LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS

DIVISION DEPARTMENT COURSE GLOBAL STUDIES 1. College and Workplace Skills PROPOSAL RATIONALE

Drop

The proposal to drop College & Workplace Skills is due to lack of student interest, with steadily declining enrollment in recent years culminating in no sections running this ear. Eliminating this course may allow students interested in a career in business more opportunities to take other, more relevant courses in this area of study. In an effort to be more consistent with our other course offerings in Business Education, Computer Applications (MOS) will be offered at Level III credit only, with the CR/ NC option remaining. Students who wish to avoid taking a Level III class as it may hurt class rank will continue to have the CR/NC option. In the last two years (four semesters) only one student has taken the class Level IV. As PLCs become more embedded and effective in the department, teachers can use differentiation and enrichment strategies for students who master essential outcomes before others. The proposal to offer NC Keyboarding in both spring and fall semesters is to allow students more opportunities to take this course while at NC. The proposal to add the option of dual credit in Keyboarding with College of DuPage allows students the opportunity to take this course and concurrently receive college credit for the COD course OFTI 1100. The department has a curriculum aligned to that of College of DuPage, and the dual credit contract has been approved. The agreement required no significant changes to the LTHS curriculum, and there is no cost to students for the dual credit.

2. Computer Applications

Level

3. Keyboarding

Credit Scheduling

4. PC Repair & Maintenance A+

Credit

The proposal to add the option of dual credit in PC Repair and Maintenance (A+) with College of Du Page allows students the opportunity to take this course and concurrently receive college credit for the COD courses CIT 1111 and CIT 1112. The department has a curriculum aligned to that of College of Du Page, LTHS and COD have used the same textbook for years, we have met all obligations for dual credit, and the dual credit agreement has been approved by COD. The agreement required no significant changes to the LTHS curriculum, and there is no cost to students for the dual credit.

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE 5. iOS Development (Apple Apps) PROPOSAL RATIONALE

Add

The iOS Development (Apple Apps) course would be a new course offered at LTHS through the Global Studies Division, Business Education Department. Students would learn how to make simple applications that could be distributed through the iTunes environment. The class would cover the following topics: Objective C (the programming language) XCode (the development environment) Cocoa and Cocoa Touch Frameworks Apple developer agreements and distribution process Determining price points and marketing strategies for an Apple iTunes app Half of all US homes own at least one Apple device. With the continued success of Apple products, students interested in pursuing Computer Science as a career should have an opportunity to be introduced to App Development. http://usatoday30.usatoday.com/tech/news/story/2012-03-28/cnbc-survey-apple-productsus-homes/53827254/1 While over 600 universities teaching App Development, relatively few high schools who have taken on this endeavor. Teaching iOS Development (Apple Apps) at Lyons Township High School will further establish LTHS as a premier high school offering the latest in technology education Students will have the opportunity to begin earning income through Apple and iTunes almost immediately, but at the end of the course, they all will have the knowledge to submit their Apps to iTunes, price their Apps, and make money while distributing their Apps for free using the Apple Affiliate Program. http://www.apple.com/itunes/sellcontent/ http://www.apple.com/itunes/affiliates/ Resources Needed to Implement Change: The total cost to implement this course would be $34,440 (assuming all devices were purchased new), plus a summer workshop for one staff member for approximately 25 hours. ($962.00)

APPLIED ARTS 1. Teaching/ECE Internship

Title

The requested curriculum change is for the course titled of Teaching Internship Preschool, to be changed to Early Childhood Education Internship. The rationale for the title change is to bring the course title to the current industry recognized name and eliminate the confusion between this course and the course called Teaching Internship - Elementary. The current course title conflicts with a different ISBE Career and Technical Education (CTE) pathway, Education General, as there is a clear difference in methods and training required for the different career areas (ECE and Elementary Education). This course falls within the ISBE CTE pathway of Early Childhood Education and Teaching. The name changes will directly reflect career pathway sequence within the Education and Teaching, Career Cluster, which assists in securing Perkins and CTEI grant funds for these programs. The requested curriculum changes are course title changes only for Foods and Nutrition, Advanced Foods, and Life Studies. The rationale for the title change is to bring the course titles to current industry recognized names. The current course titles are outdated and do not emphasize the career emphasis of the courses. By making the changes to the titles of these courses students will be provided a simple yet clear descriptor of what the class is as well as the career focus of the course.

