Curriculum and Instruction

Our faculty use a portfolio of curated curricular resources across subjects that are connected across grade levels and school years, enabling students to build upon their learning in prior years.   Educator teams review curricular resources periodically to identify new materials and techniques to incorporate, drawing upon recent advances in education research and wisdom gained through years of teaching.  During institute days, educators learn and refine instructional techniques, explore new curricular resources, and hone their skills in engaging students.   

Within each subject, curricular materials are chosen for their effectiveness in helping a diverse set of students learn new concepts and skills.   Teachers regularly incorporate enrichment materials to further spark student’s curiosity and engagement, striving to make learning  a fun journey.  All curricular materials align with the Illinois Learning Standards, which incorporate the Common Core State Standards, an internally benchmarked framework for what students need to know to compete in the global marketplace.  

At District 90 schools, our vision is for all students to develop as lifelong readers and writers who use their literacy skills to propel them as successful citizens in their communities and beyond. Educators use developmentally-appropriate, evidence-based instructional best practices that value the essential literacy components and support students in achieving the Illinois Learning Standards for reading and writing.   

The Illinois Learning Standards for English Language Arts establish guidelines for literacy incorporating works of fiction and non-fiction as well as across content areas such as history/social studies, science, and technical education. These standards outline skills related to reading, writing, speaking, and listening. Within each of these strands, the standards outline skills by grade level that build across the K-8 curriculum.  

Additionally, the Standards emphasize the importance of providing students with increasingly complex texts by providing a balance of fiction and nonfiction reading.  As students approach upper elementary grade levels, a majority of reading is of nonfiction texts to ensure college and career readiness. Anchor standards for reading include key ideas and details, craft and structure, integration of knowledge and ideas, and a range of reading and level of text complexity. 

From kindergarten through second grade, the Standards are about foundational literacy skills.  Foundational reading skills for emergent and early readers are focused on developing student understanding of concepts of print, the relationships between letters and sounds that include blending sounds together and decoding them into their component parts. These components are an essential part of early literacy instruction to develop proficient readers. Instruction related to these concepts is delivered through direct instructional practices, are explicitly taught, and presented systematically allowing student skills to build from the simple to the complex. Below are some key terms related to foundational literacy skills explained.

Phonemic Awareness - The ability to identify and play with individual sounds in spoken words.

Phonics - Explicit and systematic reading instruction on understanding how letters and groups of letters link to sounds to form letter-sound relationships and spelling patterns.

Fluency - The ability to read words, phrases, and stories correctly with enough speed and expression.

Vocabulary - Know what words mean and how to say and use them correctly.

Comprehension - The ability to understand what you are reading.

Oracy - The development and use of oral communication skills

The Illinois Learning Standards for Writing emphasize skills that include the development of opinions and providing supporting evidence, demonstration of understanding of topics studied, and writing about real or imagined experiences and events. The standards also support an understanding of the purpose for writing across genres, angling writing for specific audiences, and defending a position or an argument to persuade.  Anchor standards for writing include text types and purposes, production and distribution of writing, research to build and present knowledge, and range of writing.

Learn more about the K-8 Illinois Learning Standards for English and Language Arts. 

Learn more about the progresss of the Literacy Curriculum Review underway at D90 Schools. 

Overview of Math and Math Standards 

District 90 science instruction is based on the Next Generation Science Standards (NGSS). The NGSS identifies three distinct and equally important components to build cohesive science learning for K-8 students: Cross-cutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas. The NGSS learning focuses on investigating the presence of a “phenomena” or a problem to  investigate. Students apply their knowledge of science and engineering practices to engage in problem-solving and experimentation to solve real-world problems presented in each science unit of instruction.

Cross-Cutting Concepts explore concepts that are represented within the four domains of science - Physical Science, Life Science, Earth and Space Science, and Engineering Design Concepts include cause and effect; structure and function; systems and systems models; scale and proportion, stability and change; energy and matter; and patterns.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices provide guidance for leading science inquiries to deepen and apply their knowledge of core ideas and cross-cutting concepts.

Disciplinary Core Ideas are key ideas in science that have broad importance within or across multiple science or engineering disciplines. 

Learn more about Illinois Science Standards.  

The District 90 Social Studies curriculum is designed to meet the Illinois Learning Standards for Social Sciences with content and skills building through each grade level. 

The Illinois Learning Standards for Social Science incorporate Disciplinary Skills, that reflect how social scientists engage in their work, and Inquiry Skills.  The interwoven skill sets are intended to provide comprehensive learning experiences for all students. 

The disciplinary concepts are divided into the four core disciplines of social science that include Civics, Geography, Economics and Financial LIteracy, and History.  The Inquiry Skills are composed of four core areas.  These include recognizing perspective and articulating identities, developing questions and planning inquiries, evaluating sources and using evidence, and communicating conclusions and taking informed action.

