re: curriculum committee report · student’s portfolio and make the recommendations for proper...

February 24, 2011

Board Member:

RE: CURRICULUM COMMITTEE REPORT

The winter round of the 2010-2011 Curriculum Committee meetings has been completed, with

sixteen departmental meetings taking place. A summary of major committee activity is provided

below. Recommendations requiring Board of Education action are bolded and noted with an

asterisk (*) and are summarized at the conclusion of the report. Each curriculum committee

agenda consisted of a consent agenda which included written reports regarding department work

on Leadership Enhancement and Professional Development Activities, Professional Learning

Communities, and School Improvement Plans. Additionally, each curriculum committee meeting

included individual agenda items such as department work on critical learning standards, textbook

and software recommendations, preliminary and formal course proposals, changes to course titles,

and instructional initiatives.

Applied Technology

Teachers and department chairs have attended multiple professional development activities

including: National Automotive Technicians Education Foundation (NATEF) automotive

certification training; Illinois College Automotive Instructors Association state conference;

Technology Education Association of Illinois state conference; and graduate coursework in

Science, Technology, Engineering, and Mathematics (STEM); reading; and educational

leadership.

The Applied Technology Department has established two types of professional learning

community teams. District-wide, teams exist in autos, building construction, computer-aided

design, electronics, woods technology, and computer repair. Building specific professional

learning community teams also exist with literacy or math achievement as a focus for

instruction, assessment, and data analysis.

The chairs reported on the recommendations they received from Diane Salomon, director of

safety from the Secondary School Cooperative Risk Management Program (SSCRMP), who

gave a presentation on OSHA safety standards. Michael Nugent, risk manager for the District;

and Christopher Kontney, director of business services, also gave a presentation on how to

properly document incidents that may occur in the classroom. Ms. Salomon visited each school

and made recommendations for several areas including proper housekeeping, chemical waste

storage and removal, building construction safety, fire prevention, and machine and electrical

safety. The chairs were appreciative of the recommendations and have made improvements to

ensure safety.

2

Applied Technology (con’t)

Conant High School Department Chair Eric LeBlanc reported that several colleges and

universities are accepting Project Lead the Way (PLTW) credit from the University of Iowa.

Two Conant High School graduates, for example, have reported using the credit at the

University of Illinois at Champaign-Urbana College of Engineering as an elective in

engineering which is required to graduate or opt out of a required introductory engineering

course at the university. Information was shared as to how students can apply for credit at the

University of Iowa.

William Rainey Harper College will offer credit to students who successfully complete T303

PLTW Digital Electronics, the third course in the PLTW sequence, effective second semester.

The College and Career Counselors in each school will enroll those students interested in the

college credit option through Harper College.

*Approval of Applied Technology Critical Learning Standards

Applied Technology has identified content specific critical learning standards based on course

objectives and state and national standards for the following courses:

T134 Small Engine and Power Technology

T144 Production Technology

T166 Computer Aided Drafting and Graphics

T174 Electronics Technology I

T235 Automotive Technology I

T245 Woodworking Technology

T266 Explorations in Architecture and Engineering

T277 Computer Repair

T336 Automotive Technology II

T346 Building Construction

*J. Britton moved to approve the applied technology critical learning standards. T. Little

seconded the motion. The motion passed unanimously.

*Preliminary Proposal for 2011-2012: Course Name Revision and Expansion

T437 Auto Technology Independent Study (T487 Auto Technology Independent Study at Hoffman

Estates High School) to T437 National Automotive Technicians Education Foundation (NATEF)

Automotive Independent Study III and T487 NATEF Automotive Independent Study IV. To

maintain the District’s NATEF certification, each school will need to provide an opportunity for all

of the students to reach the required amount of hours necessary as described in the certification by-

laws. The automotive committee is proposing that there be two individual, year-long independent

study courses of varying degrees of difficulty to meet the objectives of this program. Each section

will be one-year long (one full credit) and students may take both sections simultaneously. NATEF

certified programs must offer 105 hours in brakes, 230 hours in electrical and electronic systems,

220 hours in engine performance, and 95 hours in suspension and steering. The proposal to split

the current independent study into two year-long classes is to provide students with the opportunity

to complete all of the NATEF task requirements for certification in all four areas of study.

*E. LeBlanc moved to approve the course name revision and expansion. P. Hardy seconded

the motion. The motion passed unanimously.

3

Art


including: the Illinois Art Education Association state conference, Art Institute of Chicago

Portfolio Toolbox workshop, Illinois Institute of Art workshop in digital film making and

video production, and various graduate courses in reading, English as a Second Language,

Zbrush, and educational leadership.

Critical learning standards for A152 Art and Design have been established through

collaborative effort of all the art teachers in the District. Formative and benchmark

assessments have been created aligning to the critical learning standards for the course.

The problem solving process, visual analysis, and creative thinking that is inherent in the

study of fine art carries over to other disciplines especially science and mathematics. The

common unit assessments as well as self and class critique, both written and verbal, establish

an arena for drawing accurate inferences as well as developing vocabulary which will help

students in every academic discipline. The critical thinking involved in the study of different

mediums allows the art student to develop not only their art skills but also a clear

understanding of the creative process.

Reading improvement for all students remains a focus for the art department at each school.

Teachers have developed instructional materials which allow students to apply and strengthen

reading strategies to art-related topics such as photography, artist biographies, and art

critiques.

The committee discussed a need to accelerate talented incoming freshman students into 200

level courses. The department chairs explained there are instances when the educational

needs of a student are best served by placing them into a higher level course. To facilitate this

move the chairs have developed a rubric that will be used to identify such students.

