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Part I

Question One: Please describe the measures the district will take to monitor student progress in meeting the challenging State academic standards.

Part A: Please Describe the well-rounded instructional program to meet the academic needs of all students and how the district will develop and implement this program.

The district continues to take 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 are in place to meet the needs of diverse learners from minority backgrounds and economically disadvantaged households. Comprehensive services are provided where ever possible to students with SEL needs. Measures are taken to ensure all students have access to supported learning through the identification of at those at risk, and identification of those who need enrichment. The district and Plano High School worked with the John Hopkins during the 2017-18 school year through the IL-Empower Pilot to support the identification of systems which identify students at risk (Early Warning System) and supports the development of staff and leadership in moving towards a more collaborative approach to utilization of data and intervention collectively to close gaps in achievement for students at the high school level.

Components for the District's Well-rounded Instructional Program are Aligned to Six Core Areas

  1. 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.
  2. 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 including summer programming in STEM, Arts, Theatre, Computers, Technology, Music, Advanced Placement, Credit Recovery.)
  3. 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
  4. 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.
  5. 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.
  6. 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.

Part B: What measures does the district take to use and create the identification criteria for students at risk of failure? Please list.

District Measures Taken to Identify Students at Risk:

  1. The District utilizes Ages and Stages Questionnaire (ASQ) and the PFA Screening Tool to identify at risk students in Preschool.
  2. The District utilizes MPG/MAP to assess student growth and attainment for grades K-8 to identify at risk students.
  3. The District utilizes course pass rate to identify at risk students grades 9-12.

District Identification Criteria for Students at Risk

  1. The district identifies at risk students for preschool at 30% on the ASQ and 50% on the PFA Screening Tool.
  2. The district identifies at risk students for grades K-8 at or below 45th percentile on MAP.
  3. The district identifies at risk students for grades 9-12 as performing below 70% in one or more courses.

Additional Measures Utilized to Determine Students at Risk:

On track, formative and summative assessment, college readiness, passing rate, student participation, needs assessments (executive functioning academic level, social-emotional), teacher recommendation, the Early Warning System (Attendance, Grades, and Behavior), and eligibility.

Measures Used for Identification of Literacy/Reading Supports:

Phonemic Awareness (AIMSweb+ (<26%), ISEL (<25%), MPG (< 31%), Phonics (AIMSweb + (<26%), ISEL, Journey's Phonics Assessments, Lexia, Phonics for Reading, Just Words), Fluency (AIMSweb+ (<26%), Cold Read-Hot Read Comparison, Read Naturally, Literacy Tool Kit), Vocabulary (AIMSweb+ (<26%), Running Records, ISEL (< 25%), Literacy Tool Kit), Sight Words (ISEL (<26%), Dolch Sight Words Assessment) Comprehension (Running Records, F & P (< 26%), ISEL (<25%), Literacy Tool Kit, Moby Max), Decoding (Lexia, SRA Corrective Reading), Standardized Assessments (KIDS, MAP, PARCC), WIST (15-50%), TOWSRF2 (15-10%)

Measures Used for Identification of Math Supports:

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

Part C: Please describe the additional education assistance to be provided to individual students needing additional help meeting the challenging State academic standards.

The district employs direct service providers to meet the individual needs of students to meet challenging State academic standards including: Reading Specialists K-8, Instructional Aides PK-12, teachers endorsed in ESL to support bilingual students and students in the Dual Language program, and bilingual and Dual Language Aides.

The District 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:

Grades K-1: Intensity: individual/small group, Frequency: 25-60 minutes, daily

Grades 2-3: Intensity: individual/small group, Frequency: 30-60 minutes, daily

Grades 4-6: Intensity: individual/small group, Frequency: 20-60 minutes, 2-5 times per week based on student need

Grades 7-8: Intensity: individual/small group, Frequency: 15-60 minutes, 2-3 times per week based on student need

Grade 9-12: Intensity: individual/small group, Frequency: 40 minutes per day, daily (Learning Lab (tutoring), Khan Academy, Direct SAT Preparation, SEL (access to social work/counselor support, freshman at-risk credit recovery group).

