Student Learning

A young girl in an orange shirt writes in a notebook at a desk, with a blurred classroom in the background.

Student Assessment information & Calendar

Illinois State Standards and Course Guides

Art

“Throughout time, the arts have been essential to human existence”
ISBE, 2019

Art fosters creative and critical thinking through sensory, social, emotional, and intellectual responses to images, design, materials, and techniques. Students discover their world through creating, presenting, responding, and connecting to the visual arts.

Learning Standards

Convey meaning of elements and principles through a variety of media and technology
Compare and contrast two pieces of artwork that share similar themes
Understand how tools, technologies and processes are used to create special effects
Demonstrate knowledge and skills to create 2- and 3-dimensional works
Discover career opportunities in the world of art
Understand the impact art has had on our past culture as well as our present society

Student Choice

All 6th-grade students will have six weeks of Art I. All 7th- and 8th-graders will rank their encore preferences. Each student will have the opportunity to choose intermediate art and/or advanced art in 7th and 8th grades.

Class Descriptions

Techniques, concepts, principles and elements advance year to year. Advanced students are expected to use more complex creative problem-solving skills and will explore more advanced abstract concepts.

Visual Arts Standards
10 Lessons that the Arts Teach

Family & Consumer Services (FACS)

These courses provide students with the opportunity to begin the development of life-long skills that will aid in decision-making, problem-solving, and independence. Students will apply academic skills and express themselves with originality and creativity.

Learning Goals

Master basic kitchen essentials
Demonstrate basic knowledge of sewing
Develop an understanding of clothing care
Gain personal self-reliance through goal setting
Identify positive peer relationships
Master basic consumer skills
Become aware of career opportunities in the fields of foods and clothing
Enhance study skills, goal-setting and personal self-discovery
Career choices

Student Choice

All 6th-grade students will have six weeks of Discovering Life Skills. As 7th- and 8th-graders, students will rank their encore preferences. Students have the opportunity to take Applying Life Skills in 7th and/or 8th grade.

Class Descriptions

Discovering Life Skills
This six-week required course will introduce students to basic life skills including: building and sustaining good relationships with peers; working in groups and teams; and learning kitchen essentials and clothing and sewing basics, such as hand-sewing and mending.

Applying Life Skills
In this 12-week course, students will integrate hands-on learning with important life skills. Students will learn to follow written directions by preparing recipes for the oven and microwave. The basics of sewing machine operation will be introduced and students will complete a simple machine-stitched project. Students will learn about basic clothing care, design concepts, and making good choices as a consumer. Career choices in foods and clothing will be investigated.

Health

District 47 routinely reviews all curriculum for relevance, instructional practices, content/skills, timeliness of resources, and when the state issues new standards and/or guidance. Similar to other pieces of legislation, the district has incorporated P.A. 102-0522 into the curriculum review process. District 47 has not adopted Comprehensive Personal Health nor Comprehensive Personal Sexual Health as referenced in P.A. 102-0522. When reviewing curriculum, we use state standards, national standards, literature, and research regarding optimal instructional practices and techniques, as well as outside resources and presenters to help us shape our courses of study. Public Act 102-0522 states that school districts may adapt the curriculum to the specific needs of their community as long as all instruction and materials, including any provided and/or presented by outside individuals or organizations, do not conflict with the law.

At the elementary level, Health is taught by the STEM teacher during the STEM Encore time. Every elementary grade participates in Erin's Law programming via Be Seen & Heard© curriculum. Middle school students participate in health for one six-week term during the school year.

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

As middle school students begin their 6-week Health course, their Health teacher will share a welcome letter with families that contains information about themself (Including contact information), a link to an outline of the subjects addressed in the units in that grade level, opt-out options, course expectations, etc. Below are non-school-specific versions of each grade level’s welcome letter that includes the course outlines for that grade level.

