Meeting Agenda Board of Education ♦ Niles Township High Schools ♦ District 219 November 26, 2012 I. Call to Order and Roll Call (7:45 p.m.) II. Closed Session To discuss the appointment, employment, compensation, discipline, performance, or dismissal of employees, collective bargaining, purchase of property, security procedures, student disciplinary cases, the placement of individual students in special education programs and other matters related to individual students and pending litigation. III. Pledge of Allegiance IV. Changes / Additions to the Agenda V. Audience to Visitors (on agenda items only) VI. Student Representative Comments Niles North – Yuliya Yukhvidin Niles West - Lyba Zia VII. Community Representative Comments VIII. Approval of Consent Agenda − Monthly Bills and Payroll − Personnel* − Minutes of the October 22, 2012 Board of Education Meeting-Open and Closed − Illinois Library Grant − Appointment of Designated Representatives to Accept Nominating Petitions − Horton Group Consulting − Donations IX. Superintendent’s Report Principals’ Report X. Board Members’ Comments − 2012 Levy Request XI. Board Committee Reports − Presentation - Silver LEED Certification XII. Business − Policy and Procedural Changes 2nd Reading (Discussion) − Annual Review of Programs and Personnel (Discussion) − Summer School Report (Discussion) XIII. Old Business XIV. New Business XV. Audience to Visitors (on items related to District business) XVI. Correspondence and FOIA Requests XVII. Information Items − Financial Information (October) XVIII. Closed Session (if needed) XIX. Adjournment *Denotes items for Board members only Upcoming Board of Education Meeting Dates Monday, December 17, 2012 Monday, January 14, 2013 Monday, February 11, 2013 Monday, March 11, 2013 Tuesday, April 2, 2013 Monday, April 29, 2013

11/20/12 3:51 PM

School Board Niles Township District 219, Cook County, Illinois MINUTES Monday, October 22, 2012 The meeting was held in the Board Room of the District Office located at 7700 Gross Point Road, Skokie, Illinois. I. Call to Order and Roll Call Board President Robert Silverman called the meeting to order at 6:45 p.m. Board Members present at roll call: Carlton Evans, Jeffrey Greenspan, Ruth Klint, Robert Silverman, Lynda Smith, Eileen Valfer. Absent: Sheri Doniger II. Closed Session It was moved by KLINT and seconded by SMITH to recess into closed session to discuss the appointment, employment, compensation, discipline, performance, or dismissal of employees, collective bargaining, purchase of property, security procedures, student disciplinary cases, the placement of individual students in special education programs and other matters related to individual students and pending litigation. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The motion carried. The Board recessed into closed session at 6:46 p.m. III. Open Session It was moved by EVANS and seconded by VALFER to return to open session. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The motion carried. IV. Recall to Order Mr. Silverman recalled the meeting to order at 7:50 p.m. The Pledge was recited. V. Changes / Additions to the Agenda The green personnel handout was added to the consent agenda removing item number one which will be discussed in a second closed session. VI. Audience to Visitors (on agenda items only) No one asked to speak on agenda items. VII. Student Representative Comments Niles North – Yuliya Yukhvidin gave an update on athletics and the Names Assembly. Upcoming events included the Variety Show, choir, orchestra and vocal jazz concerts, Latino Night and Breakfast with the Board scheduled for Tuesday, October 30. Niles West - Lyba Zia was unable to attend the meeting, Mr. Osburn stated that the Niles West Breakfast with the Board is scheduled for November 14. VIII. Community Representative Comments No one asked to speak.

October 22, 2012 Meeting Minutes

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IX. Approval of Consent Agenda It was moved by SMITH and seconded by VALFER to approve the consent agenda as amended. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The motion carried. Included in the Consent Agenda were: − Monthly Bills and Payroll in the amount of $10,212,612.96. − Personnel − Approved the retirement of the following administrator: NAME POSITION/LOCATION Fowler, Brent Director of Security / West Roloff, Anne Assistant Superintendent for Curriculum and Instruction / District

EFFECTIVE 6/30/2018 6/30/2018

− Approved the employment of the following certified staff for the 2012-2013 school year: POSITION FTE EFFECTIVE NAME Durrani, Farrahadoon Science – BA15 / Step 1 1.0 10/15/2012 .8 11/13/2012 Patel, Tapan Foreign Language, Spanish – MA / Step 8 − Approved the resignation of the following certified staff: NAME POSITION EFFECTIVE DATE Davis-Conner, Kim Science / West October 24, 2012 − Approved the following certified staff leave of absence for the 2012-2013 school year: NAME POSITION/LOCATION TYPE OF LEAVE LEAVE FTE Foster, Carrie Special Education / Central Necessities of the Home – 5/13/2013 – Unpaid 6/7/2013 − Approved the employment of the following support staff for the 2012-2013 school year: NAME POSITION FTE EFFECTIVE de la Paz, Caitlen Registrar – S4 / Step 3, 260 days 1.0 9/10/2012 − Approved the resignation of the following support staff: NAME POSITION / LOCATION Stallard, Kelly Clerk B IRC / West

EFFECTIVE 10/12/2012

− Approved the employment of the following part-time/temporary staff for the 2012-13 school year: NAME POSITION/LOCATION RATE DATE Balogun, Abidemi Student Library Monitor / North $8.25/Hr. 9/24/2012 Berkson, Mira Stage Crew / West $8.25/Hr. 10/22/2012 Bhaila, Mustafa Textbook Center / North $8.25/Hr. 9/24/2012 Chandel, Purva Student Science Lab Assistant / West $8.25/Hr. 10/22/2012 Chiu, Nathan Student Library Monitor / West $8.25/Hr. 9/24/2012 Clark, Nicholas Technology Intern / District $8.25/Hr. 10/22/2012 D’Souza, Troy Textbook Center / North $8.25/Hr. 10/22/2012 Eisenberg, Samuel Student Library Monitor / North $8.25/Hr. 9/24/2012 Gray, Yanique Student Library Monitor / West $8.25/Hr. 10/22/2012 Halevi, Ariella Student Science Lab Assistant / West $8.25/Hr. 10/22/2012 Joseph, Jennifer Student Library Monitor / West $8.25/Hr. 9/24/2012 Kemp, Alexia Kira Student Library Monitor / North $8.25/Hr. 9/24/2012 Maglaque, Dana Student Library Monitor / North $8.25/Hr. 9/24/2012 Lynne SWIFT Aquatics Instructor / North $13.00/Hr. 10/22/2012 Meehan, Gerry Merchant Anam Athletics, Photographer / North $8.25/Hr. 9/24/2012 Reamico, Godgiven Student Library Monitor / North $8.25/Hr. 10/22/2012 Singdi, Muhammad Student Library Monitor / West $8.25/Hr. 10/22/2012

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Vicker, Jaime Elkin, Samantha Fryer, Alyncia Rubinberg, Adam −

Student Library Monitor / North Stage Hand, Fine Arts/West Student Library Monitor/West Student Photographer, Athletics/North

Approved the contract for the following associate: NAME POSITION Monahan, Kevin Director of Student Activities, 195 Days

$8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. SALARY $85,635.36

10/22/2012 10/22/2012 10/22/2012 10/22/2012 EFFFECTIVE 7/1/2012-6/30/2014

− Approved the employment of the following stipend positions for the 2012-2013 school year: NILES WEST NAME Girls Basketball, Assistant Zera, Thomas Gospel Choir, Sponsor Baker-Turner, Anita Girls Gymnastics, Assistant *Nhek, Perak Girls Gymnastics, Assistant *Mukai, Keith (.5) Boys Gymnastics, Assistant *Mukai, Keith Assyrian Club, Sponsor Bahi, Michael Baseball, Assistant Pieczynski, Michael NAME NILES NORTH Indo-Pak, Sponsor Joshi, Shama (.5) Indo-Pak, Sponsor Yin, Iris (.5) Filipino Club, Sponsor Chu, Gary Baseball, Assistant Kannakoda, Manoj *Indicates not a District 219 employee − Approved the employment of the following substitute teachers for the 2012-2013 school year: Espel, Ann Mormolstein, Jason −

Approved the employment of the following staff for the Explore Test, November 3, 2012: NILES WEST NILES NORTH SUPERVISORS PROCTORS SUPERVISORS PROCTORS Bahi, Michael Adamovic, Kelly Benitez, Pam Current, Megan Bills, Happi Chess, Amber Caplan, Kara Drblik, Carolyn Coleman, Phyllis France, Kathy Duric, Milena Drachenberg, Barbara Hastings, Loretta Dalak, Susan Hill, Alexandra French, Denise Hasemeyer, John Feldmann, Ann Litberg, Lisa Hantel-Relihan, Maureen Houston, Brenda Ference, Patricia Persaud, Stephanie Ho, Ellen Karottu, Aby Fowler, Laura Pratt, Charles Kakares, Irene Koonz, Rosalie Kukla, Cindy Ranft, Susan Kastrinakis, Christina Korbar, John Liardakis, Nikki Shafron, David O’Brien, Yolanda Logan-Strauch, Hilary Moy, Jean Stanford, Jason Owens, Janet Metoyer, Stacy Orlandi, Cathy Wojtulewicz, Megan Peterson, Lara Papaioannou, Bill Ortiz, Becky Pieczynski, Eddie Schiel Joan EXTENDED TIME Schiel, John Schwartz, Beverly Arnold, Deborah Sosa, Lia Shemroske, Feldman, Diane Dominque Wheatman, Judy Sullivan, Peggy Joffe, Matthew Liedtke, Laura TrevinoDrachenberg, Christine Turner-Baker, Anita Pickett, Kia Walshon, Jeanne Salem, Omar Weinketz, Sandy Sterpin, Jenny

− Approved the employment of the following staff for the PSAT Test, October 20, 2012: SUPERVISORS PROCTORS Erickson, Christine Branahl, Jared Hastings, Loretta Drblik, Carolyn

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SUPERVISORS Hill, Alexandra Kakares, Irene Karottu, Aby Litberg, Lisa Persaud, Stephanie Pickett, Kia Rivera-Williams, Melisa Stanford, Jason Sterpin, Jenny Wojtulewicz, Megan

PROCTORS Feldman, Diane Feldmann, Ann French, Denise Garvey, Jackie Orlandi, Cathy Owens, Janet Turner-Baker, Anita

EXTENDED TIME Current, Meghan Ference, Patricia Kastrinakis, Christina − Approved the Minutes of the September 24, 2012 Board of Education Meeting-Open and Closed sessions. − Approve the Application for Recognition of Schools for Niles Central, Niles North and Niles West to be submitted to the Illinois State Board of Education. − Approved NTDSE Intergovernmental Agreements for the Provision of Services from Select NTDSE 807 Special Education Staff at a cost of $202,882 and Provision of Certain Special Education Services from NTDSE 807 at a cost of $991,518. − International Trips − Approved the Niles North student trip to Austria Germany and Hungary from June 17-26, 2013 for approximately 25 students at no cost to the District. − Approved the Niles West student trip Korea from June 12-20, 2013 for approximately 12 students at no cost to the District. − − Approved 60-day cancellation notice be given to Corporate Benefits Consultants. X. Superintendent’s Report Dr. Gatta reported that District 219 graduates were in the news as taking first, second and third place in the Midwest Research Competition: Positive Impact. Mr. Silverman and Dr. Gatta have been attending sender school PTA meetings to meet District 219’s future parents. The NAACP has again invited District 219 to their annual event for our work in progressing minority students and the hiring of staff that represents our student body. District 219 is one of the few districts recognized by the NAACP each year. Five sessions were presented on Institute day by Dr. Gatta, Dr. Roloff and Dr. Marcelo on Rigor in the Classroom, the Local Growth Model, Administrator Evaluations, Achievement Data, and Teacher Evaluations. Gevik Anbarchian was a presenter at the statewide annual ELL Conference. Principals’ Report Niles North – Dr. McTague thanked the Board for attending the tour of Niles North. He gave an update on athletics. Football ended with a victory, boys’ cross country will compete at sectionals, girls volleyball is 28-6 and they hope to compete in regionals. Fine Arts production of Love’s Labors Love was great. He talked about That’s my Story whereby our sender students write a play and then come to see it performed. In academics the National Merit semi-finalists were announced. The debate team gained membership in the National Forensic League, and the German exchange was successful. Niles West – Mr. Osburn reported on Niles West athletics. Football and girls’ volleyball made it to the state playoffs, golf’s Nate Lee will compete at state. The marching band took second in competition in St. Petersburg. Homecoming was a great success and 1300 tickets were sold for the dance. Names Assembly is in its eighth year at Niles West. October is International Exchange Month at West. Twelve students from Korea are being hosted here and next year Niles West will send students to Korea. XI. Board Members’ Comments Mrs. Valfer thanked Dr. McTague for the Niles North tour and stated the building looked wonderful. She said she would like to be informed of presentations by staff, administrators and Board members in order that she might attend. One of our former students is pitching for the Giants.

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Mr. Evans stated he attended the cross country meeting and thanked both principals for all they do. Mr. Silverman talked of his visits to the sender school PTA groups. He stated each group had their own personality but all respect what is being done in District 219. He stated most of the questions were regarding the calendar and honors classes. He said many felt taxes were too high but all liked the programs offered in the District and appreciated our reaching out to them. XII. Board Committee Reports Facility Committee – Mr. Greenspan stated that the Green Building meeting was very well attended and people were impressed with our work. In February He will present on LEED and Organic Life with Dr. Doniger. XIII. Business − School Report Cards It was moved by EVANS and seconded by VALFER to accept the State Reports Cards. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The motion carried. − PSAE Report was discussed. Dr. Roloff stated there was a steady decline in readiness and a lot of work was yet to be done. − New Course Proposals which for the 2013-14 school year included: incorporating the second-year phase of the English Department structural change; Advanced Debate, a new course proposal; incorporating an Algebra II Extension course, similar to the very successful Algebra 1 and Geometry Extension programs; and a major structural change to the Science program, beginning in the freshman year. It was moved by SMITH and seconded by KLINT to approve the course proposals outlined. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith Voting Nay: Valfer. The motion carried. − Policy and Procedural Changes presented for First Reading were reviewed with no comments. They will be presented for Second Reading and a vote at the November 26, 2012 Board of Education meeting. XIV. Old Business There was no old business. XV. New Business There was no new business. XVI. Audience to Visitors (on items related to District business) Marney Orchard of 6518 North Kolmar, Lincolnwood, advocated for the Lincolnwood tennis program on behalf of Frank Sacks statement she would like to continue lessons during the winter at Niles West. Jackie Filippini, 3300 Rance, Lincolnwood, would like to have access to indoor tennis lessons at Niles West through the Frank Sacks tennis program. Mayor Jerry Turry supports the Frank Sacks tennis program and asks the Board to come to an agreement in order to stop lawsuits field that are draining District 219 funds. Robert Rosman of 8848 Kostner, would like Frank Sacks tennis camps to be allowed back at Niles West and is concerned about lack of access to facilities.

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XVII. Correspondence and FOIA Requests Mr. Heintz reported that four FOIA requests were received: 1. Mr. Perl regarding District 219 and the tennis program 2. Lennie Jarrett regarding a copy of the internet traffic log 3. Lisa Martin requesting a copy of the payment bond from DuPage Topsoil 4. Steve Scott regarding high school driver education documents related to outsourcing. XVIII. Information Items − Monthly Financial Report for September 2012 was reviewed. XIX. Closed Session It was moved by SMITH and seconded by EVANS to return to closed session to discuss administrative, associate and confidential salaries. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The Board returned to closed session at 9:45 p.m. At 10:10 p.m. it was moved by EVANS and seconded by VALFER to return to open session to vote on administrative, associate and confidential salaries. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. It was moved by EVANS and seconded by VALFER to approve the administrative, associate and confidential salaries: A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The following salaries were approved: Administrative salaries for the 2012-2013 school year: Connolly, Bridget $131,968 Frampton, John $67,161 Griffin, Kendall $123,900 McTague Ryan $180,180 Osburn, Kaine $183,444 Wartowski, David $89,315 − Associate salaries for the 2012-2013 school year: Brown, Henry $104,170 Deeney, Joe $91,800 DiJohn, Jim $108,377 Husselbee, Susan $120,123 Laux, Terri $68,082 Lothian, Becky $106,892 Pope, Jerry $100,097 Vogler, Dale $136,061 Wojtulewicz, Megan $68,082 − Confidential salaries for the 2012-13 school year: Bumbaris, Susan $66,745 Current, Karen $62,100 Hasemayer, John $58,350 Bhanpuri, Rosamin $62,449 Schero, Dianna $77,377

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Watson, Daphne Wheatman, Judy Williams, Angela

$61,215 $69,998 $64,383

XX. Adjournment It was moved by SMITH and seconded by VALFER to adjourn the meeting. A roll call vote was taken. Voting Aye: Evans, Greenspan, Klint, Silverman, Smith, Valfer. The motion carried. The meeting adjourned at 10:15 p.m.

President

October 22, 2012 Meeting Minutes

Secretary

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POLICY AND PROCEDURAL CHANGES: SECOND READING November 26, 2012 Board of Education Meeting All recommended changes have been reviewed by the Board on first reading September 24, 2012 or October 22, 2012. Section 2 (School Board) Number 2:120

Name Board Member Development

2:120-E2 NEW

Exhibit – Website Listing of Development and Training Completed by Board Members 2:250-AP2 Administrative Procedure – Protocols for Record Preservation and Development of Retention Schedules 2:250-E2 Exhibit – Immediately Available Public Records

Proposed Change Updated in response to State legislation. New: Added in response to State legislation.

Updated in response to State legislation.

Updated in response to State legislation.

Section 3 (School Administration) Number 3:50-AP1

Name Proposed Change Administrative Procedure: Terms Updated based upon administrative and Conditions of Employment for recommendation. Administrators

Section 4 (Operational Services) Number 4:170

Name Safety

4:170-AP7 Administrative Procedure – Movable Soccer Goal Safety NEW

Proposed Change Updated in response to State legislation. New: Added in response to State legislation.

Section 5 (Personnel) Number 5:270-AP

Name Proposed Change Administrative Procedure: Terms Updated based upon administrative and Conditions of Employment for recommendation. Confidential Staff

Section 6 (Instruction) Number 6:235

Name Access to District Computers and Electronic Networks

Proposed Change Updated in response to State legislation.

Section 7 (Students) Number 7:220

Name Bus Conduct

Proposed Change Updated in response to State legislation.

7:220-AP1 Administrative Procedure – Electronic Recordings on School NEW Buses

New: Added in response to State legislation.

7:270

Implementation of updates proposed by Administration and language updated in accordance with State legislation.

Administering Medicines to Students

7:270-AP1 Administrative Procedure: Dispensing Medication

Updated to reflect District procedures.

7:270-AP2 Administrative Procedure – Checklist for District Supply of NEW Epinephrine Auto-Injectors

New: Addition proposed by Administration and language updated to match State legislative requirements.

Niles Township High School District 219

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Board of Education Board Member Development The Board of Education desires that its individual members learn, understand, and practice effective governance principles. The Board is responsible for member orientation and development. Board members shall have an equal opportunity to attend local area, State, and national meetings designed to familiarize members with public school issues, governance, and legislation. The Board President and/or Superintendent shall provide all Board members with information regarding pertinent educational materials, publications, and notices of training or development.

Mandatory Board Member Training Each Board member is responsible for his or her own compliance with the mandatory training laws that are described below: 1. Each Board member taking office after June 13, 2011 must complete at least 4 hours of professional development leadership training in education and labor law, financial oversight and accountability, and fiduciary responsibilities within the first year of his or her first term that begins after that date. 2. Each Board member who was in office on January 1, 2012 must complete training on the Open Meetings Act within one year of that date. Each Board member taking office after January 1, 2012 must complete this training no later than 90 days after taking the oath of office. After completing the training, each Board member must file a copy of his or her certificate of completion with his or her Board. 3. After the District’s implementation of the Performance Evaluation Reform Act (PERA) evaluations, each Board member must complete a training program on PERA evaluations before participating in a vote on a dismissal based on an optional alternative evaluative dismissal process.

The Superintendent or designee shall maintain on the District website a log identifying the complete training and development activities of each Board member, including both mandatory and non-mandatory training. Board Self-Evaluation The Board of Education will conduct periodic self-evaluations with the goal of continuous improvement. New Board Member Orientation The orientation process for newly elected or appointed Board of Education members includes: 1. The Superintendent or designee shall give each new Board of Education member a copy of online access to the Board of Education Policy Manual, the minutes of the Board of Education’s regular meeting minutes of the past year, and other helpful information including materials describing the District and explaining the Board of Education's roles and responsibilities. 2. The Board President or designee shall schedule one or more special Board meetings, or schedule time during regular meetings, for Board members to become acquainted and to review Board processes and procedures. 3. The Board President may request a veteran Board member to mentor a new member. 4. All new members are encouraged to attend workshops for new members conducted by the Illinois Association of School Boards.

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Candidates The Superintendent or designee shall invite all current candidates for the office of Board of Education member to attend: (1) Board of Education meetings, except that this invitation shall not extend to any closed meetings, and (2) pre-election workshops for candidates. LEGAL REF,:

5 ILCS 120/1.05 and 120/2. 105 ILCS 5/10-16a and 5/25-16.5.

CROSS REF.:

2:80 (board member ethics), 2:125 (board member expenses), 2:200 (types of school board meetings)

ADOPTED:

October 6, 2008

Niles Township High School District 219

NEW

2:120-E2 Page 1 of 1

School Board Exhibit - Website Listing of Development and Training Completed by Board Members Post this or similar template (including the explanatory paragraphs) on the District’s website and update the table as information is provided. All Illinois school board members must receive training in professional development leadership (P.A. 97-8) and the Open Meetings Act (P.A. 97-504). Mandatory training will also be required after the new teacher evaluation requirements are implemented in each school district. For additional information, see Board policy 2:120, Board Member Development. The following table contains mandatory and non-mandatory training and development activities that were completed by each Board member. When the training was provided by the Illinois Association of School Boards, the acronym “IASB” follows the listed activity. Name

Development and Training Activity and Provider

Date Completed (beginning in 2012 unless otherwise noted)

The Illinois Association of School Boards (IASB) is a voluntary organization of local boards of education dedicated to strengthening the Illinois public schools through local citizen control. Although not a part of State government, IASB is organized by member school boards as a private not-for-profit corporation under authority granted by Article 23 of the School Code. The mission of the IASB is excellence in local school governance in support of quality public education. For more information regarding IASB and its programs visit www.iasb.com.

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Board of Education Administrative Procedure - Protocols for Record Preservation and Development of Retention Schedules Legal Citations The legal requirements contained in this procedure are followed by a citation to the controlling rule and/or statute. Citations in parenthesis indicate the location of a named law. For additional clarification regarding a requirement, the cited law should be reviewed.

Actor All Staff and Board Members

Action No district record, as defined in the Illinois Local Records Act, shall be destroyed except as provided herein. “Public record means any book, paper, map, photograph, digitized electronic material, or other official documentary material, regardless of physical form or characteristics, made, produced, executed or received by any agency or officer pursuant to law or in connection with the transaction of public business and preserved or appropriate for preservation by such agency or officer, or any successor thereof, as evidence of the organization, function, policies, decisions, procedures, or other activities thereof, or because of the informational data contained therein.” 50 ILCS 205/3. Do not destroy any District record, no matter its form, if it is subject to a litigation hold. F.R.C.P. 37(e). In federal lawsuits there is an automatic discovery of virtually all types of electronically created or stored data that might be relevant. Attorneys will generally notify their clients at the beginning of a legal proceeding to not destroy any electronic records that might be relevant. The receipt of a litigation hold or preservation letter from the Board’s attorney requires all potentially relevant electronic information to be identified, located, and preserved. This includes all e-mail, edocuments, the tapes and servers of discarded systems, and backup data stored elsewhere.

Superintendent

Assign the following activities to the Records Custodian and Chief Technology Officer: 1. Develop and maintain a protocol for preserving and categorizing District records; 2. Develop and maintain a record retention and destruction schedule; and 3. Develop protocols to implement a litigation hold.

Niles Township High School District 219

Records Custodian (Assistant Superintendent for Human Resources) and Chief Technology Officer

2:250-AP2 Page 2 of 5

1. Develop and maintain a protocol for preserving and categorizing District records. Develop and maintain a list of all District records organized in categories and sub-categories, e.g., records relating to business, students, personnel, board meetings, etc. Align this list with the list of District records required by the Freedom of Information Act. 5 ILCS 140/5. Paper records may be easier to locate than electronic records. Electronic records will potentially exist in all of the available servers, tapes, hard drives, computers, and similar types of electronic devices (e.g., laptops, Blackberrys, cell phones, Palm Pilots, voicemail, etc.). Prepare a description of how District records stored by means of electronic data processing may be obtained in a form understandable to persons lacking computer knowledge. 5 ILCS 140/5. Such a description may include contact information for a person who can aid in obtaining records stored electronically. Provide for keeping only “records” and destroying non-records. Avoid filing non-record material with records. Determine what is a non-record, e.g., identical copies of documents maintained in the same file; extra copies of printed or processed materials (official copies of which are retained by the office); blank forms; and personal communications. The goal is to control excessive accumulation of material. Nonrecord material may be destroyed at any time. 50 ILCS 205/9. Absent a litigation hold, email must be retained only when it contains: (1) evidence of the District’s organization, function, policies, procedures, or activities, or (2) informational data appropriate for preservation. 50 ILCS 205/3. Email that is conversational, personal, or contains brainstorming may generally be deleted. A consistent email retention policy for use across the District ensures that the necessary emails are being retained and emails that are not required to be preserved are purged on a regular basis. Determine whether each sub-category of documents should be reproduced by photography, microphotographic processes, or digitized electronic format. Any public record may be reproduced in a microfilm or digitized electronic format and the paper version destroyed, provided: (a) the records are reproduced on “a durable medium that accurately and legibly reproduces the original record in all details,” and “that does not permit additions, deletions, or changes to the original document images;” and (b) the Local Records Commission is

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notified when the original record is disposed of and also when the reproduced record is disposed of. Local Records Act, 50 ILCS 205/7. Use this web link to the Illinois Secretary State publication, Guidelines for Using Electronic Records. Identify and index the location of each category and sub-category of District records. Organize electronic record and data storage. The goal is to ensure that all documents, including electronically created ones, are retained for the required timeframes and are easy to retrieve and produce if necessary. 2. Develop and maintain a record retention schedule for submission to the Superintendent and eventually to the Local Records Commission. Prepare a list of public records that: (1) are not needed for current business, and (2) do not have sufficient administrative, legal, or fiscal value to warrant their further preservation. Stated differently, identify records that have no administrative, legal, or fiscal value, as this is the criteria the Commission uses to determine whether or not to authorize the records’ destruction. Records that have no administrative, legal, or fiscal value may be destroyed according to provisions in the Local Records Act. 50 ILCS 205/1 et seq 10. Prepare a schedule for record destruction by identifying the length of time a record category or series warrants retention after it has been received or produced by the District. The ultimate goal is to obtain permission to destroy unnecessary public records. The Local Records Commission must approve the destruction of any public record. 50 ILCS 205/7, 44 Ill. Admin. Code Part 4000 (Local Records Commission for agencies comprising counties of less than 3,000,000 inhabitants); 44 Ill. Admin. Code Part 4500 (Local Records Commission of Cook County). See the Archives Department on the Secretary of State’s website: www.cyberdriveillinois.com/departments/archives/databases/home. html. A list can be used when applying for authority to destroy records. A schedule can be used when applying for continuing authority to destroy records after specified periods of time or the occurrence of specified events. 44 Ill.Adm.Code Part 4000.30. The School Code and other statutes (e.g., statutes of limitations) contain mandatory retention timelines. The Board’s attorney should be consulted. The e-discovery rules provide a safe harbor for parties during a

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lawsuit that cannot provide information because it was destroyed as a result of routine practices. F.R.C.P. 37(e). Determine whether each sub-category of documents should be reproduced by photography, microphotographic processes, or digitized electronic format. If a record is reproduced in accordance with standards published by the Local Records Commission, the original may be destroyed. The reproduction’s destruction must be according to the approved record retention schedule. 3. Develop protocols to implement a litigation hold. Understand what a litigation hold is. A litigation hold refers to the notification made by the Board’s attorney telling the District to preserve all information that may be relevant to current or anticipated litigation. While it may occur anytime in the legal process, it will usually occur during discovery, the pretrial phase of a lawsuit designed to compel the exchange of information between parties. A litigation hold triggers the need to immediately suspend destruction of electronic and other records relevant to the current or potential claim. F.R.C.P. 37(e). Specify how to implement a litigation hold, i.e.: • Who can trigger a litigation hold? • How is a litigation hold communicated? • Who should gather the records? • What records are subject to a litigation hold and who determines this? • In what format should records be gathered? • Where should records be gathered? Identify how to implement a litigation hold for all IT systems, including backup tapes, to ensure they are not deleted or overwritten as part of the normal tape rotation process. Prepare a map of potentially relevant data and otherwise assist the Board’s attorneys in locating all potentially relevant information. Superintendent

Submit new or revised record retention and destruction lists and schedules to the Local Records Commission for approval. Disseminate the record retention and destruction schedule, along with instructions, to all affected staff members and the Board members. Immediately inform the Records Custodian and Chief Technology Officer whenever a record must be preserved because: (1) it may be relevant to present or future litigation, or (2) the Board attorney has notified the District to preserve a record, including electronic information (litigation hold). Authorize and/or order the destruction of District records after ensuring

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that the following steps have been performed: 1. The Local Records Commission approved a schedule for continuing authority to destroy District records after the expiration of the applicable period. 2. Any record is retained and removed from the disposal list if it is or may be evidence in litigation, or is otherwise subject to a litigation hold. 3. A Local Records Disposal Certificate was sent to the Local Records Commission, Illinois State Archives at least, 60 days before the disposal date and an approved copy was returned. Section 4000.40(b) of the rules of the Downstate Local Records Commission and Section 4500.40(b) of the rules of the Cook County Local Records Commission. Links to Web-based Record Management Resources: Cook County Local Records Commission Meetings Cook County Local Records Commission Rules (44 Ill Admin Code Title PART 4500) Downstate Local Records Commission Meetings Rules of the Downstate Local Records Commission (44 Ill Admin Code Title PART 4000) Filmed Records Certification Act (50 ILCS 210) Filmed Records Destruction Act (50 ILCS 215) Illinois School Student Records Act (105 ILCS 10) Local Records Act (50 ILCS ACT 205) Local Records Disposal Certificate

LEGAL REF.:

Federal Rules of Civil Procedure, Rules 16, 26 and 2637. 5 ILCS 140/1 et seq.,/, Freedom of Information Act. 50 ILCS 205/1 et seq.,/, Local Records Act. 105 ILCS 10 /1 et seq., IL/, Ill. School Student Records Act. 820 ILCS 40/ 1 et seq., IL/,Ill. Personnel Record Review Act.

Board Review: November 5, 2007

Niles Township High School District 219

2:250-E2 Page 1 of 4

School Board Exhibit - Immediately Available Public Records [For use by District’s that have websites only.] The following public records are designated by tThe District’s Freedom of Information Officer designates the public records that are listed in this table as being immediately available to the public. The records that are asterisked are posted on the District’s website and may be immediately inspected, downloaded, printed, and/or copied. Any asterisked public record is also immediately available for inspection or copying upon request at the District’s administrative office during its regular business hours, provided any applicable fees are paid. Records without an asterisk will be provided within 5 business days as allowed by the Freedom of Information Act, provided any applicable fees are paid. Web-posted records and information

Web-posting statutory reference and special instructions

*Annual schedule of regular meetings for the current school year that are posted at the beginning of each calendar or fiscal year *Public notice of each board meeting that is posted at least 48 hours before the meeting and remains posted until the meeting is concluded *Agenda of each regular meeting that is posted at least 48 hours before a meeting and remains posted until the meeting is concluded

5 ILCS 120/2.02.

*Official open meeting minutes that are posted within 7 days of the Board’s approval and remain posted for at least 60 days

5 ILCS 120/2.06(b)., amended by P.A. 96-1473

*Description of the District and its records including: Summary of the District’s purpose Functional subdivisions Total amount of operating budget Number and location of all of its separate offices Approximate number of full and part-time employees (see also, salary and benefits information report for the Superintendent, administrators, and teachers, District’s Statement of Affairs) Identification and membership of the Board Brief description of the methods whereby the public may request information and public records Directory information for the Freedom of Information Officer Address where requests for public records should be directed Fees

5 ILCS 140/4, amended by P.A.96-542. The District must prominently post the list at each administrative office and make it available for inspection and copying.

Annual budget for current fiscal year, itemized by receipts and expenditures

105 ILCS 5/17-1.2. This may be accomplished using ISBE’s School District Budget Form 50-36 or the summary pages from it. The budget must be submitted to ISBE no later than Oct. 30, 2009.

Niles Township High School District 219 Web-posted records and information

2:250-E2 Page 2 of 4 Web-posting statutory reference and special instructions The District must notify the parents or guardians of its students that the budget has been web-posted and what the website’s address is.

*District ’s current rReport card and a Report Card for each School (ISBE Schoolthe Report Cards will be provided by ISBE by October 31, 2013 and October 31 of each subsequent year Data Form 86-43)

105 ILCS 5/10-17a., amended by P.A. 97-671. Annually, no more than 30 calendar days after receiving the Report Cards from the State Superintendent, the District must: (1) present them at a regular Board meeting, (2) post them to the District’s website, (3) make them available to a newspaper of general circulation serving the District, and (4) upon request, send them home to parents/guardians. The District also must send a written notice home to parents/guardians stating: (1) that the Report Cards are available on the website, (2) the website’s address, (3) that a printed copy will be sent upon request, and (4) the telephone number to request a printed copy.

* A list of all contracts in excess of $25,000 and any contracts with an exclusive bargaining representative.

105 ILCS 5/10-20.44. There is no statutory timeline for webposting. Each year, in conjunction with the submission of the Statement of Affairs to ISBE, before December 1, the District must submit to ISBE an annual report on all contracts over $25,000 awarded during the previous year.

Annual Statement of Affairs

105 ILCS 5/10-17. The District is not required to web-post this document. It must, annually by December 1, submit the Statement to ISBE for posting on ISBE’s website, have copies of the Statement available in the main administrative office, and publish a summary of the Statement in a newspaper of general circulation published in the District.

Administrator and Teacher Salary and BenefitsCompensation Report (itemized salary compensation report for every employee holding an administrative certificate and working in that capacity, including the Superintendent, all administrators and teachers). For each District

105 ILCS 5/10-20.47, amended by P.A. 97-2566, added by P.A. 96-434. Annually on or before October 1: (1) Tthe Report must also be presented at a regular Board meeting and posted on the District’s website, and (2) after

Niles Township High School District 219 Web-posted records and information administratorThe report should include, without limitation: • Base salary • Bonuses • Pension contributions • Retirement enhancementsincreases • Cost of health insurance • Cost of life insurance • Paid sick and vacation day payouts • Annuities • Other forms of compensation or income paid on behalf of the employee; e.g., travel and business expense reimbursements, non-base compensation such as use of a District vehicle, wellness incentives, gym memberships, etc.

2:250-E2 Page 3 of 4 Web-posting statutory reference and special instructions the Board meeting at which the information was presented, the Report must be provided to ISBEthe Regional Superintendent on or before October 1 of each year.

Current contracts with an exclusive bargaining representative(s)

105 ILCS 5/10-20.46, added by P.A. 96434.

A listing of all contracts over $25,000 for the current fiscal year

105 ILCS 5/10-20.44, as added by P.A. 95-707. After the initial web-posting, contracts should be added to the list as they are awarded by the Board.

*As an employer that participates in the Illinois Municipal Retirement Fund (IMRF), a compensation report for employees who have a total compensation package that exceeds $75,000 per year; total compensation package means salary, health insurance, a housing allowance, a vehicle allowance, a clothing allowance, bonuses, loans, vacation days granted, and sick days granted

5 ILCS 120/7.3, added by P.A. 97-609. The report must be posted within 6 business days after the District approves a budget. The District may choose to post a physical copy of this information at its principal office in lieu of posting the information directly on the website in which case it must post directions on the website for accessing that information.

*As an employer that participates in the Illinois Municipal Retirement Fund (IMRF), a compensation report for employees who have a total compensation package that is equal to or in excess of $150,000 per year; total compensation package means payment by the employer to the employee for salary, health insurance, a housing allowance, a vehicle allowance, a clothing allowance, bonuses, loans, vacation days granted, and sick days granted.

5 ILCS 120/7.3, added by P.A. 97-609. The report must be posted at least 6 days before the District approves an employee’s total compensation package that is equal to or in excess of $150,000. The District may choose to post a physical copy of this information at its principal office in lieu of posting the information directly on the website in which case it must post directions on the website for accessing that information.

*Log of Board Members’ Training and Development Activities

105 ILCS 5/10-16a, added by P.A. 97-8. The District must post on its website the names of all Board members who

Niles Township High School District 219 Web-posted records and information

2:250-E2 Page 4 of 4 Web-posting statutory reference and special instructions have completed professional development leadership training (required for board members taking office after 6/13/2011). 5 ILCS 120/1.05(b) and (c), amended by P.A. 97-504. Each Board member must complete training on the Open Meetings Act. After completing the training, each Board member must file a copy of their certificate of completion with the School Board. 105ILCS 5/24-16.5, added by P.A. 97-8. After the implementation of the Performance Evaluation Reform Act (PERA) evaluations, each Board member participating in PERA evaluations must complete a training program.

Board Review: April 19, 2010

Niles Township High School District 219

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General School Administration Administrative Procedures: Terms and Conditions of Employment for Administrators For administrators not covered by an individual employment contract or those whose contract does not address these conditions of employment: Employment Year Administrators work a 12-month year (260 days), except for deans and activity directors, who work a 195-day year and curriculum directors who work a 205 day year. With Board approval the Superintendent may engage administrators to work different calendars than the aforementioned. Contract Administrators will be offered multi-year performance contracts pursuant to 105 ILCS 5/10.23.8 and 8a. Vacation Twelve-month administrators hired after July 1, 1988 shall be eligible for paid vacation days according to the following schedule:

Length of Employment From:

To:

Beginning of year 1

End of year 10

Beginning of year 11

Monthly Accumulation

Maximum Vacation Leave Earned Per Year

1.67 Days

20 Days

2.08 Days

25 Days

Vacation days earned in one fiscal year must be used by the end of the current fiscal year, except for ten (10) days that may be carried over. Terminated or resigning employees must take all vacation time prior to their end date, except where prohibited by law. Salary Annually, the Superintendent shall recommend and the Board of Education shall set the salaries and benefits of District administrators. To determine salary, the Superintendent mayshall assign each administrative or technical position a salary range based on the scope of these considerations: 1. 2. 3. 4. 5. 6. 7. 8.