The district provides individual students assistance in meeting the challenging State academic standards at home as follows:

The district provides students with access to computer-based intervention supports and skills practice at home through the following programs at the elementary level: Lexia, IXL, XL, Moby Max, Khan Academy, read Naturally, Fast Forward

The district provides students with access to computer-based intervention supports and skills practice at home through the following programs at the middle school level: IXL and XL for Math and English, Khan Academy, Zinc

The district provides students with access to computer-based intervention supports and skills practice at home through the following programs at the high school level: Khan Academy, FLEX (Flexible Learning Experiences), APEX, Plato (Special Education), Edgenuity, Reading Assistant, ALEKS

Educational Assistance for Literacy/Reading:

Phonemic Awareness (Heggerty Phonemic Awareness, Zoo Phonics, Lexia, Reading Mastery), Phonics (Patricia Cunningham: Systematic Sequential Phonics, Guided Reading Plus, Lexia, EAK, Explode the Code, Making Words, Just Words, Reading Mastery), Fluency (LLI, Goal Reading, Dolch Sight Words, Read Naturally, Literacy Tool Kit), Vocabulary (LLI, Guided Reading Plus, Literacy Tool Kit), Sight Words (Lexia, LLI, Dolch) Comprehension (LLI, Guided Reading Plus, QAR, Literacy Tool Kit, Moby Max), Decoding (Lexia, SRA Corrective Reading), Writing (Handwriting Without Tears), Khan Academy (College Readiness), instructional materials in native language, accommodations/modifications per IEP-504, Zinc (reading comprehension, fluency, and vocabulary development)

Educational Assistance for Math:

Moby Max Fact Blaster, Touch Math, Touch Money, Khan Academy (College Readiness), Corrective Math, ALEKS, XL Math, accommodations/modifications per IEP-504

Part D: Please describe the instructional and additional strategies intended to strengthen academic programs and improve school conditions for student learning and how they are implemented.

Instructional and Additional Strategies Intended to Strengthen Academic Programs

  1. Professional Development for Teachers which Support Effective Instructional Practices
    1. Kagan Cooperative Learning Structures and Kagan Win-Win Discipline: The district makes high quality instruction a priority for all students. Kagan Structures and discipline management workshops are research-based instructional strategies that improve academic achievement, social outcomes, and student engagement. Teachers throughout the district have been trained in Kagan Cooperative Learning Structures. During the 2018-19 school year 70+ teachers will take part in Kagan Win-Win Discipline focused on ensuring effective managed classroom environments.
    2. 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.
    3. Curriculum Training: we provide an array of professional develop for staff to ensure student achievement for all students. PD is based on observations, feedback from staff and leadership. 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.
    4. Diversity Training: Annual training is provided to develop culturally sensitive understanding and practices for teachers and students.
  2. 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.
  3. Social Emotional: Second Step, PBIS, and/or Character Counts are utilized as a social-emotional curriculum for students grades K-12. Full-time social workers are provided in every building as well as counselors in both the middle and high school.
  4. Curriculum: The district is committed to a guaranteed and viable curriculum for all students. We continue to work tw owards district-wide implementation of Curriculum Trak, a curriculum software program is being implemented to ensure curriculum is aligned to standards, identify gaps in the curriculum, and ensure assessments are aligned to what students should know and do.
  5. Stakeholder Partnerships: The district seeks to increase parent involvement and community relations. We currently engage parents in the educational process through BPAC (Bilingual Parent Advisory Council), College and Career events including a partnership with University of Chicago, Performing and Fine Arts events, Curriculum Nights (PT conferences, Explorations of Curriculum Night), Extracurriculars (sporting, activities, and club events), Co-curriculars (academic based events), Reading Corner, Special Education Parent Education events, Community Services Fair, Booster Clubs, Kendall County Food Pantry (satellite location), Nandra Family Practice, SMILES Mobile Dentistry, Kendall County Food Pantry, Family Focus Parents as Teachers Program, Two Rivers Head Start, and the Kendall County Health Department.
  6. Summer Enrichment Program: Providing opportunities to engage our students in summer enrichment (and intervention) is an essential goal for our district. Extensive community outreach through promotion at district events, phone contact, emails, fliers, and recruitment has been made. Our intensified outreach planning increased our summer enrichment enrollment by 44% from the summer of 2016 to summer 2017. For the summer of 2018, District 88 has partnered with the National Inventors Hall of Fame to provide students with an engaging hands on summer enrichment experience for 4th through 8th grade. Access to a research based, 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. Programming includes opportunities for technology, art, music, theatre, FACS, AP, and credit recovery.

PART 2

Question 2: Explain the process through which the district will identify and address any disparities that result in low-income and/or minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.