Welcome to Health Family Letter - 6th Grade
6th Grade Health Subjects
Welcome to Health Family Letter - 7th Grade
7th Grade Health Subjects
Welcome to Health Family Letter - 8th Grade
8th Grade Health Subjects
Health Opt-out Options

Music

The goal of middle school music education in District 47 is to provide all students the opportunity to experience how music can enrich their lives through performing, creating, listening, describing and reading music.

Learning Goals

In support of the state goals for music, the District 47 goals are:

To increase appreciation of music with emphasis on continual activity and involvement through middle school
To provide students with opportunities to use a variety of musical instruments
To expose students to a wide range of music and musical experiences

Student Choice

All 6th-grade students will have six weeks of Music I. As 7th- and 8th-graders, students will rank their encore preferences. Each student will have the opportunity to choose Music II in 7th and 8th grades.

Class Descriptions

Music I
This required six-week course will focus on teaching students the elements of music through the use of a variety of classroom instruments, which may include choir chimes, glockenspiels, rhythm instruments, xylophones, boomwhackers, tone bells, and recorders. Students will also be involved in a variety of singing activities.

Music II
This 12-week course will continue to build on students’ understanding of the elements of music with focus on singing and music history. This class will have particular emphasis on World Music Drumming, which is a fascinating fusion of drumming, singing, movement and culture from around the world.

Physical Education

Learning Goals

According to the Illinois State Board of Education, enhanced physical education correlates directly to the health and well-being of students for the rest of their lives and has cognitive benefits, too, making students more receptive to learning. There is a significant body of research showing that children who are more physically active perform better in class and on standardized tests. Improving opportunities for physical activity is imperative for improving our children’s academic achievement and their health. For more information regarding the new enhanced physical education, please refer to the link below:
http://www.isbe.net/EPE/default.htm

Student Choice

All students will have physical education every day of each school year except during six weeks when they will have health.

Class Descriptions

Each of District 47 middle schools are committed to the same goals for students in physical education. Variations in sports and activities may occur at each building but may range from volleyball, wrestling, and basketball, as well as many individual activities such as track and field and fitness training.

STEM

District 47 offers STEM classes to all students in grades K-8.

Elementary
Middle School

Elementary

District 47 provides STEM (Science, Technology, Engineering, & Math) opportunities to students at the elementary level in partnership with Project Lead the Way (PLTW). PLTW strives to “create an engaging, hands-on classroom environment and empower students to develop in-demand knowledge and skills they need to thrive.”

For our kindergarten through 5th grade students, we utilize the PLTW Launch program. The PLTW Launch program encourages exploration, play-based learning and discovery. Within the STEM classroom, students employ and develop their skills in critical thinking, collaboration, perseverance, creativity, and citizenship.

Grade Level	Elementary STEM Units
Kindergarten	STEM/Safety routines/team building Structure and Function: Exploring Design Coding unit (Hour of Code) Digital Citizenship Healthy Habits
1st Grade	STEM/Safety routines/team building Animal Adaptations Coding unit (Hour of Code) Digital Citizenship Structure and Function: Human Body
2nd Grade	STEM/Safety routines/team building Properties of Matter Coding unit (Hour of Code) Digital Citizenship Designs Inspired by Nature
3rd Grade	STEM/Safety routines/team building Stability of Motion: Science of Flight Coding unit (Hour of Code) Digital Citizenship Stability of Motion: Forces and Interactions
4th Grade	STEM/Safety routines/team building Energy Collisions Coding unit (Hour of Code) Digital Citizenship Energy Conversations
5th Grade	STEM/Safety routines/team building Robotics and Automation Coding unit (Hour of Code)

Middle School

District 47 offers STEM classes to all students in grades K-8. At the middle school level, in collaboration with Northwestern University, D47 hosts a STEAM (Science, Technology, Engineering, Art, and Math) program named FUSE. FUSE is designed to engage middle school students and nurture adaptive problem-solving, creativity, self-directed learning, persistence, and grit.

Learning Objectives

The goal of STEM class is the development of adaptive problem-solving, creativity, self-directed learning, persistence and grit.

