BOARD OF EDUCATION GLENBROOK HIGH SCHOOLS April 12, 2021 REGULAR BOARD MEETING - 7:00 p.m. Location: Glenbrook District Office Public Meeting Room 100A 3801 W. Lake Avenue, Glenview, IL 60026*
* This meeting will be held in person and will be available via Zoom webinar. Public comment will be in-person only. Seating in the Public Meeting Room is limited to 13 people. Limited overflow seating will be available in the professional development room. Six feet social distancing and masks are required and will be enforced.
Zoom Meeting Information Click Here to Join Meeting Meeting ID: 836 9614 2115 Meeting Passcode: 3801
AGENDA
1. (7:00) Call to Order – Roll Call
2. (7:02) Approval of the Agenda for this Meeting
3. (7:03) Recognition of Community Visitors The public comment period shall be limited to 30 minutes.
4. (7:33) Board and Superintendent Reports
5. (7:43) Approval of Consent Agenda Items:
A. Appointments a. Certified b. Support Staff B. Resignations/Terminations a. Certified b. Support Staff C. FOIA D. Approval of Accounts Payable Bills E. Approval of Payroll Disbursements F. Approval of Revolving Fund Reimbursement G. Minutes a. March 15, 2021, Special Board Meeting b. March 15, 2021, Special Closed Board Meeting c. March 15, 2021, Regular Board Meeting d. March 15, 2021, Regular Closed Board Meeting H. Gifts I. Award of Bids for Capital Projects for Summer 2021
6. (7:45) Discussion/Action: Curriculum Reports
7. (8:00) Discussion/Action: Preliminary Review of Textbooks
8. (8:15) Discussion/Action: Glenbrook South Signage and Wayfinding Bids
9. (8:30) Discussion/Action: FY22 Special Education FTE Recommendation
10. (8:50) Discussion/Action: NSSED COVID Related Finances
11. (9:05) Discussion/Action: Technology Services Operating Budget for 2021-22
12. (9:20) Review and Summary of Board Meeting
13. (9:23) Possible Topics for Future Board Meetings
Future Meeting Dates:
Monday, April 26, 2021 - 7:00 p.m. - Regular Board Meeting - CANCELED Wednesday, April 28, 2021 - 7:00 p.m. - Special Board Meeting - ORGANIZATIONAL MEETING
14. (9:25) Closed Session: The appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body or legal counsel for the public body, including hearing testimony on a complaint lodged against an employee of the public body or against legal counsel for the public body to determine its validity; collective negotiating matters between the public body and its employees or their representatives, or deliberations concerning salary schedules for one or more classes of employees; student disciplinary cases (Section 2(c) (1),(2) and (9) of the Open Meeting Act).
15. Possible Action Regarding GESPA Collective Bargaining Agreement
16. Possible Action Regarding a Non-Certified Personnel Matter
17. Possible Action on Administrative Salaries
18. Possible Action on Non-Union, Non-Certified Salaries
19. Possible Action Regarding Topics Discussed in Closed Session
20. (10:30) Adjournment Times are estimates. Electronic Board packet can be found at http://www.glenbrook225.org/district/Board-of-Education/Board-Packet-Agendas
To: Dr. Charles Johns Board of Education From: Brad Swanson Date: April 12, 2021 Re: Appointments: Certified
Position: Instructional Supervisor, English - GBN Dr. Anna Schultes
Degrees: Ph.D., English-Modern Studies, University of Wisconsin, Milwaukee M.E., Education Leadership, North Park University M.S., Secondary Education Language, Northeastern Illinois University M.A., English/American Ethnic Literature, University of Warsaw, Poland
Certifications: Principal, English as a Second Language, English Language Arts, and Secondary Education
Professional Experience: Dr. Anna Schultes has demonstrated success as a teacher, program coordinator, and professional development provider at Buffalo Grove High School and across District 214. Dr. Schultes started her career at Oakton Community College prior to spending the past 12 years at Buffalo Grove High School. In her role at Buffalo Grove, Dr. Schultes taught multiple courses across both, ESL and English including Advanced Placement Language and Composition. Additionally, Dr. Schultes has extensive experience in designing and implementing professional development in curriculum, instruction, and assessment. Dr. Schultes brings expertise and experience in the area of English instruction, and we look forward to her quickly becoming a valued leader at GBN.
Salary: $156,292 (MA+60, Step Z4, 1.0 FTE, +11%) Start Date: August 2, 2021 Extracurricular
Stipend Name Bldg Position FTE Start Date Amount
Vincent, David GBN Assistant Coach 0.5 3/10/2021 $5,179 Boys Soccer
Collins, Elisabeth GBN Assistant Coach 1.0 4/5/2021 $5,306 Girls Lacrosse To: Dr. Charles Johns Board of Education From: Brad Swanson Date: April 12, 2021 Re: Appointments: Support Staff
Name Bldg Position Calendar FTE Start Date CAT Step Rate
NONE
Extracurricular
Start Stipend Name Bldg Position FTE CAT Step Date Amount
Brydon, Robert GBN Assistant 1.0 3/10/2021 V 8 $8,922 Coach, Girls Volleyball
Larson, Kristen GBN Swim Coach, PT 3/15/2021 I 5 $17.93 Aquatics
McGrath, MacKenzie GBN Assistant 1.0 4/5/2021 V 3 $6,362 Coach, Girls Lacrosse
Parrot, Jordan GBN Assistant 0.5 3/10/2021 IV 3 $3,691 Coach, Boys Soccer
Synek, Brett GBN Assistant 0.66 4/5/2021 IV 3 $4,917 Coach, Baseball To: Dr. Charles Johns Board of Education From: Brad Swanson Date: April 12, 2021 Re: Resignations/Terminations: Certified
Name Position Effective School
Morales, Macie Assistant Coach March 29, 2021 GBN Girls Lacrosse To: Dr. Charles Johns Board of Education From: Brad Swanson Date: April 12, 2021 Re: Resignations/Terminations: Support Staff
Resignations
Name Position Effective School
D’Andrea, Samantha Head Swim Coach, 5/03/2021 GBN Aquatics
Redfern, Brendan Instructional Assistant, 4/20/2021 GBS Science
Walters, Cathy Administrative 6/9/2021 GBN Assistant, Social Studies
Termination
Name Position Effective School
Ijaz, Imran Paraprofessional 4/9/2021 GBS
Extracurricular
Name Position Effective School
NONE
TO: Dr. Charles Johns FROM: Rosanne Williamson RE: FOIA Requests
FOIA Response: Please find the FOIA requests and responses here.
Background:
The Freedom of Information Act (FOIA - 5 ILCS 140/1 et seq.) is a state statute that provides the public the right to access government documents and records. A person can ask a public body for a copy of its records on a specific subject and the public body must provide those records, unless there is an exemption in the statute that protects those records from disclosure (for example: records containing information concerning student records or personal privacy).
A public body must respond to a FOIA request within 5 business days after the public body receives the request or 21 business days if the request is for commercial purpose. That time period may be extended for an additional 5 business days from the date of the original due date if: ● The requested information is stored at a different location; ● The request requires the collection of a substantial number of documents; ● The request requires an extensive search; ● The requested records have not been located and require additional effort to find; ● The requested records need to be reviewed by staff who can determine whether they are exempt from FOIA; ● The requested records cannot be produced without unduly burdening the public body or interfering with its operations; or ● The request requires the public body to consult with another public body who has substantial interest in the subject matter of the request.
If additional time is needed, the public body must notify the requester in writing within 5 business days after the receipt of the request of the statutory reasons for the extension and when the requested information will be produced. 1 3/15/21
MINUTES OF SPECIAL MEETING, BOARD OF EDUCATION, SCHOOL DISTRICT #225, COOK COUNTY, ILLINOIS, MARCH 15, 2021
A special meeting of the Board of Education, School District No. 225 was held on Monday, March 15 , 2021, at approximately 6:00 p.m. at Glenbrook District Office Public Meeting Room 100A, pursuant to due notice of all members and the public.*
* This meeting was held in person and was available via Zoom webinar. Public comment will be in-person only. Seating in the Public Meeting Room is limited to 13 people. Limited overflow seating was available in the professional development room. Six feet social distancing and masks were required and enforced.
Zoom Meeting Information Click Here to Join Meeting Meeting ID: 830 5300 8838 Meeting Passcode: 3801
The president called the meeting to order. Upon calling of the roll, the following members answered present:
Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg
Also present: Fagel, Geallis, Gravel, Johns, Markey, Swanson, Williamson
Approval of Agenda for this Meeting
Motion by Mr. Glowacki, seconded by Mrs. Hanley to approve the agenda for this meeting.
Upon calling of the roll:
aye: Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg
nay: none
Motion carried 6-0 .
Recognition of Community Visitors None.
Motion to Move into Closed Session
Motion by Mr. Glowacki, seconded by Dr. Sztainberg to move into closed session
2 3/15/21 at approximately 6:04 p.m.to discuss the appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body or legal counsel for the public body, including hearing testimony on a complaint lodged against an employee of the public body or against legal counsel for the public body to determine its validity; collective negotiating matters between the public body and its employees or their representatives, or deliberations concerning salary schedules for one or more classes of employees (Section 2(c) (1) (2) of the Open Meeting Act).
Upon calling of the roll:
aye: Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg
nay: none
Motion carried 6-0 .
Mr. Taub arrived at 6:04 p.m.
The Board returned to open session at 6:43 p.m.
Adjournment
Motion by Mr. Glowacki, seconded by Mrs. Hanley to adjourn the meeting at approximately 6:43 p.m.
Upon call for a vote on the motion, all present voted aye.*
Motion carried 7-0 .
* Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
CERTIFIED TO BE CORRECT:
______PRESIDENT - BOARD OF EDUCATION
______SECRETARY - BOARD OF EDUCATION
MINUTES OF REGULAR MEETING, BOARD OF EDUCATION, SCHOOL DISTRICT #225, COOK COUNTY, ILLINOIS, MARCH 15, 2021
A regular meeting of the Board of Education, School District No. 225 was held on Monday, March 15, 2021, at approximately 7:00 p.m. at Glenbrook District Office Public Meeting Room 100A, pursuant to due notice of all members and the public.*
* This meeting was held in person and was available via Zoom webinar. Public comment was in-person only. Seating in the Public Meeting Room was limited to 13 people. Limited overflow seating was available in the professional development room. Six feet social distancing and masks were required and enforced.
Zoom Meeting Information Click Here to Join Meeting Meeting ID: 836 5911 1740 Meeting Passcode: 3801
The president called the meeting to order. Upon calling of the roll, the following members answered present:
Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
Also present: Fagel, Geallis, Gravel, Johns, Markey, Swanson, Williamson
Approval of Agenda for this Meeting
Motion by Mr. Glowacki, seconded by Mrs. Hanley to approve the agenda for this meeting.
Upon calling of the roll:
aye: Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
nay: none
Motion carried 7-0.
Recognition of Community Visitors
Community members: ● A student shared the impact the GBN Math department has had on him and urged the Board to continue to support the Math department
1
● A Northbrook resident stated the Glenbrook Math curriculum requires change and suggested AOPS (Art of Problem Solving); asked for increased support for the math department including improving the student/teacher ratio to 24 or less ● A GBN graduate with autism spoke regarding being introduced to community involvement in high school and how it has made a positive impact on his adult life
Board and Superintendent Reports
The administration and board president shared highlights of meetings and events at the schools and in the community. They asked that the community continue practicing healthy habits to help prevent the spread of COVID.
Motion to Approve Consent Agenda Items
Motion by Mr. Glowacki, seconded by Mrs. Hanley to approve the following items on the consent agenda with the following revised documents for 05.00.B.a and 05.00.B.b Resignations/Terminations for both Certified and Support Staff
A. Appointments a. Certified b. Support Staff B. Resignations/Terminations a. Certified - Revised b. Support Staff - Revised C. FOIA D. Approval of Accounts Payable Bills E. Approval of Payroll Disbursements F. Approval of Revolving Fund Reimbursement G. Minutes a. February 22, 2021, Regular Board Meeting b. February 22, 2021, Closed Board Meeting H. Gifts I. Certified Staff Members to be Released, Reduced, Rehired, or Honorably Dismissed J. Certified Staff Special Leaves 2020-2021 K. Appointment of Assistant and Associate Township School Treasurers
aye: Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
nay: none
Motion carried 7-0.
Student Wellness and Mental Health
The team:
2
● Provided an overview of student wellness in the district ● Discussed the partnership with students, families, schools, and the community ● Shared who is part of our Student Support Teams (SST), their purpose, as well as the direct services that are provided to students and families ● Outlined direct services to students through individual counseling, group counseling, student assistance program, homebound/hospitalization services, and family assistance ● Provided information on curriculum and universal screenings aimed to help students see signs of suicide and depression and provide an overall social/emotional well-being awareness ● Explained the health, safety, and threat assessments that are conducted when deemed necessary as well as anonymous reporting opportunities ● Discussed areas for growth ● Noted that supporting and nurturing our students is something that we, as a school, place as our top priority
Board members commented on the importance of sharing available resources and see the need for increased communication opportunities.
In response to board members’ questions, the administration: ● Shared ways they are trying to help students with stress before it becomes an issue (homework initiative) ● Discussed work with junior high colleagues to help students early ● Will continue to work on ways to help students with stress ● Noted some students have anxiety to return to school and getting back to the “new normal” and will work on ways to help students ● Explained that they are very aware of the stress associated with being back in the building and are working on ways to make reorientation easier ● Addressed the “educational gap” and stated the focus needs to be: refresh, reset and renew, we need to focus on where we are and how we build on that; celebrate that we are back and we have persevered which is a very important narrative
Registration and Instructional Materials Fee
The administration: ● Explained the reasoning for the new proposed rental model ○ Increased stability with a goal of reducing the cost to families over time ● Proposed a fee of $275 and a registration fee of $25 for a total fee of $300 ● Shared a communication plan which attempts to answer frequently asked questions ○ Noted the school district will purchase all materials and will not profit from the purchase (looking to break even) ○ Also, will provide a buyback option for parents who have already bought materials
3
In response to board members’ questions, the administration: ● Discussed different models on how to distribute materials ● Has gathered information on the process over the past 2-3 years from staff (who have children in the schools) and parent association members and the same requests keep coming up; we are hoping this new model will help to satisfy those requests ● Noted that since this is a student fee, families may pay it when they can as long as it is paid in full by the end of the school year ● Discussed how marked-up books would be handled through the buyback program ● Provided clarification on past cost versus suggested costs ● Commented on ideas for providing information to families ● Asked the Board to take action at this meeting to implement the communication plan and allow time for the bidding and purchasing process during spring break
Motion to Approve the Registration and Instructional Materials Fee
Motion by Mr. Glowacki, seconded by Mr. Taub to approve the implementation of a registration and instructional materials fee for the 2021-22 school year in the amount of $300, inclusive of all instructional materials required for the school year.
Upon calling of the roll:
aye: Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
nay: none
Motion carried 7-0.
Establishing the Date for the Organization of the Board of Education Meeting
The administration stated this is an annual announcement required by board policy to set the date of the organizational meeting of the Board of Education at the regularly scheduled board meeting on Monday, April 26, 2021.
Update on Learning and Operational Plan
The administration: ● Provided an update on metrics ● Reviewed results of COVID-19 testing update of both students and staff ● Shared COVID-19 vaccine update of staff vaccination ● Outlined the student learning plan update ○ Fourth-quarter learning plan update (in-person and remote) ○ Room Capacity and waitlist process update ○ Staff accommodations update
4
○ Updated travel guidance
In response to board members’ questions, the administration: ● Stated any student who wants to return to the buildings will be able to return to the buildings, but noted that students who travel will need to follow the updated travel guidance ● Commented that the press was present at the vaccination event ● Discussed how we can impact the community by providing a vaccine location ● Explained that spike in quarantine numbers coincided with the first day of football ● Believes COVID testing is adequate at this time
Review and Summary of Board Meeting
The board president summarized what happened at the meeting and future meeting dates.
Possible Topics for Future Board Meetings
Future Regular Meeting Dates: Monday, April 12, 2021 - 7:00 p.m. - Regular Board Meeting
Motion to Move into Closed Session
Motion by Mr. Glowacki, seconded by Mrs. Hanley to move into closed session at approximately 9:54 p.m. to consider:
The appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body or legal counsel for the public body, including hearing testimony on a complaint lodged against an employee of the public body or against legal counsel for the public body to determine its validity; collective negotiating matters between the public body and its employees or their representatives, or deliberations concerning salary schedules for one or more classes of employees (Section 2(c) (1) (2) of the Open Meeting Act).
Upon calling of the roll:
aye: Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
nay: none
Motion carried 7-0.
The Board returned to the open session at 11:39 p.m.
Adjournment
5
Motion by Mr. Glowacki, seconded by Mr. Taub to adjourn the meeting at approximately 11:40 p.m.
Upon the call for a vote on the motion, all present voted aye.*
Motion carried 7-0.
* Doughty, Glowacki, Hanley, Kim, Shein, Sztainberg, Taub
CERTIFIED TO BE CORRECT:
______PRESIDENT - BOARD OF EDUCATION
______SECRETARY - BOARD OF EDUCATION
6
To: Dr. Charles Johnson From: Rosanne Williamson Re: Gifts Date: April 12, 2021
The following gifts have been received since the last acceptance of gifts by the Board of Education. I recommend the Board approve the acceptance of the following:
Type of Description of Purpose of School and Account Donor Donation Donation Donation Department Number * Community donation Coca-Cola Give through product GBN Fine Arts - King Solutions Inc. monetary $33.05 purchases Drama dept. AN905825 Kopielski Memorial Robert Hudson III monetary $1000.00 Scholarship GBN SAO AN930200 E.J. Duffy Memorial Mary P. Duffy monetary $4000.00 Scholarship GBN SAO AN930010 Jeannie Kim monetary $100.00 Track team GBN Athletics AN955100 * Monetary donations will be deposited into the account designated, after approval by the Board of Education; property donations do not require an account number.
To: Dr. Charles Johns Board of Education
From: Dr. Kim Ptak Dr. R.J. Gravel
Date: Monday, February 22, 2021
Re: Award of Bids for Capital Projects for Summer 2021
Recommendation It is recommended that the Board of Education award the bids as presented below for capital project work to be performed during the summer of 2021 in the amount of $1,073,696.
Background At the December 14, 2020 meeting, the Board of Education authorized Arcon Associates to create bid specifications for the recommended summer 2021 capital projects. Bid specifications were distributed to prospective bidders on Wednesday, January 6, 2021, and a mandatory pre-bid meeting was held on Friday, January 15, 2021. Bids were opened and publicly read on Wednesday, February 10, 2021. Overall, bid results are $21,304, or 1.9%, under the original cost estimate brought to the Board on December 14, 2020. The December 14, 2020 memo is attached for your reference. Table 1 Lowest Bids Received by Trade
Projects Paving and B110 Roofing Trade Contractor Site Work Renovation Total Cost GBN GBN GBN Paving/Site Work D Kersey $451,400 $451,400 General Trades Monarch Construction $62,300 $62,300 Roofing PSI Roofing $377,000 $377,000 Fire Protection Nelson Fire $6,038 $6,038 HVAC DeKalb Mechanical $82,000 $82,000 Electrical Carey Electric $94,958 $94,958 Total Cost $451,400 $377,000 $245,296 $1,073,696 12/2020 Estimate $455,000 $395,000 $245,000 $1,095,000 Overestimate/ Underestimate -$3,600 -$18,000 $296 -$21,304* -2.0% * Approximately $15,000 of furniture will be purchased which consists of (6) high top work tables, (24 stools) and teaching station.
Award of Bids for Capital Projects for Summer 2021 Page 2
In addition to the projects previously reviewed by the Board of Education, two additional projects were identified within the District Administration Building and are outlined in Table 2. The first project expands the District Administration Building’s reception area to accommodate visitors, by repurposing an existing vault (fileroom), and modifying entry points to the District’s enrollment office. The second project repurposes an existing conference room which has been underutilized, to provide two secure workspaces for business services personnel that handle sensitive information.
Table 2 Additional Projects
Location(s) Project Description Projection
GBA Expanded Reception Area $15,500 Within the Human Resources office space, there is a 267 square foot vault used to store past and present employee files. Digitizing the files allows the space to be repurposed into a much needed conference room. In addition to Human Resource staff using the conference room for various confidential employee meetings, the conference room will be used to meet with families during the residency and financial aid application process. The vault is just to the south of the lobby and by adjusting the door leading from the lobby into the corridor, enough space is created to allow for an entrance into the conference room from the lobby. This allows families to check in with the receptionist and proceed into the conference room for private consultation.
GBA Secure Workspaces for Business Services Personnel $6,500 Additionally, in the Business Office suite there is a 127 square foot conference room flanked by nooks once used to house equipment for the check printing process. Due to the size, the conference room is rarely used and, with the streamlining of the check printing process, the spaces adjacent to the conference room are no longer needed to house check printing equipment. The plan is to repurpose this space and create two private offices for the Payroll Manager and Fiscal Services Manager. The majority of glazing, ceiling tiles, lighting will be repurposed in the new design.
Due to the small scope of these projects, they will be overseen by the Buildings and Grounds department and will not require additional project management or architectural support. Funding for these projects will be provided for within the current 2020-21 fiscal year budget. It is anticipated that these projects will be completed prior to the end of the school year, to partly support the summer enrollment process that begins in June.
Award of Bids for Capital Projects for Summer 2021 Page 3
Expanded Reception Area
Secure Workspaces for Business Services Personnel
Historical Memo
To: Dr. Charles Johns Board of Education
From: Dr. Kim Ptak Dr. R.J. Gravel
Date: Monday, December 14, 2020
Re: Summer 2021 Capital Projects and 3-Year Master Facility Plan
Recommendation It is recommended that the Board of Education authorize Administration to work with Arcon Associates, the District architect, to develop bid specifications for the following capital projects to be completed in the summer of 2021 as presented.
Background School and district leadership teams maintain a fluid 3-year facility master plan, including infrastructure and enhancement projects that directly impact the student experience. For ease of viewing the facility plan, it is provided in the form of a separate document. Within the summary page and each facility’s project list, the following categories have been assigned:
● Summer 2021 The projects with cost estimates stated in this column represent those projects recommended for completion during the summer of 2021. The projects stated are for Glenbrook North, as the summer school program is hosted at Glenbrook South this summer.
● Summer 2022 The projects with cost estimates stated in this column represent those projects recommended for completion during the summer of 2022. The majority of projects stated are for Glenbrook South, as the summer school program is hosted at Glenbrook North this summer.
● Summer 2023 The projects with cost estimates stated in this column represent those projects recommended for completion during the summer of 2023. The majority of projects stated are for Glenbrook South, as the summer school program is hosted at Glenbrook North this summer. Additionally, this is the year slated to upgrade the Building Automation System at Glenbrook North and Glenbrook South. While a detailed timeline needs to be created, it is estimated the work will take 10-12 months.
● Deferred The projects with cost estimates stated in this column represent those that will not need to be completed during the next three summers. However, we anticipate they will need to be completed and/or addressed within the next ten years.
It is important to note that the plan includes cost estimates based on the initial assessment performed by the school district’s architect and construction manager. As the architect reviews each project, the scope
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 2 will be more narrowly defined, and the financial projection modified accordingly. Additionally, the list is intended to be fluid in nature, and items will be added, adjusted, and reprioritized as necessary.
Capital projects scheduled to begin in June 2021 are typically announced in December 2020, with a bid opening in January 2021. The facility committee will review the bid results on February 16, 2021, and a recommendation will be brought to the February 22, 2021 board meeting for approval.
Recommended Summer 2021 Capital Projects The projects recommended for completion during the Summer of 2021 are summarized in Table 1 and presented in detail in the pages that follow.
Table 1 Summary of Summer 2021 Capital Projects by Category Financial Category Location(s) Project Description Projection
Site Work GBN Crack-fill/Sealcoating, Track Resurfacing, Fence $455,000 Replacement, Protective Netting
Roofing GBN Roof Replacement $395,000
Architectural GBN Career and Technical Education Room Renovation $245,000
Subtotal $1,095,000
Architect Fee (7.5%) $82,125
Construction Management Fee (7.5%) $82,125
Contingency (2%) $21,900
Grand Total $1,281,150
As all building and life safety bond proceeds have been exhausted, capital projects will be funded on a “pay as you go” basis and built into the district’s budget. Within the current financial projection model, the school district allocates $1,500,000 annually to support capital projects. These funds are secured through developer impact fees, unrestricted revenue sources (e.g., The Glen Make-Whole Payment), and approved inter-fund transfers. Should the final expense of approved capital projects exceed $1,500,000, the school and district leadership team will need to identify additional budgetary reductions to provide for the expense.
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 3 Table 2 Site Work Projects Location(s) Project Description Projection
GBN Crack-fill and Sealcoating $110,000 The district maintains a master paving schedule that plans for parking lot replacement every 15+ years and general maintenance (crack-fill and seal coating) every four years. The planned summer of 2021 work includes sealcoating the GBN lots on the south side of the building. Sealcoating is a preventative maintenance measure that extends the parking lots’ life by protecting the surface from deterioration caused by water penetration.
GBN Stadium Track Resurfacing $125,000 The current stadium track was installed in 2004 and resurfaced in 2013 at the time the turf field was installed. It is recommended that the track be resurfaced with a polyurethane structural spray every 6-8 years to maintain its structural integrity and maximize its useful life. The summer of 2021 will be year 8. Once resurfaced, it is estimated the track will last another eight years before being ready for a full replacement. It should be noted that the stadium track resurfacing will include the areas for field events, pole vault, and long jump. The GBS track was completed last summer.
GBN Athletic Fencing and Netting $220,000 The current fencing around the baseball field (1,025 linear feet) and softball field (248 linear feet) at GBN are original (50+ years old) non-coated chain link fences. The fencing has rusted, and many of the posts are heaving and lifting out of the ground. The remaining concrete posts in these areas have sharp, jagged edges that create an environment non-conducive to safe play. The metal fencing will be replaced with a black vinyl coated fence, which is consistent with all other athletic fencings at GBN.
Additionally, considering the results of a recent safety inspection, it is recommended that a netting system be added to the softball field due to the proximity of the 1st and 3rd baselines to both the stadium bleachers and tennis courts. 50-foot high netting would anchor into a stone wall behind the home plate, and the 40-foot high net would anchor into the fence posts along the first and third baselines.
$455,000
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 4 Crack-fill and Sealcoating and Stadium Track Resurfacing Plan
Athletic Fencing and Netting
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 5
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 6 Table 4 Roofing Projects Location(s) Project Description Projection
GBN Roof Replacement - Music $345,000 The Music roof is 9,600 s.f. and was installed in 1996. The existing roof system has reached the end of its serviceable life and is experiencing a number of deficiencies typical for this roof system’s age. The proposed new roof system would consist of roof insulation with an R-value of 30.0 minimum and a multi-ply modified bitumen built-up roof membrane with gravel surfacing. The life expectancy of the new roof is 30+ years.
GBN Roof Replacement - CPA Corridor and Lobby $50,000 The CPA Corridor and Lobby roofs total 1,900 s.f. and were installed in 1996. The CPA corridor and lobby roofs are experiencing several deficiencies typical for this roof system’s age. The proposed new roof system would consist of roof insulation with an R-value of 30.0 minimum and a multi-ply modified bitumen built-up roof membrane with gravel surfacing. The life expectancy of the new roof is 30+ years.
$395,000
Roofing Plan
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 7 Table 5 Architectural Projects Location(s) Project Description Projection
GBN Career and Technical Education Classroom Renovation (B110) $245,000 B110 is an approximately 1,200 square foot classroom in the Career and Technical Education (CTE) wing. The classroom has not been updated in over 30 years. It has old carpeting that is soiled and torn, an original drop ceiling with fluorescent lighting, exposed pipes, and a storage closet no longer needed but taking up valuable space. The room has primarily been used for Sci Tech and Welding courses. The Sci Tech computer curriculum historically was taught on desktop computers and, as such, the room is still in its original configuration with heavy, individual study carrels with desktop computers. Part of the technology computer refresh plan includes replacing the desktops this year with laptop computers. Additionally, the room has several pieces of welding equipment that are no longer being used and will be replaced this year with newer technology through grant funds. Due to its configuration and the limited “project space,” the room cannot be used for the majority of CTE classes.
The CTE courses have significantly expanded over the years, and new courses have been added through the annual curriculum review process. Over the last three years, a robust engineering sequence was added to the course list, which earns four credit hours at Oakton Community College. The courses available to students in this sequence include Introduction to Engineering Design, Principles of Engineering, Civil Engineering and Architecture, Welding 1, and Advanced Welding. The scheduling of these new courses has been difficult, and an extra classroom is needed. Renovating room B110 allows it to become a multi-purpose CTE classroom.
The renovation scope includes removing the old drop ceiling, painting exposed ductwork, installing LED lighting, asbestos abatement, new flooring (polished concrete), and mobile furniture. The renovation will allow the room to be a maker space lab that all CTE courses (Sci Tech, Welding, PLTW, Business Incubator, Game Design, and future CTE machining/manufacturing courses) can utilize.
$245,000
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 8
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 9
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 10
Summer 2021 Capital Projects and 3-Year Master Facility Plan Page 11
To: Dr. Charles Johns From: Rosanne Williamson Re: Curriculum Report Date: April 12, 2021
Purpose: The attached curriculum reports are being presented for the Board’s review.
Background: The reports are a function of our ongoing Educational Planning Process (EPP) through which departments systematically review their entire curricula during a five-year period.
Process: Curriculum Planning Strategy 7010 Policy and its Procedures : Instructional Supervisors of like departments have worked together, whenever feasible, to align their review cycles and to share common issues and observations.
Each department report indicates which courses were reviewed during the past year and a brief description of the process used for that review. If there were additional initiatives outside of the review process, these are noted as well. Also included is an evaluation of any new courses after three semesters of implementation, if applicable.