2. Foods/Culinary Arts

Title

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE FINE ARTS 1. PhotographyAdvanced PROPOSAL RATIONALE

Prerequisite

The art department would like to add Digital Photo Art as a pre-requisite option for Advanced Photo. The basic photography essential outcomes are taught in both Digital Photo Art and Photography, so a student would be ready for Advanced by taking either course. Many students in the Advanced Photo course are working strictly in the digital format and would be well-prepared by having Digital Photo Art as their pre-requisite. We would like for students to have as many options as feasible to take upper level courses. The art staff proposes a change of the course, Digital Photo Art. Currently it is offered for grades 11 and 12. We would like to offer the course to grades 9-12. This would increase the number of art courses offered to students at South Campus. Currently, there are only seven art classes offered at South Campus. There are 14+ offered to the students at North Campus. Digital Photo Art at South campus would increase the amount of technology offered to those students, a Board and State goal. The skills they learn in Digital Photo Art will carry them further on whatever path they choose and give them techniques that will put their technological base ahead of others. There are many advantages to offering this class at South Campus. This will be an outlet for the techno-savvy students and also will appeal to students who are not interested in the more hands-on classes offered at South for their creative art credit. Todays students love the possibility of using computers, and tomorrows students will be even more advanced and interested in the medium. Also, this course is the pre-requisite for Graphic Design because it is heavily technology-oriented and Digital Photo Art prepares them in the programs used in that course. Graphic Design has had lower enrollment because of this necessary pre-requisite. When surveyed, students have said that they find it difficult to get the pre-requisite done at NC and felt offering it at SC would be helpful. Graphic Design is a career-focused course and an important part of our curriculum. We would propose to have the class be offered only the Fall semester at SC in order to balance the other technology based course, Animation which is offered in the Spring at SC. We would need to purchase 6 classroom DSLR cameras @$500 a piece. We also would need to use the Graphics lab at South Campus, room D122. Resources Needed to Implement Change: We would need 6 DSLR cameras @$500 a piece. We would use D122 for a classroom.

2. Digital Photo Art

Add

LANGUAGE ARTS 1. English IV Global Lit/Rhetoric

Drop Add

Course Title: English IV AP: The Rhetoric of Literature and Language The Language Arts Division proposes to eliminate English IV Global Accel in order to create a capstone AP English course for accel students. After reviewing the data for Accel level and honors students at the sophomore, junior, and senior years in terms of ACT/PSAE scores and unweighted GPA, it is apparent that the majority of Accel students would benefit from the rigor of an AP course in their senior year (See attached handout). In an effort to meet the board goal to increase enrollment in AP courses (I.2.a) and improve the academic performance of students (I.2), we propose the addition of an AP Rhetoric of Literature and Language course as a year-long opportunity to prepare senior level students to sit for the AP Language and Composition Exam in May who did not take English III AP. Students will engage in research synthesis activities, close reading and analysis of various genres of text (fiction, nonfiction, documentary, etc.) to improve their reading, writing and speaking skills through a study of rhetoric. Course Description: The AP Rhetoric of Language and Composition course will provide students with an AP 3