Students will:

Develop problem-solving skills through pursuit of open-ended tasks
Accept that failure is a natural part of the ongoing learning process
Identify areas of interest in STEM related fields by exercising personal choice
Improve technology skills in the areas of information seeking, presentation, and software sketching
Deepen collaborative skills through partner and team project work
Utilize technology to find resources to aid in project completion
Sharpen time-management skills

Course Description

In the STEM classroom, the teacher acts as facilitator, encouraging students to problem-solve on their own, consult with their peers, and make multiple attempts to find solutions to problems. With FUSE, students select challenges to solve through modules that have multiple levels. Working independently or collaboratively, students can choose whether to complete all levels of one module or move between modules, and whether to follow step-by-step "hints" to get started or to just “dive in” and try the challenge.

More than 20 FUSE challenges represent such areas as robotics, electronics, biotechnology, graphic design, Android app development, and 3D printing. Each challenge has an objective, criteria, materials, procedural hints, resources (including the FUSE challenge site, other approved websites, software programs, and hands-on kits) and reflection, which includes student artifact submission and electronic journaling. Sample challenges include:

Robot obstacle course
Ringtones (for cell phones)
Creating gel beads (to mimic growing human cells)
LED color light design
Designing a clothing line
Designing a dream home
Creating laser security
Designing a cell phone game
Creating a solar-powered car

Language Arts (LA)

District 47 believes in the importance of fostering rigorous and comprehensive literacy learning environments for students of all ages to instill a love of reading.

Our curriculum and instructional practices ensure our students are provided with opportunities for reading, writing, listening, and speaking for a variety of purposes and audiences. Reading is gathering a message from a text. Writing is communicating a message to a reader. Listening and speaking are the building blocks for reading and writing. Literacy is interwoven into all content areas. It is not specific to one part of student learning but rather, is an integral part of what students do each day.

These experiences are planned and shaped in various Mono (English) and Dual (Spanish and English) Language Arts Units of Study that District 47 teachers, coaches, administrators, and directors have co-created. These units are aligned with the Illinois Learning Standards and seek to merge foundational skills, reading, writing, listening, and speaking practices.

While District 47 educators strive to find the right books for each child to read independently, and in small group settings, the LA Units of Study are the driving force that ensures students will receive high-level reading experiences with texts written at their specific grade level. The Illinois Illinois Learning Standards are the building blocks for each unit of study. The units are created in a way that ensures each standard is learned and applied by students at various times throughout the school year.

Below is a series of charts (from the Common Core State Standards website: (http://www.corestandards.org/) that illustrate the progressions of the various types of English Language Arts standards, including reading (literature, informational, and foundational); writing; speaking and listening; and language.

Reading Standards for Literature (K-8)

Reading Standards for Informational Text (K-8)

Reading Standards for Foundational Skills (K-5)

Writing Standards (K-8)

Speaking and Listening Standards (K-8)

Language Standards (K-8)

Spanish Language Arts Learning Standards

Below are the Illinois Spanish Language Arts Learning Standards that illustrate the progressions of the various types of Spanish Language Arts standards, including reading (literature, informational, and foundational); writing; speaking and listening; and language. These are based on the conventions for oral and written Spanish from the Real Academia de la Lengua Española (RAE) promulgated in 2010. The intent is to promote the same expectations and level of rigor for Spanish usage as educators expect for English usage through quality curriculum and instruction. the Illinois Spanish Language Arts Learning Standards also provide a structure and specific detail for the development of instructional materials that address the specific features of Spanish in support of students’ academic language learning on par with English in dual language programs.