To: Dr. Rosanne Williamson From: Dr. Ed Solis, Associate Principal cc: Mr. Jason Markey, Principal Re: Curriculum Reports Date: March 2021
Attached are the department reports from the Educational Planning Process as part of District 225’s curricula review. Departments worked throughout last year and into the fall semester evaluating curricula, instruction, resources and the impact on student needs, achievement and post-secondary plans. Key themes and highlights from the reports are as follows:
● Departments have continued to focus on alignment of curriculum to the College Readiness Standards, College and Career Readiness Benchmarks, Common Core State Standards, discipline specific standards such as Next Generation Science Standards, and World Readiness Standards from the American Council on the Teaching of Foreign Languages.
● GBN has collaborated with GBS on implementation of curriculum and for new course proposals when appropriate.
● The World Languages Department continues to incorporate performance-based assessments into each level of the curriculum to promote speaking, proficiency and cultural competence.
● Departments have incorporated new tech tools into their instruction to meet the needs of remote and hybrid learning environments. CTE: BUSINESS EDUCATION
Introduction
Courses reviewed during past year Business Law 161 Introduction to Business 161 Management & Leadership 161
Process The review process for all of the above courses followed the District #225 Board of Education review model. The Curriculum Review Committee was comprised of the Business Education curriculum team members and the team consulted with the Instructional Supervisor as part of the process. The teachers reviewed the course goals, curricula, requirements, resources, and other information specific to the course.
REPORT SCHEDULE 2021 2022 2023 2024 2025
Accounting 161 Consumer Advanced Computer Business Law Education 161 Career Applications 161 Placement 161 161 Entrepreneursh Consumer Sports Marketing 161 Introduction to ip: Business Education G 161 Management Business 161 Incubator 162 161 Consumer Management & Education Leadership 161 Honors 171
Approximate percentage of curriculum to be reviewed: 2021 2022 2023 2024 2025 16% 26% 16% 16% 26%
Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: N/A Course or Initiative: Business Law 161
Findings The course content includes business ethics, contract law, criminal law, tort law, employment law, court structures and a mock trial with a real judge. As a way to give students real world experiences, guest lawyers have been added, as well as a field trip to the city court building. On that field trip, students have the opportunity to meet with a judge in his/her chambers and discuss legal careers and the justice system.
Remote & Hybrid Learning Adaptations: Unit and final assessments have been modified to adapt to the current environment. The Contract Law units now combine writing activities with current events. Students use Actively Learn and ICE (Introduce, Cite, Explain) techniques to show mastery of content. The Mock Trial unit is now using Zoom for cases and a real judge still oversees the trial. The Crime and Tort unit utilizes FlipGrid to allow students to practice their presentation skills. The Employment Law unit uses Google slides and current events to present their findings.
Recommendations ● Allow students to shadow lawyers for authentic experience in this field ● Allow students from other classes to sit in as a jury panel during mock trials ● Create a project-based final exam Course or Initiative: Introduction to Business 161
Findings This course provides students a sampling of different business concepts including entrepreneurship, accounting, marketing, international business, business management, and human resources. Class activities have included business ownership analysis, accounting simulations, new product creation, human resource case studies, management evaluations, and final project assessments after each unit with a focus on business presentation skills. The teachers have incorporated more guest speakers, joint field trips, and a focus on career integration.
Remote & Hybrid Learning Adaptations: Unit and Final Assessments have been modified to adapt to the current environment. The Entrepreneur Unit utilizes technology programs such as Jamboard and ActivelyLearn to allow for students to work together whether they are in school or remote. Simulations in the Accounting unit have been turned into spreadsheets that allow the students to utilize function features for balancing accounts. The Marketing Unit utilizes FlipGrid to allow students to practice their presentation skills. There has also been a greater emphasis placed on business professionalism in virtual meetings.
Recommendations ● Update course units utilizing new technologies and current events ● Creation of more project-based unit assessment ● Creation of a project-based final assessment Course or Initiative: Management & Leadership 161
Findings This course teaches students emotional intelligence, effective communication skills, management theory, and project planning. Students read, discuss, and reflect on the book The Seven Habits of Highly Effective Teens by Sean Covey to begin identifying strengths and weaknesses associated with their own personal management. The teacher has worked with local business owners/leaders to incorporate guest speakers and field trips that provide real world knowledge and experiential learning. Students participate in a mock interview simulation where they interview GBN staff for an administrative position. Students frequently work in small groups to simulate real working environments.
Remote & Hybrid Learning Adaptations: Students have learned how to utilize technology that will be necessary in an increasingly digital world. These range from giving recorded business presentations via Loom, to learning proper virtual meeting etiquette in a professional setting. Present day case studies have also been incorporated into our “Crisis Management” unit.
Recommendations ● Continue to align the curriculum with National Business Education Association (NBEA) standards ● Continue building a network of local leaders who are willing to share their expertise with our students CTE: FAMILY AND CONSUMER SCIENCES
Introduction
Courses reviewed during past year Introduction to Culinary Arts 161 Culinary Arts 261: Baking and Pastry Culinary Arts 361: Catering & Meal Preparation Senior Foods 161
Process The review process for all of the above courses followed the District #225 Board of Education review model. The Curriculum Review Committee was comprised of the Family and Consumer Science curriculum team members and the team consulted with the Instructional Supervisor as part of the process. The teachers reviewed the course goals, curricula, requirements, resources, and other information specific to the course.
REPORT SCHEDULE
2021 2022 2023 2024 2025
Fashion Introduction to Fashion & Introduction to Construction Psychology of Human Interior Design Culinary Arts Studio 161, 261, Living 161 Growth 161 161 161 361 Educational Culinary Arts Fashion Design Foundations 261: Baking Studio 461 261 and Pastry Advanced Culinary Arts Educational 361: Catering & Foundations Meal 361 Preparation
Teaching Senior Foods Internship 461 161
Approximate percentage of curriculum to be reviewed: 2021 2022 2023 2024 2025 33% 8.5% 8.5% 17% 33%
Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: N/A Course or Initiative: Culinary Arts 161, 261, 361
Findings These semester long culinary courses are offered to 9-12 grade students. The current topics focus on nutrition, meal planning, preparation, and serving of food. Due to the pandemic, most of our course work has transitioned to digital. The instructors utilize Google Classroom to streamline the delivery of course materials and give students more control and responsibility in the classroom.
The Culinary 161 curriculum covers food preparation tools and techniques, safety and sanitation, knife skills, kitchen basics, egg preparation, quick and yeast breads, cooking with dairy products, preparation of fruits and vegetables, microwaved dishes and how to make healthy food choices.
The Culinary 261 curriculum covers safety and sanitation, pastry doughs (crusts, fillings, puff pastry, and cream puffs), cake decorating, advanced quick breads (savory and sweet crepes, tarts, flatbreads, focaccia, and scones), cookies, and cheesecakes. As a way to enhance the students’ classroom experience, field trips to local hotels and to a baking & sweets showcase have been added, and area culinary schools have presented new techniques in the culinary field.
The Culinary 361 curriculum is designed for students interested in advanced food techniques and gourmet cooking. Students learn flavor profiles, how to make homemade pasta and sauces, exotic fruits, ethnic foods, knife skills, plate presentation, and cooking on a budget. All students gain the Servsafe Food handler certification. Students are given the opportunity to participate in area FCCLA competitions as well as take additional education field trips to the National Restaurant Show.
Remote & Hybrid Learning Adaptations for Culinary Classes: ● Adapted assessments were created for remote learners ● Teachers recorded demonstrations and posted them on Google Classroom for remote students ● Recipes and cooking labs were modified or added to meet the needs of in-person and remote learning ● Students worked individually on all labs: annotating recipes, cooking, cleaning up, and reflecting on their learning
Recommendations ● Continue to update the curriculum to add new technologies, articles, and recipes that reflect current culinary trends ● Continue to use a digital platform for course materials ● Research other opportunities for field trips to local restaurants and culinary schools (Kendall, Hilton, Eatily, and House 406). Course or Initiative: Senior Foods 161
Findings: The curriculum covers food preparation tools and techniques, safety and sanitation, egg preparation, quick and yeast breads, cooking with dairy products, preparation of fruits and vegetables, microwaved dishes, and how to make healthy food choices. Students utilize their Chromebooks and smart phones to search for recipes and to access the My Fitness Pal app. The curriculum is updated each semester to include new recipes and culinary trends.
Remote & Hybrid Learning Adaptations for Culinary Classes: ● Adapted assessments were created for remote learners ● Teachers recorded demonstrations and posted them on Google Classroom for remote students ● Recipes and cooking labs were modified or added to meet the needs of in-person and remote learning ● Students worked individually on all labs: annotating recipes, cooking, cleaning up, and reflecting on their learning
Recommendations: ● Update the curriculum, based on student interest, to cover topics to prepare students for college life ● Continue to update recipes in the curriculum that reflect current culinary trends, meals on a budget, and how to properly prepare proteins that are inexpensive and easily accessible CTE: TECHNOLOGY EDUCATION
Introduction
Courses reviewed during past year PLTW Civil Engineering & Architecture 373
Process The review process for all of the above courses followed the District #225 Board of Education review model. The Curriculum Review Committee was comprised of the Technology Education curriculum team members and the team consulted with the Instructional Supervisor as part of the process. The teachers reviewed the course goals, curricula, requirements, resources, and other information specific to the course.
REPORT SCHEDULE 2021 2022 2023 2024 2025
Metals: 161 & Woods: 161, Welding: 161 Automotives: PLTW Civil 263 261, 361 & 261 161, 261, 361, Engineering & 461 Architecture 373 PLTW Intro to Game Design Architecture Engineering & Theory: 161 163 Design 173 & 261
Principles of PLTW Science & Principles of Technology Engineering 163 273
Approximate percentage of curriculum to be reviewed: 2021 2022 2023 2024 2025 10% 10% 30% 30% 20%
Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: N/A Course or Initiative: PLTW Civil Engineering & Architecture 373
Findings Project Lead the Way’s Civil Engineering & Architecture (CEA) is one of four PLTW courses offered at Glenbrook North High School. The units covered in the curriculum include a civil engineering and architecture overview, residential design, commercial design, and a building design problem. During the course of the year, the students have the opportunity to practice many tasks associated with Civil Engineers or Architects, such as surveying outside, calculating rainwater runoff, water supply figures, material estimating, the use of Autodesk Revit as a design program, green construction techniques, structural engineering calculations, and soil analysis.
Through an agreement that Glenbrook North has with Oakton Community College, students enrolled in this course have the opportunity to earn college credit while at the same time earning credit at Glenbrook North. Successful completion of this course at Glenbrook North (earning a grade of “C” or better) can earn a student four college credits for Oakton’s Introduction to Building Systems-Revit course.
Remote & Hybrid Learning Adaptations: PLTW provided the instructor with curricular enhancements embedded in the existing instructional method and delivery platform that provided alternative activities for students in a distance learning environment.
Recommendations ● Continue to develop instructional strategies to deliver the PLTW curriculum that is in line with industry standards and practice ● Maintain curricular and technological alignment with Oakton to maintain dual credit status ENGLISH
Introduction
Courses reviewed during past year ● English 163 GT ● English 163 ● English 173
Process The English Department’s review process for all of the above courses followed the District #225 Board of Education review model. This collaborative effort included teachers of freshman English as well as the Interim Co-Instructional Supervisors for English and examined the current curricula and recommended changes as necessary. Included in this process were the review of course goals, curriculum, state standards, resources, PERA requirements and current teaching pedagogy. Teachers attended conferences, read professional journals, and participated in district and school professional development activities throughout the process.
Given the last year, it also included review of a transition to online teaching and learning. The pandemic provided an opportunity for teachers to rethink individual lesson plans and curricula. English department work included examination, discussion, and implementation of new instructional strategies enhanced by various technologies: Owl, external monitors, Zoom, Actively Learn, Ed Puzzle, Flipgrid, Padlet, Peardeck, Wevideo, etc. Student wellness is always one of the frames through which we examine our work; this year, in particular, the department focused on maintaining academic rigor while taking into account the unique emotional needs of students during this unprecedented time.
Report Schedule November November November November November 2020 2021 2022 2023 2024 English 163GT English 263GT English 363GT English 463GT English English 363 Electives English 163 English 263 English 373 English 463: Self, Public Speaking Society & Media Introduction to English 463/473: Journalism Humanities Foundations of English 463/473: Writing Contemporary Creative Writing Social Themes Honors Sophomore American 483:AP Literature Reading Skills Freshman Honors Studies and Composition Development English 173 English 273 483:AP Language 162,163GT, 263 Approximate percentage of curriculum to be reviewed: November November November November November 2020 2021 2022 2023 2024 20 20 20 20 20
Additional initiative (outside of review process) Inclusion of two common texts that all freshmen read regardless of English course level: Romeo and Juliet and “Growing Stories.” Course or Initiative: English 163 GT Findings For many years English 163 GT has provided incoming freshmen with an integrated curriculum focused on building foundational reading and writing skills. Generally, the students in English 163 GT need additional support in three skill areas: reading, writing, and executive functioning. The curriculum and instruction for this team-taught English and social studies course is designed to make content challenging yet accessible.
In the last five years, teachers have added the text Salt to the Sea into the English 163 GT curriculum. It is the final text of the year and teachers pair it with the world wars curriculum in History of World Civilizations. While social studies materials focus on battles and strategy, the novel gives the students the human story and perspective of refugees in war, ethnic suspicions and divides. The text challenges students with its structure, alternating narration by four different characters, as well as the thematic ideas presented within. Teachers use this work to enhance student character analysis, reading and writing skills, and vocabulary. This text addresses the core theme of freshman year English: The Power of Story.
The English department continues to use the STAR reading assessment program for all freshmen to identify current reading skills and document student growth. These assessments assist with course recommendations and identification of students in need of ARC support. In addition, the STAR test record reports provide growth data for IEP meetings.
Recommendations ● Continue to review and develop the curriculum to best serve the students’ needs and interests ● Evaluate which e-learning technologies can continue to enhance instruction ● Support students in English 163 GT with use of the tools provided with the online textbook Course or Initiative: English 163 and 173
Findings Teachers of English 163 and 173 determined to further support the oral communication skills for freshmen. After reviewing many of the common speaking experiences, teachers discovered a variety of communication activities including discussion, presentations, speeches, and debate but identified the need for a common assessment tool. English 163 and 173 teachers adopted the use of Eric Palmer’s strategy and rubric P.V. L.E.G.S. from his work Teaching Speaking. The presentation strategy and corresponding rubric develops and evaluates several components of speaking: poise, voice, life, eye contact, gestures, and speed. Adoption of this communication strategy furthers schoolwide literacy goals as both the English and Social Studies Departments use it.
In 2018-2019, the 9th grade English curricular team added essential questions to serve as core course concepts aimed to support student reflection on their level of educational engagement: “What does it mean to claim my education? What is the difference between receiving and claiming? How can claiming my education empower me to discover my own identity?”. Shin’s essay provides a lens for examining 9th grade inquiries and unifies the English experience across all levels of freshman English.
Recommendations ● Continue to reflect on equity and inclusion ● Review inclusion of Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian ● Identify additional unifying experiences across all levels of freshman English ● Evaluate which e-learning technologies can continue to enhance instruction ● Develop additional ARC workshops in the area of oral communication FINE ARTS
Introduction
Courses reviewed this past year ● Performance Skills (Drama) ● Introduction to Broadcasting ● Radio Broadcasting (all levels) ● Band (all levels)
Additional initiatives ● Made significant adjustments to our curriculum delivery due to remote and hybrid instruction. ● Continued collaboration and articulation with the junior high sender schools in all subjects.
Report Schedule November November November November November 2020 2021 2022 2023 2024
Performance Ceramics Drama Graphic Design Advanced Skills Acting and Directing
Band Guitar Drawing and Art Studio Advanced Design Improvisation
Introduction to Orchestra Photography AP/Honors Art Choir Broadcasting
Radio Television AP Music Music Broadcasting Broadcasting Theory Production and Technology
Sports Intro to Music Broadcasting Theory
Approximate percentage of classes to review: November November November November November 2020 2021 2022 2023 2024
20% 30% 22% 18% 10% Course or Initiative: Performance Skills
Team Members: Chad Davidson, Julie Ann Hill, and Tim Broeker
Introduction The GBN Drama Department currently has six levels in the program curriculum: Performance Skills, Drama 161, Drama 261, Advanced Improvisation, Advanced Acting and Directing, and Technical Theatre. This year, we reviewed Performance Skills. This is a one-semester course, open to freshman only. No experience is required and many performers are beginners.
Findings The purpose of the class is to build self-confidence and hone performance skills through a variety of performance experiences. Instruction focuses on developing verbal and non-verbal skills, including, but not limited to eye contact, facial expression, body language, gesture, vocal projection, focus, and the ability to think under pressure. Students explore these core principles through drama exercises and games, as well as public speaking experiences. Students should leave the semester class with a basic ability in those concepts and a clear idea of how to progress forward, if desired. The primary delivery for classroom instruction is large group or small group, as collaboration is key to students’ development as performers. While all students are expected to progress at individual rates, there are consistent assessment expectations for the entire class. Although the majority of activities and assessments are exercises, a variety of rehearsed performances and projects are assigned to help students isolate performance skills and demonstrate understanding of key performance concepts. This allows for peer cooperation in learning and provides opportunities for deeper ensemble building.
Although this course remains popular with students, and is an excellent way for a freshman to satisfy their fine arts requirement with no prior experience, enrollment numbers have been declining over the past several years. We believe this is due to a number of factors, and has been compounded by the impact of e-learning this year. We are employing a number of strategies to mitigate the decline, including the introduction of a second theatre teacher, Tim Broeker, hired in 2020. This teacher’s competence in technical theatre has increased interest and provided new opportunities for students through the technical theatre class. Together, we are currently exploring a number of initiatives to bolster enrollment in all curricular drama classes.
Recommendations The GBN curricular drama program is a core element of our students’ confidence and success on stage, as well as the larger culture of the Glenbrooks. Additional professional development opportunities (attending conferences/collaborating with teachers from other schools) may be helpful in fine-tuning the instructional methods already in practice as well as bolstering student enrollment and interest in the dramatic arts. Students’ active participation in performance activities require a high level of student engagement at all times. This is in keeping with our school-wide goal of increasing student engagement and developing a healthy and positive community within each classroom. Course or Initiative: Introduction to Broadcasting
Team Members: Chad Davidson, Todd Rubin, and Peggy Holecek
Introduction GBN Broadcasting currently offers an introductory course as well as three areas of advanced courses. All students at GBN, before progressing to the advanced curriculum, must take our Introduction to Broadcasting class. The introductory class has evolved tremendously over the past decade incorporating more technology while still allowing students to explore their communication and public speaking skills. The Introduction to Broadcasting class is a one-semester course that can be paired with an advanced course for a year's worth of broadcasting classes.
Broadcasting Classes Sequence
LEVEL 1 Introduction to Broadcasting
LEVEL 2 Television Broadcasting 161 Radio Broadcasting 161 Sports Broadcasting 161
LEVEL 3 (Advanced) Television Broadcasting 261-461 Radio Broadcasting 261-461 Sports Broadcasting 261-461
Findings ● Introduction to Broadcasting is a first level course designed for any level of student with any level of experience. ● The goals of this course include increasing students' media literacy skills, communication skills, technology skills, and storytelling ability using the tools of the broadcasting department. ● This course is very friendly to underclassmen as we do a majority of our work in class, teaching technology and giving feedback on student work. ● This course provides a sample experience to all of our advanced classes (TV Broadcasting, Radio Broadcasting, and Sports Broadcasting). This allows interested students to have an idea of what their next steps and path ahead might entail. ● Some student work in Introduction to Broadcasting is used on our radio station, cable station and GBNBroadcasting.com website so students feel they are making real world productions that others will hear.
Recommendations Introduction to Broadcasting offers a great overview of many aspects of the broadcast industry including radio, podcasting, broadcast news, video production, studio operation and editing. The introduction class offer is a hands on experience that is a great entry point into our broadcasting sequence of courses. The class enrollment has stayed consistent through the years with anywhere between 6-8 sections in a school term.
We continue to review and develop the curriculum to best serve the students’ needs and interests. This class can and should stay current and ahead of technology without becoming a “tech” class. This means utilizing web-based editing platforms such as WeVideo and PodMaker to allow all students to create interesting work. We also want to incorporate students' camera phones as part of the creative process and teaching basic storytelling. Finally, it is important to relate content to student lives. A continued focus on media literacy and even media analysis should play a larger role in the curriculum. Surveys and course evaluations, tell me that students enjoy the class and recommend it to others. I will continue to evaluate how our current projects and productions could be enhanced to increase student interest.
We have discussed adjusting the broadcasting sequence to better reflect the real world. This could include Film Production, History of Film/TV, Broadcast Journalism, and Audio Engineering.
Additional professional development opportunities (attending conferences/collaborating with teachers from other schools) may be helpful in fine-tuning the instructional methods already in practice. Course or Initiative: Radio Broadcasting 161-461
Team Members: Chad Davidson and Peg Holecek
The Radio Broadcasting program is an active component of the broadcasting area. The students are required to do production work at all levels of the class and are expected to conduct a radio show for one hour every week. The WGBK studios are open for broadcast from 3 pm to 9pm on Tuesdays and Thursdays as well as every other Friday. When the North students are not on the air, the South students cover the air time with their own programming. During hours when live shows are not performed, the air time is filled by an automated broadcast system. Due to Covid restrictions, this year our on-air shows have been sporadic, but adjustments have been made to allow for as much radio time as possible.
The radio skill development is presented in a logical manner which emphasizes development of communication skills and technical mastery of equipment. In addition, there is a strong sense of community that is built in this course and out of this community has come the annual Cure it on the Court Radiothon, and many other smaller scale community service based projects. The radio students play an important role in GBN Goes Pink, an all-school initiative designed to raise cancer awareness as well as money for cancer research.
At one point in time, the Radio 161 course was taught as a, “stand alone,” course in the sequence of Radio classes. As enrollment has declined over the past few years, the courses have been combined in the 90-minute block and all four levels are taught simultaneously.
Radio 161: This course builds on the skills that are acquired in the Introduction to Broadcasting course. The first nine weeks of Introduction to Broadcasting covers radio content and the assignments are designed to prepare students for on-air broadcasts and in-class assignments. The students have some assignments that are different than those of the 261, 361 and 461 levels. Much of the time is devoted to developing audio editing skills, interviewing skills, presentation skills and on-air show development. Radio 161 does not require students to take a weekly radio show, rather, students are expected to attend a certain percentage of the shows in order to be trained for on-air shows. In addition, they are required to pass a board test with a score of 80% in order to run the radio board. Many of the students attend weekly shows or join advanced students on their shows. In addition, WGBK Station Management will come in voluntarily to supervise the 161 students as they learn to run a radio show.
Radio 261: This course builds on the skills that students acquire in the Radio 161 course. Students are expected to take weekly radio shows and actively prepare and plan for their show. They are expected to be able to do a solo show as well as a show with one or more partners. In addition, the 261’s are expected to become more proficient with editing software and production techniques. Radio 361: This course builds on the skills that students acquire in the Radio 261 course. Students are expected to take weekly radio shows and actively prepare and plan for their show. They are expected to be able to do a solo show as well as a show with one or more partners. In addition, the 361’s are expected to become more proficient with editing software and production techniques as well as take some ownership and leadership in the program.
Radio 461: This course builds on the skills that students acquire in the Radio 361 course. Students are expected to take the lead on a weekly radio show and actively prepare and plan for their show. They are expected to be able to do a solo show as well as a show with one or more partners. In addition, the 461’s are expected to become more proficient with editing software, production techniques as well as take the lead on radio shows providing guidance to the younger students in the program. The 461 level of radio students also take a significant role in the leadership component of WGBK, which has a leadership structure similar to that of a professional radio station. It is my hope that students who continue on to this level of radio broadcasting actively lead and demonstrate to classmates what a well run radio show sounds like as well as demonstrate advanced level production assignments.
All four levels include projects that involve interviewing staff, students and community members. In addition, radio feature creation requires maturely looking at a topic and addressing it in a way that educates and informs the listening audience.
E-Learning Accommodations: Much of the curriculum had to be modified as a result of COVID and e-learning. Typically, students edit using GarageBand, which is housed on all of the computers in the lab. Since many students do not have access to that at home, we have shifted to WeVideo, which is available to all students. Students were able to complete their assignments at home on their chromebooks and were quite productive. They were able to conduct audio interviews using their Zoom accounts and we had some very interesting projects as a result.
Due to safety concerns and/or not submitting weekly Covid tests, many students have not had an on-air experience this year. Without access to our radio studio, students have not been able to replicate this experience at home. All health and safety recommendations are being followed, and students who are willing and able to host a live show are doing so.
Recommendations: ● Radio Broadcasting continues to be a relevant course for Glenbrook North students to select as an elective. New assignments have been created to assist students with their public speaking and presentation skills as well as their writing skills. The emphasis is on developing students who are able to clearly communicate orally and to do so with confidence and creativity. ● Students take great pride in their WGBK radio shows and make the choice to commit to a weekly show and attend it regularly. We continue to broadcast every Tuesday and Thursday from 3 PM to 9PM and alternate Fridays from 3PM to 9PM. On occasion we extend our broadcast times until 10PM depending on the sports schedule and student availability. ● Podcasting is an area that needs to continue to be developed as students who are enrolled listen to podcasts much more than traditional commercial radio. Having the 161 level as a section apart from the 261-461 levels is recommended. ● The WGBK internet stream has proven to be valuable and has increased our listenership beyond our limited reach and frequency. We continue to work with our department to give us a presence on the Glenbrook North Broadcasting homepage. ● The instructor will continue to integrate the 1:1 devices (Chromebooks) into our daily classroom activities. Students are encouraged to create on-air playlists on their devices and on their phones. ● The instructor will continue to work with our radio engineer to ensure that our production facilities are current and prepare students for college radio broadcasting. Course or Initiative: Band (all levels)
Team Members: Chad Davidson, Alex Baxmeyer, and Daniel Briggs
Introduction The Band program at Glenbrook North currently offers three levels of band that run yearlong. The current course offering enables students with previous band experience to continue their education at the high school level. The band directors maintain excellent relationships with feeder school educators to ensure fidelity between Elementary, Junior High and High School programs. In all levels of band, students are exposed to a variety of styles and genres that teach foundational skills and promote creation and expression within instrumental music. Students in the curricular band program perform 4 major concerts per year, and may have additional performances as opportunities arise. Participation in these concerts is required. Membership in the curricular band program also allows students to audition for our extracurricular band offerings as well. Our curricular bands are as follows:
● Freshmen Band - This freshman level band that accepts all students without audition. Students develop fundamental skills in rhythm, tone and musicality. ● Symphonic Band- This ensemble is open to students in grades 10 - 12. There are no audition requirements for this band. Students’ work on fundamental skills is a continuation of their skill progression from Freshmen Band. ● Symphonic Wind Ensemble - The Symphonic Wind Ensemble is our most advanced curricular band, and it provides an opportunity for students to learn and perform collegiate-level repertoire.
Findings In our Freshman and Symphonic Bands, students study and perform a variety of styles and genres of musical literature, with an emphasis on developing instrumental music literacy skills. Time is spent each day on developing music literacy skills through the introduction of music theory concepts and sight-reading using the several different method texts and beginning/intermediate band music. Students are organized into sections of similar instruments. Students will be given opportunities to provide and receive feedback from peers, as well as opportunities to receive direct feedback from instructors.
Our performance schedule for these bands consists of the four major concerts each year, one per quarter. These performances occur outside of the school day and are held in the CPA. Public performance is crucial to the learning process, and students are assessed on their participation in these curricular events.
In Wind Ensemble, students study a variety of musical styles and genres, with an emphasis on authentic performance practice, instrumental technique, and advanced reading skills. Music performed by these ensembles is appropriate for highly skilled high school instrumentalists as well as collegiate bands. Although we review basic skills/concepts during the first semester, it is expected that students in these ensembles have a firm understanding of advanced rhythmic, major and minor key signatures, dynamics, and musical articulation.
Enrollment has been very healthy for the band program over the past four years. Improved relationships with the feeder school band programs, active participation in both school and local community, and progressive means of engaging prospective students has led to an increase in participation in our band program.
Recommendations Our greatest challenge in the band program is serving the needs of the students in Symphonic Band. In its current setup it mixes students with significant musical ability with students who are still developing foundational skills. As the progression sends all students from Freshman Band into Symphonic Band, there is little ability for teachers to track students into a space where they can be most successful. Currently enrollment is typically around 60 students and a class of that size in one section becomes unwieldy, not only for typical instruction, but even more so for widely varying levels of skill.
One possible solution would be to create a fourth band, which will also serve as a second auditioned ensemble. This course would serve as the next-in-sequence band between Symphonic Band and Wind Ensemble. This would also allow for increased rigor for advanced band students whose skills exceed the requirements of Symphonic Band, but are not yet ready for Wind Ensemble.
The ensemble progression of our band program would better mimic our choir counterparts and provide greater ability to meaningfully interact with students in both content and instruction. We will continue to research this possibility and, if our research indicates that an additional band is in the best interest of our students, we will proceed with the New Course Proposal process. The progression would then look like this:
Freshman Band Symphonic Band Wind Symphony (New course, audition only) Wind Ensemble
Students consistently show growth in our Type III assessments and in-class tests/quizzes. In all levels, students always have the option of retaking assessments until they have mastered the content. With feedback and reflection, students are almost always able to progress through our program successfully. MATH
Introduction
Courses reviewed during past year ● Algebra 163 ● Algebra G ● Algebra GTA ● Discrete Mathematics
Process The review process for the courses listed above followed the District #225 Board of Education model. The Instructional Supervisor convened four Curriculum Review Committees beginning in the fall of the 2020-2021 school year for each of the aforementioned courses. The teachers working on these committees either teach the current course and/or a course of the previous/subsequent course. Curriculum was reviewed with respect to the Common Core Standards for Mathematics and College Board guidelines (where appropriate), along with student performance and achievement, and success in previous and subsequent courses. Attention is paid to vertical alignment with previous/subsequent courses, curricular organization, instructional materials, assessments, and integration of technology.
Additional initiatives (outside of review process) The following chart depicts the GBN Math Department proposed 5-year review cycle of offered courses.
