Meeting Agenda BOARD OF EDUCATION ♦ NILES TOWNSHIP HIGH SCHOOLS ♦ DISTRICT 219 October 20, 2014 I.
Call to Order and Roll Call (6:30 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.
Recall to Order (7:45 p.m.)
IV.
Pledge of Allegiance
V.
Changes / Additions to the Agenda
VI.
Audience to Visitors (on agenda items only)
VII.
Student Representative Comments Niles North – Rebecca Rabizadeh Niles West – Cassie Bergman
VIII.
Community Representative Comments
`
IX.
Approval of Consent Agenda − Monthly Bills and Payroll .................................................................................................................................. 1 − Personnel* ....................................................................................................................................................... 2 − Minutes of the September 22, 2014 Board of Education Meeting – Open and Closed Session Minutes* ........ 3 − Request for Niles North and Niles West International Trip to Strasburg and Paris, France ............................. 4 − Request for Niles North and Niles West International Trip to Argentina .......................................................... 5
X. Superintendent’s Report XI. Principals’ Report XII. Board Members’ Comments XIII. Board Committee Reports XIV.
XV.
Business − FY 16 School Calendar (Discussion and Action) ............................................................................................. 6 − Annual Review of Programs and Personnel (Discussion Only) ....................................................................... 7 − Curriculum o Summer School Report (Discussion and Action) ................................................................................. 8 o PSAE Report (Discussion Only) .......................................................................................................... 9 o ACT Report (Discussion Only) ........................................................................................................... 10 − 2014 Illinois Association of School Boards Conference Resolution (Discussion and Action) ........................ 11 − Finance o Tentative Tax Levy) (Discussion and Action) ..................................................................................... 12 o Debt Restructuring (Discussion Only) ................................................................................................ 13 o Bond Abatement (Discussion and Action).......................................................................................... 14 − Policy and Procedures Second Reading (Discussion and Action) ................................................................. 15 Old Business
XVI.
New Business
XVII. Audience to Visitors (on items related to District business) XVIII.
Information Items − Monthly Financial Statement – August 2014 ................................................................................................... 16 − FOIA (Freedom of Information Act) ................................................................................................................ 17
XIX.
Closed Session (if needed)
XX.
Adjournment
*Denotes items for Board members only
Upcoming Board of Education Meeting Dates: November 17, 2014 December 15, 2014 January 12, 2015 February 9, 2015 February 9, 2015 March 16, 2015 April 13, 2015 May 11, 2015
School Board Niles Township District 219, Cook County, Illinois MINUTES Monday, September 22, 2014
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 6:40 p.m. Board Members present at roll call: Sheri Doniger, Carlton Evans, Jeffrey Greenspan, Ruth Klint, Robert Silverman, Eileen Valfer. Absent: David Ko II. Closed Session It was moved by VALFER and seconded by GREENSPAN 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: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. The Board recessed into closed session at 6:40 p.m. III. Open Session It was moved by DONIGER and seconded by GREENSPAN to return to open session at 8:05 p.m. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. IV. Recall to Order Mr. Silverman recalled the meeting to order at 8:08 p.m. and the Pledge was recited. V. Changes / Additions to the Agenda The green personnel handout was added to the Consent Agenda with the exception of numbers and 2 which will be discussed in the Second Closed Session; and also under Personnel, numbers 1 and 2 are being removed and will be discussed in the Second Closed Session and action will be taken on these items after the Second Closed Session. VI. Audience to Visitors (on agenda items only) − Miriam Blumenthal and Leah Berlowe, seniors at Niles North, voiced their concerns and asked for consideration of changing the graduation date for 2014-15 as it coincides with a religious holiday. − Maia Sepiashvili, junior at Niles North and member of the Video Production Club, gave a special thanks to the Board of Education and discussed the success of the Video Production Club. − Elena Duarte, parent of a Special Education student at Niles Central, discussed a transportation issue that occurred during the summer. She also thanked Dr. Marcelo for his intervention into what she believed to be criminal activity at Niles West. VII. Student Representative Comments Niles North - Rebecca Rabizadeh stated that the 2014 Homecoming, Homecoming dance and football game had record attendance and was a great success. The Alumni Tours were on Sunday and it was a great weekend. The NAMES Assembly, in conjunction with the Anti-Defamation League, will be held on October 14 and 15 in the Auditorium and will discuss bullying. Daniel Sahyouni (Senior, Percussion Techniques) has been selected to perform with the All-National Concert Band. The All-National Honors Ensembles are comprised of 674 high school students from across the United States. Daniel is the first student from Niles North to be awarded this high honor.
VIII. Community Representative Comments There was no community representatives requesting to speak. Approval of Consent Agenda It was moved by DONIGER and seconded by KLINT to approve the Consent Agenda, as amended. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. Included in the Consent Agenda: Monthly Bills and Payroll totaling $10,214,023.91 Personnel −
Approved the administrative contract for the following administrator for the 2014-2015 school year: NAME Shadel, Steven
−
FROM SALARY $51,500
TO SALARY $70,000
EFFECTIVE DATE September 23, 2014 – June 30, 2015
POSITION English
EFFECTIVE DATE May, 2019
POSITION Special Education
EFFECTIVE DATE September 8, 2014
Approved the employment of the following support staff for the 2014-2015 school year: NAME Abas, Brent Corona, Laura Jamali, Toorun Landau, Brianna Landau, Matthew Powell, Rachael Soriano, Gary
−
POSITION Payroll Associate, 260 day calendar
Approved the resignation of the following certified staff: NAME Gould, David
−
EFFECTIVE DATE July 1, 2014 – June 30, 2015
Approved the Board of Education approve the retirement of the following certified staff: NAME Conroy, Michael
−
SALARY $103,000
Approved the change to the following associate contract for the following associate for the 2014-2015 school year: NAME Karels, Richard
−
POSITION Director of K-12 Math Curriculum and Instructional Supervision, 205 day calendar
POSITION Paraprofessional, Special Ed – P1/Step 2, 186 days Paraprofessional, Mathematics – P1/Step 2, 186 days Paraprofessional, Science – P1/Step 2, 186 days Paraprofessional, Special Ed – P1/Step 2, 186 days Paraprofessional, Special Ed – P1/Step 2, 186 days Paraprofessional, BAC – P1/Step 2, 186 days Paraprofessional, RtI – P1/Step 2, 186 days
FTE 1.0 1.0 1.0 1.0 1.0 1.0 1.0
EFFECTIVE DATE September 22, 2014 September 22, 2014 September 15, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014
Approved the employment of the following part-time/temporary staff for 2014-15 School year: NAME Avalos, Peter Colby, Jake Cua, Brian NAME D’Souza, Troy Edmond, Kathryn Hayat, Noor Khalid, Mahrukh
POSITION / LOCATION Textbook Center / West Science Lab / North Volleyball Line Judge / North POSITION / LOCATION Textbook Center / North Library / North Textbook Center / North Library / West
SALARY $8.25/Hr. $8.25/Hr. $8.25/Hr.
EFFECTIVE DATE September 22, 2014 September 22, 2014 September 22, 2014
SALARY $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr.
EFFECTIVE DATE September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014
Kim, Susie Perez, Natalia Scheithauer, Christopher Spencer, Jakeem Tran, Johnny Vinca, Endrita −
−
Textbook Center / West Textbook Center / West Library / North Textbook Center / North Library / North Library / North
$8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr.
September 22, 2004 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014
Approved the employment of the following stipend positions for the 2014-2015 school year: NILES WEST French Honor Society, Sponsor
NAME Natzke, Leslie
NILES NORTH 50th Anniversary Club Voices Model UN, Sponsor Model UN, Sponsor Calliope/Images, Sponsor Poetry Slam, Sponsor Poetry Slam, Sponsor Boys Basketball, Assistant Boys Basketball, Assistant German Club, Sponsor Hip Hop Club, Sponsor Chinese Club, Sponsor Students to Oppose Prejudice, Sponsor *Indicates not a District 219 employee
NAME Paulis, Sarah Hoff, Barbara Paulis, Sarah (.5) Powell, Rachael (.5) Ordonez, Jean Hunt, Kenneth (.5) Paulis, Sarah (.5) *Madden, Mark (.5) *Bias, John (.5) Neumayer, Josef (.5) Chu, Gary Wadzinski, Ann (.5) Ordonez, Jean
Approved the employment of the following substitute teachers for the 2014-2015 school year: NAME Abernathy, Nicole Bennett, Douglas Morales, Juliana Wall, Kerry
−
Approved the employment of the following certified staff for the 2014-2015 school year: NAME Wiberg, Ann
−
POSITION FTE Special Education - MA / .2 Step 1 Denied the leave of absence for the following employee:
NAME Patel, Poonam
−
POSITION/LOCATION Science / West
EFFECTIVE DATE September 22, 2014
TYPE OF LEAVE Necessities of the Home – Unpaid December 15, 2014 – December 19, 2014 (5 days)
Approved the employment of the following part-time/temporary staff for 2014-15 School year: NAME Bynum, Linda Endara, Mary Ann Garbis, Athanasios Lee, Junkyu Newman, Noah O’Shaughnessy, Desmond Padillo, Samantha Perdomo, Zachary Quadri, Syeda Ress, Johnny Rusinque-Correa, Brandon
POSITION / LOCATION Volleyball Line Judge / North Textbook Center / North Volleyball Line Judge / North Recycling Team / West Textbook Center / North Stage Crew / West Stage Crew / West Textbook Center / North Science Lab Assistant / West Science Lab Assistant / West Recycling Team / West
SALARY $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr.
EFFECTIVE DATE September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014 September 22, 2014
Truong, Clara Zabin, Refa −
−
−
Science Lab Assistant / West Science Lab Assistant / West
$8.25/Hr. $8.25/Hr.
September 22, 2014 September 22, 2014
Approved the employment of the following staff for the EXPLORE Test, October 11, 2014 at the flat rate listed: SUPERVISORS - $108
PROCTORS - $87
Bills, Happi Dunham, Lisa Fowler, Laura Green, Carla Johnson, Susan Moy, Jean Papaioannou, Vasilios Richards, Heidi Schiel, John Shapiro, Laurie Shore, Susan Wheatman, Judy Yin, Iris
Adamovic, Kelly Coleman, Phyllis Curescu, Gabriela Hassemeyer, John Liardakis, Nikki Meyer, Jennifer Poulos, Harriet Sporina, Beverly
EXTENDED TIME SUPERVISOR - $150 Bahi, Michael Caceres, Felix Hastings, Loretta Kim, Gloria Orlandi, Cathy Ramirez, Mario Schwartz, Bev
EXTENDED TIME PROCTOR - $108 Feldman, Linda Garvey, Jackie Ortiz, Rebecca Rafferty, Molly
Approved the employment of the following stipend position for the 2014-2015 school year: NILES NORTH French Honor Society, Sponsor
NAME Capuzelo-Akechoud, Linda
NILES WEST Athletic Leadership Council, Sponsor Boys Indoor Track, Assistant Boys Outdoor Track, Assistant
NAME Baum, Scott Oline, William Oline, William
Approved the employment of the following substitute teachers for the 2014-2015 school year: NAME Abron, Erik Batti, Imad Blumenfeld, Ronald Busch, Mary Choi, Thomas Ciccone, Richard Conis, Dean Davis, Rhea Fry, Barbara George, Madgalene Gonzàlez, Leonardo
NAME Kawula, Elizabeth Klein, Michael Kroberg, Kristin Krzyzak, Krystian Kujawa, Jerome Laskowski, Tanya Liardakis, Christos Lynch, Megan McShane, Maureen Muhammad, Alif Niedbalski, Paul
NAME Odicho, Ramina Pagano, Dena Papageorgiou, Laura Philip, Jenny Robin, Lorry Allen Skoczek, Yvonne Swartz, Robert Taldone, John Terrasi, Joseph Washausky, Merle Yates, James
−
Approved the Monthly Bills and Payroll.
−
Approved the Open and Closed Session Minutes of the August 25, 2014 Board Meeting and the Amended Closed Session Minutes of the August 14, 2014 Minutes.
−
Approved the Intergovernmental Agreement with NTDSE 807 for the Provision of Special Education Programming at the Julia Molloy Center.
−
Approved the Professional Nurses Services Staffing Agreement.
−
Approved the Application for Recognition of Schools 2014-2015.
−
Approved the purchase of 5 mini-vans for fleet.
−
Approved the car donation to the Niles West Auto Program.
IX. Superintendent’s Report Dr. Gatta recognized the efforts of Dr. Ness and his staff for making it such a successful weekend for Homecoming and the Hall of Fame at Niles West. She also thanked Dr. McTague for the successful 50th Anniversary Celebration and Alumni Weekend at Niles North. Dr. Gatta said that students could be anywhere, but choose to come to these events to celebrate with one another. This is a testament to Dr. Ness and Dr. McTague who have made these events modern, progressive and exciting and incorporated the students into what is fun for them. She told the Board that we have two great leaders at our high schools. October 1 is the Annual Review of Programs and Personnel at 6:30 p.m. at the Niles West South Lobby. This event discussed the things we are considering with our programs, personnel and curriculum. Dr. Gatta looks forward to this event and answering questions from the general public. Dr. Gatta discussed Senate Bill 16. As it is written, it would reduce our state funding by about $3.2 million and $10.7 millions across the Township. Dr. Gatta said we understand the need for equity across the state and we support that, but taking money away from schools is not the answer to making quality institutions. There is new testing in the State of Illinois. We are a Park State. That means we will be testing grades K-12 and starting this year, grades 3-11 on the common core and how well students are learning in concert with those outcomes which are set by the common core. This will, however, require additional hours of testing. We are excited about the idea and this data can be used in our Classrooms First Consolidation to better ensure that students are high school and college ready. Finally, we are working diligently with District 69 and the Taskforce on the first items that need attention with regard to the agreement and we are looking forward to updating the Board both at the Committee level and the larger level on the happenings and workings of both the Taskforce and the Board Committees. X. Principals’ Report Niles West – Dr. Ness thanked his staff for making the weekend a success with multitude of events taking place in the building. Dr. Ness expressed his appreciation to everyone involved with making Homecoming Week a success. He also thanked the Board for supporting these initiatives. The 5Essential Survey results will be released next month in October. This year, 85% of students and 90% of staff responded to the report. Dr. Ness also recognized Evelyn Lauer, Editor of the Niles West News who will be honored as a Special Recognition Adviser by the Dow Jones News Fund during the National High School Journalism Convention held in November in Washington, DC. Lauer is one of four teachers selected for this national honor. She was chosen based on the quality of her students’ work, her service to scholastic journalism, as well as other accomplishments. Niles North – Dr. McTague also thanked everyone for their support and for making this past weekend a great event. Luc Walkington and D’Angelo Pando of the Niles North Debate Club won the Wake Forest Early Bird Tournament in the Varsity Division. Luc Walkington was named top speaker out of 229 debaters and Dilango Pando earned the 11th speaker. This is the most prestigious debate tournament. The Anti-Defamation League (ADL) chose Niles North to be in their new promotional video. The community performance for the fall play, “Enemy of the People” is October 9 and October 10 and 11 in the Auditorium at 7:00 p.m. This play focuses on the tension between the environment and economics and how this plays a key role. The 5Essential Survey Report responses from faculty, staff and students are being compiled and will be in the Friday Letter. Board Committee Comments Jeff Greenspan mentioned that he attended the 50th Anniversary Celebration and the Homecoming game and that the events were great. He also mentioned looking into designing schedules in the future so that would make it easier for students getting to classes on one side of the building to the other side. He also suggested getting a better list of alumni. Mr. Silverman stated that he attended the events at both high schools over the weekend, as well as the play at Niles West, “She Kills Monsters” and the 50th Anniversary Celebration at Niles North. He also took the Alumni tour on Sunday and commented on the outstanding video production area at Niles North. XI. Board Committee Reports − The Facilities Committee met and will be discussing several policies in this meeting. − The CSSI Committee met and discussed (1) a new course proposal for a civics course which would replace our current Western Civilization course, which will be coming before the Board in November, (2) an honor roll revision based on the honor roll calculation relative to the new GPA; this will be coming before the Board in a couple of months and (3) reviewed a draft proposal for Credit Recovery. This was on the Annual Review last year and a subcommittee will be formed to make further recommendations.
XII. Business − 2015-16 and 2016-17 School Calendars (Discussion Only) The Board reviewed and discussed various options for the school calendars for the next three school years. Administration will present to the Board the 2015-16 calendar for approval at the October 20 Board meeting. − Final Budget (Discussion and Action) Dr. Johnson-White gave a summary of the Final Budget and highlighted various aspects of the Budget (the Executive Summary Sheet, Detail by Object, Purchase Survey, Capital Outlay and Operating Expense Per Pupil). It was moved by DONIGER and seconded by EVANS to approve the Final Budget. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. − PSAE Report (Discussion Only) The PSAE Report was tabled until the October 20, 2014 Board meeting. It was moved by SILVERMAN and seconded by DONIGER to table the PSAE Report until the October 20, 2014 Board meeting. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. − Policy and Procedures First Reading (Discussion Only) The Policy Committee tabled policy number 4:0110 AP1 (Administrative Procedure – Transportation Services Provided) for further review and Mr. Silverman requested a report on policy number 8:40 (Admission to Athletic Events) with regard to revenue and security at those events. This report will be presented at the October 20 Board meeting. XIII. Old Business There was no old business. XIV. New Business There was no new business. XV. Audience to Visitors (on items related to District business) There was no new business. XVI. Information Items − Monthly Financial Statement – July 2014 − FOIA (Freedom of Information Act) − Employee Information System Compliance Report XVII. Closed Session (if needed) It was moved by DONIGER and seconded by EVANS to return to Closed Session for purposes of potential litigation, collective bargaining and personnel and to return to Open Session with possible action taken in Open Session. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. The Board recessed into Closed Session at 10:15 p.m. XVIII. Return to Open Session It was moved by EVANS and seconded by KLINT to return to open session. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer. The motion carried. XIX. Adjournment It was moved by DONIGER and seconded by KLINT to adjourn the meeting.