Illinois Spanish Language Arts Learning Standards

Reading

GROWING AS READERS

District 47 is dedicated to helping students reach the highest levels of success. Students will be provided with various text types and will be supported as they continue to engage in texts written at higher levels. District 47 utilizes a variety of assessments to determine developmentally appropriate texts and materials to meet student needs. These assessments include common formative assessments aligned to the Illinois Learning Standards, the Fountas and Pinnell Benchmark Assessment System, Running Records, CBMReading Passages, informal observations, etc. These assessments are available in English and in Spanish as needed. Staff utilizes this ongoing data to continue to support and challenge each individual student to help accelerate learning.

Oracy (Speaking & Listening)

SPEAKING, LISTENING & LANGUAGE CONSIDERATIONS

A District 47 literacy classroom is where a great deal of conversation, collaboration, and consideration takes place. Students at all grade levels will be coached as they work with other students to solve problems, create new products, and nurture meaningful partnerships. During these experiences, teachers will help students:

Communicate effectively with one another in verbal and nonverbal ways;

Develop active listening skills;
Create presentations that are balanced, appropriate, and focused;
Fine-tune their conventional English and grammar skills in written and non-written form;
Own their thoughts in a confident manner;
Provide feedback to other students in ways that are impactful and respectful;
Succeed through difficult situations.

Word Study

Our kindergarten- second grade classrooms utilize a district-created curriculum that systematically and explicitly teaches foundational standards and skills including phonics, phonemic awareness, and vocabulary. District 47 teachers, coaches, administrators, and directors have co-created the units utilizing a wide range of resources to ensure students are being exposed to grade-level expectations, along with receiving differentiated support to meet their needs.

District 47 intermediate classrooms utilize the Illinois Learning Standards as their foundation and expectations of the grade level. Our Literacy Units of Study and curricular materials that our District 47 teachers, coaches, administrators, and directors have co-created, expose students to grade-level standard expectations, along with receiving differentiated support to meet their needs. Teachers teach students about how words work through word analysis and strategies to solve new words to support strategic problem-solving.

Writing

WRITING FOR A VARIETY OF AUTHENTIC PURPOSES

District 47 has writing units aligned to Illinois Learning Standards. They have an opportunity to write in multiple modes and formats to express their thoughts and ideas. Topics and ideas utilize concepts from other content areas such as science, social science, and reading. Students will be mentored by their teachers as they grow as writers. Many of the Units of Study writing projects are closely linked with the reading exercises created for those units. Students are taught to read like a writer and write like a reader.

Spelling and Handwriting
Explicit lessons on spelling and understanding how words work are taught throughout our literacy block. Teachers utilize resources such as Words Their Way to assess and differentiate spelling instruction for each student’s individual needs. Starting in kindergarten, handwriting is explicitly taught utilizing EZ Write lessons and materials. Spelling and handwriting instruction is woven into writing instruction in ways that are natural and authentic allowing for the application of new learning. As students engage in the revising and editing portions of the writing process, teachers work alongside them to help them with their specific spelling and handwriting needs.

Math

District 47 Math Vision

Crystal Lake Elementary District 47 maintains a well-developed and meaningful mathematics curriculum for all learners. Communication and collaboration of this vision among our educators, students and parents fosters mathematical success for ALL students and benefits our community. This balanced, research-based curriculum encourages students to:

Understand and Apply Content Standards
- Elementary Level
  - Counting and Cardinality (K)
  - Operations and Algebraic Thinking (K–5)
  - Number and Operations in Base Ten (K–5)
  - Number and Operations – Fractions (3–5)
  - Measurement and Data (K–5)
  - Geometry (K–5)
- Middle School Level
  - Ratios and Proportional Relationships (6–7)
  - The Number System (6–8)
  - Expressions and Equations (6–8)
  - Functions (8)
  - Geometry (6–8)
  - Statistics and Probability (6–8)
Understand and Apply the Standards for Mathematical Practice
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
Retain, Connect and Apply Mathematics through Exploration, Discovery, and Practice
- Develop conceptual Depth of Knowledge
- Engage in mathematical thinking across the curriculum
- Understand that more than one strategy could be used to solve a problem
- Connect prior learning and future experiences for college and career readiness
Communicate and Explain Mathematics
- Use and apply mathematical vocabulary across the curriculum
- Create graphic and illustrative formats
- Justify the process and conclusion using verbal, written, and technological formats
Utilize a Variety of Tools and Resources
- Explore, integrate, and accurately use tools to solve problems
- Extend the understanding of concepts
Appreciate and Value Mathematics
- Instill confidence and perseverance
- Create life-long learners and problem-solvers
- Develop educated global consumers
- Apply mathematical practices to everyday life
- Demonstrate life skill competency