REPORT SCHEDULE November November November November November 2021 2022 2023 2024 2025
Algebra 2 Honors Pre-Calculus Geometry 173 AP Calculus Algebra 1 163 273 173 AB
Algebra 2 263 Pre-Calculus Geometry 163 AP Calculus Algebra 1 G 163 BC 163
Algebra 2 G 263 Pre-Calculus G Geometry G AP Statistics Algebra 1 GTA 163 163
Algebra 2 GA 263 Pre-Calculus Geometry GA AP Computer Discrete GA 163 Science A Mathematics
Advanced Advanced Topics Data Structures Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025
18 18 23 23 18 Course: Algebra 163 Findings The pacing of Algebra 163 remains similar to previous years with some changes in placement of content and pacing. The course continues to try and align with Algebra G and Algebra GTA but at the same time develop a curriculum that sets this course apart from the other levels. We do this through the implementation of deeper-dive, extension questions and presenting more conceptually complex problem sets with less structure and more opportunities for multiple strategies and approaches. Throughout the course of the year we offer a curriculum that fosters the development of students’ critical thinking and problem solving skills by encouraging the process and not just the answers. The level of difficulty between Algebra 163 and Algebra G widens as students get further into the semester as our depth increases and expectations of keeping up with previous learned content becomes more critical. That said, there exists frequent opportunities for students to transition between the levels without much difficulty as student needs are best served.
Throughout the course we use the book, Algebra 1 CME Project, to help support student practice as well as a resource for teachers to help with integrating new content. Algebra 163 typically assigns homework out of the book and also through the use of teacher-created worksheets. We spend the first semester learning new vocabulary and properties to help students develop a strong understanding of number sense. Major topics covered throughout the first semester include operations with rational numbers, absolute value, simplifying expressions, solving equations and inequalities, graphing and writing linear equations, and solving systems of linear equations. The second semester is primarily devoted to exponents, polynomials, factoring, radical expressions, solving quadratic equations, and an introduction to statistics. We continue to work to vertically align with other courses. The team of teachers for Algebra and Geometry course levels continue to work closely together with one another to make appropriate curricular changes so students are optimally prepared.
Technology is utilized to enhance student learning and improve understanding. All Algebra 163 students have access to an IXL account (online math program). This program allows students to process content and provides immediate feedback to the students and provides teachers with useful insight about student understanding and ability levels. In this course, we use a variety of online tools for formative assessment. Websites such as PearDeck allow us to see written student work to notice trends and modify our lessons as needed. Additionally, websites such as Kahoot, Quizizz, DeltaMath, etc. allow for multiple choice and fill in the blank practice in both individual and team-based formats. Teachers continually try to implement new ways for students to practice content and creatively keep students engaged and motivated. Students are also trained on the TI-Nspire but also learn to realize the value of computations without one. Teachers utilize Google Classroom to share information electronically with students whether it be class notes, homework answers, or any information which relates to the course. Recommendations ● Create additional rigorous instructional activities with extension questions that challenge students to think critically and improve their problem-solving skills. ● Consider the idea of replacing the textbook with an online textbook or teacher-generated open source materials and supplemental worksheets. ● Continue to coordinate with teachers of Algebra GTA 163 and Algebra 163G to ensure that our curricula remains aligned and there is a clear delineation of expectations by course level. Course: Algebra G Findings Algebra G 163 introduces students to the foundational ideas of Algebra while also reviewing prerequisite skills that are necessary for success in Algebra. Because the class consists almost exclusively of freshmen students who come from a variety of middle schools, our first unit of study reinforces prerequisite skills to set up all students for success with new topics. We value and reinforce being able to make computations without a calculator, but also train students on how to use the TI-Nspire, one of the required materials for the course.
Students learn content in this course by being exposed to real world scenarios that show the need to develop a new skill. Rather than teach students a skill and then let them practice it, for as many topics as possible, we try to let the students explore a topic and make conjectures and suggestions before modeling how to solve problems. Students explore these new topics individually as well as in small groups depending on the nature of the topic and task.
In our first semester of study, we cover six units: Unit 1 (Order of operations, prerequisite skills), Unit 2 (Solving linear equations), Unit 3 (Solving inequalities), Unit 4 (Graphing Linear Equations), Unit 5 (Writing Equations of Lines), and Unit 6 (Systems of Equations). For each unit, we teach real world applications of the topics in addition to the skills themselves.
In our second semester of study, we also cover six units: Unit 7 (Linear Inequalities & Exponents), Unit 8 (Polynomials), Unit 9 (Factoring), Unit 10 (Radical Expressions), Unit 11 (Solving Quadratic Equations), and Unit 12 (Statistics). Consistent with other levels of Algebra 1, we have moved our statistics unit to the end of the year.
We are currently in our second year of not using a textbook. The feedback from students has been positive, especially when taking textbook cost vs. benefit into account. We had previously used the same textbook for more than 10 years, and while it contained a good quantity of problems, we often found ourselves creating supplemental materials to give students not only basic skill practice but also questions that pushed them to think about the material more critically. For those students who desire additional practice, students are trained on how to use IXL, a website they have access to, for unlimited practice and feedback on hundreds of pre-Algebra and Algebra skills. IXL is also frequently integrated into classroom activities as a source of formative feedback. Additionally, we use a variety of online tools for formative assessment. Websites such as PearDeck allow us to see written student work to notice trends and modify our lessons as needed. Websites such as Kahoot, Quizizz, DeltaMath, etc. allow for multiple choice and fill in the blank practice in both individual and team-based formats.
Recommendations ● Continue to write new problems and activities that encourage students to think critically. ● Continue to coordinate with teachers of Algebra GTA 163 and Algebra 163 to ensure that our curricula remain nicely aligned and there is a clear delineation of expectations by course level. ● Consider summer curriculum projects to create enrichment activities and update homework assignments since we no longer use a textbook. ● Periodically review new textbooks to not only get ideas for new areas of focus and problem types, but also to see if we find a textbook that has a vision that matches what we strive for in this class. Course: Algebra GTA
Findings The pacing of Algebra GTA 163 remains fairly consistent from year to year. Algebra GTA is a team-taught course for our students that require more support and/or have unique learning needs. It is taught cooperatively by a general education math teacher and a special education teacher. It meets daily, on a 90 minute/45 minute rotation as students benefit greatly from the daily instruction. Most topics are introduced, learned, and practiced using a similar timetable each semester. There is some flexibility with the pace of the curriculum during both semesters that can allow for more time with applications. Problems requiring higher-level thinking are essential in developing the ability of students to organize their thoughts, think critically, and problem solve.
We spend the first semester learning new vocabulary and properties to help students develop a strong understanding of number sense. Major topics covered throughout the first semester include operations with rational numbers, absolute value, simplifying expressions, solving equations and inequalities, graphing and writing linear equations, and solving systems of linear equations. The second semester is primarily devoted to exponents, polynomials, factoring, radical expressions, solving quadratic equations, and an introduction to statistics.
All Algebra GTA 163 students have access to IXL (online math program). IXL features an introductory diagnostic test that identifies deficiencies that can be addressed to build a strong foundation in basic math skills. IXL allows students to practice algebraic-specific skills at their own pace and receive personalized instruction based on their performance. Teachers are able to easily monitor student progress and identify deficiencies or gaps in learning. Additionally, we use a variety of online tools for formative assessment. Websites such as PearDeck allow us to see written student work to notice trends and modify our lessons as needed. Websites such as Kahoot, Quizizz, DeltaMath, etc. allow for multiple choice and fill in the blank practice in both individual and team-based formats. IXL is used in class to reinforce newly learned concepts and out of class as supplemental homework assignments. IXL also serves as an additional resource for students to use while preparing for upcoming assessments.
We typically administer the STAR Math Assessment to each student in this course. The results of this assessment provide us with actionable insight into each student’s math skills and subskills. This provides us with the opportunity to differentiate instruction to best meet the needs of each student. There are also opportunities for movement to higher levels of Algebra during the year for students that excel.
Throughout the school year we choose problems that vary in rigor. Some problems are designed to deepen understanding while others enhance student confidence levels. Possessing a growth mindset and developing a genuine sense of grit is essential to success in this course due to the variety and rigor of the implemented instructional activities. Mistakes that occur in our class are viewed as opportunities for future success. There are numerous types of instructional activities that are used to introduce new content. Students discover many rules and properties through the completion of TI-Nspire-based discovery lessons. Teachers of this course consistently post class resources using Google Classroom. This provides all students with the opportunity to access homework assignments, homework answers, class notes, and supplemental materials whenever they can access the internet.
Recommendations ● Implement additional activities that increase student engagement levels (including, but not limited to TI-nspire, IXL, and Delta Math). ● Create additional rigorous instructional activities that challenge students to think critically and improve their problem-solving skills. ● Work on continually enhancing the curriculum alignment to Algebra G 163 to optimize a smooth transition for students who require a level change at the semester break. Course: Discrete Mathematics Findings Discrete mathematics is the study of structures that are countable or otherwise distinct and separable. The students at Glenbrook North High School who take the Discrete Math course are primarily seniors who have completed a course in precalculus but are not ready for, or interested in, taking an advanced placement mathematics course. Discrete Math is a course targeted at college-bound students who would consider majoring in areas such as business, education, social science, and law. However, the course would also appeal to students interested in studying mathematics, science, or engineering. Topics covered in the course include election theory, fair division, matrix operations and applications, graph theory and applications, counting and probability, and logic. There has been a call from organizations like the National Council of Teachers of Mathematics (NCTM) and the Consortium for Mathematics and its Applications (COMAP) for schools to implement discrete mathematics in their course offerings. The topics studied in discrete mathematics are applied to important problems in social sciences, the design of computer systems, issues in biological sciences, and other real world problems. In some of the other mathematics courses students study in high school, students will sometimes struggle to see the relevance of the curriculum to their lives. By contrast, discrete math allows students to study real-world problems that students find challenging and interesting. Another nice characteristic of the discrete math curriculum is that the topics are accessible to a wide range of students because there are not too many specialized skills the students need to bring to the course from their previous course work. Therefore, the course allows students who might have struggled in their previous math courses to have a fresh start in a course they find interesting and meaningful.
The class is taught using a problem-solving approach in which students are given a problem to consider and try to answer. Once each student has had time to consider and attempt to solve the problem, they are put into groups with other students to discuss and examine their thoughts. The last step in the process is for the whole class to come together for the teacher to lead the class to a conclusion about an efficient solution to the problem and what we can learn from it. Theorems, definitions, algorithms and properties are developed in trying to answer complicated real -world problems. In the pursuit of the solution of the problem, students use a variety of strategies and methods. Technology like graphing calculators or mathematics software, such as Desmos, is often used to help the learning process. Students will sometimes create their own data for a problem they need to solve. Students develop positive attitudes about their ability to solve difficult problems and learn to learn from their mistakes. Students improve their critical thinking skills. Some of the problems might not have an easily agreed upon solution. The discussions that the curriculum creates are complex and interesting. Students in the course become better collaborators. The value the students get out of the group work continues to improve as the course develops. Students in the course feel that they have learned important mathematics but also have grown as thinkers, learners, and problem solvers.
Currently the Discrete Math course is consistently using the software, OneNote, Google Classroom, Google Drive, and TI-Nspire graphing calculators. Additionally, we use a variety of online tools for formative assessment. Websites such as PearDeck and OneNote allow us to see written student work to notice trends and modify our lessons as needed. Websites such as Kahoot, Quizizz, DeltaMath, etc. allow for multiple choice and fill in the blank practice in both individual and team-based formats. Technology has helped the students thrive in all of the learning environments they have been in.
Recommendations The textbook the Discrete Math course uses supports the goals of the course. The text is easy for students to read and has good projects and problems for students to investigate both individually and collaboratively. However, it is probably a good idea to continue to explore the available textbooks in case something that works even better comes along. The problems and projects used in the course need to continually be updated, revised, analyzed, and improved. The technology we use to help students learn needs to be continually considered so that we help students as much as we can. Course: Advanced Topics Findings Advanced Topics Honors is primarily a course in multivariable and vector calculus. This class is intended to be the equivalent of the third semester of a university sequence in calculus intended for mathematics, science, and engineering students. Topics covered include the geometry of two and three dimensional space with an emphasis on vector methods, the derivative of functions of several variables, properties of the derivative, the directional derivative, maximum and minimum problems and theory, multiple integrals, line integrals, surface integrals, vector fields, the gradient, divergence and curl of a vector field, and the integral theorems of vector calculus. Although there is no AP test on this material, students have consistently reported that they have been able to pass a placement test upon arriving at college which allows them to place out of this course if they so choose. Students who have chosen to repeat the course have reported that our choice of topics is very similar to those they study in their college classes. Our textbook is a standard text on the subject used in various colleges and universities. The evidence we have suggests that students who complete this course successfully are able to continue their studies in college with courses such as linear algebra, differential equations, probability, discrete mathematics, and other standard courses required for majors in science, engineering, computer science, mathematics, and statistics. The material on vector calculus takes about 80% of the academic year to complete. Some topics in linear algebra are also threaded through the course, as linear algebra and matrices provide a natural way to formulate various topics in the class. During the final weeks of the year, the class covers either additional topics in linear algebra, or other topics in discrete mathematics. The core of the class remains vector calculus with some associated matrix theory and linear algebra. The material in the class, particularly in the second semester, is very well suited for exploration with a calculator with CAS (computer algebra system). Modeling with CAS allows for more of a focus on concepts and problems which are computationally burdensome to do by hand. The purpose of the course is to provide students with a solid mastery of the content of vector calculus along with substantial opportunities to develop their problem solving skills and insights into the material. There is ample opportunity for working on challenging problems which give students a sense of mastery and accomplishment as well as many opportunities for learning by discovery. These are aspects of this course which should be preserved and enhanced in the future. Recommendations ● Continue to develop problems of appropriate difficulty to challenge students. ● Evaluate if an alternative textbook might better suit our needs. ● Have discussions with teachers of AP Physics and AP Computer Science to consider how this class can better support and complement these other classes. PHYSICAL EDUCATION, HEALTH AND DRIVERS EDUCATION
Introduction
Courses reviewed this past year ● Sophomore Girls ● Sophomore Boys ● Dance I ● Dance II ● Driver Education ● Sport and Fitness ● Total Body Conditioning
Process The above courses were reviewed in accordance with the District #225 Board of Education model. The Instructional Supervisor convened several curriculum review committees to examine the above courses. The curriculum was reviewed to assess such topics as course grades, scope and sequence of courses, review of objectives and assessments, teaching models and effective classroom practices, state standards and conditions conducive to changing and improving the curriculum. The committees consisted of teachers currently teaching their respective courses and/or stakeholders in the course.
Report Schedule November November November November November 2021 2022 2023 2024 2025
Sophomore STC Jr & Sr Strength Freshman Girls Sophomore Leaders Training Boys and Girls I & II
Aquatics Physical High Freshman Boys Dance I & II Management Adventure I & II
Health Fit for Life TLS Driver Education
Team Health Yoga Sport & Fitness
FFL CARE Total Body Conditioning November November November November November 2021 2022 2023 2024 2025
16% 12% 29% 12% 29%
Additional initiatives A recommendation for the 2020-2021 school year includes continuing to implement and analyze our fitness goals and strength initiative for the PE department as well as a set of department goals and standards. We are continuing to work with Glenbrook South to fitness test all of our students and record the data, which will comply with the State’s requirement for submitting fitness scores in 2020-21. The Physical Education, Health, and Driver Ed Department have been developing curriculum to meet the E-Learning standards to best help our students. The curriculum in all classes is being reviewed on a yearly basis regardless if they are on this schedule or not. The departments and staff are continuing to support students in school and remote learning by developing remote and classroom strategies to provide our students with a fitness-based experience. Course or Initiative: Sophomore Boys and Girls
Findings ● This class continues to build on our freshman fitness curriculum by offering the students the opportunity to use all of our fitness equipment combined with a variety of fitness activities. ● The pool is used to review the five basic strokes and survival and life-saving skills. ● A wide variety of team and individual sports are offered. ● It is a fitness-based curriculum that focuses on muscular development and cardiovascular training. ● Students learn complex lifts using dumbbells and body bars. ● Constant assessments that are based on personal improvement help to motivate the students. ● An indoor triathlon is built into the curriculum with a 10 minute, run, spin bike, and swim.
Recommendations ● The curriculum continues to provide students with a foundation of fitness skills that can be used throughout their lives. ● Continue to review the five basic strokes and survival and life-saving skills. ● Continue to teach a variety of team and individual sports to help promote lifelong participation. Course or Initiative: Dance I and II
Findings ● The Dance I curriculum provides students the opportunity to experience a wide variety of dance styles in a safe learning environment. ● All types of fitness activities have been added to keep the curriculum in line with department expectations and goals. Including fitness testing, cross-fit, and triathlon. ● Skill and performance assessment is used with each style of dance. ● The instructor continues to stay current with the latest trends and music by attending workshops and teaching at a studio in the summer. ● Dance I continues to be a popular class with the students. Diversity has increased since more boys are signing up for the class. ● The Dance II curriculum gives students the opportunity to learn advanced dancing skills and techniques. ● The curriculum covers ballet, jazz, modern, hip hop, and lyrical dance. ● Students can work in small groups when they choreograph their own dances. ● Students work on a variety of fitness components. With an emphasis on strength and flexibility. ● Assessment is skill and performance-based with some peer assessment during the choreograph unit.
Recommendations ● To continue providing the students the opportunity to experience a variety of dance styles. ● Continue to utilize all the fitness activities to improve our student’s overall fitness levels. ● Continue to use assessments to reinforce proper skills and techniques in class. ● Continue to provide opportunities for the instructor to attend clinics and workshops. ● Continue to offer a class that meets the requirements of our advanced dance students. ● Continue to emphasize fitness using a variety of activities and equipment. ● Continue to use assessments to reinforce proper skills and techniques in class. Course or Initiative: Driver Education
Findings ● The Driver Education curriculum uses classroom instruction and behind the wheel training to prepare the students to drive safely. ● The curriculum prepares the student to drive in every situation by not canceling behind the wheel training when it is raining or snowing. ● The behind the wheel curriculum corresponds with the classroom instruction to provide students with a comprehensive learning environment. ● Go Pro cameras are used to provide the students with useful feedback on their driving.
Recommendations ● Continue to use the classroom and behind the wheel to prepare our students to drive safely. ● Continue to allow the students to drive in adverse conditions. ● Use the internet to create new lessons and activities. ● Continue to sync the classroom instruction with the behind the wheel training. ● Utilize a variety of technology to provide valuable feedback for the students. ● Continue to provide information to the parents so they can practice with their children. Course or Initiative: Sport and Fitness
Findings ● The Sport and Fitness curriculum helps to create an interest in a variety of sports that students can play the rest of their lives. ● Teachers help each student increase their knowledge and skill by teaching the rules and fundamentals of each sport. ● Fitness remains an important part of the curriculum. Teachers utilize all of our facilities and fitness equipment to target a student’s cardiovascular fitness, muscular strength, endurance, and flexibility. ● Field trips provide students an opportunity to practice their golf and bowling skills away from the school setting. ● Fitness testing helps the teachers track the student’s current fitness levels. ● Sport and Fitness is a class where an emphasis will be placed on understanding why sports, physical activity, and the achievement of physical fitness are important in maintaining overall health. ● Sport and Fitness is a continuation of skill development in which students should demonstrate a knowledge of rules, strategies, skill and etiquette required to participate in a variety of activities such as: badminton, basketball, bowling, fitness, golf, pickle-ball, soccer, softball, tennis, swimming, water polo, and volleyball. Activities designed to promote cardiovascular and muscular fitness will be included in each unit.
Recommendations ● The Sports and Fitness curriculum should continue to introduce students to a variety of sports that can be played throughout their lives. ● Teachers should continue to develop the student’s fundamental skills in each sport to increase their enjoyment and participation. ● The curriculum should continue to emphasize all components of physical fitness. Teachers should continue to use their creativity to design lessons that utilize all of our facilities and fitness equipment. ● Use field trips to practice the skills they learned in class. ● Continue to use the data from fitness testing to design lesson plans that increase student fitness levels. Course or Initiative: Total Body Conditioning
Findings ● The Total Body and Conditioning curriculum will help to create an interest in a variety of fitness activities that the students can use for the rest of their lives. ● Teachers help each student increase their knowledge about fitness by having the students help develop workouts. ● Fitness remains an important part of the curriculum. Teachers utilize all of our facilities and fitness equipment to target a student’s cardiovascular fitness, muscular strength, endurance, and flexibility. ● This class will use a fitness center mentality and allow the students to experience a number of different exercise classes. ● Fitness testing helps the teachers track the student’s current fitness levels. ● This course offers students opportunities to develop physical fitness through aerobics and total body conditioning activities. Activities include cardio kickboxing, step aerobics, Zumba, resistance training, yoga, spin, and fitness center based workouts. The activities will effectively strengthen and define all muscle groups. ● This class gives students the opportunity to participate in advanced fitness activities. This class allows us to keep Glenbrook North in step with current fitness and health trends. ● Students will develop proper techniques and gain experiences to help lead a healthier and fit life.
Recommendations ● The Total Body and Conditioning classes should continue to introduce students to a variety of new exercises that they can use throughout their lives. ● Teachers should continue to develop the student’s knowledge in different exercises to increase their enjoyment and participation. ● The curriculum should continue to emphasize all components of physical fitness. Teachers should continue to use their creativity to design lessons that utilize all our facilities and fitness equipment. ● Continue to use the data from fitness testing to design lesson plans that increase student fitness levels.
Additional Course Review The department will continue to develop and implement fitness standards as part of the physical education curriculum. These fitness standards provide feedback for both students and staff on where our student’s fitness levels (cardiovascular, upper body/core strength, and flexibility) are compared to students within their age group both locally and nationally. We will continue to research the best teaching methods and curriculum to ensure our students have a positive experience. SCIENCE
Introduction
Courses reviewed this past year Chemistry Program Chemistry 163 Chemistry 173 Introduction to Chemistry 163 Brain Studies 161
Process Instructors and the instructional supervisor met and identified essential questions to be investigated through the educational planning process.
Chemistry Program: Chemistry 163, Chemistry 173, Introduction to Chemistry 163 1. What strategies can be instrumental in ensuring assessment practices are truly aligned with instructional strategies? 2. What instructional tools can be best employed to provide timely and effective feedback to students? 3. Is the current text in all levels of chemistry appropriate; is there an etext available for student use that can support the feedback practices? 4. Are current placement guidelines, and experiences in chemistry courses appropriate predictors for placement in subsequent levels of physics?
Brain Studies 161 1. In what ways can the Brain Studies curriculum support the all school goal of wellness? 2. Can student interest help to guide the direction of curricular objectives? 3. What types of instructional strategies should be/have been incorporated into the learning experiences to stimulate student engagement? Report Schedule November November November November November 2021 2022 2023 2024 2025 Astronomy & Biology 163 Physics 163 Space Science AP Biology 283 Chemistry 163 163 Honors Honors Biology Honors Physics Astronomy & Honors AP Physics 283 173 173 Space Science Chemistry 173 173 Plant Science Biology GT – Intro to Physics AP Chemistry Intro to 161 TEAM 163 163 283 Chemistry 163 (Spring & Fall)
AP Brain Studies AP Physics I* Sci-Tech 163 Environmental 161 Science 283 Anatomy & Integrating Physiology: Earth Science Physics & Body Systems 163 Chemistry 162 Anatomy & Physiology: Earth Science Bones, Muscles, GT-TEAM 163 and Nerves 161 Forensic Science 163 * denotes a 3rd semester review
Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025 25 24 14 13 24 Course or Initiative: Chemistry Program Chemistry 163, Chemistry 173, Introduction to Chemistry 163
Findings ° After a thorough review of current curricula and assessment practices in conjunction with the three-dimensional assessment practices outlined in the NGSS, it was noted that assessment practices are aligned to course objectives but do not always mimic in-class experiences. ° Timely and effective feedback is given during collaborative group work including, but not limited to, “whiteboarding,” whole class presentations, and “resident expert” sessions. ° Technology tools such as Webassign provide practice for students; the settings allow for multiple attempts, additional practice, hints, and immediate feedback. ° Updated e-texts and online resources provided by various textbooks allow for simulations, interactive activities and problem sets. ° The Physics Classroom offers simulations for students to engage in; these activities provide a connection between chemistry and physics. ° Algebraic skills are essential for basic chemistry calculations in all levels of chemistry as well as the problem solving practices in which students engage in Algebra courses. The mathematical practices, reading comprehension and problem solving skills introduced in chemistry are appropriate predictors for placement in subsequent levels of physics. ° There is a higher level of mathematical interpretation needed for success in the physics courses as math-related concepts are experienced throughout the school year in physics whereas in chemistry, math-related concepts are used periodically within specific units of study.
Recommendations ° Develop new and continue to use existing three-dimensional assessments. Make an effort to develop a lab practical for each unit assessment or consider using a whole-class presentation or project as the culminating unit assessment. This will ensure that students are demonstrating not only chemistry content, but can perform chemistry-related tasks and analyze data in a laboratory setting. ° Develop additional in-class learning experiences that require the use of interpersonal skills to ensure students engage in content-related conversations. Continue to utilize “whiteboarding,” whole class presentations, and “resident expert” sessions as a means of formative assessment and a foundation for timely and effective feedback. ° Pilot Webassign in Honors Chemistry 173 courses. Determine its effectiveness in the winter of 2021 to determine the need for the program for the fall of 2021 and the desire to expand its use to all levels of chemistry. ° Investigate updated etexts and online resources; select a text based on curricular alignment, ease of the delivery of chemistry-related concepts, and the effectiveness of interactive tools. ° Pilot the Physics Classroom in Honors Chemistry 173 (BCP) courses. Determine how effectively the program connects chemistry and physics-related content. ° Continue to utilize established math-related skills as a guide to help place students appropriately in physics courses. ° Utilize a student-centered survey to investigate math confidence, science confidence, academic interest, and science-related goals to help determine the most appropriate physics placement for rising juniors. ° Provide detailed course descriptions to students and parents of rising juniors; relate the descriptions to chemistry courses to ensure familiarity. ° Facilitate collaborative placement discussions among chemistry and physics teachers to ensure the transition between courses is smooth and to help guide scaffolding of prerequisite skills and expectations. Course or Initiative: Brain Studies 161
Findings ° After a thorough review of the current Brain Studies curriculum, all school goal and the results of 2019-2020 SWOT analysis, the following topics were identified as possible links between the school goal and the Brain Studies course: Exercise & diet’s effect on the brain Meditation and its effect on emotional wellness Mindfulness ° Because the Brain Studies course is typically taken by 11th and 12th graders, the students are able to articulate a personal interest which led to their enrollment in the course. Interests that students have identified as topics of particular interest include the following: Exercise and its effect on academics Diet and its impact on brain functionality The importance of sleep Subconscious meaning of dreams ° The instructors have developed a meaningful curriculum that engages students in analysis of current brain research, meaningful self-reflection, active metacognition, mental-physical challenges, and an in-depth practical analysis of their own learning, memory, and thinking strategies. ° Students have indicated a desire and appreciation for active learning and hands-on activities to increase engagement and stimulate their natural curiosity.
Recommendations ° Actively engage students in the all-school goal of wellness by augmenting the unit on the impact of exercise and diet on the brain, continuing to articulate the value of meditation and its effect on emotional wellness, and developing connections to mindfulness throughout each unit, as applicable. ° Develop and implement a student interest survey; make adjustments to objectives annually to incorporate content and instruction that feeds students’ inquiries ° Develop optional units, as needed, that incorporate a variety of topics to further develop student interests ° Continue to engage students in self assessment; require students as a part of the core and optional units, to gather and evaluate personal data ° Continue to introduce hands-on where appropriate to increase engagement and promote active learning. ° Formally survey students upon closure of each semester to gauge the value of unit topics and instructional strategies; utilize results in future planning ° In order to keep current, incorporate Ted Talks, update supplement readings, and provide relevant data, for example. ° Invite guest speakers who work in related careers such as psychologists, surgeons, alternative healing, and wellness to serve as both in-house field trips and provide career exposure.
Additional Initiatives Due to the 2020 Pandemic, a significant amount of curricular time has been used to investigate and evaluate technology-based tools to support our students during remote and hybrid learning. Some strategies that were deemed necessary, given our circumstances, have proven to be quite successful and will transfer with ease into in-person learning in the future. This experience has challenged teachers to be inventive, creative and take risks. Some findings here will end with the pandemic, while some experiences have been identified as those that will enhance the student experience and therefore be used in years to come.
Several textbooks are no longer available due to the lack of availability of current adopted editions and/or the inaccessibility of Flash on chromebooks. These texts include core science classes including all levels of biology, and physics in addition to AP Environmental Science and Anatomy & Physiology.
Courses Summer Curriculum Projects Textbook
Biology courses: Infusion of New Text into Current New Text Needed SCB13300N Curricula SCB163ECN SCB163CLN SCB173C0N
AP Environmental Science Infusion of New Text into Current New Text Needed SCE28300N Curricula
Physics Courses: Infusion of New Text into Current New Text Needed SCP15300N Curricula SCP16300N SCP17300N SCP173F0N SCP28300N Anatomy & Physiology 161 Infusion of New Text into Current New Text Needed & 162 Curricula SCB36100N SCB36200N SOCIAL STUDIES
Introduction
Courses reviewed during past year Anthropology 161 Comparative Global Issues 171 Modern European History 161 Sociology 161 World Religions 161
Process The review process for all of the above courses followed the District 225 Board of Education review model. Curriculum review committees were formed for the Anthropology, Comparative Global Issues, Modern European History, Sociology , and World Religions courses and consulted with the Instructional Supervisor as part of the process. The teachers reviewed the course goals, curricula, requirements, resources, and other information specific to each course.
Report Schedule: November November November November November 2021 2022 2023 2024 2025
AP Gov’t and HWC 163 US History 163 Civics Anthropology Politics AP HWC 173 US History 173 Comparative Int. Relations CGI Gov’t Modern AP European American Exp Psychology European History History AP Modern Middle Team Program Macroeconomi Sociology East cs Chicago World AP US History History Religions
World AP Psychology Geography
AP World History
Debate courses Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025 20 20 20 20 20 2020 Course or Initiative: Anthropology
Findings Anthropology is a single semester elective offered to sophomores, juniors and seniors. There are typically one to two sections per year. Anthropology holds appeal for its unique and interdisciplinary content. The course provides students with a special understanding of what it means to be human, the richness and diversity of human expression and, at the same time, the common humanity we all share on the planet. Through the evolution and archaeology units, students can explore the scientific aspects of the anthropological approach. Through the cultural and ethnographic units, students explore a range of human traits, customs and practices.
