Teaching & Learning

At District 63, our rigorous, comprehensive system of curriculum, instruction, and assessment fosters academic success. Students receive instruction in the fundamental knowledge and skills necessary to prepare them to be college and career-ready.  

• Through reading, writing, speaking and listening, and language our students demonstrate independence, build strong content knowledge, and use technology and digital media.
• In mathematics, students develop a set of math practices including the ability to reason abstractly and quantitatively, make sense of problems, and persevere in solving them.
• Essential concepts and knowledge of our world are taught through social studies and science programs. Social studies and science instruction is facilitated through an inquiry approach and focuses on geography, economics, history, political systems, and human behavior. Science emphasizes important concepts of life, physical, earth, and environmental sciences.
• The health curriculum provides students with essential information about physical wellness and encourages good health practices. Topics include public health, human growth, and being wise health consumers. The drug education component teaches students about substance abuse and how to deal with peer pressure related to drug use.
• Students use technology to learn about their world and to use communication skills. In addition to book collections, each school's library/learning center has computers and telecommunications resources. All students use educational computer programs in the library and classroom to enhance their learning.
• Students participate in comprehensive art, music, and physical education programs. The art and music programs stress production, but also include art and music history. Physical education focuses on physical fitness, team sports, lifetime health activities, and physical skills.
• District 63 recognizes its racial and cultural diversity as one of its strengths. Our Bilingual/English as a Second Language (ESL) Program provides extensive opportunities for students to receive support as they become proficient in two or more languages. 
• Electives include instrumental music in grades 4-8; at Gemini (grades 6, 7-8), students have access to Spanish, music/drama, and life skills management courses. These programs give students opportunities to explore, develop, and use specific talents and abilities.

The Common Core State Standards (CCSS) are a set of English language arts and mathematics standards developed by state leaders, including governors and state commissioners of education, in response to concerns about the rigor of K-12 education in the United States. They are designed to ensure that students graduating from high school are career and college-ready, and that parents, teachers, and students clearly understand what is expected of them.   The CCSS have been adopted by 45 states, four territories, the District of Columbia, and the Department of Defense Education Activity. Here in Illinois, they replace the former Illinois Learning Standards in these subjects (although state learning standards for other subjects remain in place - see below). Find out more about the CCSS.   How does instruction in District 63 reflect the CCSS?

In English language arts, instruction now focuses on:

• Building knowledge through content-rich nonfiction and informational texts.
• Using evidence from texts to present careful analyses, well-defended claims, and clear information.
• Regular practice with complex text and its academic vocabulary. 

In mathematics, instruction has shifted to:

• Focusing deeply on only those concepts emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to solve complex problems.
• Coherence, encouraging students to think across grades and link to major topics within grades. In other words, each standard should not be viewed as a new event, but as an extension of previous learning.
• Rigor: Students are required to demonstrate conceptual understanding, procedural skill and fluency, and application with intensity.

How does District 63 measure students’ mastery of the CCSS?
Students are assessed through a number of tests; beginning in the 2018-2019 school year, the new Illinois Assessment of Readiness takes place each spring.

What about subjects other than English language arts and mathematics? 
The Illinois Learning Standards . . .    As noted above, District 63 curriculum, instruction, and assessment are aligned to Illinois Learning Standards, which incorporate CCSS standards for English language arts and mathematics, Next Generation Science Standards (NGSS), social studies standards, and other subjects. Find out more about the Illinois Learning Standards.

Standards-based instruction is instruction for student mastery of a set of standards. It is an ongoing teaching and learning cycle that ensures all students have opportunities to maximize their learning. The Illinois State Board of Education requires all public schools to use new, more rigorous standards for all students. These include the Common Core State Standards for English language arts and math and the Next Generation Science Standards. In addition to these new standards, schools are still responsible for previously adopted social studies, fine arts, and physical education standards.  

You may hear or read information questioning the use of standards. Standards are not new to Illinois schools. So, just what are standards?  

In grades 3-8, students are assessed on the Common Core State Standards in English language arts and math. This assessment is the Illinois Assessment of Readiness.   Standards are part of a larger system that includes three essential components.

These components work together to maximize student learning.    