Amount of money under the administrator's direction Level of decision-making Expertise required Amount of public contact Time commitment Prerequisites Number of staff subordinates Market analysis of comparable positions in area districts

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Benefits 1. Sick/Personal Leave. Administrators shall be entitled to thirteen (135) work days of sick leave and four (4)2 personal days annually, pursuant to the provisions of law. At the end of the fiscal year unused personal days convert to sick days. Unused sick and personal leave shall accumulate without limit. For each day of sick leave absence beyond the allotment of sick leave days and for each day of absence deductible for other reasons, 1/260th of the annual basic salary shall be deducted (1/195, 1/205 or other fractions based on calendars for administrators working less than 260 days). Further deductions will be made proportionally for fractional parts of a day. 2. Disability Income Protection. If an administrator has exhausted all sick leave and is eligible for disability benefits under the Teachers Retirement System (TRS) or the Illinois Municipal Retirement Fund (IMRF), the District shall pay the administrator a disability stipend equal to the difference between the amount of disability benefits received from TRS or IMRF and sixty percent (60%) percent of the administrator's annual salary at the time the disability occurred. If TRS increases the disability benefit above the present forty percent (40%) percent, the District will continue to pay twenty percent (20%) percent of the administrator's annual salary at the time the disability occurred, up to sixty-five percent (65%) percent. If IMRF increases the disability benefit above the present fifty percent (50%) percent, the District will continue to pay ten percent (10%) percent of the administrator's annual salary at the time the disability occurred, up to sixtyfive percent (65%) percent. In no case will the total amount of TRS or IMRF disability benefits and the amount paid by the District exceed sixty-five percent (65%) percent of the administrator's annual salary at the time the disability occurred. The disability stipend shall be paid for the same period that the administrator receives TRS or IMRF disability benefits. 3. Medical Insurance. Effective January 1, 2013, administrators have the option of choosing PPO Plan 2 or HMO Illinois plan for medical insurance. The District shall provide individual or family medical coverage at an administrator cost equal to seven percent (7.0%) of the funding rate for the plan selected. The administrator cost shall increase to eight percent (8.0%) of the funding rate on January 1, 2014 and nine percent (9.0%) of the funding rate on January 1, 2015. Administrators also have the option of choosing the Blue Advantage HMO plan with an annual individual cost of three hundred fifty dollars ($350) and annual family cost of nine hundred fifty dollars ($950). 43. Health-Accident and Dental Insurance. The District shall provideoffer individual coverage at no chargeor and offer family coverage at an annual rate of five hundred sixty one dollars and thirty six cents ($561.36).the same rate as applies to all certified and non-certified employees of District 219 through the 2012 fiscal year. 54. Cell Phone Allowance. Effective July 1, 2010, The District shall provide administratorsion who are required to carry a smart cell phone with a $100 monthly allowance, reported as additional compensation, for the purpose of assuming the administrator is able to provide the District with a cell phone number and that the administrator carries the cell phone for her or his work for the complete calendar year. 65. Life Insurance. The District shall provide administrators with group term life insurance in an amount double the administrator's salary to a maximum of four hundred thousand dollars ($2400,000). 76. Medical Examinations. The District shall reimburse an non-Cabinet level administrator up to

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seven hundred dollars ($700)$400 in each calendar yearany two-year period for physical examinations voluntarily takenmedical, dental or vision expenses not covered by their benefit plan. The District shall reimburse a Cabinet level administrator up to two thousand dollars ($2,000) in each calendar year for medical, dental or vision expenses not covered by their benefit plan. The administrator must submit a copy of the bill and the insurance plan’s rejection of the bill. 87. Wellness Benefit. Administrators will be entitled to the same wellness benefits as certified and non-certified employees of District 219. 98. Professional Dues. The District shall provide payment toward professional dues approved through the normal budgeting process. Professional dues will be limited to organizations that have a direct relationship to the position held by the administrator. 109. Retirement Benefits and Enhancements Eligibility and Notice. Administrators will not be eligible for enhancements if their retirement will cause a TRS or IMRF penalty to be incurred by the District. To be eligible an administrator must have served satisfactorily in the district for a minimum of ten (10) years immediately preceding his or her retirement. The administrator must give written notice to the superintendent of his or her intention to participate in the program as early as January 1 in the sixth year prior to his or her last full year of employment but no later than May 1 of the fifth year prior to the end of his or her last full year of employment in order to receive the full retirement benefits outlined below. The Board shall provide a Benefit Sum sufficient to increase the administrators base salary paid in the sixth year prior to retirement by sixfifteen percent (156%). Administrators receiving enhancements receive no additional raises. Such payment shall be paid in the fifth year prior to retirement. Following such fifth year payment, a yearly compounded increase of six percent (6%) over the prior year’s creditable earnings in the final four years of District service shall be made part of the total Benefit Sum. An administrator who chooses to retire in such a way as to avoid the District from incurring a TRS or IMRF penalty will receive an ERO Avoidance Incentive benefit paid by the District. This benefit will be equivalent to the monthly cost of a single TRS TCHP Health Insurance premium until the administrator becomes medicare eligible. The ERO Avoidance Incentive amount due to the retired administrator shall be paid post retirement, semi-annually. Nothing herein implies that the District will monitor usage of said payment nor does it require the administrator to use said payments for TRS Health Insurance specifically. Administrators having Board approved retirement agreements shall receive compensation for unused sick leave. Those covered by TRS will be compensated above 340 days, up to a maximum of 85 days. Those covered by IMRF will be compensated above 221 days up to 85 days maximum. Any unused sick days not used for TRS pension purposes will be paid after the final day of employment or in the last year of employment for IMRF pension purposes and will be based on 1/260, 1/195, or 1/205 concurrent with the said administrators calendar and may be taxed sheltered (403b, 457) upon the administrators request. Administrators having Board approved retirement agreements will devote themselves to the performance of their duties under the agreements, and not resign or otherwise voluntarily terminate their employment prior to the expiration of their agreement, except as subject to the following provisions. If an administrator violates this requirement by leaving the District early, he/she shall reimburse the District for all retirement benefits received (i.e., 156%, 6%, 6%, 6%, 6%), not as a penalty but solely as liquidated damages for his/her breach of this requirement. Plus reasonable legal fees for recovery of such damages. Nothing prohibits the Board from terminating an administrator once the Board of Education has approved the request to retire from said administrator. In the case of

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such termination the terminated administrator will pay liquidated damages equaling the amount of all retirement benefits received by the administrator.15% of the administrators last year’s total creditable earnings plus any penalty charged to the District. Limitations on Participation. The Board reserves the right to limit the number of administrators who shall be approved for this retirement plan each year for reasons which are in the best interests of the District. Moving Expenses The Superintendent may, with Board approval, defray reasonable moving expenses of a new administrator. Travel Required by Administrative Duties An administrator shall be reimbursed for required professional travel in their personal automobile at the standard mileage rate approved by the Internal Revenue Service for income tax purposes. Reimbursement is limited to travel • from the administrator's assigned building to another location; or • a second round-trip in one day from home to the assigned building. Workshops, Seminars, Conferences and Courses for University Credit With prior approval from the Assistant Superintendent for Human Resources and subject to appropriations, the District shall pay for an administrator to participate in workshops, seminars, and other courses of continuing education related to the administrator's current job duties. Requests shall be given priority made prior to July 1st of the fiscal year that allow for proper budgeting and are subject to annual budget appropriations. Any benefit terminates at the end of each school year. Benefits for continuing education for university credit will cease upon notification of intent to retire.

Board Review: February 28, 2011

Niles Township High School District 219

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Operational Services Safety Safety Program All District operations, including the education program, shall be conducted in a manner that will promote the safety of everyone on District property or at a District event. The Superintendent or designee shall develop and implement a comprehensive safety and crisis plan incorporating both avoidance and management guidelines. The comprehensive safety and crisis plan shall specifically include provisions for: injury prevention, bomb threats, weapons and explosives on campus, school safety drill program; tornado protection; instruction in safe bus riding practices, emergency aid, post-crisis management and responding to medical emergencies at an indoor and outdoor physical fitness facility. During each academic year, each school building that houses school children must conduct a minimum of; 1. Three school evacuation drills, 2. One bus evacuation drill, and 3. One severe weather and shelter-in-place drill., and 3.4. One law enforcement drill. The Superintendent or appropriate designee must conduct a law enforcement drill at all District’s school buildings during the academic year. Any appropriate local law enforcement agency may conduct and participate in this law enforcement drill. The law enforcement drill must be conducted according to the District’s comprehensive safety and crisis plan and it, with the participation of the appropriate law enforcement agency. This drill may be conducted on days and times that students are not present in the building. In the event of an emergency that threatens the safety of any person or property, students and staff are encouraged to use any available cellular telephone. Drivers are prohibited from operating a District owned vehicle while using a cellular telephone, except: (1) during an emergency situation, (2) to call for assistance if there is a mechanical problem, (3) where a cellular telephone is owned by the school district and used as a digital two-way radio, and (4) when the school bus is parked. The Superintendent or designee shall implement the Movable Soccer Goal Safety Act in accordance with the guidance published by the Illinois Department of Public Health. Implementation of the Act shall be directed toward improving the safety of moveable soccer goals by requiring that they be properly anchored. Convicted Child Sex Offender and Notification Laws State law prohibits a child sex offender from being present on school property or loitering within 500 feet of school property when persons under the age 18 are present, unless the offender is: 1. A parent/guardian of a student attending the school and the parent/guardian is: (i) attending a conference at the school with school personnel to discuss the progress of his or her child academically or socially, (ii) participating in child review conferences in which evaluation and placement decisions may be made with respect to his or her child regarding special education services, or (iii) attending conferences to discuss other student issues concerning his or her child such as retention and promotion and notifies the Building Principal or designee of his or her presence at the school or,

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2. Has permission to be present from the Board of Education, Superintendent or Superintendent’s designee. If permission is granted, the Superintendent or Board President shall provide the details of the offender’s upcoming visit to the Building Principal. If a student is a sex offender, the Superintendent or designee shall develop guidelines for managing his or her presence in school. The Superintendent shall develop procedures for the distribution and use of information from the law enforcement officials under the Sex Offender Community Notification Law and the Child Murderer and Violent Offender Against Youth Community Notification Law. The Superintendent or designee shall serve as the District contact person for purposes of these laws. The Superintendent and Building Principal shall manage a process for schools to notify the parents/guardians during school registration that information about sex offenders is available to the public as provided in the Sex Offender Community Notification Law. This notification must occur during school registration and at other times as the Superintendent or Building Principal determines advisable. All contracts with the School District that may involve an employee or agent of the contractor having direct daily contact with a student shall contain the following language: The contractor shall not send to any school building or school property any employee or agent who has direct daily contact with students who would be prohibited from being employed by the District due to a conviction of a crime listed in 105 ILCS 5/10-21.9, or who is listed in the Statewide Sex Offender Registry or the Statewide Violent Offender Against Youth Database. The contractor shall obtain (or pay the District to obtain) a fingerprint-based criminal history records check before sending to any school building or school property any employee or agent who has direct daily contact with students. Additionally, at least quarterly, the contractor shall check if an employee or agent is listed on the Statewide Sex Offender Registry of the Statewide Violent Offender Against Youth Database. The contractor shall certify to the District on an annual basis that the contractor shall not send to any school building or school property any employee or agent who has direct daily contact with students who is a child sex offender. Any person hired by the District, as well as any person who is an employee of a person or firm holding a contract with the District who works in a school building or on school property and has direct daily contact with students, shall submit to a criminal history background investigation according to State law and District Policy 5:30, Hiring Process and Criteria. If the District receives information that concerns the record of conviction as a sex offender of any employee of a District contractor, the District will provide the information to another school, school district, community college district, or private school that requests it. Unsafe School Choice Option The unsafe school choice option allows students to transfer to another District school or to a public charter school within the District. The unsafe school choice option is available to: 1. All students attending a persistently dangerous school, as defined by State law and identified by the Illinois State Board of Education. 2. Any student who is a victim of a violent criminal offense, as defined by 725 ILCS 120/3, that occurred on school grounds during regular school hours or during a school-sponsored event. The Superintendent or designee shall develop procedures to implement the unsafe school choice option. Emergency Closing The Superintendent or a designee is authorized to close the schools in the event of hazardous weather or other emergencies that threaten the safety of students, staff members, or school property.

Niles Township High School District 219

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Student Insurance The Board of Education shall provide insurance coverage for accidents that occur to students while participating in school sponsored and supervised activities, secondary to the parent's own coverage. The District offers all parents the opportunity to purchase additional student accident insurance coverage. The Board does not endorse the plan nor recommend that parent(s)/guardian(s) secure the coverage and any contract is between the parent(s)/guardian(s) and the company. LEGAL REF.:

105 ILCS, 5/10-20.28, 5/10-21.3a21B-80, 5/10-21.9, and 128/. 210 ILCS 74/. 625 ILCS 5/12-813.1. 720 ILCS 5/11-9.3. 730 ILCS 152/101 et seq.

CROSS REF.:

5;30 (hiring process and criteria), 6:190 (extracurricular and co-curricular activities), 6:250 (community resource persons and volunteers), 7:220 (bus conduct), 7:300 (extracurricular athletics), 8:30 (visitors to and conduct on school property) 8:100 (relations with other organizations and agencies)

ADMIN. PROC.:

4:170-AP1 (safety program), 4:170-AP2 (criminal offender notification laws), 4:170AP3 (emergency closing of school buildings), 4:170-AP4 (crisis management), 4:170-AP5 (unsafe school choice option), 4:170-AP6 (responding to medial emergencies occurring at physical fitness facilities), 4:170-E1 (student accident and injury report), 4:170-E2 (employee accident and injury report), 5:30-AP2 (investigations)

ADOPTED:

March 21, 2011

Niles Township High School District 219

NEW

4:170-AP7 Page 1 of 1

Operational Services Administrative Procedure - Movable Soccer Goal Safety

Actor

Action

Superintendent

Designate building Principals to identify any movable soccer goals within their buildings’ grounds and comply with the Movable Soccer Goal Safety Act (430 ILCS 145/, added by P.A. 97-234).

Building Principal

Identify any movable soccer goals that the school owns and controls. The Movable Soccer Goal Safety Act, (430 ILCS 145/, added by P.A. 97-234) requires the Ill. Dept. of Public Health to provide technical assistance materials no later than June 30, 2012. Implement the Movable Soccer Goal Safety Act (430 ILCS 145/, added by P.A. 97-234) by requiring that movable soccer goals be properly anchored. See, January 1995 U.S. Consumer Product Safety Commission document, Washington CPSC Document #326 Guidelines for Movable Soccer Goal Safety www.cpsc.gov/cpscpub/pubs/326.html.

Niles Township High School District 219

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Educational Support Personnel Administrative Procedure: Terms and Conditions of Employment for Confidential Staff Niles Township High School District 219 employs education support staff personnel exempt from the Niles Township Support Staff (NTSS) bargaining unit. These employees are referred to as confidential employees. The following positions are referred to as confidential: Executive Assistant to the Superintendent Executive Assistant to the Principal (North and West) Executive Assistant to the Assistant Superintendent of Curriculum and Instruction Executive Assistant to the Assistant Superintendent of Human Resources Executive Assistant to the Assistant Superintendent for Special Education and Pupil Personnel Services Executive Assistant to the Assistant Superintendent for Business Services Executive Assistant to the Chief Technology Officer Executive Assistant to the Executive Director of Security Executive Assistant to the Director of Community Relations Senior Programmer Analyst Human Resources Coordinator Benefits and Transportation Coordinator Payroll Coordinator Personnel and Administrative Services Coordinator The following are benefits afforded to this class of employees: Employment Year Confidential employees will work a 12-month year (260 days). Vacation Twelve-month confidential employees shall be eligible for paid vacation days according to the following schedule: Years of Continuous Service as of 6/30

Year 1 but less than 4 4 years but less than 8 8 years but less than 15 15 years or more

Days of Vacation Per Full Fiscal Year

Days of Vacation Earned Per Month

10 15 20 25

.83 1.25 1.67 2.08

Vacation days earned in one fiscal year must be used by the end of the current fiscal year, except for ten (10) days that may be carried over. Terminated, resigning or retiring employees must take all vacation time prior to their end date, except where prohibited by law. Compensation and Assignment Annually, the Superintendent shall recommend and the Board of Education shall set the salaries and benefits of District confidential staff. A confidential employee covered by the overtime provisions in the Fair Labor Standards Act will receive overtime after forty (40)37.5 hours in one week. Overtime will not

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be allowed without prior authorization from the employee’s immediate supervisor. Confidential employees will be paid on the 8th and the 23rd of each month. The Superintendent is authorized to make assignments and transfers of confidential employees. Benefits 1. Sick Leave. Confidential employees will receive fifteenfourteen (145) sick days per year. All unused sick days will carry over. For each day of sick leave absence beyond the allotment of sick leave days and for each day of absence deductible for other reasons, 1/260th of the annual base salary shall be deducted. Further deductions will be made proportionally for fractional parts of a day. 2. Personal Days. Confidential employees will receive four 3(4) personal days per year, which will convert to sick days at the end of the fiscal year. 3. Disability Income Protection. If a confidential employee has exhausted all sick leave and is eligible for disability benefits under the Illinois Municipal Retirement Fund (IMRF), the District shall pay the confidential employee a disability stipend equal to the difference between the amount of disability benefits received from IMRF and sixty percent (60%) percent of the confidential’s annual salary at the time the disability occurred. 4. Health-AccidentMedical Insurance. Effective January 1, 2013, confidential employees have the option of choosing PPO Plan 1 or HMO Illinois plan for medical insurance. The District shall provide individual or family medical coverage at an employee cost equal to seven percent (7.0%) of the funding rate for the selected plan. The employee cost shall increase to eight percent (8.0%) of the funding rate on January 1, 2014 and shall remain at eight percent (8.0%) through the 2016 fiscal year. Employees also have the option of choosing the Blue Advantage HMO plan with an annual individual cost of three hundred fifty dollars $300 for the fiscal years 2005 thru 2008, and ($350) through the 2012 fiscal year. The District shall provide family coverage at $900 for the 2005 thru 2008 fiscal years, and annual family cost of nine hundred fifty dollars ($950) through the 20162 fiscal year. 5. Dental Insurance. The District shall provide individual coverage at no charge and offeror family coverage at an annual rate of five hundred sixty one dollars and thirty six cents ($561.36).with a 50% co-pay of the difference between the two coverages. 6. Life Insurance. The District shall provide confidential employees with group term life insurance in an amount double the confidential’s base salary up to a maximum of two hundred thousand dollars ($200,000). 7. Tuition Reimbursement. Tuition reimbursement will be considered by their immediate supervisor and with approval of the superintendent or designee. 86. Retirement Benefits. A confidential employee retiring at age fifty-five (55) or older with at least fifteenten (105) years or more of continuous full-time service to the District may retire and shall thereby be entitled to receive a retirement bonus equal to two thousand dollars ($2,000) per year of continuous full-time service, up to a maximum of sixty thousand dollars ($60,000). The retirement bonus amount applicable to each retiree will be distributed annually, from the time the Board accepts a written notification of retirement until the time of retirement, to raise the employee’s total creditable earnings from the prior year by no more than six percent (6%). Increases to total creditable earnings resulting from the retirement bonus funds shall be made only in the last four years prior to retirement. Any retirement bonus funds remaining after all applicable increases to total creditable earnings shall be paid no later than sixty (60) days post-retirement. a service recognition of 10% of the employee’s base salary of his/her final twelve (12) months of employment. A confidential employee retiring at age 55 or older will receive a salary bonus in the last two years of service according to the number of years served:

Niles Township High School District 219

Years of service in the District 15 or more

5:270-AP Page 3 of 3 Percent of salary added in last 5 years 10%, 6%, 6%, 6%, 6%

A retiring confidential employee shall receive continued single coverage on the Districts health and dental insurance plans until they reach the age of 65 with $1,800 per year provided toward family coverage, paid annually, between their retirement age and 65. The BOARD shall recognize the service of retiring confidential employees who have rendered at least ten (10) years of creditable service to the District immediately preceding retirement by paying eighteen hundred dollars ($1,800) per year for the retiree’s medical insurance through the District’s Group Hospitalization Plan or other outside insurance plan as designated by the retiree until the retiree reaches age sixty-five (65). The retiree must show proof of participation in an outside insurance plan each year in order to receive the eighteen hundred dollars ($1,800) from the District. Confidential employees retiring at age fifty-five (55), or older, shall have the option of maintaining single or family coverage through the District’s Group Hospitalization Plan until the retiree reaches age sixty-five (65), at the full funding rate. A confidential employee retiring at age fifty-five (55) or older, shall receive fifty dollars ($50) per day for each unused sick leave day over two hundred twenty one (221)40 up to and including two hundred fifty (250)325. This payment shall be paid post retirement. Only sick leave days that cannot be used for additional Illinois Municipal Retirement Fund (IMRF) service credit can be used toward the post retirement payment and can be tax sheltered (403b/457) upon request. A confidential employee may give notice of their intent to retire up to five (5) years preceding retirement. and shall have their sick days doubled upon Board of Education approval up to a maximum of 240 days. 9. Workshops, Seminars, Conferences and Courses for University Credit. With prior approval from the Assistant Superintendent for Human Resources, and subject to budget appropriations, the District shall pay for a confidential employee to participate in workshops, seminars, and other courses of continuing education related to the confidential employee’s job responsibilities. Priority shall be given to requests made by March 1 of the preceding school year. Any benefit terminates at the end of each school year. Board Review:

November 14, 2011

Niles Township High School District 219

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Instruction Access to District Computers and Electronic Networks Computers and electronic networks are a part of the District's instructional program in order to promote educational excellence by facilitating resource sharing, innovation, communication, teaching and learning. The Superintendent or designee shall develop administrative procedures for this policy and appoint a system administrator. The School District is not responsible for any information that may be lost, damaged, or unavailable when using the network, or for any information that is retrieved or transmitted via computers and networks. Furthermore, the District will not be responsible for any unauthorized charges or fees resulting from access to computers and networks. The retention of accounts and network resources will follow the operational procedures established by the system administrator, as directed by the superintendent. All computers in the District are the property of District 219.

Curriculum and Appropriate Online Behavior The use of computers and electronic networks shall (1) be consistent with the curriculum adopted by the District as well as the varied instructional needs, learning styles, abilities, and developmental levels of the students and (2) comply with the selection criteria for instructional materials and instructional resource center materials. As required by federal law and policy 6;60, Curriculum Content, students will be educated about appropriate online behavior, including but not limited to: (1) interacting with other individuals on social networking websites and in chat rooms, and (2) cyber-bullying awareness and response. Teachers may, consistent with the administrative procedures for this policy, use computers and networks throughout the curriculum. The District maintains its electronic network to support the curriculum and enhance administrative efficiency. While it is not intended to serve as a public forum for general use, the District may use its network to provide access to specific information regarding students to the students and/or their parents or guardians or to make general information regarding District 219 available to the public.

Acceptable Use All use of the District's technology and computers must be in support of education and/or research, and be in furtherance of the Board of Education's stated goal. Use is a privilege, not a right. Appropriate uses, ethics, and protocol relating to use of computers and electronic networks are contained in the Administrative Procedure for Acceptable Use of Computer and Electronic Networks (6:235-AP1). General rules for behavior and communications and all Board policies apply when using District computers and electronic networks. Electronic communications, including files deleted from a user's account but not erased, may be monitored or read by school officials.

Internet Safety Technology protection measures shall be used on each District computer with Internet access. They shall include a filtering device that protects against Internet access by both adults and minors to visual depictions that are: (1) obscene, (2) pornographic, or (3) harmful or inappropriate for students, as defined by federal law and as determined by the Superintendent or designee. The Superintendent or designee shall enforce the use of such filtering devices. An administrator, supervisor or other authorized person may disable the filtering devise from bona fide research or other lawful purpose, provided the person

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receives prior permission from the Superintendent or system administrator. The Superintendent or designee shall include measures in the policy’s implementation plan to address the following: 1. Ensure staff supervision of student access to online electronic networks, 2. Restrict student access to inappropriate matter as well as restricting access to harmful materials, 3. Ensure student and staff privacy, safety, and security when using electronic communications, 4. Restrict unauthorized access, including “hacking” and other unlawful activities, and 5. Restrict unauthorized disclosure, use, and dissemination of personal identification information, such as, names and addresses.

Authorization for Computers and Electronic Network Use All users must sign the District's Authorization for Computer and Electronic Network Use as a condition of use of District technology. Each student and his or her parent(s)/guardian(s) must sign the Authorization before being granted unsupervised use. All users of the District's computers and networks shall maintain the confidentiality of student records. Reasonable measures to protect against unreasonable access shall be taken before confidential student information is loaded onto the network. The failure of any student or staff member to follow the terms of the Authorization for Computer and Electronic Network Use, or this policy, may result in the loss of privileges, disciplinary action, and/or appropriate legal action. LEGAL REF.:

No Child Left Behind Act, 20 U.S.C. §6777. Children’s Internet Protection Act, 47 U.S.C. §254(h) and (l). Enhancing Education Through Technology Act, 20 U.S.C §6751 et seq. 47 C.F.R. Part 54, Subpart F, Universal Service Support for Schools and Libraries 720 ILCS 135/0.01.

CROSS REF.: 4:10 (fiscal and business management), 5:100 (staff development program), 6:40 (curriculum development), 6:60 (curriculum content), 6:210 (instructional materials), 6:230 (library resource center), 6:260 (complaints about curriculum, instructional materials and programs), 7:130 (student rights and responsibilities), 7:190 (student discipline), 7:310 (publications) ADOPTED:

June 4, 2012

Niles Township High School District 219

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Students Bus Conduct All students must follow school bus safety guidelines. The Superintendent, or any designee as permitted in The School Code, is authorized to suspend a student from riding the school bus for up to 10 consecutive school days for engaging in gross disobedience or misconduct, including, but not limited to, the following: 1. Prohibited student conduct as defined in the Board Policy, 7:190, Student Discipline. 2. Willful injury or threat of injury to a bus driver or to another rider. 3. Willful and/or repeated defacement of the bus. 4. Repeated use of profanity. 5. Repeated willful disobedience of a directive from a bus driver or other supervisor. 6. Willful and/or repeated non-use of seat belts. Seat belt usage is mandatory for all passengers in any vehicle that is equipped with seat belts. Students violating this policy may be subject to discipline. Students who fail or refuse to use seat belts assume the risk of injury occasioned by their failure to use seat belts. All parents and students shall be notified annually of the Board’s seat belt policy. 7. Such other behavior as the Superintendent or designee deems to threaten the safe operation of the bus and/or its occupants. If a student is suspended from riding the bus for gross disobedience or misconduct on a bus, the Board of Education may suspend the student from riding the school bus for a period in excess of 10 days for safety reasons. The District’s regular suspension procedures shall be used to suspend a student’s privilege to ride a school bus. Electronic Recordings on School Buses Electronic visual and audio recordings may be used on school buses to monitor conduct and to promote and maintain a safe environment for students and employees when transportation is provided for any school related activity. Notice of electronic recordings shall be displayed on the exterior of the vehicle’s entrance door and front interior bulkhead in compliance with State law and the rules of the Illinois Department of Transportation, Division of Traffic Safety. Students are prohibited from tampering with electronic recording devices. Students who violate this policy shall be disciplined in accordance with the Board of Education’s discipline policy and shall reimburse the School District for any necessary repairs or replacement. The content of the electronic recordings are student records and are subject to District policy and procedure concerning school student records; such recordings are exempt from the Eavesdropping Act. Only those people with a legitimate educational or administrative purpose may view and/or listen to the electronic video and/or audio recordings. If the content of an electronic recording becomes the subject of a student disciplinary hearing, it will be treated like other evidence in the proceeding. LEGAL REF.:

Family Educational Rights and Privacy Act, 20 U.S. C. § 1232(g), 34 C.F.R. Part 99. 105 ILCS 5/10-20.14, 5/10-22.6 and 10/1 et seq. 720 ILCS 5/14-3(m). 23 Ill.Admin.Code Part 375, Student Records.

CROSS REF.:

4:110 (transportation), 4:170 (safety), 7:130 (student rights and responsibilities), 7:170 (vandalism), 7:190 (student discipline), 7:200 (suspension procedures), 7:340 (student records)

ADMIN. PROC.:

4:170-AP3 (School Bus Safety Rules)

ADOPTED:

April 8, 2008

Niles Township High School District 219

NEW

7:220-AP1 Page 1 of 1

Students Administrative Procedure - Electronic Recordings on School Buses

Review of Electronic Recordings Electronic video and audio recordings are viewed to investigate an incident reported by a bus driver, administrator, law enforcement officer working in the District, supervisor, student, or other person. They are also viewed at random. Viewing and/or listening to electronic video and/or audio recordings is limited to law enforcement officers working in the District and District personnel. These individuals must have (1) a law enforcement, security, or safety reason, or (2) a need to investigate and/or monitor student or driver conduct. A written log will be kept of those individuals viewing a video recording stating the time, name of individual viewing it, and date the video recording was viewed. If the content of an electronic recording becomes the subject of a student disciplinary hearing, it will be treated like other evidence in the proceeding. An electronic video or audio recording may be reused or erased after 14 days unless it is needed for an educational or administrative purpose.

Notice of Electronic Recordings The Eavesdropping Act exempts electronic recordings on school buses from its coverage when transportation is provided for a school activity, provided the School Board adopted a policy authorizing their use. Notice of the adopted policy regarding video and audio recordings shall be: (1) clearly posted on the front door and interior of the school bus, (2) provided to students and parents/guardians, and (3) included in student handbooks and other documents.

Niles Township High School District 219

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Students Administering Medicines To Students Students should not take medication during school hours or during school-related activities unless it is necessary for a student's health and well-being. When a student's licensed health care provider and parent/guardian believe that it is necessary for the student to take a medication during school hours, or school-related activities, the parent/guardian must request that the school dispense the medication to the child and otherwise follow the District's procedures on dispensing medication. No School District employee shall administer to any student, or supervise a student's self administration of any medication without a signed order (either the School Medical Authorization Form or the physical exam form) from a licensed prescriber. No student shall possess or consume any prescription or nonprescription medication on school grounds or at a school-related function other than as provided for in this policy and its implementing procedures. Nothing in this policy shall prohibit any school employee from providing emergency assistance to students, including administering medication. The Building Principal shall include this policy in the Student Handbook. Self-Administration of Medication A student may possess an epinephrine auto-injector (EpiPen) and/or medication prescribed for asthma for immediate use at the student's discretion, provided the student's parent(s)/guardian(s) has completed and signed a "School Medication Authorization Form." The Sschool District shall incur no liability, except for willful and wanton conduct, as a result of any injury arising from a student's self-administration of medication or epinephrine auto-injector or the storage of any medication by school personnel. A student’s parent/guardian must indemnify and hold harmless the School District and its employees and agents, against any claims, except a claim based on willful and wanton conduct, arising out of a student's self-administration of an epinephrine auto-injector and/or medication or the storage of any medication by school personnel. Nothing in this policy shall prohibit any school employee from providing emergency assistance to students, including administering medication. The Building Principal shall include this policy in the Student Handbook. School District Supply of Epinephrine Auto-Injectors The Superintendent or designee shall implement Section 22-30(f) of the School Code and maintain a supply of epinephrine auto-injectors in the name of the District and provide or administer them as necessary according to State law. This section of the policy is void whenever the Superintendent or designee is, for whatever reason, unable to: (1) obtain for the District a prescription for school epinephrine auto-injectors and a standing protocol from a physician licensed to practice medicine in all its branches, or (2) fill the District’s prescription for school epinephrine auto-injectors. Upon implementation of this subsection and Section 22-30(f) of the School Code, the protections from liability and hold harmless provisions as explained in Section 22-30(f) of the School Code apply. No one, including without limitation parents/guardians of students, should rely on the District for the availability of an epinephrine auto-injector. This policy does not guarantee the availability of an epinephrine auto-injector; students and their parents/guardians should consult their own physician regarding this medication.

Niles Township High School District 219

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LEGAL REF.:

105 ILCS 5/10-20.14b, 5/10-22.21b, and 5/10-22.30.

CROSS REF.:

7:285 (food allergy management)

ADMIN. PROC.:

7:270-AP (dispensing medication), 7:270-AP2 (checklist for district supply of epinephrine auto-injectors), 7:270-E (school medication authorization form)

ADOPTED:

March 12, 2007

Niles Township High School District 219

7:270-AP1 Page 1 of 2

Students Administrative Procedure: Dispensing Medication Actor Parents/Guardians

Action Ask the child’s physician, dentist, or other health care provider who has authority to prescribe medications if a medication, either prescription or non-prescription, must be administered during the school day. “Medications” includes an epinephrine auto-injector (“EpiPen”®) and antihistamines or Benadryl. For a student with diabetes: The parent(s)/guardian(s) are responsible to share the health care provider’s instructions. When the student is at school, the student’s diabetes will be managed according to the diabetes care plan, if one exists, and not this Procedure. See Care of Students with Diabetes Act, 105 ILCS 5/10-22.21b, added by P.A. 961485. If so, ask the health care provider to complete the “Illinois Food Allergy Emergency Action Plan and Treatment Authorization” form. This form must be completed and given to the school before the school will store or dispense any medication and before your child may possess asthma medication or an EpiPen®. If a student is on a medication indefinitely, the parent/guardian must file a new “Emergency Action Plan” every year. Bring the medication to the school office. If the medicine is for food allergies or is an EpiPen®, a student may keep possession of it for immediate use at the student’s discretion: (1) while in school, (2) while at a school-sponsored activity, (3) while under the supervision of school personnel, or (4) before or after normal school activities, such as while in before-school or after-school care on school-operated property (105 ILCS 5/22-30, amended by P.A. 96-1460). For asthma inhalers, provide the prescription label. Bring other prescription medication to the school in the original package or appropriately labeled container. The container shall display: Student’s name Prescription number Medication name and dosage Administration route and/or other direction Dates to be taken Licensed prescriber’s name Pharmacy name, address, and phone number Bring non-prescription medications to school in the manufacturer’s original container with the label indicating the ingredients and the student’s name affixed.

School Office Personnel

Whenever a parent/guardian brings medication for a student to the office, summon the school nurse. If the school nurse is unavailable, accept the medication, provided the

Niles Township High School District 219

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Action parent/guardian submits a completed “Emergency Action Plan” and the medication is packaged in the appropriate container. Put the medication in the appropriate locked drawer or cabinet. Tell the school nurse about the medication as soon as possible.

School Nurse (certificated school nurse or noncertificated registered professional nurse)

Ensure that a parent/guardian who brings medication for his or her child has complied with the parent/guardian’s responsibilities as described in this administrative procedure. In conjunction with the licensed prescriber and parent/guardian, identify circumstances, if any, in which the student may self-administer the medication and/or carry the medication. A student will be permitted to carry and self-administer an EpiPen®. Store the medication in a locked room, drawer or cabinet. A student may keep possession of medication and EpiPen®. Document each dose of the medication in the student’s individual health record. Documentation shall include date, time, dosage, route, and the signature of the person administering the medication or supervising the student in self-administration. Assess effectiveness and side effects as required by the licensed prescriber. Provide written feedback to the licensed prescriber and the parent/guardian as requested by the licensed prescriber. Contact emergency personnel (911) if an EpiPen® is used. Notify parents as soon as possible, also to inform them of the incident. If the parent/guardian does not pick up the medication by the end of the school year, discard the medication in the presence of a witness.

Building Principal

Supervise the use of these procedures. Perform any duties described for school office personnel, as needed. Perform any duties described for school nurses, as needed, or delegate those duties to appropriate staff members. No staff member shall be required to administer medications to students, until training is completed, except school nurses, non-certificated and registered professional nurses, and administrators. Make arrangements, in conjunction with the parent/guardian, supervising teachers, and/or bus drivers for the student to receive needed medication while on a field trip. Unless these arrangements can be made, the student must forego the field trip.

LEGAL REF.: 105 ILCS 5/10-20.14b, 5/10-22.21b, and 5/22-30. Board Review: May 9, 2011

Niles Township High School District 219

NEW

7:270-AP2 Page 1 of 2

Students Administrative Procedure - Checklist for District Supply of Epinephrine Auto-Injectors The Superintendent or designee, school nurse, and/or other necessary school officials should develop a plan to implement Section 22-30(f) of the School Code. Obtain a prescription in the District’s name and a standing protocol for a supply of epinephrine auto-injectors pursuant to 105 ILCS 5/22-30(f). Designate a locked, secure location(s) for the supply of epinephrine auto-injectors (“supply”) pursuant to 105 ILCS 5/22-30(f). Develop a method for maintaining an inventory of the supply. The inventory should list the expiration dates. Identify procedures for a log or other recordkeeping of the provision, or administration of epinephrine auto-injectors from the supply. Develop procedures to implement the prescribing physician’s standing protocol for the provision, or administration of the supply, including calling 911 and noting any instructions given by Emergency Management Services. Determine how the District will identify the student populations whose parents/guardians: 1. Have not completed and signed a “School Medication Authorization Form,” or 2. Have not provided an epinephrine auto-injector to a student for use at school, even though they have completed the School Medication Authorization Form. Determine when the school nurse will provide or administer the supply to students. The School Code allows the school nurse to: 1. Provide an epinephrine auto-injector that meets the prescription on file in the “School Medication Authorization Form” to: a. Any student whose parent/guardian has not provided an epinephrine auto-injector for him or her to use at school, or b. Any personnel authorized under the student’s Individual Health Care Action Plan, Food Allergy Emergency Action Plan and Treatment Authorization Form, or Section 504 Plan to administer an epinephrine auto-injector to the student (105 ILCS 5/22-30(b-5), amended by P.A. 97-361). Any personnel authorized under these plans is limited to a school nurse, registered nurse, or a properly trained administrator in accordance with Section 10-22.21b of the School Code. 2. Administer an epinephrine auto-injector to any student that the school nurse in good faith believes is having an anaphylactic reaction even though the parent/guardian has not completed and signed a School Medication Authorization Form or otherwise granted permission to administer the epinephrine auto-injector (105 ILCS 5/22-30(b-10), amended by P.A. 97-361). Assess how to manage requests from parents/guardians who wish to opt-out of the supply being available to their child. The School Code does not provide a mechanism for a student or his or her parent/guardian to “optout” of the administration of the District’s supply of epinephrine auto-injectors when a nurse in good faith professionally believes a student is having an anaphylactic reaction. While there may be religious, health, or other reasons that a student’s parent/guardian may wish to “opt-out” of the administration of an epinephrine auto-injector to their child, the law does not provide a way for parents/guardians to do so.

Niles Township High School District 219

NEW

7:270-AP2 Page 2 of 2

Determine how to notify all parents/guardians about how the supply may be provided or administered to students. If the District maintains a supply, it must notify parents/guardians of the protections from liability granted to it and the prescribing physician by 105 ILCS 5/22-30(c). There are two groups of parents/guardians that the District must notify: (1) parents/guardians of students who have previously signed a School Medication Authorization Form, and (2) parents/guardians of all students. For parents/guardians who have previously signed the School Medication Authorization Form, 105 ILCS 5/22-30(c) requires the District to provide additional notice that the physician providing the standing protocol and prescription for the District’s supply of epinephrine auto-injectors is protected from liability, except for willful or wanton conduct arising from the use of an epinephrine auto-injector regardless of whether authorization was given by the student, parent/guardian, or student’s physician. For parents/guardians of all students, 105 ILCS 5/22-30(c) requires parents/guardians to be informed that: (1) the District maintains a supply of epinephrine, and (2) the District and the prescribing physician are protected from liability when the school nurse administers epinephrine from the supply to any student when the school nurse in good faith professionally believes the student is having an anaphylactic reaction. There are several methods to inform parent/guardians of this information, e.g., receipt of handbook signature, or see 7:270 E, Medication Authorization Form. Develop a system for notifying the parents/guardians of students who received an injection of epinephrine from the District’s supply, either through self-administration or from the school nurse. 105 ILCS 5/22-30 is silent regarding this notification to parents/guardians. However, other existing protocols will already require this important notification. Further, it is a best practice. Notification and proper documentation can provide useful information for examining and evaluating risks as well as defending a lawsuit. The standing protocol from the prescribing physician may require completion of his or her designated forms.

ANNUAL REVIEW OF PROGRAMS AND PERSONNEL ADMINISTRATION’S RECOMMENDATIONS TO COMMENCE WITH THE 2013-2014 SCHOOL YEAR: SCHOOL DISTRICT CONSIDERATIONS Require a lunch for all students.

RECOMMENDATIONS Not Recommended

Set a new calendar for the 2014-15 school year, with final exams ending prior to winter break; school would start the second week of August (8/12, one week earlier) and end at Memorial Day.

Recommended – Calendars Attached

Change name from “Parent-Teacher Conferences” to “Parent-Student-Teacher Conferences” and involve students in the process.

Recommended

Focus on Advanced Placement

Recommended

Establish district guidelines for workload in AP courses consistent with College Board readiness standards. Increase overall enrollment in Advanced Placement from 29% to 50% of students taking at least one AP courses. Fifty percent of all graduates of the class of 2016 should have taken at least one AP course. Student enrollment in AP courses should be ethnically and racially representative of the student population. Examine all course requirements/prerequisites to increase opportunities for advanced, more rigorous coursework. Expand Summer School Construct summer school to serve as a third semester for students, including substantial offerings in core areas. Offer more academic summer camps and programs that target students with academic potential to prepare them to take our most rigorous and difficult course work. Examine

Recommended – Summer 2013 Courses Attached

other models that neighboring districts have implemented for this purpose. Core area departments will offer a credit recovery option for students who fail a semester course with a 50-59% grade of F. Options for recovery include passing the common final exam with a C or better, rather than repeating a course or attending summer school for remediation. The goal, congruent with Board Goal 2, is to have common finals that accurately test mastery of learning targets linked to college readiness and the common core.

Recommended

Review the allocation of support staff for efficiency.

Recommended

Promote Illinois Virtual High School to our parents and students as a means of credit recovery, advancement, or enrichment.

Recommended

PROFESSIONAL DEVELOPMENT CONSIDERATIONS Offer D219 University courses in Tech 3 for staff in subject-specific areas, to help staff utilize technology to enhance specific department courses or goals.

RECOMMENDATIONS Recommended

Offer a D219 University course on teaching in a diverse and multicultural society.

Recommended

Require all tenured teachers to take Assessment for Learning, through restructuring plans, as required by federal and state regulations under No Child Left Behind. Nontenured teachers will complete AFL during their 4-year professional development plan.

Recommended

ADMINISTRATION CONSIDERATIONS Examine administrative costs; reassign professional technical services work or “coordinator” non-teaching work to existing or new positions in the administration when the cost of the work can be performed for less within the administration. Create a Director of Equity position to meet the

RECOMMENDATIONS Eliminate the ELL responsibilities from the District Director of ELL, World Languages and Summer School Principal to focus on increasing summer school programming and on implementing the rigorous Senate Bill 7 new teacher evaluation procedures for World Languages Teachers and summer school teachers.

district’s goal of ensuring every student, regardless of race, has an equal opportunity to learn and succeed.

Eliminate the ELL Coordinators Savings ($70,000) Hire a District Director of Equity and ELL Coordinator. New position responsible for coordinator duties, director duties, ELL community and parent outreach and new SB7 evaluation mandates in addition to the Director of Equity job description. Utilize savings from Coordinators ($70K) and Title I funding for Equity initiatives ($25,000), the new position will require new expenditures of $20,000 $25,000. This new position, unlike the coordinators, will work 205 days/year and four times the amount of time a day. NOTE: Annual Review has link to job description for the Equity part of this job. See Attached

AS&T CONSIDERATIONS Child development students will utilize Children’s Learning World for the lab portion of the class; community preschool will be eliminated at West.

RECOMMENDATIONS Recommended

Review Accounting course - does it meet Level 5 grade weight criteria and rigor?

Recommended to remain weight 5

Coordinate dual credit and certification coursework options with Oakton Community College in the area of Nutrition.

Recommended

English CONSIDERATIONS Combine the English and Social Studies departments into a “Humanities Department” for the 2014-15 school year. Given that all humanities subjects all align to the same set of Common Core standards, every course in the Humanities department would teach literacy through the medium of their specific subject area, and would be evaluated on literacy standards. Research, such as the Reading Next Report, shows that cross curricular literacy instruction results in greater student achievement for adolescents.

RECOMMENDATIONS Recommended for implementation in FY15-16 with review of Lit Center Coordinators, new PARCC assessments and Illinois State and common core standards.

Offer an honors option in the regular level American Literature and Composition course instead of a segregated honors section. Any student can opt in and apply for honors level credit, thereby taking advantage of exposure to more rigor in the classroom. Examples where this structure currently exists include World Languages, Fine Arts, and Science.

Not Recommended – Pilot a section of AP with honors option (enrollment voluntary) and pilot a section of AP ALCUSH, contingent on staffing.

Eliminate Sophomore English 33-43: students do not meet college readiness levels when enrolled in this basic level course. Create a Tier II reading support for under-performing sophomore readers.