The course approximates a college introductory survey course. Topics include an introduction to the anthropological method, human evolution, early human societies, archaeology, and cultural anthropology. The instructor has taken pains to stay current with the latest, groundbreaking research and findings in the field. In the evolution unit, students learn about how humans evolved in the past, but they also ponder the future possibilities of human evolution. During the archaeology unit, students work on an collaborative archaeology simulation. In studying diverse cultures, students will frequently draw comparisons with their own society and draw out universal themes.
Recommendations We will continue to monitor enrollment, which saw a decline when Civics became a requirement. The course draws a diverse student population, requiring highly differentiated instruction. Enrolled students are genuinely interested in the unique content. Because new discoveries frequently emerge in the field, the instructor routinely updates instructional materials. Additionally, excerpts from a new secondary texts Sapiens (Harari) and another new source includes How to Think Like an Anthropologist (Engelke) are now core readings. The instructor is contemplating an update to the principal Anthropology (Ember, Ember) textbook, as the content is beginning to be rather dated. 2020 Course or Initiative: Comparative Global Issues
Findings Comparative Global Issues is the only semester long, honors elective currently offered in the Social Studies curriculum. It is open to sophomores, juniors, and seniors with department recommendation. In recent years the student population has been predominantly sophomores. Many first semester students also enroll in A.P. Macroeconomics, which is offered second semester. Successful students in CGI possess strong analytical reading skills and are capable of crafting a substantiated and persuasive oral or written argument.
CGI’s main objective is to understand the historical roots of contemporary challenges facing Africa, Latin America and Asia. The curriculum focuses on the transition from the colonial to postcolonial periods. Major themes include the quest for state stability, competing governmental ideologies (democratic, socialist, etc.), and conflict, including civil war, revolution and genocide. The course takes an interdisciplinary approach, utilizing a variety of social science lenses, including history, political science, economics and sociology. Students regularly collaborate on class presentations pertaining to research topics as well as current events. CGI also incorporates simulation activities and debate. Guest speakers and film excerpts enhance the course material. Students undertake various writing assignments, ranging from informal reflections to formal essays, including a response to a document- based question. Writing assignments develop the skill of formulating and defending a thesis. The final exam consists of an exit interview in which the students must answer one overarching question from a set of pre-established questions.
There is no established textbook.The course makes use of teacher-selected readings from a variety of sources including journals, news articles, and book excerpts. We have introduced two brief books that enhance the course’s richness and have met with positive student feedback. They are Mathabane’s Kaffir Boy, and Partnoy’s The Little School. Segments from feature films and documentaries are often employed as a supplement to course material. Students are also required to conduct internet-based research toward completion of projects and writing assignments.
Despite the unprecedented nature of e-learning, students continue to meet high standards. The majority of students will be recommended for U.S. Honors, but those who are recommended for upwards placement into A.P. U.S. History will be prepared for the rigors and expectations of an A.P. course.
Recommendations The primary recommendation for CGI is to continue refining the curriculum and staying current. The foremost challenge is to adequately explore three major world regions as well as globalization within a semester’s confines. Teachers may need to eliminate certain studies and topics in order to sufficiently reach the course’s desired depth and breadth. One possibility is more “jig-sawing” of case studies, in which groups become experts on one case and share their findings with classmates. 2020 Course or Initiative: Sociology
Findings Sociology is a single semester, regular level elective class available to sophomores, juniors and seniors. The class continues to provide an opportunity for students to complete service learning as part of the curriculum, and we are happy to report that this continues to draw students to the course.
The current curriculum includes exploration of culture, socialization, collective behavior, education, the family and religion, social inequality, deviance, crime and the criminal justice system. Though the units have remained the same since the last curriculum report, the materials have changed for nearly every lesson, as there is a steady flow of contemporary writing and visual media to keep current; one recent addition is the Opportunity Atlas Project, a data trove that enables students to explore and analyze demographics by zip code. Teachers are connected to the Chicago Area Sociology Teachers group (CAST) and draw on resources from there as well. The curriculum continues to place an emphasis on writing as a means of assessment through short essay tests, paragraph responses and brief analytical papers in which students are required to provide evidence to support a claim.
The 2015 curriculum report included a recommendation to update the textbook edition. That process led us in a very positive direction for the course. Our exploration of available texts landed on an Openstax book that is free to students, except for printing costs if they desire a PDF version. This text, a collaboration among professors at several universities, includes the content in our semester course and we were able to tailor the text to only the chapters we need.
A community service project still serves as the final exam for the course. Students are required to complete 30 hours of community service throughout the semester. The project is an important part of the course and students report that it impacts them for years following their participation. Unfortunately, during the pandemic students are unable to be physically present as volunteers in the community. During the first semester of 2020, students participated as a class in the Youth Services Holiday Gift Program, and then took a more traditional final exam that constituted 10% rather than 20% of their semester grade, with an emphasis on application of sociology theory.
Recommendations Because this class remains a popular elective, teachers should continue to teach the class in a similar fashion. To enhance curricula and meet student interests, teachers should remain current with instructional materials, current events, and updates to the current Openstax textbook. 2020 Course or Initiative: European History
Findings European History is a single semester, regular level elective open to all sophomores, juniors, and seniors, but is predominantly elected by sophomores and seniors, as most juniors are enrolled in U.S. History.
The course focuses on European History in the 20th and 21st centuries. The course opens at the conclusion of World War I at the Paris Peace Conference. The opening unit deals with Europe between the wars, including Soviet Russia and the rise of fascism. There is a substantial unit on World War II, going into much greater depth than students pursue in their History of World Civilizations class, including extensive military history. The course features an in-depth study of the Holocaust focussed on the experiences of genocide survivors, resisters, bystanders, and perpetrators. Over the most recent two years, teachers have added a more in-depth study of the Holocaust and Holocaust resistance. The next unit focuses on Cold War Europe, with Berlin as a focal point, from 1945 through 1989. A hallmark of this class is its final unit on Europe since the Cold War. This unit includes the formation of the European Union and, the unintended consequences of the fall of communism, issues with immigration and migrant workers in Europe, and the threat of terrorism in Europe in the wake of 9/11. The course includes an ongoing current events component and student research projects and presentations. The final exam combines a traditional multiple choice and essay exam with a small-scale research and interview project.
Recommendations The course is currently using readings compiled from several sources. Various texts and online resources have improved the content for this course in recent years, yet there is a continuing need to find new sources to capitalize on new scholarship and engage students about the European Union and the crises currently facing the European community. There are also possibilities for field trips in the area, including the Holocaust Museum in Skokie, Cantigny, the Art Institute, or even a visit to a European consulate in Chicago, and these need to be investigated further. 2020 Report Course or Initiative: World Religions 161
Findings World Religions solid enrollment has enabled the department to assign two additional teachers to the course, and that collaboration has been very beneficial for all teachers involved. The collaboration between the three teachers will generate ongoing curricular development and revision for semesters to come. The majority of the students enrolled are seniors, though a healthy mix of sophomores have been joining in recent years. Students indicate that their main motivation for enrollment is exposure to world religions in preparation for their entry into the diverse adult world. In fact, many students have contacted Mr. Hoynes, the course’s founder at GBN, after entering college to communicate that their exposure to religious traditions and cultures different than their own has facilitated their relationships with college classmates. In reflecting on the course, students are quick to remember the two field trips to local houses of worship as well. Although classroom instruction has its obvious impact, field experiences are essential components to true student understanding, and the students’ experiences in local houses of worship both deepens their knowledge and leads them to thought provoking questions for the World Religions classroom and beyond. Field trips have fallen victim to the Covid pandemic during Spring 2020 and the whole of the 2020-21 school year. Teachers and students look forward to their return.
The current curricular organization centers on the comparative, thematic approach to religion. Students explore the following themes: core beliefs, leaders, sacred texts, symbols, art and architecture, and holidays. Students are assigned to a “Theme Team” and explore those themes in the context of various religions. The teachers continue to revise this student-driven approach to ensure that all students are exposed to multiple religions and multiple themes in a meaningful way. The teachers have also experimented with different timing of the field trips in conjunction with the introductory unit and the research on themes. They have found that the field trips have the most impact if students visit the houses of worship early in the semester. Additionally, teachers have found that the introductory unit is crucial to creating a positive, comfortable and respectful classroom community. Students are also responsible for bringing current events related to religion to class each week. Students and teachers alike have expressed the positive benefit of current events discussions in the course. The structure of the course is a strong example of student engagement and ownership of their learning.
Teachers have found great benefit in a local public schools consortium of teachers of World Religions, which meets annually to share curricular ideas and teaching strategies. This opportunity to build connections and to collaborate has been invaluable to our teachers. The teachers have also learned that local schools are using a variety of other textbooks for their courses, and though they are satisfied with our current text, they are interested in exploring other options for the future. Additionally, the World Religions teachers have been fortunate to attend several relevant conferences and summer institutes. Recommendations ● Continue to foster relationships with local houses of worship to ensure continued positive field trip experiences. ● Continue to revise “theme team” initiative within the curriculum ● Continue to collaborate with local teachers to share teaching strategies and lessons. SPECIAL EDUCATION
Introduction
Courses reviewed during past year DLS Business Math DLS Beginning Algebra DLS Algebra 1 TASC Algebra 1 DLS Geometry TASC Geometry DLS Algebra 2 TASC Algebra 2 College Algebra
Process The GBN Special Education Department math teachers met during department and team meetings to review current curriculum that is taught in each of the special education math courses. In addition, time was spent over the summer with Math IXL trainers to further investigate the utility of this program to support students requiring special education math instruction. Specific topics covered include curricula, alignment between special education courses and general education math courses and class resources (Math IXL and STAR testing).
Additional initiatives - Update DLS English class skill continuum - Review model of providing reading support to students with IEPs - Continue to investigate special education service delivery models - Maximize instructional approaches in a hybrid teaching model Report Schedule November November November November November 2021 2022 2023 2024 2025
Implementation Implementation of IEP goals in Implementation Implementation Implementation of IEP goals the areas of of IEP goals in of IEP goals in of IEP Goals through science Resource, English and social studies through math classes Transition, and reading classes electives
Review needs of students and study skills courses offered
Review of Review of Review of Review math Review science Resource, Resource, English and Curriculum curriculum Transition, and Transition, and Reading electives electives curriculum
Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025
20% 20% 20% 20% 20% Course or Initiative: Math
Findings The faculty members involved in the Educational Planning Process (special education math teachers) reviewed current and past assessment and instructional practices as well as alignment with general education courses. Finally, considering the range of post high goals of students, the team considered the appropriateness of the math curriculum to support these goals.
In recent years, the Special Education department partnered with the GBN Math Department to collect STAR math data from students enrolled in both special education courses as well as general education math courses. The process allowed special education math teachers to improve their understanding of student skillset in general education courses as compared to their peers in the equivalent special education courses. Findings were consistent with expectations; students were placed in appropriate levels consistent with peers who have similar math skill deficits (in DLS classes) or in classes with students who struggle with other IEP related issues (in TASC classes). The differentiated model of serving students with learning disabilities in the area of math separately from students whose special education needs impact math but are due to other needs like executive functioning or emotional difficulties, continues to be the recommended approach. In addition, the special education department’s study of STAR math data provided necessary information to consider when making placement recommendations to move between special education and general education courses. While this level of testing is not necessary on an annual basis, the Special Education department will work with the math department to consider broader assessment about every 5 years. The team recommends continued use of STAR testing (fall, winter, and spring) in self-contained courses as a means of benchmarking. Math IXL provides additional assessment tools, progress monitoring data, and supplemental instructional tools. These tools have been found to be effective and are also utilized in general education math courses; thus, it is recommended to continue Math IXL in all special education courses. In Algebra 1, Geometry, and Algebra 2, curriculum is modified from the general education equivalent. The team continues to recommend this approach rather than offer a different curriculum to allow for opportunities for students to shift between general education and special education more readily. At this time, the Department has no new recommendations for curriculum and will continue to provide an individualized, IEP goal-driven approach to instruction in Business Math and Beginning Algebra. Finally, for College Algebra, an alternative to the general education Pre-Calculus class, the team continues to recommend that the curriculum be an extension of Algebra 2 concepts with a focus on supporting students who are college bound who benefit from a fourth year of math.
Recommendations ● Continue to offer College Algebra, which provides the option of a four-year sequence of courses for college bound students with IEPs who require special education support in the area of math ● Align the Business Math class to both the students’ math IEP goals as well as their post high schools transition goals and ensure collaboration with the transition elective curriculum so that functional life skill instruction is maximized ● Ensure Algebra 1, Geometry and Algebra 2 curriculum is modified from the equivalent general education courses; utilize the same textbooks and collaborate with general education math teachers on a regular basis ● In the area of assessment, utilize STAR math testing to provide data on student progress in self-contained courses ● As a supplement to the curriculum, utilize IXL assessment and instructional tools ● Continue to make data accessible to all special education case managers so that student progress is accurately reported in IEP meetings allowing for IEP goal specificity ● To the extent possible, offer differentiated math classes (DLS and TASC) in each of the core math areas (Algebra 1, Geometry and Algebra 2) WORLD LANGUAGES
Introduction
Courses reviewed this year: Chinese 163 French 163 Hebrew 163 Russian 163 Spanish 163 Spanish 163 G
Process Committee leaders were selected to review the first year curriculum for the courses listed above. Chinese 163: Wanyin Chou French 163: Amanda Vogg Hebrew 163: Josh Morrel and Dorit Dahari Russian 163: Svetlana Borisova Spanish 163: Todd Keeler Spanish 163 G: Jon Sorkin
Additional initiatives (outside of review process) The department continues to incorporate performance-based assessments into each level of curriculum to promote speaking proficiency and cultural competence. Moreover, our AP Language and Culture courses center curriculum around the American Council for Teachers of Foreign Language (ACTFL) AP themes. In our level five regular and honors courses, we also are working to implement thematic units that include authentic learning experiences. In order to build curriculum centered around thematic-based units, building proficiency and cultural competence, our level 5 and AP teachers collaborate regularly during planning times.
Another goal for the GBN World Language Department is to increase the number of students qualifying for the Illinois State Seal of Biliteracy. In 2017, 19 GBN students scored well enough on the AAPPL, STAMP and AP exams to qualify for the Illinois State Seal of Biliteracy upon graduation. In 2018, 72 GBN students scored well enough on the AAPPL, STAMP and AP exams to qualify for the Illinois State Seal of Biliteracy upon graduation. In 2019, 87 GBN students scored well enough on the AAPPL, STAMP and AP exams to qualify for the Illinois State Seal of Biliteracy upon graduation. In 2020, GBN graduated over 90 students who had earned the Illinois State Seal of Biliteracy in English and a second language.
The department continues to incorporate performance-based assessments into each level of curriculum to promote speaking proficiency and cultural competence. This year, we’ve had to adapt with the challenges of learning in the remote and hybrid space; part of that has required us to use online tools such as EdPuzzle, FlipGird, Peardeck, and Google Forms when administering such performance-based assessments, especially for our level one language students. Speaking proficiency and cultural competence will be a part of the new student growth measure incorporated into the teacher evaluation system under PERA. However, the department also wishes to incorporate more balance into instruction with a focus on explicit language functions and grammar concepts taught within the context of thematic-based units and in the target language. This will allow our level one language students to develop good habits and build a strong base as they matriculate in our proficiency-based curriculum.
In our level one courses, we also are working to implement accepted best practices for language instruction such as Comprehensible Input (CI), Total Physical Response (TPR) and Teacher Proficiency through Reading and Story-telling (TPRS). The Instructional Supervisor sees this as a major point of focus moving forward in terms of improving all instruction, the experience for the students in the classroom and the professional cohesion in the department.
Report Schedule Spring 2021 November November November November 2021 2022 2023 2024
Chinese 163 Chinese 263 Chinese 363 Chinese 463 Chinese 563
------Chinese 323 Chinese 373 Chinese 473 Chinese 573
French 163 * French 263 French 363 French 463 French 563
------French 273 French 373 French 473 French 573
------French 583 (AP)
Hebrew 163 Hebrew 263 Hebrew 363 Hebrew 463 Hebrew 563
------Hebrew 273 Hebrew 373 Hebrew 473 Hebrew 573
Russian 163 Russian 263 Russian 363 Russian 463 Russain 563
------Russian 273 Russian 373 Russian 473 Russian 573
Spanish 163 Spanish 263 Spanish 363 Spanish 463 Spanish 563
------Spanish 273 Spanish 373 Spanish 473 Spanish 573
Spanish 163 G Spanish 263 G Spanish 363 G Spanish 463 G Spanish 563 G
------Spanish 583 (AP) *Currently not offered at GBN. Approximate percentage of curriculum to be reviewed Spring 2021 November November November November 2021 2022 2023 2024
17% 23% 23% 23% 14% Course or Initiative: Chinese 163
Findings We have offered one section of the first year regular Mandarin Chinese for 11 years and it is the 12th year in 2020-21. This course not only addresses the differentiation presented this year (the 2020-2021 school year) with it being stacked with Chinese 263, but it also works to address the hybrid and remote spaces in which students are learning. To that end, the teacher works to incorporate digital learning tools such as EdPuzzle, Flipgrid, Peardeck, and the Google suite of tools in order to enhance the students’ learning experience. The course focuses on interpersonal, interpretive, and presentational skills via reading, writing, listening, and speaking. Chinese culture and current events related to China are also discussed and presented in this class.
The curriculum of Chinese 163 is emphasized equally in speaking, writing, reading, listening, and culture. It is focused on communication skills - interpersonal, presentational, and interpretive. This change is in accordance with the goals set out by World-Readiness and College and Career Readiness standards, the benchmarks set forth by the American Council for Teachers of Foreign Languages (ACTFL) as well as the World Languages department goals.
The first year students will move to the second year regular or honors Mandarin Chinese tracks depending on students’ semester grades and teacher recommendations. In 2019-2020, all Chinese 163 students continued to the second year. In the past years, the majority of the 163 students continued their studies to the second year.
Recommendations This is the second year that the teacher has created the materials for students. Additional authentic reading and listening materials are also provided by the teacher to enhance learning for the level one students. Moreover, the teacher uses the digital reading and writing tool, ArchChinese, in order to support students learning to identify and produce Mandarin Chinese characters. This is an effective tool for all learning spaces and environments. Course or Initiative: French 163 Findings French 163 has not run at Glenbrook North since the 2016-2017 school year due to low enrollment numbers. It is the hope of the World Language Department that we run French 163 as this would be extremely beneficial for the French language program. Ideally, the French 163 course would be a proficiency-based course with performance-based assessments, authentic resources, and a focus on fostering interpersonal and student-centered activities as consistent with best practices for foreign language instruction.
When the GBN World Languages Department revamped its curricula during the 2016-2017 school year to a more proficiency-based model from the previous grammar and traditional-based approach, French 163 was included in the level 1 curriculum change and therefore, if we are able to run this class next year, we would continue to center this class around proficiency and cultural competency.
Recommendations The French teacher for level 163, as well as the Instructional Supervisor, believe that at the present time, it is most important to continue teaching relevant and level appropriate themes in the French 163 course (such as family, school, food, the home) before reflecting on how to add or enhance the current curriculum within the context of the new World-Readiness Standards. Once we do so, however, our focus will be to develop a sound and consistent vertical alignment with the French 263 course. Course or Initiative: Hebrew 163
Findings The curriculum for first year regular students has evolved since 2010. Over the past four years, the focus of instruction has aligned with the goals set out by the World Readiness Standards and the benchmarks set forth by the American Council for Teachers of Foreign Languages (ACTFL). Hebrew 163 has transitioned from a grammar-based course where standards-based assessments are used for students to demonstrate knowledge acquisition to a fusion of grammar, culturally relevant and immersion topics. As a result we have transitioned away from traditional textbooks to more interactive, authentic and engaging resources. Moreover, the assessments for this course are primarily performance-based, as consistent with best practice. This transition to a more proficiency-based course has presented several challenges. For example, the Instructional Supervisor and the Hebrew instructor need to work to find level appropriate, authentic resources. Furthermore, the focus on assessments is now performance-based. While the teacher has not felt the need to sacrifice grammar due to the increased value placed on culture and immersion (presentational and interpersonal skills specifically), creating new content without a primary resource has created challenges. For now, the IS and instructor have been able to use resources available to build on the level 1 curriculum. This course also addresses the differentiation presented this year (the 2020-2021 school year) from the hybrid and remote spaces in which students are learning. To that end, the teacher works to incorporate digital learning tools such as EdPuzzle, Flipgrid, Peardeck, and the Google suite of tools in order to enhance the students’ learning experience. Both the instructor and IS believe these digital learning tools will prove effective even next school year and beyond when we return to in-person learning. Recommendations The Hebrew teacher for level 163, Dorit Dahari, as well as the Instructional Supervisor believe that at the present time, it is most important to continue teaching relevant and level appropriate themes in the Hebrew 163 course (such as family, school, food, the home) before reflecting on how to add or enhance the current curriculum within the context of the new World-Readiness Standards. Course or Initiative: Russian 163 Findings This is the fourth year that the new thematic-based units have been implemented into the Russian-language program. Level 163 has been redone by members of the Level 1 Curriculum Team to guide students in their path towards proficiency, to facilitate communication in the target language, and to better prepare students for Level II. The class focuses on the three modes of communication, AP themes, and ACTFL can-do statements. The ACTFL Proficiency Guidelines serve as the base on all summative assessment rubrics. The teacher and students are expected to remain in the target language for 90% of the block or more. This course also addresses the differentiation presented this year (the 2020-2021 school year) from the hybrid and remote spaces in which students are learning; moreover, the class contains heritage Russian-language speakers and non-heritage students. To that end, the teacher works to incorporate digital learning tools such as EdPuzzle, Flipgrid, Peardeck, and the Google suite of tools in order to enhance the students’ learning experience. Both the instructor and IS believe these digital learning tools will prove effective even next school year and beyond when we return to in-person learning. The first year regular students will move to second year regular or second year honors. Last year, 100 % of Russian 163 students continued on to the second year of Russian. About 99 percent of the students will go into third year while about 95-97 percent study Russian language at Glenbrook North through year four. The first year regular class uses reading and writing materials created by the teacher. Recommendations Russian teacher Svetlana Borisova believes that at the present time, we should continue utilizing and developing the current thematic-based curriculum for Russian 163. Currently, she is not using a textbook and feels that a textbook would not enhance lessons. She is enjoying working with the Level 1 Curriculum Team to perfect the lessons and assessments. She hopes to continue to grow the program by promoting the Russian language classes within GBN through the WLHS events and extracurricular events such as Russian Olympiada. The instructor and IS believe that when students return to in-person learning, tools such as EdPuzzle, Flipgrid, and Peardeck will continue to prove extremely beneficial in enhancing students’ learning experience. Course or Initiative: Spanish 163
Findings Danielle Holden and Todd Keeler worked the summer of 2018 to rewrite this curriculum to continue to align Spanish 163 with ICTFL and ACTFL World-Readiness Standards and to develop more interpretive, interpersonal and presentational formative and summative assessments/assignments. Most Spanish 163 students (especially if the students have not had previous exposure to the language) are most likely to be at the ACTFL Novice Low and Novice Mid (maybe a few at the Novice High).
As there are a considerable number of students who are taking Spanish for the first time and other students with special needs and/or those who fall into both categories, CI (Comprehensible Input) is an indispensable pedagogy at this level. Todd Keeler attended the National TPR/S (Total Physical Response/Storytelling) Convention in Chicago this past summer. Instead of explicit grammar instruction he has been using a method called triangulation through in-class dramas targeting high-frequency words and narrative perspectives which students contextually see and practice. When students are exposed to L2 (second language) readings, blogs, YouTubes, news features, etc,. triangulation and TPR/S serve as a bridge to the more authentic, target-language resources.
Teachers for Spanish 163 will continue to use TPR/S, triangulation and other Comprehensible Input methodologies along with what has been learned from leading World Language educators and researchers such as Paul Sandrock, Laura Terrill and Donna Clementi.
Recommendations The Spanish 163 teacher believes the Spanish 163 curriculum should continue to incorporate and to explore Comprehensible input and holistic measures as a bridge to the more authentic resources we use as part of our ACTFL/ICTFL alignment. The instructor and IS believe that when students return to in-person learning, tools such as EdPuzzle, Flipgrid, and Peardeck will continue to prove extremely beneficial in enhancing students’ learning experience. Course or Initiative: Spanish 163G Findings The level one course addresses interpersonal, interpretive and presentational skills via reading, writing, listening, speaking and culture that are differentiated to meet the needs of the G-level. The course is focused on developing students' proficiency level to develop language skills from novice low to novice mid.
As a result of curriculum development, we no longer have a textbook but instead use authentic resources that are made by native speakers for native speakers. With that said, students in Spanish 163 G have access to a digital supersite from the publisher VHL (Vista for Higher Learning). Along with the authentic resources and the digital supersite, the students create and maintain a binder with class materials. This helps them to develop a portfolio that organizes the material and shows proficiency growth. This binder also aids in the development of executive functioning. All of the assessments that are given are performance-based assessments that measure what the students can do with the language. They speak, read, write, and listen to demonstrate growth in these skill areas. The Spanish 1G curriculum is structured by 6 units (3 units per semester). The units are organized using the AP themes and are aligned with ICTFL and ACTFL World-Readiness Standards and proficiency guidelines. The course is taught using the 6 core practices for world language learning: (1) facilitate target language comprehensibility, (2) guide learners through interpretive authentic resources, (3) design oral interpersonal communication tasks, (4) plan with backwards design model, (5) teach grammar as concept and use in context, and (6) provide appropriate oral feedback. Recommendations Based on the increase of students with special needs at this level, the Spanish 163G teacher believes the Spanish 163G curriculum should continue to incorporate and to explore comprehensible input and holistic measures as a bridge to the more authentic resources we use as part of our ACTFL/ICTFL alignment. MEMO
To: Dr. Rosanne Williamson From: Cameron Muir cc:Dr. Lauren S. Fagel Re:Curriculum Reports Date: February 18, 2021
Course teams continue to focus their attention on aligning the curriculum to discipline-specific standards (those developed by national organizations such as the National Council of Teachers of Mathematics – NCTM, and American Council on the Teaching of Foreign Languages - ACTFL), and the Common Core State Standards (CCSS). This has resulted in course teams across departments reflecting on the skills students need and how to scaffold those skills throughout course sequences. Course teams also consider the types of assessments administered to students and determine ways for assessments to be more authentic to the course and discipline. Many teams also designed and used assessments to understand whether those standards were met by students. Teams are also using these assessments to inform instruction to better help students in their learning. Through alignment and effective assessment practices, departments have examined skills within levels and created greater and successful access for students to an even higher level of rigor within the curricula and have determined ways to eliminate some lower level courses.
Teams continue their progress in implementing the backward design process by using the Understanding by Design (Ubd) model, developed by educational experts Grant Wiggins and Jay McTighe, which focuses on developing overarching themes and questions that drive the course for teachers and students. Once those are determined, units are designed with attention to standards, assessments, and content. This process is embedded into the curriculum review work for all teachers and is helping GBS realize intentional alignment with standards, including the CCSS. GBS Business Education Department Curriculum Report – Fall 2020
I. Introduction
A. Courses reviewed during past year ● Business Law 161 ● Introduction to Business Strategies 161 ● Game Design 161 ● Entrepreneurship: Business Incubator 163
B. Process
The review process for the courses listed above followed the curriculum review model put forth by the Board of Education. The curriculum review committee consisted of the current business education teachers for each of the respective courses and addressed findings and recommendations for each course. The above classes were reviewed in terms of course objectives and alignment to industry practices and standards, including those put forth by the National Business Education Association, and a focus on career-ready practices.
An additional focus in the Career and Technical Education department includes pursuing opportunities for certifications and dual credit in Business Education to provide students a competitive advantage in career and college readiness.
C. Additional initiatives (outside of review process) Digital Multimedia Apps has been archived and removed from our review process. II. Report Schedule November November November November November 2021 2022 2023 2024 2025 Accounting 163 Consumer Digital Graphic Marketing 161 Business Law Education 161 Design 161 161 Accounting 173 Consumer Ed Digital Graphic Game Design Intro to 161 LA Design 261 261 Business Strategies 161 Advanced Honors Investment Business Accounting 173 Consumer 173 Strategies 161 Incubator 163 Web Design 261 Game Design 161 AP Computer Science Prin. Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025 29% 18% 12% 18% 23% Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: None Course or Initiative: Business Law 161
III. Findings
Business Law 161 is a semester course designed to introduce students to the American legal system and specifically Civil and Criminal Law and ethics by interacting with historical and current court cases. In addition, students interact with lawyers in the field as guest speakers in class.
A review and revision of the course curriculum resulted in the following findings and outcomes:
● Topics of focus include Law & Ethics, Torts, Contracts & Intellectual Property Rights, Criminal Law with focus on the business perspective ● Current events and case examples are included and updated each semester to ensure topical and relevant analysis and discussion; historical cases are included as well ● Careers in law research assignment supports awareness of different fields of law, the law school process, necessary exams and other relevant information ● Utilize digital storyboarding with students working in groups to tell the story of a particular case and how it relates to the concepts learned ● The course culminates in a Mock Trial with students filling specific roles and preparing legal documents, scripts, and memos.
IV. Recommendations
Continue to develop partnerships with local professionals and organizations to inform the curriculum and enhance learning experiences through connections with professionals. Course or Initiative: Introduction to Business Strategies 161
III. Findings
Introduction to Business Strategies 161 is a semester-long entry-level course in the Business Education offerings, and offers students the opportunity to explore Business as a possible college major and career through learning about how a business operates through a focus on the basic functions of a business, while increasing awareness of potential careers. Students continue to enjoy a real world application of key business principles through our hands-on GBS branded product sales project. All profits are donated to Youth Services of Glenview/Northbrook.