Curriculum: In all areas of learning, our curriculum determines what a student should know, understand, and be able to do at a given grade level or within a given course. Standards define these curricula and ensure that all students have an opportunity to learn.  

Instruction: This is how we teach the curriculum, or the standards, and includes the textbook and materials used in our schools and the strategies and methods we use to support learning for all students.  

Assessment: We assess students to determine how well students have learned what was taught. Assessments include quizzes, tests, projects, teacher observation of student work, and state and national assessments. In addition to local assessments designed within our district, our students are assessed using the Measures of Academic Progress (MAP) in grades K-8.

What is “standards-based grading?” How is it different than traditional grading?
Standards-based grading evaluates academic progress as measured against Common Core, state, and national standards. Instead of rating a student’s ability to complete a given assignment (on the traditional A-F scale), it provides information about a student’s progress toward specific learning standards.

Unlike traditional grading, the system uses a numerical proficiency scale.  Whereas you will find the proficiency scale - and a descriptor for each level - on the report card, below is a brief description of how progress is reported at the grades K-5 and 6-8 levels:

Grades K-5: The teacher assigns a proficiency level from 1-4 for each learning area to indicate a student’s progress toward a standard. Because standards-based grading is based on an expectation of growth, a “1” or “2” early in the year does not indicate poor performance (a “1” doesn’t equal a “D,” and a “4” doesn’t equal an “A”). Instead, it measures where that student is in mastering a learning standard. Students are not expected to understand every subject when they begin the year - after all, that’s why they come to school! The final numbers, near the end of the year, are what matter. 

Grades 6-8: For each learning area, the teacher assigns a proficiency level from 1-4 to indicate a student's progress toward a standard.  To provide even more clarity at the middle school level, students may receive ".5" scores - to indicate performance in between levels - on assignments and as final grades (e.g., a "2.5" score may be given to indicate a student's performance between a "2" and a "3" on a particular standard).  Because standards-based grading is based on an expectation of growth, a "1" or "2" early in the year does not indicate poor performance (a "1" doesn't equal a "D," and a "4" doesn't equal an "A").  Instead, it measures where that student is in terms of mastering a learning standard.  Students are not expected to understand every subject when they begin the year - after all, that's why they come to school!  The final numbers, near the end of the year, are what matter.

Why is District 63 using standards-based grading?
Because Common Core emphasizes standards-based instruction, the state is encouraging districts to move toward standards-based grading, which better reflects this new emphasis.

We also believe standards-based learning can lead to better educational outcomes. Unlike most industrialized countries, U.S. education focuses on a wide range of topics, covered with minimal depth—standards—based instruction shifts to providing more opportunity for depth of learning, versus breadth of learning.

Does standards-based grading accurately reflect my child’s work/achievement?
Yes. Traditional grading computes how well a student did on a specific assignment (a math test, a paper, a lab). Standards-based instruction begins by designing assignments based on standards. Thus, the student can be graded in a way that reflects their progress toward meeting that standard, not just on how well s/he did on a specific test.

It’s also important to remember that any report card is only one communication tool regarding your child’s progress. Others include parent/teacher conferences, our Parent Portal, ongoing teacher interaction, and more. Ideally, nothing on your child’s report card should be a surprise.

Maine East does not use standards-based grading. How will the high school know where to place my child (honors, AP, etc.)?
Maine East does not use report cards for placement. Instead, it uses 7th-and 8th-grade MAP scores in English, language arts, and math. Other factors include junior high teacher recommendations, the 8th-grade math placement test, attendance records, and disciplinary referrals.

Are other districts using this system?
Yes. Many districts throughout Illinois use standards-based grading, and there are many other districts throughout the country following suit. The Illinois State Board of Education encourages all districts to move in this direction.

If that’s true, why aren’t all districts already using standards-based grading?
Transitioning can take time, and other districts make their own decisions. But we believe that standards-based grading provides parents with the best information about what their child is learning - and how they are learning it.

What kind of teacher/parent feedback did the District use in deciding to shift to standards-based grading?
Teacher input was gathered throughout the process, and the group that developed the report card included teachers from all District schools and grades, including special education and ESL. In the spring of 2013, the District held a series of parent focus groups to gather additional feedback. Parents from every school attended and were very positive about the change. Finally, the District Board of Education approved the change at its March 2014 meeting.

