LM Feb 2024

Schiller ... cont’d.

Another strategy identified in the report was providing supplemental learning time for targeted retrieval practice. Can you talk a little bit about what that looks like in Schiller Park? For example, at the middle school, students meet for 40 minutes, three times a week at their instructional level on both reading and math. At the primary building, every single day, for an hour a day, they’re in I think we’re pretty balanced. We make sure our students are met with grade level instruction. But, at the same time, we provide the opportunity to meet students at their instructional level and help them meet their growth targets. Those growth targets become more and more towards grade level over time. We must make sure we meet them at skill level need in order to grow and attain grade level targets. I think we do a nice job of both of those worlds. I’ll use our primary building as an example. There’s 120 minutes of reading instruction literacy block every day. Sixty minutes of that time is at their instructional level, which is about half. Half of that time they’re in a group where they’re being delivered grade-level content. I think both of those things are important. But I also know that, if we don’t meet students at their instructional level, and give them the opportunity to learn at that level, then we’re not going to help them progress and grow toward grade level. differentiated instruction. Where does Schiller Park land on that spectrum?

Does your district have instructional coaches? We have instructional coaches K–5. That model has proven to be very effective for us, especially for our new teachers coming in. I think coming into an environment such as this where differentiation at such a high level is expected, we need that additional layer of support. This We have an early release every Wednesday. Teachers meet at their grade-level teams at that time. In addition, every teacher in the district works with a co-teacher who has a similar schedule. Fortunately, here, just by the design of our buildings, all three of our schools are 21st century spaces. That means, oftentimes, even at a grade level, teachers are able to share students. Doing so requires an incredible amount of communication and collaboration. That’s not only built into their day once a week but that’s also built into their planning time as a team. It’s something that’s very valued here and expected. Our teachers rise to that occasion. Teacher collaboration was another strategy identified in the report. Can you talk a little bit about what that looks like in Schiller Park? flex groups to their instructional level. We just really see the value of that, and we think that’s important for kids to be met at their skill level to help them close these achievement gaps.

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Percentage of Students Who Met Target in the Spring

6 LM February 2024