A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Klint, Silverman, Valfer The motion carried. The meeting adjourned at 11:35 p.m.
____________________________ President
____________________________ Secretary
District 219 Administrative Center 7700 Gross Point Road Skokie, IL 60077 Tel. 847 626 3000 Fax. 847 626 3090 www.nileshs.k12.il.us
To:
Dr. Nanciann Gatta, Superintendent Board of Education
From: Dr. Anne Roloff, Assistant Superintendent for Curriculum and Instruction Date: October 20, 2014 Re: Request for Approval of an International Field Trip Following is a field trip request from Niles North and Niles West to attend a cultural learning trip to France. The Board of Education is being asked to approve the trip. During the trip, students will work together on a tour of social, historical, and language educational experiences. The total cost of the trip is $62,000 and funds from participants will cover 100% of the costs. No district funds are requested. Recommendation: The Board approve the trip.
District 219 Administrative Center 7700 Gross Point Road Skokie, IL 60077 Tel. 847 626 3000 Fax. 847 626 3090 www.nileshs.k12.il.us
To:
Dr. Nanciann Gatta, Superintendent Board of Education
From: Dr. Anne Roloff, Assistant Superintendent for Curriculum and Instruction Date: October 20, 2014 Re: Request for Approval of an International Field Trip Following is a field trip request from Niles North and Niles West to attend a cultural learning trip to Argentina. The Board of Education is being asked to approve the trip. During the trip, students will work together on a tour of social, historical, and language educational experiences. The total cost of the trip is $49,500 and funds from participants will cover 100% of the costs. No district funds are requested. Recommendation: The Board approve the trip.
Office of the Superintendent Date:
October 20, 2014
To:
Board of Education
From:
Dr. Nanciann Gatta Superintendent
Subject:
Annual Review of Programs and Personnel
Attached is the feedback received thus far to our on‐line feedback form on the five items on this year’s Annual Review. In addition, the link to the Town Hall meeting can be found on our website under District Info/Annual Review of Programs. Final recommendations will come before the Board on November 17, except School Day, which will come before the Board on March 16.
ANNUAL REVIEW OF PROGRAMS AND PERSONNEL FEEDBACK FOR 20152016 SUMMARY OF RESPONSES (32 RESPONDENTS)
ANNUAL REVIEW OF PROGRAMS AND PERSONNEL FEEDBACK FOR 20152016 SUMMARY OF RESPONSES (32 RESPONDENTS) RESPONSE BY AREA: SCHOOL DAY School Day: PROS of an EightPeriod Day. School Day: CONS of an EightPeriod Day. School Day: PROS of a NinePeriod Day. School Day: CONS of a NinePeriod Day. School Day: PROS of an A & B Block Schedule. School Day: CONS of an A & B Block Schedule. Health Clinic Schoolbased Health Clinics: PROS Schoolbased Health Clinics: CONS Consolidation College Readiness Classrooms First Consolidation: PROS College Readiness Classrooms First Consolidation: CONS Digital Literacy Digital Literacy Graduation Requirement: PROS Digital Literacy Graduation Requirement: CONS Community Service Community Service Graduation Requirement: PROS Community Service Graduation Requirement: CONS
1 of 17
RESPONSE BY AREA:
SCHOOL DAY School Day: PROS of an EightPeriod Day. ● Hopefully no more double lab days that throw off periods 2, 5 and 8. Teacher ● Routine provides standardized data for metaanalysis of student progress. Teacher ● I served on the School Day Committee and so I feel I have had multiple opportunities to give my feedback on this issue. Parent ● none Parent ● I find myself saddened and perplexed that a later start date is not one of the considerations proposed to the change. There are many schools across the country that are realizing the benefits to a later start time the students are alert, awake and healthier. Perhaps it's too late to bring this up but seriously consider a later start time one hour later. I have the article from September 14,2013 written by Kay Manning where they featured Barrington High School. Terra Snider cofounded the nonprofit Start School Later. She writes, "Until people see sleep and start times as a public health issue, communities won't change." She pointed to irrefutable biological evidence that sleep cycles change during adolescence, leaving teens vulnerable to stress, depression, loss of focus, and impaired judgment if they get less than the recommended nine hours per night(for teenagers). PLEASE consider this. If you need a copy of the article I have it if you are unable to find it online. Parent ● Tt sounds more efficient, since the student will have extra minutes in class. Parent ● None over current school day or any other schedule presented. Parent ● There are no pros to the eight period day.Given the choice, the current system should be chosen over the proposed Eight Period day without question. Parent ● current schedule everyone gets lunch, homeroom, science as double we all say it is okay can take 3 day a week science more minutes have 8 classes. Student ● Teachers will have more time for instructions. Student ● None. Student, Parent ● More time to work. Student ● This doesn't fit specifically into any category, so I'm putting it here. With Collaboration Time in the calendar, we need to discuss when that happens. As Deans and everyone will tell you, on Late Start days, more kids are late than usual, 2 of 17
and the disciplinary actions are more prevalent as well. Apparently, having that late start messes with kids' already wrecked sleep patterns and doesn't help a thing. My own students tell me they just stay up later, they don't get more sleep the night before Late Starts. Therefore, I suggest that we switch Late Starts to Early Dismissals. That way, teachers can work at the end of the day and kids will remain on the same schedule. That's my 2cents! Teacher ● Speaking for my daughter only, I am not sure there is an PROS for her, as described in the CONS of an EightPeriod Day. Parent School Day: CONS of an EightPeriod Day. ● No nonlab days to go to the Point or meet with teachers. Student ● Less study halls for students, classes are not long enough. Teacher ● Lack of opportunity for participation in electives that make school worth attending. Teacher ● Reduces time for the sciences and labs. Parent ● Loss of science lab time. Parent ● If material is too much for the year, then it should be condensed. Parent ● Will not provide students with access to electives, rather ELIMINATE access! Reduces the effectiveness of the STEM program by cutting science hours. Eliminates science study halls that allows my child to have a free period they would otherwise not choose so they may eat, see teacher, counselor, etc. It is the worst choice of the three. Parent ● This plan will not allow students to take ELECTIVE courses. ELECTIVE COURSES ARE ESSENTIAL TO BUILD AN ACADEMIC RECORD THAT WILL BE ATTRACTIVE TO COLLEGES!! If the Niles High Schools MISSION STATEMENT is really focused on preparing students for college, then this plan is a complete contradiction. Parent ● Current teachers of lab classes will lose time in an eightperiod day. There would be less time for electives and scheduling flexibility, particularly when students are signed up for multiple singletons? Teacher ● Scheduling conflict. Student ● Students will no longer be able to finish their requirements. Student ● No time for labs, study hall, harder for middle schoolers coming to high school for Math, starts too early. Student, Parent ● STUDENTS HAVE FEWER CLASS CHOICES. Parent ● Longer periods. Student ● Speaking for my daughter only, she has 9 periods with no lunch now because she wants to fit in orchestra, Engineering, and all her other classes, which many are honor's or AP courses. With an EightPeriod Day, I don't know that my daughter will 3 of 17
be able to have all her courses, including orchestra. My daughter volunteers in the Lit Center before school. Thus, having Early Bird class would eliminate her availability to do that. Having Late Bird class would also not help my daughter, as she participate in Fall sport in school and Club sport in the Winter/Spring. Parent School Day: PROS of a NinePeriod Day. ● It worksdon't change things just to make changes. Community Member ● Students already have an 8 period day with double science. The only pro is that they have study hall three times a week. Teacher ● More scheduling time for electives that engage disenfranchised students. Teacher ● Increase available time for student help. Parent ● Students will have time to seek out extra assistance from counselors, teachers, IRC, etc during the school day. Parent ● This will give the student extra period, staying longer and shorter period time spent in class. Parent ● No major curriculum changes needed, students don't have to endure long periods with same teacher. Can see teacher everyday. Can miss a day without making up massive amounts of material. Have homeroom everyday. Parent ● Basically, this is the same as the current school day plan, without the provision for a Home Room. There wouldn't be any large changes to the existing curriculum and no major adjustments. If the current system MUST be dumped, then this is the best replacement plan. Teacher ● Students can take more kinds of classes, including more electives. They have more flexibility in their schedule. Most classes will have more meeting time (or the same) in the suggested nineperiod day schedules. Teacher ● 15 more minutes of instructional time. Student ● Students have time to finish their requirements. Student ● Same as now. Student, Parent ● STUDENTS WHO WANT TO TAKE FULL LOAD ARE ABLE TO DO SO. Parent ● Lunch. Student ● Same discussion as the CONS of an EightPeriod Day. Parent School Day: CONS of a NinePeriod Day. ● No homeroom and an earlier start time and later dismissal time. Student ● This is what we have now and it doesn't work too well. Classes are definitely not long enough. Teacher ● It ain't broke… Teacher ● None. Parent ● None. No one schedule seems to give all the benefits so why change it if not all 4 of 17
●
● ● ● ●
those benefits can be met or even improved on. Why not keep what you have instead of trading student access to electives for teacher collaboration. Parent No home room period. Students need to have a period when announcements are presented and communication with the student body is assured. This is a BIG DEAL and should NOT be removed from the school day. Parent Longer school day. Student Nothing. Student Starts too early. Student, Parent Nothing I love it. Student
School Day: PROS of an A & B Block Schedule. ● Students will have less homework per night, and more time during class to have the material 'sink in'. I imagine one 90 minute class period would get more done than two 45 minute periods. Parent ● More courses can be taken. Student ● After teaching summer school for many years, I know first hand that when classes are longer, students seem to retain the information better because more learning, reviewing, and onetoone teacher help occurs during class. Other pros would be students could take 8 classes and still have a lunch. Currently, if they take 8 classes, they have no lunch. Some people think it is a con to have an A day and a B day, alternating every other day. If you ask any student or teacher that has this type of schedule, they say it's great and it works out well. I know several schools that use this schedule and they love it. Please choose this block schedule. Teacher ● Reduced administrative task time for given class; EG take attendance twice a week instead of five times a week for a given group. Teacher ● None. Parent ● Might have more flexibility regarding science labs. Parent ● Longer time for some classesnot a positive for all classes. Some classes absolutely should meet everyday. Lunch everyday. Parent ● None. Parent ● 8 period day (90 minutes). Student ● No positives. Student ● None. Student, Parent ● Nothing it is a horrible idea. Student School Day: CONS of an A & B Block Schedule. ● Classes only meet 23 times per week, which lessens continuity of learning; decreased access to resources because of a lack of nonlab days to visit the Point/meet with teachers; earlier start time and later dismissal time; overall 5 of 17
● ● ● ●
● ● ● ● ● ● ● ● ●
●
confusing schedule. Student Teachers would have to learn how to teach for longer periods of time, but I assure you, after a while, they will like it a lot. Teacher Me likey block schedule. Teacher Too much work with faculty will cause a lot of disruption for the students. Parent While the longer block of time would allow teachers and students to delve deeper into subjects, your model would be confusing to all involved, especially the idea of having lunch interrupt a class period. Parent Some types of classes should meet everyday such as language, math, science. Parent Students don't meet with every teacher every day, a VERY IMPORTANT factor in math, sciences and english classes. Parent Lab classes would lose a lot of instructional time in an A/B block schedule. Teacher Only move around 4 times a day. Student All of it. Student Starts too early, classes too long, huge problems for middle schoolers coming to high school for Math. Student, Parent A LITTLE EVERYDAY JUST LIKE EVERYTHING IN LIFE, INSTEAD OF A BIG CHUNK ALL AT ONCE. Parent Everything I hate it. Student Again, speaking for my daughter, she plans to pursue a degree in Engineering before attending Medical School. Thus, the possible loss in Science time is not desired. Also, if a student misses a day of class (legitimate excuse), he/she would have missed a significant amount of learning time/materials for the week. Parent Student misses too much if he is absent one day. Parent
Health Clinic Schoolbased Health Clinics: PROS ● ● ● ●
More health opportunities for students. Student Apparently, there are cost savings. Teacher Great for all students to be able to access health care. Staff The physical and mental wellness of our students should be paramount. For the student to achieve to the best of their capabilities they need to be mentally and physically well. The Affordable Care Act has undoubtedly helped many families get the healthcare they need. However there are still gaps especially in the area of mental health care which can be difficult to find and access even with good health insurance. I feel strongly that the district should help provide immediate health care 6 of 17
● ● ● ● ● ●
● ● ● ● ●
to our students. Such a clinic would provide a convenient and confidential means of providing health and welfare advice and treatment. I am very concerned that the district chose to significantly reduce the access to social workers in this school year. How could a district reduce access to mental health care within one year of the school experiencing the most dreadful tragedy of a student suicide? Please, invest in the physical and mental welfare of your students with this clinic. Parent Good for the parents who do not care for their children. Parent Anything to help with the health of our students either mentally or physically is an asset. Parent It will help give access to services, especially mental health, so that students will find it easy to seek out when needed. Parent definitely must have onsite health clinic accessible to students. Parent ABSOLUTELY NONE. Parent There is direct accountability to District about the way the Health Clinic is run. The practitioners become familiar with and sympathetic to the students they see. THERE IS NO PROFIT MOTIVE TO MINIMIZE THE SERVICES DELIVERED. They are, instead, provided AS NEEDED, not as fiscally expedient. Parent Students would have easy access to medical care. Community Member Having a doctor means more professional care for students. Student Good idea. Student Nice to have a good check up. Student It allows access to those students whose family need the additional assistance which they may not be able to receive otherwise. The availability of treatment/care for injury and emergency should be a great benefit to all the members of the schools. Parent
Schoolbased Health Clinics: CONS ● NO NEED FOR THIS....Expensive for School District and current Staff at both schools would be terminated. ● Why did you get rid of all the social workers? What happens if my kid needs help for mental issues?? Community Member ● According to the Oxford English Dictionary, a school is "an establishment or institution for the formal education of children or young people." The Prospectus does not indicate from where the funding for a schoolbased health clinic will come, so one must assume that it is to be funded by the taxpayers. I fail to see why taxpayer dollars should be reaped so that a school can be turned into a hospital. Currently, there are nurses, social workers, and psychologists and Niles North, and they appear to be fully capable with dealing with all healthrelated issues that arise in the school setting. It seems ridiculous to establish a new system. Student 7 of 17
● Mental health services to general population students are limited. Teacher ● Many questions: The prospectus from Heartland (Primary Care Service Offerings) makes no mention of the specific nature of the mental health services that will be provided to students. How many social workers/psychologists will be available for d219 students? What will be the availability of sameday response to students with an acute mental health need? Will specific additional consent be required for mental health services? Will mental health personnel from the clinic be able to consult with a student's teachers without additional consents signed by students and parents or will that consent be included in the initial consent? If a student is hospitalized, will the clinic staff be involved in reentry/coordination with the hospital? Staff ● None that I can think of. Staff ● None. Parent ● Is this really necessary? There are clinics now in Target and Walgreens. Parent ● this will just push more sick people towards the school instead of away. as it should so we don't end up with outbreaks.I'm sure it also comes with a cost to our taxes. Parent ● Will it involve access of extended families into the building or is it just for the students themselves? Parent ● Bad idea. Have hired nurses who know students in school. Just another level of bureaucracy, where the district outsources responsibility. Our taxes are heavily poured into district 219, decisions like these should be based on what's best for ALL the students. It may be presented as such, but the reality will be different. Parent ● NONE. Parent ● The connection/relationship that schoolcertified staff have been trained on and have developed over their experience will not be present in a thirdparty health clinic. Outside agencies being brought in to service our student population would be limited in their connection with our students. Teacher ● Nurses may be fired. Student ● Student feeling sick or need of medicine. Student ● Who pays? Are the doctors good? Student, Parent ● Sounds really expensive. Community Member ● STUDENTS SHOULD NOT HAVE TO PAY FOR THIS SERVICE, IT SHOULD BE PROVIDED BY THE SCHOOL. Parent ● Who is going to distribute medicine. Student ● Some of the health lessons being given by the clinic may replace the lessons from parents. Thus, eliminating another critical opportunity for parents to connect with their children, especially the difficult subjects, which seems to be the problem with 8 of 17
our youths a disconnect between parents and children. Parent ● I'm not opposed to the idea, necessarily, but I'm not clear on where the funds come from for this program. Parent ● Students need to know that there are consistent, caring health care professionals in our schools. There are students with chronic health issues that rotating staff will not be able to care for properly. Some students use the health clinic as a way to avoid classroom time/uncomfortable situations. Rotating staff will not be able to identify these students. Who will be funding the care of students who have no health insurance? Will D219 staff have the first opportunity to interview for these positions? Parent
Consolidation College Readiness Classrooms First Consolidation: PROS ● It seems like a good system. Student ● There is definitely a need for the high schools and grade schools to collaborate on the education of our community's children to ensure that they are prepared for their further academic or working career. D219 and D69 have chosen to tackle this issue with a virtual consolidation and that may well work for them. Time will tell.