Recommended

Fine Arts CONSIDERATIONS Advanced Studio Art - remove the lab portion of the course in order to increase enrollment.

RECOMMENDATIONS Recommended

Math CONSIDERATIONS Continue with 3-year restructuring program as detailed in Board Strategy 1, offering Algebra 2 with Extension.

RECOMMENDATIONS Recommended

Add Mathematical Modeling at North.

Recommended

Physical Welfare and Athletics CONSIDERATIONS Eliminate Lifeguarding course. Partner with local agencies and the park districts which already offer the certification.

RECOMMENDATIONS Recommended

Change grading procedures in Physical Education; focus grading on fitness growth data, such as target heart rate attainment, utilizing Polar output data, fitness testing, etc. Continue to reinforce the priority of daily fitness.

Recommended

Review effect of makeup policy and explore different ways to allow students to make up missed work.

Change policy to make-ups completed by semester end and extended excused absences (more than 5 days) do not require the physical after or before school makeup.

Audit impact of VPE on length and substance of athletic practices.

Recommended

Explore options to reduce the district’s expenditures on drivers education, including advocating a change in state law to eliminate the program, partnering with local companies to offer the program outside D219, and offering drivers education entirely online as currently done in Pennsylvania.

Recommended

Science CONSIDERATIONS As revealed in the statistical analysis of Science curricular offerings, students enrolled in lower-track science courses have only about a 6% chance of attaining college readiness levels. Therefore, the recommendation, congruent with Board Strategy 1, is to eliminate Physical Science and ILS; all freshman students must take Biology.

RECOMMENDATIONS Recommended – Eliminate Physical Science for 2013-14 and eliminate ILS for 2014-15.

Require all students to take 3 years of Science as a graduation requirement (Biology, Chemistry, and Physics). The 3-year requirement may be waived or adjusted by the IEP team for students with special needs. - Class of 2010 - 92% took 3 years of science; 71% took 4 years of science - Class of 2011 - 94% took 3 years of science; 73% took 4 years of science

Recommended – Beginning with the class of 2017.

Coordinate dual credit and certification coursework options with Oakton Community College in the areas of Astronomy, Anatomy and Physiology, STEM Inquiry and Research (SIR), and Gerontology.

Recommended

Social Studies: CONSIDERATIONS Combine the English and Social Studies departments into a “Humanities Department” for the 2014-15 school year. Given that all humanities subjects all align to the same set of Common Core standards, every course in the Humanities department would teach literacy through the medium of their specific subject area, and would be evaluated on literacy standards. Research, such as the Reading Next Report, shows that cross curricular literacy instruction results in greater student achievement for adolescents.

RECOMMENDATIONS Recommended for implementation in FY15-16, with review of revised AP and new PARCC assessments and Illinois State and common core standards.

Audit where Government and Civics is being taught; consider adding Government and Civics courses.

Recommended

Offer an honors option in the regular level US History course instead of a segregated honors section. Any student can opt in and apply for honors level credit, thereby taking advantage of exposure to more rigor in the classroom. Examples where this structure currently exists include World Languages, Fine Arts, and Science.

Not Recommended

Special Education CONSIDERATIONS Add co-facilitation model of Global Studies in lieu of co-teaching, mirroring the math and science models.

RECOMMENDATIONS Recommended

Add a third year of Science in CIC and CIC-C

Not Recommended

Develop and implement goals and expectations for targeted interventions for IIC across the district, e.g., use of the Literacy Center, online remediation, student-teacher meetings, etc.

Recommended

Student Services Put in place a School Based Health Clinic in partnership with local health providers in lieu of the nurses’ office to provide student access to comprehensive pediatric care including wellness education e.g. smoking cessation and weight loss.

Not Recommended – Continue to research potential partners.

Provide on-site laboratory and educational experiences in the School Based Health clinic toward certification in biomedical pathways in partnership with Science and AS&T curricula.

Not Recommended – on hold until further decision of School-Based Health Clinic

Review current college guidance counseling practices to ensure students are supported and knowledgeable about their best college options, both financial and academic.

Recommended

Research cost-effective alternatives to Ombudsman (credit recovery, outsourced placement). Consider in-house programs or night school.

Not Recommended

Add a community service graduation requirement; not as a course, but as a total number of hours to be logged in the student’s ILP ICARE section. These hours can be completed using organizations outside D219.

Not Recommended – Further research required.

Develop a means to deliver a Social-Emotional Learning curriculum (SEL is required by the state).

Recommended

Require an annual proof of residency for every student at the start of each school year.

Recommended

Restructure Nurse office staff.

Not Recommended – On hold until further decision of School Based Health Clinic Recommended

Develop a plan to address the needs of our undocumented students. Regarding Advanced Placement:

Recommended

Form a district task force of teachers and directors to speak at freshman orientation and to middle school parents, explaining the district’s rationale for wanting to dramatically increase AP participation among all students in the community. Provide communication and assistance to economically disadvantaged students regarding how D219 can assist in the costs of AP exams and fees.

World Languages Considerations Eliminate the first year honors in French and German. Spanish, Chinese, and Hebrew do not have this option. This promotes more students into honors and AP in the long run.

Recommendations Not Recommended

Require all students to take at least two years of foreign language, or at least demonstrate proficiency in a second language.

Not Recommended

DRAFT 2013-14 CALENDAR

Codes: X = attendance day; XHI, XHPT, XID, XDS, XHS, XHSW, XHIH, XHPH = half attendance day; XH = holiday attendance waiver; FPT, FPTH, WFPT = full day parent teacher conference; FI, WFI, FIH = teacher inservice; PI, TI, TIH = parent/teacher institute; ED

Jul-13 Sun

Aug-13 Mon

Tue

Wed

Thur

Fri

Sat

1

2

3

4

5

6

Sun

Sep-13 Mon

Tue

Wed

Thu

Fri

Sat

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

1

2 HOL 9 X 16 X 23 X 30 X

3

4 X 11 X 18 X 25 X

5 NIA 12 X 19 X 26 X

6

7

7

8

9

10

11

12

13

4

5

6

7

8

9

10

8

14

15

16

17

18

19

20

11

12

13

14

15

16

17

15

21

22

23

24

25

26

27

18

30

31

21 X 28 X

22 X 29 X

23 X 30 X

22

29

20 X 27 X

24

28

19 TI 26 X

31

29

July Attend:

25

Accum:

0

Aug Attend:

0

Oct-13 Sun

6 13 20 27

Mon

Tue

Wed

Thur

Fri

Sat

2 X 9 X 16 X 23 X 30 X

3 X 10 X 17 X 24 X 31 TI

4 X 11 X 18 X 25 X

5

7 X 14 HOL 21 X 28 X

1 X 8 X 15 NIA 22 X 29 X

Oct Attend:

Accum:

20

5 12 19 26

3

19

10

26

17 24

13 20 27

Mon

4 X 11 HOL 18 X 25 X

Tue

5 X 12 X 19 X 26 X

Wed

Mon

6 X 13 X 20 HOL 27 X

Tue

Wed

Thur

Fri

Sat

2 NIA 9 X 16 X 23 X 30 X

3 NIA 10 X 17 NIA 24 X 31 X

4

7 X 14 X 21 X 28 X

1 HOL 8 X 15 X 22 X 29 X

Accum:

18

Sun

2

18

9

25

16 23

Wed

Thur

Fri

Sat

2 X 9 X 16 X 23 X 30 X

3 X 10 X 17 X 24 X

4 X 11 X 18 NIA 25 X

5

7 X 14 X 21 X 28 X

1 X 8 X 15 X 22 X 29 X

Apr Attend:

21

1st Semester - 89 2nd Semester - 89

Sun

12

4

19

11

26

18 25

Accum:

153

28

6 X 13 X 20 X 27 NIA

Sat

Sun

Mon

Tue

Wed

Thu

Fri

Sat

2

1

2 X 9 X 16 X 23 NIA 30 NIA

3

4 X 11 X 18 X 25 HOL

5 X 12 X 19 X 26 NIA

6

7

7 X 14 X 21 X 28 HOL

1 X 8 X 15 X 22 X 29 NIA

Accum:

17

9

8

16

15

23

22

30

29

Dec Attend:

65

X 10 X 17 X 24 NIA 31 NIA

Accum:

15

X

13 X 20 X 24 NIA

14 21 28

80

Mar-14 Mon

3 X 10 X 17 HOL 24 X

Feb Attend:

Tue

21

Fri

Tue

Wed

Thu

Fri

Sat

4 X 11 X 18 X 25 X

5 X 12 X 19 X 26 X

6 X 13 X 20 X 27 X

Accum:

18

7 X 14 X 21 X 28 TI

8 15 22

116

May-14 Mon

14

28

Sun

Mon

Tue

Wed

Thu

Fri

1

11

98

Accum:

19

13 X 20 X 27 X

Thu

Feb-14

Jan Attend:

6

Sep Attend:

9

X

Dec-13

Nov Attend:

48

Apr-14 Sun

Sun

12

Jan-14 Sun

Accum:

9

Nov-13

X 10 X 17 X 24 X

Sat

1 2

3 X 9 10 X 16 17 X 23 24 NIA 30 31 X Mar Attend:

4 X 11 X 18 X 25 NIA

5 X 12 X 19 X 26 NIA

6 X 13 X 20 X 27 NIA

Accum:

16

7 X 14 X 21 X 28 NIA

8 15 22 29

132

Jun-14 Mon

5 X 12 X 19 X 26 HOL

May Attend:

Tue

6 X 13 X 20 X 27 X

21

Wed

Thu

Fri

Sat

Sun

Mon

Tue

Wed

Thu

Fri

Sat

2 X 9 X 16 X 23 X 30 X

3

1

3

5 X 12 ED 19

7

X 10 ED 17

4 X 11 ED 18

6

7 X 14 X 21 X 28 X

1 X 8 X 15 X 22 X 29 X

24

25

26

Accum:

174

10

8

17

15

2 X 9 ED 16

24

22

23

31

29

30

Jun Attend:

4

Accum

ED

13

14

20

21

27

28

178

Teacher Institutes - August 19, October 31, February 28

Summer School Begins June 13 and ends July 26

9/2 Labor Day, 9/5 Rosh Hashana, 10/14 Columbus, 10/15 Eid, 11/11 Veterans, 11/27,28,29 Thanksgiving, 12/23-1/3 Winter Break, 1/17 Semester, 1/20 MLK, 2/17 Presidents', 3/24-28 Spring Break, 4/18 Good Friday, 5/26 Memorial Day

DRAFT 2014-15 SCHOOL CALENDAR NEW START AND END Codes: X = attendance day; XHI, XHPT, XID, XDS, XHS, XHSW, XHIH, XHPH = half attendance day; XH = holiday attendance waiver; FPT, FPTH, WFPT = full day parent teacher conference; FI, WFI, FIH = teacher inservice; PI, TI, TIH = parent/teacher institute; ED

Jul-14 Sun

Aug-14 Mon

Tue

Wed

Thur

Fri

Sat

1

2

3

4

5

Sun

Sep-14 Mon

Tue

Wed

Thu

Fri

Sat

1

2

Sun

6

7

8

9

10

11

12

3

4

5

6

7

8

9

7

13

14

15

16

17

18

19

10

22

23

24

25

26

17

29

30

31

15 X 22 X 29 X

21

28

14 X 21 X 28 X

23

27

13 X 20 X 27 X

14

21

12 X 19 X 26 X

16

20

11 TI 18 X 25 X

30

28

24

Mon

Tue

Wed

Thu

Fri

Sat

1 HOL 8 X 15 X 22 X 29 X

2

3 X 10 X 17 X 24 X

4 X 11 X 18 X 25 NIA

5

6

X 9 X 16 X 23 X 30 X

X

12 X 19 X 26 X

13 20 27

31 July Attend:

Accum:

0

Aug Attend:

0

Oct-14 Sun

5 12 19 26

Accum:

14

Sep Attend:

14

Nov-14 Mon

6 X 13 X 20 X 27 X

Tue

Wed

Thur

Fri

Sat

2 X 9 X 16 X 23 X 30 X

3 X 10 X 17 X 24 X 31 TI

4

7 X 14 X 21 X 28 X

1 X 8 X 15 X 22 X 29 X

Sun

Mon

Tue

Wed

Thu

Fri

Sat

Sun

1

11

2

18

9

25

16 23

Accum:

20

34

Dec-14

3 X 10 X 17 X 24 X

4 X 11 X 18 X 25 X

5 X 12 X 19 X 26 NIA

6 X 13 X 20 X 27 HOL

7 X 14 X 21 X 28 NIA

8

7

15

14

22

21

29

28

Mon

Tue

Wed

Thu

Fri

Sat

1 X 8 X 15 X 22 NIA 29 NIA

2

3 X 10 X 17 X 24 NIA 31 NIA

4 X 11 X 18 X 25 HOL

5

6

X 9 X 16 X 23 NIA 30 NIA

X

12 X 19 NIA 26 NIA

13 20 27

30 Oct Attend:

Accum:

22

Nov Attend:

56

Jan-15 Sun

4 11 18 25

Mon

5 X 12 X 19 HOL 26 X

Jan Attend:

Tue

5 12 19 26

Dec Attend:

73

6 X 13 X 20 X 27 X

6 X 13 X 20 X 27 X

87

Thur

Fri

Sat

Sun

Mon

Tue

Wed

Thu

Fri

Sat

Sun

Mon

Tue

Wed

Thu

Fri

Sat

2 NIA 9 X 16 X 23 X 30 X

3

1

21

15

24

22

6 X 13 X 20 X 27 TI

8

15

5 X 12 X 19 X 26 X

14

17

4 X 11 X 18 X 25 X

28

22

2 X 9 X 16 X 23 NIA 30 X

3 X 10 X 17 X 24 NIA 31 X

4 X 11 X 18 X 25 NIA

5 X 12 X 19 X 26 NIA

6 X 13 X 20 X 27 NIA

7

8

3 X 10 X 17 X 24 X

1

10

2 X 9 X 16 HOL 23 X

7

7 X 14 X 21 X 28 X

1 HOL 8 X 15 X 22 X 29 X

Mar Attend:

17

Accum:

19

31

29

Feb Attend:

106

Accum:

18

124

May-15 Mon

Accum:

14

Mar-15

Wed

Apr-15 Sun

Accum:

17

Feb-15

Tue

Wed

Thur

Fri

Sat

2 X 9 X 16 X 23 X 30 X

3 NIA 10 X 17 X 24 X

4

7 X 14 X 21 X 28 X

1 X 8 X 15 X 22 X 29 X

Sun

11

3

18

10

25

17 24

Accum:

21

Accum:

162

21 28

141

Jun-15 Mon

4 X 11 X 18 X 25 HOL

Tue

5 X 12 X 19 X 26 ED

Wed

6 X 13 X 20 X 27 ED

Thu

Fri

Sat

2

7 X 14 X 21 X 28 ED

1 X 8 X 15 X 22 X 29 ED

Sun

Mon

Tue

Wed

Thu

Fri

Sat

2

3

4

5

6

9

7

1 ED 8

9

10

11

12

13

16

14

15

16

17

18

19

20

23

21

22

23

24

25

26

27

30

28

29

30

31 Apr Attend:

14

May Attend:

16

Accum:

178

Jun Attend:

0

Accum

178

1st Semester - 87 DAYS Teacher Institutes - 8/11, 10/31, 2/27 2nd Semester - 91 DAYS (2 days are State Testing) Summer School Begins May 29 and ends July 10 9/2-Labor Day, 9/25-Rosh Hashana, 11/26-28 Thanksgiving, 12/22-1/2 Winter Break, 1/19 MLK, 2/16 Presidents' Day, 3/23-27 Spring Break, 4/3 Good Friday, 5/25 Memorial Day

Our semester currently ends  before Winter Break.    We have considered this change but are staying with  semester's end after Winter Break. We are currently considering a change to  end the semester before Winter Break. Our semester ends  after  Winter Break with  no plans to make a change.

       Query on School Calendars  ‐‐ CADCA Schools ‐‐ Upd dated November, 2010

School District 60‐Waukegan District 86‐Hinsdale District 87‐Glenbard District 88‐Addison Trail/Willowbrook District 94‐West Chicago District 95‐Lake Zurich District 99‐Downers Grove District 100‐Fenton District 108‐Lake Park District 113‐Deerfield District 115‐Lake Forest District 116‐Round lake District 117‐Antioch/Lake Villa District 120‐Mundelein District 121‐Warren Township District 124‐Grant CHSD District 125‐Stevenson District 127 Grayslake District 127‐Grayslake District 128‐Libertyville District 200‐Woodstock District 200‐OPRF District 200‐Wheaton District 201‐Morton District 202‐Evanston District 202‐Lisle District 203‐Naperville District 203‐New Trier District 204‐Lyons Township District 204‐Indian Prairie District 205‐Lockport District 205‐Elmhurst District 208‐Riverside Brookfield District 210‐Lincoln Way District 211‐Palatine District 212‐Leyden District 214‐Arlington Heights District 218‐Oak Lawn District 219‐Niles District 220‐Barrington District 225‐Glenbrook District 228‐Bremen District 233‐Flossmoor District 234‐Ridgewood District 300‐Dundee‐Crown District 303‐St. Charles District 304‐Geneva District 401‐Elmwood Park

53%

6%

13%

28% x

x x x x x x x x x x x x x x x x x x x x x x x x x

(finals before break, semester ends after break)

x x x x x x x x x x x x x x x x x x

(finals before break, semester ends after break)

x x x

Summer School Course Offerings: Non-remedial and Remedial Non-Remedial Class Remedial class APPLIED SCIENCE & TECH Business & Technology I 3D Modeling & Animation Consumer Ed - 6-week Consumer Ed - 3-week Computer Repair & Networking ENGLISH Senior English Skills (2nd sem) American Lit & Composition (1st sem) American Lit & Composition (2nd sem) Sophomore English (1st sem) Sophomore English (2nd sem) Freshman English (1st sem) Freshman English (2nd sem) Public Speaking Creative Writing

X X X X X

X X X X X X X X X

MATHEMATICS Algebra Readiness Algebra Proficiency Algebra 12 Algebra 22 Algebra 22 (loop) Algebra 30 Algebra 40 Algebra 2 Geometry 12 Geometry 22 Adv. Algebra-Trigonometry (1st sem) Adv. Algebra-Trigonometry (2nd sem)

X X X X

SPECIAL COURSES Public Speaking-ELL ELL Summer Review (no credit) ELL Western Civilization

X X X

X X X X X X X X X X

Non-remedial class Remedial Class SCIENCE Biology 12 (1st sem) Biology 22 (2nd sem) Chemistry 12 (1st sem) Chemistry 22 (2nd sem) Integrated Lab Science (1st sem) Integrated Lab Science (2nd sem) Bio 12/22 for Advancement SOCIAL STUDIES Global Studies (1st sem) Global Studies (2nd sem) Psychology U.S. History (1st sem) U.S. History (2nd sem) Western Civilization PHYSICAL WELFARE Health – 6 week Health – 3 week Health - Hybrid Physical Education - Remediation

X X

X X X

X X X

X

X X X X X X

X X X X

FINE ARTS Art Foundations (Lab) 6-week Digital Photography Shakespeare (North & West students only) Arts Appreciation (North students only)

X X X X

DRIVER EDUCATION Driver Education - BTW Driver Education – Classroom

X X

GENERAL ELECTIVE COURSES Spanish Conversation ILS for Advancement (Sem 1 & 2) Prep - Honors Biology (Hybrid) Prep for AP Chemistry (Hybrid) Prep for AP Physics Prep for Honors English/Freshmen

X X X X

X X

X X X X

Memorandum  TO :    Board of Education  From:    Dr. Nanciann Gatta  Re:  

 Change in Administration‐ Foreign Language, ELL, Equity and Summer School 

  BACKGROUND:  Over the past four years, we’ve restructured administrative positions that were in the bargaining unit.   Doing this was more efficient from a money and time standpoint.  For example, in Physical Welfare  there was a Full Time release for “coordination.”  That release time equated to 210 minutes of work a  day for 178 days for a yearly cost of $125,000.  That position was replaced by an Assistant Athletic  director, 260 days, scheduled as needed but a minimum of 480 minutes for $68,000.  That is a savings of  $57,000/year per school with 82 more days of work and twice the amount of time on the job, including  evenings, during the week.  Our Directors of Physical Welfare, teach two periods, and “coordinate” for  the other three, in addition to supervision, evaluation, budgeting, department and curricular planning  etc. 

  This is the same philosophy we are seeking to use in ELL.  Currently, district wide we have a .6 release of  teachers to “coordinate” at a cost of $70,000 for 126 minutes/day and 178 days/year.   In addition, the  growth in ELL, ELL community outreach, Foreign Language and Summer School require us to restructure  the current administrative position. 

  GROWTH SINCE 2005: 

  Growth of ELL: 31% more students; teachers and support staff doubled; number of languages served  increased by 67%; now offering by mandate bilingual education in core content area instruction in  Assyrian;  More mandates and state reporting. 

  Growth of Parent and Community ELL outreach:  35 night events/year; bilingual tutors, Niles Township  ELL Parent Center; translation services. 

  Growth of Foreign Language: 18% more students; 15% more teachers; more languages offered, i.e.  Mandarin.   

  Growth of Summer School:  30% increase in students enrolled (1,950 students enrolled); number of  courses increased by 36%; new K‐8 academic programming (Sizzling Summer Science, Engineering,  Shakespeare). Where in the past summer school was for driver’s education and remedial education, we  are creating a more robust summer school, particularly offering course work that allows students to 

advance into more rigorous tracks and courses for credit.  We have also added support programs for  incoming freshmen to give them a head start to succeed in high school.   A more robust summer school  is valuable because there is a demand from students and parents but also because our students need to  graduate college and be career ready to compete in the global job market. The Board has directed the  administration to increase our offerings even more, similar to the core offerings offered during the  school year, making summer school more like a third semester. 

  PROPOSAL:  Eliminate the ELL responsibilities from the District Director of ELL, World Languages and Summer School  Principal to focus on increasing summer school programming and on implementing the rigorous Senate  Bill 7 new teacher evaluation procedures for World Languages Teachers and summer school teachers. 

  Eliminate the ELL Coordinators ‐ Savings ($70,000) 

  Hire a District Director of Equity and ELL Coordinator.  New position is responsible for ELL coordinator  duties, ELL director duties, ELL community and parent outreach  and new SB7 evaluation mandates in  addition to the Director of Equity job description.  Utilizing savings from Coordinators ($70K) and Title I  funding for Equity initiatives ($25,000), the new position will require new expenditures of $20,000 ‐  $25,000.  This new position, unlike the coordinators, will work 205 days/year and four times the amount  of time a day.  NOTE:  The Annual Review has link to job description for the Equity part of this job. 

Annual Review of Programs 2013-2014 Important Dates: Monday, August 6, 2012 - Comprehensive Annual Review presented to the Board, which includes suggestions and input from students, parents, teachers, administration, and Board of Education members. Board directs administration to post and share with constituents. Thursday, November 8, 2012 - Town Hall meeting at Niles North High School at 7:00pm for community discussion. Monday, November 26, 2012 - Document revised to represent administration’s recommendations and presented at the board meeting for discussion. Monday, December 17, 2012 - Board will direct the administration to make the changes as detailed in the finalized document for the 13-14 school year. Annual Review of Programs 2013-2014 The following document is part of an annual review of programs and personnel in District 219. The purpose of this document is to ensure that curricular programs are aligned with the Board of Education’s mission statement and goals, including the FiveYear Strategic Plan, in a fiscally responsible manner. This document is a working draft that should serve as a catalyst for ongoing discussions among Board of Education members, administrators, teachers, parents and students. We welcome input and suggestions from all of our constituent groups, and look forward to insightful dialogue with all parties involved. The following restructuring ideas come from many constituents including, the Board of Education, Administration, Teachers, Parents and Students. The Board will receive comments via existing structures such as school and district committees, department and building meetings, student government, parent organizations, the online feedback form and the Town Hall meeting on November 8 at 7 p.m. at Niles North High School. The Board will receive final recommendations from the administration and will discuss

the plan on November 26 in open session during the Board meeting. The Board will officially act on the administration’s recommendations at their Board meeting on December 17. RECOMMENDATIONS TO COMMENCE WITH THE 2013-2014 SCHOOL YEAR: School/District Considerations: ● Require a lunch for all students. (No FTE change.) ● Set a new calendar for the 2013-14 school year, with final exams ending prior to winter break; school would start the second week of August and end at Memorial Day. (No FTE change.) ○ The change was suggested by our own high school students. ○ High school students will be better able to secure summer work, as school will be over at the end of May. ○ The new calendar would be congruent with community colleges and four-year universities, allowing eligible students to begin college second semester of their senior year or take summer college courses. ○ Many D219 high school students are back to school the second week of August as their sports and activity camps are in full force. ○ High school students will receive a true respite and opportunity for travel with their families during winter break as their projects and final exams will be done. ○ D219 gains approximately five instructional days by not requiring review for final exams after winter break. ○ D219 personnel will be better able to assist students who have failed first semester by having an additional two weeks to communicate with the student and student’s parents about options for second semester. Currently they have one day to do this work. ○ There would be approximately 10 more days of instruction before students take AP and ACT/PSAE exams. ● ●

●

Change name from “Parent-Teacher Conferences” to “Parent-Student-Teacher Conferences” and involve students in the process. (No FTE change.) Focus on Advanced Placement ○ Establish district guidelines for workload in AP courses consistent with College Board readiness standards. (No FTE change.) ○ Increase overall enrollment in Advanced Placement from 29% to 50% of students taking at least one AP courses. Fifty percent of all graduates of the class of 2016 should have taken at least one AP course. (No FTE change.) ○ Student enrollment in AP courses should be ethnically and racially representative of the student population. (No FTE change.) ○ Examine all course requirements/prerequisites to increase opportunities for advanced, more rigorous coursework. (No FTE change.) Expand Summer School

○

●

● ●

Construct summer school to serve as a third semester for students, including substantial offerings in core areas. (No FTE change.) ○ Offer more academic summer camps and programs that target students with academic potential to prepare them to take our most rigorous and difficult course work. Examine other models that neighboring districts have implemented for this purpose. (No FTE change.) Core area departments will offer a credit recovery option for students who fail a semester course with a 50-59% grade of F. Options for recovery include passing the common final exam with a C or better, rather than repeating a course or attending summer school for remediation. The goal, congruent with Board Goal 2, is to have common finals that accurately test mastery of learning targets linked to college readiness and the common core. (Savings of 2 FTE) Review the allocation of support staff for efficiency. (Savings of 2 FTE) Promote Illinois Virtual High School to our parents and students as a means of credit recovery, advancement, or enrichment. (Savings of 1 FTE)

Professional Development Considerations: ● Offer D219 University courses in Tech 3 for staff in subject-specific areas, to help staff utilize technology to enhance specific department courses or goals. (No FTE change.) ● Offer a D219 University course on teaching in a diverse and multicultural society. (No FTE change.) ● Require all tenured teachers to take Assessment for Learning, through restructuring plans, as required by federal and state regulations under No Child Left Behind. Nontenured teachers will complete AFL during their 4-year professional development plan. (No FTE change.) Administration Considerations: ● Examine administrative costs; reassign professional technical services work or “coordinator” non-teaching work to existing or new positions in the administration when the cost of the work can be performed for less within the administration. (Savings of 3 FTE) ● Create a Director of Equity position to meet the district’s goal of ensuring every student, regardless of race, has an equal opportunity to learn and succeed. (May be part of restructuring other admin positions and coordinators.) ○ D219 must ensure that we are providing a quality education to every child, regardless of racial, ethnic or socio-economic background. ○ As we review the academic performance of our students, it becomes ever clearer that some of our students, particularly Black and Latino students, perform significantly lower than their white and Asian counterparts. ○ Black and Latino students are also disproportionately represented in lower track courses and select special education placements. ○ Our minority students are overrepresented in disciplinary actions.

○ ○

○

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Our faculty is not representative of the community we serve. While the district and our schools have put in place a number of different initiatives and interventions to address this unacceptable disparity, the gap still exists. One administrator would be responsible for coordinating the various equity initiatives and interventions throughout the district, including professional development for faculty and staff. Sample Job Description.

AS&T Considerations: ● Child development students will utilize Children’s Learning World for the lab portion of the class; community preschool will be eliminated at West. (No FTE change) ● Review Accounting course - does it meet Level 5 grade weight criteria and rigor? (No FTE change.) ● Coordinate dual credit and certification coursework options with Oakton Community College in the area of Nutrition. (No FTE change.) English Considerations: ● Combine the English and Social Studies departments into a “Humanities Department” for the 2014-15 school year. Given that all humanities subjects all align to the same set of Common Core standards, every course in the Humanities department would teach literacy through the medium of their specific subject area, and would be evaluated on literacy standards. Research, such as the Reading Next Report, shows that cross curricular literacy instruction results in greater student achievement for adolescents. (No FTE change.) ● Offer an honors option in the regular level American Literature and Composition course instead of a segregated honors section. Any student can opt in and apply for honors level credit, thereby taking advantage of exposure to more rigor in the classroom. Examples where this structure currently exists include World Languages, Fine Arts, and Science. (Savings of 1 FTE) ● Eliminate Sophomore English 33-43: students do not meet college readiness levels when enrolled in this basic level course. Create a Tier II reading support for underperforming sophomore readers. (No FTE change.) Fine Arts Considerations: ● Advanced Studio Art - remove the lab portion of the course in order to increase enrollment. (Savings of .4 FTE) Math Considerations:

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Continue with 3-year restructuring program as detailed in Board Strategy 1, offering Algebra 2 with Extension. ( 4 FTE Cost) Add Mathematical Modeling at North. (No FTE change.)

Physical Welfare and Athletics Considerations: ● Eliminate Lifeguarding course. Partner with local agencies and the park districts which already offer the certification. (No FTE change.) ● Change grading procedures in Physical Education; focus grading on fitness growth data, such as target heart rate attainment, utilizing Polar output data, fitness testing, etc. Continue to reinforce the priority of daily fitness. (No FTE change.) ● Review effect of makeup policy and explore different ways to allow students to make up missed work. (No FTE change.) ● Audit impact of VPE on length and substance of athletic practices. (No FTE change.) ● Explore options to reduce the district’s expenditures on drivers education, including advocating a change in state law to eliminate the program, partnering with local companies to offer the program outside D219, and offering drivers education entirely online as currently done in Pennsylvania. (Savings of .4 FTE) Science Considerations: ● As revealed in the statistical analysis of Science curricular offerings, students enrolled in lower-track science courses have only about a 6% chance of attaining college readiness levels. Therefore, the recommendation, congruent with Board Strategy 1, is to eliminate Physical Science and ILS; all freshman students must take Biology. (Savings of . 5 FTE) ● Require all students to take 3 years of Science as a graduation requirement (Biology, Chemistry, and Physics). The 3-year requirement may be waived or adjusted by the IEP team for students with special needs. (4 FTE Cost) - Class of 2010 - 92% took 3 years of science; 71% took 4 years of science - Class of 2011 - 94% took 3 years of science; 73% took 4 years of science ● Coordinate dual credit and certification coursework options with Oakton Community College in the areas of Astronomy, Anatomy and Physiology, STEM Inquiry and Research (SIR), and Gerontology. (No FTE change.) Social Studies Considerations: ● Combine the English and Social Studies departments into a “Humanities Department” for the 2014-15 school year. Given that all humanities subjects all align to the same set of Common Core standards, every course in the Humanities department would teach literacy through the medium of their specific subject area, and would be evaluated on literacy standards. Research, such as the Reading Next Report, shows that cross curricular literacy instruction results in greater student achievement for adolescents. (No FTE change.)

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Audit where Government and Civics is being taught; consider adding Government and Civics courses ( . 4 FTE Cost) Offer an honors option in the regular level US History course instead of a segregated honors section. Any student can opt in and apply for honors level credit, thereby taking advantage of exposure to more rigor in the classroom. Examples where this structure currently exists include World Languages, Fine Arts, and Science. (Savings of .4 FTE)

Special Education Considerations: ● Add co-facilitation model of Global Studies in lieu of coteaching, mirroring the math and science models. (.6 FTE reduction, add part-time parapro) ● Add a third year of Science in CIC and CIC-C (No FTE change.) ● Develop and implement goals and expectations for targeted interventions for IIC across the district, e.g., use of the Literacy Center, online remediation, student-teacher meetings, etc. (No FTE change.) Student Services Considerations: ● Put in a place a School Based Health Clinic in partnership with local health providers in lieu of the nurses’ office to provide student access to comprehensive pediatric care including wellness education e.g. smoking cessation and weight loss. (4 FTE reduction) ● Provide on-site laboratory and educational experiences in the School Based Health clinic toward certification in biomedical pathways in partnership with Science and AS&T curricula. (No FTE change) ● Review current college guidance counseling practices to ensure students are supported and knowledgeable about their best college options, both financial and academic. (No FTE change) ● Research cost-effective alternatives to Ombudsman (credit recovery, outsourced placement). Consider in-house programs or night school. (No FTE change.) ● Add a community service graduation requirement; not as a course, but as a total number of hours to be logged in the student’s ILP ICARE section. These hours can be completed using organizations outside D219. ( 1 FTE Cost) ● Develop a means to deliver a Social-Emotional Learning curriculum (SEL is required by the state). (. 4 FTE Cost) ● Require an annual proof of residency for every student at the start of each school year. ● Restructure Nurse office staff. (1 FTE reduction) ● Develop a plan to address the needs of our undocumented students. (No FTE change.) ● Regarding Advanced Placement: ○ Form a district task force of teachers and directors to speak at freshman orientation and to middle school parents, explaining the district’s rationale for wanting to dramatically increase AP participation among all students in the community. (No FTE change.)

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Provide communication and assistance to economically disadvantaged students regarding how D219 can assist in the costs of AP exams and fees. (No FTE change.)

World Languages Considerations: ● Eliminate the first year honors in French and German. Spanish, Chinese, and Hebrew do not have this option. This promotes more students into honors and AP in the long run. (No FTE change) ● Require all students to take at least two years of foreign language, or at least demonstrate proficiency in a second language. ( 3 FTE Cost)

Annual Review of Programs 2013 - 2014 November 8, 2012 From stage right microphone: 1. Required lunch for students not in favor of it. Would cause students to take less classes. Her daughter doesn’t seem to mind not having a lunch. I appreciate the open discuss. Is happy of everything that the district offers. 2. Saw Race to Nowhere and is confused why we are still pushing the students to take upper level courses. High School is a time to learn and discover themselves not to be taking upper level course such as AP. Doesn’t feel that the school teaches the students to study. Once in college her sons are struggling to figure out how to study. 3. Student Government at Niles West do not support the new Calendar Changes. A survey and information has been sent to the students. They were just given an assignment this year to develop a new calendar but the calendar is already developed. 4. The 2 weeks during winter break is used to study especially if you are taking AP courses. You need the extra time to study. 5. Student was not a allowed to take a Honor Global Studies because Explore score is too low. We don’t practice what we preach. Here was a student asking to take a higher level course and the school said no you can’t take it. 6. Most student’s Explore scores are below normal levels and we should not look at just test scores but at the whole package. 7. Article supporting with facts that middle of the road students often fail AP courses and that maybe honors will be enough for most of the students. Also it is not the school decision of what level course my student should take but maybe it is the parents’ decision and choice to push their child. 8. Summer Readiness program letters were sent to the wrong students. They received As and Bs in English in 8th grade but have tested poorly on the Explore test. The district did not do their homework. 9. Student graduated in 2000 and has benefited from having a wonderful mix of classes. Cannot support the combination of regular classes with honors courses. Doesn’t want courses watered down. Mixture of students in higher levels is not fair to the students that are willing to do higher work and how is the teacher going to teacher all the different levels in the courses. 10. Honor track is very important and very different than AP. Both tracks are needed to reach all levels of students. The school is too worried about test scores than actually teaching the students. 11. Annual review should be translated into all the foreign languages that are be spoken in the school district.

12. Early vacations that Latino students take at Winter holidays means it is a mistake to move up finals due to the fact that the student will not be in the right frame of mind to take and pass the finals. 13. Summer School needs to offer more classes. 14. Older student is taking 2 Honor classes and loves it but freshman student is in the AP Global and is freaking out and is not wanting to take another AP course. I believe the district is pushing the students to much. 15. We keep stating that we need to increase rigor of coursework but then why are we eliminating the Honors program in German? Why is there not an honors option for all Foreign languages? To keep German honors is an addition. 16. Lunch for all students would stop some students to taking the classes that they might want. By not having a lunch the student need to handle time management skills better to fit eating something into their day. 17. By combining student of different levels most teachers help the lower level teachers and are not meeting the needs of the truly honor levels. 18. Dr.Ed is one of the best programs and lessening the way the program is taught will lower our standards of Dr. Ed and more students will be hurt or cause a fatal accident. 19. Impact on students: a. No one else in the family drives, b. Needs to drive to get to work, c. most students are on free and reduced lunches and receive a fee waiver that pays for Driver Education and they will not be able to afford a class outside 20. Does not want required lunch. I can't take higher classes if I had a lunch. I am challenging myself and you now want to take it away. Wasted week because we have to review for finals once we return from winter break. Boring week and not happy during review week due to the packet after packet of reviews per class. 21. Mandate lunches will hurt the students that are taking AP classes. Kids that are not taking lunches don’t want one so don’t give us one. 22. Honors students moved into AP will struggle when it’s test time. I also don’t really think that all students need to be passed on to AP when they are not ready. The experience of 2 years of Honors and then taking almost AP was great and should not be taken away from the students. 23. Calendar - is there any other way to handle the changes. Some districts have finals before winter break but don’t have to start as early as we will be starting. 24. My daughter has had the most memorable and unique experience in an Honors US History class which can not always happen in an AP course.

25. Freshmen AP Global Studies are not ready for the rigor of the course. Maybe a summer prep course for students understand what is expected. 26. Director of Equity. Needs to be a Township wide person that is handling the student before they arrive to high school and the intervention needs to happen a lot earlier. 27. Remove the religious holidays and maybe the school year will not have to happen so early. First full month in school without a day off is April 2013. 28. Ask the board to keep the nurses on staff. 29. Concerned that school board was not here to hear all the comments and concerns of the parents. On December 17th, this is going to the board. They make the final decisions but are not present. Reading notes are not the same as being present to hear all the concerns of the parents. 30. Legislation Task Force for Illinois Driver Education - This district is known for their program throughout the state. Without quality Dr. Ed the student will be given inferior instruction. The cost of the program should service 1400 sophomore. Where are the rest of your students? You are spending too much money on Driver Education. We have programs where you can spend less. 31. Legislation Task Force for Illinois Driver Education - nothing to do with district. Here to talk to the parents. Dr ed is the most important course your child will take in their high school. A mistake in AP or Honors class it is just a mistake. A mistake in Dr Ed is fatal.

From stage left microphone: 32. Need to meet the needs of every level student and with AP and Honors we will not be reaching the needs. We need to keep our schools superior. Combining Honors English with regular English track Encourage not to take that approach. Students in Regular english aren’t as serious learners. AP Freshmen to much. A Lot of reading. Important skill are learned - writing skill. 33. Changing of the school year calendar- we should stay in sync with the Jr. High schools and the grade school. Great idea final before winter break. 34. ELL department - elimination of the ELL Coordinator. We do not feel that the elimination of the Coordinator would be a good idea. Director of Equity would be like a general ELL Coordinator on the ground with the students. Reason to keep the position is about equity. ELL student not on an even level playing field. (ACT testing) Keep the ELL coordinator position will help prepare students for college. The Ell Coordinator understands the students and hardships that the families have and is able to translate to the teachers what is needed to make these students successful. 35. AP student - offer Honors option in place of Ap for students that are struggling. 50% in AP course is unrealistic. Not in favor of eliminating Honors courses. 36. When you talk about eliminating the Honors track are those grades going to be weighted? 37. Honors at the AP level. AP level courses are heavy in homework. Honors track is there for a reason leave it where its at. Do not eliminate it. Likes exams before winter break.

38. Calendar change, coming back early needs to be considered. Loss of family time. Summer camps affected. Creates a conflict. Eliminating Honors track not going to work. AP Global studies kids are freaked out, scared. Explore scores not true to students ability. Look at the whole package. 39. School-based health clinic. Not in favor. 25,000 student visits the nurses office. Nurses serve a valuable service to students. Keep the nurses office as it is. They understand the students needs and family situations better than the clinic will. 40. Student Government student stated that the school calendar was not voted on by the student body. 41. Students are different learners and all student might not go to college. All we hear about is sending our children to college. Love to see district give more opportunities other than college ready. AP push is a wonderful goal. Her daughter is in AP classes and is not learning as much. They needed to hire a tutor. Motivation to learn for themselves. College readiness is not for everyone. Change your language. 42. Cutting the Coordinator position of ELL. Not in favor. Parents can not talk to the Director of Equity. Ashamed of the district for eliminating the Coordinator positions. Please reconsider the coordinator helps many family that have many needs. 43. English teacher - AP rigor for the sake of rigor. No. Important - student retention. If we are going to implement Ap classes for all we need to make many changes. Here are a few: Students need much more to keep up with the rigor of AP courses. A support system for students is needed. Workshops/Shadowing another student to sample AP. Peer mentoring especially students of color, parent outreach program to understand and to help support the rigor of an AP Course, dedicated resource center for students to receive extra help. Enroll student in just an AP course is not enough. 44. Calendar - a combine idea to have final exams before winter break and start the year early. Consider which one or both. Would like the results of the student votes before getting behind it. Is the Explore test a test for placement or student high school readiness? Goal was college ready. 45. Doesn’t believe in cutting programs. Basic programs are essential. It will limit options. Students will be put in classes that don’t meet their students needs. 46. Like students to have lunch. Happy about the mandatory lunch. Good for socializing, to help their peers. Lunch is good for the digestive system. Ill mannered to eat during class. 47. Listen to students; they know what they are talking about. Not in favor of eliminating a track. Not every child is build for AP or Honors. Remember the whole child. 48. Jr. parent, AP and honor student. Mandate a lunch period. Make an exception when needed. Summer school, put something out there for them to learn. 49. We haven’t heard anyone here that want to merge Honors and AP.