Through the curriculum review process, student surveys and reflections and analysis of student performance and interest, the teaching team identified several key findings with regard to curriculum. ● Innovations in technology have lowered the barriers of entry to entrepreneurship and higher numbers of individuals are actively pursuing ideas including teenagers ● Through popular media, such as Shark Tank and The Profit, students are entering the class with increased business awareness - specifically in the areas of entrepreneurship, web-based businesses, and digital marketing. ● Students identify areas of interest in the varied business functions and are recommended to continue pursuing their interest in Business Education courses including Marketing, Accounting, Investment Strategies, and Entrepreneurship ● Relationship with Jennifer Brown (GBS alum & former Business Student of the Year recipient) has enhanced our representation of female professionals. As a successful female entrepreneur, Ms. Brown inspires students with her entrepreneurship story as well as appearance on CNBC's The Profit.
IV. Recommendations
Continue to build on our network of professionals to advise on current industry practice including relevant software and skills, and serve as classroom speakers and mentors. Ensure that our courses align with curriculum in the sequence of course offerings, through collaboration with colleagues.
Continue to adapt curriculum in providing students with an opportunity to explore the different areas of business and current trends, including alignment to current business practices Course or Initiative: Entrepreneurship: Business Incubator 163
III. Findings
Entrepreneurship: Business Incubator 163 is a yearlong course designed to support students in learning major aspects of business and entrepreneurship through application of business practices to bring an idea to reality. Students identify their entrepreneurial strengths through a BOSI assessment, and form teams based on individual strengths and common interests related to a business startup idea. The course includes mentoring from business professionals, guest speakers and pitches mid-year to a panel of business professionals for feedback, and culminates with student teams pitching their innovative idea to potential investors and possibly get funding to turn their business plan into reality. Through the curriculum review process, student surveys and reflections and analysis of student performance and interest, the teaching team identified several key findings with regard to curriculum. ● Students report that the experience of taking the Incubator course is valuable in clarifying their path in a business career and highly value interacting and learning from professionals ● The coaching sessions are completed in an interview format with student input for questions to create an environment for conversation, followed by an application activity with the professional providing coaching ● Ideation is a significant process for students and this process has evolved to focus on Business ideas that are accessible and actionable within the yearlong course ● Trends in student Business ideas have shown sustainability and charitable actions are important to students ● The advisory panel has shared their observations in the quality and depth of student presentations and development of business ideas ● Technical resources will also continue to be evaluated and implemented to best support authentic project based learning with a high degree of community involvement ● Continued development of professionals as coaches and mentors is important in providing meaningful support for student teams in best practices and strategies in business functions ● Senior and alum students of the Incubator course have reported their experience set them apart in college applications given the unique experience and relation to college coursework
IV. Recommendations
Community relationships will continue to be strengthened to enhance the authenticity of learning that takes place. An emphasis will be placed on bringing in semi-recent Glenbrook South alumni with startup experience in exciting industries. Course or Initiative: Game Design and Development 161
III. Findings
Game Design and Development 161 is a semester course and builds on the design principles and skills developed in Digital Graphic Design 161, providing an opportunity for students interested in digital design to learn to iteratively build games from concept to launch using industry grade methods and software. Students also explore related careers and learn in a format aligned with industry practice including collaboration and peer feedback.
Through the curriculum review process, student surveys and reflections and analysis of student performance and interest, the teaching team identified several key findings with regard to curriculum.
● Students enter the course with varied levels of experience, interests, and skills in design and development ● Progression of projects from whole class similar to individual allows students to personalize and enhance skills ● Cultivating resources and connections to game design professionals provides additional resources and support for advanced students ● Exploration of career opportunities and interactions with professionals add relevance to student work
IV. Recommendations
Continue to develop connections with local professionals to enhance learning experiences, career exploration, and to inform curricular choices. Also explore all possibilities for access to design software beyond the classroom to allow students to work similarly as design professionals at varied times and duration. GBS Family & Consumer Science Department Curriculum Report – Fall 2020
I. Introduction
A. Courses reviewed during past year
● Foods & Nutrition 161 ● Advanced Foods & Nutrition 261 ● Culinary Arts 361 ● Culinary Arts 461 ● Foods & Nutrition LA
B. Process
The review process for the courses listed above followed the curriculum review model put forth by the Board of Education. The curriculum review was completed by the current Family & Consumer Science education teachers of the courses listed with input from their colleagues. The review addressed findings and recommendations for the course which was reviewed in terms of course objectives and alignment to industry practices, Family & Consumer Science standards, the ISBE and a focus on career-ready practices.
In addition, we continue to focus in the Career and Technical Education department on identifying opportunities for credentials, certifications, and dual credit to provide students a competitive advantage in career and college readiness.
C. Additional initiatives (outside of review process)
II. Report Schedule November November November November November 2021 2022 2023 2024 2025 Child Dev 161 Fashion 161 Psychology of Instructional Culinary Arts Living 161 Foods & 461 Nutrition 161 Child Dev 261 Fashion 261 Interior Design Advanced Foods 161 & Nutrition 261 Child Dev 361 Fashion 361 Interior Design Culinary Arts 361 261 Child Dev 461 Fashion 461 Foods & Nutrition LA 161 Approximate percentage of curriculum to be reviewed: November 2021 November 2022 November 2023 November 2024 November 2025 25% 25% 6% 19% 25%
Additional courses to be reviewed this year: Course or Initiative: Foods & Nutrition 161
III. Findings
Foods & Nutrition 161 is a semester course that serves as an entry to the Culinary program and focuses on students developing skills and awareness in topics related to an ability to prepare successful and nutritious meals, while practicing safe food handling. Students work in teams to complete food labs and are assigned varied roles, culminating in reflection and evaluation of the team’s performance.
Through the extensive curriculum revision process of the foods sequence, student surveys and exam analysis, the Family & Consumer Science team identified several key findings with regard to curriculum. ● End of Semester Feedback Surveys help guide planning and included more emphasis on mise en place/organization in the kitchen, less demonstrations and more hands-on student engagement. ● Continue to ensure a good balance between “healthy” nutritious recipes and “less healthy” baked goods ● Intensive focus on safety & sanitation practices in the classroom and encouraged when cooking at home, including implementation of a safety & sanitation assessment to be administered, with ongoing observations and feedback ● Updated nutrition & wellness unit with additional labs/activities related to that unit while continuing to collaborate with nearby high school FCS departments ● Increased student choice and creative aspects of cooking - many options for labs, as long as the recipes related to the learning targets. ● Revised and updated lessons with increased interactivity, engagement and digital formats using new applications for greater access for all students for remediation or review ● Reduced time in presentations by focusing on most relevant material and shared resources to provide more time in skill development and foods labs ● Importance of awareness of healthy choices and nutrients as National obesity rates continue to go up ● As of September 2019, all Food & Nutrition instructors are ServSafe Manager Certified. (L. Croak, T. Tenuta & K. McDonald)
IV. Recommendations
Explore opportunities to provide access to ServSafe Certification for students in Foods & Nutrition 161, to provide access for all students given varied grade levels represented. This would be optional and driven by student choice. Course or Initiative: Advanced Foods & Nutrition 261
III. Findings
Advanced Foods & Nutrition 261 is the second course in the Culinary program and builds on the foundational skills and knowledge, from basic measuring, knife skills and techniques to provide increased skill development and introduction of advanced techniques in more challenging food labs.
In this course students also have the opportunity to pursue the ServSafe Food Handler Certification that is required for all food service workers. In order to offer this certification, each instructor must be certified in the ServSafe curriculum and requirements.
Through the extensive curriculum revision process of the foods sequence, student surveys and exam analysis, the Family & Consumer Science team identified several key findings with regard to curriculum. ● Curricular changes in implementing increased skill development and more complex food labs has resulted in an observed improvement in student ability to execute more challenging recipes successfully and independently ● Recent student surveys in 2019 and 2020 identified findings including an increase in student engagement in the FCCLA competition, and student interest in the creative cooking and plating experiences. Each unit was updated to include learning targets, student choice, student reflection and some peer evaluations. ● Continue to use the Regional U.S. Cuisines Final Project as part of the diversified Advanced Foods curriculum and collaboration for students with common interests ● Safety and sanitation has been elevated in significance to the curriculum, and even more so given the pandemic ● Use of food scales and ensuring all students learn to use for accurate measurement is important for preparation, especially those students attending Culinary school ● As of September 2019, all Food & Nutrition instructors are ServSafe Manager Certified. (L. Croak, T. Tenuta & K. McDonald)
IV. Recommendations
Continue to develop partnerships with Chefs and other professionals in the foodservice industry to inform curriculum and instructional strategies, and increase student awareness of career opportunities. Course or Initiative: Culinary Arts 361
III. Findings
An advanced course in the Culinary program, Culinary Arts 361 includes an increased focus on service in the Culinary industry, and provides our students with service experiences that would prepare them for a job within the field. Students are highly encouraged to participate in FCCLA (Family, Career & Community Leaders of America) through various competitions and leadership conferences. Students have also experienced field trips to Kendall College and the National Restaurant Show education day with speakers from the food industry. Students also learn from local Chefs who provide demonstrations including tips on techniques, sharing their journey as a food service professional and answering student questions. Demonstrations are both in person and virtual to provide flexibility in scheduling and access.
Strong enrollment indicates high interest and demand by students for Culinary Arts. In addition, participation has increased within the Family, Career, & Community Leaders of America club specifically in the area of Culinary Arts. Through the extensive curriculum revision process of the foods sequence, student surveys and exam analysis, the Family & Consumer Science team identified several key findings with regard to curriculum.
● Currently, all students in Culinary Arts must complete the ServSafe Food Handler certification. As we have expanded access in Advanced Foods 261, more students come into the class with the certification. ● As of September 2019, all Food & Nutrition instructors are ServSafe Manager Certified which allows all students in the program to earn certification. (L. Croak, T. Tenuta & K. McDonald) ● Most recent surveys revealed that students enjoyed the more creative cooking and plating experiences such as candy making, brownies, calzones and the dessert marketing challenge. They also enjoyed having the Titan Tots preschoolers in to help make pizza and eat together. ● Culinary Arts student interests expressed in the April & May 2020 choice charts for remote learning were reviewed to determine and prepare activities most applicable for remote learning if needed when Culinary Arts is offered next in Spring 2021 ● Traditionally, Culinary Arts has hosted luncheons for faculty executing multiple-course meals, creating a theme and filling specific roles. Curriculum was adjusted for the 2020-21 school year given the uncertainty of being able to host these events, with units and projects created to supplement the curriculum.
IV. Recommendations
Continue to develop partnerships with Chefs and other professionals in the foodservice industry to inform curriculum and instructional strategies, and increase student awareness of career opportunities. Course or Initiative: Culinary Arts 461
III. Findings
Culinary Arts 461 provides an opportunity for students to continue in the Culinary program, and most often students in both Culinary Arts 361 and 461 are in the same section. An increased focus on service in the Culinary industry and leadership roles in service experiences, provide valuable preparation for a job within the field. Students participate in FCCLA (Family, Career & Community Leaders of America) through various competitions and leadership conferences. Students have also experienced field trips to Kendall College and the National Restaurant Show education day with speakers from the food industry. Students also learn from local Chefs who provide demonstrations including tips on techniques, sharing their journey as a food service professional and answering student questions. Demonstrations are both in person and virtual to provide flexibility in scheduling and access.
Culinary Arts 461 students compete in more challenging FCCLA events and often compete in SkillsUSA, and in meal service they take on a leadership role by being the manager(s) of the meal events. This includes the family style meal and fine dining/five course meal plans. The uniqueness of this course is that no project will ever be the same year to year. For instance, when students complete the Dessert Marketing and Meal Kit projects, those in 461 have to choose different and more advanced recipes Also, with the meal planning events, when the students change year to year, the meal service events provide the leaders different challenges based on the skill set, work ethic and personalities of their "employees". Strong enrollment indicates high interest and demand by students for Culinary Arts. In addition, participation has increased within the Family, Career, & Community Leaders of America club specifically in the area of Culinary Arts. Through the extensive curriculum revision process of the foods sequence, student surveys and exam analysis, the Family & Consumer Science team identified several key findings with regard to curriculum.
● Often there are students in Culinary Arts 461 who are interested in or planning to open their own bakery or restaurant, and build on this through competitive events and projects. ● Most recent surveys revealed that students enjoyed the more creative cooking and plating experiences such as candy making, brownies, calzones and the dessert marketing challenge. They also enjoyed having the Titan Tots preschoolers in to help make pizza and eat together. ● Culinary Arts student interests expressed in the April & May 2020 choice charts for remote learning were reviewed to determine and prepare activities most applicable for remote learning if needed when Culinary Arts is offered next in Spring 2021 ● Traditionally, Culinary Arts has hosted luncheons for faculty executing multiple-course meals, creating a theme and filling specific roles. Curriculum was adjusted for the 2020-21 school year given the uncertainty of being able to host these events, with units and projects created to supplement the curriculum.
IV. Recommendations
Continue to develop partnerships with Chefs and other professionals in the foodservice industry to inform curriculum and instructional strategies, and increase student awareness of career opportunities. Course or Initiative: Foods & Nutrition 161 LA
III. Findings
Foods & Nutrition 161 LA mirrors the entry level foods course Foods & Nutrition 161, a semester course that serves as an entry to the Culinary program and focuses on students developing skills and awareness in topics related to an ability to prepare successful and nutritious meals, while practicing safe food handling. With some additional support and reinforcement in terms of vocabulary and processes.
Through the extensive curriculum revision process of the foods sequence, student surveys and exam analysis, the Family & Consumer Science team identified several key findings with regard to curriculum. ● English learners will complete the same curriculum and foods labs, given accommodations to support learning. ● Importance of awareness of healthy choices and nutrients as National obesity rates continue to go up ● Student surveys show a lack awareness of career options related to the food industry
We continue to partner with program coordinators and share a commitment to and awareness of the relevance and significance of aligning the Foods LA as closely as possible to the Foods 161 curriculum in order to have a common experience and build relevant life skills.
IV. Recommendations
Continue to collaborate and seek input, as well as training in best practices in education for English learners, to provide the best possible curriculum and learning experiences for all students. GBS Technology Education Department Curriculum Report – Fall 2020
I. Introduction
A. Courses reviewed during past year
● Computer Aided Design (CAD) 161 ● PLTW Civil Engineering Architecture (CEA) 373
B. Process
The review process for the courses listed above followed the curriculum review model put forth by the Board of Education. The curriculum review committee consisted of the current Technology Education lead teacher with input from the Technology Education curriculum team and addressed findings and recommendations for each course. The above classes were reviewed in terms of course objectives and alignment to industry practices, Standards for Technological Literacy, and a focus on career-ready practices.
In addition, we continue to focus in the Career and Technical Education department on identifying opportunities for credentials, certifications, and dual credit to provide students a competitive advantage in career and college readiness.
C. Additional initiatives (outside of review process)
II. Report Schedule
November November November November November 2021 2022 2023 2024 2025 Architecture 373 Woodworking PLTW IED Automotive 161 CAD 161 161 Architecture 473 Woodworking PLTW POE Advanced Auto PLTW CEA 373 261 263 PLTW Digital Woodworking Electronics 573 363 PLTW Woodworking Engineering 463 Design & Development 473
Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025 29% 29% 14% 14% 14%
Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: Course or Initiative: Computer-Aided Design (CAD) 161
III. Findings
Computer-Aided Design (CAD) 161 is a one-semester course that provides students an opportunity to build foundational skills as they develop proficiency in design software that aligns with industry practice. The course provides students with interest in design to explore the fields of architecture and engineering, and opportunities to continue in our established and robust programs. Teachers have integrated fabrication in all courses to support student experiences that allow their designs to become tangible through 3D printing and laser engraving.
Over the past several years there has been a greater transition to students taking CAD 161 in summer school, typically a high percentage of incoming freshman students. This creates earlier access and opportunity for students to learn design principles and processes, and build proficiency in software. A great majority of these students enroll in Technology Education courses after taking CAD 161.
Student surveys and reflections and analysis of student performance and interest identified several key findings with regard to curriculum. The process included collaboration with engineering teachers and instructor’s experience in teaching Project Lead the Way Introduction to Engineering.
The CAD courses are important entry points for students who may not be able or confident in the yearlong engineering course.
The Computer Aided Design (CAD) sequence has been updated to reflect current industry standards and complement both the Engineering and Architecture Programs offered at GBS. Positive outcomes of the work in updating and aligning the curriculum include:
● Implementation of new software: Sketch-Up, AutoCAD, Revit, Inventor ● Increased implementation of training and use of the expanded equipment including the Laser cutter used in CAD 161 projects ● The Makerspace in close proximity to these classrooms has provided greater access to tools such as the laser cutter and 3D printer, and as these are becoming more and more available (via libraries, tech shops, and low-cost consumer models), the class is focused on skill sets to meet industry standards and consumer applications.
IV. Recommendations
● Continue to align the curriculum for CAD161 to our Architecture and Engineering curriculum to prepare and support students in exploring potential paths and careers. Course or Initiative: PLTW Civil Engineering Architecture (CEA) 373
III. Findings
The PLTW Civil Engineering Architecture course is a rigorous year long elective offering relevant to both our Architecture and Engineering students, and was most recently offered in the 2016-17 school year. Given limited enrollment, we have not run a section since. We are looking at offering the course every other year, to allow for planning by students and with combined numbers would be more likely to be able to offer a section. Scheduling can be challenging in junior and senior year given required courses which would be when students take the Civil Engineering Architecture course.
IV. Recommendations
● Explore opportunities in partnering with Glenbrook North in scheduling Civil Engineering Architecture every other year to support student interest in both buildings ● Consider independent study opportunities for students to explore this field and gain experience outside of the courses offered in the school year ● Identify other possibilities for providing students access to this content ● Ensure that all students have awareness of the course option and value based on their interests and potential career path GBS English/EL Department Curriculum Report – Fall 2020
I. Introduction
A. Courses reviewed during the past year ● Freshman English TEAM ● English 153 ● English 163 ● English 173
B. Process
In anticipation of the freshman curriculum review, during the 2019-2020 school year, all teams applied backward design to review curriculum, revise essential questions and enduring understandings, and modify course goals and content accordingly.
During the 2016-2017 school year, the Freshman English TEAM team evaluated the course essential questions, the relevancy and engagement of the texts, as well as the purpose of an interdisciplinary course. The team overhauled the class, writing new essential questions, exploring new texts that would engage both the new course themes as well as the students, and worked with the History teachers to create a true interdisciplinary course. Teachers also infused social-emotional standards into the course revisions.
The English 153 team removed and replaced course texts to align with the English 163 course, always being mindful that texts used at the 153 level have curricular supports in place.
The 2015-2016 school year was the first one to include a year-long English 163 course (as opposed to the previous one-semester Communications and one-semester English classes). When the courses combined, the team met numerous times throughout the 2017-2018 year which continued into 2018-2019. The intention for the 2019-2020 school year was for teachers to pilot texts to use in its place, but due to the pandemic, the pilots will continue into the 2020-2021 school year.
The English 173 team has worked to maintain the course rigor. During the 2018-19 school year, the team discussed adding a voice to the curriculum, so while they did not remove any texts, they did successfully add a text. II. Report Schedule
November 2020 November 2021 November November 2023 November 2024 2022 English 163 English 263 English English Studies Reading Skills TEAM Team Studies 363 463 Development English Studies English Studies English 363 English 463: EL 163 263 Rhetoric/Human ities/World Literature English 163 English 263 AP English AP English Language 373 Literature and Comp 473 English Honors English Honors 173 273
Approximate percentage of curriculum to be reviewed: November 2015 November 2016 November 2017 November 2018 November 2019 20% 20% 20% 20% 20% Course or Initiative: Freshman English TEAM
III. Findings
During the 2016-2017 school year, the TEAM teachers decided to overhaul the class because the course was not serving the needs of the students recommended to take the course. They were reading texts that were beyond the instructional level, so all of the time was devoted to unpacking the texts and not furthering the students’ independent reading, analysis, and writing skills. It also was scheduled as an interdisciplinary course, but there was nothing in place that encouraged the English and History curriculums to engage. Much of the curriculum was in place to keep up with what was happening at the Studies 153 level, so texts like Of Mice and Men, Romeo & Juliet, and A New Kind of Dreaming were read. Furthermore, not only were skills not being addressed as much, but student engagement with these texts (including the old History textbook) was low.
IV. Recommendations:
During the 2017-2018 school year, the TEAM teachers rolled out an entirely new course that is still in place. The texts are all young adult literature, so highly engaging and relevant to the new course themes of community, awareness, empathy, control, overcoming adversity, and conflict. The titles include All-American Boys, Yaqui Delgado Wants to Kick Your Ass, War Within These Walls, and Now is the Time for Running. Each of these texts requires a deep knowledge of the History behind and related to the stories, so the new course is interdisciplinary, meaning there’s not an English class and a History class, rather two subjects within the same class that support each other. In addition to the new English course texts, the History teachers decided to remove the textbook and mostly use Newsela.com for the informational texts.
In addition to all of the academic changes, the course overhaul also focused on infusing the social-emotional standards into the course. In addition, the teachers included many opportunities for students to personally connect with the texts, further supporting the social-emotional and academic connections. The ISBE social-emotional standards that are in place in the course include: 2A [Recognize the feelings and perspectives of others; 2B [Recognize individual and group similarities and differences; 2C [Use communication and social skills to interact effectively with others; 2D [Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways; and 3A [Consider ethical, safety, and societal factors in making decisions]. Course or Initiative: English Studies 153
III. Findings:
The English Studies 153 course began to align more closely with the English Standard 163 team when the latter course became a full-year course. Many of the students who take Studies 153 ultimately take a Standard level English course at some point in their high school career. This similar curriculum allows for the 153 course to be appropriately challenging, but with the use of an Instructional Aide as well as scaffolding within the instruction, extra support is built in. The 153 course included a book told in poetic form, called Keesha’s House, that was too easy for the students who take this course. And given the length of To Kill a Mockingbird, the teachers had discussions about its purpose in the 153 curriculum.
IV. Recommendations:
During the 2018-2019 school year, when the Standard 163 course removed Of Mice and Men and replaced it with The Age of Miracles by Karen Thompson Walker, the Studies 153 course followed suit, as The Age of Miracles is high-interest and very appropriate to teach reading, writing, and thinking skills. The next school year, 2019-2020, the 153 course also included The Absolutely True Diary of a Part-Time Indian by Sherman Alexie in its curriculum, just like the Standard 163 course. The team has found that The Age of Miracles and Part-Time Indian are well-suited to teach skills to the 153 students. Before the removal of Keesha’s House in the 2017-2018 school year, the teachers bolstered this unit by including a research component, something that was not included in the 153 curriculum previously. Even though the text is no longer part of the course, the 153 teachers still incorporate at least one research opportunity into the curriculum. During the 2018-2019 school year, the 153 team evaluated the inclusion of To Kill a Mockingbird in the course. While Mockingbird is a classic and a teacher favorite, the length coupled with the fact that conversations around race were rooted in a text written by a white woman, the 153 team decided to pilot Sing Unburied Sing by Jesmyn Ward during the 2019-2020 school year. This book offers a diverse voice talking about race, as well as themes like family, relationships, and illness, and it also is written using multiple narrators, which offers a different writing style from the other course texts.
The Studies 153 course includes a mini-unit of study devoted to communications/public speaking, but the focus is mostly on writing and organization, and the unit is not nearly as robust as that of the Standard 163 course. Course or Initiative: English Standard 163
III. Findings
The 2015-2016 school year was the first one to include a year-long freshman English Standard 163 course. The team noticed that when the English and Communication courses were combined, no texts were added and a semester’s worth of time was still devoted to public speaking and a large public service project. The course texts included two that were both set during the same time period, so variety was lacking. When the course moved to a year-long course, the Communications skills were to be folded into the course within each unit of study. The teachers noticed it was difficult to do this in practice, as the speeches didn’t necessarily get better since the freshmen were writing and delivering them with months in between each one.
IV. Recommendations:
Before the 2018-2019 school year, there was much consideration and conversation that went into the decision to replace Of Mice and Men. The setting (Great Depression) was redundant to the other course text (To Kill a Mockingbird), and the conversations in Mockingbird were generally richer, so speaking about the Depression (as one of many important topics in this book) could be covered by just using Mockingbird. Of Mice and Men also is very short, so the team looked for a text that added more depth to the course. This text is The Age of Miracles by Karen Thompson Walker.
The following school year, 2019-2020, the team’s discussions involved the unit around To Kill a Mockingbird. While the team liked the rigor and themes of this text, they agreed that teaching a text written by a person of color adds an important voice not often heard by our students. In order to sustain a thematically rich and complex identity story, the teachers decided to include The Absolutely True Diary of a Part-Time Indian by Sherman Alexie -- a high-interest, Native-American text. It fits into the themes of the course and offers a diverse perspective. But adding Part-Time Indian was not enough, so also during the 2019-2020 school year, various teachers planned to pilot options. Due to COVID, the team did not get to pilot any of the literature circle options (since students were at home and never returned to school for the year), but some teachers piloted Sing Unburied Sing by Jesmyn Ward, and that had great success. During the 2020-2021 school year, teachers hope to continue the pilots to discover what text(s) fit into the curriculum that are rigorous and also offer a different perspective. The Communications portion of the course is now a unit of study devoted to speeches/verbal communications. Since this unit happens during semester one of high school, the teachers are able to include some identity-related topics, which helps everyone to get to know one another as well as connect to the first-semester texts (The Age of Miracles and The Absolutely True Diary of a Part-Time Indian) in which coming-of-age and identity are major focuses. The teachers are also able to sprinkle speeches throughout each unit of study all school year, as the devoted unit of study gives the freshmen the support and continuous opportunities to write and deliver speeches so that they do truly improve. Course or Initiative: English Honors 173
III. Findings
The Honors 173 course texts have mostly stayed the same over the past five years, but the teachers on this team did notice that one voice was missing, as they were having conversations about race while only using texts written from the white perspective (To Kill a Mockingbird, The Adventures of Huckleberry Finn, Othello). During the 2018-2019 school year, the team explored adding a text to the curriculum that would offer a diverse perspective. During the 2019-2020 school year, the team started having conversations about the value and relevance of The Adventures of Huckleberry Finn, so during the 2020-2021 school year, the team plans to pilot a book in its place. The team also questioned the purpose of asking the students to buy The Elements of Style by Strunk and White, as the information in this text can be easily supplemented by the teachers.
IV. Recommendations:
During the 2017-2018 school year, one of the teachers on the team attended a professional workshop where a unit on The Hate U Give by Angie Thomas was presented. The team had thought about pairing this text with To Kill a Mockingbird in the past, and this seminar solidified this course addition during the 2018-2019 school year. When the team evaluated the use of this book, they found that the conversations were rich and the student feedback was positive, so the team decided to keep The Hate U Give. During the 2019-2020 school year, the team created various projects that required students to process both books (Mockingbird and The Hate U Give) side-by-side, and this experience proved engaging and thought-provoking.
During the 2019-2020 school year, the team had conversations that led to an interest in piloting Sing Unburied Sing by Jesymn Ward in place of The Adventures of Huckleberry Finn during the 2020-2021 school year, so this pilot has yet to happen. The team recognized that the conversations around Huck Finn are redundant to Mockingbird, The Hate U Give, and Othello, so a new voice will provide some fresh perspective. The teachers on this team decided to drop The Elements of Style by Strunk and White and supplement the information themselves. GBS Art Department Curriculum Report-Fall 2020
I. Introduction
A. Courses reviewed during past year: ● Beginning Painting 161 ● Advanced Painting 261
B. Process:
Instructional Supervisor of Fine Arts Markeise Russell and art teacher Stephanie Fuja met to examine the above courses in accordance with the District #225 Board of Education model. Curriculum was reviewed to assess topics such as the alignment of courses to the mission of the Glenbrook South High School Fine Arts Department, enrollment trends, historical context, growth and development of the courses as part of the fine arts curriculum, and vision for continued growth within the visual arts program. Stephanie Fuja submitted the initial draft of this document and Markeise Russell collaborated with Stephanie Fuja to make revisions.
C. Additional Initiatives (outside of review process) None
II. Report Schedule
November November November November November 2021 2022 2023 2024 2025
Beginning Sculpture 1 Ceramics 1 AP Studio Art & Beginning Drawing Design Painting Advanced Sculpture 2 Ceramics 2 & Instructional Advanced Drawing All Advanced Art Painting Levels
Approximate percentage of curriculum to be reviewed: November November November November November 2025 2021 2022 2023 2024 20% 20% 20% 20% 20%
Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: None Course or Initiative: Beginning Painting 161
III. Findings
Beginning Painting is a course introducing basic painting skills and techniques while working in a variety of mediums including, but not limited to, acrylic, watercolor, mixed media, etc. Students are introduced to and research basic art history as well as contemporary artists of today
● Curriculum has undergone revision over the last several years to stay relevant as it relates to student interests: i.e. Social media platforms, Digital painting programs such as pixlr and procreate, Instagram art influencers, etc. ● The course has experienced growth over the last several years. ● The continuous growth of NAHS (National Art Honors Society) over the past 4 years has helped the continued growth of the painting classes.
IV. Recommendations
● Continue to keep up with student interests in order to maintain the relevancy of the material. ● Examine practices to ensure that prospective students are better aware of the various opportunities that exist in the visual arts program including the above courses. ● As the painting program continues to expand and grow, examine how to accommodate students who excel in working with both wet and dry mediums by allowing separate rooms to hold these courses (for example, extra drawing classes held in room 108). Course or Initiative: Advanced Painting 261
III. Findings
The Advanced Painting curriculum is an advanced course based on idea development where students use their painting techniques and skills learned in Beginning Painting 1 to further their artistic mind and develop more of an idea, content, and/or story behind their pieces. Students work with focusing on detail, texture, and developing an interesting composition. Students learn about monochromatic painting, figure and portrait painting, interpretative painting as well as working with a variety of mediums, brushes and materials. In addition, this is the course where students begin to develop into their ‘own artists’ and develop their own ‘styles’ as painters. This course is also a prerequisite prerequisite for AP Art and Design.
● Curriculum has undergone revision over the last several years to incorporate more illustrative and digital paintings and more modern and abstract artists and works. ● The course has experienced growth over the last several years and now includes 2-3 full Advanced Painting classes per year. ● The majority of students continue on to AP Art after taking this course. ● There has been a rise in the number of students receiving college scholarships to continue their education in art based majors. [AP Arts Students have received over 500K this year.]
