-RT3--Township HSD211 · priority indicators for RT3 using Rising Star. Target Date: 12/15/2015...

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-RT3--Township HSD211

Tow

Township High School District 211 District Improvement Plan: Comprehensive Plan Report

Key Indicators are shown in RED.

Continuous Improvement

District Vision and Direction

Indicator CII1 - The district and school(s) have an aligned vision/mission statement that supports

a learning environment which is emotionally safe and conducive to learning. (2321)

Status Tasks Completed: 1 of 6 (17%)

Level of Development: Initial: No development or Implementation 03/26/2012

Will include in plan

Index: 6 (Priority Score x Opportunity Score)

Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 -

requires changes in current policy and budget

conditions)

Describe current level of development:

RT3 participation requires that we participate in the ISBE-developed survey of learning conditions. This survey has not

yet been released by the ISBE for use by school districts. No

implementation is yet possible.

Plan Assigned to: Samantha Dolen

Added: 06/20/2012

How it will look when fully met: District 211 will administer the State-adopted "Survey of Learning Conditions" according to the guidance provided by

ISBE. Data provided by the survey will be used to guide future school improvement efforts related to school climate

and learning conditions.

Target Date: 08/01/2015

Tasks:

1. Gather information regarding the data collected and the method for administration

Assigned to: Samantha Dolen

Target Completion Date: 10/25/2012

Comments: District 211 participated in a Webinar as well as the RT3 sessions regarding the 5E survey.

Task Completed: 10/24/2012

2. Administer the survey of learning conditions to students and staff in February/March of 2013


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Comments:

3. Analyze results from the 5E survey of learning conditions administered in February/March of 2013 to create baseline for improvement.



Comments:

4. Create an action plan based upon the results of the survey and the areas indicated as most in

need of improvement. From the results, the district team will select the areas of highest priority;

an action plan to begin in the 2014 school year will be implemented.



Comments:

5. Administer the Survey of learning conditions to students and staff in February/March of 2014.



Comments:

6. Administer the survey of learning conditions to students and staff in February/March of 2015.



Comments:

Implement Percent Task Complete: 1 of 6 (17%)

November 16, 2012

Indicator IA08 - SP-The school board and superintendent present a unified vision for school improvement. (1124)

Status Full Implementation

Level of Development: Initial: Full Implementation 12/02/2011

Evidence: The School Board and Superintendent review and approve all

school improvement plans, academic goals and the instructional vision for District 211. Improvement plans

address the academic needs of all the AYP subgroups

established by the Illinois State Board of Education including English language learners, students receiving special education

services, low income students and identified Title I students.

Added:

November 16, 2012

Indicator IA09 - SP-SD-The superintendent and other central office staff are accountable for school

improvement and student learning outcomes. (1125)



Evidence: All certified staff evaluation documents have at least one goal

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based on student achievement. Administrative evaluations include a student growth goal as adopted by the Illinois State

Board of Education. District 211 shares in the accountability

of assisting all students meet academic progress. This would include all AYP subgroups identified by the Illinois State Board

of Education including English language learners, students receiving special education services, low income students and

identified Title I students.

Annual reports regarding the attainment of the year's

academic goals are submitted to the Board of Education at a public meeting. An additional report is made to the Board of

Education at a public meeting for approval once the academic goals are created by the building principals and the district

instructional leaders. A district instructional team reviews

attainment of the district goals and school level progress reports. The school improvement plan progress

documentation site is monitored and reviewed by the district instructional team and the school leadership teams.

Resources are provided to assist teams meet their goals.

The school improvement plan administrators meet regularly

with the school improvement central office administrator. It is the school improvement plan administrator’s responsibility to

ensure their school meets their academic goals.

The district is committed to improving academic achievement

for all students. Through a continuous improvement model the district assesses the progress, creates action plans,

implements the plan, monitors it, and makes the necessary adjustments to increase student academic achievement as well

as professional learning.

Added:

November 16, 2012


District and School Improvement Processes

Indicator CII2 - The district improvement process is aimed at student academic, physical, social, emotional, and behavioral development. (2323)


Level of Development: Initial: Limited Development 03/26/2012



Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished

within current policy and budget conditions, 1 - requires changes in current policy and budget

conditions)

Describe current level of

development:

District 211 currently uses the rising star module for

development of our district and school improvement plans. As changes occur in the requirements for school improvement

and reporting, the district modifies the improvement plan.

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Added: 06/20/2012

How it will look when fully met: The district implements a comprehensive district continuous improvement process including identifying and monitoring

priority indicators for RT3 using Rising Star.


Tasks:

1. Establish a district team for implementation of a comprehensive district continuous improvement process.

Assigned to: Danielle Hauser


Comments: This team will include the District Director for Instructional

Improvement as well as the school improvement administrators from each high school.


2. District and school improvement plans will be monitored and revised in rising star as needed based upon changing state and federal curriculum and assessment requirements.



Comments:


3. Evaluate District progress in the 17 RT3 District improvement focus areas of: CII1, CII2, CII3,

1A01, IA02, IA03, IB01, IA14, IA06, IA10, IC05, D7, D9, D11, D13, RT3-1, RT3-2.



Comments: Each of the 17 RT3 indicators was evaluated within rising star prior to the start of the 2013 school year.


4. Create a plan for each of the RT3 District improvement focus areas of CII1, CII2, CII3, IA01, IA02, IA03, IB01, IA14, IA06, IA10, IC05, D7, D9, D11, D13, RT3-1, RT3-2.



Comments:


5. District 211 leadership will participate in a continuous improvement process including the frequent monitoring of RT3 expectations. An annual summary of the District's status relative to

the RT3 indicators will be provided within the District Continuous Improvement Plan in October,

2013 to the Board of Education.



Comments: CII2 is specifically required as a priority of RT3. RT3 expectations must continue through and be met by December,

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2015.

6. District 211 leadership will participate in a continuous improvement process including the

frequent monitoring of RT3 expectations. An annual summary of the District's status relative to the RT3 indicators will be provided within the District Continuous Improvement Plan in October,




Comments: CII2 is specifically required as a priority of RT3. RT3 expectations must continue through and be met by December,

2015.

7. District 211 leadership will participate in a continuous improvement process including the

frequent monitoring of RT3 expectations. An annual summary of the District's status relative to the RT3 indicators will be provided within the District Continuous Improvement Plan in October,




Comments: CII2 is specifically required as a priority of RT3. RT3

expectations must be met by and continue through December, 2015.


November 16, 2012

Indicator CII3 - The district’s school improvement process is aimed at student academic, physical, social, emotional, and behavioral development. (2324)







conditions)


The district currently uses the rising star module and the District 211 School Improvement Documentation site for

maintenance of the improvement plans for all five high schools

in the district. As changes occur in the state and federal requirements, modifications to the curriculum, assessments,

and instruction will be noted within those plans indicating continuous improvement to the process.

Plan Assigned to: Danielle Hauser

Added: 10/29/2012

How it will look when fully met: District 211 supports a comprehensive continuous

improvement process, including improvement plan creation and monitoring within rising star, for each of the five high

schools.


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Tasks:

1. Establish a district team for implementation of a comprehensive continuous improvement

process at each of the five high schools. The school-level administrators on the district team coordinate the work of faculty and staff at the schools to create and monitor school improvement

efforts and activities.



