If you can believe it, we are coming up to Thanksgiving. Wow. I know that the school year seems to steamroll, but I am amazed at how quickly it goes at times. Personally, my youngest (who just turned 21), is coming home tomorrow for the week, which makes me happy. Take a good look at the blog this week, there are a few items that may apply to your student.
First, try not to be too sad, but there will not be a Principal’s Blog next week. I will give you a moment to compose yourself before you begin reading again.
Student Attendance
If your student is going to be absent (especially on Monday or Tuesday of next week), please call the Woodlawn main office at 847-353-8500 and let us know. Thanks!.
Upcoming Dates:
November 22, 23 & 24 - No School
Tuesday, November 28th - Early Release
Band
Last week, the link to the band concert that was in this blog was broken. My apologies to the band students and parents. Let’s give it another try.
Trimester 1 Report Cards
D96 Families:
Trimester 1 report cards for students in Early Childhood through 8th Grade are available now by logging into www.teacherease.com.
See instructions on how to access the report cards online. If this link does not work, please copy the following URL and paste it into a new window: https://www.kcsd96.org/curriculum/access-student-progress-reports-online
Please contact the Woodlawn main office if you have any questions.
Sense of Belonging Survey
In District 96, we believe that feedback from students regarding their perception of the school climate and teacher-student relationships provides valuable input about their sense of belonging. Our school district is committed to providing our students with every opportunity to succeed. Substantial research indicates that supporting students’ social-emotional development improves their readiness to learn, positive classroom engagement, and overall academic performance. As a result, District 96 will administer a student belonging survey to all students EC-8. These surveys are below for your review. A physical copy will be available from the district office upon request.
Surveys Below:
With this information, the District can make thoughtful and informed decisions to support students' deeper sense of belonging at school. As always, student privacy and safety are of the utmost importance. This survey is FERPA (Family Educational Rights and Privacy Act), COPPA (Children’s Online Privacy and Protection Act), and PPRA (The Protection of Pupil Rights Amendment) certified. The collected data will improve our students’ sense of belonging and will only be used by our schools. Student responses will support group patterns so schools can provide support in those targeted areas. Thank you for supporting our school communities and their corresponding sense of belonging.
If you would like to exclude your child from participating in the survey, please contact your child/children’s building principal.
Current Patriot Consortium Mathematics Placement Process
The consortium has created criteria that define the four strands of mathematical proficiency to highlight the attributes of a proficient mathematical thinker. The criteria are grouped into three categories (See chart on second page):
Procedural Skills & Fluency (How well you can correctly use mathematics.)
Conceptual Understanding (How well you utilize mathematical ideas, transfer your knowledge into new situations, and apply it to new contexts.)
Problem Solving with Adaptive Reasoning and Strategic Competence (How well you can apply strategies and sound reasoning.)
Over the course of the year, the mathematics teachers will be discussing these criteria with the students in class to create a portrait of each student. This portrait will be used to recommend the students into the mathematics course at Stevenson High School that matches their content knowledge as well as level of mathematics proficiency at this time.
As a district and consortium, it is our vision that each student moves on to the next course in the sequence providing that there are no significant gaps in content knowledge. If there are significant gaps in content knowledge and a change in recommendation occurs, we will contact you. We feel that this process allows a mathematical picture of the student to develop over time, which will provide a more informed recommendation.
Course Sequence for Bridge Algebra 1 Students
-Algebra 1 with Mentor Math or Algebra 1 with Math Guided Study will be recommended if students need to reinforce and refresh targets in Units 1-4
-Algebra 1 will be recommended if students have mastered targets in Units 1-4
Course Sequence for Algebra 1 Students
-Geometry will be recommended if students need to reinforce and refresh targets in Units 1-4
-Geometry AB/BC will be recommended if students have mastered targets in Units 1-4
Course Sequence for Geometry Students
-Algebra 2 will be recommended if students need to reinforce and refresh targets in Units 1-3
-Algebra 2 AB/BC will be recommended if students have mastered targets in Units 1-3
PORTRAIT OF A MATHEMATICALLY PROFICIENT STUDENT
Procedural Skills & Fluency
How well you can correctly use mathematics.
(skill in carrying out procedures flexibly, accurately, efficiently, and appropriately)
-I can identify and use the most efficient method for the problem. (MP7)
-I can use mathematical computations, terms, symbols, formulas, and language appropriately. (MP5, 6)
-I can recognize the algebraic structure in problems and use rules or procedures to solve or simplify. (MP7)
-I can solve problems with accuracy. (MP6)
Conceptual Understanding
How well you utilize mathematical ideas, transfer your knowledge into new situations, and apply it to new contexts.
(comprehension of mathematical concepts, operations, and relations)
-I can use diagrams, pictures, and symbols to justify my work. (MP4)
-I can understand and justify the “why” of the procedure. (MP3)
-I can justify solutions algebraically, graphically, and numerically. (MP3)
-I can explain my solution with sound mathematical reasoning using precise mathematics vocabulary and terminology. (MP3, 8)
-I can determine the reasonableness of my answer. (MP2)
Problem Solving with Adaptive Reasoning and Strategic Competence
How well you can apply strategies and sound reasoning.
