100 North First Street, N-242

Springfield, Illinois 62777-0001


Section 1114, Every Student Succeeds Act

Instructions: This completed template along with all related documentation must be:

  • Approved by the Local Board of Education
  • Signed by the School District Superintendent
  • Kept on file with all Title I records
  • Only send to ISBE if requested


Emily G Johns
Tony Baker
430 Mitchell Drive
Plano, Il 60545
Planning Year:Poverty Rate at Board Approval: 40% Waiver: Y/NLocal Board of Ed. approval date:
2017-1861.46%YesJune 18, 2018
District Name/Number: Plano Community Unit School District #88
Superintendent:Dr. Hector Garcia
Email address:hgarcia@plano88.org

Superintendent’s Signature



Schoolwide Plan Components

  1. Please include the names of the participants in the creation of this plan:
Tony BakerPrincipal
Kevin SwannAssistant Principal
Faith SkinnerInstructional Coach
Pam ReillyInstructional Coach
  1. If applicable, please include a list of State educational agency and local educational agency programs and other Federal programs under subsection (a)(3) that will be consolidated in the schoolwide program:
  2. Conduct a comprehensive needs assessment of the entire school:
    1. Include a copy of the document used to conduct the assessment.
      1. 5ESSENTIALS 2017-18
      2. Culture and Climate Survey 2017-18
    2. Sample available at http://www.cde.state.co.us/FedPrograms/consapp/na.asp.
  3. Describe schoolwide reform strategies in narrative form to include the following:
    1. provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging State academic standards;
    2. use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and
    3. address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.
Part One: Provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging State academic standards:
Emily G. Johns has taken great strides to provide all students with equitable access to educational opportunities and effective school conditions regardless of economic status or cultural diversity. Students are encouraged to challenge themselves to reach their full potential and are provided with support through intervention to meet rigorous State standards. Academic support programs have been developed to meet the needs of diverse learners from minority backgrounds and economically disadvantaged households. Comprehensive services are provided wherever possible to students with SEL needs. Measures are taken to ensure all students have access to education through identification of at those at risk.
Components for a well-rounded instructional program at Emily G. Johns are consistent with District and building initiatives and aligned to six core areas

Aligned and Rigorous Curriculum

  1. Written curriculum that is aligned to standards, contains learning objectives and outcomes, and is supported through resources and materials.
  2. Teachers implement the written curriculum with integrity.
  3. Formative and summative assessment is representative of what students should know and be able to do.
  4. Exposure to college exploration and preparation, career exploration, and vocational education and experience.

Effective Instruction

  1. Professional Development aligned to improvement goals.
  2. Instructional Coaches for mentoring, modeling, instructional strategy support, curriculum development and implementation, and PLC guidance.
  3. Access for all students to resources which support academic achievement including: technology, intervention, and enrichment.

Use of Formative and Summative Assessment and Student Assessment Data

  1. Frequent use of formative assessment data to improve educational outcomes through identification of students at risk or achieving beyond expectations.
  2. Use of data to provide support and enrichment for all students.
  3. Use of ED360

Positive School Climate Focused on Achievement

  1. Frameworks for providing safe, caring, supportive, and positive learning environments for all students are developed, reviewed, and consistently implemented.
  2. Code of Conduct that is clear and enforced fairly, consistently, and equitably across all subgroups.

Effective Leadership

  1. School leaders will develop school improvement plans that are evidence based, equitable, and supportive.
  2. School leaders will embed their work within all aspects of the school, serve as role models, and place student safety, support, and achievement at the forefront of all decision making practices.
  3. School leaders will engage families and community in the learning process.

Family and Community Engagement

  1. Engage families through Parents as Teachers (parenting guidance and support).
  2. Engage families in two-way communication through acknowledgment and responsiveness to the difficulties families may have in participating in the learning process. Schools develop methods which support individual families in communicating with the school.
  3. Engage families and the community in partnerships which support and establish academic goals/targets and plans for improvement in addressing the needs of all students equitably.
  4. Culture/Climate(Parent Advisory Committee) to review how to make school and families more connected.