Articulation with Districts 54 and 15 will occur in the spring. Junior high art teachers will

identify the exceptional art student using the rubric. The department chair will assess the

student’s portfolio and make the recommendations for proper placement if seats are available

in the class.

*Minor Proposal for 2011-2012: Extend Drawing (A253, A254), Commercial Design (A233,

A234), and Photography (A255, A355) to exceptional grade nine students based upon a

portfolio review and department chair recommendation.

This proposal recommends that the drawing, commercial design and photography courses,

traditionally for sophomores through seniors, be extended to freshmen students who exhibit talent

above and beyond the typical ninth grader. Artistically talented freshmen should be given the

opportunity to advance their art education by being allowed to accelerate beyond the traditional

beginning art course of A152 Art and Design.

*R. Horvath moved to approve the acceleration of incoming freshmen art students. L.

Georgen seconded the motion. The motion passed unanimously.

4

Business Education


including: Illinois Business Education Association state conference, National Endowment for

Financial Education workshop, and graduate coursework in reading.

Schaumburg High School Business Education Teacher Kerri Largo and Conant High School

Business Education Teacher and District Business Chair Patti Ertl presented the B224/B225

Practices in Entrepreneurship (PIE) program to other business educators at the Illinois Business

Education Association state conference.

Patti Ertl shared that students are entering high school with keyboarding skills and there is no

longer a need for a nine week unit in B162 Computer Skills and Applications. If students do not

have keyboarding skills, there are two other courses that focus on keyboarding components: B101

Computer Literacy and B964 Computer Literacy offered in summer school.

Each school has professional learning community teams engaged in a discussion and review of

student achievement in the consumer education course. Focus and activities vary based upon the

needs of the individual school populations, but each has instituted formative and summative

assessments by which to collect and analyze data. Additional work is being done to assess

students’ literacy skills through vocabulary development, graphic organizers, writings, and the use

of non-fiction reading materials. Formative assessments are being created in these areas to provide

students with timely feedback on their learning and progress.

*Minor Proposal: Course Name Revision

B162 Computer Skills and Applications to B162 Technology Applications I

B163 Advanced Computer Applications to B163 Technology Applications II

B386 Accounting I to B386 Accounting I Financial

B486 Accounting II to B486 Accounting II Managerial

*J. Britton moved to approve the course name revisions. B. Wandro seconded the motion.

The motion passed unanimously.

*Approval of Course Objective Revisions

B162 Technology Applications I course objectives were revised to reflect a reduction in the

nine week unit on keyboarding skills.

B163 Technology Applications II course objectives were revised to reflect a reduction in the


B486 Accounting II Managerial course objectives were revised to reflect alignment with entry

level accounting courses in college.

*G. Steiger moved to approve the course objective revisions. L. Small seconded the motion.


*Minor Proposal: Course Level Change

B386 Accounting I from Level 3,4 to Level 3-4 and for Level 2 with a B or higher in B184 Business

Exploration or a 3.0 GPA.

The level change request is to provide an opportunity for students to take both B386 Accounting I

and B486 Accounting II during their high school course work. The fundamental accounting

objectives are present in B184 Business Explorations during the accounting unit. Specifically,

objective eleven in B184 Business Explorations is to “develop an understanding of the basic

accounting principles used by a business.”

5

Business Education (con’t)

C. Watanuki moved to approve the B386 Accounting I level change. R. Cregier seconded the

motion. The motion passed unanimously.

*Textbook Recommendation

B101 Computer Literacy, Century 21 Computer Applications and Keyboarding, Lessons 1-70, by

Haggat/Shank.

*J. Volocyk moved to approve the textbook recommendation. T. Little seconded the motion.


*Software Recommendation Microsoft Office 2010 by Microsoft for:

B101 Computer Literacy

B162 Computer Skills and Applications (Technology Applications I)

B163 Advanced Computer Applications (Technology Applications II)


B265 Desktop Publishing

B274 Business Media Production

Microspace 3 with Skill Building Lessons, by South-Western Education Publishing for:

B101 Computer Literacy, Microtype 5 by Cengage

SAM 2010 Assessment, Training, and Projects, by Cengage Learning for:



*P. Ertl moved to approve the software recommendations. G. Steiger seconded the motion.


Driver Education


including: Driver Education Region #5 workshop featuring the Cook County Sheriff’s

Department, the National Safety Council’s forum “Alive at 25,” and the Illinois High School

and College Driver Education Association state conference.

The driver education teachers as a professional learning community team have worked together

in the development of formative and summative assessments that more accurately reflect the

District critical learning standards for driver education. Specifically, summative assessments

for three unit exams have been rewritten. Improvements in formative assessments have

included the development of a detailed rubric for the behind-the-wheel portion of the course to

facilitate more efficient data collection to improve feedback to students regarding their progress.

Committee members discussed the considerations from the fall committee meeting that needed

to be addressed before a formal proposal for .25 elective credit for the classroom portion of

driver education move forward. One of the considerations included acceptance of transfer

student credit. Students completing the driver education course through a private company

would meet the thirty hour graduation safety requirement, but would not earn the .25 course

credit. Transfer students completing the driver education course for credit from another high

school would receive .25 credit and meet the thirty hour safety requirement for graduation.

6

Driver Education (con’t)

Transfer students completing the driver education course for no credit from another high school

would not receive the .25 credit, but would meet the thirty hour safety requirement for

graduation.

