Curriculum & Instruction

Background

Elementary Programming

Every student in grades K-5 engages in computer science instruction through the Project Lead the Way (PLTW) curriculum. PLTW ensures students learn in creative and meaningful ways while also meeting Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and technology standards. The computer science-focused modules and emphasis on computational thinking develop students' problem-solving skills, logical-reasoning skills, and perseverance. Lessons as they use devices to test their ideas. 

Kindergarten: Animals and Algorithyms 

Students explore the nature of computers and the ways humans control and use technology. Starting with an unplugged activity, students learn about the sequential nature of computer programs. Students are inspired by a story in which Angelina, Mylo, and Suzi make videos to teach preschoolers about animals in their habitats. Then, students work in small groups to design and program a simple digital animation about an animal in its habitat.

First Grade: Animated Storytelling

Students explore the sequential nature of computer programs through hands-on activities, both with and without a digital device. They explore the basic fundamentals of programming using ScratchJr, a block-based programming language to create their own projects. The “Use-Modify-Create” framework strengthens programming skills as students use a practice program, modify the program, and then create their own program according to the constraints provided. 

Applying skills and knowledge learned from the activities and projects in this module, students work together to design and program a digital animated story to share with members of their community.

Second Grade: Grids and Games

In this module, students explore the sequential nature of computer programs through hands-on activities, both with and without a digital device. In a life-size board game, students write a program using directional cards and repeat loops to program Rosie the Robotic Dog to move through a maze. Then, students develop an understanding of computer science, computer scientists, and the impacts of computing.

After building an understanding of computer science, students create programs using a block-based programming language. Students follow the Use-Modify-Create Framework to write programs with sequences, loops, and triggers. Applying skills and knowledge learned from the activities and project, students work together to design and program a game that can be played on a digital device.

Third Grade: Programming Patterns

Students explore control structures such as events, loops, and conditionals. These structures specify the sequence in which instructions are executed within a program. Starting with computer-free activities and progressing to programming in a block-based language on a device, students learn how to think computationally about a program. In the design problem, Angelina, Mylo, and Suzi are challenged to use computer programming to write a story with different endings. Combining their writing and programming skills, students develop interactive stories on a device with multiple plots.

Fourth Grade: Input/Output Computer Systems

In this exploration of how computers work, students are encouraged to make analogies between the parts of the human body and the parts that make up a computer. Students investigate reaction time as a measure of nervous system function. After Mylo suffers a concussion, his friends become interested in how to diagnose concussions and create a reaction-time computer program to assess a baseline before a concussion occurs. Students apply what they have learned to build their own reaction-time measurement devices on tablets.

FreshINCedu   

Library Media Specialists introduce our 5th-grade students to entrepreneurship through the FreshINCedu™ curriculum. 

In teams, students progress through the milestones of starting up a new business: they identify a problem to solve, create a product concept using recycled materials, pitch their idea, sell their product in an e-commerce marketplace, and evaluate the performance of their business idea. With the involvement of mentors and volunteers from the local community, students experience authentic learning, providing them an opportunity to feel empowered as entrepreneurs. 

FreshINC™ aligns with standards for ELA, Math, and Social Studies frameworks.

Literacy and Innovation Hub procedures vary by grade level. Please visit your child’s school webpage to find more information about specific procedures and related resources.

Lake Zurich CUSD 95 offers a range of reading supports and interventions for students identified as striving readers. Students in grades K-11 are monitored for reading progress using district identified benchmarks and local assessments. Interventions are implemented to address the needs of those who are not making adequate reading progress.

The first step to providing support for a striving reader is through classroom support. These interventions occur in the child’s classroom as teachers identify that a child is struggling and support the child’s learning through increased re-teaching of reading skills and strategies through small group and individual instruction during class time.

For students who need more support, interventions for grades K-5 include additional instructional time with a certified reading specialist provided in a small group using the evidence-based Fountas & Pinnell Leveled Literacy Intervention program.

For students who need intensive instructional support, interventions for K-8 include additional instructional time with a certified reading specialist in small groups with a 1:6 teacher to student ratio for Tier II, and a 1:3, or less, ratio for Tier III. Teacher to student ratios are higher at the high school level as students receive additional instruction through a Reading Strategies course.

Students receiving interventions are progress monitored on a biweekly basis using a combination of running records, comprehension interviews, and literacy behavior checklists.

Students are considered for release of services if after receiving reading interventions, they score at or above the 30th percentile as measured by NWEA MAP reading assessments or are reading at benchmark level as measured by Fountas and Pinnell BAS.