At the K-5 elementary school level, the learning standards are tied to grade-level themes and aligned to the disciplinary concepts. The grade level themes include:

• Kindergarten: My Social World
• First Grade: Living, Learning, and Working Together
• Second Grade: Families, Neighborhoods, and Communities
• Third Grade: Communities Near and Far
• Fourth Grade: Our State, Our Nation
• Fifth Grade: Our Nation, Our World

The middle school standards are banded by level of complexity rather than grade level to reflect the range of demand in the standards and the varying range of learners in each classroom.

For example, a less complex question is: “Identify different types of citizenship and immigration statuses of individuals in the US and the different rights and roles associated with their status  (e.g. voters, jurors, taxpayers, military, protesters, and office holders).  A more complex question is:  “Evaluate the powers and responsibilities of individuals, political parties, interest groups, and the media; how these have changed over time and the impacts on multiple communities.” 

Learn more about the Standards for Social Science. 

The District 90 Physical Education program teaches all students concepts related to motor-skill development, being part of a team and team leadership skills, what it means to be physically fit, and wellness skills to support a long-term healthy lifestyle. These concepts are integrated into instructional units that support the Illinois State Goals. 

Goals include acquiring movement and motor skills and understanding concepts necessary to engage in moderate to vigorous physical activity while achieving and maintaining a health-enhancing level of physical fitness based upon continual self-assessment.  Students also work to develop skills necessary to become a successful member of a team by working with others during physical activity, and learn about principles of health promotion and the prevention and treatment of illness and injury.  These concepts are scaffolded across the grade levels in ways that respect students’ developmental growth over time and age-appropriateness. 

Student learning is enriched through exploratory subjects from preschool through eighth-grade.  In the elementary schools, students participate in weekly special classes in art, music, library, STEM (Science, Technology, Engineering, and Math), as well as daily physical education.  

In art class, students explore techniques and use their imaginations to develop creative problem solving skills working with a variety of media such as paint, clay, printmaking, and fiber arts while learning about world cultures through visual arts.  In music, students explore voice, body percussion, mallet instruments, untuned percussion, and recorder, experiencing music-making in a group setting.  During Library class, students develop an appreciation of literature, use research tools, study poetry and different genres, learn digital citizenship, and expand their understanding of our diverse world.

The STEAM approach incorporates Art into the broader STEM curriculum (Science, Technology, Engineering, and Math) to integrate important elements of design.  Instruction also involves problem solving, robotics and coding in a hands-on project-based class environment.  

Students also have the opportunity to begin their exposure to world languages through the voluntary extra-curricular FLIP program (Foreign Language Introduction Program), which is organized and facilitated  by the elementary Parent Teacher Organizations.  FLIP classes are scheduled before and after school, and occasionally during lunch if enrollment allows.

In middle school, students rotate through exploratory classes which include art, music, STEM (Science, Technology, Engineering, and Math), Technology, and Communications.  

In Art class, students study the work of designers, painters, sculptors, learn techniques, and then create their own works of art, connecting their work to society, culture and history.  Materials used include charcoal, paints, printmaking, clay, sewing, 3D printers, and more.  In Music, students  create, perform, connect, and respond to music in an active, music-making curriculum with an emphasis on hands-on, ensemble-centered projects, using voice, recorder, xylophone, drums, and guitar.  STEM class includes the engineering design process, hands-on building, coding, and collaborating  in groups, with students utilizing elements  such as the 3D printer and metal parts such as screws, gears, wheels. In fifth grade, students take a Technology class in which they learn how to use the essential platforms and tools for middle school while learning about ways to maintain a balanced and healthy approach to technology use. In Communications class, students learn to articulate their ideas clearly and expressively for different audiences and purposes through speeches, presentations, and group activities.  Students also learn self-management techniques to help lessen stress and anxiety, which are valuable to help students manage apprehension they may have about public speaking.  

In fifth grade, students begin formal study of a world language, with options including Italian, French, or Spanish.  World language study continues through eighth grade.  The world language classes focus on speaking, listening, reading, and writing while learning about the culture.     

 In addition to exploratory classes, students have the opportunity and are encouraged  to explore specific interests and make connections through a wide set of clubs and activities, such as robotics, newspaper club, and sustainability club, and through athletic teams, such as volleyball, track and field, and basketball. 

Social-emotional learning (SEL) is an integral component of teaching and learning and an essential element  for developing collaborative working relationships with grade level peers and adults across the school community. Social-emotional skill development includes skills such as communication, self-regulation, sharing and collaboration, building and maintaining relationships, and responsible decision-making. District 90 uses two programs to support SEL skill development:

Responsive Classroom is utilized to develop inclusive classroom environments where students feel seen, valued, and consider themselves important, contributing members of their classroom community. Responsive Classroom helps students become integral to classroom management, becoming responsible leaders, and collaborative problem-solvers under the guidance of their teacher.  