●
● ●
● ● ● ●
Incidentally, why is this even on the Annual Review of Programs? The decision to consolidate D219 and D69 has already been made. The precedent has been set. If other feeder districts also want to move in this direction then they can. There is nothing for the D219 board to approve on this. Parent Excellent idea. Feeder schools need to work hand in hand to get students motivated and ready for college. We need to push everyone up to the necessary standards. The biggest focus needs to be for the students in the upper middle. They seem to be the ones not able to make advanced honors classes but the pace is too slow in the regular classes. Parent NONE. Parent Not as big gaps between different schools makes us one people will have the same background in high school it starts to blur the line between different students overwhelming, but really cool if it works. Student Students will be ready for college. Student Politically good for Dr. Ghatta and Dr. Quentin. Community Member Good about it but should only be represented to juniors and seniors. Student Any additional focus in preparing our children for college can only be a positive thing. Parent 9 of 17
College Readiness Classrooms First Consolidation: CONS ● I am already paying taxes for district 73.5 and 219. Now some of my tax dollars go to district 69? How does that make any sense?! Parent ● It is possibly economically draining. The fact sheet was wordy and difficult to understand. Student ● Great for all. Staff ● Virtual consolidation is not the only means to ensure that students come to high school suitably prepared for the rigor of high school academics. It is not necessary for all districts that feed into D219 to follow this initiative. There are school districts that do adequately prepare their students for high school. The scenario created by D219 that the situation is in dire need of change and that the consolidation initiative is the only answer is false. Several feeder schools already have many initiatives in place to ensure that their students arrive at D219 prepared. The teachers and staff of the feeder schools work with the high school academic departments and the EXPLORE test results show it. Why is D219 not choosing to highlight the districts that do prepare their students? Why are these schools not being put forward as successful models of education preparation that already work rather than gambling on a radical initiative the success or failure of which will not be known for many years yet? Parent ● Some students will never be college ready. Hopefully the school addresses the need to find technical school options for those students. College is not the only option. Parent ● Lowers standards. Several feeder schools do an excellent job of preparing students, will bring down the level of education. Parent ● The elementary and middle school districts should be run with the well being of THEIR STUDENTS AND PARENTS as their highest priority. Mandates from the High School district only serve to reduce the input of the students' parents. With the High School District intimately involved in the curriculum, the middle school teachers will point to the High School as the culprit. Parents will get no satisfaction. Parent ● No immediate concerns. Student ● Will take time from students. Student ● Language used to present the program incorrectly implies that cooperation and coordination of curriculum has not been happening between feeder schools and the high school. This paints feeder school districts as negligent and incompetent. Things that are truly good can be seen as good without trashing others or lying. I don’t like the tone of D219’s propaganda. Community Member ● IN THIS SITUATION THE STUDENTS WHO EXCEL ARE AT DISADVANTAGE, BECAUSE THE COURSEWORK IS TOO SLOW FOR THEM. Parent 10 of 17
● Not to anyone younger than a junior or junior should work on their own grade to level success. Student ● I am not sure there is any. Parent ● Aren't curricular alignment and interventions currently in place? Is this program really needed? Parent ● The financial commitment of this agreement is not transparent. There is an initial commitment for funding but how long will this continue and will the public have a right to determine how much the district contributes at the expense of our own students? According to the SB16 bill, District 69 stands to lose over $2 million in state funding. Will District 219 be compensating for this should the bill pass? How much will D219 be losing through this bill? All students in Skokie deserve an opportunity for a good education. By ensuring that all students from ALL districts are high school ready, D219 only stands to gain. How much will this cost in funding to provide assistance to ALL the feeder schools? Parent
Digital Literacy Digital Literacy Graduation Requirement: PROS ● Digital literacy is a great skill to possess, especially in the modern world, and it does not appear to take up class time to implement. The current recommendations about an online test and program seem fair enough. Student ● If we have effective follow through, this could serve students. Teacher ● Fantastic and much needed in today's environment. Staff ● Having students understand technology and be digitally literate is a skill that will take them many places in their further academic and working career. Ensuring that students all reach a certain standard of digital literacy is a responsible action. Parent ● Great idea should not make it mandatory if the time is not allotted for all students. Parent ● Is the age of digital knowledge and it is a must have. Parent ● It seems like a good initiative. Parent ● Good idea. Parent ● make sure kids have good understanding of technology. Student ● Good with computers. Student ● Good way to let students who have proficiency in one area demonstrate it and spend time on what they don't know. Community Member 11 of 17
● THIS IS GREAT. Parent ● Knowing about computer programming if you're going into computer science. Student Digital Literacy Graduation Requirement: CONS ● A waste of time. Community Member ● More material on an overloaded system. Teacher ● A small portion of the curriculum should focus on basic concepts of internet security & privacy. For example, "free" services such as Facebook & Gmail generate revenue by monetizing and retaining user data. Staff ● Ensuring that students have a certain standard of digital literacy does not necessarily mean having to make it a graduation requirement. There is already a requirement to do public speaking and consumer education. To take up another semester with a further graduation requirement for digital literacy would mean even less option for students to pursue elective courses that interest them. Better to set a standard, periodically ensure that students meet the standard and intervene if necessary. Parent ● Another waste of time in monitoring and recording. Parent ● should not replace study hall. Parent ● Since students will, in essence, be teaching themselves, this should not be a graduation requirement. If this is truly needed, a certified teacher should be directly teaching this course. Your idea would be like making study hall a graduation requirement. Parent ● None. Parent ● Just another thing that students have to struggle. Student ● Not a good idea. Student ● Not necessary for people who need computer programming. Student ● I'm concerned that teachers were not asked for input on this one. In fact, many teachers did not even know this graduation requirement/pilot existed until students told them. I've taken rigorous online college courses, and I consider myself pretty tech savvy. Yet what I require students to do, I teach them. All my students are able to do what I ask them because I take the time necessary to teach them! If we need a DL graduation requirement, then let's ask teachers what they would like kids to be able to do and embed the requirements in the classroom. :) Teacher ● I am not sure there is any, unless this added requirement would prohibit/prevent the students from having the time/schedule to take the other required or elective courses which would benefit the students to be college ready. Parent ● With respect to technology "operational skills" and "finding online information," are 12 of 17
there teenagers who don't possess these skills already? With respect to "evaluating online information," it seems to me that this skill would be built into curriculum at the lower grades. I feel that this requirement would be a waste of time for the majority of students. Parent
Community Service Community Service Graduation Requirement: PROS ● Seems like a very good idea helping them orientate and work with people helping them, hopefully, prepare for the workplace and dealing with the 'real world'. They could be paired up with helping the elderly in Senior Citizen Housing (i.e. on Gross Point Rd. as well as in downtown Skokie near the theater) to help them Clean their homes/scrub tubs, etc. as well as possibly being a part of the Meals On Wheels Program. I would be interested in knowing what type of Community Service Programs you are talking about implementing. Thank You. ● It would benefit the community and increase student citizenship. Student ● It's great to promote helping others and helping the community! Teacher ● Community Service provides significant opportunity for student growth and development. Teacher ● Although it seems that many of students already reach out to our community in a variety of wonderful ways, it certainly would be the incentive to have all students benefit from doing something charitable and worthwhile. I don't think it would be that far reaching or difficult for our students depending on the structure of the program. Staff ● Encouraging students to give back to their community has benefits in both the short and long term. The benefits of the community service hours in the short term are obvious but it also fosters a better understanding by the students of people in our society who are less fortunate than themselves. This is an understanding that they will have throughout their life and so there is a significant long term gain as well. Parent ● Good for the community many already do this through one of the sports teams or clubs they belong to. Parent ● I don't believe that it is necessary as a requirement. Children should be doing this on their own through the guidance of their families. Mine are. Parent ● is recommended since it will expose the students to how the community works. 13 of 17
Parent ● NONE. Parent ● None. Parent ● I am the Young Adult Service Supervisor at Skokie Public Library and I am hugely in favor of a community service requirement for graduation for the following reasons: 1. Youth often get a bad rap from people in the community who don't know or interact with them. This gives our adult citizens an opportunity to see teens as real people and contributing members of society. 2. Youth often feel unwelcome in, and set apart from their community. This will allow them to contribute and feel pride in themselves as well as their home town. 3. Without writing an exhaustive list, this requirement accomplishes AT LEAST 14 of the 40 developmental assets necessary for young adults to grow into healthy, caring and responsible adults. I highly recommend that we take a look at the 40 developmental assets for teens and try to think of anything other than school that is as successful at meeting them. 4. Community groups are EAGER for youth participants. Speaking as a librarian who helps coordinate youth volunteerism in the library, and in the neighborhood as a whole, I would welcome an influx of young adults in our programs. We are ready and waiting to help create a service experience that is as rewarding for them as is is for us! 5. We all know that teens are very peer driven. While developmentally appropriate it can also be very limiting to diverse life experiences. This is an opportunity to break into those groups, past those restrictions, and show youth a worldview beyond the boundaries of their cliques. As you can see, community service requirements offer teens the chance to grow beyond their narrow life experience, contribute to a better community, develop self esteem and share the value of youth with the world around them. What a wonderful opportunity for both them, and the community as a whole. Please consider adding this requirement to graduation. I can't wait to see what they can accomplish! Community Member ● Easy to get. Student ● Helping with people. Student ● Kids should learn to think and care about others. Student, Parent 14 of 17
● STUDENTS DO NOT HAVE TIME TO SLEEP AND DO HOMEWORK, WHERE IS THE TIME FOR COMMUNITY SERVICE? IT IS A GREAT THOUGHT. Parent ● Good for people who volunteer. Parent Community Service Graduation Requirement: CONS ● The Annual Review fact sheet says, "The Board of Education adopted the INVOLVE goal to connect students to adults through increased participation in after school activities." I'm not sure what the connection between most afterschool activities and community service is. The fact sheet does not offer many benefits of the requirement, and the description of the recommendation is mainly a list of other places with the requirement. I think it would be very difficult to determine fairly what counts as community service and how many hours should be required. Student ● Students are already overloaded with homework, activities, sports, etc. I think we should make this a personal choice and reward them at graduation with a special cord or tassel. Teacher ● Wrongly managed, Community Service becomes a pointless aggregation of hours with no direction for individual students. Teacher ● Not everyone has a natural altruistic inclination to volunteer. Not everyone has time to devote many hours to community service. Some students have extremely busy extracurricular schedules. Other spend their free time caring and sometime even helping to provide financially for their family. A disengaged, reluctant student working community hours for a graduation requirement may be more of a hindrance to the charity or organization rather than a help. For all these reasons, I think that making community service hours a graduation requirement is not a good idea. By all means provide more opportunities for students to give back to their community and give more recognition to those who do. But if I learnt one thing being an active member of a PTA, it is that not everyone wants to volunteer in their community. Parent ● I don't think making community service should be a requirement. I think families should decide what is required. If you force students to do this the ones who don't find it important will not get anything out of it and just try to cheat their way out of it. I don't appreciate the school deciding how much community service is acceptable, Unless the administrators and teachers are going to have to fulfill the same requirement. My children are encouraged to find things that are important to them to focus their time on. I believe in community service and it is important but please don't make it a chore! Parent 15 of 17
● should not be mandatory unless the school offers safe programs that have been reviewed and approved by the school. Parent ● An additional requirement for our children? Why make it mandatory? Don't they have enough to worry about academically as it is? Parent ● Schools should not force students to do community service. This is an area that can be encouraged, but instilling these values is a family matter. Parent ● No one should be forced to do what should be voluntary. What is the reason for wanting to make this mandatory, serves absolutely no purpose. Why have punitive system that would make it a requirement, does not foster the spirit of service. Some students have obligations to family that may include working, watching younger siblings, etc. Transportation would also be an issue. It's just another thing that would be piled on a student. Race to __where? Lets stop being the district that is trying to keep up with the Joneses. Parent ● Community service should NOT be a requirement for graduation.!!! My children, along with those of ALL THE OTHER PARENTS I SPEAK WITH, are ALREADY HOPELESSLY OVERBURDENED with homework in the form of trivial busywork that deprives them of muchneeded recreation and sleep time. Parent ● We must encourage kids to do it/counselors. Student ● Take time. Student, Parent ● It is hard for volunteers to be effective when they have to work with people who don't want to be there. People who don't get paid to work don't like getting stuck working with people who don't show up or who slack off. It makes it harder. Community Member ● Should only be represented who actually want the need to volunteer instead of someone who has a bad attitude. Student ● I do agree that students should be encouraged to volunteer for community service. However, I am not sure having the requirement for graduation is advisable. The point of the community service is to serve from the heart, willingly, generously and with compassion. Making community service a requirement for graduation takes away the free will to do it for the sake of helping others. Thus, it may not achieve what you are trying to achieve teaching students to become caring and compassionate adults. Parent ● I feel strongly that this area is the domain of the parents/family, not the school, and I find it insulting to students' families that the Board of Education would suggest that the school needs to get involved in this type of activity. I am very much opposed to this proposal. Parent ● Many of our students are already over scheduled and are contributing back to our community in many ways. Please do not burden them with yet another requirement as this is forced Community Service. It would be more beneficial if school provided 16 of 17
incentives to encourage students who don't volunteer to think about doing so for the altruistic purposes. Don't make it punitive. Parent
17 of 17
Board Report To:
Nanciann Gatta, Superintendent Board of Education
From:
Anne Roloff, Assistant Superintendent for Curriculum and Instruction Christopher Powell, Summer School Principal Nikita Johnson-White, Director of Fiscal Management Karl Costello & Kendall Griffin, Athletic Directors
Date:
October 2014
Re:
Summer School 2014
(DISCUSSION and ACTION)
Following is the 2014 Summer School Report. The report consists of three sections: Section 1: Summer School Section 2: Athletic Summer Camps Section 3: Sizzling Summer Camps Chris Powell, Summer School Principal, will be available to answer questions about our Summer School and Sizzling Summer Camp programs. Karl Costello and Kendall Griffin will answer questions regarding Athletic Camp programs. Nikita Johnson-White, 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 2015: 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, Algebra Proficiency, and ILS for Advancement Recommendations for Dates and Tuition & Fees for Summer School 2015 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 2014 Summer School session was held at Niles West High School and ran for a six-week period beginning Thursday, June 12th, and ending Friday, July 25th, 2014. Academic on-line registration began January 27th and ran through June 1st. In-person registration was held at Niles West High School on June 6th and 9th for students who needed to repeat a second semester course that they failed. The majority of students who attended Summer School 2014 were either incoming freshmen or current freshmen making up 61.6% of the student body. Sophomores represented 21.9% of the student body while juniors represented 15.5%. Seniors who did not graduate represented 1%. Students who do not attend District 219 during the school year made up 2.5% of the student body. Athletic Summer Camps were offered again this year to high school and elementary school students. The following sport camps were offered: baseball, softball, basketball, football, tennis, cheerleading, volleyball, soccer, cross country/track & field, gymnastics, poms, wrestling, and water polo. All students attending camp had to register on-line. Athletic Summer Camp on-line registration began on January 27th for Niles North and Niles West students. All other students began registration on March 17th and closed on July 25th for everyone. Participants had the opportunity to either pay on-line or drop off payments at Niles North, Niles 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 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 had outstanding fees or fines paid them or made payment arrangements before registration for Summer School and Athletic Camps could be completed. As a result, this year we collected $22,755.51 in outstanding obligations. District 219 students received $111,057 in waivers covering Summer School classes and bus transportation. In addition, $30,685 in waivers was applied to Summer Athletic Camps. Forty-eight students who do not attend Niles North or Niles West registered for Summer School. Of these students, thirty-two students live out of District; twelve reside within the district boundaries but do not attend a D219 school and the remaining four were applying for residency but had not been established at the time of registration.
3
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 ACT 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 was for students who had taken Algebra in eighth grade and had not yet demonstrated proficiency in Algebra. This year, 60% of the students who took Algebra Proficiency placed into Geometry and 31% of the students who took Algebra Readiness did not have to take Algebra Extension. This year, Health Education was offered free of charge to all students. The District also offered Algebra Proficiency, Algebra Readiness, ILS for Advancement and Reading Readiness to incoming freshmen free of charge. As part of the CHALLENGE Goal, the District also offered Algebra 2 Readiness free of charge. The costs for Algebra Proficiency, Algebra Readiness, ILS for Advancement and Reading Readiness were covered through grants. All of the above-mentioned courses included transportation at no cost to the student. Period Schedule 6 week courses: 8:00 a.m. to 10:00 a.m. 10:15 a.m. to 12:15 p.m. 12:45 p.m. to 2:45 p.m. 3 week courses: 8:00 a.m. to 12:15 p.m. (includes a break from 9:45 – 10 a.m.) Exceptions to the above schedule were as follows:
Hybrid Health and Hybrid Prep for Honors Biology had 12 face-to-face onsite classes with 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 6/16/2014 until 7/24/2014 and met Monday through Thursday for 5 hours per day.
PE Hybrid / Credit Recovery met Monday through Friday 12:45pm-2:45pm from 7/7-7/11 & 7/21-7/25.
Illinois Virtual High School Consumer Education met 100% online.