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE PROPOSAL RATIONALE

experience in critical thinking, close reading, and persuasive writing skills. Using a wide range of fiction and non-fiction genres, students will study the art of persuasion, learning about the various methods authors and speakers employ to create arguments for a variety of purposes and audiences. Students will also learn to apply those persuasive strategies to their own writing. In accordance with College Board requirements, upon completion of an AP Language and Composition course, students should be able to analyze and interpret samples of good writing, apply effective strategies and techniques, create and sustain arguments, demonstrate an understanding and mastery of standard written English, write in variety of genres, and move through the stages of the writing process with careful attention to inquiry and research. Students who complete this course will be prepared for and should sit for the AP Language and Composition exam. Evidence to support the rationale (see attached handout) The AP Language and Composition curriculum will be guided by College Board expectations and will be audited by them to ensure its rigor and adherence to college standards for composition courses. Additionally, the course will reflect the enduring understandings and essential outcomes created by the LAD (derived from Common Core Standards and former LAD Standards). Enduring Understandings/Reading 1. Enduring Understanding #1: Students will understand themes or central ideas are developed by specific contextual evidence over the course of the text. 2. Enduring Understanding #2: Students will understand that textual evidence must be used to support analysis of a text. 3. Enduring Understanding #3: Students understand that authors use various methods to develop characters. 4. Enduring Understanding #4: Students will understand the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, and their impact on meaning and tone. 5. Enduring Understanding #5: Students will understand that literary terms are used to help identify and discuss writing style. Enduring Understandings/Writing 1. Enduring Understanding #1: Students will understand that convincing written arguments include precise claims that are supported by effective and relevant evidence. 2. Enduring Understanding #2: Students will understand that employing a variety of literary and/or rhetorical devices can make their writing more artful and persuasive. 3. Enduring Understanding #3: Students will understand that the use of proper grammar and conventions is essential to effective writing. Enduring Understandings/Speaking 1. Enduring Understanding #1: Students will understand that it is important to communicate effectively. 2. Enduring Understanding #2: Students will understand that listening is an active process. 3. Enduring Understanding #3: Students understand that communication can be critically analyzed and evaluated. Enduring Understandings/ Research 1. Enduring Understanding: We want students to understand that locating relevant research and assessing its usefulness will impact the quality of their 4

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
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2. 3.

argument. Enduring Understanding: We want students to understand that representing others work as their own is plagiarism and has serious effects. Enduring Understanding: We want students to understand that synthesizing useful and relevant research is central to defending an argument.

Resources Needed to Implement Change: A. Advanced Placement training for staff B. Summer Workshop Hours for Curriculum Writing (5 teachers/5 hrs. per day/5 days @ $38/hr.) C. Texts/Materials (TBD) 2. English IV Prep World Lit

Level

The Language Arts Division is proposing to change the title and scheduling cycle of English IV Prep: World Literature, which is a semester-long course, in order to create English IV Prep: World Perspectives in Literature, which will be an annual course. World Perspectives in Literature will address two of LTs Board of Education goals: increase student performance on national standardized assessments by reviewing and aligning the curriculum with Common Core State Standards, and increase prep level achievement by focusing on developing assessments that align with the English IV Prep Enduring Understandings and Essential Outcomes. By creating a dynamic, engaging course based on the Common Core Standards, our enduring understandings/essential outcomes, and best instructional practices, students will have an additional option in their senior year to prepare them for college and career. Benefits of an annual course: 1. Students will develop relationships with teachers that span a year. This would be the first annual course since freshman year that English prep students would experience. Students will not lose time instructionally in between semesters because they will know their classmates, the teacher, the routines, and expectations. The transition period will be minimized Teachers will have more opportunity to use formative assessment for learning and engage students in long-term academic goal-setting and meta-cognition that will produce achievement gains and prepare students for college and career readiness. To that end, teachers will have longer-term data from formative assessments in order to develop and refine interventions and develop differentiation. An annual course allows students to more clearly make connections between texts, units and skills studied throughout the year versus seeing the year as divided into two different semesters with a different focus and skill set. Students will have more opportunities to explore text, write, research, present, discuss and create meaning by having more time to explore genres and themes. They will be able to do more comparative analysis of cultures and communities because of the annual nature of the course. An annual course provides more opportunities to delve deeper into the readings and issues facing contemporary societies while framing them in their historical contexts. The Common Core requires that students write routinely over extended time frames. A year long course lends itself to routine writing.