*Formal Proposal for 2011-2012: .25 Elective Credit for the Classroom Portion of Driver

Education

The driver education course is required for graduation as a safety requirement specified in the

Illinois School Code. Students would earn .25 elective credit for successfully completing the

classroom portion of the driver education course. Students work diligently to pass the academic

portion of the course and should be rewarded for their work by earning elective credit in the course.

This .25 elective credit will not impact GPA or eligibility similar to the .25 physical education

credit.

*L. Small moved to approve the formal proposal. J. Guest seconded the motion. The motion

passed unanimously.

English


including: the National Convention of Teachers of English, Illinois Association of Teachers of

English state conference, Advanced Placement seminars, and various workshops on reading,

writing, differentiated instruction and Measures of Academic Progress (MAP) training.

Professional learning community teams in each of the schools are collecting and analyzing data

relative to student attainment of building specific critical learning standards especially related to

reading comprehension or writing. In some cases, schools are focused internally on alignment

of reading and English courses and in other schools teachers are working throughout the school

to develop a cross-curricular approach.

Each school has been discussing the grading policies and their impact on students and learning.

Topics discussed among the English faculty are the effect of late and missing assignments,

weight of grades, and whether current grading practices highlight mastery of content.

Additionally, the role of homework in grading and alternate ways to grade students in a skills-

based classroom have been discussed.

The committee reviewed considerations the English Department should make when a

rhetorically rich supplemental text that enhances the curriculum, but may be of a controversial

subject, comes forward. One consideration is whether another book could be selected to

accomplish the same purpose. Another consideration is to determine if the controversial book is

necessary for the rich discussion or examination of the topic. It is important to justify the merit

of the book for the curriculum. The current process of having multiple experts examine and

review the book is important for the school community. The chairs agreed that they must be

unanimous in recommending a supplemental book of a controversial subject.

The English chairs will postpone the purchase of the Rhetoric of Cinema text and the Literature

Anthology text this year and will recommend these texts be replaced in approximately three

years as the texts are currently still relevant and in good condition.

7

English (con’t)

*Supplemental Textbook Recommendations

E319/E429 Advanced Placement Language and Composition, Devil’s Highway: A True Story,

by Luis Alberto Urrea

E214 Advanced Topics in Literature, Holler if You Hear Me, by Eric Dyson, Ph.D.

E329/E419 Advanced Placement Literature and Composition, Extremely Loud and Incredibly

Close, by Jonathan Safran

*J. Britton moved to approve the supplementary textbooks. T. Little seconded the motion.


English as a Second Language


including: Illinois Resource Center’s 34th

Annual State Conference for Teachers Serving

Linguistically and Culturally Diverse Students, DuPage County Language Arts Program, and

training sessions in READ 180, Measures of Academic Progress (MAP), and academic literacy.

The department chairs visited the various levels of grammar and reading classes in the English

as a Second Language Department at Harper College. The classes are very similar to District

curriculum and expectations. The chairs were very impressed with the emphasis on non-fiction

and the technology integration with the use of the English as a Second Language lab. An

articulation meeting will be held in the spring with Harper faculty to discuss student placement.

Professional learning community teams in each of the schools are collecting and analyzing data

relative to student reading comprehension, language usage, and writing proficiency. Teachers

are also reviewing data from the state required ACCESS test administered to all Limited

English Proficient students. This data allows for identification of skills where additional

instruction should be focused.

The committee discussed the use of READ 180 in Level 3 classes. It was suggested that since

READ 180 supports comprehension growth in students, the use of Measures of Academic

Progress (MAP) testing would be an external assessment to verify success of the READ 180

program. Additionally, the department chairs suggested supplementing the READ 180

curriculum with guided reading instruction, writing, decoding and fluency practice.

The committee received a report from two of the schools piloting PLATO software in Levels 2

through 5 classes. PLATO is a customizable software that has been proven to address the needs

of students who are at varying proficiency levels in English and reading skills. The PLATO

program provides interventional opportunities for students who are not meeting standards. Data

indicated that student growth at schools using PLATO exceeded the growth of students not

exposed to PLATO in multiple skill areas.


E104, E105, E106 English as a Second Language, Entry Level, Inside Phonics by National

Geographic School Publishing and Hampton-Brown

G. Steiger moved to approve the textbook recommendation. A. McCurley seconded the


*Software Recommendation

E111, E112, E113 English as a Second Language – Beginner Level

E121, E122, English as a Second Language – Intermediate Level

8

English as a Second Language (con’t)

E131, E132, English as a Second Language – Advanced Level

E151 English as a Second Language – Transitional Level

PLATO: Secondary Language Arts Collection, PLATO Learning

*T. Little moved to approve PLATO as a software instructional material. A. McCurley seconded the


Family and Consumer Science


including: graduate course work in English as a Second Language, the Food Educators

Networking Institute, the National Restaurant Association Conference, and various seminars in

differentiated instruction and technology use in the classroom.

Professional learning community teams in each of the schools focus primarily on foods and

child development courses. Common formative assessment data provides teacher teams with

student learning data relative to the critical learning standards in these instructional areas.

The department continues to work on reading initiatives in foods, fashion, child development

and life studies courses. Literacy coaches assist teachers in the department to implement further

reading strategies in their instruction.

The creation of content-specific critical learning standards has been a priority for the department

as evidenced by the completion of critical learning standards for all but one course in the

department. The creation of appropriate assessments to measure progress toward student

achievement of those standards is in progress.

The committee members engaged in a discussion of how grades reflect student competence in a

lab class and how student attendance impacts that process. Those students absent from a lab

class, such as Foods, could be given an alternative assessment of the critical components of the

lab. The committee agreed that developing different ways to assess students holds them

accountable for learning the content.