Comments:

2. Each school will evaluate progress in the SmartStart and SmartPlan focus areas.



Comments:

3. Monitor and revise school improvement plans in rising star as needed based upon changing state and federal curriculum and assessment requirements and related to the SmartStart and

SmartPlan indicators.



Comments:

4. Schools will create plans for each of the SmartStart and SmartPlan indicators that represent

priority areas for the learning environment or teacher and learning. These plans will be created within rising star.



Comments:

5. District 211 leadership will participate in a continuous improvement process including

reviewing student’s social emotional needs and the services provided to all students without

stigma and with equal access. An annual summary of the District's status relative to the RT3 and continuous district improvement indicators will be provided within the District Continuous

Improvement Plan in October, 2013 to the Board of Education.



Comments:

6. District 211 leadership will participate in a continuous improvement process including

reviewing student’s social emotional needs and the services provided to all students without stigma and with equal access. An annual summary of the District's status relative to the RT3 and

continuous district improvement indicators will be provided within the District Continuous Improvement Plan in October, 2014 to the Board of Education.



Comments:

7. District 211 leadership will participate in a continuous improvement process including reviewing student’s social emotional needs and the services provided to all students without

stigma and with equal access. An annual summary of the District's status relative to the RT3 and

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continuous district improvement indicators will be provided within the District Continuous Improvement Plan in October, 2015 to the Board of Education.



Comments:


November 16, 2012

Indicator IA01 - SC-The district builds partnerships with municipal and civic leaders, includes them

in district and school improvement planning, and maintains regular communication with them. (1117)







conditions)


District 211 works in close partnership with municipal and civic leaders in the development of school safety and

social/emotional development. This partnership does not

currently involve direct communication regarding academic programs within the District. The involvement of municipal

and civic leaders could be expanded to include these areas for district and school improvement planning.

The district will utilize the Illinois Shared Learning Environment

and the redesigned state report card when available from

ISBE.


Added: 10/29/2012

How it will look when fully met: District 211 uses school and district performance information from resources such as the Illinois shared Learning

Environments (ISLE) and the redesigned State Report Card to support and build partnerships with municipal and civic

leaders.


Tasks:

1. District 211 staff will participate in ISBE-led meetings and trainings, both in-person and via webinar, regarding the development and use of the Illinois Shared Learning Environment (ISLE).



Comments: District staff have participated in webinars offered by the ISBE

and the P20 Council. District staff will attend an ISLE focus group on November 13.

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2. District 211 technology staff will attend meetings, trainings, and planning sessions related to data integration between Districts and the Illinois Shared Learning Environment.

Assigned to: Sheldon Luo


Comments: Data mapping will be necessary to ensure that student

learning data can be transferred from the District to ISLE.

An ISLE implementation and data mapping meeting is scheduled for November 28.

3. District 211 staff will participate in informational and planning sessions related to the creation

and use of the redesigned state report card.



Comments:

4. District 211 staff will collaborate with local industry and community leadership to identify areas

of technological or employment skills at can be addressed through further curriculum development.

Assigned to: Theresa Busch


Comments: The current efforts by Mark Hibner to collaborate with the

Illinois Manufacturing Organization are a good example of this work.

5. District 211 will map and load initial student and school data to the ISLE platform.



Comments:


November 16, 2012

Indicator IA02 - SC-The district builds partnerships with community organizations in district and

school improvement planning and maintains regular communication with them. (1118)






requires changes in current policy and budget conditions)


District 211 collaborates with partner districts at both the elementary and community college levels to align programs to

improve student achievement. The districts share standards, assessments, and instructional methods for high school

courses taught at the junior high schools as well as for dual credit courses taught at the high school level. The districts

have begun to investigate the criteria included in the draft of

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the new state school report cards; performance information relative to the transitions from junior high to high school and

from high school to college is currently shared.


and the redesigned state report card when available from ISBE.


Added: 10/29/2012

How it will look when fully met: District 211 uses school and District performance information

from resources such as the Illinois Shared Learning Environment and the redesigned State Report Card to support

and build partnerships with community organizations.


Tasks:




Comments:

2. District 211 technology staff will attend meetings, trainings, and planning sessions related to

data integration between Districts and the Illinois Shared Learning Environment.



Comments:

3. District 211 staff will participate in ISBE-led meetings and trainings, both in-person and via

webinar, regarding the development and use of the Illinois Shared Learning Environment (ISLE).



Comments:

4. District 211 staff will participate in informational and planning sessions related to the creation

and use of the redesigned state report card.



Comments:

5. District 211 staff will collaborate with leaders from local community organizations to identify build partnerships that specifically address the needs of district schools and students.



Comments:


November 16, 2012

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Indicator IA03 - SC-The district builds partnerships with parent organizations in district and school improvement planning and maintains regular communication with them. (1119)







conditions)


development:

District 211 involves parent partners in the development of

programs related to Title I, Title III, and Response to Intervention. Each school includes a Parent Advisory Board

which meets regularly with the principal to address parent concerns, identify areas of improvement, and recommend

changes within the school.


and the redesigned state report card when available from ISBE.


Added: 10/29/2012

How it will look when fully met: District 211 uses school and district performance information

from resources such as the Illinois Shared Learning Environment and the redesigned State Report Card to support

and build parent engagement.


Tasks:

1. District 211 staff will collaborate with parents to review information provided via ISLE and the redesigned State Report Card to identify priority focus areas for student engagement and

performance.



Comments:




Comments:

3. District 211 technology staff will attend meetings, trainings and planning sessions related to data integration between Districts and the Illinois Shared Learning Environment.



Comments:

4. District 211 staff will participate in information and planning sessions related to the creation

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and use of the redesigned state report cards.



Comments:

5. District 211 staff will participate in ISBE-led meetings and trainings, both in-person and via

webinar, regarding the development and use of the Illinois Shared Learning Environment (ISLE).



Comments:


November 16, 2012

Indicator IA07 - SS-SD-In collaboration with its schools, the district sets district and school

achievement targets for all students and for AYP subgroups. (1123)



Evidence: The District’s goals are presented to the Board of Education each summer. The goals are directed toward individual

student improvement. The goal is for all students to

demonstrate the expected level of academic growth on any number of assessments used across the District. The list of

assessments includes the addition of the ACT subtest in English, to go along with the subtests of Reading and

Mathematics, the MAP (Measures of Academic Progress) test

in reading, ACCESS (Assessing Comprehension and Communication in English State to State) test for English

Language Learners, and the Prairie State Achievement Exam. The goal is for 100% of our students to meet the established

District goals.

Through the school improvement plans the professional

learning teams set local targets for each department and course critical learning standards. The critical learning

standards and targets are articulated to students so they know what standards they are expected to master. Teachers assess

and monitor student academic performance. Through the

continuous improvement model students, faculty and parents work together to assist each student reaching the target.

Underlying Beliefs:

1. Each student graduating from Township High School District 211 should have options for college and career pursuits.

2. The communication skills and mathematics knowledge

required for entry into college or vocational post-high school endeavors are increasingly similar and provide a common

target of standards to be learned. 3. In order to be competitive in a global economy, students

must obtain “21st” century skills. These include the ability to

think critically, solve problems, communicate and listen effectively, access and analyze information, apply knowledge,

become self-learners, and collaborate effectively with others.

