STUDENT LEARNING COMPETENCIES
As a result of their total experience as students in our schools, our graduates will be able to

High Student Achievement

  • meet expected standards in academic performance
  • demonstrate authentic application of learning to real life
  • communicate effectively in a variety of ways
  • locate and use information appropriately and effectively
  • use technology effectively and appropriately
  • demonstrate an appreciation of the fine arts
  • solve problems independently and cooperatively
  • think critically and creatively

Character Development/Citizenship

  • demonstrate respect for themselves and others
  • exhibit civic involvement
  • display global awareness and multicultural understanding

Communication and Collaboration

  • demonstrate life management and social skills
  • demonstrate a commitment to personal wellness
  • achieve goals by working cooperatively with others
  • anticipate and constructively react to change

Indicators of Engaged Learning

A central premise guiding program design, curriculum development, lesson planning, instruction, and assessment within the Dubuque Community School District is that students need to be engaged actively in their own learning.

If this belief is to come alive in classrooms across the district, we need to commit to practices which will, in fact, engage both students' minds and hands. The following "engaged learning model" was developed by Barbara Means of SRI International and was first affirmed in the district as we developed our comprehensive technology program using resources available through the North Central Regional Educational Laboratory (Plugging In: Choosing and Using Educational Technology).

This model focuses provides a framework for examining classroom and school-wide practices related to the following variables:

  • children are engaged in authentic and multidisciplinary tasks
  • assessments are based on students' performance of real tasks
  • students participate in interactive modes of instruction ü students work collaboratively
  • students are grouped heterogeneously
  • the teacher is a facilitator in learning
  • students learn through exploration

It is the extent to which each variable is appropriately visible within each classroom that should be assessed using this framework. No classroom will exhibit the highest levels of evidence of all the variables at all times.

Indicators of Engaged Learning

Variable

Indicator of Engaged Learning

Indicator Definition

Vision of Learning

Responsible for learning

Learner involved in setting goals, choosing tasks, developing assessments and standards for the tasks; has big picture of learning and next steps in mind

Strategic

Learner actively develops repertoire of thinking/learning strategies

Energized by learning

Learner is not dependent on rewards from others; has a passion for learning

Collaborative

Learner develops new ideas and understanding in conversations and work with others

Tasks

Authentic

Pertains to real world; may be addressed to personal interest

Challenging

Difficult enough to be interesting but not totally frustrating; usually sustained

Multidisciplinary

Involves integrating disciplines to solve problems and address issues

Assessment

Performance-based

Involving a performance or demonstration, usually for a real audience and real purpose

Generative

Assessments having meaning for learner; maybe produce information, product, service

Seamless and ongoing

Assessment is part of instruction and vice versa; students learn during assessment and are assessed during learning

Equitable

Assessment is culture and gender fair

Instructional Model

Interactive

Teacher responsive to student needs, requests

Generative

Instruction oriented to constructing meaning, providing meaningful activities and experiences

Learning Context

Collaborative

Instruction conceptualizes students as part of learning community; activities are collaborative

Knowledge-building

Learning experiences set up to bring multiple perspectives to solve problems such that each perspective contributes to shared understanding for all; goes beyond brainstorming

Empathetic

Learning environment and experiences set up for valuing diversity and multiple perspectives

Grouping

Heterogeneous

Small groups with persons from different ability levels and backgrounds

Equitable

Small groups organized so that over time all students have challenging learning tasks and experiences

Flexible

Different groups organized for different instructional purposes so each person is a member of different groups; works with different people

Teacher Role

Facilitator

Engages in negotiation; stimulates and monitors discussion and project work but does not control

Guide

Helps students to construct their own meaning by modeling, mediating, explaining when needed, redirecting focus, providing options

Co-learner/co-investigator

Teacher considers self as learner; willing to take risks to explore areas outside his or her expertise; collaborates with other teachers and practicing professionals

Student Roles

Explorer

Students have opportunities to explore new ideas and tools; push the envelope in ideas and research

Cognitive apprentice

Learning is situated in relationship with mentor who coaches students to develop ideas and skills that simulate the role of practicing professionals

Teacher

Students encouraged to teach others in formal and informal contexts

Producer

Students develop products of real use to themselves and others

John Burgart, Education Services 11-1-00

Dubuque Community School District

Curriculum & Instruction Responsibilities, 2002-2003

Program

Contact Name

Phone #

Art

Cheryl Werner

552-3093

Business Education

Brian Howes

552-3090

Early Childhood

Diane Muir

552-5850

English/Language Arts, Secondary

Sue Lansing

552-3081

ESL (English as Second Language)

Susan Meehan

552-3082

Guidance & Counseling

Shirley Horstman

552-3083
Health/Wellness Patrice Lambert 552-3084

Home School/Visit Teacher

Rita Widmeier

552-3095
Technology Jim Puls 552-3049

Mathematics

Chris Nugent

552-3079

Music

Cheryl Werner

552-3093

Physical Education/Wellness

Patrice Lambert

552-3084

Professional Development

Nancy Bradley

552-3037

Professional Mentoring

Brian Howes

552-3090

Reading/Language Arts, Elementary

Sue Lansing

552-3081

Science

Brian Howes

552-3090

Special Education

Lynn Helmke

552-5112

Special Education

Donna Shaw

552-3091

Talented & Gifted

Cheryl Werner

552-3093

World Languages

Susan Meehan

552-3082

Dubuque Students Enroll in College Level Courses while in High School


As part of our commitment to ensure that each student receives an education which provides an appropriate level of support and challenge, the Dubuque Community School District offers the opportunity for advanced high school students to receive college credit while they are still enrolled in our high schools.

Advanced Placement Program®

The Advanced Placement Program (AP) is a College Board-sponsored program which gives high school students an opportunity to take college-level courses and exams, and earn credit, advanced placement, or both for college. Courses are taught by DCSD teachers, who prepare for teaching these advanced courses through special workshops and additional college course work.

Students pay the cost of the examinations which are administered and scored by Educational Testing Services. In our high schools, we currently offer the following AP courses:

  • AP English
  • AP Calculus
  • AP Statistics
  • AP Biology
  • AP U.S. History
  • AP Economics
  • AP Government
  • AP Psychology

 

 
Program Overviews: What students learn and when they learn it

Teaching and Learning

Overview

  • Staff
  • Curriculum Model
  • Academic Standards
  • Benchmark Standards

Program Overviews

Elementary Program Overview

Middle School and High/Middle Level Program Overview

High School Program Overview

Specialized Areas

 

(Audubon Elementary School Photograph by Gary Olsen)

 

 

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