Math Standards

The following eight standards for mathematical practice apply to students at all levels (K-12) as they seek to develop their mathematical expertise:

Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning

Illinois Learning Standards/Common Core State Standards (CCSS)

Illinois, along with over 40 other states, have adopted the Common Core State Standards (CCSS) in mathematics to improve student college and career readiness. The standards provide clear, consistent and rigorous expectations for students by grade level. The New Illinois Learning Standards focus on fewer topics at each grade level, allowing students to develop deeper conceptual understanding and math fluency.

The Illinois Learning Standards for math are based on the CCSS and define what students should understand and be able to do in their study of mathematics. While there are many mathematical standards, instructional time focuses on the following critical areas by grade:

Kindergarten

• Describing shapes and space
• Representing, relating and operating on whole numbers, initially with sets of objects
• Developing understanding of strategies for addition and subtraction within 10
• Developing understanding of whole number relationships, including grouping in tens and ones

Grade 1

• Developing and understanding of strategies for addition and subtraction within 20
• Developing understanding of place value for tens and ones
• Developing understanding of measurement
• Developing understanding of two-dimensional and three-dimensional shapes

Grade 2

• Extending understanding of base-ten notation
• Building fluency with addition and subtraction
• Using standard units of measure
• Describing and analyzing shapes

Grade 3

• Developing understanding of multiplication and division problems within 100
• Developing understanding of fractions
• Developing understanding of the concepts of area and perimeter
• Attains fluency in addition and subtraction problems within 1000

Grade 4

• Developing understanding and fluency with multi-digit multiplication
• Developing understanding of dividing to find quotients involving multi-digit dividends
• Developing an understanding of fraction equivalence, addition and subtraction of fractions, and multiplication of fractions by whole numbers
• Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry
• Solving multi-step word problems
• Determining the area and perimeter of a polygon
• Converting between units of measure
• Understanding decimals: tenths, hundredths, and thousandths; addition and subtraction; multiplication and division; ordering

Grade 5

• Write and interpret numerical expressions
• Analyze patterns and relationships
• Understand the place value system
• Perform operations with multi-digit whole numbers and with decimals to hundredths
• Use equivalent fractions as a strategy to add and subtract fractions
• Apply and extend previous understandings of multiplication and division to multiply and divide fractions
• Convert like measurement units withing a given measurement system
• Represent and interpret data
• Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
• Graph points on the coordinate plane to solve real-world and mathematical problems
• Classify two-dimensional figures into categories based on their properties

Grade 6

• Using ratios and rates to solve problems
• Deepening understanding of rational numbers, including negative rational numbers
• Writing, interpreting, and using expressions and equations
• Developing understanding of statistical thinking

Grade 7

• Developing an understanding and applying proportional relationships
• Developing an understanding of operations with rational numbers
• Formulating expressions and equations in one variable and use these equations to solve problems
• Solving problems involving scale drawings and geometric constructions
• Using three-dimensional shapes to solve problems involving area, surface area, and volume
• Drawing inferences about populations based on samples

Grade 8

• Using linear equations and systems of linear equations to represent, analyze, and solve a variety of problems
• Developing an understanding of functions and using functions to describe quantitative relationships
• Analyzing two-dimensional and three-dimensional space and figures using distance, angle, similarity, and congruence
• Understanding and applying the Pythagorean Theorem

Grades K-5

Bridges In Mathematics Third Edition from The Math Learning Center

This inquiry-based student-centered program focuses on allowing students to develop mathematical reasoning in a collaborative inclusive learning community. Bridges uses rich learning experiences that include visual models and active learning. The key elements of Bridges Third Edition include Number Corner, Problems & Investigations, and Work Places. These daily elements allow students to explore, share their thinking, participate in games and activities, and engage in tasks that build their understanding of math concepts over time.