IV. Recommendations
● Find ways to help students to see themselves reflected in their artwork and in the content that is taught. ● Continue to keep up with student interests in order to maintain the relevancy of the material. ● Examine practices to ensure that students are prepared to engage in art at an advanced level. ● Continue to promote post-secondary opportunities in visual arts including scholarships, majors, and minors. ● As the painting program continues to expand and grow, examine how to accommodate students who excel in working with both wet and dry mediums by allowing separate rooms to hold these courses (for example, extra drawing classes held in room 108). GBS Music Department Curriculum Report-Fall 2020
I. Introduction
A. Courses reviewed during past year: ● Freshman Band ● Titan Chorus ● Girl’s Glee Club ● Freshman String Ensemble
B. Process:
Instructional Supervisor of Fine Arts Markeise Russell met with music teachers together and separately in their individual disciplines to examine the above courses in accordance with the District #225 Board of Education model. Curriculum was reviewed to assess topics such as status of sender programs, enrollment trends, anticipated needs post Covid-19 pandemic, gaps in learning and anticipated deficits in musical proficiency following pandemic, and recruiting and retention strategies. Markeise Russell collaborated with teachers on the initial draft of this report. Markeise Russell made revisions to the final draft.
C. Additional Initiatives (outside of review process) None
II. Report Schedule
November November November November November 2021 2022 2023 2024 2025 Master Singers Music Freshman Production & Band Technology Premier Bel Canto Jazz Ensemble Music Theory 1 Freshman Chorus Chorale Strings Symphonic Symphony Jazz Lab Band AP Music Theory Band Orchestra & Music Theory Girl’s Glee Club Honors Concert Band Symphonic Music Guitar Titan Chorus Winds Exploratory FHR
Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025 17% 17% 22% 22% 22% Additional courses to be reviewed this year: New course(s) to be reviewed after 3rd semester: None Course or Initiative: Freshman Band
III. Findings
Freshman/Titan Band is our ensemble for incoming students. Initially playing as part of the Glenbrook South Marching Titans in the fall, they perform as the Titan Band for our symphonic season. This grouping allows all freshmen to work together as they learn the inner workings of Glenbrook South and the GBS band program. ● Incoming freshmen typically have three years or less of instrumental music experience. ● Several of the area sender programs have experienced a turnover in Band Directors in the last several years leading to disruption in musical growth and continuation in band at the high school level. ● Students are offered a variety of experiences throughout the year, including both marching band and concert band. By being involved in Freshman/Titan Band, students will be engaged in school activities outside the school day (football games, basketball games, parades, etc.)
IV. Recommendations
● Continue to encourage students entering the band program to take private lessons. Students who study privately develop musical proficiency in a shorter amount of time resulting in higher achievement and opportunities to pursue music at a higher level including success in advanced ensembles, successful all-district ensemble auditions, placement into all-state ensembles, college auditions, and more. ● Increasing the emphasis on musical fundamentals including; tone production, rhythmic accuracy, intonation, articulation, style, and ensemble performance. ● Implementation of the “You’re With The Band” recruiting initiative, which involves offering 8th grade band students the opportunity to perform with the Pep Band at a basketball game, while wearing a provided GBS Band shirt. The 8th grade students will be playing the same music and wearing the same apparel as the high school students, with the goal of making them feel welcomed into the band program while they are still in middle school. Course or Initiative: Titan Chorus
III. Findings
Titan Chorus is a year-long choral ensemble designed specifically for the freshman tenor and bass student.
● Instructors continue to teach and thoroughly explore a curriculum that includes skill and knowledge based activities and assessments, though with multiple levels of differentiation for students that are reviewing the content, reinforcing previously unmastered content, or learning it for the first time. ● Block schedule allows for the maintenance of a complete and rigorous curriculum, including class time for music theory concepts, vocal pedagogy, SEL exploration, and repertoire mastery. ● Due to the fact that tenors and basses are predominantly male in physique, instructors employ and demonstrate strategies and methods of vocal technique to equip students with the knowledge to navigate the male changing voice. In this regard, the homogenous nature of the classroom’s makeup of tenors and basses allows for the absolute ideal social emotional learning cohort for this type of instruction. ● The largest choral program within our sender school network has recently experienced a decrease in enrollment by more than half when tracked over the last seven years. ● Two years ago, seven students enrolled in Titan Chorus resulting in this course being combined with Premier Chorus. Freshman tenor and bass students began the choral sequence at the intermediate level, as compared to their freshman soprano and alto counterparts starting at the beginning level within the Freshman Glee Club course.
IV. Recommendations
● This course will continue to support and allow students to grow in their musical literacy and vocal fundamentals while also providing choral performance opportunities that adequately prepare them for more advanced choral experiences within the course sequence. ● Course instructors will employ strategies in tandem with junior high instructors to help rebound middle school enrollment of choral offerings. ● Instructors will continue to offer performance opportunities for junior high programs. ● Course instructors will continue to educate the parents, answer questions, and expose all ages of students to the very best the music department has to offer while utilizing current students as vital ambassadors to the future students of GBS. Course or Initiative: Girl’s Glee Club
III. Findings
Glee Club is a year-long choral ensemble designed specifically for the freshman alto and soprano student. ● Instructors continue to teach and thoroughly explore a curriculum that includes skill and knowledge based activities and assessments, though with multiple levels of differentiation for students that are reviewing the content, reinforcing previously unmastered content, or learning it for the first time. ● Block schedule allows for the maintenance of a complete and rigorous curriculum, including class time for music theory concepts, vocal pedagogy, SEL exploration, and repertoire mastery. ● The largest choral program within our sender school network has recently experienced a decrease in enrollment by more than half when tracked over the last seven years. ● The era of remote learning has hindered our ability to acclimate freshman students to the Fine Arts department at Glenbrook South. Current freshmen students will have significantly less performance experience than their upperclassmen.
IV. Recommendations
● This course will continue to support and allow students to grow in their musical literacy and vocal fundamentals while also providing choral performance opportunities that adequately prepare them for more advanced choral experiences within the course sequence. ● Course instructors will employ strategies in tandem with junior high instructors to help rebound middle school enrollment to help offset the decrease in high school enrollment. ● Instructors will work to coordinate township articulation meetings in efforts to vertically align curriculum and participation. ● Instructors will coordinate with building personnel to help internally promote the school’s music programs. ● Instructors will ask current students to be vital ambassadors to future students of GBS. Course or Initiative: Freshman String Ensemble
III. Findings
This course is intended as a preparatory ensemble and transition from middle school orchestra to the high school symphony orchestra. ● Incoming freshmen enter this course presenting a wide range of skill set competencies and musical backgrounds. A growing percentage of incoming freshman students have three years or less of string education ● some of our sender schools have experienced an annual change in orchestra teachers, leading to a disruption of both their musical growth as well as their retention into the high school. ● A main curricular goal of the class is to assess, identify, and strengthen areas of fundamental musical literacy of each individual and the freshman ensemble as a whole, as pertaining to the performance objectives of the overall orchestral program. These skills of musicianship and fundamentals are taught and assessed within the context of rehearsal and performance of orchestral repertoire. ● Musicianship and literacy skills are addressed in tiers which provide the ability to both accommodate and challenge all members of the class.
IV. Recommendations
● A continued encouragement of private lessons outside of school is critical to ensuring that students are adequately prepared for advanced level ensembles. ● Develop a plan to support incoming students as the majority of 4th through 8th graders will have had almost 2 years of remote instruction and will have gaps in their musical technique and fundamental skills that will need to be addressed as they prepare for the expected level of musical proficiency of the high school program. ● The framework of this course should provide the opportunity for music fundamental advancements and a solid preparatory program to support the rigor of the more advanced symphony. GBS Mathematics Department Curriculum Report-Fall 2020
I. Introduction
A. Courses reviewed during past year:
● Algebra ● Algebra 2 ● Algebra 2 Honors
B. Process
The Instructional Supervisor, Phil Gartner, convened curricular review committees for each course. Curriculum was reviewed with respect to the Common Core Standards for Mathematics, the NCTM Standards, and organizational goals. Teams used the backward design model to analyze curriculum. Attention is paid to vertical alignment with previous/subsequent courses, curricular organization, instructional materials, assessments, and integration of technology. All course teams defined the essential questions & enduring understandings of the course, the skills to be taught, and revised the curriculum maps & course descriptions, as necessary.
C. Additional initiatives (outside of review process)
● None
II. Report Schedule
November November November November November 2021 2022 2023 2024 2025
Algebra Team Precalculus Geometry Discrete Algebra 163 Team Mathematics & (LA) Statistics Algebra Advanced Geometry AP Calculus AB Algebra 2 Studies (LA) Precalculus Studies (LA) Algebra 2 Precalculus Geom. in AP Calculus BC Algebra 2 Studies (LA) Honors Constr. Honors Computer AP Comp Sci Geometry AP Statistics Science Hnrs Principles Advanced Advanced Geometry AP Comp Sci A Topics Topics (Sem 1) Honors (Sem 2)
Approximate percentage of curriculum to be reviewed: 20% 20% 23% 23% 14% Course: Algebra
III. Findings
● Over the past five years, the team has implemented many curricular improvements by changing to a new Common Core curriculum resource, EnVision Algebra 1. ● The first four chapters were combined into two units to reflect the increased rigor of Common Core 8 (the prior course, taken in middle school). ● Content has been added for Quadratics and Statistics and some other topics that have allowed Algebra 2 to spend less time on that and go into more advanced topics. ● To supplement the curriculum resources, the course team also uses Pearson MathXL for School, which provides additional online practice for students. Students receive instantaneous feedback and reteaching, and teachers can monitor individual student progress. ● Teachers have used the free online graphing utility and activity builder called Desmos to enhance visualizations for students and create engaging discovery activities. These have supplemented or replaced traditional note-taking for some lessons. ● Many teachers use online formative assessment tools during instruction such as Quizlet Live, Quizziz, Kahoot, Socrative, and Google Forms. ● All teachers on the course team continue to deliver lessons that encourage students to grapple with genuinely challenging problems, think about problems in non-routine ways, and develop a growth mindset about mathematical ability.
IV. Recommendations
● Continue to communicate with the middle school to coordinate curriculum and adjust accordingly. ● Continue to differentiate approaches and supports to reach a range of students. ● Continue to use instructional practices that engage the learner and provide a learning experience that fosters enduring understandings. Course: Algebra 2
III. Findings
● During the 2017-18 school year, the course team adopted a new curriculum called Pearson enVision Algebra 2 Common Core 2018. The 2019-20 school year was the third year of implementation of this new curriculum. With full alignment to the Common Core Standards for Mathematical Practice and mathematical content in Algebra 2, the curriculum also offers a vast array of digital resources. ● Pearson Realize is the gateway to these resources for planning, teaching, and progress monitoring. Each lesson provides instructional content with embedded interactives and visual examples, lesson explorations, formative assessments, homework, and summative assessments. ● In both print and online formats, teachers have used course and topic readiness assessments, lesson quizzes, additional practice resources, homework, and topic assessments. ● To supplement the curriculum resources, the course team also uses Pearson MathXL for School, which provides additional online practice for students. Students receive instantaneous feedback and reteaching, and teachers can monitor individual student progress. ● Teachers have used the free online graphing utility and activity builder called Desmos to enhance visualizations for students and create engaging discovery activities. These have supplemented or replaced traditional note-taking for some lessons. ● During the 2019-20 school year, teachers began using DeltaMath, an additional online resource for student practice and problem solving. ● Many teachers use online formative assessment tools during instruction such Quizlet Live, Quizziz, Kahoot, Socrative, and Google Forms. ● Many teachers on the team engage students with targeted practice for the SAT and ACT using the 10-week program offered by the Titan Learning Center. ● All teachers on the course team continue to deliver lessons that encourage students to grapple with genuinely challenging problems, think about problems in non-routine ways, and develop a growth mindset about mathematical ability.
IV. Recommendations
● Continue to discuss course content with teachers of courses that most students take before and after Algebra 2 (Geometry and Advanced Precalculus) and revise where necessary. ● Continue to work on making transitions from Algebra 2 Studies and Algebra 2 Honors seamless for students. ● Continue collaborative sharing among all teachers on the course team. ● Continue to explore ways to effectively use our current resources and engage students in an e-learning environment. Course: Algebra 2 Honors
III. Findings
● In the last 5 years, Algebra 2 Honors has worked to continually improve, as well as integrate a new textbook. There was a great deal of work during the 2019-2020 school year to change the curriculum to make it more rigorous. This was done through the adoption of a new textbook and by keeping Common Core and the vertical alignment with Precalculus Honors, and ultimately, AP Calculus, in mind. It involved changes in both instructional practices and assessment. With the right support, students have risen to the challenge and are successful. ● Teachers have used the free online graphing utility and activity builder called Desmos to enhance visualizations for students and create engaging discovery activities. These have supplemented or replaced traditional note-taking for some lessons. ● During the 2019-20 school year, teachers began using DeltaMath, an additional online resource for student practice and problem solving. ● Many teachers use online formative assessment tools during instruction such Quizlet Live, Quizziz, Kahoot, Socrative, and Google Forms. ● All teachers on the course team continue to deliver lessons that encourage students to grapple with genuinely challenging problems, think about problems in non-routine ways, and develop a growth mindset about mathematical ability.
IV. Recommendations
● The Algebra 2 Honors team will continue to analyze the curriculum in the course in order to ensure that the course provides a rigorous learning experience for the students. They will also continue to talk to the Precalculus Honors team to vertically align these two courses GBS Health, PE and Driver Education Department Curriculum Report-Fall 2020
Introduction A. Courses Reviewed ● Sophomore PE ● Dance I and II ● Lifeguarding ● Drivers Education
B. Process The above courses were reviewed in accordance with the District #225 Board of Education model. The Instructional Supervisor convened several curriculum review committees to examine the above courses. Curriculum was reviewed to assess such topics as course grades, scope and sequence of courses, review of objectives and assessments, teaching models and effective classroom practices, state standards and conditions conducive to changing and improving the curriculum. The committees consisted of teachers currently teaching their respective courses and/or stakeholders in the course.
C. Additional initiatives A recommendation for the 2020-2021 school year includes continuing to implement and analyze our fitness goals and strength initiative for the PE department as well as a set of department goals and standards. We are continuing to work with Glenbrook North to fitness test all of our students and record the data, which will comply with the State’s requirement for submitting fitness scores in 2020-21. The physical education, health, and driver ed department has been exploring and developing department wide essential questions, enduring understandings and big ideas across all courses and are continuing to work at adjusting our facilities to compliment our work. The department used many professional mornings to gain an understanding of implementing a functional fitness concept and best instructional methods to achieve this. Curriculum maps are currently being analyzed and revised. The departments and staff are continuing to support students in school and remote learning by developing remote and classroom strategies to provide our students with a fitness based experience. I. Next Year’s Work November November November November November 2021 2022 2023 2024 2025
Lifetime PE Leaders Weights / Freshman Sophomores Junior/Senior Conditioning I & Girls/Boys Girls/Boys II Health Total Body Adventure Ed ARCH Dance I & II Conditioning I & II LA and CT Physical Adaptive Advanced Driver Health Management Self-Defense/ Education Fitness Lifeguarding Approximate percentage of curriculum to be reviewed: November November November November November 2021 2022 2023 2024 2025 18% 18% 21% 18% 25%
Additional courses to be reviewed this year: None Course Reviewed: Sophomore PE (Boys/Girls)
III. Findings
● We learned through this process that our curriculum for sophomore boys PE and sophomore girls PE were not aligned with our CrossFit initiative when considering our fitness curriculum. ● We found that our essential questions and big ideas needed to incorporate more vigorous physical activity and its impact on social emotional well being and developing the whole student. ● We found that our curriculum did not include enough CrossFit vocabulary and practices to align with the new equipment and facility adjustments at the school. ● We found that our curriculum needed to be better aligned with best weight lifting practices and foundational movements. ● We found that the department did not have a centralized location for collecting, analyzing, and storing fitness-related data and resources. ● The team discovered that we needed to adjust some of our lessons to better meet the needs of our students in an e-learning format.
IV. Recommendations
● The team reviewed and updated the curriculum map and fitness lessons based on current course content as well as better alignment between the boys and girls courses. ● We revised and created new essential questions and big ideas to better align with current standards and our overall department fitness initiatives. ● The team created a PE department shared google drive and folders where all essential lessons and teaching practices are logged. This drive contains curriculum maps, daily lesson plans and fitness data. ● The team created PowerPoint presentations that represent foundational movements and lifts. These include common terminology, teaching cues, video demonstrations, and workouts that provides students a practical experience. ● The team created a completely digital curriculum and that is accessible to the entire physical education department through a shared google drive. Courses Reviewed: Dance I and II
III. Findings
● There are revisions made to fitness units and lessons included in the map to support the implementation of CrossFit. ● It was found that the implementation of Google slides and PearDeck have been implemented in the map. ● It was found that different assessments for each unit, such as Google Forms and in-class assignments are now included in the curriculum and syllabus. ● It was discovered that there is now a strong online presence via Google Classroom. ● There is a need for more professional development time to work in developing content for new units and lessons.
IV. Recommendations
● It is recommended to make updates to assessments and classroom assignments to better fit the needs of our students. ● We have updated lesson plans and units to incorporate teaching strategies and approaches to improve student learning. ● The dance team will update the current grading rubrics to include class skill, participation and quizzes. ● The dance team is in the process of creating a digital presence for the students which includes rubrics, Google Slides, Google Forms, syllabus, and different resources. ● Continue to seek out additional resources so that the curriculum consistently aligns with the ever-changing population of students enrolled in the class. ● Continue editing the fitness curriculum to include the use of Polar GoFit Heart Rate Monitor technology and CrossFit concepts and terminology. ● Attend professional development conferences and workshops to keep staff educated along with the dynamic changes in fitness. ● Continue to discover best practices and collaborate with fitness experts, colleagues at different schools, and colleagues within the department. Courses Reviewed: Lifeguarding
III. Findings
● The Red Cross Certification is the best certification to cover all the needs of students ● The Blended learning concept (video learning combined with practical application in the water) adds a flexible format to teach our students ● The students no longer need to purchase the Red Cross materials since we share them through the Blended learning format ● The Fitness portion of the class can be included once a week to meet department standards for this course. Swim Fitness is implemented within the curriculum naturally based on the nature of this course ● If a student re-takes the class that student can be used for demonstrations that semester. ● The classroom portion of the class can be done in either Health classroom or PE classroom.
IV. Recommendations
● Integrate the Blended learning piece into the curriculum. All students can stay on pace with the videos or review the videos as a resource. ● All students have the option to take the test at the end of the semester to get certified ● Created a digital presence for students (Google Classroom), where students know which aspect of Blended learning and at what pace we are at. ● Allow students to develop their own fitness workout by the end of the semester. Using the 8 minute swim as a guideline for those that are not as familiar with setting up a workout. ● Bring in speakers (YMCA/GOLDFISH SWIM SCHOOL/BIG BLUE) to discuss their programs and possibly offer jobs to students. Courses Reviewed: Driver Education
III. Findings
● We found discrepancies and inconsistencies in subjective grading for the Behind the Wheel daily lessons. ● We have found that daily lesson plan objectives were inconsistent among teachers. ● We have found that the timing of material covered in the classroom did not align with the timing of Behind the Wheel driving lessons. ● We found that students that were observing were not appropriately engaged in the lesson. ● We have identified several lessons that do not promote engagement. ● We have found assessments that do not properly allow for students to demonstrate knowledge/mastery of intended learning objectives.
IV. Recommendations
● We have developed a map and rubric for the necessary skills needed for our Behind the Wheel students ● We have worked diligently to link state standards and lesson objectives to our existing driving lessons. ● We have updated our classroom curriculum to properly supplement driving lessons. ● We have created supplemental material for students who are observing during BTW. ● We have created lessons that promote engagement and discussion. ● We have worked to improve the diversity of our assessments to allow all students to properly demonstrate knowledge/mastery of objectives.
Additional Course Review
The department’s desire to develop and implement fitness standards as part of the physical education curriculum is currently in place. These fitness standards provide feedback for both students and staff on where our student’s fitness levels (cardiovascular, upper body/core strength and flexibility) are compared to students within their age group both locally and nationally. The department will continue to re-evaluate our curriculum and use backward design to update essential questions and our curriculum maps. We will continue to research best teaching methods and curriculum to ensure our students have a positive experience. GBS Science Department Curriculum Report – Fall 2020
I. Introduction
A. Courses reviewed during the past year:
● Chemistry Studies 163 ● Chemistry 163 ● Chemistry Honors 173 ● SELC Chemistry Honors 173 ● Brain Studies 161
B. Process The review process for the courses listed above follows the curriculum review model put forth by the Board of Education. The curriculum review committee for each course consists of a course team that addresses findings and recommendations for questions posed by the team and the Instructional Supervisor.
Outside of our Brain Studies elective, this year’s report focuses on curricular work being addressed in our first-year chemistry courses offered at Glenbrook South. With a school-wide focus on student identity, the GBS Science Department is now in its third year of intentional work on academic identity in science—that is, how students view themselves as learners of science. Five practices have served as the centerpiece of this work: ● Be characterized by more diagonal movement up than down through the placement process ● Achieve greater equity in and access to AP Science courses ● Use student-first language and de-emphasize levels when possible ● Promote the creation of a team-based goal and strategies that support student success and retention in their existing course while maintaining high academic expectations ● Explore and experiment with a phenomena-first approach to teaching and learning science
The reader will notice that several of the following reports are an outgrowth of this work and demonstrate the themes of supporting students in their existing courses while maintaining high expectations, of diagonal movement up in levels, and of providing access AP sciences for all students.
C. Additional initiatives (outside of review process) – N/A II. Report Schedule
November November November November November 2021 2022 2023 2024 2025 Biology Studies Physics Horticulture Chemistry AP Biology 283 163 Studies 163 161, 162 Studies 163 Advanced AP Chemistry Biology 163 Physics 163 Horticulture Chemistry 163 283 263 Biology Honors Physics Horticulture AP Physics C Chemistry 173 Honors 173 LA 283 Honors 173 Physical Medical Brain Studies Biology LA 163 Science LA Technology Forensics 161 161 163 161 SELC AP SELC SELC AP Astronomy Physics Environmental Chemistry Biology 283 161 Honors 173 Science 283 Honors 173 AP Physics 1 183
Approximate percentage of curriculum to be reviewed:
November November November November November 2020 2021 2022 2023 2024 ~ 20% ~ 20% ~ 20% ~ 20% ~ 20% Course or Initiative: Chemistry Studies 163
In the 2017-18 and 2018-19 school years, we collapsed our Biology Team and Physical Science Team courses and supported these students in the Biology Studies and Chemistry Studies courses respectively. Such a move was made to elevate student achievement, enhance these students’ identity in science, and provide a pathway to at least one AP science class for all students. As such, a significant focus for the Chemistry Studies team has been and continues to be centered on giving access to and supporting all students in the chemistry classroom. The team has identified two significant aspects of this work: (1) reviewing, modifying and differentiating curriculum to support all students enrolled, and (2) determining how to most effectively utilize the rich resource of instructional assistants that have been added to the classroom.
III. Findings
Considering the two areas of focus mentioned above, the team has identified these findings:
● All Students Can be Successful - Through thoughtfully developed supports (e.g. scaffolding, effective use of instructional assistants for parallel teaching opportunities, allowing for test re-takes/test corrections), any student can have success in achieving the high standards characteristic of this course. Comparing the semester grade breakdown for all enrolled students both before and after this transition has shown no appreciable drop in overall student performance. This is a testament to the team’s self-efficacy and their belief that all students can be successful.
● Added Supports Benefit All Students - As supports have been developed to address the needs of the new subset of students introduced to this course, these supports have benefited all students. As an example, additional scaffolding has been built into the course. While not every student needs to take advantage of such scaffolding, this has become available to all students in the course. We have seen that several of the students who would have already been enrolled in Chemistry Studies have done better because of such supports.
● Instructional Assistants Provide Valuable Instruction - The addition of an instructional assistant to each of the Chemistry Studies classrooms has been critical to the success of supporting all students in the Chemistry Studies classroom. As they work individually with students who have been absent or who have not yet demonstrated mastery of a given skill, and as they occasionally work with small groups of students in a parallel teaching model, our instructional assistants have served an essential role in helping students find success. Being able to hire non-certified staff with science expertise has been invaluable.
IV. Recommendations
In light of the above findings, the team has made the following recommendations:
● Maintain High Standards – As students now enter the course with a broader set of skills, our desire is to maintain high standards and expectations for students in this course but to work hard at developing the supports that will allow all students to find success.
● Develop More Supports – Two years in, we have seen that all students benefit from the academic and social-emotional supports put into place in the Chemistry Studies classroom. We need to continue to find ways to add curricular scaffolding and supports as we believe this will continue to benefit all students. ● Exploring Additional Ways of Using Instructional Assistants – While we have been thrilled with the IA support that we have, we want to continue to utilize these individuals most effectively in the classroom. Providing a short time every other day for the classroom teacher and IA to meet prior to class is one area that we want to build into our schedule. We believe this will allow the instructional assistant’s parallel instruction, small group instructional strategies, and individual work with identified students to be most effective and executed with greater intentionality. Course or Initiative: Chemistry 163
The Chemistry 163 team has also worked to support the needs of their diverse learners. They have taken on the task of addressing the fourth departmental practice outlined at the beginning of this department report by adopting the team goal of encouraging remediation and assessment retakes. As we seek to support students to find success in their existing course (i.e. rather than moving them down a level), the findings and recommendations outlined below speak to this team’s focused work in this particular area of support.
III. Findings
● Multiple Attempts Promotes Deeper Understanding – As the team has explored opportunities for students to have multiple opportunities to demonstrate understanding of complex topics mastery (with targeted remediation in between each attempt), they have found that this promotes deeper student understanding while simultaneously allowing students to learn at their own pace. This does require extra effort on behalf of the instructors as they prepare multiple versions of formative assessments and as they meet with students individually more often to target skills still being developed, however, the team has seen the benefits of this work.
● Effective Curricular Differentiation Takes Time - This curricular differentiation strategy takes more than one year to be fully effective. For the teacher, coming up with remediation and retake opportunities has made for a logistically challenging first year of implementation. The practice should become more seamless with each passing year, however, and we anticipate that the first year of extra work will pay ongoing dividends for future students.
● Students Appear to “Buy-in” to this Approach – With careful implementation, we have not found that students take a “lazy” approach to a first assessment knowing that they will have future opportunities to demonstrate mastery. This initial concern of ours has not been realized as students do appear to buy-in to the system and also see the benefit of the individual accountability that they bring to the learning process.
IV. Recommendations
In light of the above findings, the team has made the following recommendations:
● Continue to Keep this as our Team’s Focus – In short, we believe that the true effectiveness of such a goal will be seen in subsequent years as we continue to keep this as a focus of our work. We believe that as internal remediation and additional opportunities to demonstrate mastery become more and more part of ‘how we do business,’ fewer level changes down will occur, students will be more invested in their own learning, and student achievement in chemistry will continue to rise.
● Explore More Efficient Ways to Remediate and Manage Retakes – We do know, however, that for any system to last it must be manageable for both students and teachers. Our desire is to continue to explore ways of streamlining this process that may involve IA support in the TLC, utilizing electronic assessment tools, and sharing resources as a team. Course or Initiative: Chemistry Honors 173
The Chemistry Honors team has also been working to support the growing academic diversity of students who enroll in this course. The first Science Department practice addressed at the beginning of this report speaks to our desire to move more students up a level through the placement process. In light of this, the findings and recommendations outlined below speak to the team’s observations and strategies to support all students in the chemistry classroom.
III. Findings
● Diversity of Math Skills – We have noted a growing diversity of math backgrounds as students enter Chemistry Honors. We have encouraged more students to move up a level in their transition from biology to chemistry and thus we have noted that the incoming math skill set has widened.
● Students Who Move Up a Level are Challenged but Find Success: We have found students who move up to Chemistry Honors from Biology 163 with a grade lower than an A often do find Chemistry Honors to be a challenge. That being said, most of these students are able to earn at least a “B” in this course. The graph to the right shows students who made such a transition from the 2018-19 (Biology) school year to the 2019-20 (Chemistry Honors) school year noting their previous science grade coming into the course as well as the grade earned in Chemistry Honors.
● Struggling Students Benefit from Additional Support Outside of the Classroom – Our team has produced optional ‘concept builder’ skill sheets available to all students but particularly for the benefit of those students who struggle with the math skills expected in this course. Students that complete skills sheets, concept maps, and who meet with their teachers outside of class are most successful. In addition to working with their teachers, several students have worked with an instructional assistant in the TLC for support to build these essential skills early in the unit. IV. Recommendations
In light of the above findings, the team has set forth the following recommendations:
● Increase Supports to Help All Students Maintain High Standards – We do not believe that ‘lowering the bar’ is what is needed; we believe that students who enroll in Chemistry Honors are indeed desiring high academic standards. We also believe, however, that all students enrolled can and will reach these standards with the supports that are being built into the course. We want to continue to explore additional ways of supporting these students such as…. o Build in additional scaffolding that any student can elect to use but that is not required of students who do not need it, o Work closer with the TLC staff to provide targeted support for Chemistry Honors students.
● Continued Team Dialogue - We believe our team needs to continue to have conversations with science colleagues outside of the Chemistry Honors team about the skill sets that will make recommended students successful in Chemistry Honors. Particularly, we want to make sure that teachers making such recommendations understand the math skills that are necessary. Course or Initiative: SELC Chemistry Honors 173
The SELC Chemistry Honors course is the second course in the SELC science & engineering pathway. This course and its paired course are undergoing a significant change this year in light of the fact that 2 of 3 teachers retired at the end of last year. Two areas of focus for the SELC Chemistry Honors course are serving as a starting point in this transition: (1) improving conceptual development in Chemistry, and (2) finding new and relevant integrations of engineering with chemistry.
III. Findings
● Concept Develop Enhancements – Over the past couple years, conceptual development has been enhanced by the use of conceptual questioning modules called “Concept Builders” that have been created for students in this course. The Concept Builders provide formative and immediate feedback to students as they sharpen their understanding of various concepts explored throughout the unit. We have found that the use of these has resulted in increased investment by students and a more engaging classroom environment.