District Identification of Disparities

  1. The district actively reviews student placement prior to the start of each school year to ensure low-income and minority students are dispersed among all classrooms regardless of teacher qualification, experience, or the need for professional development (effectiveness).
  2. The district actively reviews academic growth, attainment, and college readiness data (MAP, PSAT, SAT) identifying low-income and minority students equitably for enrichment and intervention programs giving such students access to content experts and intervention specialists.

District Plan for Addressing Disparities

  1. The district identifies highly qualified teachers for all positions including teachers with an endorsement(s) in ESL and LSB1 where possible.
  2. The district 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 will be 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. District 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. he district provides 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.
  5. The district has a rigorous evaluation and development plan to support struggling teachers which includes access to Instructional Coaches, mentoring, modeling, and comprehensive professional development as well as administrative support, collaboration through Professional Learning Communities.

Question 3: Describe how the district will carry out its responsibilities to support and improve schools identified as comprehensive or targeted under paragraphs (1) and (2) of section 1111(d):

The District has identified primary focus areas to support the improvement of Plano High School as a targeted school under section 1111 (d) including college readiness, access to rigorous coursework for all students, and access to highly-effective, highly-qualified, and diverse teachers, two-way communication, and the reduction in disciplinary referrals.

Leadership

District 88 and Plano High School worked with John Hopkins to provide mentorship and support for building leaders.

Consistent and ongoing mentorship is provided by district administrators to Plano High School administration to support student achievement and progress.

College Readiness

Identified by the results of the PSAT/SAT grades 9-11. The District will utilize the College Board's benchmark for College Readiness.

All students will be provided with test preparation opportunities.

Access to Rigorous Coursework

All students have access to rigorous, enriching coursework across all content areas.

All students are exposed to a guaranteed and viable curriculum; and Accelerated programming and/or enrichment opportunities are provided 9-12

All students have equitable access to highly-effective, highly-qualified, and diverse teachers

Hiring practices to ensure qualified and effective teachers are hired for all content areas.

Students have equal access to teachers regardless of economic status or minority identification.

Teachers have opportunities for professional development which supports the improvement of Professional Learning Communities, including instructional practice, cultural responsiveness, intervention, and enrichment.

Two-way Communication

Teacher and administrators are provided with multiple means of communicating with parents.

The district supports and ensures partnerships between building staff and families providing opportunities for engagement in the learning process that are consistently presented, are implemented, and are equitable for all students.

Reduction in Disciplinary Referrals Including Removal from the Classroom: The District will provide professional development in the areas of classroom management, cultural responsiveness, trauma informed practices, and student engagement.

District 88 has partnered with John Hopkins to support the improvement of Plano High School. During the 2017-18 school year, district administrators held bi-weekly meetings building level administrators providing collaboration and support for the identified areas, in addition to other areas assisting in overall improvement. The District will continue to provide time, collaboration, resources, and problem-solving supports to the staff at Plano High School.

PART 3

Question 5 PART D: Describe, in general, the targeted assistance (section 1115) and/or schoolwide programs (section 1114) the district will operate, as well as the goal of those programs. Where appropriate, please explain educational services outside such schools for children living in local institutions or community day programs for neglected or delinquent children.

Goal of Schoolwide Programs : Provide equitable access to educational opportunities and effective school conditions for all students regardless of economic status or cultural diversity.

Schoolwide Programs

Elementary (K-6)

Continued development of Birth-3 pipeline

Comprehensive Services

Identify levels of performance for all students

Development of intervention or enrichment for Individual Students

Monitor progress to ensure growth/attainment

Engage families in the learning process

Development and maintain community partnerships

Goal setting with every student ensuring the development of a growth mindset for all

Effectively address the SEL needs of every student through access to a school social worker (1:1 or

small group) and Second Step curriculum (group).

Parent Education Events (Parents as Teachers, Behavior, Parent-Teacher Organizations, Parent

Universities, Parent Cafe', etc.)

