer Science A: 10

AP English Language & Composition: 84

AP English Literature & Composition: 40

AP Environmental Science: 14

AP Psychology: 12

AP Statistics: 40

AP U.S. Government & Politics: 17

AP U.S. History: 48

AP World History: Modern: 42

AP Portfolio practice review at Rockford Art Museum.

  • 2018-2019 Exam Summary

Total Students Who Took AP Exams in May 2019: 101

Total AP Exams Taken in May 2019: 144

Total Exams With Scores of 3 or better: 60

Total Students Scoring 3 or better on AP Exams: 35

Goal Statement #4: Student access to necessary courses has been analyzed.

Current evidence:

  • Teacher can review roster to see that student mastered prerequisite course

  • Teacher can recommend a student advance to a higher level course

  • Scheduling is streamlined in Buc Club and offerings are online

  • Counselors train teachers annually and meet with students for personalized planning

  • Kelly Cooper- early college coordinator works with Nik Butenhoff in setting up course opportunities

    • Identified opportunity gaps and created certificate programs

  • Career Guide- Students follow specified pathways to earn endorsements in a chosen field

  • Students have access to additional coursework through local community colleges, Illinois Virtual School, and online courses

  • Proficiency Recovery at the end of the semester as well as summer.

  • Students analyze strengths through WOOP Goals and choosing course they need further support in for BUCS WIN

  • Blended learning allows for student ownership of learning

  • Late Bus extension opportunities

Summary of special education teachers reviewing student placements.

Goal Statement #5: Teachers have completed appropriate training in their content area.

Evidence:

  • PDHs

  • Content-related Conferences

  • PLCs

  • Instructional Coaching

  • Professional Networks

  • Graduate work, district lottery for scholarships

  • College Board AP Summer Institute

Illinois Art Education Association conference.

Goal Statement #6: Direct vocabulary instruction for Tier 1 terms is provided to those who need it.

Goal Statement #7: Direct vocabulary instruction for Tier 2 terms is provided to all students as a regular part of English language arts instruction.

Goal Statement #8: Direct vocabulary instruction for Tier 3 terms is provided in all subject-area classes.


Definitions:

  • Tier 1 is basic vocabulary understood by most students in context.

  • Tier 2 is less frequent vocabulary that may not be understood in context.

  • Tier 3 is content specific vocabulary that will be explicitly taught.

    • 2.0 level, content specific vocabulary

Fine Art Example:

Tier 1: Students understand what soil is and that it can leave a mark.

Tier 2: Students may or may not know Sienna brown is a color derived from soil.

Tier 3: Students will learn that paint is made of pigment and binder. Pigment is the color and binder holds it together. Sienna brown is a specific color from the soil in Sienna Italy.


Example of Tier vocabulary in a scale.