● Chemistry & Engineering Integrations - Small, informal integrations of chemistry and engineering make just as much impact on students as the larger, sophisticated projects. Such small integrations include reframing labs to give them more of an engineering context or even adding an application question to a problem set that focuses on an integration of chemistry with technology. And while we don’t want to dismiss the larger integrations that have served to tie the two courses together, significant energies in building on additional smaller integrations are both very manageable and impactful.
IV. Recommendations
In light of the above, the following recommendations have been made:
● Building Practice into Classroom Lessons more Frequently – We see value in integrating Concept Builders, ChemThinks, and Process Orientated Guided Inquiry Labs more extensively in classroom lessons. While some activities will be more suited for in-class checks than others, these provide valuable formative assessments. These can also serve to support those students who benefit from focused, scaffolded support.
● Maintain Some Major Integrations - Titration Project – While there is value in increasing the number and frequency of smaller integrations as mentioned above, the titration project is one example of a major integration that allows students to see a strong chemistry-engineering connection in the way that the SELC intends integrations to occur. We want to maintain such major integrations as they indeed help students see the impactful connections between these STEM disciplines. Course or Initiative: Brain Studies 161
The Brain Studies team has also been working to support the growing academic diversity of students who enroll in this course. The fourth Science Department practice mentioned at the beginning of this report speaks to teams setting a team-based goal and developing strategies that support student success and retention in their existing course while maintaining high academic expectations. To that end, three goals areas have become the focus of this team:
● Making this course accessible to all students regardless of their previous science courses ● Making the course personally relevant and applicable to students’ experiences to engage all students ● Integrating new science and technologies that emerge in this field of study (brain research is surely one of the most developing science fields) to further engage students
III. Findings
● Accessibility – We have found that some students have struggled in ongoing engagement (i.e. not taking notes, participating in discussions). The team believes that this is something that can be improved by using new engagement strategies. As a positive, however, the team noted that the vast majority of students are really excited about this course. Some students who are not ‘into science’ appreciate a course that is less ‘mathy’ while at the same time builds upon but the skills and practices of being a scientist in how problems are investigated with a scientific mindset and experimental approach.
● Relevance through Units of Study – Topics such as stress, depression, memory, and the impact of external chemicals (drugs and alcohol) on the brain are topics that students continue to find very interesting and relevant. Such topics directly impact their lifestyle choices even as high school students.
● Relevance through Career Exploration - Many students in this course have gone on to pursue careers in the fields of neuroscience, psychology, and other medical areas. Former students have shared how this course impacted their career decisions. Even students who have not pursued majors in these areas of study have shared how this course has ‘opened their mind’ to the science of the brain and its relevance in understanding people, relationships, how to study more effectively, and how to protect the brain throughout their life.
● Section Growth - The team noted that over the past several years we have grown from two sections per year to currently six sections. This is a real testament to the relevance and interest level of students.
● Student Diversity – The team shared that they are proud of the fact that students from Studies level through honors science courses enroll in Brain Studies and find it equally relevant. That being said, they also noted that consistently 70-80% of the students enrolled are female students. They wonder why this is and how they can make this course more applicable and attractive to male students. IV. Recommendations
● Hands-on, Kinesthetic Exploration Activities – Including tactile models for brain synapse when studying the anatomy and physiology of the brain and adding the ‘bullseye lab’ on Day 1 are examples of how the team has worked to address the kinesthetic needs of learners. The team wishes to do so even more.
● Continuing to Keep the Course Relevant – The addition of ‘controversial discussions’ in areas such as mental illness and substance abuse have hooked students because of their relevance. As new issues surface, however, the team wishes to keep this course up-to-date and wants to continue to work at building discussions around current issues.
● Practical, Real life Labs – The team has begun to add labs that involve data collection in which students consider how strategies they have explored in class serve to reduce stress and address the positive and negative environmental factors in students’ own lives. They are seeking ways to do this even more in the coming year. They also continue to incorporate new undergrad and grad school lab experiences which allow students to see that this field is an accessible field for their future.
● Career Focus – In the coming year, the team is wanting to add in a field trip to Northwestern University’s Brain Awareness Outreach (NUBAO) facility. This would be an opportunity in which students can watch, interact with, and learn from actual professionals in the field to better understand what these individuals do. GBS Social Studies Department Curriculum Report- Fall 2020
I. Introduction A. Courses reviewed during the past year: ● Chicago History (Formerly Urban Studies I) ● Chicago: Problems & Solutions (Formerly Urban Studies II) ● World Religions of the East ● World Religions of the West ● The Pacific Rim ● Latin American History
B. Process The review process for the courses listed above followed the curriculum review model put forth by the Board of Education. The teachers for each course formed Curriculum Review Committees and conducted a review of the curriculum with existing Understanding by Design Maps: Essential Questions, Enduring Understandings, Unit Essential Questions, Skills, Standards, Unit Assessments and Summative Exam Assessments, with the College Board curricular requirements informing this process. A list of relevant questions was created for each course, available data was collected and analyzed according to these questions, and course recommendations were made as needed. Each committee reviewed, and revised as needed, course descriptions.
Since the previous review process, the Social Studies department has recognized that student enrollment patterns in our sophomore electives were influenced by implicit assumptions regarding level and academic achievement. We have since made explicit efforts to expand student choice and access to all sophomore electives, and have thus seen greater student diversity in our courses.
C. Additional initiatives (outside of review process)— N/A II. Report Schedule November November November November November 2021 2022 2023 2024 2025 World History US History AP US History 183 Issues & Answers Chicago History 161 Studies 163 Studies 163 161/162 World History US History 163 AP Psychology 183 Sociology 161/162 Chicago: Problems 163 & Solutions 162 World History US History LA AP European Psychology World Religions Honors 163 163 History 183 161/162 East 161/162 World History US History TEAM AP World History International World Religions LA 163 263 183 Relations 161/162 West 161/162 Global World History AP Economics 183 Civics 161/162 The Pacific Rim Geography LA TEAM 163 161/162 American AP Government Latin American Experience 183 History 161/162
Approximate percentage of curriculum to be reviewed: November 2020 November 2021 November 2022 November 2023 November 2025 25% 25% 20% 15% 15% Course: Chicago History 161 (Formerly Urban Studies I)
III. Findings
● This course has consistently been one of the more popular sophomore elective courses in the program, with enrollment remaining robust and even increasing in recent years. It attracts a broad range of students from diverse academic and personal backgrounds. ● The course team made the decision to change the name of the course from Urban Studies I to Chicago History. This name change more closely reflects the curriculum of the course, emphasizes the disciplinary focus of history in instruction, and makes the course more readily recognizable on transcripts for college admissions. It also creates a clearer distinction between itself and the second semester complement (now “Chicago: Problems and Solutions”), as students would typically refer to both courses simply as “Urban Studies.” ● The name change is representative of the stronger emphasis on historical analysis skills within the curriculum. More activities that involve primary source analysis and synthesis of a variety of documents to form evidence-based conclusions have been incorporated. Most of these sources have been curated by the teachers through their own research of online sources, historical society materials, and supplementary texts. ● Students consistently report through informal surveys and end-of-course reflections that the course content is of high interest, as the proximity and familiarity with Chicago creates a strong sense of relevance. They also enjoy the various field trip opportunities afforded them. In addition, the consistency and routine of reading expectations through the course’s primary text enable students to see progress in their reading skills and habits.
IV. Recommendations
● The team will continue to develop strategies to differentiate instruction in order to meet the needs of the diverse range of students who take the course, including providing more avenues for students to be able to demonstrate their learning. ● The team has focused more on skill development in recent years, and will continue to make skill development goals more explicit, and devote greater attention to scaffolding and embedding those skills throughout the curriculum. ● Given the high enrollment in this course, field trips have become a significant challenge to organize. The team may need to explore alternative ways to provide similar experiences for students that still give them unique and up-close perspectives on the city of Chicago. Course: Chicago: Problems and Solutions 162 (Formerly Urban Studies II)
III. Findings
● The course team made the decision to change the name of the course from Urban Studies II: Problems and Solutions to Chicago: Problems and Solutions. The change is more reflective of the content of the course, with a focus on Chicago, while being more concise and thus more clear as it appears on transcripts. ● A complement to the Chicago History course, this course focuses more on contemporary issues facing the city of Chicago, and therefore course materials and readings are often updated each year. However, the essential questions regarding equity, justice, community, and sustainability remain consistent and ground the curriculum. Course readings and materials rely heavily on journalistic sources, and examining events through a variety of perspectives is an important foundation of the course’s approach. ● This course is distinguished by its emphasis on problem-solving. Student assessments focus on the synthesis of material around an issue, personal reflection, and collaborative projects designed to propose solutions. Students report having a deeper appreciation and understanding of current events, particularly as they apply to Chicago.
IV. Recommendations
● Given the strong emphasis on current events, the ongoing challenge for teachers is how to balance the structure and pacing of the curriculum with maximum flexibility. The team continues to fine tune the curriculum map to navigate this balance, while attending to the explicit articulation and development of reading, writing, thinking, and problem-solving skills. Course: World Religions of the East 161/162
III. Findings
● World Religions of the East continues to draw students who are interested in exploring eastern religious traditions, often as a follow-up to their introduction to these topics in World History. The Honors Credit option allows students the opportunity to engage in more rigorous study, but with increasing diversity of students, more explicit instruction and scaffolding of skills is continuing to be developed within the curriculum. ● The course continues to engage students in relevant connections to the modern world, and course materials thus tend to be updated each year. It offers a wide variety of activities to nurture different modes of learning, including student-led group discussions, online activities, art projects, film analysis, field trips to places of worship, guest speakers, reflective writing, story telling, and more. Teachers are constantly seeking out innovative ways to help students understand the powerful historical and contemporary impact of religious ideology on the human experience. Students report that they enjoy how different this course feels from a traditional history course, as it caters more to philosophical inquiry and reflection, and the level of intellectual maturity it cultivates as it pushes students to think with critically different frameworks and perspectives.
IV. Recommendations
● The course continually undergoes review in terms of the topics it covers as they relate to modern-day relevance. Teachers regularly examine global patterns to look for shifts in the overall population of adherents to a particular religion, as well as cultural impact on a society, in order to make decisions about which religions should continue to be included in the curriculum. ● As all the sophomore electives continue to work on articulation of skill development goals, this is prompting a closer examination of the honors credit option. Our department will work to clarify and create greater consistency of expectations for the honors distinction across the sophomore electives. Course: World Religions of the West 161/162
III. Findings
● Enrollment in World Religions of the West, while typically smaller than our other electives, has remained consistent. Students who wish to explore the major monotheistic religions in depth are drawn to the course. While they may have had some exposure to these topics in World History, this course allows students to delve deeper into the religious tenets and current practice, rather than a simply historical treatment of their emergence and spread. In adapting to the broader range of students who are taking the course, the course is developing more explicit and scaffolded instruction in writing, which is a significant component of the course. ● This course underwent a curricular redesign in the last year to update content and curricular materials. The course is still organized around the study of the 3 major world monotheistic religions, but follows a more parallel structure (basic concepts and vocabulary, history, diversity, practices, artistic expression, and modern world connection), rather than a treatment of each religion in a linear or chronological fashion with its own unique elements. The new structure encourages more comparative analysis. ● Student assessments indicate that students are becoming more literate in their academic understanding of religions. While student activities include a broad range of experiences, writing skills are the primary focus for student demonstration of mastery, and more explicit instruction continues to be developed within the curriculum.
IV. Recommendations
● As all the sophomore electives continue to work on articulation of skill development goals, this is prompting a closer examination of the honors credit option. Our department will work to clarify and create greater consistency of expectations for the honors distinction across the sophomore electives. Course: The Pacific Rim 161/162
III. Findings
● Pacific Rim has been another course with typically fewer sections, but with consistent enrollment. Students who are interested in learning about Asian cultures are drawn to the course, or those who would like further study from their encounters in World History. While formal writing continues to be a major emphasis of the course, assessment practices have been expanded to provide a greater variety of opportunities for students to demonstrate their learning, which supports our move of creating more access for a broader range of students. ● Throughout our curriculum, we have been exploring the concept of identity and where it aligns with our course objectives. Many students over the years have expressed interest in Pacific Rim as it relates to their Asian heritage, and so a new unit on Asian Americans was added, their impact and experiences in the U.S. In addition, the curriculum was redesigned from a country-centric approach to a thematic one, with the concept of identity being central to the curricular units-- Identity, Demographic Shifts, Early Empires and Imperialism, Hard Power, Soft Power, and Asian America. ● Student assessments were redesigned to comport with this new thematic approach, with more opportunities for student reflection and portfolios of student work.
IV. Recommendations
● As all the sophomore electives continue to work on articulation of skill development goals, this is prompting a closer examination of the honors credit option. Our department will work to clarify and create greater consistency of expectations for the honors distinction across the sophomore electives. ● Student assessments will continue to be reviewed and redesigned based on this thematic approach. The course will provide more opportunities for student choice while careful attention to specific skill development is maintained. Course: Latin American History 161/162
III. Findings
● Enrollment patterns in Latin American History have steadily increased over the years, with a dip in enrollment when Civics was introduced, but it continues to be one of the more popular sophomore electives. Students are engaged in a range of activities, with the analysis and creation of art as a strong focus of the course and the final assessment. ● The course has been responsive to both the diversity of students who take the course as well as the school’s organization focus on identity. The opening unit, which once focused on geography, now focuses on the various cultural groups in Latin America and forms of agency. The course has also incorporated more media literacy in the critical analysis of consumed media and the formation of implicit stereotypes. The course shifted one of the texts, Enrique’s Journey, to the Young Adult version which made it more accessible to a greater number of students. The teachers also continually update course materials to reflect current events and trends as Latin America continues to evolve and change.
IV. Recommendations
● As all the sophomore electives continue to work on articulation of skill development goals, this is prompting a closer examination of the honors credit option. Our department will work to clarify and create greater consistency of expectations for the honors distinction across the sophomore electives. GBS Special Education Department Curriculum Report- 2020
I. Introduction A. Courses reviewed during past year Math (All DLS and ARCH)
B. Process The GBS Special Education Department math teachers met during department and team meetings to review current curriculum that is taught in each of the following classes: Practical Math, Essential Math, Intermediate Math, Algebra Concepts and Applications, Geometry Concepts and Applications, Applied Math, Arch Algebra, Arch Geometry, and Arch Algebra 2. Specific topics covered include curricula, alignment between special education courses and general education math courses and class resources (Math XL for School and Math IXL).
The team met to review vertical alignment of the classes during their four years at Glenbrook South, how the classes are aligned with the general education classes, and how to ensure each student has math classes available to be properly challenged and prepared for their post-secondary goals.
C. Additional initiatives: - Investigate the need to restructure current classes and programming. - Update curriculum map. - Provide ample functional math courses to prepare students for independent living - Review of Geometry Curriculum
II. Report Schedule
November November November November November 2021 2022 2023 2024 2025
Implementation Implementation Implementation Implementation Implementation of IEP goals of IEP goals in of IEP goals in of IEP goals in of IEP Goals through science social studies the areas of English and through math classes Resource, reading classes Transition, and electives
Review needs of students and study skills courses offered
Review math Review science Review of Review of Review of Curriculum curriculum Resource, Resource, English and Transition, and Transition, and Reading electives electives curriculum Approximate percentage of curriculum to be reviewed:
20% 20% 20% 20% 20% Course or Initiative: Math
III. Findings
The faculty members involved in the Educational Planning Process (special education math teachers) reviewed current and past practices, curriculums, and alignment in our math courses over the course of the school year.
The members of the Special Education Math team found a need to develop further offerings within the Special Education Math continuum to both allow students to meet their graduation requirements and to meet their post-secondary goals. DLS Algebra II curriculum was reviewed (currently offered at GBN). The team determined a need to offer a course between Geometry and Applied Math for students who require instructional math and are interested in taking four years of math courses.
IV. Recommendations
● Implement DLS Algebra II ● Investigate curriculum options for DLS Algebra II ● Review Geometry curriculum (as it feeds into Algebra II) ● Consider vertical articulation for students (e.g. possibly a 4 year track of practical and essential math and a 4 year track of moving through courses from Essential to Algebra II or Applied) GBS World Languages Department Curriculum Report- Fall 2020
I. Introduction
A. Courses reviewed during the past year:
● American Sign Language 163 ● French 163 ● German 163 ● Japanese 163 ● Mandarin Chinese 163 ● Spanish 163
B. Process
Curricular teams for all first year courses in the World Languages department were assigned the task of evaluating the curriculum of their particular course, as required by board policy. The specific focus of this evaluation was to analyze how each course’s current curriculum provides opportunities for students to attain proficiency in the five learning standards outlined by the American Council on the Teaching of Foreign Languages (ACTFL): communication, comparisons, cultures, communities and connections. An essential component of the curricular evaluation was a critical review of assessments, both formative and summative, in the three modes of communication, as outlined in the ACTFL Communication Standards: Interpersonal, Interpretive and Presentational.
In order to fully develop Novice-Mid to Novice-High proficiency in level one language students, course teams continued to review the quantity and quality of authentic resources while also exploring Can-Do Statements and Learning Map implementation.
Language Proficiency Descriptors
Novice-Mid Novice-High
I can use memorized words and phrases I can communicate and exchange about learned topics. I can speak using information about familiar topics using simple sentences, but I often use sentence phrases and simple sentences, sometimes fragments. I can answer simple questions supported by memorized language. I can that are tied to those topics that I have usually handle short social interactions in learned using simple sentences. everyday situations by asking and answering simple questions. II. Report Schedule
November November November November November 2021 2022 2023 2024 2025 American American American American Sign Sign Sign Sign Language Language Language Language 263 363 463 163 French 263 French 363 French 463 French French 163 563/573 French 273 French 373 French 473 AP French Language & Culture 583 German German German AP German German 163 263/273 363/373 463/473 Language & Culture 583 Japanese Japanese Japanese AP Japanese Japanese 163 263/273 363/373 463/473 Language & Culture 583 Mandarin Mandarin Mandarin AP Mandarin Chinese Chinese Chinese Mandarin Chinese 163 263/273 363/373 463/473 Chinese Language & Culture 583 Spanish 263 Spanish 363 Spanish 463 Studies Studies Studies Spanish 263 Spanish 363 Spanish 463 Spanish Spanish 163 563/573 Spanish 273 Spanish 373 Spanish 473 AP Spanish Language & Culture 583 Spanish for Spanish for AP Spanish Heritage Heritage Literature & Learners Learners Culture 583 263 363/463 Spanish for Heritage Learners 273/373
Approximate percentage of curriculum to be reviewed:
November November November November November 2021 2022 2023 2024 2025 25% 23% 20% 18% 14% Course or initiative: American Sign Language 163
III. Findings
The curriculum for the ASL 163 course is supported by two text resources, both of which are used in levels 163 and 263: Basic Course in American Sign Language, which is essential for vocabulary acquisition and Signing Naturally, which provides practices and models to improve students’ skill development. The latter also includes a DVD that students view in class and/or at home for practicing. The two ASL teachers have noted that the combination of these resources, in addition to the plethora of teacher-created materials, have helped students become better signers. They have been more expressive communicators, especially in regards to incorporating non-manual markers, which is key to hearing students becoming more skilled and culturally authentic with the language.
Students have been able to participate in more self-assessment of their skills by using their Chromebooks and video recording themselves as they sign (presentational mode of communication) and also when engaging in conversations with peers (interpersonal mode of communication). They are then able to identify their own strengths and weaknesses to better focus ongoing practice. In addition to their self-assessments, students are now using flipgrid.com, an online video discussion experience, to gain feedback from teachers and peers, with additional opportunities to improve their receptive skills as teachers and peers respond to each others’ signed messages.
Teachers deliver instruction from the Deaf culture perspective as opposed to the medical perspective, and provide opportunities for students to gain first-hand insight through: authentic video clips, Deaf cultural experiences within the community, and Deaf Guest Speakers/workshops.
IV. Recommendations
Continue to integrate authentic learning experiences as essential elements of the curriculum, and to promote the cultural and linguistic presence of the program within the school community through the lense of equity. The latter currently takes place via student-lead incorporation of ASL in a variety of school activities (i.e. signing the GBS Fight song at the Homecoming Pep Rally, participating in signing performances at all school assemblies, student interpreted news announcements and the World Culture Celebration.) Course or initiative: French 163
III. Findings
French 163 is the introductory course at Glenbrook South to the French course sequence. The curriculum has shifted from textbook focused to units centered around learning maps. This is the first year using learning maps to help students organize and take more ownership of their learning. Students in French 163 set goals and measure progress throughout each unit to push their individual achievement towards a higher proficiency level. Students have demonstrated growth through individual goal setting and on summative assessments throughout the year. By the end of the course, the majority of students are able to communicate well at the Novice Mid/High level through writing and speaking as well as interpret authentic text and audio resources in the target language.
Students in French 163 learn practical language that they can use to communicate and function when visiting a Francophone country, as described above in the proficiency descriptors. The course also covers cultural topics involving products, perspectives and practices from the Francophone world. Countries studied in level 1 include: France, Quebec (Canada), Belgium, Switzerland, and Senegal.
Each unit was designed to incorporate the ACTFL standards of communication, cultures, comparisons, communities and connections, as well as the three modes of communication. The units were designed by first thinking through what essential building blocks a student would need to survive in a Francophone country. From there, while using the standards as a guide, units were created to push students to communicate effectively. All units also include a vocabulary and grammar “check”, but the majority of assessments are focused on communicative proficiency in the three modes of communication in order to provide students with a solid foundation in French.
IV. Recommendations
The French 163 team will continue to tweak the curriculum in consideration of students connecting to the topics chosen and the order in which they learn the material in a practical sequence. A continued focus on communication and culture from all corners of the Francophone world will help motivate students to be engaged in the lessons. Course or initiative: German 163
III. Findings
German 163 is primarily a freshman class, but there are some students from different years who enroll. The curriculum has shifted from textbook focused to units centered around essential questions that are outlined on students’ learning maps. Essential questions for this novice level course include: How does where I am from affect who I am? What do leisure time activities tell us about the values of a culture? How are families in the US similar/different to families in the Target Culture? How does where I live affect what I wear? How does where I live affect how and where I travel? This curricular model, supported by learning maps for the last three years, has helped students organize and take ownership of their learning.
Students in level 163 learn practical language that they can use to communicate and function if taken to a German-speaking country. Each unit was designed to incorporate the ACTFL standards of communication, cultures, comparisons, communities and connections as well as the three modes of communication. The units were designed beginning with essential questions and then moved to the creation of assessments that evaluate the students’ language ability in the three modes of communication: interpretive, interpersonal and presentational. All units also include a vocabulary and grammar “check”, but the majority of assessments are focused on communicative proficiency in the three modes of communication in order to provide students with a solid foundation in German that will support them in the subsequent German course. Cultural topics involving products, perspectives and practices (part of the ACTFL standards of culture) from the German speaking world are integrated into the language goals, as implied in the essential questions of the 163 course.
Using the UbD curriculum design model has proven beneficial to the students in their communicative and interpretive abilities. By the end of the course, the majority of students are able to communicate well at the Novice Mid/High level through writing and speaking as well as interpret authentic text and audio resources in the target language.
IV. Recommendations
The German 163 team will continue to modify the curriculum to meet the needs of its students. Efforts to increase student metacognition have been successful over the past 2 years through the use of goal-setting and can-do statements. Student feedback and reflection on its effectiveness will be a focus of the team. Course or initiative: Japanese 163
III. Findings
Enrollment in Japanese 163 has fluctuated between one and two sections of the course each year; there were two sections during the 2019-2020 and the current year hosts one section. Like the practice of most world language teachers and course teams, curricular revisions have been made each year to support a more communicative and student-centered approach.
Even though the Japanese 163 language course focuses on developing novice-mid proficiency in the 3 modes of communication (interpersonal, interpretive and presentational) it differs from the other languages in that three different alphabet systems are used: Hiragana, Katakana, and then Kanji characters. Level 163 focuses primarily on the first two alphabets, although authentic readings for interpretation require Kanji characters. Despite these challenges, students enrolled in Japanese 1 (and beyond) represent discrepant levels of achievement as defined by standardized test data and school-wide placements, they are successful. Students that are being served in Special Education as well as those enrolled in honors level courses have met with success in Japanese 163, and have both learned the language skills needed to continue in the second year curriculum. This is due to the differing types of methodology employed, so that students possessing various learning styles are accommodated.
For the last four years (2016-2020) co-teaching was employed in all the classes due to Glenbrook South’s Japanese teacher being selected as a mentor to 2 guest language teachers from Japan. Significant training in the co-teaching model was provided as part of this prestigious grant, and while changes in the curriculum were minor, instruction changed significantly. Parallel teaching as well as station teaching have been employed for different activities. Since there will no longer be a visiting teacher from Japan for the 2020-21 school year, a project will take place during the summer of 2020 to replicate many of the teaching and learning strategies through the use of technology.
IV. Recommendations
There are no significant curricular changes recommended at this time. The course provides students with a strong base from which they can proceed to the second year. The teacher continues to network with other Japanese language professionals at Saturday meetings so that curricular adjustments can be made at any time. The teacher also works with peers in the language department to address common level 1 issues as a horizontal team. Course or initiative: Mandarin Chinese 163
III. Findings
Mandarin Chinese 163 underwent an entire curricular review and change during the 2019-2020 school year. The Mandarin Chinese 163 teacher redesigned the course with our other Chinese teacher to have better curriculum alignment. Mandarin Chinese 163 follows ACTFL Foreign Language standards on all three modes of communication: interpretive (reading, and listening), interpersonal (listening, speaking, reading, and writing), and presentational (speaking and writing), and also incorporates the other ACTFL national standards beyond communication: culture, comparisons, communities and connections.
Students in the level one course spend much time developing their listening skills so that they can accurately recognize and then finally produce the tones that are critical to proper pronunciation of and communication in the language. In the first year, students are developing novice-mid skills in speaking, with communication based on working with small memorized chunks.
Chinese is a character-based language, which means Chinese words are not based on an alphabet. It is developed from pictographs, and students spend time learning the meaning behind many radicals, or base components of characters, to help build their vocabulary. Because of the move to a more proficiency-oriented language sequence, writing and character practice is approached thoughtfully to better meet the needs of students, as opposed to memorizing lengthy lists of characters.
Teacher-created instructional materials have been critical for students’ successful skill development and exposure to high-interest and relevant authentic materials. For example, the teacher uses authentic menus, traditional and modern songs, and videos from youtubers to support the development of students’ interpretive skills.
IV. Recommendations
There is a high level of interaction between the teachers and colleagues in neighboring school districts, which is of great benefit to strengthen all area Mandarin Chinese programs. A final recommendation is to continue to identify more authentic resources for the interpretive mode of communication so that students are developing these skills with interesting real-life sources. Course or initiative: Spanish 163
III. Findings
Similar to most courses in the department, the majority of the Spanish 163 materials have been created by the teacher. All of the units examine essential questions which are very typical of a novice level language course: How do I greet others?, What is my school like?, How would I describe myself, my family, and my friends?, What do I do in my free time and where do I go?, What do I wear? and What do I eat? These essential questions guide the creation of materials as well as assessments. Vocabulary development as well as basic grammatical structures are emphasized so that students move towards communicating at a Novice-Mid to Novice-High level.
Students regularly listen and read short authentic materials related to each unit of study in order to develop their interpretive skills in the language. When presented with these real-life texts, students are able to understand the main idea as well as many keywords and phrases. This encourages them to work towards improving their interpretive skills.
A recent addition is the use of Learning Maps for each unit. The Learning Maps include all of the main ideas that students will be studying in each unit: the vocabulary, the grammar topics, and cultural comparisons. The learning maps assist students in their organization and provide them with an overview of each unit. They also serve as a reference as students progress throughout the year and move to the next level of Spanish.
Assessments have been redesigned in order to measure students’ interpretive, interpersonal, and presentational skills. They are assessed in their ability to understand words, basic phrases, and main ideas within authentic texts related to the themes that we are studying. Students are also assessed on their ability to speak in the Spanish language by having impromptu conversations with classmates based on our main topics. Additionally, students make short presentations as well as write in the Spanish language all with the goal of measuring their language skills and documenting their growth.
IV. Recommendations
It is recommended to look into a different online resource for the Spanish 163 course. The current one doesn’t align as well to the grammar structures and basic vocabulary needed for new learners. The Spanish 163 team will continue articulation within the Spanish Vertical Team to assure that students continue to be well prepared for the next level of Spanish. Continued collaboration with other level 1 language teachers is encouraged in order to improve language instruction for novice learners.
To: Dr. Charles Johns
From: Dr. Rosanne Williamson
Re: Preliminary Review of Textbook Changes
Date: April 12, 2021
Recommendation The attached list of recommended textbook changes for next year is being presented for the Board’s preliminary review. It is my intention to resubmit this item on the consent agenda for approval at the regular Board meeting of April 26, 2021.
Textbook Adoption Process and Timeline Requests have been proposed by teachers and were reviewed by Instructional Supervisors and Associate Principals. While this compilation contains the majority of textbook changes, we may bring to the Board a limited number of texts in mid-summer as a result of summer curriculum projects.
Background Textbook pricing is no longer included in as part of new textbook proposals. On March 15, 2021 the Board of Education approved the implementation of a Registration and Instructional Materials Fee for the 2021-2022 school year in the amount of $300, inclusive of all instructional materials required for the school year. This fee also covers the required textbooks.
Board Policy 7180 Instructional Materials states: The Board of Education will approve and make available to students all required textbooks and other instructional materials which are requirements of any approved curricular offering or are required to be purchased by students in District #225.
Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
ENG17300N‐English Hnr 173 English D The Absolutely True Diary of 2009 5 a Part‐Time Indian A State: A Team, a Triumph, a 2019 This New York Times and Los Angeles Times 2019 Best Book provides Transformation students with a non‐fiction reading experience, allowing for additional practice with non‐fiction Common Core standards.
ENG26300N‐English 263 English D A Born a Crime 2019 Born a Crime, the One Book, One Northbrook 2019 selection, offers a modern day perspective regarding the construction of social institutions in South Africa. By reading a memoir, students will also be exposed to more non‐fiction writing to satisfy the Common Core Standards.