50. Teacher - Calendar change - some sender schools are in disfavor of calendar change. Will the district reconsider? 51. Lunch, summer school, and new calendar I like. Bummed if drivers ed left.

ANNUAL REVIEW OF PROGRAMS AND PERSONNEL FEEDBACK FOR 2013-2014

SUMMARY OF RESPONSES (95 RESPONDENTS) ANNUAL REVIEW OF PROGRAMS AND PERSONNEL FEEDBACK FOR 2013-2014 SUMMARY OF RESPONSES (95 RESPONDENTS) RESPONSE BY AREA: SCHOOL/DISTRICT: PROFESSIONAL DEVELOPMENT ADMINISTRATION AS&T ENGLISH FINE ARTS MATH PHYSICAL WELFARE AND ATHLETICS SCIENCE SOCIAL STUDIES SPECIAL EDUCATION STUDENT SERVICES WORLD LANGUAGES

RESPONSE BY AREA: SCHOOL/DISTRICT:

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● “Not being able to meet the AYP targets is absolutely inexcusable given the amount of taxes the residents of this district contribute to this school system. I would suggest that teachers should be paid more in order to get better teachers, but seeing as to how we have some of the highest paid teachers in the state, that would not be a solution. We have gym teachers that do nothing but talk on their cell phones and drive around in golf carts all day that are listed as the highest paid in the state. We build multi-million dollar athletic facilities that become private clubs for a select few who give private tennis lessons for their own benefit, while district kids are denied access. With this kind of wasted tax dollars it's no wonder our children are not meeting AYP targets. It seems like the only solutions this school district can come up with is to ask us residents for more money. Perhaps we should take the option of replacing all or most of the staff. There are a lot of good young teachers in need of jobs who may just provide the kind of ideas that would make a real difference. Give your existing teachers their undeserved pensions and let's start over. “ STAFF ● “I'm not quite sure where this rating should be placed. It's the subject of "required a lunch for all students." There is no explanation for this recommendation. My daughter is a Sophomore & does not take lunch, and I see no reason why this should not continue. She loves her 3 electives: band, language, engineering. Requiring her to take a lunch would force to to drop one of these electives. She's smart and wants to be challenged so she WANTS to take 9 classes and not take lunch. She gets plenty of social interaction from her club activities. Again, I don't see the reasoning by requiring a lunch for all students. I also believe that AP English should be offered for those Freshman and Sophomore students that qualify. Yes, my daughter would be one of them. Thank you.” PARENT ● “I DO NOT support the proposed school calendar where Dist 219 students would begin school earlier. As a parent of a feeder district student and a school board member of a feeder district I do not think that the high school should have a different calendar than the feeder districts. Personally, my high school aged son attends summer camp where he is learning invaluable leadership skills (will be a staff in training) for 8 weeks in the summer and the new calendar year would not

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allow him to complete this opportunity. In addition, I feel that allowing students to prepare and study for finals over winter vacation is invaluable. Many students need this time away from the rigors of school to take the time to study. I do not think that it is advantageous for older siblings to not be on the same calendar as younger siblings who go to feeder schools. Also, if school begins earlier then sports training that typically begins in mid August would have to begin at the beginning of August. Changing the school calendar would be a hardship on our family.” PARENT ● “I have strong concerns about changing the school year to begin earlier. In a family with younger children, this creates discord between our family's schedules. If the feeder schools are willing to shift their schedule to coincide with the proposed plan, then we could be in favor of supporting the change. If not, we stand opposed. What consideration has been put into the impact that this has on summer programs offered through park districts and local campuses that continue well into August?” PARENT ● “I am writing about the proposed change to the school calendar. I am against it. If the school year is started earlier in August, our family will not have a common time to take a vacation together, something we highly value. Our daughter is on Poms, and the outside camp the Poms squad attends does not end until early August. A change like this would also pose a problem for families who have children in feeder schools since their schedules will differ. Many families rely on the older siblings taking care of the younger ones until their schools begin the year. Having finals before winter break is not necessarily advantageous. My children have always used that time to study for exams even while enjoying their time off. In addition, the season just before the holidays is extremely busy with concerts and other celebratory activities. Needing to study for finals during this time would pose undue conflicts. Moreover, the weather during early August is something the students should be able to enjoy. Starting school earlier would impinge on this.

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I wonder how the staff (teachers) feel about this, too, since their families most likely will not have similar schedule changes. There are many enrichment activities offered throughout the summer, including camps to develop leadership skills, and these also would not be in alignment with a schedule change. I encourage you to reach out to get more input from parents. This survey was not easy to find, and English is my first language. I can only imagine how few "ESL" families have heard about it and responded. “ PARENT ● “I am against the proposed 2013-2014 School calendar. The justification supporting the starting of the school year the second week of August is for all intents and purposes is a reach by a minority faction to instill their will on the majority of District 219 students and parents. If this was a truly a proposal that would benefit the District 219 community the 219 Board of Education would have been more forthcoming with parents and the community as a whole. All this proposal does is create hardship for parents especially those that have son or daughter at Niles North or West and another child or children and one of the feeder districts. 1. Yes , this may have been suggested by students, but what about parents? Has the Board of Education even taken into consideration the views of parents? Have they discussed hardships that will occur for those parents that have a young person attending High School and another child attending one of the feeder elementary district and how different start dates will affect them? 2. Where is the data showing that high school students will have an easier time securing summer work? Also where is the data showing how many students work over the summer and of those that didn’t work couldn’t find a job based on when school ends? 3. You have approximately 2400 student at Niles West alone, how many students are graduating early and or want to graduate early and attend college in their second semester? I suspect this is an extremely small student population? 4. The NW Athletic Director in September 2012 advised parents that Niles West has approximately 900 student athletes, if you divide this number by

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5.

6.

7.

8.

fall winter and summer sports that would be 300 student athletes per sport season, That is 12% of the student population that are participating in fall sports. How many students actually go on vacation with their families over winter break, with the economy the way it is and with parent(s) working I believe this number is low, The school could offer study session during break to help students prepare for exams. Instruction days could be obtained by reducing the days off during the first semester, I can think of three right off the bat that could be done away with. Look at some of the feeder district and see how they have increased teaching days by elimination days off during the first semester. Faculty will be communicating during their vacation? Is the district going to require faculty to communicate with parents during winter break? How do the teachers feel about this. And what about all those students taking vacation with their parents during winter break as you state will happen because of this new calendar, how are teachers going to communicate with these parents? What data do you have that supports 10 extra days of instruction will improve these test scores? “ PARENT

● “Changing the start date of the school calendar to the second week in August would never work for us. It is taking away too much of the summer and many families are still on vacations. I find it hard to believe students into sports would want to start early and tack on homework/studies while they still have some of the summer left to practice training. I know my daughter was not asked about the change in the calendar. I personally think Chicago still has it together with starting after labor day and getting out a few weeks after memorial day. My child is very happy at Niles North but I will say that if the district is going to take away part of the summer, we are going to consider home schooling.” PARENT ● “I would like to suggest that students be allowed at least 10 minutes to get to classes. I personally have timed myself using my childs schedule during book pick up week and I found there is hardly any locker time. My child as well as others are experiencing neck/ shoulder pain from carrying too much. I dont think cutting the classes by 5 minutes will make a huge difference considering when classes are cut for late days and assemblies, etc. There are also students rushing in the 2300 hallway pushing, shoving and swearing because of a 5 minutes and some have classes scattered between floors. I have been told it's all been timed and tried but due to safety reasons and health reasons can the district please reconsider for the above mentioned reasons.” PARENT

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● “I do not agree with mandatory public speaking as a requirement, Some people are introverted and unless you understand the type of personality, it is not a good idea to force public speaking on them. Forcing someone to take a course like this can set them up for failure. One can be great in written communications, should not mean they HAVE to be forced into public speech. I feel this needs to be a choice and can be dealt with in college if be needed.” PARENT ● “I would like to see more summer courses offered for early graduation but not extend summer school.” PARENT ● “I attended the principal/parent meeting last night (9/19) and learned, among other things, that the District is considering requiring a lunch for all students. This will greatly impact my child if the Board goes with this suggestion. Since there is a small student body that has elected to opt out of lunch, I do not understand why it is a problem to continue with practice. The principal offered that it's a healthier approach to have a student have a lunch. It could be, but my child's definitiion of healthy is also expanding her mind and not just eating. She wants to be challenged, and that means have a full schedule. Would I want her to have a break during school? Yes, of course, but that would mean that she could not take all the courses she so desires. There are many choices in life and if it is her choice to not take a lunch and take the subjects she loves, how can I object? I respectfully request that Board continue with the option of not having a lunch. Thank you, Linda Rozich (mother to Allie Salter)” PARENT ● “My concern as a parent is that my child is encouraged to take a rigorous schedule of classes. He currently has 4 honors classes (math, science, french & English) and 2 AP courses (psych & engineering). He is in a sport as well as extra curricular clubs. He has no lunch period! He has 3-5 hours of homework a night and has NO DOWN TIME! This is how we stress out and burn out our students. We expect them to be involved but then LOAD on the homework!!!!! Where is the common sense here? Is there a policy on homework expectations? Don't the teachers of honors and AP courses realize that their students are most likely in more than one advanced level course. There are days when I feel he just needs to "chill out" and relax but that has not been an option this year weekends are spent doing long term assignments too! I feel so bad for him high school is suppose to be enjoyable but I fear for his stress level!” PARENT ● “I vehemently oppose requiring a lunch for all students. Students, like my son, taking fine arts classes (in his case, band) but also striving to attend a highly

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selective university with an interest in engineering (which does not satisfy the core high school or college requirements of a math or science class) cannot fit the fine arts and engineering classes into their schedule in addition to taking 4 years of English, PE, Social Studies, Math, Lab Science and Foreign Language. I recommend that we continue with the very same policy we currently have on schedules with no lunches. This schedule works fine for those kids whose parents consent to it. The kids are able to eat lunch during homeroom - and many teachers permit kids to eat during class.” PARENT ● "I oppose the lunch requirement. With all of the required courses, (PE all 4 years, English, Math, Science with lab, etc.) and the key courses needed for admission to selective universities (history/social sciences, foreign language), and the other fabulous offerings at District 219 (arts, theatre, band, engineering, SIRS, etc.) it is often very difficult for the students to fit all they need into their schedule, particularly if they participate in something like Band and want to take 4 years of a foreign language. With the open period for 3 days from the lab and the homeroom, requiring another ""dead"" period with no academic course is unnecessary. At a minimum, allowing students to get permission from administration/parents to waive lunch ought to be continued. In that vein perhaps, students playing a sport or doing Auroris or other physically demanding activity, ought to get a waiver for that semester's PE requirement, allowing physical fitness, and giving students the ability to keep their lunch and band and foreign language and engineering or whatever elective may be desired. I am not sure I like the idea that we are getting so focused as a district on AP exams. I like the idea of teachers continuing to be able to have flexibility in their teaching and not constantly ""teaching to the test"". I am not sold on the idea that we cannot have a rigorous curriculum without having it always be ""AP""." PARENT ● "Niles North D219 Parent: I have no problem with changing the start date for school earlier. The feeder schools will likely move somewhat as well to make it easier on parents and the Winter Break will be much better this way. Finals before break makes so much sense and extra class days before AP tests also makes a lot of sense. Finishing school early will also be welcome.

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I do think students should be able to choose whether to have a special period dedicated to lunch in the event they cannot otherwise schedule whta they want or need to take.” PARENT ● "It is a wonderful idea to have the students take their finals prior to winter break. With incoming freshman not being ""high school"" ready, it may not be a good idea to have 50% of them take AP classes. Taking AP classes doesn't make them ""college ready""! Let's focus on students having GOOD STUDY SKILLS. this will benefit them much more then the amount of AP classes they take in high school!” PARENT ● “I don't understand why the Color Guard has so few students and yet Poms and Cheerleaders have too many. Students are turned away from Poms and Cheer but are not channelled to Color Guard. Also, why are the cheerleaders not working with the band??? Mr. Agee is the best cheerleader you have on the field hands down and the cheerleaders are nothing compared to the energy of the Marching Band.” PARENT ● “I am a parent of two children in District 68. I originally felt that if the High School changed their calendar, it would not impact my family. After consideration, I see that this change would have a huge impact on the entire community. It would severely disrupt the park district programs/summer camp. I would not want the feeder schools to follow suit and change their calendar. I have heard that other changes to the high school curriculum could alleviate the problems that the students were having regarding finals. Possible changing the year into quarters or dividing the curriculum in a different way would allow students to take their finals before winter break. Thank you.” PARENT ● “A small percentage of students don't take have a lunch. These are typically the more high-acheiving students who are enrolled in a lot of electives. Students and their parents should be the ones to decide if a lunch can be forgone. This is really a question of who has decision making authority for a student. I believe that should reside with the student and parents. Perhaps requiring a sign-off by the student and parents would make sense.“ PARENT ● "We greatly disagree with the start of the school to be second week in August. Quite honestly closer to September or after Labor Day like Chicago would be reasonable and acceptable to our family.

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This new start date is taking away the summer. Who cares about getting out after Memorial Day. It's still spring. Summer is for family time, vacations, religious camps, etc. I do not know of any parents or students who are on board with this change. I find it hard to believe a sports student would want to add on homework/studies to their practice time in the summer. We will seriously consider switching to a private school or homeschool if this moves forward.” PARENT ● "I would like to suggest even thou not part of this annual review, the the schhol district consider adding on an additional 5-10 minutes on top of the already allowed 5 minutes to hurry stress out, get to class, no locker time schedule between classes. This allows students to NOT have to carry heavey books all day long on their backs which causes Neck/ backaches. Yes, I know its all been timed but when a student has to go from one end of the school to the other without locker stops....it causes pain. I notice classes run prefectly fine on late start days,assemblies, extended homeroom periods, etc. I do not see why cutting and extra 5 minutes from each class would hurt the school day.Can the school please reconsider for ergonomic reasons." PARENT ● “I do not think that you should require our kids to have a lunch period. It is a bad idea. In the end, it is their health and bodies that will make the decision. Let that be a decision of the parents and the kids, not one of the school. While a required lunch period may be good for some kids, it is not best for all kids. You should leave whether or not the kids have a lunch period up to them so that they can make the choice that is best for them.” PARENT ● "Do NOT require lunch for students. The students who currently are not taking lunch are usually students involved in the arts or high achieving students. If a student wants to take band and choir, band and theater, etc. they probably don't have a lunch. Many students bring their lunch and just eat it throughout the day. Other students don't have lunch because they are trying to fit in singleton AP or fine arts classes and the only way it fits is to not have a lunch. Most importantly, this should be up to the individual student and parents. This school is becoming a nanny state. I don't think these students have been harmed by not having lunch. If you are worried, have parents sign a waiver that

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excuses their children from lunch. Do NOT mandate lunch. " PARENT ● “The calendar changes proposed for the district are very good.” PARENT ● “I understand that the school would like to get back on the US News and World Report list of top 1000 schools, which is so narrow as to define this as the percentage of students taking an AP class. This is a good goal, but only if it doesn't sacrifice the level and challenge of these classes for those prepared and ready and motivated. One needs to be MOTIVATED to be successful in these classes and not even Honors students all want the kind of work involved. Let's keep the US World rankings in perspective and not steamroll our students and denude our program to get on this list!” PARENT ● "Regarding AP classes, please also make sure teachers use learning styles and assign a work load that is consistent with the AGE of the students. The intellect can understand college material, but the students are not college age physically or mentally. Further, college students' schedules permit seeing TA's and having study groups--time high school students don't have. Thank you. I like the ideas for summer school, but please consider a structure that still allows a block of time for a summer job during the day. Maybe virtual school can address this. I love the common final idea." PARENT ● "I'm ambivalent about the required lunch issue. I believe there needs to be a time where kids can stop and refuel. However, kids need to be able to fit in as much as they desire. Kids who are in music/fine arts don't have the available time others do. Maybe the idea of offering more summer courses will alleviate this to a degree. I'd be interested to know the percentage of kids who do not take a lunch period. I support the idea of starting school earlier and ending earlier, especially completing the semester before winter break. As far as coordinating with the elementary schools, family summer vacations, get over it! I do understand the concern of preseason sports practices, marching band, etc. starting so early in the heat of summer. Perhaps following the practice of the feeder schools and eliminating the religious holidays (kids can take them off without penalty) and a few institute days could facilitate the schedule change." PARENT ● "Focus on Advanced Placement - I believe that the District is focusing more on being able to say they have students in Advanced Placement rather than

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throughly teaching and mastering a subject. I have one child who is in Advanced Placement Classes. She is a very smart and rigidly discipled student and therefore able to handle the increadably LARGE LOAD OF HOMEWORK. As a good student her constant complain is the the Teachers move so fast through new subject matter that she needs to spend the first hour or more with me or on the internet re-teaching herself the new topic because there is not enough time devoted in class to learning new conepts before she can even start her homework. The District should focus there attention on helping the lower performing 50% of the school UNDERSTAND and MASTER the required subject matter." PARENT ● “satisfactory” PARENT ● "Regarding requiring lunch: Why does this have to be an either/or decision? I would suggest REQUIRING a LUNCH for ALL FRESHMAN, because they really don't know what they're getting into with the class load and extra-curricular requirements of high school. Then, lunch can be OPTIONal for all SOPHOmores thru SenioRs. Again, I would offer: LUNCH as Required for Freshman Optional for all others. I think this split decision would make more people happy. " PARENT ● “I am not sure where to add this comment but after being at the town hall meeting at Niles North and seeing how the parking lot has been redone- I am extremely concerned about the traffic flow at Niles West and the situation at 5:00 and 6:00 when the buses are lined up, cars are waiting and traffic is trying to flow thru. This is an extremely dangerous situation and I would like to see some consideration to redoing the traffic flow so that there is a designated bus area and a different lane for traffic. The current traffic pattern is just an accident waiting to happen!” PARENT ● "1. The lunch requirement is unnecessary. Many students need that lunch time, however, with so many activities and opportunities, some are better off with a homeroom lunch (as my son has now) so that they can do great programs like engineering, band, foreign languages, without sacrificing english, math, science and history. This would effectively take away an opportunity from the students. I have no problem with a GPA minimum or possibly even a more rigorous process

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to allow for a schedule without a lunch, but a blanket requirement is a BAD idea. 2. I like the new calendar. I would be willing to look at extending the year one more day (putting the Teacher's Institute day into the next week, if that helps keep the schedule from moving further back into summer. Sure the teachers and administrators might lose a day from their break, but hey, that's life. I don't get 2 weeks break either. If necessary the fall can also be a day or two shorter. I don't think uneven semesters is so bad if it eases the burden of the new schedule. 3. I oppose the insistence on pushing everyone to AP. I feel it shows a bit of laziness on the part of the administration (and possibly the colleges). There's no reason the students can't have a challenging and interesting curriculum that does not wind up in an AP exam at the end of the year. Taking away the middle track in social studies and english will quite possibly backfire and it is unlikely to result in a large group of kids taking AP that otherwise would not have - it may lead to some students opting for AP english or history instead of a different AP (math or science) where they can still take honors." PARENT ● "Require lunch: Yes. We teach importance of diet, health, physical education etc. at the elementary level, and should thus continue the theory and practice in high school. A physician that I know indicates that proper diet (including meals) and getting enough sleep are especially important for teens. And in my opinion, even more important for Niles township students for whom we have such high academic expectations. (i.e, crowded schedules, late night homework and other stress factors) Re: summer school--I suggest that you don't all it a ""3rd semester,"" unless there is truly the usual semester's infrastructure. (full bus and food service, phys ed, etc)" PARENT ● “Don't know where it fits: the ELL coordinator position should remain. THE DISTRICT CANNOT ON THE ONE HAND BE CONCERNED WITH ELEVATING STUDENTS OF COLOR TO THE AP COURSES AND TAKE AWAY THE SUPPORT THE FAMILIES AND STUDENTS HAVE FOR ADAPTING TO THE DISTRICT AND CULTURE BY REMOVING THE VERY PEOPLE THEY ESTABLISH RELATIONSHIPS WITH THAT SUPPORT THIS TRANSITION.” PARENT ● “This is regarding the required lunch for students--I think it is a terrible idea. Many students, myself included, enjoy being challenged and taking many academically stimulating classes. However, being forced to take a lunch would force me to drop a class and result in me not being challenged by high school or

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prepared for college. D219 is amazing in that it offers so many classes, from art to engineering, and I feel that limiting what classes I can take through forcing me to take a lunch goes against the district's mission to encourage young students to take an interest in and learn a diverse range of subjects. Furthermore, I fail to see what forcing students to take a lunch would accomplish. Please consider my comment when making this decision.” STUDENT ● “Regarding the early start in August, I dont know why students in sports would want to start the 2nd week in August as it adds homework while they are training. I believe we should start after Labor day like Evanston schools. Summer is family time and vacation time for us.” STUDENT ● “I don't feel the need for students to be required a lunch because the students choose themselves how heavy a course load they want. It should be optional and actually I know many people who have Homeroom lunch including myself and in fact my friends and I think that the time is just right. We recommend for next years Homeroom lunch program that we should also have an option of getting emails and letters sent to the cafeteria like a normal Homeroom does. Also I like the idea of ending semester one at winter break.” STUDENT ● “I think that starting the school year in the second week of august would not be a good idea. Students going to camps outside of school will most likely not be able to get ready for the school year, with it starting only a couple days after they get home. However, I think if it was only moved back slightly, maybe only one week, so school starts in the third week of august would be good for both the end and the start of the year. I also am strongly against requiring a lunch. If students want to take an extra class, why should they not be able to? If they can still be able to eat during the day, they don't need a lunch. The only exception to this would be if Homeroom lunch was an option for those students. Everything else looks good though.” STUDENT ● "I think that you should not require students to have a lunch. I feel this way for many reasons: 1) I think that it isn't your right to choose how we spend our day. High school has always been about figuring out what you want out of life. Doesn't that mean we should have the most options open to us? Making us have lunch means that we don't have all those options. 2) It means that we would be stuck with classes we don't like and no classes to enjoy them. That's bad. Research proves that kids who enjoy their school day do better at school. You take away that joy by eliminating the amount of desirable

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classes students have. 3) The food in the lunch room is not exactly healthy. By requiring students to have a lunch period, you increase their likely hood of just eating for the sake of eating. This will raise teenage obesity. So in fact, this ""healthy"" choice is actually, in the long run, unhealthy. 4) You should want kids to be in classes as much as possible. Lunch proves to be a distraction and will kill concentration. Basically, you have no right to decide if we should eat. We are becoming adults and should be able to decide what to do with our day. We spend more time at school than at home, shouldn't our time there be what we make it freely, not what you force us to conform to?" STUDENT ● “Lunch is an uncontrolled environment. I have seen so many people get into fights there. Just having a required lunch period would just increase the entropy and cause fights.” STUDENT ● “I'd like to take two science courses and three electives (orchestra, SIRS, and Hebrew (Hebrew is earlybird) next year (junior year) but the only way I can do that is if I don't have a lunch. But that is my choice. You have no riht to choose whether or not I can take the classes I want or not. You ahve no right to decide how I allocate my time. If I decided I don't want lunch, it is my choice. It is what I feel is best for me. You ahve no idea who I am, or what is best for me and that means that you cannot possibly make the best decision for me. So don't try. Don't require a lunch.” STUDENT ● “mandating a lunch for everyone. Its bad. It means that more kids will ahve to take summer school which will kill our life experiences. If you need early release or late start waving lunch is vital. Some kids need to work to help their parents and families make money for college and the like. waving a lunch would be the best thing for those kids.” STUDENT ● “I do not want the school calendar to change because I personally an i know others who would agree that winter break can be really useful to study for final exams especiay if you are taking honors and AP courses.” STUDENT ● “I do not like the idea of having finals before winter break. In the past years I have used my winter break to study for my finals. I also don't like the proposed calendar because school would start 2-3 weeks before other schools.” STUDENT

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● “If we expand summer school, we need to lengthen the days rather than the span of summer school because I, as well as other students, have activities during the summer.” STUDENT ● "I do not believe requiring lunch for all students is a good idea. Some students want to take more classes and not have a lunch. Most students that do so can get by on homeroom lunch or eating during classes. The majority of teachers (except in science) allow students to eat during class. Moving final exams to before winter break is a good idea. I believe that students will do better on final exams if this were to take place. There would be no worries over winter break. A very small percentage of students actually study over winter break anyway. AP courses should not have to show a racial representation of the district. If it does, great, if not, oh well. The kids that want to take AP courses will take them, and if it happens that one group of people has a smaller percentage of students in AP courses than throughout the whole district, then oh well. " STUDENT ● "1) I think that mandating everybody have a lunch period is a bad idea because it is not your right to decide. It also limits the number of classes students can take. Some kids want to actually get into a good college, which means that we need those extra classes to put us ahead of the curve. That means that we need to be able to wave our lunch period. Also, it is our choice when we eat. We make the choices that are best for our bodies, not you. 2) Making the school year start earlier is really bad becuase it interferes with somer programs that some people go to. I know personally my summer programs are going to help me get into college and get scholarships. Your proposed plan will interfere with that. Also, it takes away our study time over winter break, which I can tell you has been the make or break it point for me over the past year." STUDENT ● “I absolutely detest the idea of moving finals up prior to winter break, because many students who have a rigorous academic schedule use these two weeks to prepare for finals so that they can do well. Moving up the finals date will result in many students doing poorly as a result of insufficient preparation time. I believe that it is in the students' best interests by leaving the schedule as it is. There is no need to change what doesn't cause problems for us, therefore the schedule should remain the same.” STUDENT

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● “The new school calendar is a great plan. I recommend it. I have friends with that kind of school year, and they love it.” STUDENT ● "I have strong concerns about changing the school year to begin earlier. In a family with younger children, this creates discord between our family's schedules. If the feeder schools are willing to shift their schedule to coincide with the proposed plan, then we could be in favor of supporting the change. If not, we stand opposed. What consideration has been put into the impact that this has on summer programs offered through park districts and local campuses that continue well into August?" TEACHER ● "While there are a number of good reasons to change the school year to starting earlier, you must also consider the impact it will have on the community. Many families have high school students who watch their younger siblings during the summer. If you were to change the high school calender, but not the feeder schools, you would put a greater amount of stress on these (free and reduced lunch) families." TEACHER ● “Final exams before Winter Break would be a definite improvement, and I think students' semester grades would benefit from the shift. I just worry about how long it would take students to shift into "school mode" that early in August, not to mention attendance. “ TEACHER ● "Summer school: Review the allocation of support staff for efficiency. This sounds suspiciously like reducing support staff for summer school. I hope that before decisions like this are made, the district does a thorough investigation into all the factors involved. Too often in this district, decisions are made without learning the facts of the matter." TEACHER ● “Is there any thought of the teachers whose jobs (in science) that will be lost given schedule changes? The excuse "for the better of the kids" does not hold up when a family is jobless. There should be heavy hearted investigation into a school day/year that will keep teachers employed and serve the students/ community. Also if the community does NOT want the school day or year changed can the board and administration accept that?” TEACHER

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● "If the school year calendar changes, it would absolutely need to be in sync with the feeder schools. Families' vacation plans and schedules would be disrupted if one child goes to high school two weeks earlier than another. Also, the Skokie Park District ends most of its camps the first week in August. How would staff members who live in Skokie find childcare for their own kids? Those who have kids at CPS or Evanston would have to find an additional month of childcare, since they generally start after Labor Day. This would put an added financial burden on many of the staff's families. Core area recovery options for students who fail with 50-59% seems to take away the importance and legitimacy of the grade in the first place. Students should not be able to pass simply by getting a C or higher; they did not earn the passing grade. How one does on a multiple choice test on one given day does not equal actual work that needs to be completed. Students should be able to take an Incomplete and should have one month to make up materials to pass, instead. " TEACHER ● “The district needs to look to eliminate Columbus Day as a holiday that our district takes off. Many districts do not recognize it, and there is no reason to continue to do so if we are working toward racial equity and live the values that we look to foster.” TEACHER ● “Starting school earlier in the summer will put incredible stress on teachers that have families of their own. With most districts starting later, additional childcare will need to be found for ~2 weeks prior to the start of most districts and the amount of time we are able to spend with our own families in the summer is decreased by 3 weeks or more. I think this change in the calendar will be a hurdle when trying to attract and keep the best teachers in the state and will hurt the morale of the teachers we already have.” TEACHER ● "Require a lunch for all students --- This is important for the health of our students. There are many students I encounter that say ""I do not have a lunch today"". Core area departments will offer a credit recovery option for students who fail a semester course with a 50-59% grade of F. --- Credit recovery is a good goal so long as it does not get reduced to a ""retake"" of the final exam only option. For example, there are some major projects in Consumer Education that can not be adequately tested on the CRT. Our classes prepare their own personal

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budgets, use their consumer rights skills by writing a complaint letter, do 1040 EZ tax returns, comparison shop for a car and evaluate apartments and houses and more. If a student did not do projects during the semester they might still pass the final exam test with a C. Will they pass the class? Some of the most important learning occurs with our hands on projects and assignments. " TEACHER ● “I do not feel that starting our school year earlier in August would be beneficial. August is a big family vacation month, especially for families that travel overseas. I worry that we would have more students missing the first days/week of school. I also disagree that it would give school personnel (counselors) more time to contact parents about second semester as there would not be any extra work days to accomplish this. I also think having such a different calendar year would cause stress to district families and staff who have children on a more traditional calendar.” TEACHER ● "I believe that a change in the school calendar could be difficult for many families unless the elementary and middle schools also change their calendars. Some families rely on their high school children to care for their younger children while parents are working. If the high school children are back in school, who will be there to supervise the younger children while the parents are working? Also, what impact will this have on businesses, especially the Park District, when the teenagers have to leave their jobs early and return to school almost two weeks earlier than all of the other kids in the community. On a personal note, this will cause a hardship for my family because my own children will continue to begin school in the last week of August. I will be required to secure another two weeks of child care, with added expense, for my young daughter." TEACHER ● "* In my 10+ years in the district, I have never heard a student wishing that finals were before winter break. I am sure some students have said that, but it is misleading to suggest that the majority of students wish for this change. * I have not talked to a Niles West teacher who wants this calendar change, and I have spoken to 20-30 teachers about this issue. * Teachers who live outside of this district will struggle to find child-care for their own children. Effectively, we will miss four weeks of precious time with our own children if the school calendar is changed. It will be heart-breaking. Hometown

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park district summer camp programs will not be an option for those parents, as they start and end to accommodate the local school district, which would be on the more traditional schedule. A lot of teachers will struggle, and having an extra year to plan is not enough. Typical child care centers/park district programs from surrounding suburban towns will not change to accommodate Niles West. * I do not think that we gain 5 instructional days if the final exam schedule is changed. Teachers will simply move the review days to before winter break. The same review time is needed, no matter when finals occur. * At a meeting at a local feeder school district, a misleading detail was stated. D219 administrators stated that 219 teachers were ""unanimously"" in favor of this change. We are not." TEACHER ● "* Students seem to enjoy having winter break to regroup and get organized for finals. Many of my students have productively used winter break and come back refreshed AND ready for finals. I think they would be much more stressed before finals if finals took place over winter break. * Starting second semester right upon return from winter break also makes life more difficult for teachers. Teacher will have to plan the new semester over break. Moving the finals makes winter break NOT a true respite for teachers." TEACHER ● "Regarding the proposal to require a lunch for all students: many students choose to take elective classes instead of a lunch, in order to study business, fine arts, advanced STEM courses, etc. Requiring a lunch for all students would effectively reduce the number of students able to take specialty electives and could prove disastrous for programs that have previously been valued by this district. It appears that the motivation behind this requirement is really about money and the potential FTE savings if elective opportunities decrease due to lower student enrollment. If this is not the motive behind this proposal, then allowances need to be made in order to maintain (or increase!) student enrollment in electives and protect our engaging elective options. The district has prided itself on the vast opportunities available to students - don't implicitly destroy these programs by requiring a lunch. Regarding the proposal to change the start and of the school year: it is noted that many student activities, sports, etc. currently begin in the middle of August. Should the school year start earlier, these programs would potentially begin at

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the end of July in order to practice before the start of the school year. Have July start dates for sports and activities been considered? This might meet with resistance from students and parents, as well as coaches/sponsors of the programs." TEACHER ● “There are two items that concern me about the AP proposals in the Annual Review of Programs. 1) Imposing homework limits is not only inconsistent with the College Board's expectations, but it also denies the fact that students will put extra effort into the classes that they love best. I took six AP's in high school, and some of them required only about 30 minutes of work, whereas some took 75 minutes each night, and the one that I loved best took EASILY three hours a day (including my free periods). So, I would propose that we encourage students to enroll in AP's they really care about, not just ones that will boost their class rank. (Hey, while we're at it, let's drop the GPA boost and let the colleges see the AP standing on the transcripts. They're colleges -- they're smart enough to figure it out!) By encouraging students to choose carefully, to embrace the subjects they are passionate about rather than "obligated" or "pressured" to take, we foster good work-life balance and true college preparedness. Then, 2) asking students to move from Regular to AP is a noble goal and one that I honestly and publicly support. However, the "credit recovery option" just encourages kids in regular to fool around during the semester and then -- with a C on a "skills" test CFA -- somehow pass the class. The idea that an 80-minute test is an accurate measure of critical thinking and student persistence -- traits the College Board REPEATEDLY asks high school teachers to foster in their students -- is preposterous. It also creates an atmosphere in which "regulars" don't study -- and that means those kids will be unwelcome and unsuccessful in the AP courses we are inviting them to join. The District appears to be working at cross purposes for both its "overserved" (too many AP classes) and its "underserved" (not enough AP classes) populations, and I urge them to reconsider.” TEACHER ● “Beginning the 2013-14 school year in August places a tremendous amount of stress on feeder schools and park districts and families that have children in the high school and elementary schools. While I respect the reasons for the proposed change, I ask you to please reconsider the timing and do not implement this change until the 2014-15 school year. Waiting will give feeder schools, park districts, and families the opportunity and time to make alterations to their calendars in order to make this transition as easy as possible on the community. “ TEACHER/PARENT

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● "Re: earlier start/finals before winter break/early end to the school year I have no answers...but just wanted to share comments I have heard over the years. I understand the reasons to have semester finals before winter break. I know that Loyola Academy starts their 1st semester after NN/NW, yet they have 1st semester finals completed by their winter break. Perhaps D219 should look at their schedule and see how they make it work? I think starting school the 2nd week of August will prove more of a burden to many students and their families. Below are a few examples of what could prove problematic for students and their families. --D219 summer school adjustments --Local elem/jr high summer schools would they adjust their schedules as well? as many NN/NW students assist with childcare for younger siblings during both the regular school year and summer time. --sports practice schedules with those sports that attend outside specific camp programs -- many students hold part time/full time summer jobs, including at local summer camps --students who go away to 8 week summer camps -- summer college visits for jr/sr students --for those families who have college bound students, most of those students leave 3rd/4th week of August, resulting in many teachers having to take personal or docked days to take their students to college. I have heard one of the contributing reasons to ending the school year at the end of May, would be so that the graduated seniors can attend Oakton Comm College and get a jump on the college classes. Not sure if this is true, but again, getting out in May...who is this helping more? Those still in high school or those moving forward in their futures? Will ending in May help or hinder NN/NW students in getting a jump on the summer job markets? Good luck with balancing out everyone's specific needs.” TEACHER/PARENT

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● “If a student can reclaim credit by getting a C or better on the district final exam, can a student earn credit for a class without ever taking the class but still getting this score on the final? (For example, they worked with a private tutor, or took a summer course, or came from another country where they studied the subject previously.) Will students be allowed to retake these exams repeatedly until credit is earned, and if so will we need many versions of the exams to maintain a fair system? (i.e. A student could just take the same test multiple times until they were able to remember the questions enough to study for the test and pass it.” TEACHER/PARENT ● "I like the proposed calendar change. It makes sense to have finals before winter break, not after. I don't agree with a general statement of increasing overall AP enrollment to 50% and making it more ethnically and racially representative of the student population While it is a great goal - there SHOULD NOT be mandatory ethnic and racial quotas. That does not benefit anyone. If a student cannot do the work required for an AP class, they should not be allowed to take the class period. It shouldn't matter what race, religion, etc. they are - if they can't do the work they shouldn't be there - hurt them and the students who can do the work." TEACHER/PARENT/STAFF

PROFESSIONAL DEVELOPMENT ●

“Offer D219 University classes in a condensed format. 6 weeks over the summer is a big time commitment for people with families. I would love to be able to take it in 1-2 weeks (and spend a full day 5-10 days a week working) than spread it out over 6 weeks. The 6week schedule over the summer is not convenient and turns people away.” TEACHER/ PARENT

ADMINISTRATION ●

"I find it ironic that the first proposal is for a review of administrative costs with a view to making savings and the second proposal is suggesting the appointment of a new Equity director! Ensuring that students of every ethnicity are fairly treated should be the goal of every faculty and administration member at all times. Efforts to buck the trends of low academic achievement of black and Latino students or their high representation in disciplinary actions may have proved less effective than is desired. But I do not think that there is a ""magic bullet"" that a Director of Equity could

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implement that no one has considered to date. This issue is an ongoing one that needs constant work on an individual basis. While it may be true that the faculty makeup does not reflect our community, making appointments on the basis of ethnicity is a dangerous road to go down. Choosing a staff member because they are black or Latino because of their ethnicity has exactly the same prejudices and potential legal consequences as choosing a someone who is white because of their color. We should simply be choosing the right person for the job. A member of staff at that level is likely to cost the district upwards of $200,00 in total costs at a time when savings are needed." PARENT ●

“I am opposed to the district spending money on hiring another administrator (the Director of Equity position) when we are already spending a lot of money on the administrators we currently have. I recommend adding these responsibilities to our existing administrator personnel.” PARENT

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“It seems we have a robust administration already and while I agree with many of the goals of this position, perhaps they can be accomplished by utilizing the people already in place, rather than creating a whole new position.” PARENT

●

“I would like to reply about the proposal to hire a Director of Equity. After reading the job description I strongly disagree with this position. First of all your administration department seems to be rather full to begin with. Next , the one role that was described was for the Director of Equity to be responsible to work with HR to make sure that the hiring of the staff reflects the make up of the students-What? Shouldn't the district be hiring the best qualified teacher regardless of their cultural and ethnic background. I am shocked that this would even be a consideration. Also, the point of the Director working with the Curriculum and Instruction directors to look at the textbooks to ensure that the books are unbiased seems to be repetitive. If your C&I directors are qualified with advanced degrees in C&I they should be qualified to look at texts on their own and running them by a textbook committee consisiting of teachers that would be using the texts. If your C&I directors are not qualified then maybe you need to look at replacing them with highly qualified people. The last point that also seemed repititive to me was that the Director would be responsible for the creation of cultural diverse activities. Aren't there a lot of these activities already in place? Latino Parent dinner, cultural round table,black student union,Quran study club not to mention clubs for all sorts of ethnic backgrounds. This position strikes me as a major waste of money and should not happen.” PARENT

●

“Creating a "Director of Equity" position is not required. Our tax dollars should not be sent on more administrative position BUT the money should focus on the students getting the help they need!” PARENT

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●

“Unless you can somehow make this cost neutral, I don't support adding a director of equity.” PARENT

●

“I think the salary of our superintendent is out of line with those of other comparable districts in the northern suburbs and there is evidence of nepotism, especially as it pertains to the training program at Niles North. It is disturbing and unacceptable.” PARENT

●

“I do support your goals with a Director of Equity, but knowing that achievement is a complex issue that might require attention from social workers and learning disability experts for example, I hope this person has the opportunity and authority to pursue these aspects if needed. I'm not sure I found that in the sample job description.” PARENT

●

“I've heard that the district leadership is thinking about changing the school year to begin earlier in August. Are the middle schools in line with this? If not, I can see many difficulties for families with children in different grades and multiple schools, as well as problems with summer activities such as camps and swimming. Besides, august is so darn hot, and even with AC, attention at school will be difficult to maintain. Please seriously evaluate this possible change - I'm not sure it is the best thing for children and their families.” PARENT

●

“satisfactory” PARENT

●

“My husband attended the town hall meeting and said that one parent was upset there wasn't more of a school board presence. I would tend to agree with that viewpoint: I believe if the school board were to see how passionate some of the parents and students are about these decisions it would give them a full measure of the possible impact from a change before a vote.” PARENT

●

“I'm not sure why there needs to be a new position. Perhaps if it can be done without an additional FTE, it isn't so bad, but I hope you will not take away anyone essential to fill this slot.” PARENT

●

“The faculty population should not necessarily represent the diversity in our community. Our district should only hire the most qualified teachers no matter what race they are.” STUDENT

●

"The ELL Department has a .4 coordinator position at Niles West and a .2 position at Niles North. The coordinator duties include --testing any student in the district who has indicated that a second language is spoken at home for possible ELL services (in the summer and throughout the school year

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--coordinating the ACCESS state ELL test (sending letters home, scheduling rooms, assigning students to testing tiers, scheduling individual speaking tests for students, assigning teachers to supervise) --maintaining SIS records for ELLs as required by the state (updating each student's status and level of service each year) --sheduling incoming freshmen to the correct ELL classes --monitoring student progress on ACCESS and ensuring that all exited students have received a 4.8 composite and 4.2 literacy score as required by the state, securing parental letters for all students exiting before three years of service or remaining in ELL for more than three years --securing exit waivers for students whose parents choose to exit them from ELL before they have obtained the 4.8 composite and 4.2 literacy score on ACCESS --coordinating and monitoring RtI services for students --coordinating STAR screening for all students and STAR progress monitoring for RtI students --overseeing the ELL Resource Center --assigning ELL tutors to help with RtI and sheltered content courses --scheduling and conducting parent informational meetings as required by the state --attend meetings regarding updates to state requirements for ELL/Bilingual programs --other projects as assigned by director The ELL Department is concerned that these responsibilities are too much for an administrator to absorb. Coordinators have strong knowledge of ELL levels and the process of second language acquisition, which are needed to correctly place students into ELL classes. " TEACHER ●

"When I think of coordinators in the building, I think of the Literacy Center coordinator, who smoothly operates the busiest peer-to-peer tutoring center in the world. In order for our students to continue receiving the help they need, there needs to be someone who concentrates just on this. It is already more difficult to run the L.C. without a science teacher. Running it without a coordinator would be disastrous to the students who need it in order to perform well academically. Shouldn't achieving equity within the district be everyone's concern? Please do not add another administrator. " TEACHER

●

"Re: ""Create a Director of Equity position to meet the district’s goal of ensuring every student, regardless of race, has an equal opportunity to learn and succeed."" A new administrative position for ""equity"" will have exactly the opposite effect. Addressing institutional racism from the top down will create greater inequity, and a feeling of betrayal of the current grassroots movement among faculty, students, and staff to foster an environment of courageous conversations. We don't need another administrator to ""help facilitate change."" We need time and opportunity for staff and

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students to come together to create change." TEACHER/STUDENT/PARENT/STAFF

AS&T ●

“Don't the students benefit from the experience of having a community preschool? Why would we utilize the Children's Learning Worl for a lab. I was under the impression that hands on experience is more important!” PARENT

●

“Parents pay for Children's Learning World employees to care for their children, not students. With the community pre-school, parents register knowing that students will help caring for their children. This has not been part of the agreement with CLW and district employees. Keep CLW separate from the pre-school lab.” TEACHER

● "...community preschool will be eliminated at West. Why? This provides a good link to the community and is a popular class with students. I feel like we're paring down too much." TEACHER

● “Elimination of community preschool removes a financially viable option for preschool for members of the community who cannot afford to send their children elsewhere. Community preschool gets parents invested in this district when their children are very young and they then grow along with the district. It seems politically unwise to remove this option for local parents.” TEACHER ● “Rigor & Relevance of Accounting-Our curriculum is directly tied to Oakton Community College Financial Accounting class. (ACC 153) The college accounting teachers meet periodically with the OCC professors to ensure that the learning targets remain consistent with Oakton’s. This course meets the rigors and relevance of a level 5 class as it truly is a college accounting class. Many of our students go on to major in a business related field and Financial Accounting is the first core course they will take. At a recent articulation meeting one of the Oakton professors stated that “Niles West & North are one of the few high schools who are doing it the right in Accounting”.TEACHER ● "The parents of the children currently in CLW would NOT be okay with CLW being the child development lab. The quality of the program CLW provides is excellent, and the interruption of high school students coming in and out of the classroom would detract from the high quality program. Additionally, using the high school students in CLW classroom is NOT consistent with Montessori curriculum.