*Approval of Family and Consumer Science Critical Learning Standards.

Family and consumer science has identified content specific critical learning standards based on

course objectives and state and national standards for the following courses:

H224 Housing/Interior Design

H253 Child Development

H453/454/455 Education Internship

*J. Britton moved to approve the family and consumer science critical learning standards. L.

Small seconded the motion. The motion passed unanimously.


H254 Preschool Lab

Medial objectives were revised to align directly to the critical learning standards.

*J. Britton moved to approve the course objective revisions. L. Small seconded the motion.


*Textbook Recommendations

H253 Child Development, The Developing Child, by Glenco McGraw-Hill

H275 Fashion and Retail Merchandising, Fashion Merchandising and Marketing, by Mary Wolf

9

Family and Consumer Science (con’t)

H335/B335 Introduction to the Hospitality Industry, Lodging Management Program-Year 1, by

American Hotel and Lodging Educational Institute.

*K. McGinn moved to approve the textbook recommendations. T. Little seconded the motion.


Guidance

Counselors and department chairs have attended multiple professional development activities

including: articulation meetings with colleges and universities, Illinois Association of College

Admissions Counseling meeting, Advanced Placement Administration seminars, presentations

by Spectrum Youth Services and Alexian Brothers, and the Chicago Area College Counselors

meeting.

Professional learning community teams are established for each of the three guidance domain

areas: academic, social/emotional, and post-high school planning. These counselor teams

meet during morning work sessions to identify methods for reaching all students and collecting

data reflecting student need in each of the areas.

Problem-solving teams are also working diligently to incorporate the EXCEED software to

solicit information on students with poor attendance, academic failure, and a high number of

discipline referrals. The problem-solving teams meet weekly to review students according to

the Response to Intervention process. The teams are composed of counselors, psychologists,

social workers, discipline administrators, and teachers. The problem-solving teams in each

school identify and monitor appropriate interventions for students.

The committee discussed methods for establishing greater communication regarding the

Response to Intervention process. Consistent communication between classroom teachers and

problem-solving teams is necessary to monitor student progress. Some problem-solving teams

have communicated with academic departments in the school to identify interventions

currently used. The teams are then able to assemble a comprehensive list of interventions in

place in hopes of highlighting any gaps in available resources for studying for struggling

students.

Health

Department chairs have participated in professional development activities including attending

the Northern Illinois University Student Teacher Workshop and lecturing in a methods class of

Health Education students at Northern Illinois University.

Each school has continued to implement classroom instructional material focusing on

improvement of reading literacy and vocabulary comprehension as part of school improvement

efforts to increase student achievement.

Development of vocabulary skills among students is emphasized in health education courses

across the District. Assessments have been developed to measure student learning of health-

related vocabulary. Data has been collected in the District Electronic Gradebook and the

department chairs review the data as part of their professional learning community discussions.

Schools are also including reading and writing components in the health curriculum.

The R313 Health Occupations and Medical Terminology teachers continue their work with

Harper College faculty to ensure alignment with the college curriculum since students will

receive college credit upon successful completion of the course.

Each school conducted CPR/AED recertification classes for coaches and administrators.

10

Mathematics


including: the Metropolitan Mathematics Club of Chicago Conference, Advanced Placement

Calculus BC and Advanced Placement Statistics conferences, and various seminars in the

development and implementation of formative assessments.

Morning work sessions have been devoted to professional learning community teams. Each

team creates, analyzes, and improves instruction based on student assessment performance.

Data analysis and discussion of teaching strategies to promote student growth occurs in all the

schools.

School Improvement Plans ensure that the mathematics critical learning standards are being

achieved by all students.

The large number of common formative assessments created by mathematics teachers has

allowed for great progress with the professional learning communities established at each of the

schools. Horizontal and vertical alignment of skills can be evaluated based upon student

performance or formative and benchmark assessments. Tutorial centers continue to provide

additional support.

The committee discussed the continued collaboration to align instruction and assessment among

Districts 211, 54, and 15 mathematics teachers. Benchmark assessments for Algebra I and

Geometry are aligned to District 211 critical learning standards. These assessments are now

administered to all students in eighth grade enrolled in algebra and geometry. These

assessments allow for the in-depth discussion of high school mathematics objectives and are

used to review placement decisions in mathematics for incoming freshmen.

*Approval of Course Objective Revision

M113/M114 Algebra I

Revision of these objectives included alignment to critical learning standards.

*M. Thomas moved to approve the course objective revisions. C. Barnes seconded the


*Preliminary Proposal for 2012-2013: Quantitative Literacy

This course will provide college credit bearing option for students intending on majors or colleges

that do not require trigonometry, pre-calculus, statistics, or calculus. Mathematics representatives

from Harper College and District 211 are in the process of aligning the Math 080 course at Harper

College to M314 Algebra II offered in District 211. Once students complete and pass M314

Algebra II, students would have the opportunity to enroll in Quantitative Literacy.

*J. Britton moved to approve the preliminary proposal. G. Steiger seconded the motion. The

motion passed unanimously.


M113/M114 Algebra I, Algebra I, by Holt McDougal

M328/M308/M348 Accelerated Algebra II/Advanced Algebra II/Advanced Algebra II and Pre-

Calculus, College Algebra, by Pearson/Addison Wesley

M419 Advanced Placement Statistics, Practice of Statistics, by Freeman

*M. Thomas moved to approve the textbooks. S. Castans seconded the motion. The motion

passed unanimously.

11

Music


including: the Midwest Band and Orchestra Clinic, guest speaking to music education

classes at Wheaton Conservatory of Music, the Illinois Music Educators Association All-

State Music Conference, the National Convention of American Choral Directors Association,

and taking graduate courses in leadership.