Part Two: Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education:

Professional Development for Teachers which Support Effective Instructional Practices

Kagan Cooperative Learning Structures: The district makes high quality instruction a priority for all students. Kagan Structures are research-based instructional strategies that improve academic achievement and social outcomes. Teachers throughout the district have been trained in Kagan Cooperative Learning Structures.

Professional Learning Community Training: PLC teams meet weekly with a focus on improving lesson implementation practices, utilization of data to identify and monitor student performance, and to review, revise, and develop intervention and enrichment for individual students.

Curriculum Training: We have provided on site professional development for Journeys, Lucy Calkins, SpringBoard, Guided Reading, Guided Math, and accelerated courses, as well as sending teachers teams to visit other districts who were in full implementation of such curricular programs to observe. Five Instructional Coaches certified in the area of English or math are employed throughout the district to develop instructional practices and provide modeling and coaching. One coach for ELA and one coach for math are “housed” at Emily G. Johns on a daily basis.

Diversity Training: Training is provided to develop culturally sensitive understanding and practices for teachers and students.

Dual Language/Bilingual/ESL

Bilingual Parent Advisory Council (BPAC) meets monthly to engage diverse families in the educational experiences of students. Diverse staff members are engaged in mentorship opportunities with students. Bilingual/Dual Language classrooms are in place and materials in native language are provided for students. Teachers have access to SIOP training and biliteracy training (Biliteracy Conference) hosted in district.

Social Emotional

Second Step, PBIS, Character Counts, and Zones of Regulation are utilized as a social-emotional curriculum for students grades 4-6. Emily G. Johns employs a full-time social worker.


Emily G. Johns is committed to a guaranteed and viable curriculum for all students. Curriculum Trak, a curriculum software program is being implemented as a pilot program for the 2017-18 school year in the area of math, with full implementation in all subject areas for fall of 2018 to ensure curriculum is aligned to standards, identify gaps in the curriculum, and ensure assessments are aligned to what students should know and do.

Stakeholder Partnerships

Emily G. Johns seeks to increase parent involvement and community relations. We currently engage parents in the educational process through BPAC (Bilingual Parent Advisory Council), Performing and Fine Arts events, Curriculum Nights (PT conferences), Extra-curriculars (Intramural sports, activities, and club events), Co-curriculars (academic based events), Special Education Parent Education events, Kendall County Food Pantry (satellite location), Kendall County Food Pantry, YMCA Safe Program, Plano Christian Church Mentor Program, University of Illinois Extension Office, Illinois Math and Science Academy, Kishwaukee Health - School Wellness, Vista Learning, Kendall County Conservation Foundation, and the Kendall County Health Department.

Summer Enrichment Program

Providing opportunities to engage our students in summer enrichment is an essential goal for our school. Extensive community outreach through promotion at school events, phone contact, emails, fliers, and recruitment has been made. Our intensified outreach planning has increased our

summer enrichment enrollment by 44% from the summer of 2016 to this summer, 2017. Access to a robust and engaging summer program provides opportunities for our students to lessen summer gap for students who need support, fosters the opportunity to expand learning opportunities that may not otherwise be provided, and keeps students in in an extended educationally experience.

Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.

Part Three: address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards:

Emily G. Johns works to educate each child from the holistic perspective including meeting students basic needs so children are ready to learn each day and are able to meet rigorous State standards.

At risk populations including those economically disadvantaged and homeless, ESL, and students with disabilities are targeted for at risk program and interventions.