Description Middle (7-8)

Identify levels of performance for all students

Development of intervention or enrichment for Individual Students

Monitor progress to ensure growth/attainment

Engage families in the learning process

Development and maintain community partnerships

Goal setting with every student ensuring the development of a growth mindset for all

Effectively address the SEL needs of every student through access to a school social worker (1:1 or small group), school counselor (1:1 or small group), and Second Step curriculum (1:1, small

and/or large group)

Parent Education Events

Description High School (9-12)

Mentorship for Leadership Team

Establishment of collaboration and collective responsibility among staff members

Identify levels of performance for all students

Development of intervention or enrichment for Individual Students

Monitor progress to ensure growth/attainment

Engage families in the learning process

Development and maintain community partnerships

Goal setting with every student ensuring the development of a growth mindset for all

Effectively address the SEL needs of every student through access to two school social workers

(1:1 or small group) and/or two school counselors (1:1 or small group)

Parent Education Events

PART 4

Question 6: Describe the services the district will provide homeless children and youth, including services provided with funds reserved to support the enrollment, attendance, and success of homeless children and youth, in coordination with the services the district is providing under the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.):

District Provided Services to Support Enrollment of Homeless Children and Youth

  1. The district 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. Social workers at each building act 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. 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.

District Provided Services to Support Attendance of Homeless Children and Youth

  1. 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. Social Workers keep 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.
  2. The District 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.
  3. Homeless children are given priority to access community resources where provided.

Question 7: Describe the approaches the district will use to include parents and family members in the development of LEA plans, so that the plans and related activities represent the needs of varied populations:*Sec 1116

The District consistently seeks stakeholder input from families, students, and community partners including, but not limited to the areas of curriculum, school improvement, procedures related to school climate and culture, safety, character education, technology, biliteracy and dual language, student intervention and enrichment, and homeless supports. Input is collected through various methods (stakeholder meetings, survey data, 5 Essentials, collaborative interactions with students, parents, and community members at district and community events, alert messages, phone, email, publications, Board meetings, etc.) Data collected is utilized to create and revise LEA plans ensuring plans are comprehensive and reflective of both school and community goals for academic achievement.

Question 8: If applicable, please describe how the district will support, coordinate, and integrate services provided under this part with early childhood education programs at the district or individual school level, including plans for the transition of participants in such programs to local elementary school programs. If the district does not offer early childhood education programs, please state so below:

District 88 has applied for the Preschool for All and Preschool for All Expansion Grant starting in the 2018-19 school year. We have established partnerships, which integrate comprehensive services into our PK-1 site including: collaboration with the Kendall County Food Pantry as a satellite distribution center of food to our students and families, with Family Focus to provide the Parents as Teachers program, and birth to three programming and support. The district, will integrate similar comprehensive services and supports required through the PFA Expansion, for all students.

  1. Parents as Teachers will promote and support the integration of optimal early development, and engage parents and caregivers in the learning process and health of young children.
  2. Through community partnerships, the district will advance the delivery of high quality services to families through a comprehensive system of supports and innovative solutions.
  3. Under the current Preschool for All Grant, three classrooms for Kindergarten Transition/Readiness were added to our summer enrichment program allowing our incoming Kindergarten students to spend four weeks on campus.
  4. In Spring of 2018, Preschool for All students entering kindergarten in the fall of 2018, will visit the classrooms of the teachers they will have for the 2018-19 school year.
  5. Local preschool campus is visited annually to promote the kindergarten registration.
  6. Transitional supports for families of kindergarten students are provided and include introductions to office staff, the school nurse, parent organizations. Families also learn about the expectations for attendance, parent participation, and academic involvement.

Question 9: How will the district facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable: (A) Through coordination with institutions of higher education, employers, and other local partners; * and (B) through increased student access to early college, high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills.