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There are also likely legal issues surrounding the observation of young childrenparents would need to sign waivers giving observers permission. Have you considered this? I think many parents would find other places to bring their kids if the D219 students were going to use this facility as a lab. Eliminating the Little Wolves preschool severs a long standing community relationship. Isn't developing and fostering community relationships a board goal? This is a decision that is NOT good for kids and NOT good for the community. " TEACHER/PARENT ● “I don't believe any of the changes to the honors options are for the best for the students. I believe the honors classes should remain segregated. In general, honors students want to be in school, realize the importance of an education and will work hard and not cause behavior disruptions in the learning environment. The option recommended will hurt the students who are in honors classes - right now they get more accomplished because of the learning environment. If the changes go through, these hard working, diligent students will be punished.” TEACHER/PARENT/STAFF ENGLISH ●

“I do NOT agree with mandaory speech class. Suggest to keep as an elective.” PARENT

●

“keep honors classes separate” PARENT

●

"Do not get rid of stand alone honors English for juniors. Not every honors student belongs in AP, especially GAW. Some students take AP science and top honors math, but want to take honors English or honors US History. This is an example of political correctness out of control. Combining regular and honors English will not help honors students in any way. It will harm them and frustrate them. This is what students had to suffer through K-8 until they finally made it to high school where there were levels. The administration has admitted that they want to get rid of honors because there weren't enough minority students taking honors so now they don't have to deal with that anymore by eliminating honors classes. They also say regular level students aren't prepared enough for college. Then improve regular classes. Don't get rid of separate honors classes. This problem does not start junior year in high school. This starts in

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the home and in the primary grades in the feeder schools. Getting rid of honors classes in high school will not solve the problem. I'm not sure it will even help struggling or unmotivated students. There is a huge difference between students in a regular English class and an honors class. There are differences in ability levels. But there are also huge differences in motivation level and in discipline levels. I don't care what you say about differentiation, teachers will have to lower the level of what they teach, or the regular students will not be able or willing to move up to what is expected of honors students. Each school board member should observe a regular and honors English class to see the difference. You can't make a regular class into an honors class just by giving honors students harder tests or more difficult assignments. And if we are moving more to assessment for learning, are you giving the honors students different final exams? How will they have learned the additional information if the teacher hasn't had the time or ability to differentiate instruction? Are you going to make the honors students teach themselves any additional information they are expected to have mastered for the final? As a parent of honors/AP students, I will tell you that differentiation almost never works. We have had maybe 3 teachers in K-8 that were successful at differentiating levels and challenging top students while helping lower achieving students. It was such a relief to get to high school and know that there were different ability levels in classes that would challenge my children. Please don't get rid of separate honors classes." PARENT ●

"I think any effort to take an Honors class out of the mix is unwise. In a school with the kind of diversity as our district, it is difficult to find a balance of challenge that meets the needs of each student. Eliminating such an option as Honors leaves capable students who may not fit the AP model into a less challenging class. AP is NOT for everyone, and for those who truly need the challenge of AP, watering down or slowing down the courses is not acceptable eitiher." PARENT

●

"Do not support eleminating the Honors track. You cannot sacrifice one group of students for another. Up the ante on all classes if you want to better prepare students for college. Also, as we all know, classroom differentiation is very, very, difficult and there are very, very few teachers who can do it well." PARENT

●

“satisfactory” PARENT

●

"Class room differentiation DOES NOT work! In our district (73.5) they implemented a honors program down to the 4th grade. That first year, it was INCREDIBLE. They have been watering it down ever since and now we are back to classroom differentiation. In name, the kids are in an ""honors"" classroom, but they've pushed kids up to honors who don't truly belong there (to justify the cost of

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the program) and the academy kids (the true top measure of students) are bored (yet again). The challenge they received in an academy classroom setting (similar to the North AP classes my North student is taking) was light years ahead of the work product they are simply churning out in ""Honors"" English. I believe that if our district had continued with separate academy level and honors level classes the kids would be better prepared for Niles North. As I see it, classroom differentiation is NOT working even at the academy vs. honors level. PLEASE DO NOT change the honors only classes at North. It simply does NOT work even at that advanced level of learning (vs. a regular level classroom). " PARENT ●

"Keep honors track available. Work to improve curriculum, level of teaching at this level if necessary. I have no problem with combining English/Social Studies into one department." PARENT

●

“My comments address proposed changes to the English and SOCIAL STUDIES Departments: I strongly oppose elimination of the honors track for Junior year Eng and SS (or for any other year). The idea that this level operates as a barrier and prevents students of color or any other students from moving up to AP is ridiculous. Clearly there is a problem when students enter the District High Schools at third grade reading levels, in the first place. Preparing students to be "college ready" is not about shoving as many students as possible into AP classes as you simultaneously eliminate all the appropriate stepping stones to the AP classes. Two of my four children have taken "AP" level foreign language classes that were combined with lower level students and in both cases, the children's language skills suffered. The District has successful AP classes because the kids and teachers are committed to the goal and are not distracted by the presence of students either not fully desirous of or able to commit to this kind of work load. Watering down these courses, or requiring the excellent teachers you have to teach at two or more different levels to accommodate the "honors option" in an AP class is shortsighted and a recipe for frustration for students, teachers, parents and the District's overall goals for education. Similarly, for students who would otherwise choose "honors" to be given the option of regular track is to "dumb down" their education and I strongly object to creating an "honors option" at the regular level. Teachers are not in favor of these changes and have spoken quite extensively against them. Teachers seem to have a proposal for the kinds of changes that need to be made so that students of color can move into the upper level classes: they seem to be saying that changes have to start at lower levels and be systematically integrated into the curriculum. However, removing the stimulation and course work at the honors level for students who are capable and desirous of learning at this level and do not choose to work at the AP level or at the regular level operates as a penalty and prejudices these students.” PARENT

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●

“I do not believe public speech should be required for the class starting with 2016. This is not a course that I am interested in and I am not going to use later on. If I change my mind, I have that option in college. This should be continued to be offered as an elective.” STUDENT

●

“I do not think a mixed honors and regulars is a good idea. Being in that environment myself from taking a mixed honors and regulars course in a foreign language was one of the worst experiences I had. As a student taking the honors section, it was very hard for the teachers to teach us, not only that but there is a different learning style and environment set by both honors and regular kids. I would always remember that the regular track always complained that we were moving too fast even though we thought we were slow. It was hard for the teacher to teach two classes so she did slow down. In the end in my current year, we are very behind in fact we didn't really finish the last unit so we had to learn it on our own at summer. Also I find that if the teacher does give the same exact homework, it was unfair because they graded us too harshly to justify a point that we were honors. this year I'm on anatomy and physiology and I do not get why that class is combined if there are enough kids that is taking honors and regulars to segregate them.” STUDENT

●

“They should keep honors english” STUDENT

●

“I like the idea for correlating English and Social Studies. I am in Gaw and Apush now and I feel that the correlation between the two classes to help in my learning experience. But, just to be clear, even if English and Social Studies go under the same name of Humanities, the credits will still be separate. So, there will still be a need to have 4 years of English and 3 years of Social Studies, not just 7 credits of Humanities, right?” STUDENT

●

“It would be better to keep the english courses how it is now with the honora how it is now.” STUDENT

●

"-Basic English classes should be kept because there are kids who have just finished ELL classes and cannot keep up with regular class. -It does not matter if sophomore honors English class should be taken out or not, if a student is capable of being in an honors class then, he or she can manage AP. " STUDENT

●

"Do not combine the English and Social Studies departments. One reason is because there will be teachers who cannot teach social studies that already teach English and vice-versa. Instead, doing more classes like ALCUSH might be a better idea. Keep honors and regular English segregated." STUDENT

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●

“Don't get rid of lower classes because not all students want to go to college or can handle the stress of an AP class” STUDENT

●

"There should be a ""segregated"" junior honors option. ALC Honors is an entire course that is challenging and not just select assignments. As a teacher, it would be difficult to ensure that the honors students in the room were experiencing enough rigor, while not dragging along the other students. The S19 model should remain as is. Using STAR scores as a measure, students do see gains throughout the course of the year. While the extension model is easy to implement in skills-based courses like math, it would be difficult to have a similar model when students are being pulled from different classes who are reading different texts. " TEACHER

●

“Regarding the Honors option, English teachers would need plenty of inservice in order to to learn how to do this. Consulting with schools like Evanston would be imperative.” TEACHER

●

"* As an English teacher, I do not think adding an honors option in a regular-level class is a practical approach. This change will not be good for students. Soon, the basic level will be eliminated at the junior and senior levels, so there will be students with both basic and regular level skills in one class. It will be challenging enough for teachers to differentiate instruction between those two levels. If students at the honors level are mixed in to this class, students will suffer. Teachers would have to teach to the regular level, as it would be the middle-of-the-road approach. Honors students will not get the rigor they need and basic-level students will not get the remediation that they need. While it is possible and important to differentiate instruction, in an English class it is not possible to differentiate instruction with all three levels in one room. Text selection becomes nearly impossible, as it would be incredibly hard to find a text that fits and challenges all three ability levels." TEACHER

●

"The elimination of S19 would be a step backwards, dismantling a program that works in every measure except one testing rubric. The test alone cannot show how much students have progressed in reading because most students who take it are so far below grade level in reading, that even a three grade level improvement would not register. This does not even begin to address the more problematic concerns of taking students from a small program where they can learn to be leaders among a safe peer group and putting them into larger classes where they may easily fall into the background. I understand the concern with consigning lower level students to classes without higher achieving role models, but many students transfer out of S19 at the semester or by junior year. The program is not broken. " TEACHER

●

“I am concerned about the elimination of both the S19 and Honors classes. In a school district such as ours, with a diverse group of learners, it is imperative that we offer

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classes that meet the needs of all students. Eliminating these classes is not in the best interest of our students, all of whom need the support these varied classes offer.” TEACHER ●

“Regarding the proposals to remove Junior Honors courses and change Sophomore levels: neither of these options seem thoroughly thought out. Though I agree that something needs to change in the English curriculum, these ideas do not appear to fix the current issues without creating more and different issues. More time and energy needs to be given to potential proposals before any changes are implemented.” TEACHER

●

“I am, honestly, kind of appalled to hear the idea that "honors" American Literature is a "barrier" to equitable AP enrollment. Really? I don't see a lot of Black and Latino kids in Honors, either -- so removing Honors as an option actually makes it HARDER for visible minorities to enter AP. Keeping Honors as one of the stair steps on the climb to college readiness not only makes sense, it is equitable and just.” TEACHER

●

“I do not support the elimination of the honors track in English. This would prove to be a mistake in many ways. To think that our diverse student body can be adequately served by two levels of classes – regular and AP – is in grave error. To bifurcate the classes so widely will not serve most students better, and will be much worse for many. While on the one hand the administration claims it does not want students to take more AP courses; rather they seek for more students to take at least 1 AP course, this policy could have the effect of forcing many students to take more AP classes, if the honors course is not available to them. Alternatively, they will take the regular level course, where they may not be challenged sufficiently. In the opposite scenario, regular level students who aspire to more challenge will not have a natural progression available to them; instead they will be forced to stay in the regular level course, or make the leap to AP. It is not enough to offer honors “options” within either the regular or the AP class. These cannot adequately address the diverse levels of student ability, focus, discipline, motivation, and intellect. Rigor, the quality of discussion and the depth of material delivered in AP classes may be compromised to the detriment of high level students. Students who are challenged in honors classes will be forced to accept a reduced challenge and learning experience, or undertake an overwhelming course experience (anecdotes from this year’s AP World History, offered to freshmen for the first time, provides an illustration of this). Students who participate in many extracurricular activities will be similarly over-stretched, or under-stimulated. Students who might take the step to push themselves into an honors class for the first time, will no longer have the option to do this. To expect teachers to differentiate even more than they already do by reducing the class levels to 2 is completely unreasonable. It is difficult to see how this proposal will benefit student learning at Niles North and West. Instead, it seems geared toward the goal of scoring further up the high school rankings scale, thanks to the increased emphasis on AP.” TEACHER

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FINE ARTS ●

“How is this Lab protion of this class not a good thing? Do the students not need to have the Lab in order to excel in this domain?” PARENT

●

“satisfactory” PARENT

●

“I have never experienced a fin arts class.” STUDENT

●

“Advanced studio art – how is it possible to have an advanced art course without a lab portion? I do not understand this proposal. The avowed purpose – to increase student enrollment – may be valid, but not if the strength and rigor and purpose of the course are compromised. Niles North is an award-winning art school – why on earth would we diminish our educational efforts in this area?” TEACHER

MATH ●

“yea to Mathematical Modeling. I can't believe we haven't had it up til now!” PARENT

●

“satisfactory. Way too much homework.” PARENT

●

"-I agree that there should be an extension for Algebra 2.” STUDENT

●

“I support the addition of Mathematical Modeling to the course offerings at Niles North.” TEACHER

PHYSICAL WELFARE AND ATHLETICS ●

“I would like to suggest the students do not get graded or evaluated according to their heart rate. It is not fair when a child has limitations. How about grading them for their effort and participation?” PARENT

●

“I recommend that we consider implementing a program like New Trier has whereby students participating in high school athletics and Auroris are exempt from PE during those seasons that they are participating in the sport. This will help students like my son, a 3 season athlete, make room in his schedule for a lunch period.” PARENT

●

"Making up a gym class seems so difficult. I understand that physical education is important....will the gym be open after school hours for students to make up the time? Drivers education should be eliminated. parnets should use local companies - I do agree. Online classes CANNOT replace eduction with an instructor! We have enough BAD drivers on the road, let's increase the number by giving the youth on-line education." PARENT

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● "I do not think students should be grade according to their heart rate. Some students have limitations. Think PE should be graded as a pass/fail. I like the idea of drivers ed online." PARENT ● “Students participating IN SEASON as a varsity athlete should be given off their PE class in order to keep in balance their academic work and their sports commitment. This is the policy at most high schools on the north shore! Perhaps the superintendent's husband's employment should not be given top priority in making this decision.” PARENT ● "I have had many stories from my children that occasionally the heart rate monitors don't work and that the teacher pushes them to work harder to reach their heart rate when they are ""going as fast as they can go"". Please take the limits of the technology into consideration when making its data such a big part of their grade. A teacher can see physically if a student is breathing heavily or sweating etc. Niles West drivers ed used to have a very good reputation and prepared the students very well for the road. My daughter learned a lot that has made her a very good driver. I wish the program would stay. I don't know if outside programs would emphasize the things that high school students, teenagers, need emphasized (unless the class was exclusively teens)." PARENT ● “satisfactory” PARENT ● "Regarding Driver's Ed: I believe that there are students who will be unable to take this program outside of Niles North without the fee waiver. " PARENT ● “at the town hall meeting a parent raised the issue of allowing varsity athletes a study hall in lieu of p.e. when they are "in season" - this is a wonderful idea. These students often arrive at home at 9pm on game/meet days and then are expected to complete hours of homework. Allowing them a study hall during their season would help alleviate this issue!” PARENT ● “Why do we require PE of every student throughout high school? Can we not require it of those who participate in a sport throughout the year? Isn't there a way to make this work. Perhaps if this requirement were not so stringent, the lunch thing might not bother me so much. We have 9 periods and a normal kid has to have lunch, PE, english, math, science (with a lab), foreign language and social studies, leaving room for band or engineering or theatre or art or STEM

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or whatever, but nothing else - You cannot take band and engineering. art and theatre, guitar and STEM. Ridiculous.” PARENT ● “The District has a driving range which is unique and could be used by private driving schools or other school districts on a fee basis. If driver's ed was offered in the evenings/weekends, you might capture some of the students in the District that you "lose" because of sports or extra curricular activities. None of my 4 children have taken the Dist 219 driver's ed for this reason--get smart, use the resources we have--closing it down is short sighted.” PARENT ● "-The variety of PE classes should be kept. - PE leaders is a very good idea." STUDENT ● “I don't think it's a good idea to get rid of the Driver's Ed class. Many students don't have the time to take this class outside of school because they have a lot of classes during the day as well as sports and other activities after school.” STUDENT ● "I do not believe it is a good idea to eliminate the life guarding course. Even though there are not too many students who take it, the students that do get a lot out of it. Most of those students that do would not have the opportunity to learn how to be a life guard in at a private institution. PE classes in general should not be focused on fitness as a whole. The whole point of gym in the first place is to have fun playing different sports throughout the year. Obviously fitness comes into play in gym (cardio, core, etc.) but the teachers should encourage the students to play the a specific sport (in gym class) at the same level they would do their cardio workout. A lot of students dislike the fitness focus of gym class. Driver's education in D219 should not be eliminated. It is a very important life skill. Teens driving might be a scary thing, but what will they do when they're older without it? Well, they can get their licence with no training at the age of 18, but if they take drivers education, they will have experience already for when they get their licence. I took drivers education at Niles West. I thought it was one of the most beneficial and exciting classes there is to offer in the district. It's something I will actually use as an adult and it'll be used almost everyday. If the driver's education program is eliminated, then a lot of students will not be able to learn how to drive at a third party school. This is because a great majority of students do so many extracurricular activities that this is not possible

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for them. Also, when the class is taken within D219, students get more hands on experience (especially with the range), they have teachers they know already and see everyday, and the safety of being within the district. " STUDENT ● "Keep teaching life guarding so kids can get a summer job to provide for their families or selves Provide more funding for drivers Ed due to overflow of students wanting to learn how to drive" STUDENT ● “DO NOT TAKE AWAY LIFE-GUARDING. It's a great course & should be part of P.E.” STUDENT ● "Explore options to reduce the district’s expenditures on drivers education, including advocating a change in state law to eliminate the program, partnering with local companies to offer the program outside D219, and offering drivers education entirely online as currently done in Pennsylvania. This is privatizing public education, and it's a bad idea. I thought this district was committed to public education? And if i were a parent here, I would send my kid to a private driving school instead of having them do an online driving course. Guess the only kids taking this class would be ones whose parents don't have the funds to enroll them in a better driving course." TEACHER ● “I do not support the elimination of drivers education at Niles North, or the approach of offering it entirely online. In-house provision of this is important especially to the district’s low income families, and I believe it is beneficial to continue to offer this.” TEACHER SCIENCE ●

“Most schools have changed the sequencing of the primary science classes, starting with Physics. I don't know all the reasons and whether they are reasonable, but it should be considered.” PARENT

●

“satisfactory” PARENT

●

“Requiring 3 years of science is a great idea.” STUDENT

●

"-ILS classes SHOULD BE KEPT AND NOT TAKEN AWAY." STUDENT

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●

“I think ILS should be removed. When I took it, it was not beneficial for me. The things I learned in ILS did not help me over the next few years. Also, if I started in Biology, I could be taking a more interesting science class than I am taking right now.” STUDENT

●

“Take away ILS. It is much too hard and does not help you for college. I was forced to take it and I remember nothing whatsoever. I still remember Bio and Chem, however.” STUDENT

●

"Channeling all students into Biology as Freshman might be a good way to allow 219 to better assess what to do with students after freshman year. However, the elimination of ILS (a grade weight 3 course, not lower level) will cause a greater amount of failures for our sophmore students. Some students are not ready to be put into a chemistry course their second year of high school. ILS as a sophmore level course would allow students to obtain more practice and imporve skills so they will succeed in Chemistry and Physics the following two years. The way ILS is taught makes it a challenging course which benefits all of the students who take it." TEACHER

●

“I am in favor of the students taking, at minimum, three years of science.” TEACHER

●

“I support increasing the graduation requirement to 3 years of science.” TEACHER

SOCIAL STUDIES ●

“There is a belief in the community (parents, students and most teachers) that the original push to eliminate some honors courses and now to merge them into the regular classes is a ploy by the administration to increase US News and World report ranking of the school while also saving money. If the current proposed change is to be adopted with support from the community it will take a sincere demonstration by the administration of its good intentions. It is hard to teach a mixed-level class. Thus the best teachers should be assgined to teach these classes. Right now the perception in the community is that the best teachers teach AP and honors. Having an honors-level track within the AP classes is another possibility. This proposal is about the district's push to AP classes (read US News and World Report rankings). What makes more sense is to push more regular-level kids into honors courses, where they have a chance of succeeding. Pushing these kids all the way up to AP is a formula for them to fail. Also, the administration often cites studies that claim that AP level courses increase college success. Has anyone in the administration ever examined these studies? Statistics are readily manipulated and most of us in the community are wary of these claims, because they fly in the face of our collective experience.” PARENT

●

“like having honors classes segregated. “ PARENT

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●

"Do not get rid of the separate US History honors classes. This does not help honors students in any way. An honors option is not the same thing. And AP is not for everyone. Do not get rid of stand alone honors. I have always highly recommended Niles West to parents of bright students who were deciding on private vs. public, or deciding which school district to attend. However if you get rid of separate honors classes my advice will be to stay away from Niles West unless your children are planning to take all AP classes. It's very sad, because Niles West has provided a wonderful education to my children but getting rid of honors is a huge step backwards. We need to ask why the administration really wants to get rid of stand alone honors. Is it the money? I don't think so. I ask the board to please think about this carefully. I don't care what studies the administration quotes. Eliminating stand alone honors classes will not in any way help honors students. It will only hurt them. Maybe there is a chance it will help students in regular classes. But what about the honors students. Doesn't anyone care about them? " PARENT

●

“DO NOT eliminate Honors U.S. History! You have heard this over and over again and I add my voice to those already spoken.” PARENT

●

“I'm glad attention is being given to Civics. I hope ethics is included in the curriculum.” PARENT

● ●

“I do not support desegregation of honors and regular history. I feel the same about the English proposal as well. The plan to lump everyone together and have students opt for "honors credit" by completing extra assignments does not constitute an honors course. I would expect that the level of instruction, depth of class discussion in the separate honors class would differ considerably from a regular class. I understand and support the desire to raise the rigor of regular classes. However, honors classes must remain a separate option for those who are appropriate for them.” PARENT

●

“satisfactory” PARENT

●

“I think the Honors option should always be available for students. Some welcome the rigor of a faster paced class.” STUDENT

●

"Do not combine the English and Social Studies departments. One reason is because there will be teachers who cannot teach social studies that already teach English and vice-versa. Instead, doing more classes like ALCUSH might be a better idea. Keep honors and regular English segregated. " STUDENT

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●

“I am, honestly, kind of appalled to hear the idea that "honors" American history is a "barrier" to equitable AP enrollment. Really? I don't see a lot of Black and Latino kids in Honors, either -- so removing Honors as an option actually makes it HARDER for visible minorities to enter AP. Keeping Honors as one of the stair steps on the climb to college readiness not only makes sense, it is equitable and just.” TEACHER

●

“As with English, I do not support the elimination of the honors track in Social Studies. This would prove to be a mistake in many ways. To think that our diverse student body can be adequately served by two levels of classes – regular and AP – is in grave error. To bifurcate the classes so widely will not serve most students better, and will be much worse for many. While on the one hand the administration claims it does not want students to take more AP course; rather they seek for more students to take at least 1 AP course, this policy would have the effect of forcing many students to take more AP classes, if the honors course is not available to them. Alternatively, they will take the regular level course, where they may not be challenged sufficiently. In the opposite scenario, regular level student s who aspire to more challenge will not have a natural progression available to them; instead they will be forced to stay in the regular level course, or make the leap to AP. It is not enough to offer honors “options” within either the regular or the AP class. These cannot adequately address the diverse levels of student ability, focus, discipline, motivation, and intellect. Rigor, the quality of discussion and the depth of material delivered in AP classes may be compromised to the detriment of high level students. Students who are challenged in honors classes will be forced to accept a reduced challenge and learning experience, or undertake an overwhelming course experience (anecdotes from this year’s AP World History, offered to freshmen for the first time, provides an illustration of this). Students who participate in many extracurricular activities will be similarly over-stretched, or under-stimulated. Students who might take the step to push themselves into an honors class for the first time, will no longer have the option to do this. To expect teachers to differentiate even more than they already do by reducing the class levels to 2 is completely unreasonable. It is difficult to see how this proposal will benefit student learning at Niles North and West. Instead, it seems geared toward the goal of scoring further up the high school rankings scale, thanks to the increased emphasis on AP.” TEACHER

SPECIAL EDUCATION STUDENT SERVICES ●

“My complaint is that my son is taking 4 honors courses and 2 AP courses currently. I understand that Dist 219 wants students to have a rigorous schedule. However, he has an amazing amount of homework and because of the requirements of so many advanced level courses he may have to drop down a level in some of them. Teachers need to understand that if students are in their advanced level courses...the students are most likely in more than one advanced level course and that homework has to be lessened to help these students make it. In addition, I would estimate that most students

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in advanced level courses also are involved in sports and extra curricular activities when do they sleep??!! when do they have time to complete homework?!?!?” PARENT ●

“Regarding Advanced Placement, I recommend that the district work with the elementary schools to ensure these schools are pushing up the # of students participating in more advanced programming such that they will be better prepared in high school for the vigor of the AP class work - and the push to participate in such at all levels.” PARENT

●

“We do not need a School Based Health Clinic! I thought the Health class was covering issues such as Smoking cessation & weight loss. There are many local doctors offices for students to get the health care needed. Children need the nurses at the school! If a student is ill, we need to know they can go to a registered nurse for assistance!” PARENT

●

“Do not make community service a graduation requirement.” PARENT

●

“We need a MUCH more sophisticated college counseling department. They were almost totally useless to my now freshman in college student over the past two years, especially to those who are aiming high for private, competitive schools. I knew far more than the counselors did about the options available in the world. If we had relied on the counselor I don't think my daughter would have had any reasonable suggestions provided. It was very disappointing. I hope my freshman HS child will have a different experience in 2 1/2 years.” PARENT

●

“I cannot comment on the health services plan and the "restructuring " of the Nurses' office until I have more information. I see a red flag, though.” PARENT

●

“I think that the SEL curriculum is a good idea. Because it is required by the state to have, we should be doing it; additionally, I feel these kinds of skills are greatly lacking in my generation which is unfortunate.” STUDENT

●

"If a community service requirement is added, it should be put into a specific course so students feel that there is a greater need to complete it." STUDENT

●

"Put in a place a School Based Health Clinic in partnership with local health providers in lieu of the nurses’ office to provide student access to comprehensive pediatric care including wellness education e.g. smoking cessation and weight loss. Restructure Nurse office staff. I assume this means cutting staff and privatizing our nurses' office. Is that correct? " TEACHER

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●

"I highly support the inclusion of community service hours for the students of D219. It is so beneficial for students to work with outside organizations. It gives students a more well-rounded view of their communities, and students feel good about helping others. This would be a useful alternative to BAC as well. Instead of mandating that students sit in BAC as a ""punishment"" for their behavior, students should be using that time instead to help out either in the schools or the community." TEACHER

●

“I believe that the proposals regarding the school based clinic and "rethinking" the role of school nurses needs to be better explained and fleshed out before it is pursued. There are medical needs at the school that warrant the presence of certified school nurses, and I would not want to see the quality of medical attention available at school reduced. It is not clear from the Annual Review of Programs exactly what the implications of the change would be, and I think it is important for parents to understand that before changes are made.” TEACHER

●

“I really like the annual proof of residency idea. Some surrounding schools even have an officer that investigates residency. The number of students claiming false residency in our feeder schools has skyrocketed, prompting this response.” TEACHER/PARENT

WORLD LANGUAGES ●

“By eleiminating the honors language courses, students will not be encouraged to take a new language class in high school. It is important to give students the opportunity to explore new languages at a level that will not discourage them form learning!” PARENT

●

“Language Honors Classes should remain in place not that many High School aged children can handle the rigors of AP Classes.” PARENT

●

“Please keep German 1 Honors. My kids benefited greatly from taking the class” PARENT

●

“As a parent, I strongly oppose the elimination of Honors German 1. The program has immeasurably benefited my daughter, who was able to find something she is passionate about that she wants to pursue as a career. My daughter is participating in the student exchange, which promotes good will between our community and Germany. She also was one of 6 students to receive an award from the National German Teachers Association out of at least 170 in the Northern Illinois chapter, even winning over students from New Trier and the Chicago Lab School. One of our teachers also obtained an award for his excellent work. The German program at District 219 has been exceptional and should not be weakened.” PARENT

● “satisfactory. German teachers are the greatest in Niles North” PARENT

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● “I do not think it will be beneficial to the students to eliminate the honors course for French and German. I've been in the German Honors class all three years, and I feel that the first year of German Honors was the most critical. If I had not taken Honors German first year, I do not think I would be able to make that transition into second year Honors.” STUDENT ● “I believe we should not cut the first year honors courses because there are students who can not speak fluent enough french to be in like French 2 but they find that though they are only learning it they are catching on fast and would like a slightly harder challenge. http://www.niles-hs.k12.il.us/district/districtinformation/annual-review-programs” STUDENT ● "-Hebrew class should be kept. -I support the combination of honors and AP classes" STUDENT

● “I don't see how eliminating first year honors will help the students. I enjoy having the honors option. For some people, it's the optimum option. I personally feel my first year Spanish Honors class helped me get ready for my second year Spanish Honors class better than regular would have because it gave me a taste of what the honors system of high school was like.” STUDENT ● "First year honors for French and German should not be eliminated. Students who are able to take the course should. They should not be stuck in regular if it's too easy or AP (if it's even possible) if it's too hard. Students should not be required to take two years of a foreign language. Some students will not want to because they might want to take multiple electives. It should be a recommendation by a counselor because it's useful for college." STUDENT ● “Keep German 1 Honors” STUDENT ● “Keep the first year honors and provide other languages too like Russian, Japanese, and Arabic given the large amount of kids with those ethnicities” STUDENT ● “You need first year honors in German and French. It's stupid to take it away and it helps to prepare for AP German/French and on the AP testing. It makes

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no sense taking away first year honors. How in the world would it promote more people in honors/AP?” STUDENT ● “Students need to begin an honors track early on if they are to qualify for AP later on. I am very opposed to eliminating the 1st year French honors.” TEACHER ● "Quoted from our recent petition. (See link) http://www.change.org/petitions/students-parents-and-teachersstop-the-elimination-of-the-german-1-honors-program? utm_campaign=petition_creator_email&utm_medium=email&utm_source=share_ petition ""The German teachers believe that by depriving students of accelerated instruction, we will be holding back students from reaching their full learning potential. By eliminating German 1 honors, teachers will not be able to afford students the same depth of instruction currently given and therefore students will be less likely to be successful in honors later on as well as AP. The addition of honors for Spanish, Chinese, and Hebrew is being discussed to make learning in all languages more equitable."" TEACHER ● “The elimination of the honors option for 1st year languages would deprive students of the opportunity to increase their knowledge and proficiency above the basic level. For those who find language acquisition to be easy, and for those who want to push themselves, the option of honors in first year languages is a simple solution.” TEACHER ● “Do not eliminate first year honors levels in German and French. Consider adding honors levels in the other languages, not eliminating.” TEACHER ● “As to world languages, why not offer an honors option in all languages to freshman to make it fair? Why are you "dumbing" down the curriculum, I thought you are supposed to challenge our children.” TEACHER/PARENT/STAFF

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Office of the Superintendent 

Date:    To:      From:     Subject: 

  November 16, 2012  Board of Education  Dr. Nanciann Gatta  Feedback from the Sender Districts’ PTA Meetings 

Bob Silverman and I (Dr. Doniger when Bob was absent) attended the following sender districts’ PTA meetings. District 72, Fairview; District 69, Skokie/Morton Grove; District 68, Old Orchard Junior High; and District 67, Golf. We will attend the remainder sender PTA meetings in the next couple of weeks. In summary, most of the comments centered around two issues, honors and the calendar change. Like the District 219 Town Hall Meeting, the feedback on the calendar was mixed, some in favor and some against. I refer to the Board the surveys in other sections of this Executive Report.

As for the limiting of the honors courses, the sender parents were

unanimously against limiting honors options. I would also like to share with the Board that the sender parents commented on their appreciation for the transparency that District 219 provides and the number of formats we have to gather their input.

Calendar Change Survey Results

67 (Hynes, Golf) 68 (Devonshire, Highland, Stenson, Old Orchard) 69 (Madison, Edison, Lincoln) 70 (Park View) 71 (Culver) 72 (Fairview) 73 (East Prairie) 73.5 (Meyer, Middleton, McCracken) 74 (RutledgeHall, Todd Hall, Lincoln Hall) 0

50

100

150

District Respondents

Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th 9th-12th 0

55

110

165

Grade Level of Families Responded

220

200

Number Of Agree/Disagree By School District

74"(Rutledge"Hall,"Todd"Hall,"Lincoln"Hall)"

73.5"(Meyer,"Middleton,"McCracken)"

73"(East"Prairie)"

72"(Fairview)" Strongly"Disagree" 71"(Culver)"

Disagree" Agree" Strongly"Agree"

70"(Park"View)"

69""(Madison,"Edison,"Lincoln)"

68"(Devonshire,"Highland,"Stenson,"Old"Orchard)"

67"(Hynes,"Golf)" 0"

10"

20"

30"

40"

50"

60"

70"

80"

Strongly Agree

Agree

Disagree

Strongly Disagree

67 (Hynes, Golf)

30

32

26

13

68 (Devonshire, Highland, Stenson, Old Orchard)

76

38

28

18

69 (Madison, Edison, Lincoln)

55

54

22

39

70 (Park View)

41

31

17

3

71 (Culver)

13

8

7

4

72 (Fairview)

38

34

12

8

73 (East Prairie)

49

19

11

17

73.5 (Meyer, Middleton, McCracken)

51

34

15

15

74 (Rutledge Hall, Todd Hall, Lincoln Hall)

22

12

8

10

Number Of Yes/No By School District

74"(Rutledge"Hall,"Todd"Hall,"Lincoln"Hall)"

73.5"(Meyer,"Middleton,"McCracken)"

73"(East"Prairie)"

72"(Fairview)"

71"(Culver)"

No" Yes"

70"(Park"View)"

69""(Madison,"Edison,"Lincoln)"

68"(Devonshire,"Highland,"Stenson,"Old"Orchard)"

67"(Hynes,"Golf)" 0"

20"

40"

60"

80"

100"

120"

Yes

No

67 (Hynes, Golf)

60

43

68 (Devonshire, Highland, Stenson, Old Orchard)

101

61

69 (Madison, Edison, Lincoln)

96

76

70 (Park View)

69

22

71 (Culver)

21

9

72 (Fairview)

54

40

73 (East Prairie)

72

35

73.5 (Meyer, Middleton, McCracken)

69

48

74 (Rutledge Hall, Todd Hall, Lincoln Hall)

28

24

4. COMMENTS: Not sure how it would coordinate with our summer daycamp schedule. Need to be sure they are aware and can make changes. Better for working parents if all are on the same schedule. I think this change will be help full for our students. Having the same school calendar for all our kids is very important for us. I am strongly against the proposed change in the 219 calendar. It is extremely important that the feeder schools have the same calendar as 219 and I am opposed to beginning school in early August. It would be a hardship on my family, would interfere with vacation time, would interrupt my son's 8 week stay at a leadership camp in the summer. I feel that 219 can easily ...unless park district programs and elementary programs followed suit. #4 - Yes, as long as there is no lag in Skokie Park District's summer camps (at a reasonable 1 This will rob the students of a meaningful summer break in 2013 because the 8th graders and high school students get out in late June and will have to start school shortly thereafter in mid August. 2. This will rob the high school students of being able to hold down a meaningful summer job at the local park district day camps because the schedules will be out of synch. In these days of growing college expenses and shrinking financial aid, the students need to earn as much as they can during the summers before college. 3. The students who have balance work and out of state visitation with a divorced parent will be robbed of either work or the visitation because of the shortened 2013 summer schedule. 4. How will students who take summer school classes be able to have a meaningful break 1. We take our vacation in August (a popular time for vacations). 2. The weather is usually very hot. 3. Due to our work schedules, we would have to make arrangements for child care, which will A drawback to changing the schedule to start in early August is that some children are still attending camp, summer courses, summer activities that may not end until mid to late August. I am thinking of Park District activities that we participated in this past summer that went thru Absolutely not!! My son's camp does not even end at that time. The way it is now is perfect. Any earlier is ridiculous. When we were young school did not start until after Labor Day. This would cut into their summer when the weather is still warm, Vacations and such. Don't cut into Actually it depends upon how early in August - possibly one week earlier would be ok; however much more than that would interfere with summer camps and/or other summer After having had children go through the high school system I agree with the reasonings above! Nice to see it written out clear and easy to understand! Good Luck to us!! All of the reasoning sounds good to me. Will their winter break change, too? It sounds like it All points are valid reasons to consider the change in the school calendar, especially finals are completed before winter break and being able to compete in the job market. Altering the calendar in this way will have a significant impact on student and families' summer options, including both vacation and camp opportunities. I don't think it's a good idea. I would prefer to see schools switch to a post-Labor Day start, to tell you the truth. Also, I think that Although students may be able to look for jobs earlier for the summer, the availability in August would hinder their landing of that job. Most college students do not go back to school until late August. If the summer was longer (e.g., ending school at end of May and starting mid-

Although this proposed plan allows for possible changes, it would make it difficult for other summer programs, such as camp, etc. Also, has the school taken in consideration the extra cost associated such as having the air conditioning running during the 2 weeks of August & month of September. In May and June it is not as warm as August & September. The college And longer school day. No columbus day and pulaski day and M.L.K. Day holliday,same as And longer school day. No columbus day and pulaski day and M.L.K. Day holliday,same as Any time you can complete your semester with finals before the winter break makes all the sense in the world. Kids would prefer to be off earlier in the spring, but are ready to go back in Are you talking about early August or mid August-??-please be more specific.What it means As a former educator and more important a parent, this "new" school schedule is at best questionable. Grateful for asking us how we feel and our opinions. I will support and respect As a mother I am strongly opposed to starting the school year in early/mid August. Early August is the usual time frame that our Jr. High and Sr. High take a mission trip for a week with our church. We also spend the month with family on various trips as is it usually the most hot time of the summer. How would we have a week of all day Marching Band Camp with the school starting so early? The band kids need the week to learn the routine and welcome the new freshman to the group. The month of December is extremely busy as it is already with orchestra, choir, band concerts, Christmas concerts at church and various other holiday parties. To add in more studying on an already busy month would make December an extremely difficult month. As it is, the kids don't study much over Christmas break, I don't think it would really impact their As a parent working in a different district (District 65, Evanston) this change would grealty affect my ablility to care for my children during their time off. I would be in favor of aligning all As a teacher myself at a nearby high school (not Niles), I appreciate the advantages of having the feeder schools on the same calendar of the high school. However, I do not favor such a change without a clear, pedagogical and research based As families, we seek to coordinate ourselves with our extended families throughout the nation in our gatherings, reunions, etc. All of my relatives throughout the country go to school until beg to mid June and begin their next school year in late August or after Labor Day. I have no As long as all the feeder schools and local park districts for summer camps are following the same schedule I would have no problem with the early August schedule. As long as all the schools are in line, it doesn't matter that much. As long as both of my kids will have the same school calendar. As long as it doesn't decrease the length of summer break, I don't think it would adversely As long as it doesn't shorten the kids' summer break, I have no problem with the proposed As long as other clubs, activities are blocked from requiring students to participate in trips or As long as the summer camps are available for those dates. At first glance it feels somewhat unfair to make students go back to school in the middle of the summer, especially if the building is not air conditioned, but there is tremendous value in having all of your children on the same vacation schedule. One of the strongest arguments in favor of the newly proposed schedule change is allowing the high school students to complete at this point it does not matter to me but it makes sense to organize high school that way