McKinney Vento

Emily G. Johns provided the following services to support enrollment of Homeless Children and Youth:

  1. Emily G. Johns complies with McKinney-Vento law and adheres to the registration guidance as published by the Illinois State Board of Education.
  2. The district Director for Teaching and Learning serves in the role of McKinney Vento Coordinator.
  3. The social worker at Emily G. Johns acts as homeless liaisons to the district appointed McKinney-Vento Coordinator, and work directly with families to identify and remove barriers for students ensuring access to and consistency in education.
  4. Emily G. Johns staff associated with registration/enrollment and service providers who work with homeless families are trained annually in registration/enrollment procedures, confidentiality, resources and supports, and community outreach.

To ensure timely and consistent attendance, transportation services are identified and provided in collaboration with residing district, including transportation by bus/district vehicle, taxi, and/or providing gas cards to and from the student's current housing location. The social worker keeps in direct with homeless families/students to determine if housing changes require changes to transportation arrangements ensuring families/students have support and to maintain consistent attendance patterns preventing a disruption to education.

Emily G. Johns has established connections to many service providers for struggling families on the verge of homelessness, or who are identified as homeless students/families to receive housing/housing plan development, clothing, home goods, food, school supplies, access to reduced cost health care, social-emotional supports, parent education, legal support, employment support, and transportation support including: Carpenter's Homeless Prevention Program (homeless prevention), Transitional Living Community, LIGHT-House (housing), Plano's Closet (clothing), Waubonsee Community College - Comprehensive Resource Center (employment), Breaking Free (substance counseling), Caring Hands Thrift Store (home goods), Kendall County Food Pantry (food), Harvest New Beginnings (food), Kendall Cares (resources/contacts for food, financial assistance, housing, health care, legal services, social services, and substance abuse), support groups (Passages, Griefshare, Spectrum, Rainbows for all God's Children, DivorceCare, and DivorceCare for Kids) lPADS (Public Action To Deliver Shelter (free shelter, food and hospitality), local churches (food and clothing), gas cards (transportation), Tri-County Counseling (affordable counseling), Nandra Family Practice (reduced cost physicals), Hessed House (housing support and plan development, legal services - Hope Legal Clinic and Prairie Legal Services, Leap Program), Kendall County Free Clinic (free medical care)and Parents as Teachers (parent education) to ensure homeless students can come to school each morning ready to learn, without barriers which result in reduced attendance in school, creating disparities in access to an education.

Homeless children are given priority to access community resources where provided.


Students who are free/reduced eligible are provided with resources, school supplies, snacks, lunch/breakfast, and access to summer enrichment programming.

5. Provide any activity information regarding counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

Social EmotionalSecond Step, PBIS, Character Counts, and Zones of Regulation are utilized as a social-emotional curriculum for students grades K-12. A full-time social workers is provided for students grades 4-6.
6. Include any activity information regarding the preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools).
Emily G. Johns promotes post-secondary opportunities through taking 6th grade students on a college visit. In addition each Wednesday of the week is utilized to promote college bound mindsets through a college day.

7. Specify any activity information regarding the implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.).
Emily G. Johns utilizes MAP to assess student growth and attainment for grades 4-6 to identify at risk students. Criteria for students at risk for 4th, 5th, and 6th grade is an attainment score at or below 45th percentile on MAP. Additional measures utilized to determine students at risk include attendance, discipline, formative and summative assessment, student participation, needs assessments (executive functioning academic level, social-emotional), and teacher recommendation.
Emily G. Johns uses the following measures for identification of literacy/reading supports:

MAP Skills, Phonemic Awareness (AIMSweb+ (<26%), Phonics (AIMSweb + (<26%), Journey's Phonics Assessments, Star, Phonics for Reading, Just Words), Fluency (AIMSweb+ (<26%), Cold Read-Hot Read Comparison, Read Naturally, Literacy Tool Kit), Vocabulary (AIMSweb+ (<26%), Running Records, Literacy Tool Kit), Sight Words (Dolch Sight Words Assessment) Comprehension (Running Records, F & P (< 26%), Literacy Tool Kit, Moby Max), Decoding (SRA Corrective Reading), Standardized Assessments (MAP, PARCC), WIST (15-50%)

Emily G. Johns uses the following measures for identification of math supports:

MAP (45%), PARCC (1,2, 3), SAT, AIMSweb+ (<26%)

Emily G Johns employs direct service providers to meet the individual needs of students to meet challenging State academic standards including: Reading Specialists 4-6, Instructional Aides 4-6, teachers endorsed in ESL to support bilingual students and students in the Dual Language program, and bilingual and Dual Language Aides.