2. 3. 4.

5. 6.

Course Description - English IV Prep: World Perspectives in Literature This course examines universal themes and provides students the opportunity to discover and appreciate diverse value systems through encounters with global fiction, non-fiction, and visual text from the 17th century to the present day. Students will participate in 5

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE PROPOSAL RATIONALE

activities including close reading, writing, research, discussion, and presentation in order to explore how authors wrestle with what it means to be human; how universal forces shape us; how we evolve in the face of psychological, religious, and philosophical struggle; how we experience boundaries and form identity. Students will be assessed with both formal and summative assessments whose tools- such as rubrics- align with the courses expressed enduring understandings and essential outcomes. Objectives of the Course: 1. 2. 3. 4. 5. 6. 7. 8. To explore new worlds and ways of thinking through the power of literature. To synthesize meaning from works of literature, art, and non-fiction in their cultural and historical contexts. To analyze how literary genres give voice to the issues and ideals of various cultures. To increase critical thinking skills by providing more opportunities for analysis, synthesis, and investigation. To provide opportunities for meaningful research that will build skills necessary for college and career. To expand writing skills by engaging in numerous forms of writing: informational, argumentative, and narrative. To foster oral argumentation skills by focusing on discussion. To reinforce and increase presentation skills

Assessments: Students will be assessed via formative and summative assessments. The former will include papers/projects, tests/quizzes, discussions/presentations, and the final exam for each semester. Resources Needed to Implement Change: 1. Summer Workshop 2014 for teaching team in order to develop course (3-5 teachers. Cost: 125 hours x hourly wage) 2. Texts/Materials (TBD) 3. English IV Prep The Literacy Tradition of Comedy

Add

1.

The Language Arts Division is proposing an additional course offering at the senior prep level entitled English IV Prep Literature: The Literary Tradition of Comedy. This semester long course will offer an exciting third option for students who wish to continue with the current IV Prep framework of selecting two semester-long courses instead of the proposed annual option of World Perspectives in Literature. This course will address three of LTs Board of Education goals: I.2. Increase student academic performance through alignment with Common Core State Standards; I. 3. Expand and enhance the use of data tools to pull useful data from our information systems to drive actions and improve student achievement; I.2.a. Increase prep level achievement by focusing on developing assessments that align with the English IV Prep Enduring Understandings and Essential Outcomes. By creating a course centered around important, nuanced, challenging yet light-hearted texts, this class will provide students with an exciting new opportunity in their senior year that implements Common Core Standards, our enduring understandings/essential outcomes, and best instructional practices. English IV Prep Enduring Understandings and Essential Outcomes: Derived from the Common Core Standards and the Language Arts Standards Our enduring understandings and essential outcomes were developed with the prep student in mind. They represent learning outcomes through which all students at 6

2.

3.