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District Goals: Goal 1: Students will demonstrate academic growth in high

school.

Goal 2: Students will demonstrate attainment of knowledge and skills defined within local, state and national high school

standards. Goal 3: Students will demonstrate on-time graduation from

high school.

Goal 4: Students will demonstrate college and career readiness while in high school.

Through the curriculum, ELL services, and academic

interventions for English language learners teachers assist ELL students to close the academic achievement gap. District 211

sets high standards for all students with the expectation ELLs

will meet them. District 211 has continued to meet the first two objectives of the annual measurable achievement

objectives that relate to the development and attainment of English proficiency. Faculty and staff continue to strive for

ELLs to meet standards on the Prairie State Achievement

Exam given to juniors. Through district and Title III funding teams of teachers are able to research, purchase and

implement interventions aimed at closing the achievement gap.

Added:

November 16, 2012

Indicator IB01 - SS-The district operates with district-level and school-level improvement teams. (1132)



Evidence: Teams are established at both the District and school level.

Cabinet is comprised of the superintendent and select district

office administrators. Administrative Council is comprised of the superintendents, school principals, and the director of

human resources. Information shared at administrative council is shared by the principals with school leadership team.

In addition, there is a district level instructional team and a

business team. Each member on the instructional team is the facilitator of a team comprised of identified school

administrators and/or teachers. All the members work together towards meeting the District goals established each

summer. Information is shared between the levels on researched-based best practices. The teams work together to

implement professional learning opportunities in accordance

with the standards of professional learning created by the National Staff Development Council. All professional learning

activities are created with the goal of increasing student achievement.

District 211 faculty and staff have made an investment in developing and maintaining professional learning communities

focused on learning from each other to identify strategies and improve teaching techniques that produce higher student

academic achievement. Teachers throughout the District have

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embraced the professional responsibility of focusing on learning. PLC’s use shared leadership to monitor the

implementation of the school improvement plan to achieve

District goals. On a regular basis, teams of educators, called professional learning teams, meet to review curriculum, best

practices, student academic achievement and progress toward the District goal. Professional learning teams use formative

assessment results and student data to guide instructional

practice and foster continuous improvement both for students and educators. Collaborative grading completed during PLT

time is an effective instructional practice to ensure reliability and validity when assessing student work. Professional

learning teams use assessment results to measure student progress and identify strengths and weaknesses in student

academic performance. Professional learning teams monitor

and analyze data to adjust practices toward improvement of student academic performance. The teamwork exhibited by

professional learning teams is meaningful, informed, and purposeful.

District 211 faculty and staff continue to focus on the following three questions that guide the work of a professional learning

community: What do we want our students to know? Rigorous standards-based curriculum defined as our critical learning

standards. How will we know if students have learned? Through the use of consistent formative assessment and

summative evaluation practices, classroom-based

assessments, and district/state assessments. What are we willing to do if students do not learn? Provide multiple

opportunities for student learning and demonstration of knowledge along with specific and timely academic

interventions.

Professional learning teams provide the means necessary to

systematically examine data and results toward reaching the established goals and growth and achievement targets.

The regular collection and analysis of performance data is an essential component within continuous school improvement.

Performance data is collected relative to each growth area targeted for improvement. This information provides important

guidance to review progress during the current school year and to identify target areas for continued improvement.

School leadership teams engage in this process weekly.

Added:

November 16, 2012

Indicator ID01 - SS-A team structure is officially incorporated into the school improvement plan and school governance policy. (1152)



Evidence: District Board Policy Section School Board Governance and

Operation BBAD follow 105ILCS 5/10-21.4 and 23 ILL Administrative Code 1.210 which states the Board of Education

and Superintendent constitute the management team for the

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District. The relationship requires clear communication of expectations regarding duties and responsibilities of both the

Board and Superintendent. The Board adopts policies

necessary to provide general direction for the District and to encourage achievement of District goals. The Superintendent

develops plans, programs and procedures needed to implement policies, District goals, and Board directives. The

District 211 Board Policy file CBA informs the Superintendent

he or she is to provide educational leadership, coordinate work of all administrative departments, recommend policies to the

Board for improvement of the school system and its educational services to the students and the communities

served and recommend to the Board changes in the curriculum and instructional materials to be used by the school

district.

Under the supervision of the Superintendent District 211

establishes professional learning teams at the school and district level to develop and implement school improvement

action plans.

The Mission of Township High School District 211 is to serve

the educational needs of the community by developing and implementing quality programs which challenge students to

achieve their potential to become contributing, informed citizens capable of meeting the demands of a changing world.

To prepare District 211 students to meet the changing

demands each of the four components within the instructional vision must be addressed.

20-20 Vision: 20-20 Vision conveys that the District has a clear

vision and must remain on course with the development of

course critical learning standards, the use of the formative and benchmark assessment results through the collaboration

within the professional learning teams.

Techno-Opportunity: District 211 students must be provided

experiences, skills and access directly connected to technology. Information and communication is increasingly

conducted via technology. Opportunities will be provided to our students to develop and utilize such skills.

Inter-Data-Dependence: Inter-dependent relationships exist

between any pairs of objects or entities when the success or

continuation of each object depends on the success of the other object. At each level of interaction, the instructional

vision for the next five years in District 211 will increasingly be connected by and dependent on the use of data and

information specific to student learning.

Responding to Social Realism: The instructional vision includes

ways to develop responsible use of social media, develop effective interpersonal communication skills in a world context

that can foster interpersonal distancing and the need to develop informed citizens who can participate in their

communities.

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The four components taken as a summative whole will result in the District planning for needed resources - including

personnel, staff development and finances - that will be

needed to make this vision a reality.

Sustaining educators’ motivation and commitment to their work is a crucial goal of a school improvement framework. A

professional learning framework includes opportunities for

study and reflections on information and examples of research, successful practice, and their own experience to

define and solve problems to reconstruct new instructional strategies, curricula and assessments. There is a focus on

learning and improving instruction which includes both individual and collaborative experiences through

experimentation and reflection built into a continuous

improvement cycle.

Professional learning is embedded within the instructional vision with the understanding professional learning is the core

for instructional and academic improvement. Leadership

creates opportunities to facilitate and foster professional growth with learning as their top priority for students, staff,

and themselves. The National Staff Development Council (NSDC) outlines the standards for professional learning:

learning communities, leadership, resources, data, learning designs, implementation, and outcomes. As outlined by NSDC

"professional learning communities increase educator

effectiveness and student learning." District 211 provides multiple professional learning experiences to increase educator

effectiveness. Such activities may include individual development, continuing education, in-district coursework,

conferences, workshops, in-services, as well as curriculum

writing, peer collaboration, study groups, and peer coaching/mentoring.

Added:

November 16, 2012

Indicator ID10 - SP-The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about

school improvement and professional development needs. (1154)



Evidence: In the District 211 School Improvement: Action Plan for Student Academic Growth data review dates are outlined for

the academic year. Data is reviewed by Administrative

Council, Leadership Teams, Professional Learning Teams and staff development teams. The teams use the data to make

informed decisions for planning professional learning opportunities.