Emily G Johns provides individual students (1:1 or 1:6) assistance (frequency and intensity) in meeting the challenging State academic standards within the school setting as follows for grades 4-6:

Intensity: individual/small group, Frequency: 20-60 minutes, 2-5 times per week based on student need.

Emily G. Johns provides individual students assistance in meeting the challenging State academic standards at home as follows:

  1. Emily G. Johns provides students with access to computer-based intervention supports and skills practice at home through the following programs at the high school level: MAP Skills, MobyMax, Khan Academy, FLEX (Flexible Learning Experiences), Plato (Special Education), Reading Assistant, Read Naturally, IXL

Emily G. Johns utilizes the following educational assistance for literacy/reading:

Guided Reading Plus, Just Words, Reading Mastery), Fluency (LLI, Goal Reading, Read Naturally, Literacy Tool Kit), Vocabulary (LLI, Guided Reading Plus, Literacy Tool Kit), Sight Words (LLI) Comprehension (LLI, Guided Reading Plus, QAR, Literacy Tool Kit, Moby Max), Decoding (SRA Corrective Reading), Khan Academy (College Readiness), instructional materials in native language, accommodations/modifications per IEP-504, Zinc (reading comprehension, fluency, and vocabulary development)

Emily G. Johns utilizes the following educational assistance for math:

Moby Max Fact Blaster, IXL, Touch Math, Khan Academy (College Readiness), accommodations/modifications per IEP-504, and MAP Skills.

8. Include any activity information regarding professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects.

Professional LearningEmily G. Johns provides professional learning opportunities for staff via lunch and learns, SIP Days, faculty meetings, team and PLC meetings, and e-courses. Learning sessions are provided by administrators, instructional coaches, staff members, and outside experts. In addition, Emily G. Johns staff participate in district professional learning throughout the school year. Professional learning is aligned to the district mission statement and building SMART Goals with emphasis on student achievement and growth, and support of staff in their growth and contribution to a collaborative and effective professional learning community. Specific professional development will be provided during the 2018-19 school year as follows: standards alignment, creation of quality formative and summative assessment, growth mindset, classroom management and school safety, guided reading and math instruction, cooperative learning strategies, curriculum alignment differentiation for high performing and high ability students, racial bias, PLC, MAP student profile and learning continuum to identify student needs, inner-rater reliability, words their way, extension activities, goal settings, book clubs (book audits, correlating books to curriculum), SpringBoard, SpringBoard formative and summative assessments, SpringBoard Zinc and Demos, and alternatives to formative and summative assessments.
Recruit and Retain Effective Teachers
  1. Emily G. Johns The district identifies highly qualified teachers for all positions including teachers with an endorsement(s) in ESL.
  2. Emily G. Johns hires the best available candidate for each position with efforts to recruit highly qualified, effective, and experienced candidates through participation in recruitment events.
  3. Hiring practices include screening that is open to all participants and applicants. All hiring practices are free from discrimination that could limit access to any participant or applicant based on the following: gender, race, national origin, color, disability, or age. Persons with special needs would not be denied access to participate, apply or access any of the program activities.
  4. Building administrators review applicants and participants to ensure that equity exists in the procedures and practices that lead to accessing program activities, employment opportunities, participation, etc.
  5. Administrators will provide Professional Development opportunities which support instructional improvement that is culturally responsive, assists teachers in acquiring ESL endorsement through professional coursework, and provides resources which support the retention of highly skilled and qualified teachers.
  6. Emily G. Johns works collaboratively with district schools. A rigorous evaluation and professional development plan to support struggling teachers which includes access to Instructional Coaches, mentoring, modeling, and comprehensive professional development as well as administrative support, and collaboration through Professional Learning Communities has been developed.