Title I Information

What is Title I?

Title I is a federally funded education program that provides supplemental funds to assist eligible schools in achieving their educational goals. Established under the Elementary and Secondary Education Act of 1965 as Amended, this program allocates funds to school districts nationwide based on the number of low-income families in each district. Schools use Title I funds to enhance the academic achievement of students, with a focus on narrowing the achievement gap between high-performing and low-performing students.

An educationally disadvantaged student is defined as one whose educational readiness or achievement is below average for their age or grade level literacy (reading, writing, speaking, listening )and/or mathematics and who may also be eligible to participate in the national free or reduced–price lunch program.

How are the funds used?

Lake Zurich Schools qualifying for Title I funds implement a Schoolwide program, allowing each school flexibility in using these funds to improve instruction for all students. Title I funds are integrated with other district, state, and federal resources to enhance overall student achievement. Examples of how Title I funds are utilized include purchasing supplemental classroom materials, providing professional development for teachers, and offering parent education and family programs.

What do I know about my child's teacher?

The federal education law called the Elementary and Secondary Education Act (ESEA) requires that all parents in a Title I school be notified and given the opportunity to request information about the professional qualifications of classroom teachers instructing their child.  If you are interested in this information, you may send your request to the building principal who will provide a response.

Focus:  Direct training/Curriculum development/Cohort Support/Instructional Planning

Committees are comprised of one teacher per grade level from each building and include specialists in that content area. There are also staff representation from special education and English Learners. These groups of teachers work as a cohort to collaboratively design modules, units, lessons, assessments, etc. to increase understanding and mastery of critical knowledge/skills in alignment with district and/or state benchmarks.  Additionally, the committee identifies instructional strategies and techniques to enhance student achievement. Curriculum committees may meet monthly during the first two phases of development.

Focus:  Sustained Professional Development

Effective implementation of the curriculum is dependent on a coherent professional development plan. Teachers choose a topic to study for the year.  During institute days, teachers explore and plan to implement the instructional strategies being studied. This includes time to collaboratively develop lesson plans, reflect on the implementation and revise as necessary. The District has five dates identified as Teacher Institute days and one day identified as Teacher In-Service dedicated to the implementation of technology.

Focus: School Improvement Planning

These school-based learning opportunities allow a staff to advance their School Improvement Plans through book studies, data analysis, reflective discussion/planning, and staff led direct training.

Focus: Job embedded professional development/collaboration

Job-alike teachers form a professional learning community that meets regularly to collaborate toward a shared curricular-focused vision. These teachers support and work with one another to address the following questions:

• What evidence do we have the students are achieving?
• What instructional practices would further enhance student learning?
• How do we support and meet the learning needs of all students?

Professional Learning Community teams meet weekly.

Focus: Leadership and program development

Teachers and administrators may attend conferences or workshops offered outside the district. Approval and funding of out-of-district professional development is based on a pre-approval process. Areas under curriculum development are given priority.

Focus: Data analysis and action research

School teams analyze data and current practices to identify trends which may impact student achievement. Teams work collaboratively to develop an action plan with measurable outcomes to monitor progress.

District 95 administrators often lead and participate in the professional development offered to teachers.  This necessitates targeted professional development for administrators which is provided through:

Administrator Academy Courses

• Annually the District offers a full day Administrator’s Academy course that is aligned to the District Improvement Plan or district goals.

District Leadership Professional Learning Meetings

• On a monthly basis during the school year, and on a weekly basis during the summer, the District Leadership team participates in sustained professional development on topics that are aligned to the District Improvement Plan or district goals.

The mentoring program is grounded in authentic and embedded support for new staff to our District. Each new staff member will be appointed a mentor that will thoughtfully and intentionally guide new staff in the professional growth and networking that comes with being new to the education profession and new to our District. 

 Highlights of the program for New Staff Members:

• Differentiated: 

Staff is not one size, fits all. We have aligned support to reflect those that come to us with experience or those that come to us new to the profession

• 1:1 Support:

New members will receive support from a team of people including the Mentor and the Learning Support Coach

• Peer Observation: 

New members will have the opportunity to observe in other settings

 Highlights of the Mentoring Role:

• 1-2 year commitment (based on years of experience of assigned mentee)

• Meets 1-2x/month with the mentee (based on the tier)

• Facilitates peer/classroom observations throughout the year

• Mentor Website access for mentor monthly meeting resources aligned to the Danielson Framework and the D95 Instructional Model

• Mentor training/support

• Stipend position