Different instruction is required for different learning outcomes. Professional learning teams focus on classroom

level data to focus on student learning and instructional strengths and weaknesses. The specific operations that

constitute instructional events are different for each different

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type of learning outcome. Learning hierarchies define what intellectual skills are to be learned and a sequence of

instruction.

Each school functions as a professional learning community

and within the community are professional learning teams. Teams are given time to plan, review data and important

information in a timely manner. Teams are given time

through morning work sessions, time grants, common planning times, institute days, and summer curriculum

projects. Additional opportunities are given for professional learning on instructional strategies tied to classroom

observations and analysis of student learning data including workshops, academies and specialized trainings.

The regular collection and analysis of performance data is an essential component within continuous school improvement.

Performance data for both students and staff is collected relative to each growth area targeted for improvement. This

information provides important guidance to review progress

during the current school year and to identify target areas for continued improvement. Based on areas targeted for

improvement professional learning opportunities are developed and implemented. The leadership regularly checks

for progress and make adjustments when needed for school improvement.

Increasing student achievement stems from continuously improving teaching and learning. Professional learning is

imperative to continue to provide high quality staff development opportunities focused on student learning. These

efforts require teachers to engage in professional learning

opportunities focused on improving instruction, curriculum, assessment, and student achievement results.

Added:

November 16, 2012


District Support for School Improvement and Student Achievement

Indicator D11 - The district ensures the delivery of the curriculum is differentiated to meet the needs of all learners. (2328)


Level of Development: Initial: No development or Implementation 03/26/2012

Will include in plan



Page: 17 of 38



conditions)


When available via ISLE, District 211 will embed learning maps into each curricular area.

Plan Assigned to: Theresa Busch

Added: 10/29/2012

How it will look when fully met: District 211 embeds learning maps as a central part of

instructional practices at all grade levels and in all content

areas.


Tasks:

1. District 211 staff will participate in meetings, trainings, and planning sessions offered by the

ISBE to develop and embed learning maps in all content areas.



Comments: It is anticipated that the state will define what learning maps

include and will hold sessions for teachers and administrators in the use of these items.

2. District 211 staff will attend meetings and planning sessions in the use of the Illinois Shared

Learning Environment and the instructional and curricular resources available in the platform.



Comments: It is anticipated that the instructional materials in ISLE will include learning maps.

3. District 211 teachers, under the direction of Department Chairs and the Assistant Superintendent for Instruction, will align courses to the Common Core State Standards.



Comments:


November 16, 2012

Indicator D13 - The district ensures that all district and school stakeholders are knowledgeable about Response to Intervention (RtI) implementation by providing support, guidance,

training, and professional development. (2329)



Evidence: District 211 includes Response to Intervention in each of the

District and School Improvement Plans. Response to intervention is structured within each school to include a

problem solving process that involves counselors, administrators, psychologists, social workers, teachers,

students, and parents. Three tiers of interventions include

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individual and group interventions targeted at specific student needs. Student achievement is monitored relative to in-class

performance and District Critical Learning Standards aligned to

the Illinois State Learning Standards and the common core standards. Students who do not progress in the learning of

course material, critical learning standards, and state standards. Progress toward meeting college readiness

benchmarks is monitored via performance on the Explore,

Plan, ACT and district benchmark and course formative assessments. Students demonstrating difficulty in learning on

any of these measures are targeted for specific, individualized and group interventions.

Ongoing professional development is available to all staff

members to increase capacity to meet the needs of all

students.

Added:

November 16, 2012

Indicator D7 - SC-SP-The district monitors to ensure the intended curriculum is implemented with

fidelity. (2326)






within current policy and budget conditions, 1 -



development:

District 211 monitors and ensures the intended curriculum is

implemented with fidelity. District 211 has an approved

curriculum committee structure in place including established practices and procedures. Critical learning standards,

objectives, textbooks and supplemental instructional materials are subject to a tiered approval of course proposals. Minutes

from the meetings are shared with administrative council, department chairs and the minutes are posted for the entire

faculty and staff. Proposals are submitted to the

superintendent and Board of Education for approval. Currently mathematics and English teachers are aligning

benchmark assessments to common core and course critical learning standards. Once the districtwide benchmark

assessments are completed the teams will turn their focus

towards developing formative assessments aligned to all common core and course critical learning standards.

Professional development provided to staff members supports the implementation of common curriculum, instructional

strategies and assessments. The benchmark assessment data

will identify specific areas of the curriculum that need review and intervention. The district allocates resources such as

materials, time, and staff assignments to advance the schools instructional efforts.

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Plan Assigned to: Danielle Hauser

Added: 07/05/2012

How it will look when fully met: District 211 has an embedded assessment system that includes through-course, formative, and summative

assessments in a coherent framework that supports standards-aligned instruction and, where appropriate, the measurement

of student growth, and a standards-based reporting system in mathematics, English, reading and writing, and science.


Tasks:

1. Mastery Manager will be purchased as a software solution for the analysis of formative and

summative assessment data. A team will be formed to provide training for teachers to use the

software within the classrooms and Professional learning teams.



Comments: The team developed a training plan which included indistrict

courses, revolving meetings, and small group trainings. In

addition, a series of videos were created to assist staff in optimizing the use of Mastery Manager to guide instruction.

2. Benchmark assessments aligned to common core standards and course critical learning

standards will be administered in all D211 courses.



Comments:

3. Approximately 10 teachers from the District will attend assessment workshops held by the

ISBE in the spring of 2013.



Comments:

4. District teachers will continue the practice of administering formative and summative

assessments aligned to the critical learning standards. This process will continue in the 2013 school year. The assessment system will be fully implemented by December of the 2015 school

year. Student learning will be reported based upon achievement of standards.



Comments:

5. Common formative assessments aligned to common core standards and course critical

learning standards will be created administered for each course.



Comments:

6. District Benchmark assessments aligned to common core standards and critical learning

standards will be housed in Mastery Manager, an assessment data management system.

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Comments:

7. Development of a common instructional framework (that) guides curriculum, teaching, assessment, and learning climate.



Comments:


November 16, 2012

Indicator D9 - SC-The district curriculum encompasses a set of knowledge, skills and behaviors of

appropriate content and rigor to prepare students for both college and careers. (2327)







conditions)


development:

District 211 has established programs in several STEM related

fields. Each school in District 211 sustains a Project Lead the Way program with four courses: Introduction to Engineering

and Design, Principals of Engineering, Digital Electronics, and

Architecture and Civil Engineering. Each program is certified by the national Project Lead the Way program. All schools

provide courses in health careers, medical terminology, anatomy and physiology, and certified nursing assistant.

Students receive dual credit from Harper College and can earn licensing as Certified Nursing Assistants through successful

completion of this program while still in high school. District

211 partners with the University of Illinois to provide students with the opportunity to earn advanced mathematics credit in

the university's Calculus III course; students participate in the Netmath program following successful completion of the AP

Calculus BC course. Each of the schools includes a NATEF

certified automotive maintenance program which allows students to earn NATEF certification in high school.

District 211 provides instruction in 33 Advanced Placement courses which allows students to earn college credit for

successful completion of exams. District 211 continues to work with Harper College, the University of Illinois, and

Northern Illinois University to provide increased opportunities

for dual credit and articulated credit in a variety of academic and vocational areas.