Second Step is a research-based curriculum incorporated throughout the instructional program at both elementary schools that helps students build positive relationships, manage emotions, and meet goals. 

At Roosevelt Middle School, students participate in a school-wide Advisory Program.  Designed to build strong student–teacher relationships and school community,  students meet weekly in an Advisory group throughout their years at Roosevelt.  During Advisory time, faculty leaders facilitate group discussions and lessons on topics such as growth mindset and goal setting, emotion management, problem solving, recognizing bullying and harassment, and managing relationships and normal social conflict.

The purpose of the English Learner program is to increase English language proficiency through English  Language instruction (EL) to assist students whose home language is other than English to attain language proficiency.  EL instruction includes skill development in the areas of listening, speaking, reading, and writing.

District 90 has a Transitional Program of Instruction (TPI) for its English language learners. This program consists of push-in support within the general education classroom as well as one-on-one support. 

All families completing their initial registration in District 90 are required to complete a Home Language Survey. Based on the survey response, students may be assessed with the WIDA language screener to determine if they qualify for English language support. The families of qualifying students are contacted by a member of the EL team to arrange for additional support services. All students who are deemed qualified for English language support are required to take the ACCESS test each year. Students who attain proficiency based on their ACCESS results will continue to be monitored after they exit the English language learner program. Districts are also able to monitor student Pathway to Proficiency from year-to-year.

District 90 staff work to challenge each child to achieve their best. In elementary schools, students are placed in balanced classrooms of diverse learners. Teachers use differentiated approaches to support the growth of each learner.  This  involves tailoring lessons to meet the varying  interests, needs and strengths of students. Across subjects, District 90 brings educators with expertise together to support student growth.  Teachers and support staff meet regularly to coordinate their instructional approaches for each student.  Children who are ready for enrichment and extensions are provided those, and children in need of extra supports are provided them based upon identified areas for development.  

Roosevelt offers course content acceleration in the areas of English Language Arts and Math.  The enriched Language Arts course called Humanities is offered to students who demonstrate mastery of grade level content in the classroom and on selected assessments. Placement is based upon student performance on the Measures of Academic (MAP) reading test, norm-referenced assessments, and classroom performance.  The accelerated math program, known as ATP, provides math instruction at a faster pace of instruction.  Students are identified for the ATP math program through a combination of assessments including the Silicon Valley Math Initiative Tasks, scores on the Measures of Academic Progress (MAP), and teacher assessment. 

District 90 uses a variety of measures to chart students' educational progress during their academic career. . We use these assessments to determine individual student achievement and instructional needs, curriculum and instruction effectiveness, and how school performance compares to District learning objectives and statewide norms.  Many of the assessments are required by the state; others are implemented by the District to ascertain specific information about student progress.. 

Please keep in mind that no single assessment can provide a full accounting of a child's knowledge, skills and academic progress. Each measure that is used provides one part of the whole picture. Together, assessment data offers valuable patterns and insights to a child’s profile and aid our efforts in guiding progress.

*Aimsweb used as needed for 3-8
**Used as needed in Jan
***for sutdents who qualify as English Language Learners
^used as needed

The mission of District 90 is “Inspire and empower all learners to achieve their personal best.” District 90 strives to support the learning trajectories of all  students through rigorous instruction and appropriate academic challenge. For some students who are in need of higher level instruction, providing access to a curriculum and learning environment aligned to a grade level typically associated with older students is appropriate. 

According to the Illinois State Board of Education (ISBE), “Public Act 100-0421, The Accelerated Placement Act expands services to ALL students, not only those identified as gifted and talented by local policy, who demonstrate high ability and may benefit from accelerated placement. This Act requires the development of a local policy to identify such students through a fair and equitable decision-making and multiple measure assessment process.”

Acceleration requires a high degree of academic readiness. Measurements on standardized tests and classroom-based assessments and teacher observation can provide evidence that a student has mastered the Illinois Learning Standard benchmarks for their currently expected/assigned level. This evidence is required in order to determine if the student is ready for faster-paced or more challenging curricula. Student motivation and social-emotional maturity are also considered important factors in the decision-making process.

This document outilnes additional information regarding the acceleration process that provides definitions of acceleration, describes acceleration criteria for early entrance to kindergarten or first grade, the process through which District 90 makes acceleration decisions, and how parents can determine if their child is eligible. This procedure shall be applied equitably and systematically to all students who are referred for acceleration regardless of race, ethnicity, gender, religion, sexual orientation, gender identity, disability, gifted and talented status, twice-exceptionality, English language proficiency, or socio-economic background. Students who meet the locally determined criteria for participation are eligible to apply.