The Bridges in Mathematics guiding principles (Bridges Third Edition Teachers Guide 2024) include the beliefs that:

Everyone can make sense of mathematics.
Mathematics is a joyful way to make sense of the world.
Learning for deep mathematical understanding is empowering.
All students deserve a safe and productive learning environment.

Grade Level Unit Topics

Questions about the District 47 math program can be directed to Angela Maki, Director of Math, Science, STEM, & Health, at amaki@d47.org.

Kindergarten	1st Grade	2nd Grade	3rd Grade	4th Grade	5th Grade
Numbers to Five & Ten	Numbers All Around Us	Figure the Facts	Community Building & Addition Facts to Twenty	Multiplicative Thinking	Expressions, Equations & Volume
Numbers to Ten	Developing Foundational Facts	Setting Foundations for Place Value & Measurement	Introduction to Multiplication	Multidigit Multiplication & Early Division	Adding & Subtracting Fractions
Bikes & Bugs: Double, Add & Subtract	Adding, Subtracting, Counting & Comparing	Addition & Subtraction within One Hundred	Multidigit Addition & Subtraction	Fractions & Decimals	Place Value & Decimals
Path to Adding, Subtracting & Measuring	Leapfrogs on the Number Line	Measurement	Measurement & Fractions	Addition, Subtraction & Measurement	Multiplying & Dividing Fractions
Two-Dimensional Geometry	Figure the Facts with Penguins (Addition & Subtraction)	Place Value to One Thousand	Multiplication, Division & Area	Geometry & Measurement	Multiplying & Dividing Fractions
Three-Dimensional Shapes & Numbers Beyond 10	Geometry	Geometry	Geometry	Multiplication & Division, Data & Fractions	Graphing, Geometry & Volume
Measurement & Teen Numbers	One Hundred & Beyond	Measurement, Fractions & Multidigit Computation	Extending Multiplication & Fractions	Reviewing & Extending Fractions, Decimals, and Multidigit Multiplication	Division & Decimals
Computing & Measuring with Frogs & Bugs	Changes, Changes (Time & Measurement)	Measurement, Data & Multidigit Computations with Marble Rolls	Bridge Design & Data Collection/Analysis	Playground Design (Measurement/Data)	Solar Design (Fractions, Measurement, and Data)

6th Grade

In keeping with District 47’s mission of Grow - Empower - Thrive, one of the primary objectives of our math curriculum is to ensure that all students have a solid foundation in mathematics, enabling them to access and participate in higher-level mathematics in the future. To support this, as research shows, all students will benefit from engaging in rigorous tasks related to critical thinking and learning in a collaborative and diverse environment.

Each course utilizes resources authored by Illustrative Mathematics (IM) and delivered to students via Imagine Learning's print resources and classroom-ready platform. Imagine IM is a problem-based curriculum that fosters the development of mathematics learning communities in classrooms, provides students with access to mathematics through a coherent progression, and offers students the opportunity to deepen their understanding of mathematics through facilitated collaborative discourse and critical thinking opportunities.

6th grade students will be enrolled in one of the following courses:

6th Grade Math

This course develops an understanding of 6th grade concepts through a study of 6th grade standards. Topics include, but are not limited to:

Area and Surface Areas
Introducing Ratios
Unit Rates and Percentages
Dividing Fractions
Expressions and Equations
Rational Numbers
Data Sets and Distributions

Modified Curriculum with Individualized Supports

A modified math curriculum course that focuses on 6th Grade Math concepts and skills is also offered. This course includes specific supports for students with Individualized Education Plans, and student placement in this course is determined by the student’s IEP team.