Added: 07/05/2012

Page: 21 of 38

How it will look when fully met: District 211 established two or more Programs of Study promoting critical STEM application areas.


Tasks:

1. The vocational curricular areas in conjunction with our local career partnership will align

current STEM and vocational programs with the state provided Program of Student

implementation supports.



Comments: The state will provide Program of student implementation and

supports as well as a learning exchange in the 8 stem areas.

These are projected to be available in early 2013.

2. The curriculum committees aligned to each of the STEM areas will refine the courses and programs of study as needed based upon the information provided by the state. Currently the

District has a four-year Project Lead the Way sequence which provides for the application areas

of manufacturing, energy, and architecture & construction, a two-year Health Careers and Certified Nurse Assistant program in the Health Science application area, and a two-year building

construction program addressing architecture and construction. Courses aligned with each of the 9 application areas are available within the District's schools; the courses will be evaluated based

upon the program of study information.



Comments:

3. District 211 will partner with Harper College and our local career partnership to further align

high school and college programs in the STEM areas.



Comments:

4. District 211 staff will monitor student performance in the identified STEM areas using

formative and summative evaluations.



Comments:


November 16, 2012

Indicator IA12 - SP-SD-The district intervenes early when a school is not making adequate

progress. (1128)



Evidence: District 211 intervenes early when a school is not making adequate progress. Resources are reallocated to assist the

schools in meeting adequate progress. Title I, Title II and Title III funds are used for professional learning opportunities

for faculty and for interventions for students. The District

Page: 22 of 38

level response to intervention team discusses and assists schools in helping students and faculty close achievement

gaps.

School goals are aligned to students making adequate

progress. Progress toward each school meeting established and approved school goals are reviewed at administrative

council by the Superintendent, associate superintendents,

assistant superintendents, and principals. The regular collection and analysis of performance data is an essential

component within continuous school improvement. Data collection relative to defined outcome measures provides

important guidance to review progress during the current school year and to identify target areas for continued

improvement for the upcoming school year.

District goals are based on growth and achievement targets

have driven the work of the professional learning teams to analyze, monitor, and adjust practice towards continuous

improvement. At the start of each school year faculty utilize

current data to drive instruction and programming.

Each year the five high schools attend data retreats to review data to assist in closing the achievement gaps identified by

Illinois State Board of Education. Faculty participates in the data retreats facilitated by system of support coaches to

address students' gaps in learning and create action plans for

the school year.

District 211's school improvement framework and action plan for student academic growth outline a continuous

improvement system. Each activity outlined within the plan

has identified faculty and staff responsible for the activity. Dates and timelines are established to review each step in the

action plan. A timeline is established each year to outline the data to be reviewed by administrative council and building

leadership teams. In addition, a hierarchy of verification is

established to ensure quality work is being completed. The action steps and data are reviewed and evaluated by

curriculum committee, school leadership teams, district leadership teams, and cross district teams. District 211 as a

large professional community work together to ensure goals and action steps are being met.

Added:

November 16, 2012

Indicator IA13 - SP-The district works with the school to provide early and intensive intervention

for students not making progress. (1129)



Evidence: Assistant Superintendent for Instruction, Assistant Superintendent for Student Services, Director of Instructional

Improvement, Director of Special Education, Principals, School Improvement Plan administrators, The Response to

Intervention coordinator, the bilingual director, Title I

Page: 23 of 38

coordinator, and district department chairs build the capacity of faculty to meet the academic, behavioral, and emotional

needs of students.

District 211 does not wait for the state assessment results to

implement interventions. The educational planning and assessment system (EPAS) is administered to all students to

collect benchmark data for individual student growth as well

as programmatic growth. The assessments allow teachers to address students' academic strengths and weaknesses. In

addition, students at risk of not meeting state standards are identified in part by the EPAS series. Problem solving teams

and individual teachers develop action plans to assist students reach or exceed state standards. Specific and timely academic

interventions and adjustments to instructional techniques are

made based on the EPAS assessment results, common district-wide assessments and common formative assessments.

Teachers and students benefit from the collective knowledge

of teachers engaged in meaningful, informed teamwork.

During the established professional learning team sessions teachers share best instructional practices with one another.

As a result, each teacher is accessing the ideas, materials, strategies, and talents of the entire professional learning team

directed toward improving student learning.

Response to Intervention: problem solving teams identify

students needing support immediately through identified universal screeners and cut scores. The data from the

universal screeners and targeted assessments will be used to make informative instructional decisions. The teams review

key indicators for students at risk weekly of not meeting state

standards. Once a student is identified as needing intervention, a plan is created and monitored. The problem

solving team includes the student, parents, teachers, counselor, and administrators in the process. Student

academic and behavioral progress is monitored by the problem

solving team to determine if additional supports are needed. Data from continuous monitoring of student progress will drive

interventions through the tiered process. Responsibility is shared among all educators for the academic and behavioral

progress of all students. Tier I interventions involve differentiated instruction in the classroom. Tier II

interventions include guided study halls, before and after

school tutoring, co-taught courses and social-emotional group meetings. Tier III interventions include teaching assistants

assigned to assist students attending school, academic support in the classroom and in the guided study halls.

Title III (English language learners): Universal screeners for English language learners (ELL) include the Secondary

Language English Proficiency (SLEP) test, ACCESS test, or WAPT test. The following interventions are utilized to

progress monitor ELL student performance: Read180, PLATO, English discoveries and ACT online. In addition to software

programs aimed at closing the achievement gaps, ELL

students have access to a guided study hall specifically aimed

Page: 24 of 38

at meeting the needs of the English language learner. Before and after school tutoring is available for ELL students. The

English as a Second Language department has five levels

aligned to the WIDA standards. Students can move through the levels based on their English language proficiency. District

211 utilizes bilingual translators and instructional aides to assist students in the classroom. Sheltered instruction and

content-based ESL instructional are offered to students to

increase academic achievement. ELL teachers by content area work collaboratively as professional learning teams to improve

their instruction to ELLs. A sheltered reading strategy course was implemented in 2009 to meet the academic needs of

English language learners.

Measures of Academic Progress assessment in reading,

mathematics and language usage are completed three times a year. The results from the assessment provide teachers with

diagnostic information regarding skill development. Instructional grouping and learning activities will be informed

by individual and class test data. Student academic growth on

these tests will be monitored to determine additional supports and interventions.

Added:

November 16, 2012

Indicator IC01 - SP-The school reports and documents its progress monthly to the superintendent, and the superintendent reports the school’s progress to the school board. (1144)



Evidence: The District 211 School Improvement: Action Plan for Student

Academic Growth is reviewed and revised yearly outlining the school reports and documents to be submitted to the

superintendent and school board. At the end of each

academic year District 211 Board of Education members are presented with the District's progress toward meeting the

district goals.

At the beginning of each school year the school board is

presented with the adequate yearly progress report when the Illinois State Board of Education makes it available. In

October the school board approves the district and school report cards. Goals and action plans are developed to maintain

continuous improvement. Equity and excellence are addressed in team plans centered on student learning and

instruction. Support is given to teams to ensure improvement

efforts stay on track. District leadership remains actively engaged through efforts such as creation of a curricular focus,

intensive development opportunities for staff, monitoring of progress, and provision of resources needed to address

intervention needs of individual students.