August is still summer time and many kids still like and enjoy going to pools and spend time Because I will be attending school myself so having my son out in June is better for me. I can understand for the high school kids how that will benefit them. I think keeping the grade Because of these reasons the month of August is often down time for elementary age children. I would be in favor if the programming for these children coincides more with this Both of my high school children go away for camp and are not back by the second week of August. We also take a short vacation after they get back. One of them has a job at this By starting school in August and ending in May would ruin vacation time and effect the Camp programs do not coincide with schedule. Most go until mid August and don't start until mid June. It would be difficult for Childcare unless all schools went to this schedule. I wouldn't Camp programs do not coincide with schedule. Most go until mid August and don't start until mid June. It would be difficult for Childcare unless all schools went to this schedule. I wouldn't Camps don't start until 2nd week of June!!!! nO!! Completely unacceptable. Does not coincide with Skokie Park District summer camps, and I Dear Sir, The importance of a quality education for our children is a priority for parents, teachers, administrators and students. It appears that the proposed changes would provide positive advantages for our students. Key points are additional school days, having a much needed winter break after exams and better opportunity to continue advance education beyond H.S. It also may provide an advantage with summer employment. I would support this change if all levels of school are on the same schedule. Destroy the opportunity for them to participate in summer only activities. No consideration to Don't change anything. Parents have a schedule in accordance with their child's school DONT CHANGE THE ELEMENTARY SCHOOL CALENDAR, IT ISN'T FAIR TO WORKING Early August is still the summer, and starting schoolthe 3rd or so week of August is plenty early. Our family vacations are nearly always in August, and we would like to keep it that way for as long as possible. I understand the reasons for District 219. For our younger children....let them have their August summer. They don't need to be out of school at the end of May. Hasn't this District taken enough fun away from our kids? (decreased Art & Music, no Early August should be summer break, not-back-to-school time. It's still hot out at that time, let Early August-no Mid-August-maybe Sleep away summer camps end in the second week of August, and this gives no time to Early dismissal creates a costly childcare situation for working parents. Not to mention East Prairie started 8/20 so it's not that much of a difference. I don't think it would make much difference with jobs since employers would want there summer employees to stay thru Aug. It might help with day camp jobs though. As a taxpayer Even though at this point in time I don't have a child in high school, in the future I will so it will be more relevant to me in about 7 years to have the high school and K-8 on the same calendar. Overall I think its a great idea to start and end the schoolyear earlier than in the past. It sounds like it will make things much smoother for everyone involved. I'm wondering Even though my children are now out of k-8, I think it would be important to have same/similiar schedules for families that have children at both levels to better plan family time. Especially

Eventually, I will have a student at NWHS and one at Lincoln Hall. I believe that all feeder schools should be on the same schedule as the high school- vacation, scheduling, family time, holidays etc. But more importantly, what about adopting a school year which runs throughout Eventually, yes. But it would really screw us for next year (13-14) because of a big family trip already booked and finding child care coverage to cover the first 2 weeks of June will be Families need to have the same schedule for all schools!! Family travel plans beginning weeks of august Family travels in August. This would be a hardship. Thank you. Finally! I hope this trend goes towards year round schools and having longer winter & spring break (like one month for winter and two weeks for spring), a shorter summer break and an added fall break. The seasonal breaks need to be spread out more evenly as such long summer vacations is just too long of a period to go without instruction. A six week summer vacation is more acceptable and longer breaks for other seasonal breaks. The number of for 9-12 that would be ideal. but for jr high I think it should stay as is for vacation purposes... For school district 219 K-8, We would like to see extended school year. Several school district near by (Des Plaines) have year round school which does not have additional cost. I realize change is difficult however this program may assist the district in balancing there budget for For summer planning I think it is important to have the same schedule. I do hope all schools For the bennefit of the HS students, it would be good to make the change. For those of us who work full time, please coordinate with the Park District summer camp program and help us coordinate those programs and SPACE options to match. I am fine with For working parents and working teacher, to help with balancing family and work, it is important that all the schools that feed into the Niles West and Niles North High Schools have the same school calendar. Given the weather in chicago this would greatly reduce the amount of summer activities. It is Given we have two children that at points in time will be in both the high school and ParkView, Good idea. Let's do it. Good luck Great Idea! Hard to tell on the onset what the impact will be for our children and our summer vacation plans. We spend our summers (at least two months) in California because my husband lives and works there. What I think would be great is to have three weeks off between Christmas and New Year's break. They have this at some schools in California and it's a nice break for the children especially during the holidays. Shopping, preparing and visiting with family and Having Final Exams before Winter Break is a great idea. I not sure why this could'nt be achieved without changing the start/finish date. All Schools in the District should be on the same schedule whatever the final outcome. I would Honestly, as the parent of one child I'm indifferent on the whole subject but for the sake of How about eliminating some of the days off of school, instead of starting so early in August? I actually think this is a great idea. I'm in favor of any decision to benefit students in the district. This would also allows families to plan vacation time early in the summer and avoid I agree with all reasons above, especially having finals over before winter break, and aligning

I agree with many of the reasons that the change in schedule is a positive. In addition, much of the country is on this schedule and while in the short run, some families will be inconvenienced by needing to change the timing of their summer vacation plans, I feel that I also have 2 children who will be starting K and pre-K next year - VERY important to us to I also have a child who is a student at Niles North currently. I would have a concern for I am a teacher in a different district and this would make child-care more difficult for me. I am a teacher in another district and this would cause me to get daycare for my children. I I am all for this change to the school calendar. It is good to keep the schools in the same area aligned with the start and end dates. Also, its always nice to have a full month of june for I am confused by this proposal. Currently we start on Aug. 22 and we DO end at the end of May (May 31). So when you say we'd start in "early August" and still end at the end of May, I'm not sure exactly what timetable you're talking about. What is "early August"? August 2? August 10? What is the "end of May"? May 31? May 22? I am fine with a change in schedule as long as it is reflected in our K-8 District. I would propose that we do a shorter summer break and follow the college scheduling which gives a month for winter break, 2 weeks for spring and a month for summer. The reason I like this is I am HIGHLY in favor of changing the calendar to August/May. The main reason is that most of the other north suburban schools have already moved to this calendar and we should be in line with them, not Chicago/Evanston. Another reason is that Skokie Summer Camps do not extend until school starts, so working parents always have to find something to do with our kids the last two weeks of summer. Kids/parents/teachers benefit when the semester can end before winter break and the new one starts after winter break. It is a logical and convenient schedule for when winter break is scheduled. Kids/teachers/parents are "mentally done" when the weather starts to heat up, so ending I am hoping for much more community discussion about this, including pros and cons. It seems that only the pros are being addressed in the communications around this. Not addressed at all is the gap between the school year and the camp year (and not just in Skokie Park District), which makes a big difference for my family. We are asked not to take time for I am in favor of an extended calendar as well. I am in favor of elementary and high school having the same calendar. I would be in support of either calendar as long as all schools followed. It would also be great to support a calendar of starting after Laobr Day and ending at the end I am in favor of the calendar change only if all partner organizations agree to the change and I am not in favor of this change. I am not strongly opposed to this. My vote of "no" is conditional on the Park District's summer camp programming. As a working parent, child care is a major issue. IF the Park District I am not thrilled about the idea of change but in the future I will have children at both the high school and middle school levels, and it is important to me that they be on the same calendar. I am strongly against starting the school year earlier in August. Parents who are teachers in other districts, like myself, would be hard-pressed to find childcare for those four+ weeks. Summer vacation should remain June through August!!

I am strongly opposed to the proposed change to the calendar for both the high school and elementary schools. I feel it is sad that the children go back two weeks before Labor Day! I am very opposed to this possible change!! I appreciate your asking for our input, as our family will have kids in both high school and K-8 I believe change hurts, but why NOT? If District 219 thinks the new calendar would benefit students on the long run, I wouldn’t mind if my kids start & end at the specified dates. Thank you I believe the feeder schools and NW should be on the same schedule. We are catering to the seniors, which is only 1/4 of the population. What about the the rest of the high schoolers? Many families travel during the summer months since most cannot afford the higher prices during the winter. Students will not be able to work at summer camps since school will be in I can't see how you could even consider this as other districts in the area are not doing it. Think about the sports teams. Football and all fall sports plus the spring sports would not I currently have a High School student who is in favor of the schedule change as well as I. I don't see the need for the lower grades to change and be on the same schedule for end / start I disagree with the entire concept of having 14 year olds being thrown into college schedules and academic expectations at such an early age. The idea that the students will be able to start college 6-12 months early is rushing these children into the high pressure environment of higher ed at too early an age. Most children are not mature enough to handle the pressure with the current school year schedule. Too much emphasis is put on the tests and college prep. I also do not support taking away their summer. Without a high school student I do feel tha tall of the schools in the same town/township should be on the same scheduals ffrom star to finish and hollidays and days off. Makes it easier on the parents if they need a I do not agree with this. Being a teacher in another school district my children will have to be in some type of daycare during the summer when they normally would not have to be. I would have to put out money that I should not have to. I do not want the elementary schools to I do not feel it necessary to adjust the school calendar. August is the hottest time of the yearthe kids should not be stuck in a hot classroom. They should be outside playing. Many I do not think it is fair to change all the other schools schedules. If the high school wants to I do not think the elementary districts need to follow the lead of the high school district. The high school cannot be the determiner of policy for the entire township. Just because something works for them does not mean it will work for everyone else involved. I don't believe they are considering the impact on the families in the township when they are making their choices. They have basically said that this is what we are doing, so either go along with us or make your life more difficult by having two different schedules. Not every school in the township has air conditioning and having students in classrooms by the middle of August would be inappropriate. I would argue that changing the elementary calendars would require a great amount of work involving the local park districts since many working parents rely on summer camps etc. for child care over the summer. If those programs are not on board to change as well, that would put many families in a bind and may also result in children being left alone that are too young because their parents do not have care. I also disagree with the

I do not want the elementary schools to follow the same schedule. I am a teacher and I dont want to put my child in daycare during the summer. I would have to put out more money that I should not have to. Do not change the calendar. High school students can be home alone so I don not want to start that early in August I don't have a problem if the elementary schools and junior high are on a different schedule I don't like the idea of starting school in mid August, but if that's how is going to be, I would like to have all kids on same schedule for vacation and child care purposes. Thank you. I don't understand why do I have to follow the homeschool's schedule? we should find out summer camp with vacations schedule. It is very confusing to us. strongly disagree. I don't want my child to start school the beginning of August when we take our vacations. That is still summer time. That would greatly interfer with our family vacations and other family I feel very strongly in having my high school children follow the same schedule as my kids in I guess I would be in favor for the high school kids, but starting earlier in August does not fit our family/work schedule well at all. I'd like to put it off as long as possible for my own kids. I have already submitted one of these, but missed the 9-12 category for "grade level of your children"... So this is the corrected version (I had said that both for childcare purposes and I have an indifferent opinion on this b/c I only have a child who is in elementary school at this time. I think it would make sense for high school students to have the option to what there I have conflicting thoughts. It would be nice to change the schedule noting all of the points highlighted above, however not so great not to coincide. Would be an adjustment and not necessarily the end of the world. I I have no problem of the school year calendar change at all. I strongly support it and it will be better if all children from all grade levels will follow the same school.calendar. I have no strong feeling one way or the other on the school calendar. I prefer late August to early June but understand that some families will I have only one child left in the grade school system and heading to HS next year. If it was applicable, I would prefer they be on the same schedule. However, I worry about getting new students in to our school system who had previously been city parents who moved in to the district. They frequently didn't show up to school to sign up their new students until near labor I have to consider if future summer sports actives would conflict with a mid August school start I just heard of this from another parent and am very sad if the calendar changes for elementary school. As a parent I do not have to work over the summer being a teacher and now I would have to find childcare for my child. I would not have to do this normally. I do not I just want my kids to be successful.Thanks I l ike the current schedule. I like it now that D219 and D69 have the same scheduled days off for individual days as well as winter and spring breaks. I am a single parent and it really makes my life easier with the I like it the way it is and would not be happy with the change. I like that my kids attend different schools, but have the same days off. I may be a minority in this situation, but it is easier to track the days off, if they are all the same.

I like to have my kids start school in Early September and end in Late May. I live in District 69 and 219 plus I teach at Niles North. I am a 1988 alum of Niles North. Even I love this new idea! Please try it out! I prefer to have at the same calender schedule for both. I really like the idea of ending the quarter before break-giving students a real break. The districts need to follow the same schedule. i really like this idea!!! I really suggest that middle and highschool should follow same schedule. I strongly agree that all schools of Dist 69 and 219 should follow the same calender so family vacations and other social get togethers etc can all be accomodated. I strongly disagree with changing the current calendar. It has already moved si much earlier I strongly wish the calendar to stay as is, and the K-8 local district 68 calendars to stay in sync with the high school breaks, especially spring break, when possible. Changing schedules now I support this school proposal with the new calendar change dates for this Skokie district. I I suppose it all depends on the park district's ability to move their summer programs accordingly. We count on Skokie's summer camp programs when school's out. If their start I suppose it makes sense for families planning vacations etc. to have all children on the same I think all the kids should start earlier. I think having the elementary district go back the third week of August and end right after I think it helps by keeping siblings on the same schedule as they move to high school I think it is a good idea! I think it is a great idea to change to this type of calendar year. I know of other districts that do I think it Is a great idea, it gives them less time To be bored, which causes them to sometime I think it is a great idea, thank you. I think it is a very good idea for my son also for us. Gives time for my son and us (Mother and father) to give him summer work in the future and to enjoy the summer. I think it would benefit the high schools tremendously and feel that the K-8 should follow the I think it's a good idea for the grade school and high school to be on the same schedule. So if the high school is going to change their dates, then so should we. I think many of the reasons that are listed are important to the education and well being of our children. Having extra instructional days during the year and prior to testing, more time for teacher/student/family interaction before 2nd semester, and having a winter break that is truly a break are all reasons that I think our students/families and staff would benefit from the change. However, you didn't list the reasons that people are opposed to this change - which would be i think school should start full time day after labor day and end june 14th. just like it did in the I think the feeder schools should be alligned withe the high school to prepare the student for I think the points listed below are invalid. The Christmas break doesn't really happen since sports are allows during each and every break including spring. There are other Chicago schools that start later - Northwestern and DePaul for quick

I think the proposed calendar change makes a lot of sense, and would be a familiar schedule for my family as we are Southern transplants and this is the schedule followed by most school I think the reasons for changing the school year are compelling even though I cringe at the idea of the scheduling nightmare that would ensue. I am also curious as to whether the teachers of 219 support this idea since the parent groups are mentioned. I would think that if the reasons given for the change are valid, that the teachers would be supporting this, too, yet they are not mentioned at all. I think the school year starts too early as it is. Many of my kids summer camps & programs don't end until mid August. I would rather take away some of the days off during the school I think these changes make good sense for high school students. My concern as the parent of an elementary school student would be availability of camps (summer and winter break) for my child. Since both parents in my house work, I would want to be sure my child has a safe I think this change will put us in synch with school districts across the nation. I also strongly I think this is a great idea for all the reasons stated! Good Luck! I think this request is unreasonable and assists only a small number of students and penalizes most families. Already the kids start back much earlier than we ever did as children and are pushed constantly with little breaks every day. Having a summer to relax, spend time as a I think this would be a hardship for working parents of elementary school students. Summer camps start in mid-June and it would be very difficult to secure care for children of elementary school age if they are out of school at the end of May. Obviously, this is not a concern for high school age children, since they are old enough to fend for themselves while parents are at I understand that a concensus is needed, but this is not ideal for K-8. Why not change it for I understand the benefits, but the middle of August is still summer, and no one in our family wants to give up our summer. I still think school should start after Labor Day! I understand the need for change at high-school. It makes sense. However if the k-8 doesn't follow the same new proposed schedule it will be difficult. Our family will not be able to truly vacation. My k-8 don't need to secure a job, however I depend on my 9-12 to assist w k-8 at I understand the reasoning for this change at the high school level and support it. But I do not believe that grade school children should be subjected to this change. Yes, if families have both sets of children it is subjecting them to multiple schedules but this is a fact of life when you have multiple children. As of now, k-4 and 5-8 have different schedules at Fairview and I understand what highschool students from District 219 are feeling and getting a jump on summer jobs etc. This is a valid point; however it should not have any effect on the younger I was unpleasantly surprised that kids had to go to school early (8/22) this year. I believe that students should have a full summer off. Going back to school should never happen prior to 9/1. Going back to school early interferes with family plans and camp activities. Not to I welcome this change. It has lots of benefits. I work as a teacher in District 121. We start school in the middle of August. It works out well for students to be done with their semester before Winter Holidays, and college summer

I work at a park district. Summer help is available for high school students as most are hired in April/May for May/June employment, By getting out early they will not benefit by getting summer employment as was the argument. The pools and summer camps offered by the park district would suffer due to this new schedule. College students return to school earlier, we rely on high school students as camp couselors, pool attendents and lifeguards as well as I work in a school district as well, starting school in mid August and ending by memorial day leaves me without child care for at least a month out of the year because my district does not have that same schedule. If there were a change I would have to find camps for my child, which would impact me economically. I do not feel the feeder districts need to align with 219's schedule. If 219 decides to change their schedule that's fine, but I oppose the feeder schools I would agree, although and am also concerned about the impact on the Skokie Park District I would also like to see more 5 full day weeks. With all the days off at the beginning of year, it makes it very difficult to get the kids into a consistent routine. Get the kids in school and keep I would be in favor of a calendar change as long as there is a village wide change where by the park district alters the camp schedule and accomodates camp starting earlier as well. I would be in favor of high school starting in early August (for the reasons listed above) but not for the younger kids. I've found that they have a hard time getting in a "school" frame of mind I would be in favor of this if the Skokie Park district summer camps followed the same calendar. As a working parent, I rely on the park district camps to care for my children during the summer months. If camp were not available during that time, or if there was a two week I would be in favor of year-round school. I would like the school year to start after Labor Day and end later in June, because in early August, Summer is in full swing. The pools are still open, the weather is still hot, and kids are I would like the schools to start in early September, or later August, and end in the end of May. I would like to see numbers. How many kids participate in fall sports? How many kids take I would NOT be in favor of a schedule change for my K-8 school, as this would interfere with camp and vacation schedules. The points made about changing the High School schedule to I would not prefer to have children starting school in early August. However, if the high school does decide to change their schedule, my first choice would be for the high school and grade school schedules to match. I would not want my kids out of school In late May. I want my kids to be able to participate Fully in 8 week summer camps with their friends and not have to be cut short of that I don't think we should change the calendar unless all the Evanston and Wilmette schools and camp I would ONLY support this change if ALL of the schools in the township adopted. FURTHER the park districts must also adapt to this change and not ignore it for 2 years (as I heard that I would prefer school started after labor day to allow for a complete summer vacation and ended in the middle of June as it is mandated in other states across the US. This allows for increased tourism opportunities as well as assists those families that work in the tourism I would prefer they follow the CPS start and end dates. In school most of June and return after labor day as the mind set is changing. August is usually when kids start to wind down to prepare for school. Going back to school in August is hard especially when the weather is I would rather start in late august, end in may and skip some of these holidays. All of these days off are not needed, we should follow example of wisconsin schools that allow for less

I would really like for my kids to start after labor day to enjoy and take full advantage of the I wouldn't mind if the HS changes it's schedule as by the time my children enter high school they will be self sufficient. Right now I need my children's schedule to somewhat mirror that of CPS as my child care provider for the summer works for CPS. It would be a financial burden for me if the grammar school changed it's calendar. May be a selfish reasonbut like everyone, I'm also hoping that district 68 would consider extending the hours of school? I'm concerned about this will affect my children's ability to go to sleepaway camps (they've outgrown day camp, or that would be a concern, too) and still be back for school. The most critical issue is keeping the high school district and feeder schools on the same calendar so that families will be able to take vacations/staycations together. I'm easy going either way due to only having one child to coordinate a schedule for. I can see how this would benefit the high school, and it really does make sense to have all schools I'm in favor of it only because I would LOVE to see the facilities updated and if the kids need to be out for that period of time, we'll make it work for this year. In general, I wouldn't want it to be a permanent change on the calendar going forward. Thanks - GOOD LUCK WITH THE I'm not for or against a new schedule, I just want to make sure we are on the same schedule as the high schools. For child care issues alone we need to make sure that all schools are on the same schedule. If the feeder schools weren't on the same schedule as the high schools this would greatly affect teachers, students and families as they schedule vacations, camps, I'm not in favor of either district cutting the summer short. Families like ours have limited options for family time off together due to work schedules, and the summer is our only chance I'm not really excited about my children starting at diff times but I would really like my son to relax winter break. He works so hard at school and break should be a break. The only I'm strongly opposed to starting school in early August. This would take away opportunities for many summer-time activities that take place in August. Also, having the high school calendar significantly different from the elementary calendar is an inconvenience. I think the reasons given above for making the change are not solid. Among them: -Regarding summer work: If students have to return to school in early August, they are not attractive candidates for summer jobs that run later into the summer. - Regarding D.219 students already being back for camps: It would significantly reduce the impact/value of those camps if the students were already back in school.. For example, marching band camp takes a significant part of the day now, which would be lost. Having the camps before the start of school in early August would mean camps starting in late July, which really impacts the summer significantly. If it benefits the student, I am in full support of it! If it is going to happen, I believe the winter and spring breaks of D219 and the feeder districts If Niles North starts earlier then Hynes/Golf it makes it difficult for parents of younger children who rely on the older kids to watch them when both parents work. If it turns out that Niles If the grade school schedule changes, then the change must be coordinated with the Camps offered by the park district. Many families struggle with alternative care during the summer

If the K-8 districts do follow suit and end in May and start in early August, I would hope there is proper coordination with the Skokie Park District, which offers summer camps, to ensure schedules are aligned. Right now, there is not always coordination between the various Skokie School Districts and Last Day of School and Teacher Institute Days, which often results in the Park District not able to offer a Closed School Day alternative because not If the students will benefit from this, I agree for this change in the calendar. If they change school calendar, will park districts/summer camps follow the same schedule in Skokie? In fact I want all their day off be on the same day in theory this would be a good idea for the high school but in reality it is too difficult to match to areas outside the skokie area, including summer camp and other out of state summer activities. if calendars did not match up for families there would be significantly less summer Instead of ending school at the end of May, I would be in favor of ending in mid-June for K to Is there a way to have less days off during the first semester to make school start only a week early? It is difficult to have kids start school when the weather is still so beautiful and It doesn't effect me right now for high school and the K-8 school calendar year but it will be nice when I have a student at both schools it won't make scheduling vacations hard. It doesn't make a difference to me or my family. It is difficult as a working parent with any summer schedule. This includes the many, many days the kids have off for "holidays" during the school year. There is not a month on the school calendar where the kids/teachers DO NOT have off at least 1 -2 days for some reason or another. I believe that religion is becoming a BIG point of contention in our district 69 specifically. I respect all people and all religious beliefs however, our children suffer when the It is difficult as it is to end summer activities in time for the programs that begin before the start of school (athletics, marching band, etc..). As it is, we need to have family activities end by the second week of August (at the latest). An earlier start date would cause these activities to back up even further. In addition, the current break between semesters actually gives the It is great to start school earlier and to end it earlier so that we will be able to plan for summer vacation besides the listed benefits.So, why not!! We will be supporting it. It is interesting that information is provided regarding how the chage would effect district 219 but not how it would impact the school calendar of the districts you are surveying. From this It is more important for us that they follow a similar schedule rather than when they start and It is more important for us that they follow a similar schedule rather than when they start and It is still summer in August. The weather is still hot. I would rather have the school start after It is too early. The weather is still so warm, and it's family vacation time mid Augest. My It is VERY important to me to have my kids on the same schedule. Not only would it pose a child care problem if my high schoolers were in school and my younger child were not, but it would also be very difficult to plan vacations and such...The high schoolers would be back so much sooner and the younger child would be out so much later. It is very! very! important for us to have the schools on pretty much the same time frames, because if I need childcare or we did want to take a vacation we would not have issues. Of course, 1-2 days different would not really matter. It's when we are talking about week/s.

It kills August - the best family vacation time! I don't like the idea at all!!! Our family is not able to take family vacation with kids in June or July! Please don't change the calendar! It makes good sense to me. It makes sense to end the first semester prior to Winter break; this should be the driving factor It really does not matter to us. What was missing from this questionnaire was a selection of "undecided" or "indifferent." I am not one to push this change through, but if it happened I It really doesn't matter to me which way this goes but it would be nice to have the grade schools and high schools on similar calendars. This would be helpful to families who have It seems as if the calendar this year started at the end of August and is getting out at the end of May. 180 days is enough school for kids so if this means an extension of the calendar then It would be important for SD 74 to align school calendar with the high school district. It would be okay if we started earlier. However, I am very concerned about extracurricular start dates at the high school. As my kids get older, they will probably want to participate in sports etc. I would NOT want early practices etc. to begin in July. If the feeder school ends later in It would have been nice if you would have given some dates, school already finishes 1st week in June, so really to finish at the end of May is not a big deal. But certainly I would not want my kids to start school earlier in August and finish only a week sooner. They spend enough time It would interfere with summer opportunities since they would be following the old regular it would probably work better for parents that have younger children, if the older kids can take It's a good idea to start all schools (K-12) early August and ending end of May. It's called SUMMER vacation for a reason, early August is a time to enjoy the weather at the It's not a school district's job to make the families happy with the schedule. It's their job to educate our children. What does research say? Why is the high school going to a mid August Keeping schedules the same will allow students with anxieties a constant between the two schools. They will be better prepared for the future and will know the expectations.... Kids go to sleep away camp. Kids need to enjoy Summer and start school end of August of beginning of September. Many families go out of country and cannot always leave in the begining of the Summer, including Kids this age need more time to be out in the good summer days. Imagine They are indoors all winter. Let them enjoy their summer days fully.Please remember, these are still little kids. Thank you. A concerned parent. Less time conflict = more quality time = happy life :-) Love this idea!!! Makes more sense for high school students than for K-8. Many families are still on vacation at this time. As it is we have children absent the first few Many of your reasons to change the calendar affect the minority of students-i.e. fall sport athletes, students who graduate mid-year, and students who have failed 1st semester (unless you're admitting a serious problem here). Many other area high schools have higher test scores and are not on this shifted calendar. You also require five days of review after winter Mid August to late May sounds fine. Then the wording changed to "early" August. My Mid August, not early August.

Middle of August (15th on) is ok--early August is not--the best/only time of year we can vacation from work is August. I also worry about the SPD camps and them being able to be Middle of May? Many of the jobs that the students have are through the park district and other various camps. They dont start until the grammer school children are out of school. Moving the feeder schools will get in the way of summer camp (and not just the Park Districtswhich I'm sure will change their schedules if the schools do), as well as pre-planned vacations. As a teacher in the township, I also see the large number of families who move in after Labor Day. With school starting 2 weeks before Labor Day, those move-ins would be My children attend overnight summer camp programs and would NOT be available until midmy concern is the weather. Mid August is an extremely warm time of the year. outdoor sports in that kind of heat can be dangerous - even deadly. I'm again K-8 starting and ending the My entire extended family has an annual family trip the first two-three weeks of August to visit relatives, as this is when the entire family is off work/school. We will go on our trip regardless of whether school starts or not. My family does have children at both districts: 73 & 219 - a change in calendar for our whole MY FAMILY IS MORE IN FAVOR OF BEGINNING SCHOOL ON THE FIRST WEEK OF My family utilizes summer park district services in Skokie, Evanston, and Wilmette. These summer programs begin in mid-June. Unless all the surrounding park district programs will also adapt to the new calendar, I would prefer to keep the school schedule the same as it is now. In addition, my husband is best able to take summer vacation time during the first few weeks of August. Everyone at his office goes on vacation at this time, so the work is slower then. My own children will be in high school soon, and it would be better to have all my children on My high school athlete already starts back with practice before school starts- HOwever, this time is important for the teams to practice WITHOUT the demands of school. Pushing school earlier may mean that their coaches will probably want to push practices into July, which is hot and frankly a bit dangerous. My husband teaches in CPS, and I teach in Glenbrook High School District 225. I am open to any calendar change that reflects the general school culture of our region. In other words, if other districts (Maine, CPS, Evanston, Glenbrook, etc.) make the change, then it makes sense for Niles and its feeder schools to change as well. I do NOT support a calendar change that is out of sync with regional norms. Ending the My husband works for 219 so for vacation it needs to be the same. My last child is in eight grade so it will not impact me My only concern is that the school schedule not interfere with the summer camp schedules in the area. My daughter may continue with Park District summer camps as a camper and then a CIT/counselor. As she gets old enough to work, I don't know if having to stop mid-August would impact her ability to get a job. Other than those two issues, I don't have a preference My only concern would be the fact that it is pretty hot in August making it harder for the kids to focus in school. Otherwise, I think it's a good idea to follow the same calendar as I'm sure there are plenty of parents with kids in high school as well as elementry. They would My real preference is to have school all year long and not have such a big gap in the summer. To me this change is just a matter of semantics and doesn't matter one way or the other.

My son is actually pre-k, but I do feel strongly that the calendar should be shifted to the newly n/a no child care until 2nd week of June- no camps start unti mid- June Do not change. No school until late August!!! First weeks of AUgust are only days I can get vacation!!!! No school until third week of august or later please. First weeks of August is our vacation No strong opinion to either side honestly. No strongly disagree that the kids should be out of school in early May and back in school in early August. August is the hottest month of the year in Chicago and it is NOT a good learning envirnment. No thanks. I don't see a need to start school so early. I'm fine letting the HS be on a different No time for kids to have good summer!!! May is to cold! No to changing the calendar for elementary schools!!!!!!!!!!!!!!!!!!!!!!!!! It will mess with so many families summer plans with their jobs. It needs to be a state wide decision! none none Not in favor. That cuts off the whole summer for the kids. We have camp and other activities Not necessarily early August, but we're all for giving up the many Mondays and other days October 4, 2012 Dear District 219 School Board, As an involved parent of a current District 68 Devonshire student and future District 219 Niles North student, I appreciate the opportunity to provide input on District 219's proposed school calendar change for shifting the school year to begin mid-August and end mid-May. I enthusiastically support this change. I also hope to provide a unique perspective and useful input as I have experienced BOTH school calendar models while in high school. Considering my personal experiences and the numerous positive examples listed in the e-mail and questionnaire, I believe the positive reasons greatly outnumber and outweigh potential negative ones. I would also like to emphasize that I support the proposed calendar change as long as all the elementary, junior high, and high schools affected have identical winter and spring breaks. From a parent's perspective, coordination of these extended breaks allows them to plan around their work schedules and many responsibilities, and also enables them to enjoy all family members home together concurrently. From a student's perspective, the 9th - 11th grade calendar school years I personally experienced in Houston, Texas (as well as the 4 years I attended at the University of IL, Champaign-Urbana) modeled the newly proposed calendar. This provided the opportunity for much-needed rest and relaxation of body and mind after winter final exams, the better opportunity to secure a job or rest prior to summer school following May final exams, and One section in this survey and email says early August and another says mid August--given Only because I am an employee of D219 and would favor the same schedule for elementary ONLY if the high school does so.

Other districts have different school calendars, and families have adjusted (Ex: Mundelein school districts). The elementary schools do not need the calendar change, since the reasons given do not apply to younger students. On the other hand, younger students would miss out Our children must have time to visit their non-residential parent who is out of state. They must also hold down jobs which most likely will follow the park district's camp schedule. Park district seasonal jobs will begin with orientation for staff on June 3 and will end August. 3. This will only give them a week to spend with their father before returning to school. In addition to needing time with their father, it is essential that they hold summer jobs to help offset the cost of college. We do not support having them work during the school year because we want their attentions on their school work. Although, the opportunity to have first semester finals before the winter break is a bonus, it Our k-8 school district has been ending the school year before the highschool district for years & when my k-8 student was out of school we could never go anywhere cause my hs student was not out for sometimes 7-10 more days! . My now college son did sports all 4 yrs of hs so he was always there most of the summer anyway so the August time when my younger one was done with camp was also unavailable for vacation . If the hs gets out earlier then families Our summers are already shortened because of the high school fall sports schedule. Park districts should also be involved. Please consider the impact of possible "snow days," and whether this would push the school year past Memorial Day. Other than that, it's great that all of the districts are coordinating with Please coordinate schedules with the Park District since many working parents rely on their Regarding question number 3: because my kids are so young, it is not currently important to my family to follow the same schedule as the high school district, but certainly it will be when my oldest begins high school and my youngest is still in Dist 69. I think the reasoning behind the proposal to change the school year calendar makes sense, so Right now it doesn't matter to me. However, once he is in highschool, it will be those dates School should not begin for any district until AFTER Labor Day. "True respite" for us means being able to vacation through Labor Day. Why do all the schools out east manage to do this (even with all the snow days they have)? Also, why can't the school manage to have finals before winter break? Many schools out east only have ONE week for winter break (Xmas to New Years). This is a much better idea. Also, I'm not clear why it matters when school begins in relation to ACT/SATs, is high school doing test prep during school days? May is way too early for the kids to get out. A great number of high schoolers are camp counselors and won't have anything to do for 5 weeks or so until they have to to report to work. I agree with the goal of allowing the students a relaxing break when there are school days off. However, there are school starts early enough as is. It's still can be cold in May and kids want to be at the pool in Sounds like a great idea! My 2 daughters went to Niles West and said that with the extra days, Sounds like the positives outweigh the negatives. Speaking on behalf of many wroking parents, it makes life simplier when the schools collaborate to establush the school calendar. There were a few days so far this school year Sports, daycare situation to name only a couple of hardships this woud cause my family. Start in mid-August, not early August. Reduce the number of single days off in the middle of Starting in early August along with the High School District would benefit our schedules

Strongly oppose starting the school year earlier! Let the kids enjoy the beautiful August Strongly recommend my 3rd grader school calendar to coincide with my 9th grader..excellent Summer camp schedules are not following the above which makes child care etc for younger children very difficult. Since vacations follow the school/camp schedule this becomes more problematic as well. The CPS schedule and Evanston schedule are already two weeks later. Summer programs such as campsend around mid August, I do not think we should change Summercamps are usually starting a week after current school end date. Working parents have to take days off or look for alternative child care during this week. Another week of the same problem is just inconsiderate and unnecessary. High school students are old enough and do not need supervision, hence, their school can start and end any time that works for them. Thank you for allowing us to show support as well as be involved in the decision making Thank you for conducting this survey and for fully explaining the reasons for it. In the past, I have felt D73.5 has conducted surveys with out fully explaining the reason(s) behind the Thanks for asking for parents' input! That is too early of a start for younger children. The Lincolnwood calendar is currently not aligned with the high school as we have holidays in session and they do not. That is way too early to start and I depend on my high school daughter to babysit my younger kids until school starts. If she starts school at the beginning of August that can't happen. THE 2 WEEKS AND WEEKENDS LEADING UP TO FINALS SHOULD BE FREE OF ANY MANDATORY OR 'OPTIONAL' TRIPS OR ACTIVITY REQUIRING EXTRA TIME FOR DEBATE CLASS AND CLUB. THIS WAY STUDENTS HAVE A SOLID CHUNK OF TIME TO FOCUS ON ALL CLASSES WITHOUT PRESSURE OF PREPARING FOR TWO/THREE DAYThe above question cannot be answered without other questions answered. Would our district then include the religious holidays that 219 includes? We would still stick to the 180 day schedule, right? Could you show us a mock up of a school year calendar? Would the McCracken calendar end right before break as well, or would it actually have a week or two of second semester prior to winter break? The big issue I see with this is the set dates of summer camps. Are all of the local day camps and regional overnight camps going to change their dates just because our township changes The early start would be difficult with the shortened summer for families. The first several weeks of August are the only time my husband can get off work. We take a family vacation every year. The high school in Oak Park/River Forest changed their high school schedule in a similar fashion. However- they DID NOT change the elementary districts in Oak Park or River Forest. I'm sure the park district programs will be affected negatively if you change the schedule. What about the employees of the elementary districts? They have families whose schedules The K-8 schools should definitely follow the high school's schedule. It will disrupt families and The reasons the district give for the change have little real merit. Talk of having real vacation time during winter break constitutes only two weeks out of the year, where having real vacation time in the summer would be more advantageous. Having more time for ACT and AP instruction is also without real merit. Most students seek ACT practice help outside of school on their own time and as the district itself notes, only a small population of students in 219

The school day can last longer but should start later. Kids are much better prepared with even a 1/2 hour of extra sleep. Please consider starting all schools at the earliest 9 a.m. Teachers The Skokie park district camps are an important source of daycare for our kids. As long as theis change does not interfere with their schedule I would not have a problem with the The summer camps are still in session in early August. In terms of family vacations it could still be chilly in May when kids get out, while in August its the middle of summer that the kids will need to be in school at their desks instead of the pool or the lake. I think it will make their The thought of having my kids starting school right in the middle of summer heat heat in early August really bothers me. It is difficult enough to get any time off from work to spend with the family. Wiping out August altogether wipes out the chance for any kind of family vacation. I am There are a number of reasons why my family and I oppose this proposed change in the school schedule. Among these are: - Adopting this calendar would prevent District 219 children from participating in many outstanding extracurricular activities that adhere to a more typical calendar. These include sports, music, art, and service camps around the country that provide excellent learning opportunities for our children. - Restricted time for family vacations. The proposed schedule would reduce summer overlap with most local grade schools (public and private) and well as many if not most universities. As just 2 examples, UIUC started on August 27th this year and Northwestern on September 27th. - What would be the impact on school costs for AC? - Why would ending in May provide more time for teachers and students to search for jobs? There are usually other underlying reasons too, which hopefully will be disclosed so we can feel good about this change. I no longer trust the administration to tell the whole truth. This change by the high school is perplexing. I am a high school teacher who teaches AP courses. It is beyond me why a district would change its schedule to accommodate the College Board, then ask its elementary feeder schools to do the same. Also, athletics have been doing early practices for years, and doing them well. Furthermore, it will be extraordinarily burdensome for parents to schedule activities earlier in This change would help facilitate a strong sense of community with in our schools. A strong This is a bad idea and too burdensome on feeder schools and families. This is a great idea! My older child is in college and now they would all be on the same This is a great idea. I think it would be great if District 69 changes to this new schedule as This is a great idea. Many of the academic reasons for ending the first semester before winter break also apply to upper elementary and middle school classes--less need to review after break, more days of instruction before standardized tests, etc. And anyone with more than This kind of schedule would affect some summer activities and vacations. Also, extremely hot weather, such as we had this year, makes concentration in school something of a problem for many children. This process was a waste of money, and shows why our districts have the financial difficulties that they do. Children do not belong in school in August, and I do not believe that high school students will gain anything by starting school in early August. Sports, etc. That now start in early August will be pushed into July, effectively creating a year round school year for all if

This proposal kills the beautiful restful month of August. Also, the summer camps are not yet available in May and often even till the first half of June. The weather is still changing and cold. I strongly disagree and think it is the worst idea. However, starting later in mid September and finishing in mid June makes much more sense to me based on the proposed reasons in the petition. This seems like a good plan, even though it would make the K8 / High school calendars not This suggestion is unfair in that it takes the needs of the high school students over that of the rest of the K-8 schools. That's a huge inconvenience for families have other children in K-8 I think it would be a fairer survey if you listed why the current schedule should stay in place. This will cause more undue hardship for me with my young children. I would have to find other means of daycare for them for those extra weeks that I am unable to be home with them. As a teacher, unless this becomes a statewide change, it would cost me too much as the district I This would be a positive change and we are in full support. This would be ideal if all schools K-12 and the park district, camps, etc... could all be on the This would cause a great hardship to my family as my husband and I both teach in other districts that will not be changing. We would have to come up with daycare and could not This would cause problems regarding summer child care for working parents. Day and overnight camps don't start until mid-June and don't end until mid-late August. To be honest with you, it makes sense since sports start early, however I don't like the idea of my kids going to school in early August because it's the middle of summer and the weather is great for family vacations. Totally agree so they can enjoy longer summer vacation... Traditionally summer has been the time to travel - especially to Europe, to meet relatives and simply enjoy the educational impact of other cultures. No country in the world has a summer break ending in early August. Summer has been also a time for extracurricular activities Unless park district and other regional camping programs would be changing their summer schedules as well, It would be extremely difficult if not impossible to have the k-8 children Unless park district and other regional camping programs would be changing their summer schedules as well, It would be extremely difficult if not impossible to have the k-8 children Unless the park districts and other summer options for kids also follows suit, it leaves parents We already seem to start earlier than most by starting at the end of August. August is a big month for vacations, pool, etc. I really like the schedule we currently have! we are adamant about this.....we are against changing the calendar to match the high school. there are too many other factors invoved.....camp, family time, vacations, etc. WE VOTE NO We are not thrilled about this idea, but if it is better for the school year and student We enjoy one last early August vacation and spending time with friends that don't begin school until after Labor Day. Starting school so early in August would make these traditions we have mixed feelings about changing the schedule. no strong feelings one way or the otherWe like summer. We think this is a wonderful idea and support all of the rationale mentioned. Kudos to the students to bring up this change. It is important for elementary school students to follow the same schedule for a few reasons. Transition to high school will be easier with the same We totally support this change.