9. Describe any activity information regarding strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

Does not apply.

THE SCHOOLWIDE PLAN (section 1114)

Any eligible school that desires to operate a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act)


      1. Schoolwide programs may consolidate and use these funds with other Federal, State and local funds to upgrade an entire educational program that serves an eligible school attendance area that is not less than 40 percent of the children are from low-income families, or not less than 40 percent of the children enrolled in the school are from such families.
      1. If a schoolwide program will best serve the needs of the students at the eligible school attendance area (which less than 40 percent of the children are from low-income families, or a school for which less than 40 percent of the children enrolled in the school are from such families) by improving academic achievement and other factors, then that school may receive a waiver from the State educational agency.
    1. GENERAL
      1. Participation in a schoolwide program means a school does not have to identify any children or individuals as eligible or as receiving services provided as supplementary.
      1. A school participating in a schoolwide program can only use these funds to supplement where non-Federal sources may not be available, which includes funds needed to provide services that are required by law for children with disabilities and English learners; in accordance with the method of determination described in section 1118(b)(2).
      1. Please note that the Secretary may exempt schoolwide programs from statutory or regulatory provisions of any other noncompetitive formula grant program administered by the Secretary (other than formula or discretionary grant programs under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), except as provided in section 613(a)(2)(D) of such Act (20 U.S.C. 1413(a)(2)(D))), or any discretionary grant program administered by the Secretary, to support schoolwide programs if the intent and purposes of such other programs are met.
      1. A school that chooses to use funds from such other programs shall not be relieved of the requirements relating to health, safety, civil rights, student and parental participation and involvement, services to private school children, comparability of services, maintenance of effort, uses of Federal funds to supplement, not supplant non-Federal funds (in accordance with the method of determination described in section 1118(b)(2)), or the distribution of funds to State educational agencies or local educational agencies that apply to the receipt of funds from such programs.
    3. RECORDS
      1. Schoolwide schools must maintain records that demonstrate the use of funds from all Federal programs. These records must address the intent and purposes of each of the Federal programs that were consolidated to support the schoolwide program. Separate fiscal accounting records or the identification of specific activities is not required.


The comprehensive plan shall be:

  1. Developed during a one-year period, unless:
    1. the local educational agency determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program; or
    2. the school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section.
  2. Developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;
  3. In effect for the duration of the school’s participation under this part and reviewed and revised, as necessary, by the school.
  4. Available to the local education agency, parents, and the public, and the information contained in such plan shall be in an understandable format.
  5. If appropriate, developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).
  6. Based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency.


A school that operates a schoolwide program under this section may use funds available under this part to establish or enhance preschool programs for children who are under 6 years of age.


The services of a schoolwide program under this section may be delivered by nonprofit or for-profit external providers with expertise in using evidence-based or other effective strategies to improve student achievement.


    1. A secondary school operating a schoolwide program under this section may use funds received under this part to operate dual or concurrent enrollment programs that address the needs of low-achieving secondary school students and those at risk of not meeting the challenging State academic standards.
    1. A school using funds received under this part for a dual or concurrent enrollment program described in paragraph (1) may use such funds for any of the costs associated with such program, including the costs of;
      1. training for teachers, and joint professional development for teachers in collaboration with career and technical educators and educators from institutions of higher education, where appropriate, for the purpose of integrating rigorous academics in such program;
      2. tuition and fees, books, required instructional materials for such program, and innovative delivery methods; and
      3. transportation to and from such program.
    1. Nothing in this subsection shall be construed to impose on any State any requirement or rule regarding dual or concurrent enrollment programs that is inconsistent with State law.