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE PROPOSAL RATIONALE

the prep level are assessed. These outcomes are measured with formative and summative assessments. Enduring Understandings and Essential Outcomes: Reading 4. Enduring Understanding #1: Students will understand themes or central ideas are developed by specific contextual evidence over the course of the text. 5. Enduring Understanding #2: Students will understand that textual evidence must be used to support analysis of a text. 6. Enduring Understanding #3: Students understand that authors use various methods to develop characters. 7. Enduring Understanding #4: Students will understand the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, and their impact on meaning and tone. 8. Enduring Understanding #5: Students will understand that literary terms are used to help identify and discuss writing style. Enduring Understandings and Essential Outcomes: Writing 1. Enduring Understanding #1: Students will understand that convincing written arguments include precise claims that are supported by effective and relevant evidence. 2. Enduring Understanding #2: Students will understand that employing a variety of literary and/or rhetorical devices can make their writing more artful and persuasive. 3. Enduring Understanding #3: Students will understand that the use of proper grammar and conventions is essential to effective writing. Enduring Understandings and Essential Outcomes: Speaking/Listening Enduring Understanding #1: Students will understand that it is important to communicate effectively. 2. Enduring Understanding #2: Students will understand that listening is an active process. 3. Enduring Understanding #3: Students understand that communication can be critically analyzed and evaluated. Enduring Understandings and Essential Outcomes: Research 1. 2. 3. 4. Enduring Understanding #1: Students will understand that locating relevant research and assessing its usefulness will impact the quality of their argument. Enduring Understanding #2: Students will understand that representing others work as their own is plagiarism and has serious effects. Enduring Understanding #3: Students will understand that synthesizing useful and relevant research is central to defending an argument. Recently, 564 accel and prep level seniors were given a survey inquiring about choice of topic for an English course, if they could take one more at LT. 489 students responded. 45% of respondents (222 students) chose an option based on the study of humor as their first choice and an additional 23% (112 students) cited it as their second choice. Overall, 68% of students would choose this class for one of their semester options (they have to pick two). Increasingly, many students and parents have expressed concern over the subject matter and tone of many texts studied throughout their four years of English, citing that they feel they are too dark. For some students, this is not just a matter of preference but speaks to their social/emotional requirements. This course would allow students to have a solid language arts experience approached through a different lens. Humor is not just about laughter; it is an important tool to criticize through satire, persuade through a smile, and illuminate through observation. Understanding and producing pieces of humor require the higher level thinking skills we want to foster in our students, and it achieves that development through a tone that is engaging and uplifting. 7 1.

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
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5.

6.

Students will explore humor through nonfiction: essays, satirical news, biographies, and articles; through fiction: drama, short stories, and a novel; and visual texts: cartoons, advertisements, and comic performance. Students will be assessed through formative and summative measures. Examples of summative assessments include: selected response tests, analytical essays, creative writing/visual pieces. Differentiation by student interest will be taken into account to build on student strengths. Course does not change academic ability levels.

Resources Needed to Implement Change: 1. Summer Workshop 2014 for teaching team in order to develop course (2-3 teachers. Cost: 5 days/5 hrs. per day/$38 per hr. 2. Texts/Materials (TBD) 4. Improv & Mime

Scheduling Cycle

Currently, Improvisation and Mime is offered in the spring semester only. Each year, students sign up for the course and multiple sections are created. The Associate Principal, Kevin Brown, inevitably has to balance these sections each year by shifting half of them to first semester in order to accommodate students schedules. This proposal simply adds a fall course number to a course that runs at that time each year.

MATH/SCIENCE 1. Physics Accel/AP

Drop Add

Physics Accelerated is in the process of procuring a new textbook for the 2014-15 school year. The new textbook is Physics 8th Edition (AP Edition) by Giancoli. This textbook is already approved for Physics 1 AP, so the textbooks, teacher solution manuals, etc are already budgeted. The majority of the AP Physics 1curriculum is currently covered in physics Accel. However, new curriculum on rotational mechanics will require some new lab equipment. No resources are needed for software, hardware, consultants, or facilities. Summer workshop time would be requested to align AP curriculum with Accel curriculum. It is also suggested that several teachers attend a College Board Physics 1 workshop since the curriculum and tests will be new in 2014. The College Board has recently (beginning fall 2014) revised its Physics B - AP curriculum into two separate year-long courses; Physics 1 AP and Physics 2 AP. A board goal is to increase the proportion of graduates who take an AP course by the class of 2017. This proposal will allow students to take an AP science course as a sophomore or junior. Physics 1 AP will address the District standards/expectations for academic levels found on page 12 & 135 of the Academic Program Guide Our current Physics Accelerated curriculum closely matches that of the Physics 1 AP curriculum so there will be few changes in the course, department/division and District standards. This course is the first semester of non-calculus college physics spread over two semesters. It is an algebra-based course (as opposed to calculus-based for Physics C AP). Students with interest in engineering, physical science, or medicine will be encouraged to take Physics C AP after completion of Physics 1 AP because the former is a calculus based course and equivalent to two college semesters. Physics C AP credit is also accepted by more universities. Assessments and final exams will be written to reflect enduring understandings as stated by the College Board. In addition, they will be written in such a way as to prepare our students for the AP Examination in May. This course will replace the accelerated physic course. Students will either take 8

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE PROPOSAL RATIONALE

Physics 1 AP (Level 5) or Physics Prep (Level 3). This course will also be offered at South Campus for the 20+ students who take chemistry accelerated in summer school or are accelerated in their math program.

