MONROE - There's an educational push nationwide to use data to improve student achievement.
And that's the thinking behind the "Align by Design" curriculum model incoming Monroe High School freshman will begin next year.
Dr. Chuck Venegoni, English and Fine Arts head at John Hersey High School in suburban Chicago, Monday was in Monroe making presentations to local teachers, staff and the school board on the "John Hersey High School Alignment Model."
Venegoni said the impetus for developing the school model was that Hersey School District 214 wanted more students to take and excel at the ACT test. The focus, he said, is to increase student achievement by getting high school teachers to educate students at their individual skill and entry level.
"High school teachers do not have that on their radar," Venegoni said. "When they have it, it's textbook tied."
Venegoni developed the model in 1999 in a period where there was testing being implemented statewide across Illinois.
"The truth is you can't have test scores grow by teaching to the test," he said.
As part of the plan, Monroe High School freshman next year will be placed in one of three courses for English and the World Past and Present.
Teachers at the high school will teach students at their entry level, but the courses will cover the same content.
Cory Hirsburnner, Monroe School District director of instruction, said teachers are planning on teaching lessons across the curriculum.
Hirsburnner said the district is looking at the "Align by Design" model for middle school students in the future. She said that the high school math and science departments also would add the model down the road, but the math department has been working on realigning standards to meet the state guidelines.
There are seven principles to the Hersey model, including providing a common core of curriculum content to students. There are three entry levels of core courses in math, reading, science and English at Hersey. The model includes the interdisciplinary alignment of content across the curriculum, instruction and assessment - with a focus on standard base, critical thinking skills.
"We are absolutely adamant that our kids get equity according to what level they are," Venegoni said.
Another staple of the model calls on staff across subject areas to work together to teach students and it includes community forums, discussions and field trips.
"Something interesting about this is you are teaching a framework, but not memorizing what year the Declaration of Independence was signed," board member Bob Erb said.
Venegoni said there is diagonal alignment available for students to move from one level to another in a given subject area. He added that the program helps students who enter high school at the lowest achievement level by providing "access and equity."
The average ACT test score in Hersey before 1999 was 21.8, with 80 percent tested. In 2010, the average ACT score rose to 24.9. Venegoni said there has been a 350 percent increase in AP exams taken and passed since 1999, and a marked increase of students qualifying for college credit and earning better scores. Venegoni said AP exams have increased from 300 before 1999 to more than 1,300 a year.
Board member Amy Bazley questioned how students were placed in AP classes. Students are placed in AP classes based on teacher recommendations, but they also take parent requests, Venegoni said.
Monroe has increased the number of credits needed for graduation from 24 to 25, because there will be more required core curriculum classes for students.
Venegoni said the only costs for the new model were those related to professional development in preparing teachers and the cost of getting new books.
The Monroe courses have been set up as English 9A, English 9B, English honors, World Past and Present 9A, World Past and Present 9B and World Past and Present honors.
And that's the thinking behind the "Align by Design" curriculum model incoming Monroe High School freshman will begin next year.
Dr. Chuck Venegoni, English and Fine Arts head at John Hersey High School in suburban Chicago, Monday was in Monroe making presentations to local teachers, staff and the school board on the "John Hersey High School Alignment Model."
Venegoni said the impetus for developing the school model was that Hersey School District 214 wanted more students to take and excel at the ACT test. The focus, he said, is to increase student achievement by getting high school teachers to educate students at their individual skill and entry level.
"High school teachers do not have that on their radar," Venegoni said. "When they have it, it's textbook tied."
Venegoni developed the model in 1999 in a period where there was testing being implemented statewide across Illinois.
"The truth is you can't have test scores grow by teaching to the test," he said.
As part of the plan, Monroe High School freshman next year will be placed in one of three courses for English and the World Past and Present.
Teachers at the high school will teach students at their entry level, but the courses will cover the same content.
Cory Hirsburnner, Monroe School District director of instruction, said teachers are planning on teaching lessons across the curriculum.
Hirsburnner said the district is looking at the "Align by Design" model for middle school students in the future. She said that the high school math and science departments also would add the model down the road, but the math department has been working on realigning standards to meet the state guidelines.
There are seven principles to the Hersey model, including providing a common core of curriculum content to students. There are three entry levels of core courses in math, reading, science and English at Hersey. The model includes the interdisciplinary alignment of content across the curriculum, instruction and assessment - with a focus on standard base, critical thinking skills.
"We are absolutely adamant that our kids get equity according to what level they are," Venegoni said.
Another staple of the model calls on staff across subject areas to work together to teach students and it includes community forums, discussions and field trips.
"Something interesting about this is you are teaching a framework, but not memorizing what year the Declaration of Independence was signed," board member Bob Erb said.
Venegoni said there is diagonal alignment available for students to move from one level to another in a given subject area. He added that the program helps students who enter high school at the lowest achievement level by providing "access and equity."
The average ACT test score in Hersey before 1999 was 21.8, with 80 percent tested. In 2010, the average ACT score rose to 24.9. Venegoni said there has been a 350 percent increase in AP exams taken and passed since 1999, and a marked increase of students qualifying for college credit and earning better scores. Venegoni said AP exams have increased from 300 before 1999 to more than 1,300 a year.
Board member Amy Bazley questioned how students were placed in AP classes. Students are placed in AP classes based on teacher recommendations, but they also take parent requests, Venegoni said.
Monroe has increased the number of credits needed for graduation from 24 to 25, because there will be more required core curriculum classes for students.
Venegoni said the only costs for the new model were those related to professional development in preparing teachers and the cost of getting new books.
The Monroe courses have been set up as English 9A, English 9B, English honors, World Past and Present 9A, World Past and Present 9B and World Past and Present honors.