Dwight D. Eisenhower Junior High School
- Number of Students: 589
- Percent Eligible for Free and Reduced Lunch: 31%
- Percent of Limited English Proficient: 9%
- Percent of Special Education: 11%
- White: 30%
- Black: 14%
- Hispanic: 31%
- Asian: 19%
- Native Hawaiian or Other Pacific Islander: 1%
- American Indian or Alaska Native: 2%
- Multiracial: 3%
- Other: 0%
Eisenhower has built, and continues to develop, a Professional Learning Community through the following processes:
All staff is trained in Professional Learning Communities by the DuFours in two-day workshops. This serves as a precursor to the work that staff members do every day in our school. Teachers have one period per day that is dedicated to meeting with their department members. In these meetings, teachers evaluate common formative assessment data and use this information to help them make the appropriate changes to the curriculum to ensure student mastery of the standards.
Each Wednesday is an early-release day for students, allowing additional time for staff to meet in their PLC groups to discuss curriculum and student concerns. All of the junior highs have this time built into their schedules, and the first Wednesday of each month is devoted to job-alike meetings where all of the junior high teachers of a particular subject meet to articulate curriculum.
The staff is trained on the use of Positive Behavior Interventions and Supports (PBIS) and our school has been recognized as a Platinum School in 2013-2014 for our dedication to ensure that our Universal, Tier 2, and Tier 3 systems all effectively support our students.
A Child Study Team (CST) made up of Special Education support personnel as well as administration meets weekly to identify students who may need additional support. This team also analyzes the data of current Special Education and 504 students and ensures that students are making the appropriate growth.
Eisenhower provides co-teaching support in language arts and mathematics for students with IEP and/or ELL needs. Additional Instructional Assistant support is also provided as needed. English Language Learner (EL) students are co-taught in general education language arts classes with the push-in support of dedicated English Language Learner resource teachers. Level 1 and 2 EL students also receive an additional 40 minutes per day of resource foucsed on Sheltered Instruction Observation Protocol (SIOP) strategies.
Mathematics classes are a period and a half (60 minutes) per day. This extended time has allowed for small group guided instruction for all students. Language Arts classes are two periods (80 minutes) per day. This also allows for teachers to work with students in small guided groups to address student literacy needs directly. Students goal set in both classes and revisit these goals several times throughout the school year.
The English-Spanish Dual Language Program allows students in seventh and eighth grade to continue learning a second language during social studies and language classes. These students had been part of a similar program at district elementary schools. In 2006, Eisenhower received the honor of being named an International Spanish Academy. This program is in partnership with the Cervantes Institute of Chicago.
Students who score below the 40th percentile on the MAP test in either Reading or Math are given an additional 40 minute class per day called Math or Reading Acceleration. In these classes, the student-to-teacher ratio is 8 to 1, allowing for close direct instruction focusing on student deficits in literacy and math. These classes take the place of one of the student's elective classes, allowing for the student to receive this additional time in dedicated literacy or math instruction during the school day witout impacting core instruction.
The Language Arts and Mathematics departments meet at the end of each Trimester to discuss the progress of students who are in these Acceleration classes and determine if any students need to either be placed into the classes or removed from them. Staff utilizes a variety of data points to analyze student progress, including MAP, Common Formative Assessments, and classroom performance.
1. Monitoring student learning on a timely basis.
Eisenhower Junior High School evaluates data on a consistent basis. MAP trend data is discussed and utilized in Math and Language Arts classes to help determine appropriate levels for guided math and guided reading groups, respectively. Students also monitor their own learning through goal setting and discussions.
Data Retreats take place after the first implementation of MAP in the Fall and allow time for staff to develop our School Improvement Plan.
2. Creating systems of intervention to provide students with additional time and support for learning.
Students who fall below the 40th percentile in either Reading or Math as measured by the MAP assessment are provided an additional 40-minutes per day of instruction to help solidify understanding of core concepts.These additional classes, referred to as Acceleration classes, occur during the school day and are in addition to the core instruction taking places in the classroom.