  1. Middle School to High School
    1. Implementation of parent/student information events for course exploration and selection.
    2. Collaboration between middle and high school administrators and staff to support students and parents in the course placement process and to ensure students have appropriate supports and enrichment opportunities to meet State academic standards.
    3. Freshman Transitional Programs (Freshman Step-up Day, Freshman Picnic, welcome letter, mentoring)
    4. Provide students with summer enrichment courses to assist in preparing students to meet the expectations of rigorous coursework.
  2. High School to Post-Secondary/Employers/Local Partners
    1. Each student meets with school counselor at least annually and is expected to have a four-year plan with goal setting for post-secondary, vocational, or employment.
    2. The district has implemented the use of Naviance to support students and families with four years planning, career exploration, and college awareness.
    3. The district ensures all seniors have access to visit at least two college campuses while they are enrolled at Plano High School.
    4. The district provides Articulated College Credit opportunities for high school students.
    5. The district provides dual credit opportunities through participation in, and upon successful completion of coursework through Illinois Valley Vocational Center.
    6. The district offers 18 Advanced Placement courses for college credit.
    7. The district supports students in applying to a minimum of four colleges/universities including reach schools (which may require entrance criteria which would be a reach, or stretch for the student in terms of acceptance, but would offer the student an opportunity to attend a highly selective institute of higher learner if accepted).
    8. The district provides FAFSA information events for students and families.
    9. The district provides college nights open to all students and families.
    10. The district has established a partnership with the University of Chicago, which supports students and families with the transition to college through financial aid events, extracurricular, application do's and don'ts, and essay writing for college of admissions.
    11. Students have the opportunity to enroll in summer courses (Research and Strategies) for dual credit at Waubonsee Community College which take place at Plano High School with an approved Plano High School teacher.
    12. The district has established a partnership with Waubonsee Community College to offer career certificated programs to high school students.
    13. The district provides access to students to attend field trips to manufacturing companies to explore careers (VALEES).
    14. The district exposes students to vocational opportunities through Illinois Valley Vocational Center.
    15. The district allows students to apply for early graduation.

Question 10: In schools operating a targeted assistance program, please describe the objective criteria the district has established to identify the target populations, AND how teachers and school leaders will include parents, administrators, paraprofessionals, and instructional support personnel in their identification of the target population.

Does not apply.

PH Miller Elementary: Schoolwide

Centennial Elementary: Schoolwide

Emily G Johns: Schoolwide

Plano Middle School: Schoolwide

Plano High School: Schoolwide

Part 5

Question 11: The process through which the districts will (i) reduce incidences of bullying and harassment, (ii) reduce the overuse of discipline practices that remove students from the classroom, and (iii) reduce the use of aversive behavioral interventions that compromise student health and safety; disaggregated by each subgroup of student as defined:

The district collects and monitors data in the areas of bullying and harassment, removal from class, and behavioral incidents and works towards reducing incidents in each of these areas as evidenced below. Data is monitored weekly, bi-weekly, and/or monthly to identify disparities and provide intervention to reduce identified disparities. Interventions are implemented through a tiered system of support.

  1. Bullying and Harassment
    1. Race - Ethnicity: Culturally responsive training for students, staff, and families, role models from diverse racial/ethnic backgrounds, parent education, culturally representative anti-bullying and harassment propaganda
    2. Economically Disadvantaged: Parent education, social-emotional supports, equal access, trauma informed/trauma responsive training, home visits to engage families
    3. Disabilities: Disabilities awareness training, character education in acceptance and sensitivity, accommodations/modifications
    4. English Proficiency: Communication and resources in native language (translators, materials, anti-bullying propaganda), cultural responsiveness training for students, staff, and families
    5. Gender: Gender sensitivity training (gender identification, responsiveness)
    6. Migrant Status: Provide advocates/mentors to model and support the transition of migrant families.
  2. Removal from the Classroom
    1. Race - Ethnicity: Culturally responsive training for students and staff, administrators/staff members report to classrooms for behavior incidences
    2. Economically Disadvantaged: Social-emotional supports for students and families (parent education), administrators/staff members report to classrooms for behavior incidences, trauma informed/trauma responsive training, home visits to engage families
    3. Disabilities: Staff understand the function of behaviors and how to address them, effective and integral implementation of Behavior Intervention Plans, accommodations/modifications
    4. English Proficiency: Communication and resources in native language (translators, materials/resources), cultural responsiveness training for students and staff, strong communication between school and home to ensure clear understanding of the expected behaviors for participating in the school culture
    5. Gender: Social work support for groups (female/male), professional development related to gender differences and academic achievement
    6. Migrant Status: Training for staff and parents on cultural responsiveness and the impact of transitions on academic achievement
  3. Aversive Behavioral Interventions that Compromise Student Safety:
    1. Race - Ethnicity: Cultural responsive and restorative justice practice training for staff, training in de-escalation strategies for all staff members,
    2. Economically Disadvantaged: Social-emotional supports for students and families (parent education), trauma informed/trauma responsive training, de-escalation strategies for all staff members
    3. Disabilities: Collection of individual student data for utilization by the student's IEP team to implement appropriate supports which reduce or support the incidence of behaviors which may require interventions that compromise student/students’ health and safety, staff understand the function of behaviors and how to address them, effective and integral implementation of Behavior Intervention Plans, accommodations/modifications, de-escalation strategies for all staff members
    4. English Proficiency: Communication and resources in native language (translators, materials/resources), cultural responsiveness training for students and staff, strong communication between school and home to ensure clear understanding of the expected behaviors for participating in the school culture, de-escalation strategies for all staff members
    5. Gender: Social work support for groups (female/male), professional development related to gender differences and academic achievement, de-escalation strategies for all staff members
    6. Migrant Status: Training for staff and parents on cultural responsiveness and the impact of transitions on student behavior, de-escalation strategies for all staff members