4
For Advancement (Yes/No) Remedial (R) / Non-Remedial (NR) No Charge (NC) / Grant (G) / Tuition (T)
Course Offerings and Enrollment
2011
2012
2013
2014
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
+/change
APPLIED SCIENCE AND TECHNOLOGY Business & Technology I N Business & Technology II N 3D Modeling & Animation N Chefs Course N Consumer Ed (6 week) N Consumer Ed (3 week) N Consumer Ed (IVHS) N Department Totals
NR NR NR NR NR NR NR
T T T T T T T
2 1 6 4 13
48 0 12 0 172 105 0 337
2 5 9 16
48 0 0 0 128 210 0 386
1 1 5 8 15
23 13 0 0 135 207 0 378
1 1 1 5 4 1 14
20 7 0 19 135 115 18 314
-3 -6 0 19 0 -92 18 -64
DRIVER EDUCATION Driver Education – BTW & Classroom Department Totals
N
NR
T
6 6
154 154
6 6
156 156
3 3
87 87
3 3
88 88
1 1
ELL ELL Consumer Education ELL Health Education ELL Public Speaking ELL Summer Review (no credit) ELL Western Civilization Department Totals
N N N N N
NR NR NR NR NR
G G G G G
2 2 2 6
0 0 42 18 25 85
2 2 2 6
0 0 33 20 43 96
1 2 3 2 2 10
16 27 40 28 42 153
2 2 2 2 2 10
23 37 34 32 33 159
7 10 -6 4 -9 6
5
For Advancement (Yes/No) Remedial (R) / Non-Remedial (NR) No Charge (NC) / Grant (G) / Tuition (T)
2011
2012
2013
2014
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
+/change
ENGLISH Senior English (Sem 2) American Lit & Composition (Sem 1) American Lit & Composition (Sem 2) Sophomore English (Sem 1) Sophomore English (Sem 2) Freshman English (Sem 1) Freshman English (Sem 2) Public Speaking Lit of Sports & American Culture Creative Writing Department Totals
N N N N N N N N N N
R R R R R R R NR NR NR
T T T T T T T T T T
1 1 1 1 1 1 1 2 2 11
3 22 24 25 15 29 28 31 0 36 213
1 1 1 1 1 2 1 4 2 14
5 19 24 28 19 36 28 117 0 47 323
1 1 1 1 1 2 2 7 2 18
13 19 27 28 29 35 36 187 0 23 397
1 1 2 1 1 1 1 7 cancelled 3 18
13 25 40 30 31 27 30 186 0 40 422
0 6 13 2 2 -8 -6 -1 0 17 25
FINE ARTS Art Foundations Digital Photography 1 Guitar 1 Department Totals
N N N
NR NR NR
T T T
1 2 3
17 44 0 61
2 2 4
36 43 0 79
2 2 4
40 43 0 83
2 2 1 5
26 44 13 83
-14 1 13 0
PHYSICAL WELFARE Health – 6 week Health – 3 week Health - Hybrid Physical Education - Ind Study Physical Education - Remediation Department Totals
N N N N N
NR NR NR R R
NC NC NC T T
8 5 cancelled 13
158 80 0 0 0 238
4 3 1 cancelled 8
110 85 26 0 0 221
6 3 1 cancelled 10
143 75 20 0 0 238
6 4 1 1 cancelled 12
144 90 25 11 0 270
1 15 5 11 0 32
6
For Advancement (Yes/No) Remedial (R) / Non-Remedial (NR) No Charge (NC) / Grant (G) / Tuition (T)
MATHEMATICS Algebra 10 (Sem 1) Algebra 20 (Sem 2) Algebra 1 (Sem 1) Algebra 1 (Sem 2) Algebra 22 (loop) Algebra 30-40 (Sem 1) Algebra 30-40 (Sem 2) Algebra 2 (Sem 1) Algebra 2 (Sem 2) Geometry 10 (Sem 1) Geometry 20 (Sem 2) Geometry (Sem 1) Geometry (Sem 2) Geometry Advanced (Sem 1) Geometry Advanced (Sem 2) Algebra 2 Advanced (Sem 1) Algebra 2 Advanced (Sem 2) Department Totals SCIENCE Biology (Sem 1) Biology (Sem 2) Chemistry (Sem 1) Chemistry (Sem 2) Integrated Lab Science (Sem 1) Integrated Lab Science (Sem 2) Biology for Advancement (Sem 1 & 2) Department Totals
2011
2012
2013
2014
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
+/change
N N N N N N N N N N N Y Y Y Y Y Y
R R R/NR R/NR R R R R/NR R/NR R R R/NR R/NR R/NR R/NR NR NR
T T T T T T T T T T T T T T T T T
1 1 4 5 1 1 1 1 1 3 3 1 1 24
13 21 73 106 23 10 6 0 0 7 8 64 68 0 0 21 19 439
2 2 1 1 1 1 1 1 2 2 1 1 16
0 0 40 48 0 15 13 11 18 8 11 36 42 0 0 22 23 287
1 1 1 1 1 1 5 5 1 1 18
0 0 18 29 0 5 11 11 29 0 0 106 122 0 0 18 29 378
1 2 1 1 3 3 1 1 1 1 15
0 0 26 52 0 0 0 24 22 0 0 68 75 28 29 16 15 355
0 0 8 23 0 -5 -11 13 -7 0 0 -38 -47 28 29 -2 -14 -23
N N N N N N
R R R R R R
T T T T T T
2 2 1 1 1 1
43 32 12 7 15 11
2 2 1 1 1 1
28 13 7 14 12 10
2 1 1 1 1 1
32 13 13 10 6 3
1 1 2 2 1 1
22 18 28 39 6 5
-10 5 15 29 0 2
Y
NR
NC
-
0
1
6
1
4
-
0
-4
8
120
9
90
8
81
8
118
37
7
For Advancement (Yes/No) Remedial (R) / Non-Remedial (NR) No Charge (NC) / Grant (G) / Tuition (T)
2011
2012
2013
2014
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
+/change
SOCIAL STUDIES Global Studies (Sem 1) Global Studies (Sem 2) Law Psychology Sociology U.S. History (Sem 1) U.S. History (Sem 2) Western Civilization Department Totals
N N N N N N N N
R/NR R/NR NR NR NR R R R/NR
T T T T T T T T
1 1 2 1 1 4 10
27 24 0 43 0 3 2 93 192
1 1 2 1 1 4 10
30 30 0 47 0 16 7 117 247
5 4 2 1 1 5 18
102 93 0 43 0 7 9 137 391
2 2 1 2 1 1 1 7 17
43 31 14 32 13 8 7 182 330
-59 -62 14 -11 13 1 -2 45 -61
WORLD LANGUAGES Spanish 1 Department Totals
Y
NR
T
0
0 0
0
0 0
0
0 0
cancelled 0
0 0
0 0
GENERAL ELECTIVE COURSES Algebra 2 Readiness Arts Appreciation - North students Broadcast Production Chinese Exchange Program French Exchange Program German Exchange Program Spanish Conversation Prep for French 4 Honors/French 4 AP Prep for Spanish 2/Spanish 2 Honors News Production (Sem 1) Prep for Honors Biology (Hybrid) Prep for AP Chemistry (Hybrid) Prep for AP Physics (Hybrid) Prep for Honors English/Freshmen Robotics Shakespeare - North & West students Department Totals
Y N N N N N N Y Y N Y Y Y Y N N
R NR NR NR NR NR NR NR NR NR NR NR NR NR NR NR
NC T T T T T T T T T T T T T T T
1 cancelled 2 1 2 6
0 10 0 0 0 0 0 0 0 0 25 17 0 32 0 0 84
1 4 cancelled 2 1 8
0 0 0 0 0 0 9 0 0 0 61 0 0 39 0 16 125
2 1 1 1 cancelled 2 cancelled cancelled 1 8
51 0 0 13 11 12 0 0 0 0 32 0 0 24 0 0 143
2 2 cancelled cancelled cancelled 2 cancelled cancelled 2 1 cancelled 9
31 0 38 0 0 0 0 0 0 0 31 0 0 27 24 0 151
-20 0 38 -13 -11 -12 0 0 0 0 -1 0 0 3 24 0 8
8
For Advancement (Yes/No) Remedial (R) / Non-Remedial (NR) No Charge (NC) / Grant (G) / Tuition (T)
READINESS COURSES Algebra Proficiency Algebra Readiness ILS for Advancement (3 week, Sem 1) ILS for Advancement (3 week, Sem 2) ILS for Advancement (6 week) Reading Readiness Department Totals
Y Y Y Y Y Y
R R NR NR NR R
NC NC NC NC NC NC
TOTALS – ALL
2011
2012
2013
2014
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
# of Classes
# of Students
+/change
4 14 16 34
87 226 0 0 0 264 577
8 18 1 1 18 46
188 140 4 4 0 278 614
4 8 1 1 2 20 36
98 141 6 6 91 398 740
4 10 3 3 4 20 44
73 160 39 39 72 218 601
-25 19 33 33 -19 -180 -139
134
2500
143
2624
148
3069
155
2891
-178
SCHOOL YEAR: TOTAL NUMBER OF STUDENTS ENROLLED
2011
2012
2013
2014
1794
1950
2010
1925
Grade Distribution Summer 2014 Grade
A
AU
B
C
D
F
INC
RA
RB
RC
RD
RF
RWF
WF
WP
%
40
3
28
16
6
1
<1
1
1
2
1
<1
<1
1
<1
R = Repeated Course
9
Teaching Assignments First Name Ken John Cathy Christopher Michael Donald James Kyle Kathleen Deborah Benjamin Felix Kara Laura Robert Gary Kevin Jennie Lara Denise Anastasia Daniel Rachel Kristina Brittany Jayson Katherine Brent Ryan Stephanie Stacy Michael Brad Angela Marita Kenneth Ashishkumar Erick Maria Adam Grisovalanta James Alvina Daniel Yoon Blake Roman Jessica Alexis Elizabeth
Last Name
Course(s) Taught
In District / Out of District
Albert Amaro Araos Arends Bahi Barraca Behling Braheny Brandes Brown Brzezinski Caceres Caplan Carstons Chihoski Chu Crowe Crownson Dargis Deamont Deligianis DeMarco Duhai Essenberg Ethington-Bart Foster France Garner Geu Gladstein Goldman Graham Greenspan Hankes Hanley Hunt Kachhia Kaiser Kelly Kordalewski Koulouris Krzezminski Kwon Larrabee Lee Magnuson Marchenko Martin Matesi McEnery
Consumer Education 3 weeks ELL Western Civilization Integrated Lab Science for Advancement Algebra Readiness Geometry American Lit & Com (Sem 1) Geometry Advanced Algebra 2 Algebra Readiness Western Civilization Robotics Social Worker Reading Readiness ELL Health Education Broadcast Production Algebra 2 Readiness Integrated Lab Science for Advancement ELL Western Civilization Preparation for Biology (Honors) Reading Readiness Creative Writing Public Speaking Psychology Consumer Education (3 week) Health Education Biology Algebra Readiness Consumer Education (3 weeks) Algebra 2 Advanced Global Studies Global Studies (Sem 2) Public Speaking Integrated Lab Science for Advancement Librarian ELL Summer Review Public Speaking Geometry Driver Education Chefs Course Integrated Lab Science for Advancement Freshman English Algebra Proficiency Reading Readiness Algebra Proficiency Health Education Senior English Global Studies American Literature & Comp (Sem 2) Sophmore English Reading Readiness
In District In District In District Out of District In District Out of District In District In District In District Out of District In District In District In District Out of District In District In District In District Out of District Out of District Out of District In District Out of District Out of District Out of District In District In District In District In District In District Out of District Out of District In District In District In District Out of District Out of District In District In District In District Out of District In District In District In District In District In District In District Out of District Out of District In District In District
10
First Name
Last Name
Course(s) Taught
In District / Out of District
Aaron Michael Catherine Norman Paul Katie Helen Jessica Steve Sarah Crystal Stephanie Lara Jessica Kaitlin Daniel Eun Joo Omar Justin Daniel Cecilia David William Phillip Susan Christine Camilla Sharon Andrew Michael Christopher Michael Hilary Colin Angela Barbara Brittany John Rachael Paul
Minkus Morrissey II Myers Neihaus Nikopoulos Odell Oh Olsen Parnther Paulis Penn Persaud Peterson Ralfs Romanchuk Rusk Ryo Salem Sanabria Savage Serrano Shaoul Shermach Shlimon Shor Souferis Stefl Swanson Swedberg Swiatkiewicz Sykora Timmers Tulley Wehman Whalen Wismer Wu Zilewicz Zolper Zubb
Global Studies Health Education Algebra Readiness Guitar 1 ELL Consumer Education Algebra Proficiency Consumer Education Consumer Education (3 week) Health Education (3 weeks) American Lit & Comp Algebra Readiness Reading Readiness Public Speaking Reading Readiness Chefs Course Algebra Proficiency ELL Public Speaking Business & Technology 1 and 2 Algebra 1 Driver Education Algebra 1 Driver Education US History Western Civilization Reading Readiness Preparation for Honors English Reading Readiness Public Speaking Algebra Readiness Chefs Course Digital Photography 1 Health Education Integrated Lab Science for Advancement Health Education (Hybrid) Western Civilization Art Foundations Integrated Lab Science for Advancement Art Foundations Chemistry Health Education
In District In District In District Out of District Out of District In District Out of District In District Out of District Out of District In District In District In District In District In District In District Out of District In District In District Out of District In District In District In District Out of District In District Out of District In District In District In District In District Out of District Out of District In District Out of District In District In District In District In District Out of District In District
In District Staff 71%
Out of District Staff 29%
11
Summer School Calendar for 2015 RECOMMENDED: THAT THE BOARD APPROVE THE FOLLOWING CALENDAR FOR SUMMER SCHOOL 2015: BEGINNING DATE: MONDAY JUNE 8TH 2015 ENDING DATE: FRIDAY, JULY 24, 2015 NON-ATTENDANCE DAY: MONDAY JUNE 29TH - FRIDAY JULY 3RD
Principal’s Comments: This year was a very successful year for Summer School with the enrollment count at 1,928. The total number of courses taken by our students remained relatively unchanged. We introduced several new electives to the summer school offerings including Broadcasting, Law, Robotics, & Guitar. This year's Summer School again was presented with a challenge in terms of space. It was difficult to accommodate all of the classes that were held. Summer School 2015 will again be held at Niles West; however, it is my recommendation that the District consider offering Summer School at both Niles West and Niles North in the future to better accommodate offerings and the transition of the 8th grade students into their home schools. A IVHS Online Section of Consumer Education was offered to students after the summer school office was unable to find an additional certified Consumer Education instructor. The course started with 19 students. IVHS Consumer Education Grade Distribution: A
B
C
D
F
Drop
16
2
0
0
0
1
Summer Hybrid PE - Credit Recovery: Ten North students that had failed PE during the 2013-2014 school year enrolled this summer in a hybrid PE class. The students met at Niles North with 7 of the 10 students completing the necessary work needed to earn credit for PE.
12
Recommendation on Tuition and Fees for Summer School 2015: Fee IN DISTRICT STUDENTS: Tuition - semester non-lab course Tuition - semester lab course Driver Education Registration Fee - semester course Bus Pass - 30 rides Bus Pass - 60 rides Bus Pass - 8 rides Bus Pass – 18 rides OUT OF DISTRICT STUDENTS: Tuition - semester non-lab course Tuition - semester lab course Registration Fee - semester course Textbook Fee
2009
2010
2011
2012
2013
2014
2015 Recommended
$150 $165 $250 $50 $50 $100
$150 $165 $300 $50 $50 $100
$150 $165 $350 $50 $50 $100 $14 $30
$150 $165 $400 $50 $50 $100 $14 $30
$150 $165 $400 $50 $50 $100 $14 $30
$150 $165 $450 $50 $50 $100 $14 $30
$150 $165 $400 $50 $50 $100 $14 $30
$175 $190 $100 $60
$175 $190 $100 $60
$175 $190 $100 $60
$175 $190 $100 $60
$175 $190 $100 $60
$175 $190 $100 $60
$175 $190 $100 $60
Summer School Tuition/Fees for 2015 After analyzing the costs of the 2014 Summer School Program and comparing our Summer School tuition and fees with other districts, the Business Office recommends that tuition and non-refundable registration fees for the 2015 Summer School program remain the same as the fees for the 2014 Summer School program. The Driver Education fee remains the same as the regular school year.
13
Niles Township High School District 219 Summer School Financial Report 2014 '12 to '13 '13 to '14 % Change % Change
2012
2013
2014
441,592 $ (183,155) 258,437 $ 11,154 269,591
444,233 $ (102,253) 341,980 $ 16,960 358,940
452,639 (112,057) 340,582 12,356 352,938
0.6% -79.1% 24.4% 34.2% 24.9%
1.9% 8.7% -0.4% -37.3% -1.7%
Revenue Tuition due Less waivers* Net tuition Bus fees Total revenue
$ $
Expenditures Salaries: Administrators Teachers Support staff
37,945 264,100 62,784 364,829
37,031 282,697 59,140 378,868
20,343 270,668 66,881 357,892
-2.5% 6.6% -6.2% 3.7%
-82.0% -4.4% 11.6% -5.9%
3,662
4,076
3,850
10.2%
-5.9%
882 882
1,660 1,660
1,777 4,500 6,277
46.9% 0.0% 46.9%
6.6% 100.0% 73.6%
1,000 2,324 1,044 757 1,659 476 686 7,946
1,254 855 1,492 505 469 4,575
1,417 1,273 100 355 1,500 489 1,030 6,164
-100.0% -85.3% -100.0% 11.5% 0.0% 0.0% -11.2% 5.7% -46.3% -73.7%
0.0% 11.5% 0.0% 32.8% 100.0% 100.0% -100.0% -3.3% 54.5% 25.8%
-
-
8,423
0.0%
100.0%
Custodial supplies and labor
19,488
19,819
19,819
1.7%
0.0%
Pupil transportation
39,873
57,152
54,674
30.2%
-4.5%
FICA, Medicare and IMRF
19,260
20,223
20,053
4.8%
-0.8%
455,940
486,373
468,729
6.3%
-3.8%
Benefits (TRS and THIS) Purchased services: Postage Other purchased services
Supplies: IRC supplies Science supplies Theatre/cultural tickets Art/photographic supplies Guitar supplies Peapod - Chefs Course Gasoline for drivers ed cars Scantron/test forms Other supplies
Security Services
Total expenditures Current year net income/(loss)
$
(186,349) $
(127,433) $
(115,791)
-46.2%
-10.1%
Cumulative net income/(loss) from prior year Current year net income/(loss) Cumulative net income/(loss) for current year
$ $
(13,688) $ (186,349) (200,037) $
(200,037) $ (127,433) (327,470) $
(327,470) (115,791) (443,261)
93.2% -46.2% 38.9%
38.9% -10.1% 26.1%
Note: Regular school year fees/fines collected via summer school registration.