Social Emotional/ Behavioral Supports
Universal, Tier II and Tier III groups within our PBIS system provide a foundation to support students at all levels. Students take part in a Check-In/Check-Out (CICO) system as a basic Tier Two intervention. This connects students with a positive adult who will cheer them on to make positive decisions that are safe, respectful, and responsible. Students also have the opportunity to take part in Social/Academic Instructional Groups (SAIG) as an increased intervention if they are not showing progress on CICO. The Tier III interventions include wraparound support, which provides potential outside resources to students and families in need.
3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
Staff at Eisenhower Junior High School have the opportunity to attend both staff development and personal professional development. Each Wednesday, students are released half an hour early to provide a variety of district, building and/or staff development from 2:00PM to 3:15PM.
Within the school day, the schedule provides daily opportunity for both departments and teams to meet. Departments consist of the subjects of language arts, mathematics, social studies, and science, all of which are core subjects, in addition to electives and physical education. The core subjects are organized and lead by Department Chairs. In department meetings, staff members focus on enhancing curriculum and developing lesson plans and common assessments. Special Service Teachers, Bilingual Teachers and Enrichment Teachers are included in either Math or Language Arts Departments. Teams are comprised of staff members from all subject areas. Each team has developed team norms, or guidelines and expectations, which drive team meetings and discussions. The focus of team meetings is to align curriculum with our SMART Goals, and to develop interventions. SMART Goals are developed and aligned with School District 54 Essential Outcomes in each individual subject area. The results of this data collected are used to continually monitor student progress and continue to improve instruction.
Two additional teams at Eisenhower are the School Leadership Team (SLT) and Child Study Team (CST). SLT meets once a month after school and at the summer Data Retreats to develop, monitor and review goals of our School Improvement Plan. Membership is voluntary and represents all subject areas. Staff work together on issues that impact and affect our school. CST meets weekly during school to discuss topics related to special education and interventions. Department Chairs meet monthly with Administration to review SLT notes and department needs.
Opportunities for personal professional development at Eisenhower, and in District 54, are plentiful. Staff has the opportunity to attend district Salary Lane Credit Classes on a variety of education-related topics. Every staff member at Eisenhower has attended the Professional Learning Community training hosted by the DuFours. In addition, all staff has read DuFours’s, Whatever It Takes. The Mentoring Program is also a success within School District 54 and at Eisenhower Junior High School. Veteran staff members pair up with new staff to provide a system of support, advice and guidance. Mentoring peers has proven to be beneficial for both mentee and mentor.
Eisenhower’s exceptional ISAT test scores and continued success are an indication of the staff’s time and dedication to Professional Learning Communities at Eisenhower Junior High School. Eisenhower staff continues to seek progress through their commitment and celebration of our successes.
Additional Achievement Data
Eisenhower Junior High School School Conditional Growth Index
Data Source: NWEA MAP School Conditional Growth Index
According to NWEA, this chart "Translates the School Conditional Growth Index to national percentile rankings for growth. It is meant as a comparison to similar students in NWEA's norms study, not a comparison to one another."
As is evident from the chart above, Eisenhower Junior High School has shown continuous growth as measured by MAP in both Reading and Math over the last three years. The large growth from 2012-2013 to 2013-2014 correlates with an improvement in both the Language Arts and Mathematics curricula. Teachers met District-wide to develop a Framework for instruction in Language Arts and Mathematics. These Task Force meetings allowed our staff to utilize their expertise in order to evaluate resources and tie them to the appropriate standards.
- Presenters at PBIS 2008, 2011 Conferences
- Presenters for District PLC meeting
- Schaumburg Foundation Grants received by various teachers
- Super Grant for Earn and Learn Program awarded from Schaumburg Foundation
- ELL Targeted Assistance Grant 2008-09
- ISBE Academic Improvement 2005-06, 2007-08
- Mayor of Hoffman Estates Proclamation Award
- PBIS Implementing Status
- Staff Awards- monthly
- District 54- 90/90 ISAT Achievement Recognition
- Star Student Recognition Board
- EcoCity Award- Fire Prevention
- Math Counts competition awards
- Young Chemist State Finalist Award
- International Spanish Academy
Chalk-It Up Award
- Art Grand Prize and Second Place winner
- First Place Excellence in Teamwork