Sixth grade Extended Curriculum

The 6th grade EC course is a standards-based class that concentrates on topics traditionally addressed in an 8th grade level course. This course is available to students who have demonstrated a grasp of several 6th and 7th grade math topics as verified by their elementary teachers and/or administrators. To qualify for this course, students must also meet other assessment criteria. Topics include, but are not limited to:

Proportional Relationships
Percent Increase and Decrease
Rigid Transformations and Congruence
Scale Drawings, Similarity, and Slope
Equations and Inequalities
Expressions and More Equations
Linear Relationships
Functions and Volume
Exponents and Scientific Notation
Pythagorean Theorem and Irrational Numbers

Questions about the District 47 math program can be directed to Angela Maki, Director of Math, Science, STEM, & Health, at amaki@d47.org.

7th Grade

7th Grade Math and Modified Curriculum with Individualized Supports utilize resources authored by Illustrative Mathematics (IM) and delivered to students via Imagine Learning's print resources and classroom-ready platform. Imagine IM is a problem-based curriculum that fosters the development of mathematics learning communities in classrooms, provides students with access to mathematics through a coherent progression, and offers students the opportunity to deepen their understanding of mathematics through facilitated collaborative discourse and critical thinking opportunities.

7th Grade Math

This course develops an understanding of 7th grade concepts through a study of 7th grade standards. Topics include, but are not limited to:

Scale Drawings
Proportional Relationships and Percentages
Measuring Circles
Rational Numbers
Expressions, Equations and Inequalities
Angles, Triangles, and Prisms
Probability and Sampling

Modified Curriculum with Individualized Supports

A modified math curriculum course that focuses on 7th Grade Math concepts and skills is also offered. This course includes specific supports for students with Individualized Education Plans and student placement in this course is determined by the student’s IEP team.

Seventh grade Extended Curriculum

Some students, the majority of whom have participated in 6th grade Extended Curriculum (EC) math, may be identified for 7th Grade Extended Curriculum math by their 6th grade teachers. Student's placement in Extended Curriculum courses are reviewed annually.

The 7th grade EC course is a full High School Algebra standards based class, traditionally a freshman level course. This course is available to students who have successfully completed a course that addressed traditional 8th grade concepts and meet other assessment criteria.

One- and Two-Variable Statistics
Linear Equations, Inequalities, and Systems
Functions
Introduction to Exponential Functions
Introduction to Quadratic Functions
Quadratic Equations
Radical Expressions and Equations

Questions about the District 47 math program can be directed to Angela Maki, Director of Math, Science, STEM, & Health, at amaki@d47.org.

8th Grade

8th Grade Algebra, Algebra, and Modified Curriculum with Individualized Supports utilize resources authored by Illustrative Mathematics (IM) and delivered to students via Imagine Learning's print resources and classroom-ready platform. Imagine IM is a problem-based curriculum that fosters the development of mathematics learning communities in classrooms, provides students with access to mathematics through a coherent progression, and offers students the opportunity to deepen their understanding of mathematics through facilitated collaborative discourse and critical thinking opportunities.

We also understand that a solid and deep understanding of High School Algebra standards, concepts and skills is central to students confidently moving forward in mathematics as they advance in their high school career. Additionally, we value each student as a unique individual with their own strengths and needs. We understand that an individual student may be ready to move more quickly through some concepts or may need additional time to fully grasp them. High school math is rigorous and we want to set students up for success by ensuring they're ready for the next challenge.