An Illinois State Board of Education music performance assessment is currently used across

the District for all music classes. Student performance skills and content area knowledge are

assessed in choral, band, and orchestra courses.

Professional learning community teams in each of the schools focus on specific school goals

such as students’ literacy skills. For example, in supporting a school’s goal of literacy, the

music department emphasizes music literacy by utilizing the literacy strategies of building

background knowledge, inference and vocabulary development. Additionally, students’

concert critiques address the writing initiatives that are part of another school’s goals.

The committee continued its discussion to better collaborate with feeder school music

departments to encourage eighth grade students to continue with music at the high school

level. Increasing opportunities for junior high school students to participate with the high

school music program emphasizes the importance of the total music program as opposed to

separate junior high and high school music programs.

The committee discussed ways to conserve financial expenditures in the music department by

sharing a library of sheet music among the five schools. While the shared music selections

may not be new to the director/educator, the music is new to the students. Music may also be

borrowed from the Illinois Music Educators Association library.


C365 Music Theory, Finale 2011, by Make Music

*T. Little moved to accept the software recommendation. J. Britton seconded the motion.


Physical Education


including: Illinois Association for Health, Physical Education, Recreation and Dance state

conference, the DuPage County Institute for Physical Education, Health, and Driver

Education, and the North District Department Chairs meeting.

The department chairs agree that critical learning standards for physical education should

be fitness based. The physical education department is creating four to six critical learning

standards for each course. Course objectives and state and national standards for physical

education will serve as the basis for the standards.

Professional learning community teams at schools have defined what it means to be

physically educated. A physically educated person demonstrates sufficient skill in

movement, uses effective game and performance strategies, follows rules for activities, and

is able to develop a means for enhancing personal movement efficiency, culminating in the

ability to perform proficiently in at least one selected activity. Additionally, a physically

educated person can apply principles of teamwork within physical activity to group

activities within the family, community, or workplace.

12

Physical Education (con’t)

The committee discussed ways to reduce the failure rate of students in physical education

classes. The chairs shared strategies at each school to encourage student participation in

physical education classes. The data revealed that 20% of all physical education failures are

the result of not dressing for physical education class. The chairs agreed to evaluate their

current grading practices to ensure student success.

Science


including: the South Suburban Science Supervisors Biology conference; the Advanced

Placement Science Symposium; the Plasma Physics Conference in Chicago; Science,

Technology, Engineering and Mathematics (STEM) workshops at the Illinois Mathematics

and Science Academy; and various graduate courses in environmental studies, reading,

English as a second language, and educational leadership.

Teachers are participating in a science assessment project sponsored by the DuPage County

Regional Office of Education. This professional development series for secondary science

teachers is designed to improve student achievement through the creation of benchmark

assessments in Earth Science and Physics. The assessments will be used throughout many

school districts in the Chicagoland area.

The department chairs have created a district core science team. The goal of the team is to

further develop the District professional learning communities in the areas of biology,

chemistry, physics, and earth science. One representative from each of the five high schools

serves on a team. The teams were created in response to feedback from an on-line survey

created by the department chairs regarding assessments, data analysis and curriculum.

Teachers expressed a need to work together throughout the District in creating quality

common formative and District benchmark assessments of critical learning standards.

Schaumburg High School Science Teacher Ken Turner was recently published in The

Journal of Materials Education based on his work in the summer with the National Center

for Learning and Teaching Nanoscience and Nanotechnology at Northwestern University.

The committee discussed ways to encourage students to take a fourth year of science. The

department chairs will investigate senior enrollment in science courses during the last four

years. They are interested in identifying the last science course in which students are

enrolled. Additionally, the department chairs want to communicate effectively with

students regarding the science pathway students should pursue based on their career goals.


S334 Astronomy, Astronomy Today, Pearson Prentice Hall, 7th

Edition

S335 Geology, Geology, by Wicander and Monroe

S369 AP Physics, College Physics, by Servay, Faugn, and Vuille

Physics-AP Edition, by James Walker

S437 Anatomy and Physiology, Hole’s Essentials of Human Anatomy and Physiology, by Shier,

Butler and Lewis

*G. Steiger moved to accept the textbooks as recommended. W. Lederhouse seconded the


13

Social Studies


including: the Illinois Association of School Economics Teachers conference; Advanced

Placement U.S. History conference; Newberry Consortiums as part of the Teaching American

History grant; and graduate courses in educational leadership, foundations of creativity, and

Russian history.

Professional learning community teams in each school are content-based teams for each

course. All the teams are working toward completing formative assessments for the school

specific critical learning standards in each course. The teams work towards systemic

interventions for students not meeting standards. District global critical learning standards

have been created for all courses in the department. These are now being incorporated into the

building level critical learning standards. All teams are committed to developing students’

skills in reading, writing and social studies content.

Social studies teachers continue to focus on literacy development through the use of primary

documents and writing assessments. Survey, U.S. History, and American Studies classes have

located primary and secondary documents and are beginning to develop formative assessments

for implementation in classes second semester.

The department chairs presented a seven year social studies curriculum review schedule for all

courses in the department. Each course will be reviewed in four areas throughout the cycle:

review of objectives using assessment evaluation reports, textbook and instructional materials

recommendations, assessment design, and evaluation of instruction based on district-wide

course assessment results.