Question 12: If applicable, please describe the district's support for programs that coordinate and integrate the following: (A) Academic and career and technical education content through coordinated instructional strategies, that may incorporate experimental learning opportunities and promote skills attainment important to in-demand occupations or industries in the State; and B) work-based learning opportunities that provide students in-depth integration with industry professionals and, if appropriate, academic credit.

District Support for Programs that Coordinate and Integrate

  1. Academic, Career, and Technology Education Content, Promoting Experimental Learning Opportunities and Skill Attainment Important to In-Demand Occupation/Industry in Illinois
    1. Access to Indian Valley Vocational Center including: Auto Body Repair, Automotive Technology, Computer Technology (Maintenance & Repair), Computer Maintenance, Computer Technology (Programming & Gaming Technologies), Construction Technology, Cosmetology, Criminal Justice, Culinary Arts, Drafting and Design, Graphic Design & Digital Technology, Health Occupations- Exploring Medical Careers, Early Childhood Development, Emergency Medical Technician- Basic EMT, Fire Science, Health Occupations- CNA (Certified Nurse Assistant), Law Enforcement, Sports Management/Sports Medicine, Welding and Fabrication
    2. Access to STEM programs including Illinois Math and Science Academy (IMSA), Chess Scholars which building the logical thinking necessary to pursue careers (Let's Build It - Robotics, Physics, and Chess), Explore Club (science based exploration and interest building in the area of science), Architecture, Engineering (U of I Engineering Open House, field trips Engineer Conference), National Inventors Hall of Fame
  2. Work-based Learning Opportunities that Provide In-Depth Integration with Industry Professionals
    1. IVVC Partnership: Provides students access to internships, certification, professional job shadowing at professional work sites, mentorship, real world/on the job experiences, and skill development for future entry into careers.
    2. Community Partnerships which embrace learning opportunities for students through visits to professional workplaces and presentations from community workforce professionals on site.

Question 13: How will the district fulfill the following: (A) Describe how the district will identify and serve gifted and talented students by using objective criteria.

Identification of Gifted and Talented Students

The district does not offer a gifted and talented program, rather an accelerated program for students (K-8) with individual enrichment opportunities which are offered to all students who meet the criteria (average to high above) at any time. All students within the above average to high above average range (at or above 61%) on MAP are automatically placed into enrichment programs beginning at grade 4. Students placing in the average range are evaluated through additional data points (i.e. local grades, formative and summative local assessment, response to support, etc.) and provided with access to accelerated programming where appropriate in maintaining student growth and attainment. Students are progress monitored through MAP assessment windows throughout the school year allowing for movement of students into enrichment coursework as student growth/attainment measures deem appropriate ensuring all students have equitable and timely access to enrichment opportunities. Open enrollment practices are in place for students grades 9-12 for honors and advanced placement coursework.

Serving Accelerated (Gifted and Talented) Students

  1. The district will provide accelerated (gifted and talented) students with access to enrichment opportunities at the Tier 1 Level throughout the district for all students.
  2. The district will provide accelerated (gifted and talented) students with access to Guided Reading and Guided Math beginning in Grade 2.
  3. The district has formalized accelerated curriculum for reading and math beginning in Grade 4.
  4. The district has implemented 10 honors and 18 advanced placement courses for students grades 9-12. AP and honors are accessible to all students through open enrollment practices.
  5. IMSA Partnership (after-school program, trips (U of I, Sci-Tech)
  6. Participation in daily enrichment activities

(B) What are the measures the district takes in assisting schools in developing effective school library programs that provide students an opportunity to develop digital literacy skills and improve academic achievement?

