Pledge to the Flag

Illinois Accrediation Process

District Assessment Calendar

Project IDEA

Gifted Magnet Program

Accelerated/Advanced Math

Elementary Enrichment

English as a Second Language (ESL)

Reading Support Program

Project LEAP

Band/Orchestra

Special Education Programs

Student Progress Reporting

Kindergarten Round-Up

Parent Orientation

Open House

Homework Guidelines

Homework - Planned Absences

Field Trips

Seasonal Parties

PLEDGE TO THE FLAG

Senate Bill 1277, passed in the summer of 1979, required a daily recitation of the Pledge of Allegiance to the Flag by elementary school students. Children may be excused from reciting the Pledge of Allegiance upon written request from parent/guardian.

THE ILLINOIS PUBLIC SCHOOL ACCREDITATION PROCESS:
Accountability for School Improvement (SAP/SIP)

In 1992, the Illinois General Assembly implemented a new set of requirements to hold schools accountable for the improvement of student learning each year. Academic standards aligned with the State Goals for Learning assist school districts as they develop their School Improvement Plans. As schools develop their School Improvement Plans, three key areas are reviewed: teaching and learning, student progress and achievement, and the learning community. School improvement teams are comprised of teachers, administrators, parents and community members. The team answers three basic questions about their school: Are all our students learning? How do we know they are learning? What changes need to be made in our program so that all students will be successful? A copy of the school's SIP plan is available for review in each school office.

DISTRICT ASSESSMENT CALENDAR

PROGRAMS FOR ACADEMICALLY TALENTED
STUDENTS K-8

PROJECT IDEA GRADES 4-8

Project IDEA has been developed for academically talented students in grades four through eight who meet established District criteria on the Cognitive Abilities Test, the Iowa Test of Basic skills and teacher observational data. A matrix is used, with a student needing 10 points out of a possible 18 points to qualify for placement in the program. The program is offered at all fourteen elementary schools and at all five junior high schools.

 Students participate in a fiteracy class which meets five days per week during the student's regularly scheduled literacy block. Approximately 40% of the instructional time is spent on traditional gifted activities involving creative and critical problem solving and 60% on the literacy strands of reading, writing, listening and speaking aligned with District 203 Literacy Learner Outcomes. The program seeks to develop, through integration of curriculum, the higher level thinking skills of analysis, synthesis and evaluation as delineated in Bloom's Taxonomy.

GIFTED MAGNET PROGRAM GRADES 4-8

The gifted magnet program is designed for the top two percent of the gifted population in grades four through eight. The fourth and fifth grade students participating in this multiage program attend either Highlands Elementary or Mill Street Elementary on alternate attendance. The program for students in grades six through eight is located at Kennedy Junior High.

Students participate in enriched and accelerated self-contained classes in a humanities strand, which includes the literacy strands integrated with the district social studies content. The math and science strand includes high school algebra at the seventh grade level, honors geometry at the eighth grade level, and freshman level conceptual physics. This program seeks to develop, through integration of curiiculurn, the higher level thinking skills of analysis, synthesis and evaluation as delineated in Bloom's Taxonomy.

ACCELERATED/ADVANCED MATH GRADES 3-8

The accelerated math program is for students in grades three through five who demonstrate mathematical understanding, problem solving and reasoning skills. Specific criteria has been established for qualification into the accelerated math program. This program is offered at all fourteen elementary buildings.

Students' thinking in mathematics is flexible. The students are able to demonstrate that they grasp concepts quickly, see pattems and make connections across disciplines and among operations. The critical objectives, aligned with the National Council of Teachers of Mathematics Standards and District 203 Mathematics Learner Outcomes, allows students in the program to complete the sixth grade math sequence at the end of their elementary experience.

The elementary accelerated mathematics program segues into the,advanced mathematics program at the five junior high schools. The K-8 aligned critical objectives allow students to complete the freshman level algebra course at the eight grade level. Students take geometry during their high school freshman year.
 
 

ELEMENTARY ENRICHMENT

Enrichment opportunities are available to academically talented students in grades kindergarten through grade five at all fourteen elementary buildings. Inclusion in enrichment activities is determined through teacher observation. Teachers, through flexible grouping, match extension and enrichment activities to students' needs in all fundamental learning areas. An enrichment assistant is available in each elementary building to support the delivery of the enrichment opportunities. The Project IDEA teacher in each building is acting as a facilitator and resource specialist for teachers. Resource materials have been provided and are available for teachers in all fourteen elementary buildings.
 
 

SPECIAL PROGRAMS -- NON SPECIAL
EDUCATION

E.S.L. (English as a Second Language)

This program is intended for students whose native language is not English. All Naperville elementary schools are included in this program. Students are evaluated for English proficiency and a program is developed for them. The E.S.L. program aims to help the children achieve acculturation into our schools and society.

Reading Support Program

Each elementary school in Naperville has an assigned reading specialist who works with students and serves as a resource to staff members as well as participating on the Pupil Personnel Service Team (PPST). The reading specialist diagnoses individual students' strengths and weaknesses in reading and then consults with the classroom teacher regarding strategies and approaches to help the student increase his/her reading performance. Direct assistance from the reading specialist in the form of small group instruction occurs in or outside of the classroom.

Project LEAP

Each first grade classroom is eligible for a Project LEAP assistant to provide early intervention in reading for students needing additional instruction. Project LEAP assistants work one-to-one with students for thirty minutes daily in a tutorial setting.