Fremd High School Department Chair Heather Schroeder and Conant High School Department

Chair John Braglia submitted a minority request to utilize Psychology in Everyday Life instead

of the psychology book requested by the other schools. The Fremd and Conant High Schools

teachers have created common assessments that match the unit tests of the proposed text. The

teachers have found that Psychology in Everyday Life has content presented in a way that is

unlike the traditional text and prefer this style.

*Approval of Social Studies Critical Learning Standards

The social studies critical learning standards identify specific skills for information and perspective

analysis, effective written and oral communication, social studies literacy, and citizenship and

collaboration. The specific skills for each standard are defined for three levels of students (seniors,

juniors, and combined freshmen and sophomores).

*J. Britton moved to approve the social studies critical learning standards. T. Little



G343 Psychology I/G353 Psychology II, Thinking About Psychology: The Science of the Mind

and Behavior, by Blair-Broeker and Ernst. Psychology in Everyday Life, by David Myers

(minority report from Fremd and Conant High Schools)

*G. Steiger moved to approve the textbooks. T. Little seconded the motion. The motion

passed unanimously.

14

Special Education

Typical of the professional development among special education teachers, numerous staff

members have attended conferences, seminars, and workshops this winter. Many of these

opportunities are available through the District partnership with Northwest Suburban Special

Education Organization (NSSEO). Topics include writing strategies, autism training, assistive

technology, and literacy. Additionally, teachers and department chairs have participated in

their school data retreats, and learning and instructional strategy training.

Professional learning community teams at each school track data on student performance using

a wide array of information pertaining to the focus of each team. For example, reading teams

use information from Measure of Annual Progress (MAP) testing, LEXIA, Direct Instruction,

and READ 180. Supplemental interventions have been identified for students on an individual

basis to increase reading deficits in fluency and comprehension. Other teams review student

progress in support center and life and learning strategies classes and incorporate data into

students’ Individual Education Plans (IEPs). All professional learning community teams

continue to review behavioral and academic interventions and student progress via data to

make decisions on instructional and behavioral interventions or supports.

Julie Nowak, director of special education, provided information regarding the development of

department critical learning standards for general studies math (M170, M270, M370) and

general studies reading (E190, E290, E390, E490). A plan is in place to develop critical

learning standards for all other courses by the end of the school year.

Data reports were shared for the co-teaching initiative. Both grade and placement data indicate

that the co-teaching initiative has been largely successful. Fewer students are returning to a

special education classroom; only 6% of the students this year returned to a special education

classroom as compared to 15% last school year. While the quantitative data provides program

assessment that is both accurate and useful in determining the success of co-teaching, there are

qualitative indicators to consider for assessing the success of the co-teaching initiative.

Data was also shared for READ 180, a reading initiative. The special education department

strongly endorses READ 180 as an instructional tool. The chairs indicated that the READ 180

program is effectively increasing students’ reading proficiency because teachers pair READ

180 with other instructional tools: guided instruction, decoding, fluency, and writing. First

semester results to be shared at the spring committee meeting will include Measure of Annual

Progress (MAP), LEXIA, and assessment.

*Approval of General Studies Critical Learning Standards in Mathematics and Reading

The special education general studies critical learning standards in mathematics and reading reflect

the skills described in the course objectives. The standards are classified as beginning skills,

emerging skills, and developing skills for the following courses:

M170 Essential Mathematics

M270 Algebra and Geometry Concepts

M370 Consumer Mathematics

E190/E290/E390 Reading Improvement

E490 Reading 4

*G. Steiger moved to approve the general studies mathematics and reading critical learning

standards. D. Pfister seconded the motion. The motion passed unanimously.

15

Special Education (con’t)


S270 General Studies Health Science, Life Skills Health, by Pearson AGS Globe

*J. Britton moved to approve the textbook recommendation. D. Pfister seconded the motion. The


World Language

Teachers and department chairs have attended multiple professional development activities including:

French Advanced Placement collaboration meeting, the Illinois Council of Teachers of Foreign

Language conference, Differentiated Instruction conference, Formative Assessment Training, and Non-

Fiction Writing workshop.

Morning work sessions have been utilized by professional learning community teams for both course

levels and vertical language sequences. Literacy strategies are embedded within all courses. Teams are

creating formative assessments to measure students’ literacy skills.

The world language department critical learning standards are defined for each of the five levels in

French, German, and Spanish language classes. Mandarin is included in the level one critical learning

standards. Listening, reading, writing and speaking skills make up the critical learning standards for

each of the five levels across all the languages. Teachers work together in professional learning

community teams by level rather than by the language being taught to enhance student learning.

The committee discussed ways to maintain a strong advanced placement program for all the languages

taught in the world language department. Continued communication and articulation with Districts 15

and 54 is essential to promote student learning in the high school world language programs. German I

and French I will be offered again in summer school to encourage enrollment growth in these programs.

*Formal Proposal for 2011-2012: L252 Chinese Mandarin II

This course continues the methods used in Level I and is designed to further develop the students’

communicative skills using thematic vocabulary units and real-life situations. Authentic materials, CD’s,

and video are used to reinforce language (speaking, reading, listening, and writing) skills, grammar skills,

and an appreciation of the Chinese culture. Prerequisite for the course is successful completion of

Mandarin I. The course would earn one credit in World Language; offered to students in level 2,3, and 4.

*G. Steiger moved to approve the formal proposal; T. Little seconded the motion. The motion passed

unanimously.


L276 Spanish for Natives Speakers, Imagina, by Blanco and Tocaimaza-Hatch and Avancemos 3, by

Estella Gabala.

L162 French 1, Bien Dit I, by John Demado

*L. Small moved to approve the textbooks. M. Rehusch seconded the motion. The motion passed

unanimously.