Resources Needed to Implement Change: Physics Accelerated is in the process of procuring a new textbook for the 2014-15 school year. The new textbook is Physics 8th Edition (AP Edition) by Giancoli. This textbook is already approved for Physics 1 AP, so the textbooks, teacher solution manuals, etc are already budgeted. The majority of the AP Physics 1curriculum is currently covered in physics Accel. However, new curriculum on rotational mechanics will require some new lab equipment. No resources are needed for software, hardware, consultants, or facilities. Summer workshop time would be requested to align AP curriculum with Accel curriculum. It is also suggested that several teachers attend a College Board Physics 1 workshop since the curriculum and tests will be new in 2014. 2. PreCalc Honors

Other

SPECIAL ED 1. L.I.F.E. P.E.

Currently sophomores that are double accelerated must commute to North Campus during 1st or 10th period to take the PreCalculus Honors courses. With the commute, the students enrolled in this course lose valuable instruction time. It is proposed that we offer this course at South Campus so that these students do not have to commute. There is a commuting teacher who has been teaching this class for two years that would stay full-time at South Campus to teach this course along with her other courses. There are currently 15 students that this would affect during the 2014-15 school year and 28 students in the 2015-16 school year.

Title

Currently students in the self-contained section of the LTHS Transition Program register for the L.I.F.E Physical Education class as part of their day. The students in the self-contained section of the Transition Program are expected to have received their Certificate of Completion and are working toward meeting their transition goals. Self-contained transition students should take a class that accurately reflects the ISBE transition standard for Recreation and Leisure. At this time the Transition Program proposes that the title of their section of physical education change to Transition Physical Education. The APG would list the course as follows: Transition Physical Education The Transition Physical Education class is offered to transition-age students (ages 18-22) of various ability levels. The expectation for this class is that students will have obtained their Certificate of Completion. Transition Physical Education focuses on appropriate recreation/leisure, health, life skills and community based physical activities. This class will visit the community for recreation two times per week. It is the goal of Transition Physical Education to promote the meaningful practice and application of a full spectrum of recreation/leisure activities that are present in the adult world. Students will be exposed to a healthier lifestyle which includes a well-balanced diet and options for achieving and maintaining a healthy weight. This curriculum change proposal comes through the PLC process. It is meant to address Board of Education goals I.1 to monitor student achievement and impact performance levels through targeted initiatives developed by the framework of PLCs and I.3 Expand and enhance the use of data tools to pull useful data from our information systems to drive actions in improve student achievement. To achieve these goals the Transition Physical Education class will focus on the use of formative assessment to drive instruction and improve individual student outcomes for both the ISBE and special education department 9

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
DIVISION DEPARTMENT COURSE PROPOSAL RATIONALE

standards for recreation and leisure. Resources Needed to Implement Change: Curriculum map will be reviewed and revised. Van usage will be coordinated with other LIFE/Transition programs. 2. L.I.F.E. & Work Skills I