Added:

November 16, 2012

Indicator IC02 - SP-The district designates a central office contact person for the school, and that

Page: 25 of 38

person maintains close communication with the school and an interest in its progress. (1145)



Evidence: District 211 designates members of the central office

instructional team to work with the schools in making progress

toward meeting district and school goals. The director of instructional improvement maintains close communication with

the school improvement plan administrator and the staff development administrator at each school to assist the faculty

in meeting their goals. The assistant superintendent for instruction maintains close communication with the schools

through curriculum committee, the principals, and the

department chairs to assist in progress.

Added:

November 16, 2012

Indicator IC05 - SC-SS-The district provides a cohesive district curriculum guide aligned with state

standards or otherwise places curricular expectations on the school. (1148)









development:

District 211 has Critical Learning Standards within each

curricular area and for each course. These standards were

first developed in alignment with local objectives, state standards, and national standards for each of the content

areas. Courses in all academic and elective areas were aligned to the state math and reading standards where natural

teaching opportunities and student application was possible. Within the current structure, our departments have begun the

alignment of the District Critical Learning Standards to the

common core. Writing occurs across the curriculum with particular emphasis in social studies, science, and world

languages. Elective and technical areas incorporate technical reading and writing into their courses where student

application activities are meaningful.

The District's curriculum committee includes the department

chairs, principals, and the Assistant Superintendent for Instruction. A committee exists for each of the curricular

areas of the District. Each committee meets formally a

minimum of three times during the school year, with additional meetings scheduled as needed.

As the District continues to implement formative and

summative assessments aligned with the critical learning

Page: 26 of 38

standards, the standards will be refined. Assessments results will assist in the continued refinement of standards and their

clear alignment to the common core.


Added: 07/05/2012

How it will look when fully met: District 211 provides a cohesive curriculum, aligned to State

standards, that addresses and incorporates (1) critical student transition points between middle school and high school and

high school and post-secondary, including alignment teams across these transition points; (2) writing throughout the

curriculum; (3) Common Core State Standards in Math, English and Reading/Writing across the curriculum, including text

complexity in reading and application of mathematics; and (4)

the Common Core State Standards Science Framework.


Tasks:

1. Utilizing the current curriculum committee structure, department chairs (under the direction of the Assistant Superintendent for Instruction) will refine alignment of the Critical Learning

Standards with the common core state standards. Where needed, additional topics not previously included in the state or district standards will be included. Writing across the curriculum will be

reviewed to ensure that the appropriate amount and type of writing is included.



Comments:

2. The mathematics department chairs will continue to work with mathematics faculty in the

junior high districts to ensure that the common core state standards for mathematics are addressed. Students entering high school will be ensured of having covered all necessary topics

to be successful in the initial high school placement of algebra, geometry or algebra 2. Common assessments will be developed and analyzed for gaps in instruction or learning.



Comments:

3. Departments, both academic and vocational, will continue to work with Harper College to identify areas of overlap and potential dual credit within the high school curriculum. Dual credit

opportunities available on Harper's Campus as well as District 211 high schools will continue to expand allowing students to earn early college credit and provide an easier transition to post-

secondary options. Where needed, the District curriculum will be refined to eliminate gaps

between high school and college course requirements and expectations.



Comments:

4. The District grading committee; comprised of administrators and teachers, will continue to discuss grading practices utilized within the District. The use of standards based grading, aligned

to course standards and the common core state standards, will be a topic of discussion.



Page: 27 of 38

Comments:


November 16, 2012

Indicator IC07 - SP-Professional development is built into the school schedule by the district, but the school is allowed discretion in selecting training and consultation that fit the

requirements of its improvement/restructuring plan and its evolving needs. (1150)



Evidence: Professional learning is built into the school schedule by the district, but the school is allowed discretion in selecting

training and consultation that fit the requirement of its improvement and restructuring plan and evolving needs.

Professional development ensures educators continue to strengthen their practice throughout their career. District 211

provides multiple professional learning experiences to increase educator effectiveness. Such activities may include individual

development, continuing education, in-district coursework, conferences, workshops, in-services, as well as curriculum

writing, peer collaboration, study groups, and peer coaching or

mentoring. It is critical for teachers to have ongoing and regular opportunities to learn from each other to refine

educator practice and broaden themselves both as educators and as individuals. Effective professional development

improves instruction to increase students’ achievement by

enabling educators to develop the knowledge and skills they need to address students’ learning. Ongoing professional

development creates a culture of learning focused on new research on how children learn, emerging technology tools for

the classroom and new curriculum resources. The best professional development is ongoing, collaborative, and

connected to and derived from working with students.

Professional learning action plans are developed based on

achievement data. Administrative Council and the instructional team evaluate and plan for the global

professional learning needs. Administrative academy

workshops, back to school workshops, and specialized workshops are developed and implemented at the district

level. School staff development teams and leadership teams develop the action plan to assist each school's professional

learning needs and unique school academic goals. Title II and

Title I funds are used to pay for opportunities for faculty to attend workshops and conferences on research-based best

practices. Teachers, principals, and instructional staff work together in teams through a cycle of continuous improvement.

Professional learning opportunities are job-embedded to maximize impact on student achievement.

Instructors of English language learners participate in professional learning workshops throughout the year. The

Illinois Resource Center assists in developing the professional learning opportunities. Each school English as second

Page: 28 of 38

language department chair trains staff in assisting English language learners. The district offers Spanish for educators to

assist teachers in communicating with transitional bilingual

education programs. The Bilingual Parent Advisory Committee offers suggestions on professional learning for faculty and

staff to assist their child's academic needs.

Added:

November 16, 2012

Indicator IC08 - SP-Staff development is built into the schedule for support staff (e.g., aides,

clerks, custodians, cooks) as well as classroom teachers. (1151)



Evidence: Professional learning opportunities are built into the schedule to support staff as well as classroom teachers. Each building

holds once a month school meetings and once a month department meetings. Morning work sessions twice a month

are used for professional learning opportunities. Digital

professional learning opportunities are provided for staff to be completed on their schedule. Professional learning tools are

accessible from home through online access. Revolving meetings and time grants are used to support professional

learning. Central office staff develops professional learning

opportunities on institute days. The educational technology department offers several online and face to face trainings

throughout the year. Employees can enroll in continuing education courses at no charge to assist in understanding and

becoming proficient in different programs. Required professional trainings are built into the academic

calendar. Supervisors can also identify a need for professional

learning. Action plans are created to meet the needs of the staff.