We travel to Europe during the summer and this calendar WOULD NOT WORK FOR US at We travel to out of country during the summer for at least a month and for reasons we cannot leave earlier then end of July. That means we cannot do our family vacations as there will not be enough time for us. Also, traveling anywhere in July is super expensive. Also, weather wise We understand and agree with the reasoning of the high school's request to change the calendar. We would encourage both the high school district as well as the feeder schools to examine their calendars to see if certain days that are now being given as holidays can be eliminated, i.e., religious holidays, Casimir Pulaski day, etc. to allow the school calendar to We would NOT be in favor of such a change. In fact, we would strongly oppose such a change. Here are some of the reasons ... -August is and has been for many years a time when families traditionally take vacations together. This is the case nationally and many adult schedules are built around this. - It's HOT in August! This may seem like a trivial point but the fact is that August is SUMMER and the weather plays a role in students' attitudes in school. They are simply not going to concentrate as well and are not going to be as responsive mentally during the summer. They would need to be in bed earlier, too - often going to bed when it's still light outside. What parent needs to deal with that problem? - As parents who are also teachers (Mom at Evanston Township High School, Dad at Columbia College) our own schedules would no longer be in synch with our sons' schedules. This would have a serious effect in the spring if students were to get out of school in May. Mom and Dad would still be working at that time and would have to find child care to cover the kids while finishing up our own classes. - If it ain't broke don't fix it! With the possible exception of the extra instructional days, none of the reasons offered for changing the school calendar year seem compelling. Such a change would mean many adjustments and new issues for families which each family would have to find ways to resolve. Such a change might make some sense for high school students but makes no sense at all for grades K-8. K-8 students are not looking for summer jobs, are not getting ready to attend college and are not preparing for ACT or AP exams. Child care in May is a real issue as is focusing on school work during what has traditionally been considered as What are the cons? Would K-8 schools follow suit? Currently it is convenient for our family since our high schooler is involved in sports and is in school in mid August anyway. We think this will be true of our other kids when they get into high school as well. What you are suggesting would make the summer vacation very short. Let the high school be on a year round schedule but do not change the grade schools. We don't want that kind of While this is the final year where our family will have children in both District 67 middle school and District 219 high school, I can relate to families that have children in both. Having While this new calendar may work well for high school students and teachers it would be very disruptive for grade school children and parents of younger children. Many summer camps do not begin until the 3rd week in June so ending the school year in May would be disruptive to working parents who would then need to find child care. Not to metion that most camps continue until Mid-August so parents could potentially have to pull

Why didn't you list pros and cons of this proposed change? You're going to skew results with these questions. When exactly would the school year begin and end? When will finals take place? What happens to all the h.s. music programs scheduled in December? Will the teachers really give h.s. students a two week break or will they try to sneak in homework Why hasn't SD 219 told us about this? Why are we hearing about this from SD 69? What is 219 afraid of? They have some explaining to do. When are the Board members up for reWhy not start school after labor day same as city of Chicago schools With children split between junior high/elementary schools and the high school, it is imperative for our family to all be on the same schedule. I am in favor of the change for the high school, would be amazing, so vacation for kids can start early. especially for out-of-country vacatons. Would like to know how this would effect high school summer school? Would the dates Would the school day be different in its start and end times? Please clarify this in future yes I am in favor because this would give more time for divorced parents to share vacation time with the kids. I would like to insist that yes I would like to have the K-8 schools follow the same school calendar as high school which would be congruent with college calendar and Yes, I am in favor as long as the Skokie Park District camps and summer school would adjust their schedules accordingly, so that there is not a long gap before they are open once school YES! PLEASE CHANGE THE SCHOOL SCHEDULE TO AUGUST-MAY!! Our whole family You are asking the entire village of Skokie to change their lifestyle in order to accommodate the senior high school class. Too great a change effecting too many for the sake of too few. I say find an alternative for the seniors. Our lives incorporate other places besides Skokie who follow the existing calendar. We won't be able to participate in other activities outside of Skokie. You give compelling reasons for high schoolers to be off of school at those times. For the younger years, I prefer kids to be off later, as it means more nice summer days with the family. Nice Chicago area weather is rare. It is not clear to me if the schedule would be the same throughout the entire district, i.e. for K-8 as well. Younger children have different needs compared to older HS students. Younger children need to enjoy the summer months to grow socially, emotionally and physically. Summer is the perfect time for young children to go swimming, play a sport, take vacation with family. Your rationales are weak at best. I'd like to know which parent orgs you asked, since I am a member of boosters and music and I have not been asked anything. I can address each rationale but i need more room. the best one is starting college early - how many kids are actually affected?? And how many kids fail first semester. come on, you can do better than

To: Nanciann Gatta From: Tony and Sanlida Re: Departmental Response to Annual Review of Programs Date: November 16, 2012

Both English Departments in District 219 have expressed their views regarding two proposals as they are written in the Annual Review of Programs for 2013-2014. 1. They oppose the Junior Honors proposal as it is written. 2. They oppose the elimination of Sophomore English 33-43 as it is written. They do, however, believe that the course needs work, and the teachers express the desire to continue the conversation regarding the redesign of that course.

MEMORANDUM

To: Dr. Nanciann Gatta From: Jason Brown Date: November 16, 2012 Re: Feedback from Department of Fine Arts for Annual Review of Programs

Fine Arts • Advanced Studio Art – remove the lab portion of the course in order to increase enrollment.

The current lab classes, Advanced Studio Art and AP Studio Art, are difficult to schedule for students, since they must align with the student’s science labs. The serious art student cannot fit Advanced Studio Art or AP Studio Art into their schedules because of the labs, which prohibits many serious art students from taking these courses. Many students who chose visual art as a career and college choice are not able to participate in the advanced courses. The current lab classes create a disadvantage for these artists. Students need to have Advanced Studio Art in order to pursue the AP portfolio. Many students are able to take the lab their senior year after they have fulfilled their graduation requirements but aren't able to take AP Studio Art because they were not able to take art their Jr. year.

Benefits of Discontinuing the Lab The enrollment in Advanced Studio Art and AP Art will increase because students will have the flexibility to take the advanced courses. Students will be prepared to develop their work so they are ready to chose one of the three AP Studio Art portfolios (2-D Design, 3-D Design or Drawing). The AP Studio Art teacher will be able to collaborate with the Digital Arts teachers with students who are pursuing the 2-D Design portfolio, since 2-D Design encompasses digital art. Building quality art portfolios takes two years of art development. Therefore, without the art labs students will have a two year opportunity to build strong art portfolios. This will increase our students ability to win scholarship competitions, gain entrance into great art schools/universities and submit portfolios to the Scholastic Art and Writing competition, as well as submit to the AP College Boards.

Niles Township High School District 219 847-626-2270 [email protected]

To:

Dr. Nanciann Gatta

From:

David Wartowski and Robert Williams

Date:

November 16, 2012

Re:

  Feedback from Department of Mathematics for Annual Review of Programs

In regards to the item “Continue with 3-year restructuring program as detailed in Board Strategy 1, offering Algebra 2 with Extension”, we have held open discussions with the department. CSSE passed the proposal unanimously. Current discussions are focused on how to make the initiative successful. This program is the culmination of a 3-year plan for the removal of lower level classes. The first year of the program has shown signs of success, including increased gain scores across all levels of abilities, the narrowing of the minority student achievement gap, and Algebra grades that surpassed the district’s initial goal. In regards to the item “Add Mathematical Modeling at North”, we have a teacher who is taking a lead, working to drum up interest among students and build relationships with outside agencies. She is being aided by a number of other teachers in the department. In regards to increasing AP enrollment, we have had discussions with various AP teachers to investigate ways to accomplish this task. They are developing plans to work with other teachers to increase recruitment efforts of freshmen. We have also enlisted the help of counselors to inform the students of the various AP options offered. These efforts would include increasing students awareness of AP courses, explaining why they should take them and what they can do to prepare.

D219 Niles Township High Schools Mail - Fwd: memo on annual review

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Patricia Tackes-Sokol

Fwd: memo on annual review 2 messages Nanciann Gatta To: Patti Takes Sokol

Fri, Nov 16, 2012 at 2:15 PM

---------- Forwarded message ---------From: "Paul Swanson" Date: Nov 16, 2012 12:34 PM Subject: memo on annual review To: "Nanciann Gatta" , "Anne Roloff" Cc: "Joaquin Stephenson"

November 16th, 2012 Memorandum to: Nanciann Gatta Superintendent Niles Township High Schools RE: Feedback from Department of Physical Welfare for Annual Review of Programs From Paul Swanson Niles North Physical Welfare Director Joaquin Stephenson Niles West Physical Welfare Director Department Meeting The Physical Welfare Department discussed the annual review at its joint opening day meeting and in subsequent individual meetings with department members about specific annual review topics. As a whole the department was made aware of the items on the annual review for Physical Welfare and encouraged to utilize the document to make comments and feedback for the BOE. Discussion The item that received the most discussion at the joint department meeting was Driver Education. It was the consensus of those that teach drivers education that this is a valuable program for our community and should not be eliminated. The discussion on the other items listed was minimal.

Directors Summary and Recommendations PW Annual Review Item 1 Eliminate Lifeguarding course Lifeguarding is a course that has not been offered equally in both buildings. Due to low enrollment at Niles North, the last year lifeguarding has been offered was 2008-2009. Niles North will also be unable to offer the course without a pool the next two years including 2012-13. With the facility issue and the low enrollment at Niles North this becomes a West only issue. The other issue pertinent to offering the life-guarding course is the data that shows it is a course of diminishing numbers. West has not had a problem in any of the years since 2008 of having enough students to offer the course. There is an advantage of keeping Lifeguarding as an elective at one high school in preparation to obtain Blue Ribbon re-certification. However the physical rigor and expectations of the Red Cross prove to be too much for some students who choose to drop. As of November 16, 2012 the one section at West has only 26 students although it began in August with the max of 32.

11/20/2012 9:50 AM

D219 Niles Township High Schools Mail - Fwd: memo on annual review

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PW Annual Review Item 2 Change grading procedures in Physical Education; focus grading on fitness growth data, such as target heart rate attainment, utilizing Polar output data, fitness testing, etc. Physical Education embraces the changes to the grading scale and have implemented 5 department grading scales for all courses that reflect the areas of concern in the annual review. Since our freshman are the first class to own their own heart rate transmitters and straps we have made sure that the grading scale for freshman reflects the changes in grading philosophy. Below is the freshman grading scale, all others are similar in requirements but differ slightly depending on course requirements. Niles Township High School Grading Policy Freshman Foundations Grading Scale Semester, and Common Final Assessment (CFA) Grading System Physical Welfare uses weighted categories to calculate the semester grades for each student. The final grade for Physical Education is based on the grading period grade (84%) and the final exam grade (16%). Grading period 84% + Final Exam 16% = Semester grade 100% Grading Period Categories Classwork 28% Daily Participation Points 5 Points per day Laboratory 48% Polar Heart Rate Monitors GX System Cardiovascular Output Fitness Effort Rubric Strength and Conditioning Exercises Summative Assessments 24% Progress from start to finish of individual unit Performance Rubrics Skill Testing Unit Tests Quizzes Writing assignments Projects Final Exam Written Common Final Assessment 37% Bi-annual Fitness Testing 63% Students will be graded according to a Fitness Testing Rubric Grading Scale for Quarter, Final Assessment, and Semester 90% A 80% B 70 % C 60% D 59 % F

PW Annual Review Item 3 Continue to reinforce the priority of daily fitness. Daily Fitness is the primary goal of all PE classes. Physical Education has answered the call of the district to make our courses relevant, rigorous and necessary for each student at D219. This year the district adopted a new grading philosophy for all classes. We have eliminated the marking period grade and now only have a semester grade and exam grade to = our final grade. In addition every

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D219 Niles Township High Schools Mail - Fwd: memo on annual review

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subject will use the same terminology for categories within the semester grade. These changes take us back to the question of relevant and rigorous subject matter for our curriculum. We do not want to be a class that grades solely for wearing the proper clothing and attendance. Through heart rate monitors, cardio labs, spin rooms, weight rooms and an increase in cardio fitness across all activities we have changed the face of Physical Education in 219. We are not merely an introduction to recreational activities, but a model for what choosing a fitness plan and activity will be like following graduation. PW Annual Review Item 4 Review effect of makeup policy and explore different ways to allow students to make up missed work. PE is a lab class, and just like a lab that was missed in science, the applied lab experience also needs to be made up in PE. District 219 has taken steps to make PE relevant, rigorous and necessary for every student. To not require accountability for an absence is to say you can miss the class without any consequences or grading implications. The directors have researched other districts and their policies and find ours to be more understanding, and consistently applied than other districts. With an extended illness we make every effort to deal with the situation fairly on a case by case basis and with very little if any physical time actually being made up. Students will also have an entire semester to complete the make up work. PW Annual Review Item 5 Audit impact of VPE on length and substance of athletic practices. PW Directors will work with the Athletic directors to survey coaches about length and intensity of practice since the inception of VPE. PW Annual Review Item 6 Explore options to reduce the district’s expenditures on drivers education, including advocating a change in state law to eliminate the program, partnering with local companies to offer the program outside D219, and offering drivers education entirely online as currently done in Pennsylvania. Drivers Education has three items that affect the recommendation of the directors. 1. The fact that we have to offer Driver Education Administrative Rule: 23 Ill. Admin. Code Part 252.20(a) and (b) Any school district that includes one or more high schools offering a driver education course must provide both the classroom and behind-the-wheel portions a minimum of one period during the school day and must offer sufficient periods to accommodate all eligible students requesting the course each semester. In addition, the school district may offer portions of the course before or after school, or weekends. 2. The fact that we will have no PW reductions in force until 2017 as per our LOA LETTER OF AGREEMENT RE: PHYSICAL WELFARE AND APPLIED SCIENCES AND TECHNOLOGY (LOA) The Board of Education of Niles Township High School District 219 (the District or the Board) and the Niles Township Federation of Teachers, IFT-AFT Local 1274 (NTFT) agree to the following. 1. No PW Reductions in Force until 2016-2017. No Physical Welfare (PW) teachers will be subject to reduction in force until the 2016-2017 school year, meaning such reductions would take effect in 2017-2018. 3. The fact that without a range waiver we will have to assign more FTE to the same number of

11/20/2012 9:50 AM

D219 Niles Township High Schools Mail - Fwd: memo on annual review

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students in order to complete the behind the wheel requirement. These three factors combined have made the scenario for reducing the responsibility of Driver Education on D219 impractical. Together the PW directors recommend that we investigate the extension of a waiver for the range to expire at the end of 2016-17, This waiver will allow us to conduct the driver education courses in the manner in which we currently complete the mandate. This will ensure we can offer the course in 219 without the increase in FTE which would be necessitated by behind the wheel only. It is further recommended that we research the cost to the district in regards to the best use of FTE assigned to PW over the next 4 years of the LOA in regards to how much Driver Education we offer per building.

-Commit to be Fit

Paul Swanson

Niles North High School Director of Physical Welfare Head Boys Track and Field (847)626-2288

Nanciann Gatta To: Patricia Tackes-Sokol

Tue, Nov 20, 2012 at 9:45 AM

---------- Forwarded message ---------From: Paul Swanson [Quoted text hidden]

-Dr. Nanciann Gatta Superintendent of Schools Niles Township High School District 219 7700 Gross Point Road Skokie, IL 60077 (847) 626-3960 Assistant Patti Tackes- Sokol (847) 626-3962

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11/20/2012 9:50 AM

To: Dr. Gatta From: Lois Wisniewski Re: Feedback from Department of Science for Annual Review of Programs The verbal feedback from the members of the science department regarding the Annual Review is as follows: Increase science requirement to 3 years. This topic has been met with favorable feedback for a number of years. Teachers have been strongly in favor of the change. Increase dual credit offerings, partnerships and career pathways with Oakton Community College. This initiative has been met with favorable support from teachers. Teachers in Anatomy, Astronomy and Research strongly support the possibilities for dual credits, additional summer coursework, potential certifications and opportunities to gain adjunct status with Oakton. Other teachers have expressed support in the initiative as they believe that helping students to see the relevance of what they are learning and the clear pathways to future success, college or the workplace will help to focus learners and provide additional motivation for some. The idea that STEM pathways which include Health/Biomedical opportunities can be further enhanced with the potential of an on-site clinic adds to the relevance of this initiative. Oakton has visited our labs and met several times with administration in discussing the potential for dual credit pathways in STEM areas. Teachers have visited Wheeling and Evanston High Schools and have established partnerships with NorthShore Health Systems to explore existing healthcare programs. Enroll all Freshmen Students into Biology or Honors Biology: This initiative has not received favorable support from the department. In theory, the department embraces the need to provide students with opportunities to meet standards. They understand the data and understand the practices that English and Math have undertaken to meet the needs of our students who are not meeting standards and who fall below grade level in math and reading prior to their arrival to D219. Science teachers also understand that the population of students who will require the greatest interventions are already enrolled in 2 summer school courses and double periods of math/English/reading within the freshmen year. Science teachers will not be able to rely on 'more time for instruction' as a means to provide the supports needed to the students who are below grade level in reading and math and also have reduced exposure to science laboratory skills and practices. They are therefore aware of the level of time and energy needed to prepare curriculum and intensify differentiated instruction to meet the needs of a far more diverse population of students entering Biology. This initiative arrives at a time when science departments across the nation will be revising all courses, lessons and assessments to align with new, but not yet released standards. Science teachers would be more accepting of the proposal if it were implemented over two years as follows; initially providing 3 entry points for incoming freshmen (Two at level 3, one at level 4) and providing teachers with a year to develop/pilot supports while altering and aligning targets and assessments to the new Next Generation Science Standards (not currently available). 2013-14

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Remove the level 2 Physical Science course and retain level 3 ILS (or offer a level 3 Physical Science)

• Alter the Explore cut scores for Biology to include the majority of students who are currently enrolled in level 3 ILS and who are not enrolled in reading support. • Students previously enrolled in Level 2 Physical science will now enroll in a level 3 ILS (or comparable) which will emphasize skills and concepts needed to succeed in all level 3 science coursework moving forward: Biology, Chemistry and Physics. This year of ILS/Physical Science instruction will allow students to more fully benefit from the supplemented reading and math supports experienced during the freshmen year, preparing them for success in language intense Biology and Math intense Chemistry and Physics courses. • Strongly encourage Freshmen Biology students to enroll in Integrated Lab Science in the Summer to help prepare them for the laboratory skills and concepts needed in High School Biology.

• Redesign the science curriculum (all courses) to align to the common core and to align curriculum to the Next Generation Science Standards (2nd draft expected in November, Final Draft expected late Spring/summer of 2013).

This new alignment is a tremendous undertaking as the New Standards include an emphasis on engineering, computational thinking etc. These are practices not emphasized in the current standards or our current curriculum. (See sample draft standard page for example). • Reconstruct Curriculum Guides and Common Assessments to align to the new Next Generation Science Standards, D219 Learning Targets and monitor the assessments to be used by the state to assess the standards (expected drafts in 2014). • Determine science vocabulary, reading and numerical concepts and skills which can be emphasized in the summer bridge and freshmen math, reading English and social students classes. Work with other departments to spiral, integrate and reinforce. • Develop and implement a Response to Intervention plan which assists students who need additional supports to master learning targets. • Develop and pilot an on-line resource aligned to D219 targets which will provide teachers, students, parents, advocates and student tutors differentiated resources to support learning for a wide variety of learners. 2014-2015 Put forth a proposal within the Annual Review of Programs to suggest programming changes for the 2014-15 school year. One of two recommendations is likely; Remove the level 3 physical science entry point, reducing entry to two potential paths (Honors or Regular Biology) and use the supports developed, piloted and altered during the 2013-14 school year to support students entering with below grade level reading and math skills or maintain a level 3 ILS/Physical Science entry point as gains may suggest that the growth made during the freshman year in math, reading and science, coupled with the immersion into Level 3 Biology as a sophomore provides for acceptable levels of growth as determined by gains in EPAS/college readiness. Success in Biology as a sophomore will be facilitated by the structures put into place for differentiation and RTI.

District 219 Administrative Center 7700 Gross Point Road Skokie, IL 60077 Tel. 847 626 3000 Fax. 847 626 3090 www.niles-hs.k12.il.us

*

Memo to: Dr. Naciann Gatta, Superintendent From: Scott Dahlberg, Social Studies Director RE: Feedback from the Social Studies Department for the Annual Review of Programs, 2012-13 ROP-Offer an honors option in the regular level US History course instead of a segregated honors section. All Social Studies teacher oppose the elimination of the US Honors course. If it were eliminated the teachers prefer the Honors option being added to the AP US class. ROP-Audit where Government and Civics is being taught; consider adding Government and Civics course. Offer an AP Political Science course. Discussions and proposals regarding regular level Civics are still ongoing ROP-Combine the English and Social Studies departments into a “Humanities Department” for the 201415 school year. The Social Studies teachers do not support a merger with the English department. ROP-Core area departments will offer a credit recovery option for students who fail a semester course with a 50-59% grade of F. For required courses, I propose that students with a 50-59% pass the Common Final Exam and write a document based essay exam in the course content area to be graded by a different teacher utilizing a common rubric. A review guide or study tips for students would need to be created, and appropriate DBQ exams and rubrics would need to be created for all courses.

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Detailed ROP Responses from the Director of Social Studies ROP-Audit where Government and Civics is being taught; consider adding Government and Civics course. Also, Focus on Advanced Placement. To increase the number of students taking an AP class and increase the preparation for AP in Social Studies I propose an AP Political Science course, which would be AP American Government 1st semester and AP Comparative Government 2nd semester. Students could take either or both. Also to improve preparation for AP rigor in all courses, I plan to require “AP Style” Document-Based Writing Assessments in Global Studies, Western Civilization, and US History classes. Lastly I will continue departmental discussions on regular level Civics and its place in the curriculum. ROP-Offer an honors option in the regular level US History course instead of a segregated honors section. Also, Focus on Advanced Placement. I propose that an honors option be added to the AP US class instead of a segregated honors section. Students take a combined AP/Honors US class, where requirements and assignments are differentiated. To get AP on transcript the student should take the AP exam and meet more rigorous AP assignments and grading requirements. (The teachers are not in favor of this and want to keep the separate Honors course. Many parents continue to speak out in favor of Honors as well.) ROP-Core area departments will offer a credit recovery option for students who fail a semester course with a 50-59% grade of F. For required courses, I propose that students with a 50-59% pass the Common Final Exam and write a document based essay exam in the course content area to be graded by a different teacher utilizing a common rubric. A review guide or study tips for students would need to be created, and appropriate DBQ exams and rubrics would need to be created for all courses. ROP-Combine the English and Social Studies departments into a “Humanities Department” for the 201415 school year. I propose the following changes to align Social Studies with the Common Core, and make the use EPAS Reading scores valid for use in teacher and program evaluation in the future. 1. The Social Studies Department will take more responsibility for Non-Fiction reading, writing, and research instruction as detailed in the Common Core Standards for Literacy in History/Social Studies, Science and Technical Subjects by modifying common final exams, modifying unit exams, and adding additional learning targets. 2. Begin to examine the validity and reliability of using a growth model with EPAS Reading scores for use in future teacher, director, and program evaluation. According to the College Board’s website Social Science is always a part of the exam, “the Reading Test is based on four types of reading selections: social studies, natural sciences, prose fiction, and humanities.” It is also true that the analytical skills tested are appropriately and directly connected to History and Social Science coursework. For example, understanding sequences of events, making comparisons, comprehending cause and effect relationships, drawing generalizations, and analyzing an author’s voice or method are all skills directly emphasized in Social Studies classes.

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3. Further curricular integration between Social Studies and English should be explored. For example, AP World and Freshmen Honors English, Global Studies and Freshmen Regular English, AP US History combined with Great American Writers (AP) as AP American Studies. 2. Increase the reading and writing rigor in the current Global Studies course by increasing the emphasis on Common Core Literacy targets and requiring a Mini-DBQ essay exam that utilizes a common question, documents and rubric. (The PARCC “Research Simulation” will also serve as a model for this kind of reading and writing exam.) 3. Increase the reading and writing rigor in the current Western Civilization course by increasing the emphasis on Common Core Literacy targets and requiring a DBQ essay exam that utilizes a common question, documents and rubric. (The PARCC “Research Simulation” will also serve as a model for this kind of reading and writing exam.) 4. Increase the reading and writing rigor in the current US History courses by increasing the emphasis on Common Core Literacy targets and requiring a DBQ essay exam that utilizes a common question, documents and rubric. (This is being piloted during the 2012-13 school-year.)

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TO:

Dr. Nanciann Gatta

FR:

Edmund Murphy

RE:

Feedback from Department of World Languages and ELL for Annual Review of Programs

DT:

November 16, 2012

To follow you will find the feedback from the World Languages and ELL to the Annual Review of Programs. Eliminate the first year honors in French and German. Spanish, Chinese, and Hebrew do not have this option. This promotes more students into honors and AP in the long run. (No FTE change) September 18, 2012- Niles West and Niles North World Languages Meeting Annual Review of Programs-Ed shared that German and French 1 honors will no longer be offered. November 5, 2012 – Meeting with German and French Teachers The German and French teachers are opposed to the elimination of first year honors. They feel that students would experience a less rigorous program if the first year honors German were eliminated. The French teachers expressed concerned as well. Leslie Natzke suggested to have honors offered for second semester. After getting feedback from the department, I recommend that we not eliminate honors level for first year German and French.

Require all students to take at least two years of foreign language, or at least demonstrate proficiency in a second language. September 18, 2012- Niles West and Niles North World Languages Meeting Annual Review of Programs-Ed shared that it was recommended that there be a two year foreign language requirement for graduation. The world language teachers agreed that it would be beneficial for all students to learn a second language.

Create a Director of Equity position to meet the district’s goal of ensuring every student, regardless of race, has an equal opportunity to learn and succeed. (May be part of restructuring other admin positions and coordinators.) ELL Department Meeting, October 10th, 2012 Cindy shared that she talked with Susan Dobinsky about the future position of the ELL coordinator. Susan, talking with Pankaj Sharma and Steve Grossman, was advised that all coordinators will be eliminated. They suggested that each department come up with a list of responsibilities for this position. A list was passed out to the staff. Cindy inquired if the staff felt the need for a coordinator and if so to be willing to attend a board meeting to share the same. All agreed yes, an ELL coordinator is needed because of the various compliance’s that are required from the State.

Feedback from Department of Niles North Special Education for Annual Review of Programs: In summary, I have received written feedback from one person in the department. I figure the change from the coteach model to the co-facilitation model in Global Studies has been decided as I have not be asked to address the topic at tonight's Annual Review of Programs. First, it has been my honor to be an integral part of the program all these years. It did succeed in its mission to provide support and accommodations to special education students in a least restrictive environment so that they could be successful in the only non-leveled freshman requirement for graduation courses in the district. It also brought me (at a time when Special Education and it's laws and accommodations were not as well known to general education teachers) into the Social Studies department where I was accessible to everyone. My desk was in the Social Studies department for many years until the newest office configuration was made. Even then, since the merge of Social Studies and English, I have had the use of temporary desks in the department. This proximity gained me the trust and admiration of my peers. This is not something that can be replaced by a co-facilitator. Even if the replacement is a certified teacher, he/she will not have my body of knowledge, experience, or history within the department. As a co-teacher, I have developed a number of lessons still in use today and borrowed by the other Global Studies teachers. When planning this week, I was able to bring my ideas to my co-teach partner. A co-facilitator couldn't have done that. I know that each of my co-teachers would tell you how much they learned about modifying assignments and how to handle the needs of the special education students in their classes from me. I am also highly trained in the co-teach model and I have helped train my coteachers in the model too. I am a fully engaged and an equal teacher in the class. For that matter, in today's world when the district wants general education and special education curricula to be aligned as much as possible, I am actually doing it in action. I am leading my CIC class with the same (albeit modified or over more days) lessons and materials used in the general education class. I am sharing my materials with other special education teachers (thereby affecting their classes too). Plus, I was instrumental this past summer in rewriting the special education Global Studies curriculum to align with the general education curriculum changing it completely from it's previous inception just last year!

Niles North Student Government Student Calendar Survey

430 Responses In order to end the 1st Semester before winter break we would have to start the school year earlier in the summer (Proposed Start Date: August 11th) and end the school year earlier in May before Memorial Day (Proposed End Date: May 21st).

1) I prefer taking Final Exams and Ending 1st Semester before winter break.

Agree 287 67% Disagree 139 32%

2) Final Exams before winter break will allow me to perform better on 1st semester final examinations.

Agree 261 61% Disagree 161 37%

Niles North Student Government Student Calendar Survey

3) The new calendar will add ten additional days before AP testing- This would be beneficial for me.

Agree 277 64% Disagree 142 33%

4) I would prefer to start the school year earlier in August (August 11th) and end school earlier in May (May 21st) before Memorial Day.

Agree 213 50% Disagree 212 49%

Niles North Student Government Student Calendar Survey

This change in start and end dates will negatively impact: 5) My Family Vacation/Participation in Summer Camps/Summer Employment

Agree 228 53% Disagree 44 10% No Impact 154 36%

6) Spring Activities/Sports

Agree 140 33% Disagree 67 16% No Impact 221 51%

7) My attendance in School

Agree 87 20% Disagree 87 20% No Impact 253 59%

Why are you changing? The seniors will end up hating and resenting the school because they won't Graduate two weeks earlier. Why change a good thing? For my finals I love having Winter break before because I can study more? I know you want to help the AP students but they are not the only ones in this school! I personally believe that exams should be after winter break so students get to study more and figure out things. It is critical for freshmen because it is their first exam in highschool and they need more time to get comfortable and study. Eventhough most students would not study over that period of time, teachers can say that you had more than enough time to prepare. Winter break is very beneficial for the students who actually study. It is very hard to tell as of the moment because making these future plans from at least two years from now, people do not know what they are going to do over the summer. I'm a senior but I have a sibling at West. So starting earlier won't affect me directly but it will affect my family. Also, would sports start earlier and still go later? This would affect the marching band too. Marching band camp would be altered and Mr. Johnson may not be able to do that change because he has obligations to another program in the summer. Also, the band marches Memorial Day, so ending before then won't make a difference because band kids will still have to get ready for that, and that's all the academic bands, not just the marching band. I'm a senior but I have a sibling at West. So starting earlier won't affect me directly but it will affect my family. Also, would sports start earlier and still go later? This would affect the marching band too. Marching band camp would be altered and Mr. Johnson may not be able to do that change because he has obligations to another program in the summer. Also, the band marches Memorial Day, so ending before then won't make a difference because band kids will still have to get ready for that, and that's all the academic bands, not just the marching band. "It's a good idea from an academic point of view – having finals before winter break and getting more time to learn the material before AP testing. However, it interferes a lot with the athletic program, especially the spring sports which would have to continue way into summer break. It would also be hard for the families who have students younger than high school because the elementary and middle school calendar would be different. The calendar that we have now seems to be working. This would be a drastic change, so we should make sure that the disadvantages don't outweigh the advantages before proceeding." This idea is absolutely ridiculous. As it is, students miss the first few days of school because of vacations. The extra two weeks would have so many students absent that curriculums couldn't even start. While pre-winter break finals would be a welcome change, starting school early would only lead to complaints and absences. If anything, school should start later. August is a time for vacations, jobs, and summer activities.

i like how the school calendar is already I really don't see the point of changing the calendar. I would rather spend have my summer begin a bit later in mid-June than be a bit shorter and have to come to school in early August, which is a prime time for family vacations. We need to have finals after winter break because then most student won't have Time to study This is a bad idea. This screws everyone up who have extra circulars that require camp outside of school

Poor kids... too many changes to Niles West. If school starts earlier, it interferes with my family plans. The year the change might occur I would be in college. My two siblings would be at Niles West, while my other siblings will not be in District 219 yet. So, we wouldn't be able to make plans for vacation because half of the family would be starting school earlier than the other half. I just think that changing the school year is really bad. Students have vacation, summer camp, and other things during the time the school would start. Camps won't change their schedules because the school a kid is in changes their school year. So, no, I don't like this proposal at all. Why change something that doesn't need changing? Seniors always end 2 weeks or so before everyone else. Does this still hold true for this new calendar? Shouldn't it because it is the same amount of days of school? People have camp and things like that. Most people probably won't even be there the first day. Swimming is almost all year along except for the week they wanted to start school. So that's when we take trips. The school year is just fine as it is. Too many changes would have to be faced in order for this to go smoothly. Again, the system is fine as it is and it's better to keep it this way, in my opinion. The majority of families prefer to take their vacations in August because it's still hot outside than go away at the end of May when it's just starting to really get nice outside. Even though I'm graduating, my sister will be an incoming freshman and this will really change our vacation plans. I see no reason to change the calendar. Even though it could be difficult to manage, in the long run, it makes our lives as students much easier. finals are good before break if that means we still get extra time to study because some of winter break is used to study for the finals I really hope we do this. It gives us more time to work with the teachers. Why is this even being considered? Keep the school year the same The only concern that I agree with is having finals before winter break. I think it is good the way it is, and has been he same for everyone wince they have been attending school, and there is no reason too change it. Besides the fact of more preparation for the AP exam the change is useless, and keep in mind not many students take AP courses. I for one do and feel this would benefit me but the winter break also helps in preparation for finals which I feel are more important than the AP exam for they determine your final grades in said class. Do it for the upcoming year. 2013-2014 Finals after break benefits students because they can read in the break and study for the finals. It's a good idea, but there will be initial backlash because the summer of 2014 would be cut short. do seniors go off earlier if this calender is changed? I think everything is fine the way it is. And everyone is already so used to it, changing it would be very confusing and we'd have to make adjustments.

Some people have activties out of school (instrument, dance, etc) and there are usually spring/summer performances for them during May when the finals would be held. It may add more stress to some students as a result. I think that if people knew school started earlier than they wouldn't be going on vacation or have jobs during the weeks when school was. I dont really like how we will leave school earlier. Other friends, not in this district, will end in June and that means I wont be able to see them. I also like having the winter break to study for finals before. I think that starting school so early in August is absurd. If school starts early their will be kids who are fasting and might not attend school. It's dumb to end school when you have to be there for sports anyways. There isn't a problem with the schedule now, so it shouldn't change. Some students, as such as myself, use winter break to study for finals, which has raised my grades in the past. I prefer to have finals after break because it gives me time to study for finals. Having first semester finals before winter break will allow us students to retain more of the material we learned; however, many students would see that point as an arguable one, since they use winter break to "study". Honestly I think it would be better if the school year started earlier because over long breaks, we tend to completely forget anout academics. I for one entirely forgot about my homework over a 3 day weekend. I might also suggest that we have short breaks in between the larger ones. That helps kids at year-round schools learn better and retain more information. I think that this change isn't necessary. Two weeks is a lot of study time for finals, and all students could really utilize it. I also think that many teachers and students would be upset by this. I think that this change isn't necessary. Two weeks is a lot of study time for finals, and all students could really utilize it. I also think that many teachers and students would be upset by this. I dont really see the need for changing school calender. I would rather want school focus on bringing back the foods that they had last year for green plates! "I certainly wouldn't like to start school earlier, but I guess an earlier summer isn't so bad. And I would rather get my finals over with before winter break, so I could relax. All in all, I would like the changes." I like the way the school year sounds, but I feel that the first day is to early in summer to start. I go to an eight-week religious camp and starting early would interfere. Just keep how that calendar the way it is, changing it would cause many problems for many students. "I really am not going to like the new schedule, I feel that the new schedule would cause many students to miss school and also it would take away from their summer experiences, which i feel is essential for their growth. Also I feel that the teachers would not like this schedule because they will have to leave to work earlier because their kids school end at a later time. From a students point of view i wish that we stick with the same schedule we have with the exception of having our first set of final exams before winter break. Thank you. -Billal Abbasi" let's start school early!

Whats wrong with the calendar now? I am not asking for other people's opinions about it, but instead facts. I wouldn't mind having this. Personally, I can understand why this change would be made to the school year. However, I feel like this change would be very inconvenient to all the plans made for the summer. This should be a topic that is considered over the next few years. However, it shouldn't be set in place next year because there are many things to consider before applying this change. As a student, having finals after winter break is good because then I have that much more time to study. But having finals before break would disturb the natural flow in classes and all the curriculum would have to be sped up. And studying for these finals would be hard and cramped. I think we should just have the regular year schedule. I think this is a great idea. It allows students to be able to relax during their winter break! Also, I wont have to study on my birthday! I think its stupid to change finals to before winter break because i know when i was a freshmen taking my first finals i helped a ton getting the whole break to study for the first finals. Now if its before break, we wont get the study time we need for our first final that are scary and nerve wrecking for even seniors. I really disprove of this idea, the break is necessary for us to get back into the study habits for finals for second semester If we do have finals before winter break, then give us at least a week off to study for them. It would be the equivalent of studying during winter break. "I just don't like how we have to shorten our summer since we might have jobs and other events still happening around that time." Please do not change the calendar schedule. My grandparends 60th wedding anniversary is on the second week of August, and my family is going to be out of the country. I'd definitely miss out on school if we start any earlier because now if I was to go on vacation, I'd visit my family while they're still in school and come back while they're out. If we keep things the way they are, we'd be just fine. Finals should also be after winter break because now, we have the opportunity to study over break instead of cramming the tests before it. I think its a bad reason to start school earlier. I'd miss out on the first two weeks. Winter break is a good time to study for finals. I don't like the change, but I can live with the change, but I still do not want It. I mean, it could interrupt my vacation plans but maybe it's possible to make it work? I've never missed the first day/ several days for vacations or trips of any sort (though thats because we make it work by changing the date we leave it shortening the amount of time we stay, as in one of us might just leave earlier then that others. But, we always leave together) If it really can't work in accordance with how my siblings catch breaks from college then yes, it would prevent me, cuz i wouldn't all out cancel my trip A shift in the school year could yield potentially devastating effects on fall sports at Niles West. Two-a-day's and an extra two weeks have profound impacts on seasons. Coming from someone who is taking four this spring, It would be great to be able to study two more weeks for the AP tests. However, those extra two weeks could cripple the fall sports program. This crippling effect would be most evident, I believe, on sports such as football, soccer, and cross-country. I have no idea who the targeted audience of this calendar shift is but it

definitely isn't student-athletes. When would the seniors end school? There should only be four day school weeks, with Wednesdays off each week. the school year is fine the way it is. No need to change it. My work would interfere with school. Of course i would go to school but i'd be pretty mad that i wouldn't be getting a paycheck for the last 2 weeks. DO NOT CHANGE THE SCHOOL YEAR. I actually do not care when we start or end. But we could END EARLIER if we DID NOT TAKE ANY HOLIDAYS OFF, and this would not require moving things around. I would actually prefer if we did not take any holidays off (besides those holidays that are required by the U.S.F.G. i.e. presidents day.) I used to live in Arizona and the schools there started at the time you are proposing. My family would not be able to go on a summer vacation because in the summer I have mandatory camps for poms and the only time for a vacation is the end of summer. I think the school year should stay the same. Many families vacation in August because it is still warm. They may not want to vacation earlier like after memorial day because it is still cold. bad idea. I think this is going to be good because taking finals after would just be bad for us because not many people would want to study or get into the habit of studying it shouldnt start earlier would any of the winter or summer breaks be altered? I like the idea of finals being before winter break, but i rather have June, July, and August off instead of May. change the period lengths, have 10 periods "why couldn't you guys do this before i graduate?" I am on our school's debate team. In order to prepare for the season, many of us go to debate camps all across the country. Most of the competitive ones do not end until approximately 2 weeks into the month of August, therefore, I do not want it to cut into school. there should be an assembly about this to inform the student or they will boycott school because we love summer I take a summer long vacation out of the country every year and with the normal calendar schedule, I have already missed out on many things. I had to repeat a course just because I could not do summer school, as well as missing many athletic opportunities, since for some reason the try outs have to be in the summer. I do not think it is fair for many students, and starting school earlier would only make the situation a MUCH bigger problem than it is now..

We should not change the calendar but we SHOULD have finals BEFORE break.

SENIORS GRADUATE EARLY STILL!!!!!! All our family and friends will still go to school at the normal time, yet we will go to school earlier, missing all the fun. Getting out earlier won't be that much better because nothing is prepared for kids yet, thinking they will get out of school in June. Plus, not many people will still want to come to sports events after school ends. I have vigorous sports practices during the summer, which I will have to miss if the schedual changed. This sounds great! Is this just to match up with college schedules? Because if it is, then there is so reason to change the calender. "If we start earlier, who is gonna pay the AC bill? I'm telling you, it's hot in August. Besides, don't we all have better things to do rather than starting school earlier? A lot of schools start in September. I think we have it a lot better than them because we may start earlier but we do end earlier and our breaks are perfect. Think about, how many students actually ""study"" for finals? Break time is break time. Is this what students get for teachers and the board not being able to agree on an important bill? Are we (the students) paying for anything? Does everyone come earlier (teachers, students, board, entire district)? who supposedly benefits from this the most." This is just a way to shorten our summer. Most of us didnt see this comming and most of us are already planning to be out of the country, like me, till august 20th and come back a few days earlier. I leave right after school starts. There is other things going on and would no like to start school early. This is very frustrating, but either way the board will make the change even with this survey. Finals before break because everyone procrastinates studying over winter break anyway. "I feel that we do not need to change the calendar at the moment; most people seem satisfied with what we already have, so i think that there is no point in changing it. Plus, if we ended around Memorial day, it would still be cold and it would not really be summer. Hope that helps." It's fine the way it is I don't really think that the school year needs to be changed. Niles West has to work on a couple things to be a better school. will his change how long our summer this year is I'm guessing summer school would be pushed back as well, right? We should have less days off in during the school year and finish earlier anyway while starting at the same time. For instance, almost every week this year so far we have had a day off sometime in the week. Why not just have school those days and not have to tack them on at the end of the year? if we start school this early, then we wont be able to enjoy the end of summer and won't be able to focus properly because of the nice weather. I like the idea of having 2 extra weeks to prepare for AP testing, but I would really rather have finals after winter break because I feel that the break provides the perfect opportunity to study. I don't care too much about when school starts or ends, but I really need finals after winter break. I'm in theatre, so I have no time during a regular school week to study on top of my other homework and studying. It already takes me until about 11 p.m. every night to finish homework, and then I sleep. I cannot imagine having

to study EXTRA. So many of my friends have this same situation, as many of them are involved in sports and other extra-curricular activities. Winter break is when I crack open my books and study endlessly. If that were changed, I don't what I would do. I like the fact that the finals would be before the break because after studying so hard for finals, we can relax during the break. Other than that, school ends before memorial day would be awesome too! I think you should just leave the calendar the way it is because there is nothing wrong with it and if you do change it, it would just mess up everything and everyone's summer. I don't hate this, but it would be hard to continue sports after school ends. dont change the calender. This calendar change would put finals before winter break. Usually I use winter break to study for finals, but I would be ok with the new change as long as the teachers let up on work and homework before finals so that we had more time to study (since we wouldn't have winter break to study any more). DON'T DO IT!!!! I don't like how the sports will still continue after school is over. I think school should stay the way it is because if school was to start earlier some families would not be able to attend school because they would still be on vacations. i heard that seniors wouldnt graduate early anymore. i dont think thats fair. seniors graduating early meant they had less days of school that year. you want us to start school in the summer and not have the best perk of being a senior,early graduation? i dont think thats right. i see nothing wrong with how the school year is now end school earlier! start earlier! If the school year was changed to start earlier, it would conflict with other schools, sports, vacations, camps etc. Also, students would not want to be in school earlier when the weather outside is nice. Lastly, students taking summer school would barely have a summer if the year was started earlier.