16

Summary of Motions for Action

Applied Technology

*Approval of Applied Technology Critical Learning Standards

Applied Technology has identified content specific critical learning standards based on course

objectives and state and national standards for the following courses:

T134 Small Engine and Power Technology

T144 Production Technology

T166 Computer Aided Drafting and Graphics

T174 Electronics Technology I

T235 Automotive Technology I

T245 Woodworking Technology

T266 Explorations in Architecture and Engineering

T277 Computer Repair

T336 Automotive Technology II

T346 Building Construction

*J. Britton moved to approve the applied technology critical learning standards. T. Little


*Preliminary Proposal for 2011-2012: Course Name Revision and Expansion

T437 Auto Technology Independent Study (T487 Auto Technology Independent Study at Hoffman

Estates High School) to T437 National Automotive Technicians Education Foundation (NATEF)

Automotive Independent Study III and T487 NATEF Automotive Independent Study IV. To

maintain the District’s NATEF certification, each school will need to provide an opportunity for all

of the students to reach the required amount of hours necessary as described in the certification by-

laws. The automotive committee is proposing that there be two individual, year-long independent

study courses of varying degrees of difficulty to meet the objectives of this program. Each section

will be one-year long (one full credit) and students may take both sections simultaneously. NATEF

certified programs must offer 105 hours in brakes, 230 hours in electrical and electronic systems,

220 hours in engine performance, and 95 hours in suspension and steering. The proposal to split

the current independent study into two year-long classes is to provide students with the opportunity

to complete all of the NATEF task requirements for certification in all four areas of study.

*E. LeBlanc moved to approve the course name revision and expansion. P. Hardy seconded


Art

*Minor Proposal for 2011-2012: Extend Drawing (A253, A254), Commercial Design (A233,

A234), and Photography (A255, A355) to exceptional grade nine students based upon a

portfolio review and department chair recommendation.

This proposal recommends that the drawing, commercial design and photography courses,

traditionally for sophomores through seniors, be extended to freshmen students who exhibit talent

above and beyond the typical ninth grader. Artistically talented freshmen should be given the

opportunity to advance their art education by being allowed to accelerate beyond the traditional

beginning art course of A152 Art and Design.

*R. Horvath moved to approve the acceleration of incoming freshmen art students. L.

Georgen seconded the motion. The motion passed unanimously.

17

Business Education

*Minor Proposal: Course Name Revision

B162 Computer Skills and Applications to B162 Technology Applications I

B163 Advanced Computer Applications to B163 Technology Applications II

B386 Accounting I to B386 Accounting I Financial

B486 Accounting II to B486 Accounting II Managerial

*J. Britton moved to approve the course name revisions. B. Wandro seconded the motion.



B162 Technology Applications I course objectives were revised to reflect a reduction in the


B163 Technology Applications II course objectives were revised to reflect a reduction in the


B486 Accounting II Managerial course objectives were revised to reflect alignment with entry

level accounting courses in college.

*G. Steiger moved to approve the course objective revisions. L. Small seconded the motion.


*Minor Proposal: Course Level Change

B386 Accounting I from Level 3,4 to Level 3-4 and for Level 2 with a B or higher in B184

Business Exploration or a 3.0 GPA.

The level change request is to provide an opportunity for students to take both B386 Accounting I

and B486 Accounting II during their high school course work. The fundamental accounting

objectives are present in B184 Business Explorations during the accounting unit. Specifically,

objective eleven in B184 Business Explorations is to “develop an understanding of the basic

accounting principles used by a business.”

C. Watanuki moved to approve the B386 Accounting I level change. R. Cregier seconded the



B101 Computer Literacy, Century 21 Computer Applications and Keyboarding, Lessons 1-70, by

Haggat/Shank.

*J. Volocyk moved to approve the textbook recommendation. T. Little seconded the motion.



Microsoft Office 2010 by Microsoft for:





B265 Desktop Publishing

B274 Business Media Production

18

Business Education (con’t)

Microspace 3 with Skill Building Lessons, by South-Western Education Publishing for:

B101 Computer Literacy, Microtype 5 by Cengage

SAM 2010 Assessment, Training, and Projects, by Cengage Learning for:



*P. Ertl moved to approve the software recommendations. G. Steiger seconded the motion.


Driver Education

*Formal Proposal for 2011-2012: .25 Elective Credit for the Classroom Portion of Driver

Education

The driver education course is required for graduation as a safety requirement specified in the

Illinois School Code. Students would earn .25 elective credit for successfully completing the

classroom portion of the driver education course. Students work diligently to pass the academic

portion of the course and should be rewarded for their work by earning elective credit in the course.

This .25 elective credit will not impact GPA or eligibility similar to the .25 physical education

credit.

*L. Small moved to approve the formal proposal. J. Guest seconded the motion. The motion

passed unanimously.

English

*Supplemental Textbook Recommendations

E319/E429 Advanced Placement Language and Composition, Devil’s Highway: A True

Story, by Luis Alberto Urrea

E214 Advanced Topics in Literature, Holler if You Hear Me, by Eric Dyson, Ph.D.

E329/E419 Advanced Placement Literature and Composition, Extremely Loud and

Incredibly Close, by Jonathan Safran

*J. Britton moved to approve the supplementary textbooks. T. Little seconded the motion.