Title Credit Other

There are currently three classes in the LTHS LIFE Program which address adult living and work skills. We are requesting to reduce the three classes to two classes. The current LIFE Skills I, II and Life Work Experience focus on the enhancement of the skills necessary to increase independence in the adult world. The proposed course of LIFE and Work Skills I will integrate Common Core Curriculum standards in the areas of mathematics, reading, social studies, and science. Emphasis will be placed on behavior, communication, community, grooming, self-awareness, health, money, recreation, safety, socialization, time, weather, and other relevant topics. The Vocational Coordinator will coordinate, facilitate and supervise pre-vocational skills and work training opportunities on campus. The proposed LIFE & Work Skills I course equivalency is as follows: -Freshman year World History (1.0) and either a practical art, creative art, or general elective credit (1.0) for students whose unique needs may preclude them from taking coursework outside the LIFE program. -Sophomore year Drivers Education and Social Studies elective (1.0) and either a practical art, creative art, or general elective credit (1.0) for students whose unique needs may preclude them from taking coursework outside the LIFE program.* * LIFE students are encouraged to take practical and creative arts classes outside of the LIFE program. The severity of the disabilities of some students may preclude their ability to earn credits outside of LIFE coursework. This curriculum change proposal meets the district goal to improve academic achievement through providing a sequenced set of activities that coordinates with post-secondary career pathways. Students will be individually assessed in relation to their IEP goals. Assessments will include quarterly updates.

3. Life Work Experiences/Life Skills II

Combine Courses Title

The LTHS LIFE Program currently offers the LIFE Skills II and the LIFE Work Experiences classes. These classes have required a two period time block and an internal A/B scheduling format to provide off-campus opportunities. Hierarchical skill sets within the course provide instruction in pre-vocational and site-specific vocational skills. To allow for greater flexibility in daily programming, the LIFE team proposes to combine LIFE Skills II and LIFE Work Experiences into a two-period, two- credit annual course. The course will be entitled LIFE & Work Skills II. The proposed LIFE & Work Skills II course equivalency is as follows: -Juniors/11th grade: US History (1.0) and either a practical art, creative art, or general elective credit (1.0) for students whose unique needs may preclude them from taking coursework outside the LIFE program. - Seniors/12th grade: Consumer Economics (.5) and either a practical art, creative art, or general elective credit(s) (1.5) for students whose unique needs may preclude them from taking coursework outside the LIFE program.* * LIFE students are encouraged to take practical and creative arts classes outside of the LIFE program. However, the severity of the disabilities of some students may preclude 10

LYONS TOWNSHIP HIGH SCHOOL DISTRICT 204 2014-2015 CURRICULUM CHANGE PROPOSALS
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their ability to earn those credits outside of LIFE coursework. This curriculum change proposal meets the district goal to improve academic achievement through providing a sequenced set of activities that coordinates with post-secondary career pathways. Students will be individually assessed in relation to their IEP goals. Assessments will include quarterly updates. 4. L.I.F.E./Transition Home Living

Title Grade Level

Currently students in the self-contained section of the LTHS Transition Program register for the L.I.F.E Home Living class as part of their day. The students in the self-contained section of the Transition Program are expected to have received their Certificate of Completion and are working toward meeting their transition goals. In such, self-contained transition students should be taking a class with a title that accurately reflects the transitional focus of their studies. At this time the Transition Program proposes that the title of their section of home living be changed to Transition Home Living. The APG would list the course as follows: Transition Home Living The Transition Home Living class is offered to transition-age students (ages 18-22) of various ability levels. The expectation for this class is that students will have obtained their Certificate of Completion. Transition Home Living focuses on further enhancing independence in kitchen safety, meal planning/preparation, and the use of small household appliances in authentic settings. It is the goal of Transition Home Living to promote the meaningful practice and application of domestic living as it exists in the adult world. Twice weekly students will practice home living skills at the Transition House. Students will leave the Transition Home Living program with a better understanding of the expectations and requirements of functional adult living. This curriculum change proposal comes through the PLC process. It is meant to address Board of Education goals I.1 to monitor student achievement and impact performance levels through targeted initiatives developed by the framework of PLCs and I.3 Expand and enhance the use of data tools to pull useful data from our information systems to drive actions in improve student achievement. To achieve these goals the Transition Home Living class will focus on the use of formative assessment to drive instruction and improve student outcomes for independent living.

11