During our PLC time, members create assignments and assessments that will formally and informally assess standards. After these have been given, team members meet together to compare results. Classroom teachers, special ed teachers, and ELL teachers discuss how students did as a whole and how different groups of students performed. Strategies to reteach and retest students are discussed and implemented. Assignments and lessons are created to meet the needs of students based on this data. Some students may reinforce a skill that has already been taught while others will work on an assignment that allows them to further explore a skill already mastered.  We continuously monitor and discuss how students are progressing, and if they are working on appropriate materials. The need for further instruction, enrichment, and interest in topics being taught are all taken into consideration during this process. This ensures that all students needs are being met, students are being challenged appropriately, and learning is occuring at high levels.

    Teachers do not make these decisions in isolation. Special services teachers, ELL teachers, intervention specialists, instructional coaches and administrators also help ensure students are recognized by name and need. The staff at Addams understands that students come to school with a variety of life experiences and personal matters that affect their education. Teachers regularly focus on the needs of students over their personal pride and come with the most accurate and honest data possible. This transparency allows teachers to get the best support for all students.

    As our PLCs become stronger, we are continuing to find the best ways to share and analyze data utilizing digital assessment tools that allow us to track students progress throughout the year by standard. We also are given opportunities to communicate regularly with the adults in the building that interact with each child outside of our content area in order to continually learn how to best meet the unique needs of each individual. Overall we are now provided with a picture of the whole child, not simply their performance on a single test.

1. Monitoring student learning on a timely basis.

During our PLC time, members create assignments and assessments that will formally and informally assess standards. Groups are formed using a variety of data points including MAP data, assessment information, and anecdotal observations. We continuously monitor and discuss how students are progressing, and if they are grouped appropriately. Students change levels based on the need for further instruction, enrichment, or their interest in subjects being taught.

Teachers do not make these decisions in isolation. Special services teachers, ELL teachers, intervention specialists, instructional coaches and administrators also help ensure students are recognized by name and need. The staff at Addams understands that students come to school with a variety of life experiences and personal matters that affect their education. Teachers regularly focus on the needs of students over their personal pride and come with the most accurate and honest data possible. This transparency allows teachers to get the best support for all students.

As our PLCs become stronger, we are continuing to find the best ways to share and analyze data utilizing digital assessment tools that allow us to track students progress throughout the year by standard. We also are given opportunities to communicate regularly with the adults in the building that interact with each child outside of our content area in order to continually learn how to best meet the unique needs of each individual. Overall we are now provided with a picture of the whole child, not simply their performance on a single test.

2. Creating systems of intervention to provide students with additional time and support for learning.

     Within the classroom, teachers are encouraged to know each student by name and need. Students may need a modification to help them be successful meeting one standard, but may be successful on their own with another. Furthermore, students may show mastery of a standard and need an extension activity to take their skills to eht next level. Assignments, activities, and strategies are created and discussed at PLC meetings.

    Even with the best classroom instruction, students are sometimes not able to show mastery on a summative assessment. Teachers at Addams firmly believe in the power of reteaching students. Teachers analyze where students’ gaps in understanding are and provide opportunities to help students fill them. Students are also given the chance to retest once they feel confident in the skill.

    Based on MAP data and growth, students scoring below the 40th percentile are given an additional period during the school day in which they practice literacy or math skills. This acceleration class provides small group, highly individualized instruction to help students meet grade level standards. Due to the small class size, teachers are able to build a strong relationship with each student which allows students to take risks and feel comfortable expressing where they need help. This information can then be shared with staff members so everyone is able to best meet student’s needs. When students are able to show on MAP, common assessments,and increased  confidence that this goal has been met, they are transitioned to an elective class.

    Addams has a very unique schedule called FLEX that builds in a 30 minute instructional block twice a week. Content areas rotate lesson times throughout the month. During this block, teachers create lessons not only to help students that struggle with a skill but also fun and engaging lessons to help students delve deeper into curriculum. Teachers often present students with choice regarding which activity they would like to participate in during the flex block. Thus, students are assessing their own areas of need and interest while also having chance to be with an adult that may not be their normal classroom teacher.

