3 Questions District 211 Teachers Are Asking

(reprinted from November 2006 Superintendent's Newsletter)

In the mid-1980s, District 211 began an ongoing process of instructional improvement through the development of a comprehensive course objective and assessment system. Since that time, this system has been used effectively to review curriculum, assist in the choice of instructional materials and methods, and improve instruction.

However, in the past few years, there has formed a new emphasis that is complementing the objective-assessment system. That emphasis reflects a focus on student learning, and is in response to three questions that educators in District 211 are asking. The questions may seem quite simple, but are, in fact, profound: “What do we expect every child who attends District 211 schools to learn?” “How will we know if they have learned those concepts and skills?” and “What must be done if they do not learn?”

These questions consider the education of every student, and that presents a challenge even to an excellent school district like District 211. Our schools are as diverse as our communities, and are home to students from families that are affluent as well as those from families in need, from dozens of national backgrounds whose native languages are not English. Every student in our schools has both untapped abilities and areas of disability. And yet, as diverse as our student body is, every student has something in common – a future that is unclear, but equally important to each, requiring more preparation and a wider range of skills than ever before.

“What do we expect every child who attends District 211 schools to learn?” Our teachers are currently developing Critical Learning Standards (CLS) in reading, writing, mathematics, and science. These will define our expectation for that which every student will actually learn before graduation, regardless of program of study or personal challenges. This begins with embracing the fact that every student needs and deserves to be educated in these areas to an extent that they each have options for their futures.

“How will we know if they have learned those concepts and skills?” Even as critical learning standards are developed, teachers are considering how they can be assessed on an ongoing basis to enable the teacher, student, and parent all to know the student’s progress, and in knowing, play a role in accelerating the student’s achievement. Technology, especially the new gradebook program developed by District 211 staff and being piloted in schools this year, will play a huge role in the collection, review, and communication of the data that reflects student achievement.

“What must be done if they don’t learn?” Teachers can no longer accept even a high percentage of student success if that means accepting some level of student failure. By creating critical learning standards, staff also has affirmed its commitment to developing a pyramid of interventions for any child who does not succeed after the first try, or second, or third.

Our faculty recognizes the challenges that these three questions bring, if answered honestly. Every teacher will, and must, contribute to this effort in order for our goal to be reached. New teaching and learning methods will need to be explored.

We accept this challenge. The work ahead is daunting, but its importance is unparalleled.