$
22,756
21.9%
-26.0%
22,382
$
28,675
$
*2012 figures include classes and transportation that were offered at no charge - refer to the (enrollment chart)
14
Section 2 Summer Athletic Camps 2014 Summer of 2014 marked the ninth 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. All camp refund requests were subject to a $25 non-refundable processing fee. There was an 8% decrease in enrollment from 2013. Eighteen percent of camp participants had their tuition waived. These numbers are reflected in the summer camp financial report. The determination to waive a camp tuition was based upon the same waiver criteria/process as in previous years. If a student had their 2013-2014 school fees waived or received free lunch status and did not have outstanding fines in excess of $50 (netbook fines are excluded from the criteria), the system was programmed to automatically waive the camps. Incoming freshmen were eligible for a waiver if they:
had their feeder school fees waived for 2013-2014 and it was verified, OR has an older sibling that had their current school year fees waived or received free lunch status at Niles North or Niles West.
Camps were held in the athletic facilities at Niles North, Niles West and Fairview South School (due to extensive renovation of indoor facilities at Niles North). 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, as best as possible, to not be in conflict with Summer School academic classes. Conflicts were minimal and coaches worked with student-athletes/parents to insure summer academic performance was prioritized. 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 choose. 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.
15
WEST Camp Name / Camp Code NW Baseball Gr 7-9 (CWBA03) NW Baseball Gr 3-6 (CWBA04) NW B-Basketball Gr 11-12 (CWBB01) NW B-Basketball Gr 10 (CWBB02) NW B-Basketball Gr 9 (CWBB03) NW B-Basketball Gr 5-8 (CWBB04) NW Football Gr 11-12 (CWBF01) NW Football Gr 10 (CWBF02) NW Football Gr 9 (CWBFO3) NW Football Gr 5-8 (CWBF05) NW Coed Water Polo Gr 3-8 (CWCP02) 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-Cross Country Gr 8-12 (CWBX01) NW Coed Gymnastics Gr 8-12 (CWCG01) NW Coed Tennis Advanced (CWCT01) NW Coed Tennis Beginners (CWCT02) NW Coed 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 Softball Gr 7-12 (CWGL01) NW Poms Gr 9-12 (CWGP01) NW Poms Gr 2-8 (CWGP02) NW G-Track Gr 5-12 (CWGR01) NW G-Soccer Gr 9-12 (CWGS01) NW G-Soccer Gr 4-8 (CWGS02) NW G-Volleyball Gr 9-12 (CWGV01) NW G-Volleyball Gr 5-8 (CWGV02) NW G-Cross Country Gr 9-12 (CWGX01) NW G-Cross Country Gr 6-8 (CWGX02) TOTAL
Niles Township High School District 219 Athletic Camp Enrollment Report Summer 2014 Enrolled Waived/ Auction OutDist 24 0 8 26 3 7 4 20 1 15 6 0 27 3 1 30 1 0 38 11 0 18 0 0 12 0 1 11 0 2 17 1 5 59 23 0 11 4 0 30 3 0 28 0 3 26 3 0 38 4 1 19 3 0 27 7 0 15 8 2 12 2 0 38 8 2 cancelled 42 10 0 cancelled 24 1 /1 1 33 3 0 cancelled 32 8 1 38 10 0 8 0 0 68 5 2 41 0 3 23 3 1 3 0 0 853 134 / 1 41
16
NORTH Camp Name / Camp Code Enrolled Waived/ Auction OutDist NN B-Basketball Gr 11-12 (CNBB01) 22 12 / 0 0 NN B-Basketball Gr 9-10 (CNBB02) 34 6/1 0 NN B-Basketball Gr 4-8 (CNBB03) 13 1/1 1 NN Football Gr 11-12 (CNBF01) 38 16 / 1 0 NN Football Gr 10 (CNBF02) 22 11 / 1 0 NN Football Gr 9 (CNBF03) 23 0/1 0 NN Football Gr 5-8 (CNBF07) 9 2/1 0 NN Gymnastics Gr 9-12 (CNBG01) 12 4/0 0 NN B-Soccer Gr 9-12 (CNBS01) 38 12 / 0 1 NN B-Cross Country Gr 9-12 (CNBX01) 26 5/0 0 NN B-Cross Country Gr 6-8 (CNBX02) 2 0/0 0 NN Coed Tennis A Gr 5-12 (CNCT01) 6 1/0 0 NN Coed Tennis B Gr 5-12 (CNCT02) 10 2/0 0 NN Coed Tennis C Gr 9-12 (CNCT03) 13 2/0 0 NN Coed Tennis D Gr 5-12 (CNCT04) 43 10 / 1 0 NN Wrestling Gr 1-12 (CNCW01) 16 9/0 0 NN G-Basketball Gr 9-12 (CNGB01) 16 3/0 0 NN G-Basketball Gr 9-10 (CNGB02) 20 4/0 0 NN G-Basketball Gr 4-8 (CNGB03) 7 0/0 0 NN Coed Cheerleading Gr 9-12 (CNCC01) 30 3/0 0 NN Vikettes (Poms) Gr 9-12 (CNGP01) 19 3/0 0 NN G-Soccer Gr 9-12 (CNGS01) 31 5/0 0 NN G-Volleyball Gr 11-12 (CNGV01) 20 3/1 0 NN G-Volleyball Gr 9-10 (CNGV02) 32 3/3 0 NN G-Volleyball Gr 6-8 (CNGV03) 8 0/0 0 NN G-Cross Xtry/Track Gr 9-12 (CNGX01) 19 1/0 0 TOTAL 529 118 / 11 2
Niles Township High School District 219 Athletic Camp Financial Report Summer 2013
North
Summer 2013 West
Total
North
Summer 2014 West
Total
Revenue Camp fees Fees waived Fees waived from Frenzy/Athletic certificates Total revenue
$
Expenditures Coaches salaries Benefits (TRS and THIS) Towel service Entry fees/shootouts Printing T-shirts/apparel Hospitality FICA, Medicare and IMRF Total expenditures Net income/(net loss)
72,211 $ (17,532) (2,800) 51,879
52,311 398 4,321.00 4,625.12 362.00 3,476 65,494 $
(13,615) $
95,998 $ (13,277) 82,721
111,346 1,153 580 2,664.00 5,488 121,231
$
(38,510) $
17
168,209 (30,809) (2,800) 134,600
$
163,657 1,551 4,321 580 7,289 362 8,964 186,724 (52,124)
$
68,812 $ (16,080) (1,270) 51,462
96,583 $ (14,605) (100) 81,878
165,395 (30,685) (1,370) 133,340
52,311 398
111,346 1,153
4,110.00 3,120.29
780 1,706.00
3,476 63,416
5,488 120,473
163,657 1,551 4,890 4,826 8,964 183,889
(38,595) $
(50,549)
(11,954) $
$
Section 3 Summer Sizzling STEM Summer 2014 This year Summer Sizzling Science & Engineering merged to create the Summer Sizzling STEM program. The camp was advertised for Grades K - 9 and ran the weeks of June 9-13, June 16-20 and June 23-27. Each week had two different sessions 1:00 - 2:25 p.m. and 2:35 - 4:00 p.m.
Niles Township High School District 219 Sizzling Summer Camp Financial Report Summer 2014
Number of Classes Number of Students Average Class Size
Enrollment 2012 58 1,014 17
2013
2014
64 1,022 16
64 1,135 18
$46,565 -$1,935 $44,630
$46,105 -$2,755 $43,350
$55,615 -$1,470 $54,145
$38,773 331 3,928 938 $43,970
$39,077 367 2,925 1,315 $43,684
$45,243 339 4,399 2,518 $52,500
$660
-$334
$1,645
Finances Revenue Camp fees Fees waived Total revenue Expenditures Salaries Benefits (TRS and THIS) Supplies, t-shirts, misc FICA, Medicare and IMRF Total expenditures Net income/(net loss)
18
To:
Dr. Gatta, Superintendent Board of Education
From: Dr. Anne Roloff Assistant Superintendent Date: September 22, 2014 Re:
PSAE Data for the Classes of 2010‐2015 School Report Card Adequate Yearly Progress Results
Introduction This report contains three sections: Section 1 – Prairie State Achievement Examination (PSAE) scores for 2009‐2014 (classes of 2010‐2015); Section 2 – AYP School Report Card data for 2009‐2014 (classes of 2010‐2015); Section 1 – PSAE Scores for the classes of 2009‐2015 Background: Students throughout the State of Illinois have taken the PSAE in their junior year since 2001. The spring of 2014 marks the last year that the PSAE was administered. The data presented here for the Class of 2015 reflect the results of the April 2014 PSAE test date. Some special education students do not take the PSAE; they take the Illinois Alternate Assessment (IAA) instead. All ELL students in their junior year must take the PSAE, regardless of their proficiency in English. Results of the PSAE and IAA that focus on students’ reading and math proficiency are factored into the Reading and Math sections of our School Report Card data appearing in Section 2 of this report. Note that the PSAE (or the IAA) is required of all juniors in order to graduate from high school in the State of Illinois. Structure of the PSAE: The 2014 PSAE measured student mastery of state learning standards in the following areas: Reading, Math, and Science. Note that Writing was dropped again three years ago due to lack of state funding, but it was reinstated in 2014. Students took the two‐day examination in late April; the first day consisted of a complete ACT exam plus writing. The second day was comprised of WorkKeys Tests in Reading and Math, which measure students’ workplace skills in these two areas, and a Science test that measures students’ mastery of the Illinois State Science Standards. Below please find a chart showing the subtests that comprise the four measured areas of learning on the 2014 PSAE. Each exam is weighed equally to determine a student’s PSAE score. For example, the ACT Math subtest and the WorkKeys Math exam receive a 50% weight of the student PSAE Math score; ACT Reading subtest and WorkKeys Reading are also combined equally to determine the PSAE Reading score, and so on. Learning Area Reading Mathematics Science Writing
Measured by the results of: ACT Reading & WorkKeys Reading ACT Math & WorkKeys Math ACT Science Reasoning & ISBE Science ACT Writing & ACT English
Aggregated PSAE Data – Students Meeting and Exceeding Standards: The State of Illinois converts students’ scaled scores (ranging from 120‐200) into four categories related to State Standards: Exceeds/Meets/Below/Academic Warning. The data below show the percentage of students meeting and exceeding State Standards for the 2009‐2014 PSAE subtests (classes of 2010‐2015). Scores are rounded. Actual percentages to the tenths place appear in Appendix A with a breakdown of each category (Exceeds, Meets, Below, and Academic Warning). North – Percentage of students who Meet and Exceed Standards Learning Area Reading Math Science Writing
2009 63 68 62 70
2010 59 60 60 65
2011 60 65 62 71
2012 58 64 62 NA
2013 58 58 58 NA
2014 63 62 60 59
West – Percentage of students who Meet and Exceed Standards Learning Area Reading Math Science Writing
2009 62 67 64 75
2010 55 66 63 71
2011 60 66 66 72
2012 59 62 63 NA
2013 62 63 62 NA
2014 64 66 62 70
Notes: The percentage of meets and exceeds in Reading, Math, and Science increased at both North and West from 2013 to 2014. Students from the 2014 cohort who met high school/college readiness benchmarks upon their arrival to D219 are as follows: Reading – 51% Math – 48% Science – 23% This information will be further explained in the October ACT report. PSAE scores appear on students’ high school transcripts, per state law, but do not affect their admission to post‐secondary institutions. Although the PSAE contains a stand‐alone ACT, the majority of our students take additional ACT exams, and scores may improve with each re‐test. In addition, students may choose which set of ACT scores to send to colleges, and will certainly report their best scores. Therefore, the PSAE‐ACT exam counts toward college admission only for students who do not take subsequent ACTs, or who are satisfied with their PSAE‐ACT score.
Performance: The NCLB legislation mandated that by the year 2014, schools have 100% of their students meeting State Standards in Reading and Mathematics. Each year, we needed to increase the number of students in the Meets and Exceeds categories in the following manner: 2006 – 47.5%; 2007 – 55%; 2008 – 62.5%; 2009 – 70%; 2010 – 77.5%; 2011 – 85%; 2012 – 85%; 2013 – 92.5%; 2014 – 100%. Section 2 – AYP School Report Card data for classes of 2010‐2015 Results of AYP Subgroups by School, Showing Percentage of Students with Scores of “Meets” and “Exceeds” Standards in Reading and Math: For the April 2014 PSAE test administration, subgroups needed to reach 100% Meets and Exceeds to achieve AYP. Cells in bold italics denote subgroups NOT achieving AYP at Niles North and Niles West. North Percentages – AYP Subgroups Meeting and Exceeding Reading
Math
Subgroups 2009 2010 2011 2012 2013 2014 2009 2010 2011 2012 2013 2014 All 63.4 59.0 60.4 58.7 57.8 63.1 67.5 60.1 65.2 63.9 58.3 61.7 Asian/PI 65.3 61.4 63.4 62.5 61.9 68.5 72.9 63.8 70.7 74.6 69.6 70.3 Black NA NA NA 33.3 28.3 24.0 NA NA NA 31.7 15.2 32.0 Hispanic N/A 31.7 56.1 46.9 45.5 56.4 N/A 36.6 59.1 44.9 37.7 46.4 White 71.0 68.7 63.3 63.9 64.2 68.1 70.6 66.8 69.1 67.0 64.6 66.5 Disabled/IEP 29.3 32.6 32.1 34.4 45.3 25.2 34.8 22.9 24.7 33.0 31.4 27.6 Low Income 47.1 39.2 36.9 39.0 43.9 46.7 45.5 41.9 45.8 45.9 51.3 45.3 Summary for North In most subgroups, meets and exceeds scores increased slightly from 2013 to 2014. In Reading, All, Asian, Hispanic, White, and Low Income students realized gains. In Math, All, Asian, Black, Hispanic, and White students had gains. Due to the 100% threshold in 2014, NO groups made AYP. West Percentages – AYP Subgroups Meeting and Exceeding Reading
201 4 63.5 65.9 42.4 46.5 67.3 29.5
2009
2010 2011 2012 2013 2014
66.0 73.2 NA 41.0 70.8 17.0
Subgroups
2009
2010 2011 2012
2013
All Asian/PI Black Hispanic White Disabled/IE P
62.4 60.9 NA 55.2 66.2 32.9
55.2 54.1 NA 39.4 64.0 20.8
62.4 69.9 NA 47.7 65.1 34.2
59.9 63.0 NA 44.7 67.0 20.5
59.5 61.7 27.7 52.4 64.3 35.9
66.6 75.7 NA 58.6 66.6 27.1
Math
65.9 74.1 NA 45.9 71.5 23.3
62.6 71.3 23.4 51.2 66.5 28.2
63.5 69.9 NA 46.6 68.8 35.4
65.7 72.6 30.3 39.7 71.1 26.2
Low Income
46.5
33.3
42.9
38.3
43.0
47.0 50.7
48.7
54.5 44.9 50.4 46.4
Summary for West In Reading, All, White, and Low income students had gains from 2013 to 2014. In Math, All, Asian, and White students realized gains. Due to the 100% threshold in 2014, NO groups made AYP. Consequences for not making AYP: According to NCLB, when a school has not made AYP in even one subgroup for three years in a row, sanctions apply. In the past, Niles North and Niles West did not meet AYP for years and were considered to be in the federal “Restructuring” process. Both schools were required to: 1 – offer “school choice” to students; 2 – offer Supplementary Education Services to low income students; 3 – Implement the Restructuring Plan that was written, submitted to the ISBE, and subsequently approved However, Illinois recently received a waiver of the NCLB regulations. AYP will be calculated this year, but the above consequences will not apply for at least two years. In addition, the new PARCC exam will be administered this spring, and there is no baseline data to establish AYP thresholds. Conclusion District 219 continues to create coursework and instructional interventions that address the needs of our highly diverse student population. The Board has been supportive of our efforts to increase levels of rigor for all students, while providing them with the interventions needed to be successful and achieve college readiness. We are proud of the accomplishments of our students, and despite the language of NCLB, negative press coverage, and concerns over test scores, we know that we do NOT have failing schools. We share in the laudable intent of NCLB, to have every student experience academic success. This has been and will continue to be our goal. We continue to make changes in our curriculum offerings to ensure that all students are college ready. We truly believe that the initiatives we are putting in place will benefit our students, and highlight that public schools work.