    Furthermore, Addams provides opportunities before and after school for students to get additional support. Students can attend Crusader Club where they can work on homework with friends while a certified staff member is available to assist. They can also come before school if they are having trouble with their math homework or are concerned about a concept for a test. Addams boasts a variety of clubs including Rocket Club, Chorus, and Mural Club that allows students to explore areas of interest and have the opportunity to try something new in a safe and supportive environment.

    As our PLCs move forward, we continue to look for every opportunity to give students a voice in their education. Students are encouraged to share their passions, solve real world problems, and choose the way in which they would like to present their discoveries. Each student in our building has their own Chromebook that allows for research, collaboration, and individualized assignments that will prepare them for the modern workforce.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

     Teams at Addams are formed based on content area. Each teacher is a part of a team.Throughout the building, team members are highly valued by each other in order to ensure student success. During the hiring process, team members are included on interviews so that the best candidates can be chosen. Not only are candidates considered based on credentials, but they also teach a lesson and meet team members to ensure a good fit. Teams actively seek out candidates that are collaborative, creative, and passionate about education.

    Common plan time is the most valuable resource that has been given to teachers at Addams. Grade level teams have the same planning period, so they are able to meet up to 5 days a week. These meetings are never looked at as a tedious task, but rather essential for collaboration and productivity. Teams honor this time by creating agendas, adhering to norms, and coming prepared. Teachers know that hard work and distribution of the workload during plan time not only helps to create work/life balance, but also brings in ideas that will benefit students’ different learning modalities.

     Our district strongly believes in the idea of collaboratively designing a guaranteed and viable curriculum for all grade levels and schools. This has been achieved by districtwide task force teams.  Staff from across the district are invited to participate and work as cross-district collaborative teams to determine scope and sequences for instruction of vital instructional standards. When task force teams meet, they discuss essential learning outcomes, how standards will be addressed on student report cards, and what materials best support student learning of critical content. The district ensures that each building is represented when task force teams are formed. Team members all share this common vision and collaborate to make the curriculum work for all students in the building. We proudly share lessons, student work, and upcoming activities with families through E-mail and social media. Our clear vision for student success is celebrated by the entire Addams community.

Additional Achievement Data

School Student Achievement Data
State Accountability: PARCC
Percentage of Students Meeting or Exceeding Proficiency
	2014–2015			2015–2016			2016–2017
SUBJECT	School	District	State	School	District	State	School	District	State
English	68	67	38	66	64	36	66	63	37
Mathematics	51	58	28	53	57	31	51	57	32
	2014–2015			2015–2016			2016–2017
SUBJECT	School		State	School		State	School		State
English	68	67	38	64	64	36	68	63	37
Mathematics	69	58	28	65	57	31	64	57	32

 

 

Tier Performance History for Subgroups - Tier Proficiency for MAP is defined as any student at or above the 40th percentile

 

The Addams staff is committed to the idea that all students can learn. Over the past three years, we have focused on EL and Low Income students to “bridge the gap” in their learning. We are proud of the success we have seen with these groups.

 

ELA					Math
EL	Fall	Spring	% Growth		EL	Fall	Spring	% Growth
2014-2015	15%	37%	22%		2014-2015	29%	43%	14%
2015-2016	64%	79%	15%		2015-2016	32%	54%	22%
2016-2017	58%	65%	7%		2016-2017	25%	47%	22%
Low Income	Fall	Spring	% Growth		Low Income	Fall	Spring	% Growth
2014-2015	65%	70%	5%		2014-2015	65%	67%	2%
2015-2016	74%	77%	3%		2015-2016	66%	75%	9%
2016-2017	74%	78%	4%		2016-2017	68%	73%	5%
All Students	Fall	Spring	% Growth		All Students	Fall	Spring	% Growth
2014-2015	85%	87%	2%		2014-2015	80%	85%	5%
2015-2016	86%	88%	2%		2015-2016	84%	86%	2%
2016-2017	87%	84%	-3%		2016-2017	85%	84%	-1%

 

• Recognized 7 times for meeting District 54 90/90 goal for reading and math 
• Special Olympics of Illinois Unifed Champion School
• Special Olympics Project Unify Socially Inclusive School

Files

• addams-clubs-and-activities-17-18.docx
• 2017-2018-bell-schedule-1.pdf