Dr. Ryan McTague Principal

To: From: Re: Date:

November 19, 2012

Nanciann Gatta, Superintendent Ryan McTague, Principal, Niles North H.S. Annual Review of Programs – Feedback Summary November 19, 2012

This memo will serve as a summary of feedback that I received from various constituents and stakeholders regarding the Annual Review of Programs. Parents, students, and staff members were encouraged to express their opinion concerning the items listed in the Annual Review of Programs by accessing the online document, during department meetings, parent meetings, and our Town Hall meeting. Parent Advisory Council August: I sent notice to parents that the Annual Review of Programs was posted online and could be accessed for review or comment. Our PAC leadership also invited parents to our September PAC meeting to discuss the programs listed on the Annual Review. September PAC Meeting: I reviewed the entire document with parents, answered questions, and documented specific concerns. October PAC Meeting: At the request of the PAC leadership team, I invited our Director of English, Mr. Tony Bradburn to our meeting to discuss the English / US History honors option. Teachers were also invited to the meeting to express their thoughts on various items listed in the Annual Review (honors option for junior regular level US History, honors option for junior level English, preserving Driver’s Education, and preserving ELL Coordinators). November Town Hall Meeting: All of the comments or concerns expressed by parents and staff at PAC meetings were also expressed and documented online and at the Town Hall meeting. Summary of Parent Feedback - Two Main Items •

Junior US / English Honors Option: Parents support leaving a stand-alone US History /English honors class in the junior year. The majority of parents I spoke with are against the elimination of the stand-alone honors class or creating an honors option in a level three or level five (Advanced Placement) class.

9800 N. Lawler Avenue

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Skokie, IL

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1-847-626-2000

•

School Calendar: Many parents support the curricular rationale for the change and agree that a winter break free from stress and homework would be welcomed. However, parents also expressed concern that the District 219 calendar may not align with our feeder districts. They also recognize that an earlier start may impact summer family vacations, park district programs, and summer camps for their children.

Faculty and Staff I expressed at our opening building meeting in August of this year that the Annual Review of Programs was posted online and they were welcome to comment and provide feedback. Teachers were also invited to express their comments, support, or concern for items listed in the Annual Review during department meeting, at parent meetings and our town hall meeting. Discussions concerning specific departmental items in the Annual Review will be reflected in our Curriculum Director’s report to the BOE and comments at the town hall meeting in November. Staff Council Last year I brought the proposal of having final exams before winter break to staff council (The calendar proposal was also discussed at the District 219 EPAC Committee Meeting). I informed Staff Council membership that our Student Government was supporting the idea and requested additional information. Staff Council discussed the topic with their departments during the spring semester last year and continued the conversation this year. I met with Staff Council on multiple occasions to answer questions and present a proposed 2014-2015 calendar to the group. I also presented the proposed calendar and rationale for change to our staff members at a building meeting. The following summarizes comments and feedback received from both Staff Council and the building meeting: •

Several staff members agree with the curricular and social emotional rationale for moving final exams before winter break. Specifically, increased retention of material, decreased school wide disruptions, decreased number of days needed for final exam review (however the exact number is not clear), increased student attendance, increased days of instruction before AP tests, improved alignment with colleges / university schedules, and providing a true respite for staff and students over winter break.

•

Some staff members have expressed concern with starting earlier in August and ending earlier in May to accommodate moving final exams and ending the semester before winter break. The following items represent some of their concerns with the proposed calendar change: ¾ Impact that an altered calendar would have on family planning of staff members, e.g. securing child care, family vacations, summer programming ¾ Alignment of the new calendar with our feeder districts ¾ Impact on transfer students to District 219 - May increase the number of weeks missed at the beginning of the year moving them further behind ¾ Impact on Spring and Fall athletic programs

9800 N. Lawler Avenue

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¾ New Teacher Orientation / Summer Professional Development / Student Services schedules will all have earlier start times ¾ Impact of the calendar change in subsequent years. Will it push the start of school up even further?

Student Government I met with student government last year to discuss moving final exams and ending the first semester before winter break. Student Government was supportive of the idea and reached out to their constituents to determine their response. During the Breakfast with the Board Meeting last year Student Government expressed to Board Members that they would support exploring the possibility of moving final exams and ending the first semester before winter break. Student Government continued the discussion this year and reviewed a proposed calendar that reflected the earlier start date in August and earlier end date in May in order to accommodate the final exam change. Student Government still seemed supportive of the change and expressed this viewpoint to Board Members at their most recent Breakfast with the Board. However, they did want to survey the entire student body on the issue. The preliminary survey results are attached to this memo. They have expressed some concern with how the new calendar will impact summer family vacations, camps, athletics, and summer employment. Student government will continue to monitor student reaction to the calendar change proposal.

Conclusion Many stakeholders had their fingerprints on the items listed in the Annual Review of Programs this year. I also want to highlight that whether or not different constituent groups agree or disagree with items listed on the Annual Review document almost everyone appreciates the opportunity to express their opinion and have their voice heard on items important to their family, profession, and our school community.

9800 N. Lawler Avenue

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Skokie, IL

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9800 N. Lawler Avenue

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Skokie, IL

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1-847-626-2000

Board Report To:

Nanciann Gatta, Superintendent Board of Education

From:

Anne Roloff, Assistant Superintendent Edmund Murphy, Summer School Principal Susan Husselbee, Director of Fiscal Services Karl Costello & David Rosengard, Directors of Physical Welfare

Date:

November 26, 2012

Re:

Summer School 2012

(DISCUSSION and ACTION)

Following is the 2012 Summer School Report. The report consists of three sections—Section 1: Summer School Program Report; Section 2: Athletic and Sizzling Summer Camps Report; Section 3: Financial Report. Ed Murphy, Summer School Principal, will be available to answer questions about our Summer School Program. Karl Costello and Dave Rosengard will answer questions regarding Athletic Camp programs. Susan Husselbee, who prepared the business section of this report, will respond to your questions involving finances. This evening, we will be asking the Board to consider three recommendations regarding Summer School 2013: • Calendar (Section 1) • Tuition, fees and bus passes (Section 1) • Additional Summer School Classes (Section 1) The purpose of this annual report is to provide information on the following topics as they relate to District 219 Summer School: • Philosophy • General Information • Tuition and Fees • Course Registrations, Offerings and Enrollment • Grade Distribution • Teaching Assignments • Summer Reading Readiness, Algebra Readiness and Algebra Proficiency. • Recommendations for Dates and Tuition & Fees for Summer School 2013 • Principal’s Comments • Finance Report

Section 1 Philosophy of District 219 Summer School Curriculum Standards for School Improvement (CSSI) has adopted the following philosophy for District 219 Summer School: D219 Summer School shall provide opportunities for every student to take courses to meet graduation requirements, as well as for acceleration, remediation, or exploration. Summer School courses will follow the prescribed curriculum for each course, and will be aligned to college readiness standards and learning targets. Summer School will function within the budget and guidelines established by the D219 Board of Education. General Information The 2012 Summer School session was held at Niles West High School and ran for a six-week period beginning Friday, June 15th, and ending Friday, July 27th, 2012. Academic on-line registration began April 2nd and ran through May 31st. In-person registration was held at the District office on April 5th for all students and again on June 8th and 11th for students who needed to repeat a second semester course that they failed. Driver Education registration was also available on-line for students attending Niles North and West. Driver Education ran Monday through Thursday for a five hour time period. In-district private/parochial school students registered for the Driver Education Program at the District Office. Athletic Summer Camps were offered again this year to high school and elementary school students. The following sport camps were offered: baseball, basketball, football, tennis, cheerleading, volleyball, soccer, cross country/track & field, gymnastics, poms, wrestling, water polo and softball. All students attending camp had to register on-line. Athletic Summer Camp on-line registration began on April 2nd and ran through August 1st. Participants had the opportunity to either pay on-line or drop off payments at North, West or the District Office.

2

Tuition and Fees for the Summer School Program (Summer Athletic Camps not included) Student tuition for academic and Driver Education courses remained the same as last year and were as follows: In-district Tuition For each one credit regular course (non lab): For each one credit lab course: For each classroom/behind the wheel combined Driver Education course:

$ 150.00 $ 165.00 $ 400.00

Out-of-district Tuition For each one credit regular course (non lab): For each one credit lab course:

$ 175.00 $ 190.00

Registration Fees for each class: In-district: Out-of-district

$ 50.00 $ 100.00

Bus Passes: 8 Ride 18 Ride 30 Ride: 60 Ride

$ 14.00 $30.00 $ 50.00 $ 100.00

Students who have outstanding fees or fines must pay them or make payment arrangements before registration for Summer School and Athletic Camps can be completed. As a result, this year we collected $22,382 in outstanding obligations. District 219 students received $119,555 in waivers covering Summer School classes and bus transportation. In addition, $31,033 in waivers were applied to Summer Athletic Camps.

Nineteen students who do not reside in District 219 took 21 academic classes in Summer School this year. We had an additional 16 students who reside in the district, but do not attend Niles North or West, take classes.

Highlights on Course-by-Course Registrations Enrollment in the Reading Readiness Program and the Algebra Readiness Program is designed for students whose EXPLORE scores indicate that they are at-risk for not meeting standards on the Prairie State Achievement Exam and will not be college ready. Students enrolled in Reading Readiness and Algebra Readiness need additional skills in reading and math in order to be high school ready. Algebra Proficiency, for students who had taken Algebra in eighth

3

grade and had not yet demonstrated proficiency in Algebra. This year 86% of the students who took Algebra Proficiency placed into Geometry and 35 % of the students who took Algebra Readiness did not have to take Algebra Extension. Summer Class Reading Readiness Algebra Readiness Algebra Proficiency

2008 138 104 -

2009 184 142 -

2010 128 132 -

2011 264 226 87

2012 278 140 188

This year, Health Education was offered free of charge to all students. In addition, the District offered Algebra Proficiency, Algebra Readiness and Reading Readiness to incoming freshmen free of charge. As part of Board goal number 2, Ensuring a Rigorous Curriculum, the District offered ILS and Biology 12-22 for Advancement free of charge. The costs for Reading Readiness, Algebra Readiness and Algebra Proficiency were covered through grants. All of the above-mentioned courses included bus service free of charge. Period Schedule Classes were scheduled as follows: Period 1: Period 2: Period 3:

8:00 a.m. - 10:00 a.m. 10:15 a.m. - 12:15 a.m. 12:45 a.m. - 2:45 p.m.

Exceptions to the above schedule were: Driver Education, Prep for Honors Biology for incoming freshmen, and the following 3week courses: Health and Consumer Education; these classes were scheduled as follows: •

3-week Health (3 sections first semester and 2 sections second semester - open to grades 10, 11 and 12) 8 a.m. – 12:15 p.m. (break 10:00 a.m. – 10:15 p.m.)

•

3-week Consumer Education (4 sections first semester and 2 sections second semester open to grades 11 and 12) 8:00 a.m. – 12:15 p.m. (break 10:00 a.m. – 10:15 a.m.)

•

Hybrid Prep for Honors Biology for incoming freshman was modified from last year’s 8 face-to-face on-site classes and had 13 face-to-face on-site classes for a two hour duration for each class. This blended course allowed students to meet face-to-face with their classmates and instructor for a specified number of days and class periods throughout the summer session. In addition to this traditional approach to learning, the remainder of instruction

4

took place in an on-line environment where students used available technology to engage with their instructor and classmates as appropriate. •

Hybrid Health, a new course offered for the first time this past summer, had 13 face-to-face on-site classes for a two hour duration for each class. This blended course allowed students to meet face-to-face with their classmates and instructor for a specified number of days and class periods throughout the summer session. In addition to this traditional approach to learning, the remainder of instruction took place in an on-line environment where students used available technology to engage with their instructor and classmates as appropriate.

•

Driver’s Education ran from 6/18/2012 until 7/26/2012 and met Monday through Thursday, 4 days a week.

.

5

Course Offerings and Enrollment 2011 Number of Classes

Number of Students

BUSINESS EDUCATION Business & Technology I 3D Modeling & Animation Consumer Ed - 6-week Consumer Ed - 3-week Department Totals

2 1 6 4 13

48 12 172 105 337

ENGLISH Senior English Skills (2nd sem) American Lit & Composition (1st sem) American Lit & Composition (2nd sem) Sophomore English (1st sem) Sophomore English (2nd sem) Freshman English (1st sem) Freshman English (2nd sem) Public Speaking Creative Writing Department Totals

1 1 1 1 1 1 1 2 2 11

1 1 4 5 1 1 1

MATHEMATICS Algebra 10 Algebra 20 Algebra 12 Algebra 22 Algebra 22 (loop) Algebra 30 Algebra 40 Algebra 32 Algebra 42 Geometry 10 Geometry 20 Geometry 12 Geometry 22 Adv. Algebra-Trigonometry (1st sem) Adv. Algebra-Trigonometry (2nd sem) Department Totals SPECIAL COURSES Public Speaking-ELL ELL Summer Review (no credit) ELL Western Civilization Department Totals

2012 Number of Classes

Number of Students

+/- change

5 9 16

48 128 210 386

-12 -44 +105 +49

3 22 24 25 15 29 28 31 36 213

1 1 1 1 1 2 1 4 2 14

5 19 24 28 19 36 28 117 47 323

+2 -3 +3 +4 +7 +86 +11 +110

not offered

1 1 3 3 1 1 24

13 21 73 106 23 10 6 7 8 64 68 21 19 439

1 1 1 1 1 1 2 2 1 1 15

40 48 15 13 11 18 8 11 36 42 22 23 287

-13 -21 -33 -58 -23 +5 +7 +11 +18 +1 +3 -28 -26 +1 +4 -152

2 2 2 6

42 18 25 85

2 2 2 6

33 20 43 96

-9 +2 +18 +11

not offered not offered

6

2 not offered

not offered

2 2 not offered

2011 Number of Classes SCIENCE Biology 12 (1st sem) Biology 22 (2nd sem) Chemistry 12 (1st sem) Chemistry 22 (2nd sem) Integrated Lab Science (1st sem) Integrated Lab Science (2nd sem) Bio 12/22 for Advancement Department Totals SOCIAL STUDIES Global Studies (1st sem) Global Studies (2nd sem) Psychology U.S. History (1st sem) U.S. History (2nd sem) Western Civilization Department Totals PHYSICAL WELFARE Health – 6 week Health – 3 week Health - Hybrid Physical Education - Remediation Department Totals FINE ARTS Art Foundations (Lab) 6-week Digital Photography Shakespeare (North & West students only) Arts Appreciation (North students only) Department Totals DRIVER EDUCATION Driver Education - BTW Driver Education – Classroom Department Totals GENERAL ELECTIVE COURSES Spanish Conversation ILS for Advancement (Sem 1 & 2) Prep - Honors Biology (Hybrid) Prep for AP Chemistry (Hybrid) Prep for Honors English/Freshmen Department Totals TOTALS – ALL

Number of Students

2012 Number of Classes

Number of Students

+/- change

8

43 32 12 7 15 11 120

2 2 1 1 1 1 1 8

28 13 7 14 12 10 6 90

-15 -19 -5 +7 -3 -1 +6 -30

1 1 2 1 1 4 10

27 24 43 3 2 93 192

1 1 2 1 1 4 12

30 30 47 16 7 117 247

+3 +6 +4 +13 +5 +24 +55

8 5

158 80 238

4 3 1

110 85 26 221

-48 +5 +26 -17

5

36 43 16 95

+19 -1 +16 -10 +24

2 2 1 1 1 1 not offered

not offered cancelled

13

1 2

cancelled

8

4

17 44 10 71

6 6 6

154 154 154

6 6 6

156 156 156

+2 +2 +2

cancelled

25 17 32 74 1923

1 1 4

9 4 61 39 113 2014

+9 +4 +36 -17 +7 +39 +91

not offered 1

not offered

2 1 2

5 100

SCHOOL YEAR: TOTAL NUMBER OF STUDENTS ENROLLED

7

2 2 1 not offered

cancelled

2 7 97

2011

2012

1794

1950

Grade Distribution Summer 2012 A

B

C

D

F

WP

WF

WP

AU

38%

29%

14%

6%

<1%

<1%

1%

<1%

3%

RA

RB

RC

RD

RF

R WF

<1%

2%

3%

2%

<1%

<1%

R = Repeated Course

Teaching Assignments First Name Annaliisa Tayyaba Amir John Ashley Gevik Alejandra Michael Suzanne Scott Kathleen Kara Nicole Charles Michael Kevin Sean Margaret Heidi Matthew Jayson Katherine Lisa Ryan Michael Brad Brenda Erick Kevin Rosalie John

Last Name

Course Taught

Ahlman Ahmad Ali Amaro Amelianovich Anbarchian Arteaga Bahi Bohigian Bramley Brandes Caplan Carrow Corrigan Cott Crowe Delahanty Donnelly Eichler Fahrenbacher Foster France Fretzin Geu Graham Greenspan Houston Kaiser Kelley Koontz Kretsos

English-Readiness Program Geometry 12-22 Algebra 12-22 ELL Western Civ. Honors Prep for Freshman Senior English Prep for Spanish 2/2H Math-Summer Math Algebra 30-40 Creative Writing Math-Summer Math English-Readiness Program English-Readiness Program Driver's Education Health Integrated Lab Science Geometry 12-22 Biology 12-22 Prep for Honors Bio Algebra 12-22 Biology 12-22 (Remediation) Math-Summer Math ELL Public Speaking Adv. Alg.-Trig Public Speaking Biology 12-22 (Advancement) Consumer Ed Driver's Education Consumer Ed Math-Summer Math Prep for AP Chem. 8

In or out of District Employee In District In District In District In District In District In District In District In District Para Pro In District In District In District In District Para Pro In District In District In District In District In District In District In District In District In District In District In District In District In District In District In District In District In District In District Substitute In District

First Name Steven Maria Christine Janice Aaron Timothy Tasha Thanh Thuy Katie Jessica Tim Bryan Stephanie Lara Mary Omar Ravi David William Amanda Camilla Sharon Susan Kevin Shaun Colin Aaron Barbara Bryan John Paul Amy Chris Kathy Denise Sasha Marita Carter Jay Elizabeth Helen Jorge Adam

Last Name

Course Taught

Lander Lollino Lubarsky Martin Minkus Naatz Nemo Ngo Odell Olsen Ortmann Paliza Persaud Peterson Richards Salem Shah Shaoul Shermach Smith Stefl Swanson Trzaskus Vanderporten Waldron Wehman Weiss Wismer Wittersheim Zilewicz Zubb Adamow Arends Dahlgren Deamont Fajerstein Hanley Krueger McDonagh McEnery Oh Perez Rosenbloom

ELL Public Speaking Consumer Ed Sophomore English Consumer Ed Global Studies Consumer Ed Freshmen Eng 12-22 Algebra Proficiency Algebra Proficiency Consumer Ed Shakespeare Health (3 weeks) English-Readiness Program English-Readiness Program Psychology Business & Tech 1, Cons. Ed. Math-Summer Math Drivers Education US History Geometry 10-20 American Lit & Comp Public Speaking Prep for Honors Bio Western Civilization Western Civilization Health Chemistry 12-22 Art Foundations Driver's Education Art Foundations Health Freshmen Eng 12 Math-Summer Math English-Readiness Program English-Readiness Program Math-Summer Math ELL Summer Review Algebra Proficiency Driver's Education English-Readiness Program Consumer Ed Health (3 weeks) Consumer Ed 9

In or out of District Employee In District In District In District In District In District In District In District In District In District Para Pro In District Para Pro In District In District Para Pro In District In District Para Pro In District In District Para Pro In District Para Pro In District In District Substitute In District Para Pro In District In District In District In District Substitute In District In District Para Pro In District Substitute In District In District In District In District Para Pro Out of District Out of District Out of District Out of District Out of District Out of District Out of District Out of District Out of District Out of District Out of District Out of District

First Name Daniel Ashley Amy Christopher Corrie

Last Name

Course Taught

Savage Shaw Sidler Sykora Wallace

Drivers Education Algebra 32-42 ELL Public Speaking Digital Photography Public Speaking

In or out of District Employee Out of District Out of District Out of District Out of District Out of District

Summer School Calendar for 2013 RECOMMENDED: THAT THE BOARD APPROVE THE FOLLOWING CALENDAR FOR SUMMER SCHOOL 2013: BEGINNING DATE: THURSDAY, JUNE 13, 2013 ENDING DATE: FRIDAY, JULY 26, 2013 NON-ATTENDANCE DAY: THURSDAY, JULY 4, 2013 AND FRIDAY, JULY 5, 2013

Principal’s Comments: Summer School 2012 For the first time we offered two classes (Consumer Education and Health) during a third session of summer school which took place from 12:45 until 2:45. There was one section of each. We asked the students if, based on their experience, would they take another class during this time period. 37% responded that they would because the time worked best for them. 35% reported that they would, but as a final option and 28% said that they would not take a class again during this time slot. We will continue to monitor student interest as we continue with this schedule. One of the classes that was offered during third session of Summer School was a new Hybrid Health class. The class met for two hours two times a week with additional instruction via Moodle. The students were asked if the class provided them with a meaningful learning experience that enabled them to acquire the content and skills associated with the class. 81% of the students reported that it did with 19 % of the students indicating that it did not. The students were also asked if they were to take a summer school class next summer, would they take another hybrid class if given the opportunity. 46% responded yes indicating that it was a positive experience, 35% said they would but, only as a final option, and 19% said that they would not take a hybrid course again. This year we added one dean and one social worker. This support was a great improvement over last year. The deans were able to more quickly and effectively communicate with families when issues arose as well as evaluate Summer School teachers. The social worker began his day at 10:15am., and therefore was able to address any student issues that came up towards the end of the day. This year we surveyed the students and asked the following questions: 10

Question

Yes

No

Was it your own personal choice to enroll in Summer School?

60%

40%

Do you feel like you will be better prepared for success in the fall after taking summer school?

68%

32%

I would prefer to attend summer school four days a week for five hours each day instead of five days a week for four hours each day.

43%

57%

Looking Forward to Summer School 2013 We will expand the class offerings during the 12:45 – 2:45 session to include Creative Writing, Public Speaking and Western Civilization. By doing this, students will have more flexibility to take coursework. We will offer Geometry 12-22 and Global Studies as nonremedial credit bearing courses. The following two pages outline our summer school offerings, showing whether a course may be taken for remediation credit, for non-remediation credit, or for both. Registration this year will begin earlier than in previous years. Registration for seniors and juniors will begin on, January 23 and registration for freshmen and sophomores will begin on January 24. By doing this, students will be better able to plan for the 2013-2014 school year. Summer School 2013 will be held at Niles North and Summer School 2014 is scheduled to be held at Niles West. This year there were 1,950 students who attended Summer School. This is an increase of 31% since Summer School 2010. If enrollment continues to grow, the District may want to consider holding Summer School at both Niles North and Niles West.

Summer School Course Offerings: Non-remedial and Remedial Non-Remedial Class Remedial class APPLIED SCIENCE & TECH Business & Technology I 3D Modeling & Animation Consumer Ed - 6-week Consumer Ed - 3-week Computer Repair & Networking

X X X X X

ENGLISH Senior English Skills (2nd sem) American Lit & Composition (1st sem) American Lit & Composition (2nd sem) Sophomore English (1st sem)

11

X X X X

Non-Remedial Class Remedial class X X X X X

Sophomore English (2nd sem) Freshman English (1st sem) Freshman English (2nd sem) Public Speaking Creative Writing MATHEMATICS Algebra Readiness Algebra Proficiency Algebra 12 Algebra 22 Algebra 22 (loop) Algebra 30 Algebra 40 Algebra 2 Geometry 12 Geometry 22 Adv. Algebra-Trigonometry (1st sem) Adv. Algebra-Trigonometry (2nd sem)

X X X X

SPECIAL COURSES Public Speaking-ELL ELL Summer Review (no credit) ELL Western Civilization

X X X

12

X X X X X X X X X X

Non-remedial class Remedial Class SCIENCE Biology 12 (1st sem) Biology 22 (2nd sem) Chemistry 12 (1st sem) Chemistry 22 (2nd sem) Integrated Lab Science (1st sem) Integrated Lab Science (2nd sem) Bio 12/22 for Advancement

X X

X X X X

X X X

SOCIAL STUDIES Global Studies (1st sem) Global Studies (2nd sem) Psychology U.S. History (1st sem) U.S. History (2nd sem) Western Civilization

X X X

X

PHYSICAL WELFARE Health – 6 week Health – 3 week Health - Hybrid Physical Education - Remediation

X X X X X X

X X X X

FINE ARTS Art Foundations (Lab) 6-week Digital Photography Shakespeare (North & West students only) Arts Appreciation (North students only)

X X X X

DRIVER EDUCATION Driver Education - BTW Driver Education – Classroom

X X

GENERAL ELECTIVE COURSES Spanish Conversation ILS for Advancement (Sem 1 & 2) Prep - Honors Biology (Hybrid) Prep for AP Chemistry (Hybrid) Prep for AP Physics Prep for Honors English/Freshmen

X X

X X X X

13

Summer School Tuition/Fees for 2013 After analyzing the costs of the 2012 Summer School Program and comparing our Summer School tuition and fees with other districts, the Business Office recommends that tuition and registration fees for the 2013 Summer School program remain the same as the fees for the 2012 Summer School program with the exception of Driver’s Education. This fee remains the same as the regular school year. Recommendation on Tuition and Fees for Summer School 2013: FEE

2009

2010

2011

2012

Tuition - District 219 students (semester non-lab course) Tuition - District 219 students (semester lab course) Tuition - Out-of-District students (semester non-lab course) Tuition - Out-of-District students (semester lab course) Driver Education (In District students only) Registration Fee - In District (semester course) Registration Fee - Out-ofDistrict (semester course) Bus Pass - 30 rides

$150

$150

$150

$150

2013 Recommended $150

$165

$165

$165

$165

$165

$175

$175

$175

$175

$175

$190

$190

$190

$190

$190

$250

$300

$350

$400

$400

$50

$50

$50

$50

$50

$100

$100

$100

$100

$100

$50

$50

$50

$50

$50

Bus Pass - 60 rides

$100

$100

$100

$100

$100

Bus Pass - 8 rides

$14

$14

$14

Bus Pass – 18 rides

$30

$30

$30

14

NILES TOWNSHIP HIGH SCHOOL DISTRICT 219 SUMMER SCHOOL 2012 2011 to 2012 % Change

2012 to 2013 % Change

454,840

-5.8%

3.0%

(188,650) 266,190 11,489 277,679

-4.5% -6.8% -11.4% -7.0%

3.0% 3.0% 3.0% 3.0%

Actual

Actual

Estimated

2011

2012

2013

Revenue Tuition due Less waivers, free classes, free bus Net tuition Bus fees Total revenue

$

$

468,859

$

(191,694) 277,165 12,588 289,753

$

441,592 (183,155) 258,437 11,154 269,591

$

$

Expenditures Salaries: Administrators Teachers Support staff

29,902 263,971 49,478 343,351

37,945 264,100 62,784 364,829

39,083 272,023 64,668 375,774

26.9% 0.0% 26.9% 6.3%

3.0% 3.0% 3.0% 3.0%

3,569

3,662

3,772

2.6%

3.0%

842 188 1,030

882 882

908 908

4.8% -100.0% -14.4%

3.0%

1,000 752 1,869 1,145 1,530 930 359 7,585

1,000 2,324 1,044 757 1,659 476 686 7,946

1,000 2,394 1,075 780 1,709 490 707 8,154

0.0% 209.0% -44.1% -33.9% 8.4% -48.8% 91.1% 4.8%

0.0% 3.0% 3.0% 3.0% 3.0% 3.0% 3.0% 2.6%

Custodial supplies and labor

19,200

19,488

20,073

1.5%

3.0%

Pupil transportation

36,301

12,465

12,839

-65.7%

3.0%

FICA, Medicare and IMRF

18,195

19,260

19,838

5.9%

3.0%

Total expenditures

429,231

428,532

441,358

-0.2%

3.0%

Benefits (TRS and THIS) Purchased services: Postage Other purchased services

Supplies: IRC supplies Science supplies Theatre/cultural tickets Art/photographic supplies Gasoline for drivers ed cars Scantron/test forms Other supplies

3.0%

Current year net income/(loss)

$

(139,478)

$

(158,941)

$

(163,679)

14.0%

3.0%

Cumulative net income/(loss) from prior year

$

125,790

$

(13,688)

$

(172,629)

-110.9%

1161.2%

15

Current year net income/(loss) Cumulative net income/(loss) for current year

(139,478)

(158,941)

$

(13,688)

$

(172,629)

Note: Regular school year fees/fines collected via summer school registration.

$

20,090

$

22,382

16

(163,679)

14.0%

3.0%

$

(336,308)

1161.2%

94.8%

$

22,500

11.4%

0.5%

Section 2 Summer Athletic Camps 2012 Summer of 2012 marked the seventh year that District 219 operated athletic summer camps. A variety of athletic camps were available to elementary, junior high and high school students. Niles North and Niles West coaches visited the sender schools in the spring to promote participation in the camps. Athletic camps were included in the Summer School brochure and District 219 families were required to register for the camps on-line along with academic selections. All camp refund requests were subject to a $25 non-refundable processing fee. We are pleased to report a slight increase (3.65%) in enrollment from 2011. Camps were held in the athletic facilities at both Niles North and Niles West. All coaches were experienced District 219 staff from their respective buildings. Athletic trainers and strength coaches were available during all camp sessions to ensure the safety of our students. Camp schedules were arranged to not be in conflict with Summer School academic classes. Additionally, the Directors organized the camp schedule so two and three sport athletes would have the opportunity to attend more than one camp if they so chose. The Athletic Summer Camps continue to offer high quality instruction to District 219 student athletes and future District 219 student athletes. The following tables represent the Athletic Summer Camp financial report and enrollment data.

17

Niles Township High School District 219 Athletic Camp Financial Report Summer 2012

WEST Camp Name NW Baseball Gr 7-9 (CWBA03) NW Baseball Gr 3-6 (CWBA04) NW B-Basketball Gr 11-12 (CWBB01) NW B-Basketball Gr 10 (CBWB02) NW B-Basketball Gr 9 (CWBB03) NW B-Basketball Gr 5-8 (CWBB04) NW Football Varsity Gr 10-12 (CWBF01) NW Football Freshman Gr 9 (CWBFO3) NW Football Gr 5-8 (CWBF04) Water Polo Gr 9-12 (CWBP01) Water Polo Gr 5-8 (CWBP02) NW B-Soccer Gr 9-12 (CWBS01) NW B-Soccer Gr 4-8 (CWBS02) NW B-Volleyball Gr 9-12 (CWBV01) NW B-Volleyball Gr 5-8 (CWBV02) NW B-XCC Gr 9-12 (CWBX01) NW B-XCC Gr 6-8 (CWBX02) NW Coed Gymnastics Gr 8-12 (CWCG01) NW Coed Tennis Gr 9-12 (CWCT01) NW Wrestling Gr 1-12 (CWCW01) NW G-Basketball Gr 11-12 (CWGB01) NW G-Basketball Gr 9-10 (CWGB02) NW G-Basketball Gr 5-8 (CWGB03) NW Cheerleading Gr 9-12 (CWGC01) NW Youth Cheerleading Gr 3-8 (CWGC02) NW Youth Cheerleading Gr 1-2 (CWGC03) NW Poms Gr 9-12 (CWGP01) NW G-Track Gr 5-12 (CWGR01) NW G-Soccer Gr 9-12 (CWGS01) NW G-Soccer Gr 4-8 (CWGS02) NW G-Soccer Gr 9-12 (CWGV01) NW G-Soccer Gr 3-8 (CWGV02) NW G-XCC Gr 9-12 (CWGX01) NW G-XCC Gr 6-8 (CWGX02)

NORTH Enrolled 18 33 11 21 31 33 41 18 18 24 16 69 9 43 12 11 3 51 15 19 15 35 11 39 14 3 42 23 38 12 60 27

Camp Name NN Baseball Hitting Gr 3-6 (CNBA01) NN Baseball Hitting Gr 7-8 (CNBA02) NN Baseball Pitching Gr 3-6 (CNBA03) NN Baseball Pitching Gr 7-8 (CNBA04) NN B-Basketball Gr 11-12 (CNBB01) NN B-Basketball Gr 10 (CNBB02) NN B-Basketball Gr 3-8 (CNBB03) NN B-Basketball Gr 9 (CNBB04) NN Football Gr 11-12 (CNBF01) NN Football Gr 10 (CNBF02) NN Football Gr 9 (CNBF03) NN Gymnastics Gr 9-12 (CNBG01) NN B-Soccer Gr 9-12 (CNBS01) NN B-Cross Country Gr 7-12 (CNBX01) NN B-Cross Country Gr 6-8 (CNBX02) NN Coed Tennis Gr 9-12 (CNCT01) NN Coed Tennis Gr 7-12 (CNCT03) NN Wrestling Gr 5-12 (CNCW01) NN G-Basketball Gr 9-12 (CNGB01) NN G-Basketball Gr 2-8 (CNGB02) NN Cheerleading Gr 9-12 (CNGC01) NN Youth Cheerleading Gr 4-8 (CNGC02) NN Softball Gr 9-12 (CNGL01) NN Vikettes (Poms) Gr 9-12 (CNGP01) NN Youth Vikettes Gr 3-8 (CNGP02) NN G-Soccer Gr 9-12 (CNGS01) NN G-Volleyball Gr 11-12 (CNGV01) NN G-Volleyball Gr 9-10 (CNGV02) NN G-Volleyball Gr 6-8 (CNGV03) NN G-XCC/Track Gr 9-12 (CNGX01) NN G-XCC/Track Gr 6-8 (CNGX02) TOTAL

32 3 850

18

Enrolled cancelled cancelled cancelled cancelled 17 18 16 13 41 33 20 20 36 22 3 17 31 23 32 12 45 3 19 34 3 28 21 34 14 16 1 572

NILES TOWNSHIP HIGH SCHOOL DISTRICT 219 ATHLETIC CAMP FINANCIAL REPORT - SUMMER 2012

North

Summer 2011 West

Total

North

Summer 2012 West

Total

Revenue Camp fees

$

65,216

$

79,847

$

145,063

$

69,834

$ 96,910 (15,278)

$

166,744

Fees waived Fees waived from Frenzy/Madness certificates Total revenue

(5,440)

(4,488)

(9,928)

(15,755)

(3,365) 56,411

(1,625) 73,734

(4,990) 130,145

(2,870) 51,209

81,632

(2,870) 132,841

Expenditures Coaches salaries Benefits (TRS and THIS) Towel service Entry fees/shootouts Printing T-shirts/apparel Hospitality FICA, Medicare and IMRF

46,599 364 305 5,770 5,031 2,056

105,012 740 250 4,647 5,867

151,611 1,104 555 5,770 9,678 7,923

54,289 312 1,424 5,955 4,064 316 3,987

99,375 704 1,424 1,105 3,874 5,660

153,664 1,016 2,848 5,955 1,105 7,938 316 9,647

Total expenditures

60,125

116,516

176,641

70,347

112,142

(19,138)

$ (30,510)

Net income/(net loss)

$

(3,714)

$

(42,782)

$

19

(46,496)

$

(31,033)

182,489

$

(49,648)

NILES TOWNSHIP HIGH SCHOOL DISTRICT 219 ACADEMIC CAMPS SUMMER 2012 Enrollment

Academic Subject

Number of Classes

2011 Number of Students

Average Class Size

Number of Classes

2012 Number of Students

Average Class Size

Science

45

649

14

40

674

17

Engineering

12

206

17

18

340

19

Shakespeare

1

24

24

57

855

15

58

1,014

17

Finances 2011 Revenue Camp fees

$

Fees waived

(1,215)

(360)

Total revenue

33,695

9,720

25,721

9,690

221

83

Science 34,910

Engineering $ 10,080

2012 Shakespeare Total $ 1,080 $ 46,070 -

$

Science 31,265

(1,575)

(1,305)

1,080

44,495

29,960

3,632

39,043

$

Engineering 15,300 (630)

Shakespeare Total $ $46,565 -

(1,935)

14,670

-

44,630

26,053

12,720

-

38,773

244

87

-

331

Expenditures Salaries Benefits (TRS and THIS)

45

349

20

Workshop/registration fees

-

-

-

-

1,174

-

-

1,174

Science supplies

1,896

-

-

1,896

397

-

-

397

T-shirts FICA, Medicare and IMRF

2,049

-

-

2,049

2,357

-

-

2,357

608

398

53

1,059

389

549

-

938

Total expenditures

30,495

10,171

30,614

13,356

-

43,970

Net income/(net loss)

$ 3,200

$

-

$

(451)

3,730 $ (2,650)

44,396 $

21

99

$

(654)

$

1,314

$

660

NILES TOWNSHIP HIGH SCHOOL DISTRICT #219 FINANCIAL REPORT OCTOBER 31, 2012

FUND EDUCATIONAL OPERATIONS & MAINT. DEBT SERVICE TRANSPORTATION IMRF/FICA CAPITAL PROJECTS WORKING CASH TORT/LIABILITY LIFE SAFETY TOTAL ALL FUNDS

*BEGINNING FUND BALANCE $106,828,042 $6,898,724 $3,617,660 $7,245,014 $1,326,879 $10,097,278 $23,937,671 $4,138,990 $3,991,588

YEAR TO DATE REVENUE $40,356,709 $10,117,145 $3,791,774 $2,683,375 $2,616,150 $32,129 $298,180 $449,569 $1,324,255

YEAR TO DATE EXPENDITURES ($22,096,460) ($2,779,415) ($1,089) ($436,654) ($1,071,764) ($4,561,823) $0 ($954,261) ($1,599,753)

ENDING FUND BALANCE $125,088,291 $14,236,454 $7,408,345 $9,491,735 $2,871,265 $5,567,584 $24,235,851 $3,634,298 $3,716,090

PURCHASE ORDERS OUTSTANDING $5,405,992 $4,769,432 $0 $4,099,826 $0 $8,339,629 $0 $2,129,411 $186,329

$168,081,846

$61,669,286

($33,501,219)

$196,249,913

$24,930,619

*Unaudited

FUND EDUCATIONAL OPERATIONS & MAINT. DEBT SERVICE TRANSPORTATION IMRF/FICA CAPITAL PROJECTS WORKING CASH TORT/LIABILITY LIFE SAFETY TOTAL ALL FUNDS

FUND EDUCATIONAL OPERATIONS & MAINT. DEBT SERVICE TRANSPORTATION IMRF/FICA CAPITAL PROJECTS WORKING CASH TORT/LIABILITY LIFE SAFETY TOTAL ALL FUNDS

CASH & INVESTMENTS $123,831,972 $14,236,454 $7,408,345 $9,491,735 $2,871,265 $5,567,584 $24,235,851 $3,634,298 $3,716,090

OTHER ASSETS $47,003 $0 $0 $0 $0 $0 $0 $0 $0

LIABILITIES $1,209,316 $0 $0 $0 $0 $0 $0 $0 $0

FUND BALANCE $125,088,291 $14,236,454 $7,408,345 $9,491,735 $2,871,265 $5,567,584 $24,235,851 $3,634,298 $3,716,090

$194,993,594

$47,003

$1,209,316

$196,249,913

MONTH MONTH TO DATE TO DATE REVENUE EXPENDITURES $1,692,875 $7,072,247 $150,418 $626,975 $56,428 $0 $47,514 $113,866 $40,718 $328,505 $5,123 $462,047 $23,293 $0 $7,999 $357,981 $21,652 $1,566,775

MONTH TO DATE POs CREATED $3,859,273 $221,946 $0 $1,074,397 $0 $242,891 $0 $106,472 $1,606,972

BUDGET FY 2013 (INCLUDES OPERATING TRANSFERS) REVENUE EXPENDITURES $106,037,567 $106,433,396 $24,160,304 $23,436,606 $8,293,931 $7,082,774 $5,662,689 $4,838,398 $5,689,085 $3,758,176 $100,000 $1,838,038 $815,407 $347,000 $989,563 $4,541,039 $2,898,351 $2,371,470 $154,646,897

$154,646,897

$2,046,020

$10,528,396

$7,111,951

NILES TOWNSHIP HIGH SCHOOL DISTRICT 219 REVENUE, EXPENDITURES AND FUND BALANCES 7/1/2012 - 10/31/2012

$130,000,000 $120,000,000

BEG. FUND BALANCE

$110,000,000

YTD REVENUE

$100,000,000

YTD EXPENDITURES

$90,000,000 $80,000,000 $70,000,000 $60,000,000 $50,000,000 $40,000,000 $30,000,000 $20,000,000 $10,000,000 $0

ENDING FUND BALANCE