Learning & Assessment Services
District 109 believes in the practice of differentiation for all students. Differentiation is an instructional philosophy and practice that includes modifying product, process, content, and learning environment based upon student interest, student readiness, and individual student profiles. Some examples of classroom differentiation may include:
- Choice Menus
- Independent Study
- Learning Contracts
- Tiered Assignments/Products
- Guided Reading Groups
- Flexible Grouping
- Literature Circles
- Questioning Techniques
- Socratic Seminars
If you have questions, please contact:
Assistant Superintendent of Curriculum & Instruction
(847) 945-1844 x7237
The following resources provide more insight into the benefits of standards-based grading in District 109:
How We Use Assessments
District 109 uses assessments to gather information about student learning that will inform instructional decisions. We give some assessments frequently to help us decide what comes next within lessons, when to reteach topics, or to diagnose problems. These assessments are called formative assessments; they are formal and informal processes teachers and students use to gather evidence to improving learning.
We give other assessments periodically, and use this information accumulated over time to determine how much learning has occurred. We use the results of these assessments when assigning progress report grades or identifying students for special services. Less frequent assessments, such as state-mandated standardized tests, are used to inform the community about the efficacy of school programs or to decide whether to continue or discontinue a particular program. These are examples of summative assessments, which provide evidence of student achievement for the purpose of making a judgement about student competence or program effectiveness.
The more information we have about individual student learning, the better we can adjust instruction to ensure that all students continue to achieve.