English as a Second Language


E104, E105, E106 English as a Second Language, Entry Level, Inside Phonics by National

Geographic School Publishing and Hampton-Brown

G. Steiger moved to approve the textbook recommendation. A. McCurley seconded the



E111, E112, E113 English as a Second Language – Beginner Level

E121, E122, English as a Second Language – Intermediate Level

E131, E132, English as a Second Language – Advanced Level

E151 English as a Second Language – Transitional Level

PLATO: Secondary Language Arts Collection, PLATO Learning

*T. Little moved to approve PLATO as a software instructional material. A. McCurley seconded the


19

Family and Consumer Science

*Approval of Family and Consumer Science Critical Learning Standards.

Family and consumer science has identified content specific critical learning standards based on

course objectives and state and national standards for the following courses:

H224 Housing/Interior Design

H253 Child Development

H453/454/455 Education Internship

*J. Britton moved to approve the family and consumer science critical learning standards. L.

Small seconded the motion. The motion passed unanimously.


H254 Preschool Lab

Medial objectives were revised to align directly to the critical learning standards.

*J. Britton moved to approve the course objective revisions. L. Small seconded the motion.



H253 Child Development, The Developing Child, by Glenco McGraw-Hill

H275 Fashion and Retail Merchandising, Fashion Merchandising and Marketing, by Mary Wolf

H335/B335 Introduction to the Hospitality Industry, Lodging Management Program-Year 1, by

American Hotel and Lodging Educational Institute.

*K. McGinn moved to approve the textbook recommendations. T. Little seconded the motion.


Mathematics

*Approval of Course Objective Revision

M113/M114 Algebra I

Revision of these objectives included alignment to critical learning standards.

*M. Thomas moved to approve the course objective revisions. C. Barnes seconded the


*Preliminary Proposal for 2012-2013: Quantitative Literacy

This course will provide college credit bearing option for students intending on majors or colleges

that do not require trigonometry, pre-calculus, statistics, or calculus. Mathematics representatives

from Harper College and District 2311 are in the process of aligning the Math 080 course at Harper

College to M314 Algebra II offered in District 211. Once students complete and pass M314

Algebra II, students would have the opportunity to enroll in Quantitative Literacy.

*J. Britton moved to approve the preliminary proposal. G. Steiger seconded the motion. The



M113/M114 Algebra I, Algebra I, by Holt McDougal

20

Mathematics (con’t)

M328/M308/M348 Accelerated Algebra II/Advanced Algebra II/Advanced Algebra II and Pre

Calculus, College Algebra, by Pearson/Addison Wesley

M419 Advanced Placement Statistics, Practice of Statistics, by Freeman

*M. Thomas moved to approve the textbooks. S. Castans seconded the motion. The motion

passed unanimously.

Music


C365 Music Theory, Finale 2011, by Make Music

*T. Little moved to accept the software recommendation. J. Britton seconded the motion.


Science


S334 Astronomy, Astronomy Today, Pearson Prentice Hall, 7th

Edition

S335 Geology, Geology, by Wicander and Monroe

S369 AP Physics, College Physics, by Servay, Faugn, and Vuille

Physics-AP Edition, by James Walker

S437 Anatomy and Physiology, Hole’s Essentials of Human Anatomy and Physiology, by Shier,

Butler, and Lewis

*G. Steiger moved to accept the textbooks as recommended. W. Lederhouse seconded the


Social Studies

*Approval of Social Studies Critical Learning Standards

The social studies critical learning standards identify specific skills for information and perspective

analysis, effective written and oral communication, social studies literacy, and citizenship and

collaboration. The specific skills for each standard are defined for three levels of students (seniors,

juniors, and combined freshmen and sophomores).

*J. Britton moved to approve the social studies critical learning standards. T. Little seconded



G343 Psychology I/G353 Psychology II, Thinking About Psychology: The Science of the Mind and

Behavior, by Blair-Broeker and Ernst. Psychology in Everyday Life, by David Myers (minority

report from Fremd and Conant High Schools)

*G. Steiger moved to approve the textbooks. T. Little seconded the motion. The motion

passed unanimously.

21

Special Education

*Approval of General Studies Critical Learning Standards in Mathematics and Reading

The special education general studies critical learning standards in mathematics and reading reflect

the skills described in the course objectives. The standards are classified as beginning skills,

emerging skills, and developing skills for the following courses:

M170 Essential Mathematics

M270 Algebra and Geometry Concepts

M370 Consumer Mathematics

E190/E290/E390 Reading Improvement

E490 Reading 4

*G. Steiger moved to approve the general studies mathematics and reading critical learning

standards. D. Pfister seconded the motion. The motion passed unanimously.


S270 General Studies Health Science, Life Skills Health, by Pearson AGS Globe

*J. Britton moved to approve the textbook recommendation. D. Pfister seconded the motion. The


World Language

*Formal Proposal for 2011-2012: L252 Chinese Mandarin II

This course continues the methods used in Level I and is designed to further develop the students’

communicative skills using thematic vocabulary units and real-life situations. Authentic materials, CD’s,

and video are used to reinforce language (speaking, reading, listening, and writing) skills, grammar skills,

and an appreciation of the Chinese culture. Prerequisite for the course is successful completion of

Mandarin I. The course would earn one credit in World Language; offered to students in level 2,3, and 4.

*G. Steiger moved to approve the formal proposal; T. Little seconded the motion. The motion passed

unanimously.


L276 Spanish for Natives Speakers, Imagina, by Blanco and Tocaimaza-Hatch and Avancemos 3, by

Estella Gabala.

L162 French 1, Bien Dit I, by John Demado

*L. Small moved to approve the textbooks. M. Rehusch seconded the motion. The motion passed

unanimously.

SUGGESTED MOTION

That the curriculum committee report and recommendations be approved as presented.

Nancy N. Robb

Superintendent

re: curriculum committee report · student’s portfolio and make the recommendations for proper...

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