MUB13300N‐Band Freshman Fine Arts D A Foundations For Superior 1997 We do not currently use a text across the band curriculum and would like to Performance: Warm‐Ups & introduce a text that could be used across all levels of band. Technique for Band
MUT16100N‐Intro Mus Thry 161 Fine Arts D A Alfred's Essentials of Music 1998 We do not currently have a text for this course and one is needed. Theory (Complete)
MUT18300N‐Music Thry AP 183 Fine Arts D Music in Theory and Practice, 2015 6 Vol. 1 Workbook A We no longer need the workbook that accompanies the text.
Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
MAI36300S‐Algebra 2 363 Mathematics D DISCOVERING ADVANCED 2003 15 ALGEBRA A It's been 15 years since our last adoption in Algebra 263. Since then, and with the availability of online resources and teacher generated materials, we are seeking to eliminate the textbook for this course and instead, proceed to a model which will allow us optimal flexibility to best adapt curriculum to student needs, while using the expertise of teachers, teacher‐ generated materials, and open source resources (Delta Math, Kahn Academy, etc) and IXL, to deliver a more robust, up‐to‐date curriculum. An added benefit is that this will provide a significant cost savings to students and the district.
MAR26300N‐Precalculus 163 Mathematics D Precalculus Enhanced with 2009 11 Graphing Utilities 5e A Precalculus Enhanced with 2021 After reviewing several resources, we are seeking to update to the newest Graphing Utilities 8e edition of our current text. This newer edition, provides My Math Lab access for students (an online, interactive learning platform) and more robust problem sets and resources that are better suited to the needs of our students and curriculum. (Please note that an alternative option would be to have the students purchase My Math Lab access only, and then purchase their own books, however, the team believes the students will benefit from both the textbook and digitial access.
SCB15300N‐Bio Gt 163 Science D EBK‐HM BIOLOGY PREMIUM 2015 6 ONLINE A Text has been used for longer than 5 years, free resource is available online.
Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
SCB163CLN‐Bio 163: Cellular Science D EBK‐HM BIOLOGY PREMIUM 6 ONLINE A Text has been used for longer than 5 years, free resource is available online.
SCB163ECN‐Bio 163:ecological Science D EBK‐HM BIOLOGY PREMIUM 2015 6 ONLINE A Text has been used for longer than 5 years, free resource is available online.
SCB17300N‐Biology Hnr 173 Science D Biology ‐ Miller & Levine 2019 1 A Materials are now included in other resources.
SCB173C0N‐Biology Hnr 173 Science D EBK ‐ BIOLOGY CONCEPT 2015 5 AND CONNECTIONS M A Campbell Biology Concepts 2021 Text has been used for over 5 years and an update is needed. and Connections 10e 2021
SCB36100N‐A&P:Bones Muscles Nerves Science D EBK‐ HUMAN ANATOMY & 2016 6 PHYSIOLOGY A Marieb Human Anatomy & 2019 Text is no longer available. Physiology 11e 2019
SCB37200N‐A&P: Body Systems Science D EBK‐ HUMAN ANATOMY & 2016 6 PHYSIOLOGY A Marieb Human Anatomy & 2019 Text is no longer available. Physiology 11e 2019 Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
SCC15300N‐ESL BIOLOGY 163 Science D EBK‐HM BIOLOGY PREMIUM 2015 6 ONLINE A Text has been used for longer than 5 years, free resource is available online.
SCC15300N‐Intro Chemstry 163 Science D EBK ‐ MODERN CHEMISTRY 2015 6 PREMIUM ONLINE A Text has been used for longer than 5 years, free resource is available online.
SCC16300N ‐ Chemistry 163 Science D EBK ‐ MODERN CHEMISTRY 2015 6 PREMIUM ONLINE A Text has been used for longer than 5 years, free resource is available online.
SCC17300N‐Chemistry Hnrs 173 Science D EBK ‐ MODERN CHEMISTRY 2015 6 PREMIUM ONLINE A Text has been used for longer than 5 years, free resource is available online.
SCC173P0N ‐ Chemistry Hnrs 173 Science D EBK ‐ MODERN CHEMISTRY 2015 6 PREMIUM ONLINE A Text has been used for longer than 5 years, free resource is available online.
Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
SCE28300N‐Envrmnt Sci AP 283 Science D EBK ‐ ENVIRONMENT: THE 2014 6 SCIENCE BEHIND The Scenes A Withgott Environment: The 2021 Environmental Science is an ever‐changing area of science and this update Science Behind the Stories 7e helps support the objectives of the course. 2021
SCF16100N‐Forensics 161 Science D A Fundamentals & 2021 There is a need to offer a text support/resource for content; this will help Investigations 3rd edition update current curricula. with MindTrap
SCF16200N‐Forensics 161 Science D A Fundamentals & 2021 There is a need to offer a text support/resource for content; this will help Investigations 3rd edition update current curricula. with MindTrap
SCP15300N‐Intro Physics 163 Science D (R)CONCEPTUAL PHYSICS 2009 7 2009 STUDENT ED A Hewitt Conceptual Physics 2022 Text is outdated; etext available. 13e 2022
SCP16300N‐Physics 163 Science D CONCEPTUAL PHYSICS 2009 7 (568095) A Hewitt Conceptual Physics 2022 Current text is no longer available. 13e 2022
Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
SCP17300N‐Physics Hnr 173 Science D COLLEGE PHYSICS‐TEXT 2009 7 A Knight College Physics 4e 2019 The present text is no longer available. 2019
SCP173F0N‐Physics Hnr 173 Science D CONCEPTUAL PHYSICS 2009 7 (568095) A Hewitt Conceptual Physics 2022 Current text is no longer available. 13e 2022
SCP28300N‐Physics C AP 283 Science D Fundamentals of Physics 2007 7 A ebk‐ FUND.OF PHYSICS 2018 Updated etext is available.
SHU17300N‐US History Hnr 173 Social Studies D The American Nation 2012 8 A Fabric of a Nation 2020 Old text out of print, increasingly hard to find.
SVE28300N‐Euro Hist AP 183 Social Studies D A History of Western Society 2003 6 Ebk A Ebk AP History of Western 2020 Better social history, easier layout, more accessible. Society 13th ed
TBE16300N‐English 163 Special Educaiton D A The Glass Castle 2005 Special education class‐ curriculum on 4 year rotation.
Glenbrook North 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
TBE16300N‐English 163 Special Educaiton D A Ready Player One 2013 Special education class‐ curriculum on 4 year rotation.
TBE16300N‐English 163 Special Educaiton D A The Curious Incident of the 2020 Special education class‐ curriculum on 4 year rotation. Dog in the Night‐Time
TDE12300N‐Adv English 1 Special Educaiton D A The Art of Racing in the Rain 2019 Special education class‐ curriculum on 4 year rotation.
FFR47300N‐French Hnr 473 World Languages D The Little Prince ‐ LE PETIT 2007 7 PRINCE A Supports the "short stories" unit and uses authentic French texts.
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
BCE13200S‐Consumr Ed Esl 161 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
BCE15100S‐Consumer Ed G 161 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
BCE15200S‐Consumer Ed G 161 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
BCE16100S‐Consumer Ed 161 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
BCE16200S‐Consumer Ed 161 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
BCE17100S‐Consumr Ed Hnr 171 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
1 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
BCE17200S‐Consumr Ed Hnr 171 Career and Technical Education D Personal Finance ‐ Amsco 2010 5 A Shift to digital curriculum allows teachers to use relevant and current materials; the current book was dated and proved to be only supplemental.
ENG24300S‐English Gt 263 English D A Choice of Weapons by 1966 10+ Gordon Parks A La Linea 2008 This text allows for a greater plurality of voices for all our students to read.
ENG24300S‐English Gt 263 English D Enrique's Journey: Adapted 2013 3 for Young People A Refugee 2017 Enrique's Journey is a remnant from when the course was interdisciplinary. Refugee touches upon similar themes and creates a better opportunity for research.
ENG26300S‐English 263 English D A The Girl Who Smiled Beads 2018 Text being added as a new teacher choice text selection.
ENG29300S‐English Acad 293 English D The Undocumented 2020 1 Americans A A Mercy 2008 Text was for English‐Spanish collaboration. New language for this group of Academy students next year. Current book is not relevant.
2 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
ENG38300S‐English 383: AP Lang&Comp English D The Things They Carried 1990 15 A Educated 2018 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
ENG38300S‐English 383: AP Lang&Comp English D A Just Mercy 2015 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
ENG38300S‐English 383: AP Lang&Comp English D A No‐No Boy 1957 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
ENG38300S‐English 383: AP Lang&Comp English D A Citizen 2014 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
ENG48300S‐Eng 483: AP Lit English D A Prayer For Owen Meany 2012 25 A The Handmaid's Tale 1998 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
ENG48300S‐Eng 483: AP Lit English D Persuasion 1818 25 A Homegoing 2016 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
3 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
ENH46900S‐Eng 463:World Lit English D A Doll's House 2018 15 A The Alchemist 2014 Replace an anchor text. Added titles will be in the rotation for teachers to select from.
MAA13300S‐Algebra Std LA 163 Mathematics D MathXL On‐line Access 6 A Teachers on this course team have found other options that have better functionality than MathXL.
MAA13900S‐Algebra LA 163 Mathematics D MathXL On‐line Access 6 A Teachers on this course team have found other options that have better functionality than MathXL.
MAA16300S‐Algebra 163 Mathematics D MathXL On‐line Access 6 A Teachers on this course team have found other options that have better functionality than MathXL.
MAG23900S‐Geometry Std LA263 Mathematics D Geometry Common Core 2015 6 A Geometry Martin‐Gay ‐ 2016 The new text fits well with our learning standards. The electronic Geometry + MyMathLab 6yr resources are a good supplement to the text. ‐ 9780134105758
4 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
MAG24300S‐Geometry Team 263 Mathematics D Geometry Common Core 2015 6 A Geometry Martin‐Gay‐ 2016 The new text fits well with our learning standards. The electronic Geometry + MyMathLab 6 resources are a good supplement to the text. yr‐ 9780134105758
MAG25300S‐Geometry Studies 263 Mathematics D Geometry Common Core 2015 6 A Geometry Martin‐Gay‐ 2016 The new text fits well with our learning standards. The electronic Geometry + MyMathLab 6yr‐ resources are a good supplement to the text. 9780134105758
MAG27300S‐Geometry Hnr 273 Mathematics D Geometry 2000 8 A Geometry 273 Binder 0 Prior text is out of print. New text is written by GBS with our vision of curriculum and rigor. Contains challenge problems in each section. Good variety. Easy to read. Printed version allows students to write in it.
MCC68300S‐Calculus AB AP 683 Mathematics D Calculus ‐ Single Variable 2013 6 A Calculus for AP ‐ A Complete 2019 This text is well‐aligned with College Board’s course standards and co‐ Course authored by the Chief Reader for the Calculus AP.
MCT8730SS‐Multivariable Calc & Linear Algebra 873 Mathematics D Linear Algebra and its 2016 6 Applications 5th edition A Linear Algebra and its 2021 The current 5th edition of the textbook is no longer available. The 6th Applications 6th edition edition allows students to have access to the e‐text and problem sets through MyLab Math.
5 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
SCB13300S‐Biology LA 163 Science D Biology 2010 8 A Biology + Digital Foundations 2019 The old textbook is no longer published. Workbook
SCB17300S‐Biology Hnr 173 Science D CAMPBELL ESSEN. BIOLOGY 2013 7 W/PHYS.NASTA A CAMPBELL ESSEN. BIOLOGY 2019 Updating editions. The present edition we are currently using is from W/PHYS.NASTA 2013. The updated edition includes current biological progress in genetic engineering, cytology, viruses, immunity, and more.
SCP28300S‐Physics C AP 283 Science D Physics for Scientists and 2000 20 Engineers A Strategic Approach with 2022 We have used the current text as a classroom set for the past 20 years. Modern Physics 5e, AP Due to significant usage, our classroom set is no longer able to be used. Edition with Mastering Physics w/eText, 5th Edition
SHC15300S‐World History Stds163 Social Studies D World History‐ Patterns of 2008 10 Interaction A World History 2018 The previous textbook format no longer functions as an ebook. This updated textbook is well suited for an ebook format.
SHC16300S‐World History 163 Social Studies D World History‐ Patterns of 2008 10 Interaction A World History 2018 The previous textbook format no longer functions as an ebook. This updated textbook is well suited for an ebook format.
6 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
SVM18300S‐Economics AP 183 Social Studies D Krugman's Economics for AP 2011 6 A Krugman's Economics for the 2019 We have been using the first edition of this book for many years. The AP Course 3rd Edition publisher advised they will no longer be selling this edition as they are now on the 3rd edition of this book. Therefore, we have to switch textbooks.
SVW28300S‐World Hist AP 183 Social Studies D World Civilizations: The 2007 10 Global Experience 7th edition A World Civilizations: AP‐The 2021 The new edition is better designed for the newly revised AP curriculum. Global Experience 8th edition
TAM15300S‐Intro Algebra 163 Special Education D A Envison Algebra 1 2018 This text aligns better to general education courses. Courseware
TAM16300S‐Intro Geometry 163 Special Education D A Envision Geometry 2018 This text aligns better to general education courses. Courseware
TAM28300S‐Algebra 2 Special Education D A Envision Algebra 2 2018 This text aligns better to general education courses. Courseware
7 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
TDC16300S‐Consumer Ed 163 Special Education D Econ. Education for 2009 12 Consumers ‐ Workbook A Online materials are available to supplement.
TDE11300S‐Practcl Eng 1 163 Special Education D A The Library Card 1998 Students’ IEP needs may necessitate a need to repeat the course. This book will be a part of the rotation schedule of novels.
TDE53300S‐English 1 163 Special Education D A New Kid 2019 Students’ IEP needs may necessitate a need to repeat the course. This book will be a part of the rotation schedule of novels.
TDE53300S‐English 1 163 Special Education D A Fish in a Tree 2017 Students’ IEP needs may necessitate a need to repeat the course. This book will be a part of the rotation schedule of novels.
TDE53300S‐English 1 163 Special Education D A Insignificant events in the life 2019 Students’ IEP needs may necessitate a need to repeat the course. This book of a cactus will be a part of the rotation schedule of novels.
TDE63300S‐English 2 Special Education D A Hey, Kiddo 2018 Students’ IEP needs may necessitate a need to repeat the course. This book will be a part of the rotation schedule of novels.
8 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
TDE63300S‐English 2 Special Education D A Ghost 2017 Students’ IEP needs may necessitate a need to repeat the course. This book will be a part of the rotation schedule of novels.
TDE73300S‐English 3 Special Education D A I Am Malala: How one Girl 2016 Students’ IEP needs may necessitate a need to repeat the course. This book Stood Up for Education and will be a part of the rotation schedule of novels. Changed the World
TDE73300S‐English 3 Special Education D A The War Within these Walls 2013 Students’ IEP needs may necessitate a need to repeat the course. This book will be a part of the rotation schedule of novels.
TDM64300S‐Algebra 2 163 Special Education D A Envision Algebra 2 2018 This is a new course and this text aligns well with the general education Courseware course.
TDM71300S‐Geometry Cncpts&Apps 163 Special Education D A Envision Geometry 2018 This is a new course and this text aligns well with the general education Courseware course.
FGE19300N‐German Acad 193 World Languages D A Mosaik 2021 L1 SSPlus + 2021 Revised version of text used in Academy German four years ago. wSAM Addtl Seat (1Y)
9 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
FJA16300S‐Japanese 163 World Languages D Genki 1 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA16300S‐Japanese 163 World Languages D Genki 1 workbook 2011 7 A Genki 1 workbook 2020 Second edition is no longer available.
FJA26300S‐Japanese 263 World Languages D Genki 1 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA26300S‐Japanese 263 World Languages D Genki 1 workbook 2011 7 A Genki 1 workbook 2020 Second edition is no longer available.
FJA27300S‐Japanese Hnr 273 World Languages D Genki 1 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA27300S‐Japanese Hnr 273 World Languages D Genki 1 workbook 2011 7 A Genki 1 workbook 2020 Second edition is no longer available.
FJA36300S‐Japanese 363 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
10 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
FJA37300S‐Japanese Hnr 373 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA46300S‐Japanese 463 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA47300S‐Japanese Hnr 473 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA56300S‐Japanese 563 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA57300S‐Japanese Hnr 573 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
FJA58300S‐Japanese Lng AP583 World Languages D Genki 2 2011 7 A Genki 1 2020 Second edition is no longer available.
FSP39300S‐Spanish Acad 393 World Languages D Lazarillo De Tormes W/CD 1554 10+ Level 3 A La Casa de Bernarda Alba 2005 Spanish moves to 393 ‐ Junior Level.
11 of 12
Glenbrook South 2021‐2022 Textbook Change Details Report Copyright Years of Action Text Title year use Rationale
FSP39300S‐Spanish Acad 393 World Languages D A Reflexiones 2012 Spanish moves to Junior Year ‐ 393 / Text is for literature‐based course.
12 of 12
To: Dr. Charles Johns Board of Education
From: Dr. Kim Ptak Mr. Casey Wright
Date: Monday, April 12, 2021
Re: Glenbrook South Signage and Wayfinding Bids
Recommendation It is recommended that the Board of Education approve a bid from APCO for interior signage and wayfinding at Glenbrook South for $210,345 and from Poblocki for exterior signage at Glenbrook South for $24,506, for a total amount of $234,851.
Background As part of the District’s ongoing safety and security initiatives, building and district level leadership has been working with various stakeholders to review and improve the existing signage and wayfinding at Glenbrook South. Stakeholders included Glenview police and fire leaders and first responders, teachers, administrators, students, and community members.
The primary goals of this project were to: ● Create a building numbering system that creates a logical flow throughout the building; ● Develop a cohesive, aesthetically appropriate, and unified wayfinding system that will help individuals navigate effectively into and throughout Glenbrook South; ● Utilize signage that is timeless in its aesthetic, works with existing architectural elements, and can be easily, and inexpensively, updated and maintained; ● Bring signage into compliance with building code, ADA, and life safety requirements; ● Reduce the number of building fire zones and incorporate the fire zone colors into the signage to identify each zone; and ● Use universal symbols on signage to help improve the wayfinding experience.
The current building numbering and wayfinding system has been pieced together over the years and, as a result, many complexities exist: ● The current room numbering system has room numbers that are out of sequence; ● Room number assignments transition from 100s to 600s to 500s to 300s to 700s when moving through the building; ● Rooms in the 200 and 400 series are located on the second floor; ● Seven different fire zones have been established with assigned colors for use by first responders; these colors are not consistently identified in the current wayfinding system and signage, ● The main exterior entrances are referred to by the exterior door letters, which are not intuitive to visitors (e.g., Entrance S or OO); and ● Signage is currently not compliant with ADA requirements (e.g., braille typography). Award of GBS Signage and Wayfinding Bids Page 2 To address these complexities, the district partnered with Cardosi Kiper Design Group (CKDG). CKDG is a Chicago-based company specializing in signage and wayfinding for many educational and health organizations, including Northwestern Hospital, University of Chicago Medical Center, University of Notre Dame, Oakton Community College, and Evanston Township High School. Throughout the past 14 months, CKDG worked with numerous stakeholders to assess all current signage, create a meaningful numbering system, identify logical areas for wayfinding, and review design concepts for signage.
As a result of the stakeholder group efforts and CKDG’s support, the following next steps were developed: 1. Renumber the building using a four-digit numbering system. a. Split the first floor into five zones: 1100s, 1200s, 1300s, 1400s, and 1500s. b. The second floor falls above the 1100 and 1300 series and would be numbered in the 2100 and 2300 series allowing for vertical stacking. c. See images 1.0 and 1.1. 2. Reduce from seven to five fire zones (red, blue, purple, green, grey). See images 1.0 and 1.1 below. 3. Design, purchase and install new signage for all rooms in the building. a. All signage will follow a consistent design, including typeface, size, and braille typography. b. Signage will incorporate fire zone colors to enable the classification system to become part of the school’s overall operations. c. Each room will have an interior room identifier sign directly above the door identifying the room number and fire zone color. d. See images 2.0 and 2.1. 4. Implement meaningful wayfinding (directional) signage on the overheads above the fire doors in all main hallways. a. This will reduce the need for multiple signs at congested decision points and naturally decrease clutter by presenting a consistent design and organized information. b. See images 3.0 and 3.1. 5. Incorporate directional signage with “you are here” maps in critical locations. a. See image 4.0. 6. Use the color of the corresponding fire zone on all exterior door signage (e.g., doors A - VV). a. See image 5.0. 7. Identify the three main entrances and parking lots as the North Entrance/North Parking Lot, West Entrance/West Parking Lot, and Main Entrance/South Parking Lot. a. See image 5.0. Award of GBS Signage and Wayfinding Bids Page 3 Image 1.0 New Building Renumbering System w/Five Fire Zones - First Floor
Image 1.1 New Building Renumbering System w/Five Fire Zones - Second Floor Award of GBS Signage and Wayfinding Bids Page 4 Image 2.0 Interior Sign Type Overview
Image 2.1 Interior Sign Type Overview Award of GBS Signage and Wayfinding Bids Page 5 Image 3.0 Interior Wayfinding
Image 3.1 Interior Wayfinding Award of GBS Signage and Wayfinding Bids Page 6 Image 4.0 Directional Signage w/Maps
Image 5.0 Exterior Entrance Signage and Door Lettering Award of GBS Signage and Wayfinding Bids Page 7
With the assistance of CKDG, detailed bid specifications were developed and sent to eight vendors. Dr. Ptak and Mr. Wright coordinated a pre-bid walk-through conducted on Tuesday, March 23, 2021. Bids were due on Thursday, April 1, 2021, and subsequently opened. Six bids were received and are summarized in Table 1.
Table 1 Bid Summary Interior Signage/Wayfinding Exterior Signage
APCO $210,345 n/a
Poblocki $221,138 $24,506
Cornelius $225,451.51 $32,702.33
Alegra $229,909 $30,691
Printwell $269,091 $26,565
Boardwalk $337,522 $41,506
At this time, the administration recommends that the Board of Education approve bids from APCO for interior signage and wayfinding at Glenbrook South for $210,345 and Poblocki for exterior signage at Glenbrook South for $24,506, for a total amount of $234,851. The funding for these projects was previously budgeted as part of the 2020-21 fiscal year as part of the school district’s safety and security program.
Sign installation will occur between June and August 2021, and all operating systems utilizing room numbers will require updating. These systems include: ● Buildings and Grounds ○ Building Automation System ○ Door Access Control System ○ Facility Management System (e.g., Room Reservations) ○ Mass Notification System (e.g., Fire Alarm) ● Technology Services ○ Closed-Circuit Camera System ○ Network Infrastructure ○ PowerSchool Scheduling System ○ Telephone System and E-911 Integration ● Safety and Security ○ Emergency Operations Plan
The Buildings and Grounds, Technology Services, and school leadership teams have worked together to develop a plan to update all the necessary fields across multiple systems as part of this process. This updating process will also allow us to perform essential data integrity checks and ensure that our systems reflect updated naming conventions for consistency. The majority of these updates will be performed by school district personnel, while some systems may require assistance from external vendors (e.g., mass notification system, building automation system). Expenses for any external services will be absorbed by the school operating budget.
To: Board of Education From: Dr. Jennifer Pearson Mr. Brad Swanson Re: FY22 Special Education FTE Recommendation Date: April 5, 2021
Recommendation: We recommend that the Board of Education approve a total 2021-22 Special Education Certified Staffing of 79.3 FTE (-1.0).
Background: To determine staffing we’ve reviewed the special education course registrations resulting from articulations and the total number of special education students anticipated for the 2021-2022 school year in order to determine staffing requirements and make a recommendation for special education programming next year. In addition, we’ve met with district office staff, building administrators, and Instructional Supervisors to verify the need in keeping with contract parameters.
Part 1: Special Education Certified Staff FTE
2020-21 District Certified Special Education Staff 80.3 FTE 2021-22 District Certified Special Education Teachers ● GBN 247 Special Education students (-14) Certified Special Education Teachers - 0.6 FTE ● GBS 317 Special Education students (-8) Certified Special Education Teachers -0.4 FTE
The decrease is due to three factors: proportional decline in general education enrollment, student exits from the district, or student staffing out of special education.
However, it should be noted that we currently have a few articulation meetings still to occur and a number of pending initial evaluations which may have an impact on student count and course recommendations affecting sectioning. This is higher than typical due to students struggling with mental health needs during the pandemic.
● Number of GBN students currently under initial evaluation 15 pending ● Number of GBS students currently under initial evaluation 12 pending ● There are still pending initial evaluations of 8th grade students 4 pending
Part 2: Related Service FTE (e.g. Psyc, SW, SLP As a reminder, last year, we changed to a workload model for speech and language pathologists. After reviewing multiple models (caseload, medical model, District 225 psychologist/social work model, and the ASHA model), we determined the most equitable model would be for our speech pathologists FTE to be calculated similarly to our other district related service staff (e.g. psychologists/social workers). I have reviewed related service FTE based on our current workload model given projected minutes on student IEPs. Overall there was no change in minutes from the 2020-2021 school year to the anticipated 2021-2022 school year.
2021-2022 Related Service FTE No Change
2021-2022 District Special Education Certified Staff as a result of the staffing process and contractual special assignments. Total: 79.3 FTE (-1.0)
To: Dr. Charles Johns Board of Education
From: Dr. R.J. Gravel Mr. Ryan Manly
Date: Monday, April 12, 2021
Re: Technology Services Operating Budget for 2021-22
Recommendation It is recommended that the Board of Education approve the Technology Services operating budget in the amount of $2,191,681 for the 2021-22 fiscal year.
Background Each year the Board of Education reviews the technology services budget, excluding full-time salary and benefit expenses for the upcoming fiscal year. This budget includes costs related to the maintenance of our District’s network and related hardware, enterprise database applications, desktop and mobile device inventory, software and device deployment technologies, and overall service and support for technology users throughout the school community. An overview of the budget and additional information regarding the department’s operating expenses are included in this memo’s subsequent pages.
Operating Expenses Budget In April 2020, the Board of Education approved a Technology Services Operating Budget in the amount of $2,292,031. The Technology Services team has worked within current budget parameters to maintain existing services, further streamline operations, and enhance our students and staff’s experiences. The proposed Technology Services budget for 2021-22 represents a 4.4% decrease. A summary of the changes by account classification is summarized in the table that follows. Technology Services Budget for 2021-22 Page 2
Operating Expenses Object Account Description 2020-21 2021-22 % Change 1--- Personnel 1540 Hourly (Summer / Overtime) $80,000 $80,000 Subtotal $80,000 $80,000
3--- Purchased Services 3113 Testing Services $15,000 $0 -100.0% 3120 Consultants E1 $80,000 $0 -100.0% 3160 Software Maintenance/Renewal E2 $600,000 $750,000 25.0% 3165 Software License Agreement $15,000 $15,000 3190 Professional/Technical Services E3 $75,000 $200,000 166.7% 3230 Repairs/Maintenance Services $50,000 $50,000 3240 Printer/Copier Lease/Maintenance $10,000 $10,000 3320 Professional Development $40,000 $40,000 3322 Lease E4 $651,031 $335,681 -48.4% 3323 Mileage $5,000 $5,000 3430 Telecommunications E5 $340,000 $375,000 10.3% Subtotal $1,881,031 $1,780,681 5.3%
4--- Supplies and Materials $31,000 $31,000 5--- Capital Equipment E5 $150,000 $150,000 7--- Non-Capitalized Equipment $150,000 $150,000 Grand Total $2,292,031 $2,191,681 -4.4%
E1 Reflects a change in accounting practices, combining consultant and professional/technical service expenses into a single account. E2 Reflects annual service provider increases (average of 3%), the transfer of website maintenance and development expenses from the public relations program, a new telephone system maintenance agreement, and renewal of several multi-year agreements paid in full during the 2021-22 fiscal year. E3 See comment E1. Budgeted amount also reflects an increase in professional/technical service expenses due to a planned enhancements to the student check-in, camp registration, digital ID, and inventory management systems. E4 Reflects lease payments due during the fiscal year. E5 Reflects an increase due to annual increase from service providers, wireless mobile hotspot expense for students with limited internet access (reimbursed through grant), and telephone system upgrades. E5 Budgetary placeholder for the 2021-22 workstation replacement cycle for students (see Speciality Lab Refresh Process notes).
Specialty Lab Refresh Process for Students Over the past several years the number of specialty labs (e.g., computer labs and laptop carts) have been reduced. This reduction is a direct result of all students having access to a Chromebook, and the efforts of our teachers and instructional supervisors to transition to modern, web-based or virtualized applications. Technology Services Budget for 2021-22 Page 3
When a transition to a solution that is accessible from a Chromebook does not fulfill the curricular requirements of a course, students are provided access to either a computer lab or laptop cart with the necessary software. While the process for determining software and hardware upgrades has evolved over time, the experiences of our students during the pandemic brought to the forefront the importance of ensuring that our students have access to software used in their classes both in the classroom, and at home. Recognizing that several speciality labs will require upgraded hardware and software in the next 1-3 years, the instructional innovation team worked with our school leadership teams to develop a new specialty lab refresh process.
The goal of redesigning this process was to ensure that all future workstation replacement proposals serve the district’s ultimate goal of offering students a meaningful learning experience. Aligned with the values of access, equity, and fiscal responsibility, the process brings together instructional leaders from both schools to develop and evaluate future plans for all specialty labs. The process is broken into the following three phases: 1. Phase I: Annual Update to Instructional Supervisors 2. Phase II: Decision-Making Process a. Current Reality and Desired State Development b. Shared Understanding c. Decision, Support Parameters, and Timeline for Implementation 3. Phase III: Evaluation of Decision-Making Process a. Feedback Collection b. Shared Understanding c. Evolving the Environment
Dr. Williamson and Mr. Bretag are currently working with Instructional Supervisors at both schools to implement the speciality lab refresh process for several spaces that are under consideration for refresh during the 2021-22 fiscal year. As this process is ongoing, a budgetary placeholder has been added to the budget for potential capital equipment purchases. We will provide the Board of Edcuation an update regarding purchase recommendations.