(capacity for logical thought, reflection, explanation, and justification and ability to formulate, represent, and solve mathematical problems)
-I can select and use all the pertinent information to solve the problem. (MP2)
-I can determine a problem-solving strategy by forming logical relationships among concepts and situations. (MP7, 8)
-I can represent a situation mathematically using modeling. (MP4)
-I can retain and apply information and skills from previous units to solve problems alongside new concepts. (MP7,8)
-I can make connections between multiple mathematical concepts to solve problems in unfamiliar situations. (MP7,8)
-I can persevere when encountering new and difficult concepts.(MP1)
Proceso Actual de la Colocación de Matemáticas del Consorcio Patriot
El consorcio ha creado criterios que definen las cuatro líneas de competencia matemática para destacar los atributos de un pensador matemático competente. Los criterios se agrupan en tres categorías (vea la descripción de abajo):
Habilidades de Procedimiento y Fluidez (lo bien que puedes usar las matemáticas correctamente.)
Comprensión Conceptual (lo bien que utilizas las ideas matemáticas, transfieres tus conocimientos a nuevas situaciones y los aplicas a nuevos contextos).
Solución de Problemas con Razonamiento Adaptativo y Competencia Estratégica (lo bien que puedes aplicar estrategias y razonamientos sólidos.)
A lo largo del año, los profesores de matemáticas discutirán estos criterios con los estudiantes en clase para crear un retrato de cada estudiante. Este retrato se utilizará para recomendar a los estudiantes en el curso de matemáticas en la secundaria Stevenson que coincide con su conocimiento del contenido, así como el nivel de competencia en matemáticas en este momento.
Como distrito y consorcio, nuestra visión es que cada estudiante pase al siguiente curso en la secuencia siempre que no haya deficiencias significativas en el conocimiento del contenido. Si hay deficiencias significativas en el conocimiento del contenido y se produce un cambio en la recomendación, nos pondremos en contacto con usted. Creemos que este proceso permite desarrollar una imagen matemática del estudiante a lo largo del tiempo, lo que proporcionará una recomendación más informada.
Secuencia del Curso para estudiantes de Transición a Álgebra 1
-Álgebra 1 con Matemáticas con Mentores o Álgebra 1 con Estudio Guiado en Matemáticas será recomendado si los estudiantes necesitan fortalecer y repasar las metas en las Unidades 1-4
-Álgebra 1 será recomendado si los estudiantes han dominado las metas en las Unidades 1-4
Secuencia del Curso para estudiantes de Álgebra 1
-El curso de Geometría será recomendada si los estudiantes necesitan fortalecer y repasar las metas en las Unidades 1-4
-Geometría AB/BC será recomendada si los estudiantes han dominado en las Unidades 1-4
Secuencia del Curso para estudiantes de Geometría
-Álgebra 2 será recomendado si los estudiantes necesitan fortalecer y repasar las metas en las Unidades 1-3
-Álgebra 2 AB/BC será recomendada si los estudiantes han dominado las metas en las Unidades 1-3
RETRATO DE UN ALUMNO COMPETENTE EN MATEMÁTICAS
Habilidades de Procedimiento y Fluidez
Lo bien que utilizas las matemáticas.
(habilidad para llevar a cabo procedimientos de forma flexible, precisa, eficiente y adecuada)
Yo puedo identificar y utilizar el método más eficiente para el problema. (MP7)
Yo puedo utilizar adecuadamente los cálculos matemáticos, los términos, los símbolos, las fórmulas y el lenguaje. (MP5, 6)
Yo puedo reconocer la estructura algebraica en los problemas y utilizar reglas o procedimientos para solucionar o simplificar. (MP7)
Yo puedo solucionar problemas con precisión. (MP6)
Comprensión Conceptual
Lo bien que utilizas las ideas matemáticas, transfieres tus conocimientos a nuevas situaciones y los aplicas a nuevos contextos.
(comprensión de conceptos, operaciones y relaciones matemáticas)
Yo utilizo diagramas, fotos y símbolos para justificar mi trabajo. (MP4)
Yo puedo entender y justificar el “por qué” del procedimiento. (MP3)
Yo puedo justificar las soluciones algebraicamente, gráficamente, y numéricamente. (MP3)
Yo puedo explicar mi solución con razonamiento matemático sólido usando un vocabulario y una terminología matemática precisa. (MP3, 8)
Yo puedo determinar la razonabilidad de mi respuesta. (MP2)
Solución de Problemas con Razonamiento Adaptativo y Competencia Estratégica
Lo bien que puedes aplicar las estrategias y el razonamiento sólido.