Class of 2014 ACT Score Report To:
Dr. Gatta, Superintendent Board of Education
From:
Anne Roloff, Assistant Superintendent for Curriculum and Instruction
Date:
October 20, 2014
Re:
ACT Trend Data for the Graduating Classes of 2010-2014
(Discussion)
Introduction Section 1 of this report compares the ACT scores received by students in the recently graduated Class of 2014 to those of the Classes of 2010-2014. ACT scores for the Class of 2014 appear on each school’s State Report Card. Section 2 shows the percent of students who met College Readiness Benchmark scores for the class of 2014. Section 3 of this document focuses on the EPAS trend data for the classes of 2010 through our current freshman class, the class of 2018. Section 4 shows the ACT College Reportable Scores by Test Session Duration, and Section 5 lists interventions that have been in place for the class of 2014. The class of 2014, however, has not received the full complement of the math interventions of Algebra 1, Geometry, and Algebra 2 Extension courses. The class of 2015 will have had these interventions, and we will report on these interventions and subsequent EPAS growth next fall. Please pay specific attention to class of 2016. Note that their overall EXPLORE scores are one of the lowest in the past 7 years, yet the PLAN and IACT scores are showing the greatest growth, and the highest scores of all the classes reported. We feel that this is a validation of our current programs and interventions, as our classes with the lowest EXPLORE scores are already showing the highest PLAN and IACT scores. We will have much more information on the class of 2016 in the future. Section 1 – ACT Report Card Data The data presented here reflect the latest or most recent ACT score reported for a given student, regardless of whether that test was taken during the student’s junior or senior year. If a student took the April, 2013 PSAE with an embedded ACT (as a junior) followed by June and September ACTs (during senior year), only the September score would appear as part of this data set. In other words, no matter how often a student took the ACT, only the most recent score is included in the report, not necessarily the students’ highest score.
North ACT
2010
2011
2012
2013
2014
Change 13-14
English
22.4
22.2
22.5
21.3
21.4
+0.1
Math
22.9
22.8
23.3
21.9
21.7
-0.2
Reading
22.4
21.6
22.4
21.3
21.8
+0.5
Science
22.3
21.8
22.7
21.7
21.5
-0.2
Composite
22.6
22.2
22.8
21.7
21.7
No Change
West ACT
2010
2011
2012
2013
2014
Change 13-14
English
22.3
21.9
22.0
21.8
21.9
+0.1
Math
22.4
22.2
22.5
22.0
22.0
No Change
Reading
21.7
21.1
21.5
21.4
21.5
+0.1
Science
22.0
21.7
22.2
21.8
21.9
+0.1
Composite
22.2
21.9
22.2
21.9
21.9
No Change
District ACT
2010
2011
2012
2013
2014
Change 13-14
English
22.4
22.0
22.2
21.6
21.7
-0.1
Math
22.6
22.5
22.8
22.0
21.8
-0.2
Reading
22.0
21.4
21.8
21.3
21.6
+0.3
Science
22.1
21.7
22.4
21.8
21.7
-0.1
Composite
22.4
22.0
22.4
21.8
21.8
No Change
State ACT
2010
2011
2012
2013
2014
Change 13-14
English
20.3
20.6
20.5
20.2
20.3
+0.1
Math
20.7
20.9
21.0
20.7
20.7
No Change
Reading
20.8
20.8
20.7
20.4
20.8
+0.4
Science
20.5
20.7
20.8
20.5
20.5
No Change
Composite
20.7
20.9
20.9
21.8
21.8
No Change
Section 2 – ACT College Readiness Data The table below shows the percent of students who met College Readiness Benchmark Scores for the class of 2014, as reported by ACT. Content Area
ACT Benchmark Score
% Reaching Benchmark State
% Reaching Benchmark North
% Reaching Benchmark West
English
18
62%
70%
75%
Math
22
41%
48%
51%
Reading
22
41%
45%
46%
Science
23
35%
41%
44%
26%
30%
32%
Meeting all Four N/A
Section 3 – EPAS trend data, classes of 2010-2018 The data represented in the following charts show the growth trends of the classes of 2010 through our current freshman class, the class of 2018. Note that the ACT score data reflected in these charts represents the best ACT score earned by our students. Class of 2010
English Math Reading Science Composite
EXPLORE
PLAN
IACT
ACT
15.74 16.73 15.27 17.55 16.44
17.37 18.98 17.82 19.08 18.43
17.88 19.20 18.71 19.38 18.93
22.02 22.20 22.13 21.93 22.56
EXPLOREACT diff. +6.28 +5.47 +6.86 +4.38 +6.12
Class of 2011
English Math Reading Science Composite
EXPLORE
PLAN
IACT
ACT
15.64 16.56 15.34 17.37 16.34
16.84 18.28 17.33 18.67 17.91
15.67 17.98 18.32 19.00 17.86
21.97 22.07 21.62 22.06 22.51
EXPLOREACT diff. +6.33 +5.51 +6.28 +4.69 +6.17
Class of 2012
English Math Reading Science Composite
EXPLORE
PLAN
IACT
ACT
15.86 16.97 15.73 17.74 16.70
17.34 18.52 17.51 18.56 18.14
17.88 19.27 18.65 18.97 18.83
21.99 22.56 21.87 22.29 22.80
EXPLOREACT diff. +6.13 +5.59 +6.14 +4.55 +6.10
Class of 2013
English Math Reading Science Composite
EXPLORE
PLAN
IACT
ACT
15.23 16.63 15.58 17.40 16.38
17.34 18.31 17.26 18.46 18.00
18.00 19.23 18.74 19.21 18.93
21.83 22.05 21.65 22.02 22.69
EXPLOREACT diff. +6.60 +5.42 +6.07 +4.62 +6.31
Class of 2014
English Math Reading Science Composite
EXPLORE
PLAN
IACT
ACT
15.25 16.59 15.42 17.20 16.30
17.14 18.31 17.57 18.76 18.06
17.67 19.11 18.36 19.02 18.65
21.87 22.09 21.43 22.22 22.24
Class of 2015
English Math Reading Science Composite
EXPLORE 15.38 16.40 15.40 17.54 15.84
PLAN 17.06 18.26 17.71 18.82 18.10
IACT 18.24 19.76 19.14 19.48 19.29
ACT 21.55 21.99 21.93 21.92 21.99
EXPLOREACT diff. +6.62 +5.50 +6.01 +5.02 +5.94
Class of 2016
English Math Reading Science Composite
EXPLORE 15.69 16.64 15.53 17.71 16.05
PLAN 17.39 18.89 17.93 19.11 18.47
IACT 18.55 20.28 19.48 19.95 19.70
ACT
Class of 2017
English Math Reading Science Composite
EXPLORE 15.77 16.56 15.73 17.88 16.57
PLAN 17.32 18.61 17.81 16.18 18.29
IACT
ACT
Class of 2018
English Math Reading Science Composite
EXPLORE 15.26 16.50 15.47 17.70 16.36
PLAN
IACT
ACT
Section 4 – ACT College Reportable Scores by Test Session Duration Last year, ACT has changed its summary reports for the ACT High School Class Profile Report and the Condition of College & Career Readiness Report. The change reflects the inclusion of results for students receiving ACT‐approved accommodations in the summary reports. This has resulted in a change in our ACT score reports. Approximately an additional 15% of students are now reported that had not been in past years. The official ACT report showed our ACT composite score dropped by .5 points for the class of 2013. However, we have always included these students in our district reports. Average ACT College Reportable Scores by Test Session Duration from the ACT Profile Report for the Graduating Class of 2014 School North
West District
Test Session Duration Standard Time Extended Time Total Standard Time Extended Time Total Standard Time Extended Time Total
N
Percent
English
Math
Reading
Science
Composite
495
86%
21.9
22.2
22.0
21.8
22.1
79
14%
18.4
18.6
20.3
19.8
19.4
574 595
100% 93%
21.4 22.4
21.7 22.4
21.8 21.9
21.5 22.2
21.7 22.3
47
7%
15.8
16.9
16.9
16.9
16.8
642 1090
100% 90%
21.9 22.2
22.0 22.3
21.5 21.9
21.9 22.0
21.9 22.2
126
10%
17.4
17.9
19.0
18.7
18.4
1216
100%
21.7
21.8
21.6
21.7
21.8
Section 5 – Interventions The following interventions were available to students in the Class of 2014. We will continue to work diligently to evaluate these initiatives and seek additional interventions to help our students be successful in high school and beyond. • • • • • • • • • • • • •
Emphasis on former Board Goal 1, Advancing students, with a focus on college readiness and moving students up to higher levels Added emphasis on Advanced Placement enrollment Radiant Learning ACT Test Prep program for juniors to help prepare them for the PSAE/ACT in April. Literacy Centers (staffed with reading specialists and content area teachers) in each building to help students with reading, writing, critical thinking in all subject areas. Use of teacher-written ACT and ISBE-type items linked to coursework. Co-taught courses to help special education students perform well in general education courses. Creation of course curriculum guides with learning targets coded to State Standards, College Readiness Standards, and/or new Common Core Standards Response to Intervention (RtI) supports for students in reading and math Professional development for teachers in technology. Professional development for teachers in Assessment for Learning. Professional development for teachers in Differentiated Instruction. Professional development for teachers across content areas in reading strategies. Provided an IACT for all sophomores to prepare them for the ACT in junior year.
District 219 John Heintz Assistant Superintendent for Operations and Chief Legal Officer Administrative Center 7700 Gross Point Road Skokie, IL 60077 Tel. 847 626 3972 Fax. 847 626 3076
[email protected]
To:
Board of Education Dr. Nanciann Gatta
From: John Heintz, Assistant Superintendent for Operations and Chief Legal Officer Date:
October 20, 2014
Subject: 2014 Illinois Association of School Boards Conference Resolutions
The annual Illinois Association of School Boards Conference is scheduled for November 21-23, 2014 at the Hyatt Regency Chicago. Proposals from the 2014 Resolution Committee will be acted upon at the Annual Meeting of the IASB Delegate Assembly on Saturday, November 22, 2014 at 10:30 a.m. Attached are the resolutions that have already been proposed for the convention with recommendations from the administration as to whether the D219 Board should support or oppose each. Also attached is a resolution that the administration is recommending that the Board support. Although resolutions were due to the IASB in June, the Association has agreed to present this resolution, should the Board approve it, at the committee meeting just prior to the convention. A cover letter for the resolution is also attached to this memo. The Board needs to choose a delegate for the Assembly.
Recommended motion: I move that _______________________ be appointed the D219 Delegate to the IASB Convention and that the Board support the resolutions discussed in open session.
District 219 Administrative Center 7700 Gross Point Road Skokie, IL 60077 Tel. 847 626 3000 Fax. 847 626 3090 www.niles219.org
October 20, 2014 VIA U.S. POSTAL MAIL Mr. Phil Pritzker Resolution Committee Chairman c/o Illinois Association of School Boards 2921 Baker Drive Springfield, IL 62703-5929 Dear Mr. Pritzker: Property tax revenue is the primary source of financial support for public school districts throughout the State of Illinois. Consequently, legislation that impacts districts’ ability to collect taxes from property owners that operate multi-billion dollar business within district boundaries is of significant concern. In 2012, the Legislature enacted Section 15-86 of the Property Tax Code. This provision entitles not-for-profit hospitals and healthcare entities to a charitable tax exemption if they can demonstrate that they engage in certain activities on the property the monetary value of which exceeds the property’s estimated tax liability. Section 15-86 spawned both Illinois Department of Revenue and judicial litigation as taxing districts and not-for-profit hospitals and healthcare entities struggle over its interpretation and ramifications. Niles Township High School District 219 is currently engaged in one of these disputes pending in the Department of Revenue and is aware of three lawsuits addressing Section 15-86. The hospitals and healthcare entities contend that this legislation is within the Legislature’s constitutional authority to enact. District 219, other Illinois taxing districts, and everyday home owners contend that Section 15-86 is an unconstitutional encroachment by the Legislature on Illinois courts’ authority to determine what constitutes “charitable” use of property. Not only that, hospitals and healthcare entities believe that the longstanding requirement that satisfy the Illinois Supreme Court’s definition of charitable use of property does not apply to Section 15-86 exemption applications. District 219 strenuously disagrees because the Supreme Court has stated in no uncertain terms that in order to qualify for a charitable exemption a property owner must meet its definition of charitable use in addition to the statutory requirements passed by the Legislature. Because of the immense importance of this issue, District 219 is asking the Illinois Association of School Boards to consider and pass the brief resolution enclosed expressing full support for court and Department of Revenue proceedings which challenge the constitutionality of Section 15-86 and seek to keep intact, the Supreme Court’s guidelines for determining the qualifications for a charitable tax exemption.
Page 2 Phil Pritzker October 20, 2014 I realize that the deadline for presenting resolutions for consideration at this year’s conference has passed but this issue is too important to wait for next year. As hospitals submit applications under Section 15-86, the Department of Revenue has been granting tax exemptions and in some cases, refunds for taxes already paid have been applied for which if granted will be to the detriment of member school districts. Therefore, I am asking that the deadline be waived and this resolution be taken up (and passed) during our 2014 conference. Feel free to contact me if you would like to discuss this matter further. I await your response and thank you for considering this vital issue.
Sincerely,
Robert Silverman, President Board of Education of Niles Township High School District 219
Administration Recommendations for 2014 Resolutions NEW RESOLUTIONS Financing Public Education-State 1. Special Education Student Transportation Cost……………. 2. School Facility Occupation Tax……………………………. 3. School District Wellness Plans-Tax Holiday………………. Financing Public Education-Local 4. Tax Increment Financing…………………………………… Board Operations & Duties 5. Student Discipline Practices………………………………... Local-State-Federal Relations 6. Open Meetings Act-Building Safety & Security…………… 7. Truancy Issues……………………………………………… 8. Concealed Carry of Firearms……………………………….. 9. Data Equity…………………………………………………. 10. Longitudinal Data Systems………………………………..... District Organization and Elections 11. Board Vacancy Filings……………………………………… 12. School Board Incompatible Office…………………………. AMENDED EXISTING POSITIONS Financing Public Education-State 13. Position Statement 2.20 School Construction Grant Program…………………………………………... 14. Position Statement 2.27 State Authorized Charter School Funding…………………………………………. Financing Public Education-Local 15. Position Statement 2.36 School Finance Reform…………... Local-State-Federal Relations 16. Position Statement 6.01 Local Control……………………... REAFFIRMATION OF EXISTING RECORDS Financing Public Education-State 17. Priority and Support (2.01)…………………………………. 18. Funding Sources (2.02)……………………………………... 19. Funding Mandated Programs (2.03)………………………... 20. State Aid Payments (2.11)………………………………….. 21. Capital Funding for School Construction (2.12)…………… 22. School Funding & Taxation Reform (2.22)………………… 23. Constitutional Amendment on School Funding (2.22)……... Local-State-Federal Relations 24. Local Control (6.01)………………………………………... 25. Mandate Cost & Periodic Review (6.23)……………………
Page
Support
Oppose
No Opinion
10 10 11
☒ ☒ ☐
☐ ☐ ☒
☐ ☐ ☐
11
☒
☐
☐
11
☒
☐
☐
12 12 12 12 13
☒ ☐ ☐ ☒ ☒
☐ ☒ ☒ ☐ ☐
☐ ☐ ☐ ☐ ☐
13 13
☒ ☐
☐ ☒
☐ ☐
14
☐
☐
☒
14
☐
☐
☒
14
☒
☐
☐
15
☒
☐
☐
16 16 17 18 18 18 19
☒ ☒ ☒ ☒ ☒ ☒ ☒
☐ ☐ ☐ ☐ ☐ ☐ ☐
☐ ☐ ☐ ☐ ☐ ☐ ☐
19 19
☒ ☒
☐ ☐
☐ ☐
RESOLUTION REGARDING LIMITATIONS ON CHARITABLE TAX EXEMPTIONS FOR HOSPITALS Submitted by Niles Township High School District 219, Cook County
Whereas the Illinois Association of School Boards recognizes that property taxes represent a significant source of funding for public schools in the State of Illinois; Whereas the Illinois Supreme Court has developed specific guidelines defining both the institutions entitled to a charitable property tax exemption and the charitable use of real property; Whereas non-profit-owned hospitals which are not primarily charitable in use, which do not dispense charitable services to all who need it and apply for it without placing obstacles in the way of those seeking such charitable services, or which do not otherwise meet the Illinois Supreme Court’s constitutional standards as are not engaged in “charity;” Whereas not for profit owned hospitals that are not primarily charitable in use should pay their due share of property taxes to support public schools and other local governmental services; Whereas the IASB is aware that there is currently litigation underway in both the courts and the Illinois Department of Revenue addressing the issue of charitable tax exemptions for not for profit hospitals; Therefore, be it resolved that IASB supports any litigation and clarifying legislation which requires hospitals to meet existing constitutional standards as a charity in order to qualify for property tax exemptions.
POLICY AND PROCEDURAL CHANGES: SECOND READING October 20, 2014 Board of Education Meeting All recommended changes have been reviewed by the Board on September 22, 2014. Number 3:20
Name Organizational Chart
3:50-AP1
Administrative Procedure – Terms and Conditions of Employment for Administrators Facility Management and Building Programs Environmental Quality of Buildings and Grounds Administrative Procedure – Environmental Quality of Buildings and Grounds Administrative Procedure – Job Interviews Terms and Conditions of Employment and Dismissal
4:150 4:160 4:160-AP1 5:30-AP1 5:200
5:280
Duties and Qualifications
8:40
Admission to Athletic Events
Proposed Changes Reformat layout. Add new positions and titles. Allow direct dependents who are in K-8 grades to attend D219 summer academic programming for the summer the administrator is working. Implement sustainable and fiscally responsible standards. Update legal references. Update procedure to reflect 29 C.F.R. 1910.1200 Add permissible questions to ask with regard to a candidate’s race and color. Allow direct dependents who are in K-8 grades to attend D219 summer academic programming for the summer the teacher is working. Remove teacher aides language. School bus drivers must have a valid school bus permit. Free admission to all sporting events.