Kindergarten LEAP

Beginning in February of each year, reading assistance is provided to eligible kindergarten students in a 15 minute daily tutorial.

Band/Orchestra

District 203 provides students with opportunities to explore instrumental music educatio When children have completed the third grade they are eligible to join the band or orchestra program. Band and orchestra teachers work weekly with the children involved. Instruments may be rented or purchased. Lesson schedules are rotated so as not to impact the students' same instructional period each week. Further information regarding these programs is available at each elementary school.
 
 

SPECIAL EDUCATION PROGRAMS

Many students have special needs, either short range or long range, that require specialized instruction and/or programs. Naperville District 203 provides for these children. The type of program which would be most appropriate for your child will be determined at a multi-disciplinary conference. During this conference, you and various individuals who have knowledge of your child's abilities share their information and determine an appropriate program option. You are invited to visit programs that may meet your child's educational needs. The building principal can provide you with more specific information concerning the various programs offered by District 203.
 
 

PROGRESS REPORTING

Regularly scheduled conferences are held during the months of November and March. Both parents/guardians are encouraged to attend whenever possible.

We view the conference as the single most important means of reporting progress to parents/guardians. Therefore, we request all pre-school children be left at home in order to allow for a productive exchange of ideas.

Teachers are not required to arrive at school prior to 7:45 a.m. or stay beyond regular school hours for conferences. Parents/guardians unable to attend scheduled conferences are requested to notify the school in advance. Teachers will reschedule only after all other conferences are completed.

 Conferences may be called as needed by either parent/guardian or the teacher. If a conference is desired, please contact the school and schedule in advance. Report cards are sent home also on the last day of school in June.

Kindergarten Round-Up

Kindergarten Round-Up is held in the spring in each elementary school for prospective kindergartners. The kindergarten program is explained and teachers are introduced. Information regarding kindergarten registration requirements will be shared at that time. No regular kindergarten classes meet on the Round-Up Day.

PARENT ORIENTATION

Within the first few weeks of school you win be invited to a grade level orientation event. Teachers will present curriculum outlines, grade level organizational patterns, academic and behavioral expectations, etc. Information about special projects and field trips will be shared. This is a valuable evening giving an over-view of the school programs. It is an important time for parents and teachers to begin to develop a working partnership. The orientation lasts approximately 60 minutes.

OPEN HOUSE -- YOU'RE INVITED

Once each year children and their parents are able to share the specialness of the school with each other. Parents are able to see the place where children spend a great deal of their day. All are able to visit the art room and see projects in process. Then parents and children can wander to the music room ... sing a few bars if you are so inclined! Share a favorite book in the LRC. Visit the gym. See where lunch is served. Check out the playground!!! Visit, visit, visit. Enjoy your children's school day.

DISTRICT 203 K-5 HOMEWORK GUIDELINES

Definition: Homework is defined as any work planned by the teacher to be completed by the student outside of the regular classroom without immediate and direct teacher interaction.

Philosophy

District 203 has a commitment to excellence in its instructional program while taking into consideration the unique developmental stages of children. Homework is a continuation of a learning process developed in the classroom and carried on by the child in the home environment. Its effectiveness depends upon careful planning by the teacher as well as supportive parental involvement.

District 203 recognizes the importance of having opportunities for growth and development provided by parents for their children outside of school hours. We realize that children participate in many after school activities and the need for proper rest cannot be over emphasized. As a result, no regularly assigned amount of daily homework will be prescribed at the elementary level. However, work not completed in class, drill and practice activities and occasional special projects may be assigned. Good parenting skills such as reading to children, providing cultural activities and working on language development are encouraged.

Homework -- Planned Absence

Lesson plans are normally prepared at the end of the week. Planning beyond this period is impractical because of variation in progress. If you feel it is necessary to take your child out of school for an extended period of time, please keep this in mind.

Homework for a vacation or family trip will be assigned in advance for one week only. Make-up work, as appropriate, may be assigned upon return from the vacation. Trip assignment packets may be used at teacher discretion. Recreational reading, trip journals and map activities may be part of the trip packets in lieu of routine school work.

CURRICULUM-RELATED FIELD TRIPS

Field Trips have been recognized as an important part of our program here in District 203. The following trips have been funded by the district in connection with areas of the curriculum.

 Grade 2      Project Eagle - Safety Track 
 Grade 2      Visit to Edwards Hospital 
 Grade 3      DuPage Children's Museum
                    "Kids Design Engineering" 
 Grade 4      Visit to Nichols Library 
 Grade 4      Naper Settlement -- Living History 
 Grade 5      Outdoor Education (bus costs)

 Occasionally we must call upon parents to support other field trips financially in part or in full. A permission slip, signed by parent/guardian, is required for participation in all field trips.

SEASONAL PARTIES

Through the support of the Home and School Association, seasonal parties are provided at each elementary school. Parties are permissible as a fall celebration, at winter holiday time and on Valentine's Day. Each school has the responsibility to recognize individual preferences, beliefs and traditions. Room mothers are encouraged to choose treats and activities that reflect the season being celebrated. Often activities connected to seasonal parties may be of a religious or cultural nature. Efforts will be made to not stress any one religion or culture. Special seasonal/holiday decorations displayed will be representative of the many events connected to a specific time of year (i.e. fall colors, harvest time, etc.). In order to minimize the disruption to instructional time, parties are generally limited to 30 - 40 minutes including set-up and clean-up. A special event connected to a party may extend the time. 

Because food may be served at some parties, please advise the classroom teacher and health office if your child has food allergies.