What should I do if I feel the grading system isn’t accurately reflecting my child’s progress?
Remember that any report card is only one communication tool regarding your child’s progress. But if you have concerns, your first stop should always be your child’s teacher. If you feel you need additional support, the school administrators are there for you -- and, finally, if you think your concerns are not being addressed, contact the District 63 office.

Below are links to standards specific to each grade level.  Click on a grade to access the document. For additional information about instructional mandates, visit the Illinois State Board of Education Standards and Courses page.  

Each year, the Illinois State Board of Education (ISBE) releases a "School Report Card" that outlines performance on a range of indicators for each school, district, and the state itself. The Report Card displays information on student characteristics and performance.

Access ISBE's online, interactive tool to explore a wide range of District and school performance data on the Illinois Report Card website.

District 63's mission is "Empowering All Students to Succeed in a Changing World." Achieving this mission requires:

• Meeting the needs of every student through the alignment of curriculum, instruction, and assessment within an integrated, differentiated system.
• A safe school environment with behavioral expectations for all students.

To meet these goals -- and to improve academic and behavioral outcomes for all students --  District 63 uses a Multi-Tiered System of Support (MTSS). MTSS is a decision-making framework that supports quality Core Instruction through data collection and data analysis for all children.
 

MTSS consists of: 

• • • • • Data monitoring and analysis
        • Systematic problem solving
        • Tiered system of support

    Data Monitoring and Analysis 

• All students K-8 are screened three times each year with in literacy, students in grades 3-8 are also screened in math.

• All students K-8 are screened for internalizing and externalizing behavior risks three times per year as well.

• Data from these screening instruments are reviewed by grade level teams to determine instructional needs.

• Evidence-based curriculum and instruction is provided for all students.

• Interventions are provided for identified students, for both academic and behavioral needs.

• Progress monitoring data is collected and used to guide academic and behavioral instructional decisions.

 Systematic Problem Solving 

• Team-based processes support diverse students learning strengths.

• Observations of student academic and behavioral concerns are examined to determine the root cause.

• Decisions are made based on academic and behavioral data.

• Plans are developed, implemented, and monitored.

Tiered System of Support 

• Multiple supports within the general education classroom support differentiated and accelerated learning

• Supports are provided in the areas of academic, behavioral, and social emotional learning. 

  The Parent's Role

• Parents are an important member of their child’s educational team.

• Family involvement has a positive impact on student behavior.

• When students feel support from both home and school, they are more self-confident do better in school. 

• Communicate with your child’s teacher frequently.

• Stay informed by attending Open House and Parent Teacher Conferences.

• Your child’s teacher may also ask you for additional information

• At any time, you can contact your child’s teacher to ask about your child’s progress

• Talk to your child about school and let your child know that you support his/her efforts.

• You can also ask for ways to help your child at home.

For more information, contact your student's school or the East Maine District 63 Office of Teaching and Learning

The Illinois Assessment of Readiness (IAR) is the state assessment and accountability measure for Illinois students enrolled in a public school district. Annually, the IAR assesses the New Illinois Learning Standards, incorporating the Common Core, and is administered in English language arts and mathematics to all students in grades 3-8.​

The Illinois Assessment of Readiness Parent Portal is now available for parents/guardians. The Parent Portal provides parents and guardians online access to their child’s performance on the IAR test for English Language Arts/Literacy and Mathematics. The IAR Parent Portal User Guide is available. It has information on creating an account, logging in to the account, and adding claim codes to access student score reports and videos of ISRs. The portal will also allow parents/guardians to track their student’s scores from year to year, beginning with the spring 2021 results. The unique access code can be found on each student's Individual Score Report (ISR).

Parent Portal Resources:

• IAR Family Portal - The IAR Family Portal is expected to become available for use at the end of October 2025.
• IAR Parent Portal User Guide 

Quick Links on the Illinois Assessment of Readiness (IAR):

• Impact of Participation in the IAR
• Understanding Comparability

Assessment Inventory Results Tracker

Information from the Illinois State Board of Education is available as a tool for schools and districts to track results from the ​Assessment Inventory.