Niles Township High School District 219 Page 1 of 1
General School Administration Organizational Chart Board of Education
Superintendent
Asst. Super. for Special Ed & Student Services
Asst. Super. for Operations & Chief Legal Officer
Chief Technology Officer
Asst. Super. for Curriculum & Instruction
North & West Building Principals
Director of Community Relations
Asst. Super. for Business & Chief School Business Officer Asst. Principal for Student Services (2)
Asst. Principal for Operations (2)
Director of Niles Central
Special Education Director (2)
Director of Transition Services
Director of Instructional Technology Services
Director of Operations & Networking Services
Director of Programming & Application Services
Director of Personnel & Compliance
Director of Buildings & Grounds (2)
Director of Fiscal Management
Director of Security (2)
Athletic Director (2)
Student Activities Director (2)
Executive Director of K-12 STEM
Director of Humanities (2)
Director of Licensed Personnel & Evaluation
Asst. Special Education Director (2)
Director of World Languages
Director of Equity & ELL
Rehabilitation Services Supervisor
Dean (8)
Asst. Athletic Director (2)
Asst. Student Services Director (2)
Director of Physical Welfare (2)
Director of Fine Arts (2)
Asst. Director of Humanities (4)
Director of K12 Math Curriculum & Instructional Supervision
Director of Math (2) Director of Applied Science & Technology
Director of Science (2)
Asst. Director of Science `
National College Advisor
ADOPTED:
May 12, 2014
Senior HR Generalist
Legal Associate
Payroll Associate
Purchasing Agent
Associate Dean (2)
Education to Careers Coordinator
Niles Township High School District 219
3:50-AP1 Page 1 of 4
General School Administration Administrative Procedure: 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 All non-Cabinet administrators required to evaluate certified staff receive a one (1) year contract in their first year and two (2) year performance contracts thereafter. All non-Cabinet administrators not required to evaluate certified staff receive one (1) year contracts. All administrator and associate contracts include a liquidated damages clause invoked when an employee does not work the full term of his or her contract. 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 may assign each administrative or technical position a salary range based on the scope of these considerations: 1. 2. 3. 4. 5. 6.
Amount of money under the administrator's direction Level of decision-making Expertise required Amount of public contact Time commitment Prerequisites
Niles Township High School District 219
3:50-AP1 Page 2 of 4
7. Number of staff subordinates 8. Market analysis of comparable positions in area districts Benefits 1. Sick/Personal Leave. Administrators shall be entitled to thirteen (13) work days of sick leave and four (4) 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%) of the administrator's annual salary at the time the disability occurred. If TRS increases the disability benefit above the present forty percent (40%), the District will continue to pay twenty percent (20%) of the administrator's annual salary at the time the disability occurred, up to sixty-five percent (65%). If IMRF increases the disability benefit above the present fifty percent (50%), the District will continue to pay ten percent (10%) of the administrator's annual salary at the time the disability occurred, up to sixty-five percent (65%). 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%) 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). 4. Dental Insurance. The District shall provide individual coverage at no charge and offer family coverage at an annual rate of five hundred sixty one dollars and thirty six cents ($561.36). 5. Cell Phone Allowance. The District shall provide administrators 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. 6. 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 ($400,000).
Niles Township High School District 219
3:50-AP1 Page 3 of 4
7. Medical Examinations. The District shall reimburse a non-Cabinet level administrator seven hundred dollars ($700) in each calendar year for an annual medical examination not covered by the District’s medical coverage. The District shall reimburse a Cabinet level administrator two thousand dollars ($2,000) in each calendar year for an annual medical examination not covered by the District’s medical coverage. 8. Wellness Benefit. Administrators will be entitled to the same wellness benefits as licensed and nonlicensed employees of District 219. 9. 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. 10. 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. 11. Summer School. For summer school programing offered on D219 property, administrators who are working in an academic summer school course or program are offered a benefit of allowing direct dependents who are in K-8 grades to attend D219 academic programming for the summer when the administrator is working. The Board shall provide a Benefit Sum sufficient to increase the administrators base salary paid in the sixth year prior to retirement by six percent (6%). 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. 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., 6%, 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 such termination the terminated administrator will pay liquidated damages equaling the amount of all retirement benefits received by the administrator. 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
Niles Township High School District 219
3:50-AP1 Page 4 of 4
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 Operations 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: August 4, 2014
Niles Township High School District 219
4:150 Page 1 of 2
Operational Services Facility Management and Building Programs The Superintendent or designee shall manage the District’s facilities and grounds as well as facility construction and building programs in accordance with the law, the standards set forth in this policy, and other applicable Board policies. The Superintendent or designee shall facilitate: (1) inspections of schools by the Regional Superintendent and State Fire Marshal or designee, and (2) review of plans and specifications for future construction or alterations of a school if requested by the relevant municipality, county (if applicable), or fire protection district. Standards for Managing Buildings and Grounds All District buildings and grounds shall be adequately maintained in order to provide an appropriate, safe, and energy efficient physical environment for learning and teaching. The Superintendent or designee shall provide the Board with periodic reports on maintenance data and projected maintenance needs that include cost analysis. Prior Board approval is needed for all renovations or permanent alterations to buildings or grounds when the total cost will exceed $50,000, including the cost equivalent of staff time. This policy is not intended to discourage efforts to improve the appearance of buildings or grounds that are consistent with the designated use of those buildings and grounds. Standards for Green Cleaning For each District school with 50 or more students, the Superintendent or designee shall establish and supervise a green cleaning program that complies with the guidelines established by the Illinois Green Government Coordinating Council. Standards for Facility Construction and Building Programs As appropriate, the Board will authorize a comprehensive study to determine the need for facility construction and expansion. On an annual basis, the Superintendent or designee shall provide the Board with projected facility needs, enrollment trends, and other data impacting facility use. School Board approval is needed for all new facility construction and expansion. When making decisions pertaining to design and construction of school facilities, the School Board will confer with members of the staff and community, the Illinois State Board of Education, and educational and architectural consultants, as it deems appropriate. The Board’s facility goals are to: 1. Integrate facilities planning with other aspects of planning and goal-setting. 2. Base educational specifications for school buildings on identifiable student needs. 3. Design buildings for sufficient flexibility to permit new or modified programs. 4. Design buildings for maximum potential for community use. 5. Meet or exceed all safety requirements. 6. Meet requirements on the accessibility of school facilities to disabled persons as specified in State and federal law. 7. Provide for low maintenance costs, energy efficiency, and minimal environmental impact. 8. Meet the Board’s Strategic Plan goal to improve the physical learning environment using fiscally responsible and sustainable practices.
Niles Township High School District 219
4:150 Page 2 of 2
Sustainable and Fiscally Responsible Standards When fiscally possible, the Director of Buildings and Grounds may implement financially sound, waterconserving and energy-efficient measures, procedures and environmentally preferred practices, as defined by the current edition of the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design for Existing Buildings, Operations and Maintenance (LEED-EBOM) green building rating system. Naming Buildings and Facilities Recognizing that the name for a school building, facility, or ground or field reflects on its public image, the Board’s primary consideration will be to select a name that enhances the credibility and stature of the school or facility. Any request to name or rename an existing facility should be submitted to the School Board. When a facility is to be named or renamed, the Board President will appoint a special committee to consider nominations and make a recommendation, along with supporting rationale, to the Board. The Board will make the final selection. The Superintendent or designee may make a recommendation to the Board of Education for their approval to name a room or designate some area on a school’s property in honor of an individual or group that has performed outstanding service to the school without using this policy. LEGAL REF.:
42 U.S.C. §12101 et seq. 20 ILCS 3130/, Green Buildings Act. 105 ILCS 5/10-20.49, 5/10-22.36, 5/17-2.11, 140/, and 230/. 410 ILCS 25/, Environmental Barriers Act. 820 ILCS 130/0.01 et seq. 23 Ill.Admin.Code Part 151, School Construction Program. Part 180, Health/Life Safety Code for Public Schools; and Part 2800, Green Cleaning for Elementary and Secondary Schools. 71 Ill.Admin.Code Part 400, Illinois Accessibility Code.
CROSS REF.:
2:150 (Committees), 2:170 (Procurement of Architectural, Engineering, and Land Surveying Services), 4:60 (Purchases and Contracts), 8:70 (Accommodating Individuals with Disabilities)
ADOPTED:
May 12, 2014
Niles Township High School District 219
4:160 Page 1 of 1
Operational Services Environmental Quality of Buildings and Grounds The Superintendent shall take all reasonable measures to protect (1) the safety of District personnel, students, and visitors on District premises from risks associated with hazardous materials, and (2) the environmental quality of the District’s buildings and grounds. Before pesticides are used on District premises, the Superintendent or designee shall notify employees and parents/guardians of students as required by the Structural Pest Control Act, 225 ILCS 235/, and the Lawn Care Products Application and Notice Act, 415 ILCS 65/. Sustainable and Fiscally Responsible Standards for Alignment with USGBC When fiscally possible, the Director of Buildings and Grounds may Iimplement financially sound, waterconserving and energy-efficient measures, procedures and environmentally preferred practices, as defined by the current edition of the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design for Existing Buildings, Operations and Maintenance (LEED-EBOM) green building rating system. LEGAL REF.: 29 C.F.R. §1910.1030, Occupational Exposure to Bloodborne Pathogens, as adopted by the Illinois Department of Labor, 56 Ill.Admin.Code §350.280(c). 29 C.F.R. §1910.1200, Occupational Safety and Health Administration Hazard Communication Standards, as adopted by 820 ILCS 255/1.5, Toxic Substances Disclosure to Employees Act. 20 ILCS 3130/, Green Buildings Act. 105 ILCS 5/10-20.17a; 5/10-20.48; 135/; and 140/, Green Cleaning School Act. 225 ILCS 235/, Structural Pest Control Act. 415 ILCS 65/, Lawn Care Products Application and Notice Act. 820 ILCS 255/., Toxic Substances Disclosure to Employees Act. (inoperative) 23 Ill.Admin.Code §1.330, Hazardous Toxic Materials Training. 56 Ill.Admin.Code Part 205, Toxic Substances Disclosure To Employees. CROSS REF.:
4:150 (facility management and building programs), 4:170 (safety)
ADMIN. PROC.:
4:160-AP1 (environmental quality of buildings and grounds)
ADOPTED:
April 19, 2010
Niles Township High School District 219
4:160-AP1 Page 1 of 5
Operational Services Administrative Procedure: Environmental Quality of Buildings and Grounds Hazardous and/or Infectious Materials The Director Buildings and Grounds is responsible for the District’s compliance with State and federal law concerning toxic, A hazardous, and/or infectious material is any substance, or mixture of substances, that constitute a fire, explosive, reactive, or health hazard. The following are examples of such materials: This includes requirements in the federal Occupational Safety and Health Administration (OSHA) Hazard Communication Standards (20 C.F.R. §1910.1200), adopted by the State Any item contained in the definition of “toxic substance” in the Toxic Substances Disclosure to Employees Act (820 ILCS 255/, otherwise inoperative). See information on OSHA’s website at www.osha.gov/dsg/hazcom/index.html.) •
An item or surface that has the presence of, or may reasonably be anticipated to have the presence of, blood or other bodily fluids • Non-building related asbestos materials • Lead and lead compounds (included in school supplies, i.e., art supplies, ceramic glazes) • Compressed gases (natural gas); and explosive (hydrogen), poisonous (chlorine), or toxic gases (gases such as carbon monoxide) • Solvents (gasoline, turpentine, mineral spirits, alcohol, carbon tetrachloride) • Liquids, compounds, solids or other hazardous chemicals which might be toxic, poisonous or cause serious bodily injury • Materials required to be labeled by the Department of Agriculture or the EPA (pesticides, algaecide, rodenticide, bactericides) • Regulated underground storage tank hazardous materials (including diesel fuel, regular and unleaded gasoline, oil (both new and used), and propylene glycol) The Director of Buildings and Grounds is responsible for compliance with State and federal law, including the Toxic Substances Disclosure to Employees Act (820 ILCS 255/1), and shall: 1. Maintain a perpetual inventory of hazardous materials. 2. Make available inventory lists to the appropriate police, fire, and emergency service agencies. 3. Compile Material Safety Data Sheets (MSDS) for each toxic substance used, produced, or stored which an employee may be exposed, and display them in a prominent area, prior to ordering or receiving a toxic substance. The data sheets will be maintained and updated when necessary. 4. Submit to the Director of the Illinois Department of Labor, as required, an alphabetized list of substances, compounds, or mixtures for which the District has acquired a MSDS. 5. Make available MSDS to all persons requesting the information. 6. Store hazardous or toxic materials in compliance with local, State, and federal law. Storage containers must be labeled with the chemical name and appropriate warning hazards and stored in a location that limits the risk presented by the materials. Containers must be stored in a limitedaccess area. 7. Transport hazardous materials in a manner that poses the least possible risk to persons and the environment and that is in compliance with local, State, and federal law. 8. Classify hazardous materials as current inventory, waste, excess, or surplus. Dispose of hazardous materials in accordance with local, State, and federal law.
Niles Township High School District 219
4:160-AP1 Page 2 of 5
9. Post information regarding employee rights under the Act on employee bulletin boards throughout the District. 10. Provide an education and in-service training program with respect to all toxic substances to which employees are routinely exposed in the course of employment. Sustainable and Fiscally Responsible Standards for Alignment with USGBC When fiscally possible, Tthe Director of Buildings and Grounds shall may implement financially sound, water-conserving and energy-efficient measures, procedures and environmentally preferred practices, as defined by the current edition of the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design for Existing Buildings, Operations and Maintenance (LEED-EBOM) green building rating system. Pesticide Application on School Grounds The Director of Buildings and Grounds is responsible for compliance with the Lawn Care Products Application and Notice Act (415 ILCS 65/3, amended by P.A. 96-424) and shall: 1. Provide an annual schedule of pesticide application to the Principal of each District building. 2. In coordination with the Principal, notify employees and students and their parents/guardians in each building. The notification must: a. Be provided at least 4 business days before a pesticide application on school grounds. b. Be written or by telephone. If written, the notice may be included in newsletters, calendars, or other correspondence currently being published. c. Identify the intended date of the application. d. Provide the name and telephone contact number for the Director of Buildings and Grounds or other school personnel responsible for the pesticide program. An exception to this notification is permitted if there is an imminent threat to health or property, in which case, the Lawn Care Products Application and Notice Act shall control. If such a situation arises, the Director Buildings and Grounds must sign a statement describing the circumstances that gave rise to the health threat and ensure that written or telephonic notice is provided as soon as practicable. Pesticide Application in School Buildings and Structures The Director of Buildings and Grounds is responsible for the District’s integrated pest management program and the District’s compliance with the requirements in the Structural Pest Control Act (225 ILCS 235/, reenacted by P.A. 96-473) and shall: 1. Provide an annual schedule of pesticide application to the Principal of each District building. 2. In coordination with the Building Principal: a. Maintain a registry of all employees and parents/guardians of students. b. Notify those employees and parents/guardians of students before pesticides are applied in or on each building. The notification must: i.
Be provided at least 2 business days before a pesticide application in or on school buildings.
ii. Be written. The notice may be included in newsletters, bulletins, calendars, or other correspondence currently being published. iii. Identify the intended date of the application.
Niles Township High School District 219
4:160-AP1 Page 3 of 5
iv. Provide the name and telephone contact number for the Director of Buildings and Grounds or other school personnel responsible for the pesticide program. An exception to this notification is permitted if there is an imminent threat to health or property, in which case the Structural Pest Control Act shall control. If such a situation arises, the Director of Buildings and Grounds must sign a statement describing the circumstances that gave rise to the health threat and ensure that written notice is provided as soon as practicable.
Applicable if the Superintendent determines that an integrated pest management program is economically feasible: The Director of Buildings and Grounds or designee shall: (1) develop and implement a program incorporating the Department of Public Health guidelines; (2) notify the Department, on forms provided by the Department, that a program is being implemented; (3) repeat the notification every 5 years after the initial notification; and (4) keep copies of all notification and all written integrated pest management program plans. Applicable if the Superintendent determines that adopting an integrated pest management program is not economically feasible because such adoption would result in an increase in pest control costs: The Director of Buildings and Grounds or designee shall: (1) notify the Department, on forms provided by the Department, that the development and implementation of an integrated pest management program is not economically feasible; (2) include in the notification the projected pest control costs for the term of the pest control program and projected costs for implementing a program for that same time period; (3) repeat this notification every 5 years after the initial notification until a program is developed and implemented; and (4) attend a training course, approved by the Department, on integrated pest management and repeat attendance every 5 years thereafter until a program is developed and implemented in the schools. The Director of Buildings and Grounds or designee shall maintain copies of all notifications that are required by the Structural Pest Control Act and provide the Building Principal(s) or designee(s) sufficient information to allow him/her/them to inform all parents/guardians and school employees at least once each school year that the District has met its notification requirements. Training and Necessary Equipment Each Building Principal and non-certificated staff supervisor shall ensure that all staff members under his or her supervision receive training on the safe handling and use of hazardous materials as required by 105 ILCS 5/10-20.17a. Emergency response and evacuation plans must be a part of the training. Before an employee is given an assignment where contact with blood or bodily fluids or other hazardous material is likely, the Director of Buildings and Grounds or designee must provide the employee with the necessary training, including training in the universal precautions and other infection control measures to prevent the transmission of communicable diseases and/or to reduce potential health hazards as required by 23 Ill.Admin.Code §1.330. The Assistant Superintendent for Human Resources shall maintain an attendance record of an employee’s participation in the training.
