The Illinois State Board of Education adopted new learning standards (nILS) for English Language Arts and Mathematics in 2010. In February 2014, new Science standards were adopted. The purpose of these new, more rigorous standards is to better prepare students college and the work force. The standards define what students need to know and be able to do at every grade level from kindergarten through high school so that students are prepared to succeed in college and careers.
Curriculum Guides (English):
Curriculum Guides (Spanish)
Multi-Tiered System of Supports
Multi-tiered system of supports, also known as response to intervention (RtI), is a process which matches instructional strategies and supports to each student's needs in an informed, ongoing approach for planning, implementing, and evaluating the effectiveness of instruction, supports, and interventions. MTSS has three important parts:
1. A multi-tiered system of instruction, assessment and intervention;
2. Use of a problem solving method for decision making at each tier; and
3. Use of data to inform instruction at each tier.
District 60's goal is to continually improve instructional programs, instructional practices and school climate and culture through system-aligned processes to support each student's academic and personal growth. The processes associated with the district's multi-tiered system of supports are fully aligned and embedded within the district and school improvement process. Using the Professional Learning Communities (PLC) model, building and grade-level teams continually analyse data to monitor student growth.
District 60 provides advanced math opportunities for identified students. Students in second grade are identified for screening based on their winter MAP score. Parents are notified in writing of the screening process and with parent permission, students engage in the identification process.
The eligibility criteria includes: the gifted quotient obtained on the Test of Mathematic Abilities for Gifted Students (TOMAGS), RIT score from the Winter and Spring MAP Math assessments, score on the local assessment, and a teacher recommendation. A rubric is used to determine whether or not a student is eligible for advanced math. The math progression is outlined in the chart below:
Differentiation through flexible grouping based on common grade-level pre-assessment
Summer prep work
District 60 students move on to two different high school districts and the advanced math progression and identification criteria has been made in consultation with both high schools, as well as outside math consultants. All decisions are based solely on providing student with the math instruction and time needed to solidify a solid math foundation for success in the advanced high school math sequence.
The Dual Language Program for Maercker School District 60 will provide literacy and content instruction to all students in two languages. The program will promote bilingualism and biliteracy, and multicultural competence for all students while maintaining high academic standards. The goal is to prepare students for the future to listen, speak, read, and write in both English and Spanish. Students will affirm the values of their own cultures while acquiring an understanding, appreciation, and acceptance of other cultures.
Research shows that students who participate in well-implemented dual language programs perform at or above-grade level on district and state tests, as well as achieve advanced levels of proficiency in two languages (Collier & Thomas, 2012).
Kindergarten Dual Language Curriculum Guide-Spanish