(capacidad de pensamiento lógico, reflexión, explicación y justificación y habilidad para formular, representar y solucionar problemas matemáticos)
Yo puedo seleccionar y utilizar toda la información pertinente para solucionar el problema. (MP2)
Yo puedo determinar una estrategia de solución formando relaciones lógicas entre los conceptos y las situaciones. (MP7, 8)
Yo puedo representar una situación matemáticamente usando modelos. (MP4)
Yo puedo retener y aplicar información y habilidades de las unidades previas para solucionar problemas al lado de los nuevos conceptos. (MP7,8)
Yo puedo hacer conexiones entre varios conceptos matemáticos para solucionar problemas en situaciones desconocidas. (MP7,8)
Yo puedo proseguir cuando me encuentro con conceptos nuevos y difíciles.(MP1)
8th Grade World Languages Information (REPEAT)
Dear Families -
In the month of November, 8th-grade students will participate in the AAPPL (The ACTFL Assessment of Performance toward Proficiency in Languages) assessment to assess their communicative competency with the Spanish language. The purpose of this assessment is three-fold:
1. D96 will collect valuable data that will inform our instruction to continue to enhance our Spanish curriculum and instruction.
2. Stevenson High School will use this proficiency data to make initial recommendations for Spanish coursework when your student is in high school.
3. Students will have the opportunity to have experience with an assessment that can lead them to earn the Seal of Biliteracy on their High School diploma when they are in high school.
Tell me more about the assessment.
Your child’s Spanish Teacher will share the specific assessment schedule. The tasks included in this assessment are similar to tasks we use during our regular instruction and assessment cycle in Spanish classes. The students are asked to engage in interpretive listening and reading tasks. This includes listening or reading authentic Spanish pieces and answering questions, in English, about those pieces based on the language the students already know or context given. Additionally, the students will respond to writing prompts in Spanish utilizing learned language skills. The final piece of the assessment is an interpersonal speaking opportunity in which your child will perform for the classroom teacher and will be scored based on a rubric co-constructed with all Spanish teachers across the consortium (D96, D102, D103, and D125) for consistency of expectations.
When will the test be administered?
Speaking- (in class administration) November 8th, 10th, 14th, 16th, and 20th
Listening and Reading- November 29th from 1:06-2:30
Writing- November 30th from 1:06-2:30
What do students need?
Please make sure your student has headphones.
Please make sure your student has a charged iPad.
How will this information be used to make course recommendations?
Your student’s level of proficiency (interpretive listening and reading as well as writing) as indicated by this assessment combined with an analysis of their interpersonal speaking skills and teacher input will be used to make an initial course recommendation that is optimal for your student. You will receive this information in the mail in late January/early February before needing to select courses at Stevenson. You can find the specific course sequence in this course book. In general, recommendations will be made for the following courses based on this assessment:
- Spanish 2
- Spanish 2-3 Accelerated
- Spanish 3-4 Accelerated
As this is a recommendation, your family will have the opportunity to provide input as you make the final selection for a course should your child choose to continue studying the Spanish language.
What is the Seal of Biliteracy?
The Seal of Biliteracy is intended to recognize students for multilingual skills and is indicated on a student’s high school diploma. Additionally, Illinois universities are obligated to offer college credit to students who have earned the Seal of Biliteracy through meeting the requirements.
For more information about this opportunity, use this link and click on the Seal of Biliteracy Tab.
What if my child would like to participate in a benchmark or placement assessment for a language other than Spanish?
Stevenson also provides individuals with experience in Chinese, French, German, Hebrew, or Latin could take a placement exam to decide if a higher level language course placement would be appropriate for their child. Please visit the Stevenson website for more information and to register for the exam via this link. The deadline to register is Friday, December 8th.
The purpose of the benchmark exam is two-fold:
- As indicated by this assessment, your student's level of proficiency will be used to determine the appropriate level for course recommendation. This information will be mailed in mid-January before Stevenson's Course Selection evenings.
- Course selection data collected in February is crucial to determining appropriate staffing, the number of sections, fiscal decisions, and building the master schedule for the following school year.
Finally, more information is available on this Benchmark FAQ document. For additional questions, please email [email protected].
Click here for the Woodlawn Daily Announcements
Finally, I made my acting debut last Friday night at the Sound of Music musical. It may not have been any good, but it was a lot of fun! I was allowed to step in for one of our students who had a conflict and boy was that an eye-opening experience. I have presented in front of people, but acting was a whole different animal. I had 5 short lines and all I could do was admire our middle schoolers as they rattled off line after line in front of a packed house of family and friends. This solidified my belief that you give children an opportunity and they will shine. Being around these students was electric! They were so positive, wishing each other the best all throughout the show and celebrating the success each other had. I thought being on a sports team was fun, well this rivaled that experience and I am so proud of these students. So much fun!
On another note...
Here are some things (besides my family and friends) that I am thankful for this year…
- When my golf ball hits a tree and it kicks back into the fairway
- When a parking spot opens in the front row on a crowded shopping day
- Found money in a pair of jeans
- The days when the traffic lights cooperate with me
- When my fantasy football team wins by one point
- Vanilla Coke Zero
- The White Sox making smart personnel moves (that is very rare)
- When my neighbor rakes all of his leaves and that night the wind blows all of my leaves onto his yard
Have the best Thanksgiving!