Substitute Non-Hazardous Materials District staff shall comply with State law governing toxic art supplies in schools, 105 ILCS 135/. This includes substituting non-hazardous material for hazardous substances whenever possible and minimize
Niles Township High School District 219
4:160-AP1 Page 4 of 5
minimizing the quantity of hazardous substances stored in school facilities. Material containing toxic substances may be used only if properly labeled according to State law. Infectious Materials The Director of Buildings and Grounds shall prepare and distribute to all employees an Occupational Exposure Control Plan to eliminate or minimize occupational exposure to potentially infectious materials. The Plan shall comply with the Bloodborne Pathogens Standards adopted by State and federal regulatory agencies and an updated copy given to the Superintendent annually. The Plan shall address the following issues: 1. Exposure determination. Positions that do not subject the employee to occupational exposure are generally exempt from the Plan and the Standards generally. 2. Implementation schedule specifying how and when risks are to be reduced. The Standards are very specific on risks reduction, e.g., Universal Precautions must be followed; engineering and work practice controls are specified (hand washing, restricted food areas); personal protection equipment must be provided; housekeeping requirements are specified (regulated waste disposal and laundry); vaccination requirements (all employees who have occupational exposure must be offered, at employer expense, the hepatitis B vaccine and vaccination series); communication of hazards to employees through labeling and training; and recordkeeping. 3. Process for ensuring that all medical evaluations and procedures, including the hepatitis B vaccine and vaccination series and post-exposure evaluation and follow-up, are available as required by law. 4. Procedures for evaluating an exposure incident. Emergency Response Plan The Director of Buildings and Grounds shall ensure that proper procedures for the cleanup of potentially hazardous material spills are followed including the following: 1. A building custodian will be responsible for the actual cleanup, 2. Personal protective equipment, chemical neutralization kits, and absorbent material will be available in each building at all times, and 3. Spill residue will be placed in containers designated for such purpose and disposed of in compliance with local, State, and federal law. Evacuation The Building Principal shall ensure compliance with the School Safety Drill Act, 105 ILCS 128/. This includes, among other things, ensuring that evacuation rules are posted in each room and that they are discussed with each class using the room during the first days of the school year. The rules indicate the primary and alternate exits and the evacuation area to which students should proceed upon leaving the building. The Building Principal shall conduct evacuation drills according to Board policy 4:170, Safety, and administrative procedure 4:170-AP1, Comprehensive Safety and Crisis ProgramPlan.
Niles Township High School District 219 LEGAL REF:
Board Review:
4:160-AP1 Page 5 of 5
29 C.F.R. §Part 1910.1030, Occupational Exposure to Bloodborne Pathogens, as adopted by the Illinois Department of Labor, at 56 Ill.Admin.Code §350.300. 29 C.F.R. §1910.1200, Occupational Safety and Health Administration Hazard Communication Standards, adopted by 820 ILCS 255/1.5, Toxic Substances Disclosure to Employees Act. 105 ILCS 5ILCS 5/10-20.17a, Hazardous Materials Training; 5/10-20.46, Compliance with Chemical Safety Acts; 135/, Toxic Art Supplies in School Act; and 140/, Green Cleaning School Act. 225 ILCS 235/, Structural Pest Control Act. 415 ILCS 65/, Lawn Care Products Application and Notice Act. 820 ILCS 255/ Toxic Substances Disclosure to Employees Act. 23 Ill.Admin.Code §1.330 Hazardous Toxic Materials Training. 56 Ill.Admin.Code Part 205, Toxic Substances Disclosure to Employees. April 2, 2013
Niles Township High School District 219
5:30-AP1 Page 1 of 4
General Personnel Administrative Procedure: Job Interviews The anti-discrimination laws affect all steps of the employee hiring process. Knowledge of the characteristics on which these laws prohibit inquiry is especially critical when conducting interviews. Sloppy interview practices can result in the appearance of illegal discrimination or even actual discrimination. Interviewers should avoid seeking information that will not actually be used to make an employment decision. Assume that a rejected applicant may believe that all information acquired was used. It will be the School District's burden to explain that not all information elicited was used — a very difficult burden when the information involves race, sex, religion, age, disability, etc. Information needed for insurance, tax, social security, or similar purposes should be obtained AFTER employment. The following list of protected characteristics may not be complete because of the rapidly changing nature of discrimination laws. Protected Status Race and color
Do not ask What race are your parents?
Permissible to ask Many classrooms in D219 reflect the racial/cultural diversity in our community. What impact do you see this diversity having on your teaching? What challenges and rewards do you see in diversity? The culturally competent educator exercises culturally responsive instructional strategies with his/her students on a daily basis. Identify at least 3-5 characteristics that might exemplify culturally responsive instructional strategies. How do you see yourself supporting D219’s rich cultural diversity? How have you raised your level of consciousness regarding your own values and biases and how they may affect people who are racially or culturally different than you? Describe your experiences working with diverse populations.
Alienage, ancestry, national origin, nationality, and citizen status (provided the
In what country were you born? In what country were your parents
Are you legally authorized to work in the United States?
Niles Township High School District 219 Protected Status individual is authorized to work in the U.S.) Marital status
5:30-AP1 Page 2 of 4 Do not ask
born? Are you a naturalized citizen?
Permissible to ask What languages do you read, speak, or write fluently?
Are you married? Single? Divorced? Engaged? Are you living with someone? Would your spouse move with you if you got this position? What is your maiden name?
Gender, including parent and pregnancy status
What are your future family plans? Are you pregnant? Do you have children? What are their ages?
Is there anything that would interfere with regular work attendance? Are you available to work overtime?
Do you have child care? Sexual orientation, including actual or perceived heterosexuality, homosexuality, bisexuality, or gender-related identity
Do you have a spouse or partner – which?
How do you feel about supervising a diverse workplace?
Religion or creed
What religious holidays do you celebrate?
What days are you available to work?
Age
When do you plan to retire?
What are your long-term career goals?
How would you feel about working for someone younger than you? Military status
Will you miss work because you are a member of a U.S. Reserve unit, such as, Army Reserve or Marine Corps Reserve, or a member of a National Guard unit?
Unfavorable discharge from military service
Under what circumstances were you discharged from the service?
Arrest record
Have you ever been arrested? Spent time in jail?
How does your military training or experience prepare you for this job?
Have you ever been convicted of a crime? Have you ever been employed under a different name?
Use of lawful products during non-working hours
Do you smoke or use tobacco products during non-working hours? Do you consume alcoholic beverages during non-working hours?
Have you been disciplined by an employer for violating its rules forbidding the use of alcohol or tobacco products?
Niles Township High School District 219 Protected Status
5:30-AP1 Page 3 of 4 Do not ask
Genetic information
What were the results of any diagnostic, predictive, or presymptomatic genetic testing that you’ve had?
Whether applicant has ever filed a claim or received benefits under the Illinois Workers’ Compensation Act or Workers’ Occupational Diseases Act
Have you ever filed a claim or received benefits under the Illinois Worker’s Compensation Act or Workers’ Occupational Disease Act?
Credit history/report, unless the Employee Credit Privacy Act permits a satisfactory credit history to be a job requirement, such as, the position’s duties include custody of or unsupervised access to cash or marketable assets valued at $2,500 or more. 820 ILCS 70/, added by P.A. 96-1426.
Unless the Employee Credit Privacy Act permits a satisfactory credit history to be a job requirement for a specific position, do not ask:
Permissible to ask See section on disability below.
How long have you lived at your current address?
Do you have a good credit score? Have you been denied a credit card within last 5 years? Have you ever filed bankruptcy?
Disability Inquiries that are likely to elicit information about a disability, before a bona fide job offer is made, are prohibited. Inquiries about the ability to perform job functions are not disability-related inquiries, and thus are permissible. Protected Status
Disability
Do not ask
Have you had any recent illnesses or operations? Do you have AIDS? Do you have asthma? Do you have a disability which would interfere with your ability to perform the job? How many days were you sick last year? Have you ever filed for Workers’ Compensation? Have you ever been injured on the
Permissible to ask, provided all applicants are asked Can you perform the functions of this job (essential and/or marginal), with or without reasonable accommodation? Please describe/demonstrate how you would perform these functions (essential and/or marginal). Have you ever been disciplined (oral or written reprimand, suspension or termination) for attendance violations or problems?
Niles Township High School District 219 job? How much alcohol do you drink each week? Have you ever been treated for alcohol problems? Have you ever been treated for mental health problems? What prescription drugs are you currently taking? Board Review: April 7, 2014
5:30-AP1 Page 4 of 4 Are you a current user of illegal drugs? Do you have the required licenses to perform this job?
Niles Township High School District 219
5:200 Page 1 of 1
Professional Employees Terms and Conditions of Employment and Dismissal The Superintendent shall manage the terms and conditions for the employment of professional personnel. The Superintendent or designee shall act reasonably and comply with State and federal law as well as any applicable collective bargaining agreement in effect. The Superintendent is responsible for making dismissal recommendations to the Board consistent with the Board’s goal of having a highly qualified, high performing staff. Teachers employed for one semester of a school year shall be paid half a year’s basic salary. For other teachers employed for part of a year, 1/185th of the annual basic salary shall be deducted for each school day not employed. For each day of sick leave absence beyond the allotment of sick leave days and for each day of absence deductible for other reasons, 1/185th of the annual basic salary shall be deducted. Further deductions will be made proportionally for fractional parts of a day. In either case, basic salary shall include scheduled salary and longevity pay. adjustments are prorated based on the portion of assignment completed.
Stipend
The District accommodates employees who are nursing mothers according to provisions in State and federal law. For summer school programing offered on D219 property, teachers who are working in an academic summer school course or program are offered a benefit of allowing direct dependents who are in K-8 grades to attend D219 academic programming for the summer when the teacher is working. For other terms and conditions of employment for professional staff, please refer to the Agreement Between the Board of Education of School District No. 219 and the Niles Township Federation of Teachers. LEGAL REF.:
105 ILCS 5/10-19, 5/18-8, 5/22.4, 5/24-16.5, 5/24-2, 5/24-8, 5/24-9, 5/24-11, 5/2412, 5/24-21, 5/24A-1 through 24A-20. 820 ILCS 206/. 23 Ill.Admin.Code Parts 50 (Evaulation of Certified Employees) and 51 (Dismissal of Tenured Teachers). Cleveland Board of Education v. Loudermill, 105 S Ct. 1487 (1985).
CROSS REF.:
4:100 (insurance management), 5:290 (employment, suspensions), 6:20 (school year calendar and day)
ADOPTED:
April 7, 2014
termination
and
Niles Township High School District 219
5:280 Page 1 of 2
Educational Support Personnel Duties and Qualifications All support staff: (1) must meet qualifications specified in job descriptions, (2) must be able to perform the essential tasks listed and/or assigned, and (3) are subject to Board policies as they may be changed from time-to-time at the Board’s sole discretion. Paraprofessionals and Teacher Aides Paraprofessionals and teacher aides are noncertificated personnel withprovide supervised instructional duties; the terms are synonymoussupport. Service as a paraprofessional or teacher aide requires a statement of approval issued an educator license with stipulations endorsed for a paraprofessional educator unless a specific exemption is authorized by the Illinois State Board of Education (ISBE), unless the individual holds any certificate indicative of completion of at least a bachelor’s degree or a provisional vocational certificate, is completing an approved clinical experience, and/or is student teaching. A paraprofessional or teacher aide in a targeted assistance program that is paid with federal funds under Title I, Part A, or in a school-wide program that is supported with such funds, shall hold a statement of approval, issued by the ISBE, for this purpose. Individuals with only non-instructional duties (e.g., providing technical support for computers, providing personal care services, or performing clerical duties) are not paraprofessionals or teacher aides and the requirements in this section do not apply. In addition, individuals who are completing their clinical experiences and/or student teaching do not need to comply with this section, provided they their service otherwise qualify for instructional duties under complies with ISBE rules. Noncertificated Personnel Working with Students and Performing Non-Instructional Duties Noncertificated personnel, including paraprofessionals and teacher aides, may be used: 1. For supervising study halls, long distance teaching reception areas used incident to instructional programs transmitted by electronic media (e.g., computers, video, and audio), detention and discipline areas, and school-sponsored extracurricular activities; 2. As supervisors, chaperones, or sponsors for non-academic school activities; or 3. For non-teaching duties not requiring instructional judgment or student evaluation. Nothing in this policy prevents a noncertificated person from serving as a guest lecturer or resource person under a certificated teacher's direction and with the administration's approval. Coaches Athletic coaches shall have the qualifications required by any association in which the School District maintains a membership. Regardless of whether the athletic activity is governed by an association, the Superintendent or designee shall ensure that each athletic coach: (1) is knowledgeable regarding coaching principles, (2) has first aid training , and (3) is a trained Automatic External Defibrillator user according to rules adopted by the Illinois Department of Public Health. Athletic Trainers Anyone performing athletic training services shall be licensed under the Illinois Athletic Trainers Practice Act, be an athletic trainer aide performing care activities under the on-site supervision for a licensed athletic trainer, or otherwise be qualified to perform athletic trainer activities under State Law.
Niles Township High School District 219
5:280 Page 2 of 2
Niles Township High School athletic trainers have agreed to abide by the following ethical standards put forth by the following organization: NATA - http://nata.org/sites/default/files/code_of_ethics.pdf
Bus Drivers All school bus drivers must have a valid school bus permit. The Superintendent or designee shall inform the Illinois Secretary of State, within 30 days of being informed by a school bus driver, that the bus driver permit has been called to active duty. New bus drivers and bus drivers who are returning from a lapse in their employment as subject to the requirements in Board policy 5:30, Hiring Process and Criteria and Board policy 5:285, Drug and Alcohol Testing for School Bus and Commercial Vehicle Drivers. LEGAL REF.:
No Child Left Behind Legislation of 2001, 20 U.S.C. §6319. 34 C.F.R §§200.58 and 200.59 105 ILCS 5/10-22.34, 5/10-22.34a, 5/10-22.34b and 25/1.5 625 ILCS 5/6-104 and 5/6-106.1 23 Ill.Admin.Code §§25.510, 25.520
CROSS REF.:
4:110 (transportation), 4:170 (safety), 5:30 (hiring process), 5:35 (compliance with the fair labor standards act), 5:285 (drug and alcohol testing), 6:250 (community resource persons and volunteers)
ADOPTED:
March 11, 2013
Niles Township High School District 219
8:40 Page 1 of 1
Community Relations Admission to Athletic Events The Superintendent shall recommend and the Board shall set prices of admission to athletic contests. In general, there will be three price levels for each spectator sport: adults, high school students, and elementary school students. Family passes may be issued. Prices for comparable events should be the same in both schools. Complimentary Passes Admission to all District sporting events is complimentary. A free pass for the bearer and members of the immediate family, valid at all home games and other public events and productions, shall be issued to employees, each member of the Board, each Superintendent and Building Principal of the public and parochial elementary schools, the township Superintendents, members of the Senior Citizens Club, and each of the local newspapers. The Superintendent and each Building Principal shall receive a block of complimentary passes to be distributed at their discretion.
Board Review: March 11, 2013
John Heintz Assistant Superintendent for Operations and Chief Legal Officer 7700 Gross Point Road Skokie, IL 60077 847.626.3972
[email protected]
TO:
Dr. Nanciann Gatta, Superintendent Board of Education
FROM:
_ _________________________________________ John Heintz, Assistant Superintendent for Operations and Chief Legal Officer
DATE:
October 20, 2014
SUBJECT:
Freedom of Information Act (FOIA) Requests
The following requests have been received since the August 25, 2014 Board of Education meeting. 1) Request received on September 10, 2014 from Brian Powers of the National Council on Teacher Quality for: (1) signed contracts or agreements between D219 and any institution of higher education governing student teaching placements; (2) letters or other documents that the aforementioned institutions provide to principals explaining the desired characteristics of cooperating teachers; (3) recommendation forms from principals about teachers who could be cooperating teachers or application forms from teachers nominated to be cooperating teachers; (4) one copy of any standardized D219 general documents (contracts, application forms, letters, student teaching handbooks, etc.) covering the placement process of teacher candidates for student teaching from teachers, principals, or persons in your central office to any of the institutions of higher education that you work with; and (5) a list of all institutions that have placed student teachers in D219 in the last 3 years . Responsive documents were sent on September 24, 2014. 2) Request received on September 11, 2014 from Charmain Coke of Highpoints Learning for a list of names, contact numbers and e-mail addresses of all D219 teachers and administrators. Responsive documents were sent on September 18, 2014. 3) Requests received on September 22, 2014 from Alexandria Whittler of NBC5 for a list of all the football helmets including brand, model and quantity in the Niles North inventory. Responsive documents were sent on October 3, 2014.
Administrative Center • 7700 Gross Point Road • Skokie, IL 60077 • 847/626‐3000 • Fax: 847/686‐3090