Added:

November 16, 2012


District Allocation of Resources for School Improvement

Indicator IA06 - SC-SP-The district provides schools with technology, training, and support for integrated data collection, reporting, and analysis systems. (1122)







conditions)

Page: 29 of 38


For purposes of meeting the RT3 expectations regarding

gathering, analysis, and systems enhancements needed for

integrating local student and educator data with ISLE; and implementing a strategy to link student data across local

systems to support the creation of integrated learner profiles. District 211 will begin implementing a comprehensive student

information system as well as a learning management system

in the 2013 school year. Additionally, the District will investigate potential solutions for the management of educator

data. Once the systems are in place, the District will begin to develop methods for integrating local student and educator

data with ISLE. District 211 provides opportunities for faculty and staff to

become proficient users of the school's data management

needs. In addition, revolving trainings are provided at the schools. Indistrict courses are created to meet the needs of

the users. District 211 also has an extensive help desk process to assist all users. All staff members are assigned

computers, provided access to building and district web

protocols, assigned common software that has been approved through the curriculum process. Through virtual private

network staff members can access all the files and programs necessary to continue their work when they are not on District

211 property. District 211 has established a location through YouTube to provide additional training and support to staff

members. SharePoint is also be used to post how to videos,

directions and links to the resources staff need to be successful. A District data reports portal has been built to

inform staff on academic progress on standardized assessments and course placement at the district and school

level. Additional reports have been created at the course

level. Each week a report is update with universal screeners to help identify students who need additional support.

Problem solving teams use Exceed a web-based student achievement manager. The system manages the data needed

for problem solving teams to monitor and implement

interventions.

Continued training is provided on how to use data as well as time to analyze it, discuss it and use it on a routine basis to

adjust instructions to better meet students' academic needs. Teams are using programs such as Mastery Manager to

analyze student data. The reports are comprehensive and

provide detailed information in a timely fashion to guide instruction. District 211 is in the process of implementing

Infinite Campus we believe it will provide teachers with additional layers of data needed to assist teachers make

informed instructional decisions.

District 211 will work to increase productive use of data as

described in wise ways 1149: -Data will focus primarily on student learning

-user-friendly data available in a timely-fashion at the district, school and classroom levels

District 211 has started learning walks at one high school. A

Page: 30 of 38

team visits each classroom a couple times a year documenting evidence of curriculum, school initiatives and goals.

District 211 will utilize the Illinois Shared Learning Environment when made available by ISBE.

Plan Assigned to: Sheldon Luo

Added: 03/14/2012

How it will look when fully met: District 211 (1) performs requirements for data collection, data

analysis, and systems enhancements needed for integrating local student and educator data with ISLE; and (2) implements

a strategy to link student data across local systems to support the creation of integrated learner profiles.


Tasks:

1. Establish a committee



Comments:


2. Choose Data Management System



Comments:


3. Begin use of a new student information system--Infinite Campus--on the first day of school, 2013



Comments:


4. Provide professional learning opportunities for teachers to learn how to utilize the new learning management software for the tracking of student learning on formative and summative

assessments.



Comments: Staff has completed initial training. The next step is to

develop training on how to use the assessment data reports to differentiate and drive instruction to increase student

achievement.

5. Investigate and potentially select a new human resources software solution that will assist in

maintenance and analysis of educator data.

Assigned to: Eric Wenckowski

Page: 31 of 38


Comments:

6. Integrate available student data with the ISLE system. Map data from the element level of the local system to the ISLE system based upon current data base structure.



Comments:

7. Continue to refine the data elements within the local data systems and integrate with the ISLE

system for analysis of student learning conditions.



Comments:

8. Participate in State training and information sessions to define and refine the data elements

within the local data systems and integrate with the ISLE system for analysis of student learning conditions.



Comments:

9. Establish a team to plan for and implement data integration between local student and educator data with the ISLE. Members of the team should include representation from IT,

instructional technology, instructional improvement, student services, human resources, curriculum/instruction, and the teachers' union.



Comments:


November 16, 2012

Indicator IA10 - SP-The district regularly allocates/reallocates resources to support school, staff,

and instructional improvement. (1126)



Evidence: District 211 is focused on the academic achievement of each

student. Resources are monitored and assessed monthly by

building leadership teams and administrative council. Adjustments are made to the needs of the schools for

academic improvement. District 211's underlying beliefs and goals drive the decisions to reallocate funds for instructional

and student performance improvement.

District 211 is committed to supporting their district goals and

improving instruction to increase student achievement. Before and after school tutoring is provided for all students.

Specialized courses for English language learners and students receiving special education services, and students needing

Page: 32 of 38

intensive reading support and intervention class size limit is 15 and includes a teaching assistant in the classroom. As a result

the pupil-teacher ratio is 7:1.

Specialized reading and mathematics teaching assistants

oversee a guided study hall, tutoring center to assist students with their academic needs.

Students at risk of not meeting standards participate in a mandatory summer reading and mathematics program to

accelerate learning. The program has expended to identify students who need a little extra support to excel to

accelerated coursework. English language learners attend English as a second language summer academy. All of District

211 academies are at no charge to the families. For students

who would like to participate but are above the cut score can for a reduced rate of other summer school courses. Co-taught

courses offer students an opportunity to have intensive support to achieve academic goals for both the students and

the district.

Summer curriculum projects are developed and paid for on the

basis it is to improve instruction and strategies for both targeted students and the entire student population.

Each school has a data coordinator to assist teams of teachers

review and analyze student performance data. In addition a

part-time response to intervention coordinator oversees all five schools implementation of response to intervention. The

coordinator verifies interventions are being used with fidelity.

Twice a month the district has allocated morning work session

time (late start arrival for students) to review and analyze student performance on formative assessments.

Professional learning is strategically aligned with initiatives

embedded within the district goals and school improvement

framework. The district hosts an administrator's academy each year to increase administrators’ opportunities to develop

the tools and strategies necessary to improvement efforts. This includes but is not limited to training in the use of date,

teacher and administrator evaluation tools, assessment development, accountability structures, literacy strategies and

differentiated instruction.

Added:

November 16, 2012

Indicator IA11 - SS-The district ensures that key pieces of user-friendly data are available in a timely fashion at the district, school, and classroom levels. (1127)



Evidence: District 211 has multiple methods to ensure data is available.

Through the district electronic gradebook detailed and summary reports can be created to indicate progress on

achievement of the critical learning standards. A reports

Page: 33 of 38

portal is available for all certified staff members to filter data by school, demographics, building, and course. Each file can

be exported immediately. Faculty also uses Exam View to run

both detailed and summary reports to progress monitor students' academic performance towards meeting the course

critical learning standards. In addition, all professional learning teams track student progress towards meeting the

critical learning standards on the school improvement progress

documentation web-site. Reports on the approved district goals and AYP measurements are routinely produced for

administrative council and the school leadership teams. All reports are created as soon as the data becomes available. To

assist English language learners reach the annual measurable achievement objectives sheltered teachers meet at least twice

a year to develop instructional strategies. The strategies are

based on individual student academic needs. Teachers use ACCESS, MAP, and EPAS test results.

District 211 continues to be connected by and dependent on

the use of data and information specific to student learning.

The use of purposeful, meaningful data keeps all entities of the organization connected. The data is available not only for

the student, parents, and teachers, but also among the feeder districts, school board and community.

Added:

November 16, 2012

Indicator IA14 - SP-The district recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement. (1130)



Evidence: District 211's instructional vision has four components: 20-20

vision, inter-data-dependence, responding to social realism and techno-opportunity. Within the framework the district has

a plan to address the school improvement needs. Professional

learning opportunities are developed to increase the capacity of faculty and staff to assist District 211's diverse population.

The four components will require active participation and contributions from across all aspects of the organization.

Using the vision the District will plan for needed resources—

including personnel, staff development and financial—that will be needed to make the vision a living plan for school

improvement.