Developing Effective School Library Programs: Digital Literacy Development

  1. The district provides staff with professional development in the area of digital literacy through Institute Days, college/university courses, and lunch and learn programs.
  2. The district has established a committee to address digital literacy for staff, students, and the community. The Future Ready committee meets quarterly and continues to establish technology guidelines within the areas of a) Curriculum, Instruction, and Assessment, b) Use of Time, c) Technology Networks and Hardware, d) Data and Privacy, e) Community Partnerships, f) Professional Learning, and g) Budget and resources. Through daily use of technology within instructional settings across the district, teachers implement digital literacy lessons. The District continues to work towards formal digital literacy curricula.
  3. The Future Ready Committee continues to work on providing comprehensive access to technology to all students during the school day through one to one device ratio, in addition to providing opportunities for both students and families to access technology within the school setting after school hours promoting family engagement in the development of digital literacy skills.

Developing Effective School Library Programs: Improvement of Academic Achievement

  1. The District employs a Library Media Specialist and four Media/Library Aides PK-12 to assist students in accessing resources and technology eliminating the presence of inequitable access.
  2. The District maintains partnerships with local libraries to support families in accessing public libraries during kindergarten registration. All Title I students are taken to the library to register for a library card, and on library visits promoting literacy.
  3. Students participate in 45 min lessons every two weeks in with library and research strategies (book check out), book access any day to encourage reading (not on one day only)
  4. Students have the opportunity to participating in reading programs such as Ozzie Reading Club, Six Flags Reading Program, Summer Reading Program, Student Book Club
  5. Scholastic Book Fair
  6. Kindles are available for student checkout
  7. School reading committees work in conjunction with the local library to promote summer reading
  8. Library representatives attend Family Reading Nights to promote literacy and resources

(C) Describe the approach of the district in developing and supporting the arts (music, dance, and other fine arts) to provide students an opportunity to develop an appreciation of the arts and improve academic achievement.

Curriculum

  1. The district has a formalized curriculum at every grade level (K-12) in the areas of music with band being offered beginning at Grade 5.
  2. The district has a formalized curriculum at every grade level (K-12) in the area of art.
  3. The district has formalized curriculum starting at Grade 9 in the area of theater and drama.

Promoting an Appreciation of the Arts to Improve Academic Achievement

  1. Students have access to Stage Stars as an after-school enrichment program for fine arts.
  2. Students have access to the Young Rembrandt's program, an after-school enrichment program.
  3. Students K-12 have access to participate in district art shows, and art competitions.
  4. Students across the district have access to perform in a Spring Musical and/or Fall Play held at the high school.
  5. Choir and Band students perform in community concerts throughout the school year to demonstrate standards based skills at grade levels and as a district program. In addition, students perform in band and choir solo, ensemble and marching competitions.
  6. Students within the district attend live performances of the Spring Musical and Fall Play, at the Sandwich Opera House, Rialto Theater, and various other performances throughout the Chicagoland area, including participation in Theater Feast.
  7. Students have access to participate in clubs focused on art and music appreciation.
  8. Students have access to experts through participation in on site recitals in music.
  9. Enhancement of theatre equipment has been a priority to provide comprehensive, quality programs for music and fine arts.

Consultation

BPAC Meetings : 9/15/17-Establish priorities, election of Board members, 10/6/17-Dia de los Muertos preparation, 10/13/17- Dia de los Muertos- "What parents should know (and ask) to ensure a positive PT conference", 11/10/17- Partnering with parents: "Connecting and collaborating on language and learning", 12/8/17- Holiday party, 1/12/18- Language Acquisition Programs in Plano (State of the district: program explanation K-12/ review of assessment scores/ overview and feedback regarding professional development), 3/9/18- DL Kindergarten informational night (Parent panel Q & A- essentials of language learning)

Future Ready Committee Meetings: 10/24/17, 11/28/17, 4/28/18

NCLB Non-public School Meetings: 8/25/17, 1/18/18

Impact: Title teacher and principal review of current material and professional learning needed for 2017-18 school year. Update regarding semester one progress and future needs.

Building Level Parent/ESSA Meetings: PH Miller (9/12/17, 11/15/17, 2/6/18), Centennial (10/25/17, 12/6/17, 3/7/18, 4/24/18, 5/TBA/18), EGJ (11/1/17, 1/31/18, 3/21/18), PMS (10/17/17, 11/14/17, 12/5/17, 1/9/18), PHS (11/15/17, 3/1/18)

Impact (areas for focus): Establish criteria for 1:1 implementation, parental participation in education, consistent communication, connecting families and school to improve achievement, school safety, transition programming, accessibility to reading materials, PD, and digital literacy education for students, SEL, incentives.