Instruction
Instruction is based on the belief that the basics are essential. The primary focus of instruction is on the development and application of reading, writing, and mathematics skills. Students also learn basic concepts in science and social studies. Throughout the program, emphasis is placed on students becoming independent learners and problem solvers. Learning is enhanced through the use of technology.
Committees, composed of teachers, parents, and administrators, continually evaluate the curriculum and make recommendations for improvement to the Board of Education to ensure quality programs. Some of the special components of the instructional program include:
- Instruction in physical
education. Two 30-minute physical education classes per week are scheduled for students in Grades 1-6. All students are expected to participate unless a doctor's note is submitted. Intramural and interscholastic activities are open
to students in the upper elementary grades and junior high school.
- Art—Students in Grades 1-6 participate in one 60-minute art class every week. The elements of art and principles of design are taught using a variety of media.
- Music—Students in Grades 1-6 receive two 30-minute music classes each week. Kindergarten students have music instruction for one 30-minute period per week.
- Computer literacy instruction, beginning in kindergarten and
continuing through junior high school.
- A special
program for third- through eighth-grade students identified
as gifted. The development of higher level thinking skills is
a major goal of the program.
- Foreign
language, consumer education, and enrichment instruction in
seventh and eighth grades.
- Environmental, career, and health/safety/drug
education instruction for all students.
In addition, the following programs and services are provided:
- Gifted and Talented—A specialized instruction program is provided for students from third through sixth grades who have been identified as intellectually gifted.
- Speech and language services—Speech/language services are provided as needed for preschoolers through junior high students. The goal of the program is to enhance the child’s ability to communicate in the educational setting. Parents who have concerns about their child’s speech/language skills should talk with their child’s teacher or the school principal. Parents of preschool children may request a screening by calling the Student Services Department, 847-963-3000.
- Special education—Special education includes the areas of learning disabilities, behavioral/emotional disorders, early childhood education, physical impairments, visual impairment, and hearing impairments. Eligibility for special education is determined by completion of a case study evaluation. Special education services are delivered in the setting which best meet the needs of individual students and may be in the regular classroom setting, as a small group pull-out, with an inclusion program, or in a self-contained classroom. Parents who have concerns about their child’s educational progress should discuss the situation with the child’s teacher or the school principal.
- English Language Learners—As required by the State of Illinois, District 15 provides programs to meet the needs of students whose native language is other than English. The purpose is to accelerate English language literacy while valuing each child’s social and cultural knowledge. The programs are:
- Transitional Bilingual Education (TBE)
TBE serves groups of 20 or more children from the same language group. Students who are not yet proficient in English receive native language support and instruction while they acquire English skills. Students exit the program when they meet the state and district exit criteria.
- Transitional Program of Instruction (TPI)
TPI serves students who are in a school attended by 19 or fewer students of the same language group. English as a Second Language (ESL) teachers and tutors staff this program. Native language support is given, where possible, through the use of native language tutors.
- Reading Interventions—Students who are at-risk readers, as identified though test results and teacher recommendation, get extra help through research-based reading intervention programs. The school’s reading consultant specialist or a trained program assistant may work with children individually or in small groups, and struggling readers may be assigned to one of the district’s reading intervention programs, including:
- Kindergarten Intervention Program (KIP) in English or Spanish
At-risk students work one-on-one with a trained tutor for 15 minutes daily in addition to regular classroom reading instruction.
- First-grade Literacy Intervention Program (FLIP) in English or Spanish
Students in FLIP receive 30 minutes of daily one-on-one instruction from a trained tutor in addition to regular classroom reading instruction.
- Second-grade Acceleration in Literacy (SAIL)
Small groups of 2-4 students receive 40 minutes of instruction twice each week. Each student also receives one-on-one instruction two or three times a week in addition to regular classroom reading instruction.
- Soar to Success
Students in grades three through six who are one year or more below grade level in reading comprehension benefit from Soar to Success, which uses quality literature, proven strategies, and powerful graphic organizers to accelerate reading growth.
- InStep
InStep, for third to sixth graders, focuses on key competencies of reading, language, and developmental phonics.
- Read 180
This program combines computer-based individual instruction, whole group and small group instruction, and individual reading using high-interest, age-appropriate print materials.
- System 44
System 44 is a reading intervention program for students in Grades 4-8. This program provides support for older readers who have some difficulty decoding English words. System 44 is a combination of highly motivating computer-based individualized work and small-group instruction. At the computer, students receive intensive instruction in English phonics. In their small group instruction, the focus shifts to comprehension and vocabulary development. System 44 may be used alone or in combination with Read 180.
For more information about these programs, contact your child’s teacher or the school’s reading consultant specialist.
The following resources are available in support of or in addition to the instructional programs listed above:
- Learning Resource Center (library)—The LRC houses a wide variety of educational materials includes books, videos, software, tapes, and other media. The LRC teacher assists students and teachers in all areas of the curriculum. The LRC is open to all children in the school as well as to entire classrooms, small groups, or individuals working on special projects.
- Technology—Computers are available in every classroom for student use. Wireless laptop computers are available by teacher request as well as a computer lab for whole-class use. Classroom teachers assist children in becoming literate in computer use. Software is used to enhance the curriculum at each grade level. All computers at the school are networked and operate in the Windows format. Students can access their files from any computer in the school. Students who have a signed Authorization for Electronic Network Access (English Word 35k/ Spanish Word 41k) form on file may use the Internet under the supervision of a staff member.
- Video studio—A video production studio in the school is used by students to produce, edit, and televise live broadcasts of school news each morning. All classrooms have television monitors connected to the video production studio.
- Band/orchestra—Fifth and sixth graders may join band or orchestra. Lessons are provided weekly. Practices are held before school.
- Chorus—Chorus is a school-sponsored club that may be available for students in Grades 5-6. Chorus meets twice each week. All students are welcome to participate.
- Intramurals—Fifth- and sixth-grade students are eligible to participate in intramurals. Parents must sign a Medical Authorization Form.
Students are supported, as appropriate, by:
- Special services team
- School social worker
- School psychologist
- Registered school nurse
Homework Guidelines
Homework extends and reinforces classroom learning, provides skills practice, and helps students prepare and review for lessons and tests. It is also a way to help parents stay informed about what their child is learning, and it helps children develop good discipline and responsibility.
We encourage families to consider the importance of setting aside a specific time and place for children to do their homework. Parents should check their child's understanding of assignments and review directions together if necessary. If there is a special problem, contact the child's teacher.
The following guidelines for suggested amounts of time to be spent on homework may be helpful:
| Grade Level |
Minutes per Day |
| Kindergarten |
10 |
| First and Second |
20 |
| Third |
30 |
| Fourth |
30-40 |
| Fifth and Sixth |
45-60 |
Reading for pleasure at home is important. Children should set aside daily time for recreational reading in addition to homework time. You may wish to establish a family reading time.
Field Trips
Classroom teachers occasionally plan educational trips to extend and enhance curriculum studies. Children must have a signed parental permission form to participate in these trips. The field trip form also provides space for parent permission for children who need medication while on the field trip.
Field trips are an important part of the educational program, and all students should participate in them if possible. Students who do not turn in signed permission forms and fees by the deadline may be unable to participate and may be assigned to another classroom for the day.
Student behavior expectations are the same for field trips as for the classroom. If there is a significant concern about a student's ability or willingness to behave appropriately on a trip, there is the possibility that participation could be contingent on the parent accompanying the child. Parents of children who have severe allergies or other medical conditions may also be asked to accompany their children on field trips to ensure the child's safety.
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