To address the needs of the English language learner population District 211 conducts two professional learning

days with all sheltered instruction teachers. The English as a

second language department chairs meet once a month to review curriculum, instruction, and student academic

performance. Thirty-teachers will complete ESL certification coursework December, 2012. District 211 also works with the

Illinois Resource Center to provide professional learning

opportunities for faculty and staff who serve English language learners and their families.

Page: 34 of 38

District 211 is fortunate to be able to recruit and hire high-

quality staff. District 211 has adopted the work of Charlotte Danielson to develop and implement District 211 Standards for

Professional Practice administration and the union worked together to create a document focused on student and teacher

learning. The standards offer a comprehensive framework for

the complex activity of teaching and learning. The evaluation document outlines and describes twenty-two components

within the four domains of the framework: planning and preparation, instruction, the classroom environment and

professional responsibility. The description for each component has three parts: rationale and explanation,

documentation, and a rubric showing the elements of the

component and how levels of performance apply to each element. The performance levels have four descriptions:

unsatisfactory, basic, proficient and distinguished.

Added:

November 16, 2012

Indicator IB02 - SS-In collaboration with its schools, the district examines improvement strategies

being implemented across the district and determines their value, expanding, modifying,

and culling as evidence suggests. (1133)



Evidence: District 211 implements a continuous double loop

improvement cycle to maximize the opportunities to share best

practices. Teams assess the results, plan the next action steps, monitor the results, make adjustments, and start the

process over again. During institute days, morning work sessions, time grants, workshops, digital professional learning

opportunities and shared planning times teams of teachers

within a school and across the district share improvement strategies that have indicated successful results.

Added:

November 16, 2012

Indicator IC06 - SP-The district provides the technology, training, and support to facilitate the school’s data management needs. (1149)

Status In Plan / No Tasks Created






conditions)


development:

District 211 embeds data use in improvement efforts and it is

used as an important lever for change. Decisions are not made on instinct, and data is required to justify decisions

Page: 35 of 38

about programs and resources. In addition, data was used to monitor progress and ensure

attention stayed on instructional goals.

District 211 continues to work towards increasing productive

use of data that will take into account three important elements. First, District 211 has in place data used focuses on

issues of student learning. Second, systems must be

developed to ensure key pieces of user-friendly data are available in a timely fashion at the district, school, and

classroom levels. District 211 has made steps with a new student information system, an assessment management

system, and a reports site to ensure key pieces of data is to the end-user in a timely manner. Third, District 211 will

continue to train staff members in how to use data as well as

time to analyze it, discuss it, and use it on a routine basis to adjust instruction to better meet students’ needs.

Plan Assigned to: Sheldon Luo

Added: 10/30/2012

How it will look when fully met: The technology infrastructure will be created and maintained

in a manner that allows for the collection, storage, compilation, and analysis of District and school-level data.

Data elements may include but are not limited to student learning data, learning environment data, District financial

data, professional staff data, as well as federal and state

required data. Software and hardware needed to support user access to the data will be provided; training in the use of the

software will be provided as well. Data health checks will be completed regularly to ensure the fidelity of the data.


November 16, 2012


Teacher Leader Effectiveness and Supports

Indicator RT3-1 - The school district's teacher and principal evaluation systems incorporate both

professional practice and student growth and evaluation information is used to improve educator effectiveness. (2586)







conditions)

Describe current level of District 211 administration and union leadership have

Page: 36 of 38

development: developed a teacher evaluation document based upon the Danielson model which provides for continuous improvement

of professional staff. This evaluation process is currently in

pilot status. All teachers are required to establish and monitor professional practice relative to student growth within their

goal plans.

District 211 is currently aligning the administrative evaluation

document to the guidance provided by the ISBE; this document will be finalized in the summer of 2012 for

implementation in the 2012-2013 school year with school administrators.

Plan Assigned to: Eric Wenckowski

Added: 07/05/2012

How it will look when fully met: District 211 will have full implementation of PERA teacher

evaluation requirements by September 1, 2015. District 211 will have "no stakes" student growth as a component of

teacher evaluation by September 1, 2013. District 211 will

include a formal peer evaluation system that is used for a significant portion of summative evaluations; this formal peer

evaluation system can also be used as a portion of the teacher evaluation process for remediation purposes. Positive

performance evaluations will be included as one criterion for selecting peer evaluators.


Tasks:

1. All administrators and department chairs who evaluate teachers will complete modules #1-3 of

the PERA training provided by the CEC and Teachscape.



Comments:

2. The District's evaluation committee will formalize an evaluation document and plan that

incorporates all PERA requirements. This document is to be created by a joint committee of administrators and teacher union members and will be in full implementation during the 2013

school year. Teachers have participated in a pilot cycle of the evaluation and meetings to discuss

refinements in the documents. Teachers will receive additional evaluation information during goal meetings at the start of the year.



Comments:

3. A joint committee will meet to review PERA and PEAC requirements and incorporate those

requirements into the evaluation processes and documents utilized by the District.



Comments: The first meeting occurred in the spring of 2012. Others will

be scheduled as needed to evaluate changes in state or federal guidance.

Page: 37 of 38

4. A joint committee will meet to review PERA and PEAC requirements and incorporate those requirements into the evaluation processes and documents utilized by the District.



Comments: The first meeting occurred in the spring of 2012. Others will

be scheduled as needed to evaluate changes in state or

federal guidance.

5. District 211 human resources staff will participate in ISBE-led information sessions, either in-person and via webinar, to assist in the understanding and implementing of the peer evaluation

requirements for PERA-compliant teacher evaluation.



Comments:

6. District 211 will continue to implement the PERA-compliant teacher evaluation process with

"no stakes student growth" in the 2015 school year.



Comments:

7. District 211 will implement the PERA-compliant teacher evaluation process with "no stakes

student growth" in the 2014 school year.



Comments:


November 16, 2012

Indicator RT3-2 - The district provides induction and mentoring supports to all beginning teachers

and principals. (2587)









development:

District 211 utilizes a four-year teacher induction program with

all new certified staff members. This program provides new

teachers with mentors to ensure their development within our schools. Teachers are required to complete a portfolio that

incorporates each of the four domains established in the Danielson model and the District 211 teacher evaluation

document. New administrators are involved in an induction program led by school and district administrators. New

principals participate in the ISBE mentoring program.

Page: 38 of 38

Plan Assigned to: Eric Wenckowski

Added: 07/05/2012

How it will look when fully met: The District provides a one-year induction and mentoring program for beginning administrators and a four-year

induction and mentoring program for beginning teachers. Mentors are selected based upon positive performance

evaluations.


Tasks:

1. The mentors for the new teacher program will meet annually to review the induction and mentoring program for first and second year teachers. Mentors will also receive training during

these sessions.



Comments:

2. The mentors for the third and fourth year teachers will meet annually to review the goals and

resources provided to teachers. Mentors will receive training during these sessions as well.



Comments:

3. Each spring the superintendent's cabinet will design the mentoring and induction activities for

all new administrators in the district. The induction program will include a minimum of five meeting of the new administrators as well as informal supports throughout the year.



Comments:

4. The District committee for induction and mentoring will utilize technical assistance offered by

the ISBE via a state-selected contractor.



Comments:


November 16, 2012

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