8th grade students will be enrolled in one of the following courses:

8th Grade Algebra

This course develops an understanding of algebraic concepts through a study of eighth grade standards and exposure to a few high school Algebra concepts. Topics include, but are not limited to:

Rigid Transformations and Congruence
Dilations, Similarity, and Introduction to Slope
Linear Relationships, Equations, and Systems
Functions and Volume
Exponents
Pythagorean Theorem and Irrational Numbers

Algebra

This rigorously paced course develops an understanding of Algebra through a combined study of eighth grade and high school Algebra standards. Topics include, but are not limited to:

8th grade standards topics:
- Rigid Transformations and Congruence
- Dilations, Similarity, and Introduction to Slope
- Linear Relationships, Equations, and Systems
- Exponents
- Functions and Volume
- Pythagorean Theorem and Irrational Numbers
High School standards topics:
- Polynomials
- Quadratic equations
- Radical expressions and equations

Modified Curriculum with Individualized Supports

A modified math curriculum course that focuses on 8th Grade Math concepts and skills is also offered. This course includes specific supports for students with Individualized Education Plans and student placement in this course is determined by the student’s IEP team.

Extended Curriculum Math

Some students, the majority of whom have participated in 7th grade Extended Curriculum math, may be identified for 8th Grade Extended Curriculum math by their 7th grade teachers. Student's placement in Extended Curriculum courses are reviewed annually.
The 8th grade EC course is the same as Crystal Lake High School District 155's Honors Geometry class, traditionally a sophomore level course. The Beardsley, Bernotas, and Lundahl teachers of these courses are secondary certified and follow the same curriculum scope and sequence and use the same resources and assessments as the high school. This course addresses high school Geometry standards and only students who have completed a full high school level Algebra course, and meet other assessment criteria, are eligible for EC Geometry.
- Eighth grade Extended Curriculum/Geometry math concepts include:
  - A Beginning of Geometry
  - Circles and Other Conic Sections
  - Surface Area and Volume
  - Area
  - Right Triangles and Trigonometry
  - Transformations
  - Similarity
  - Quadrilaterals
  - Special properties of Triangles
  - Triangles and Congruence
  - Introduction to Reasoning and Proofs

More information on 8th grade courses and students' placement notification is available in the following videos:

English Video Spanish Video

Questions about the District 47 math program can be directed to Angela Maki, Director of Math, Science, STEM, & Health, at amaki@d47.org.

Extended Curriculum (Grades 3-5)

The new math Illinois Learning Standards, based on the Common Core State Standards (CCSS), are more rigorous for all students. Units of study were developed in algebra, geometry and statistics to expose students to these mathematical strands and prepare them for pre-algebra. See timeline below:

Third Grade

Students in third grade have not yet been identified for Extended Curriculm (EC) services. However, in the spring they are exposed to hands-on equations, which help them visualize concepts of algebra. This is important as some students have not fully developed their abstract thinking sense. In the last trimester of the school year, students:

learn about algebraic expressions
create algebraic expressions to represent patterns
learn the importance of balancing an equation
graph ordered pairs on a coordinate plane

Fourth Grade

Teachers emphasize:
- Finding and correcting errors in solutions
- Using manipulatives and pictures to represent expressions and equations
- Solving problems using multiple methods
- Writing extended responses to explain thinking

First Trimester: Algebraic Problem-Solving

Reading, writing and evaluating algebraic expressions
Creating equivalent expressions
Understanding the concept of opposites and inverse relationships
Writing and solving equations to solve word problems
Finding more than one way to solve a problem

Second Trimester: Programming Logic

Learning computer programming
Applying programming logic on various apps and computer programs as part of the ITSE (International Society for Technology in Education) standards
Integrating student knowledge of coding with classroom learning objectives (i.e. the use of a robot/coding apps to animate a fable or teach multiplication facts)
Using problem-solving to find and resolve coding errors in a student’s personal work and the work of other

Third Trimester: Statistics

Displaying numerical data in number lines, dot plots, histograms, and box plots
Summarizing numerical data sets, identifying: center (mean, median), interquartile range, and absolute deviation
Describing overall data patterns and deviations
Relating the choice of measures of center and variability to the shape of the data
Analyzing how data trends help us make assumptions about the future

Fifth Grade

First Trimester: Algebraic Problem-Solving

Solving algebraic equations without manipulatives or pictorials, using traditional notation
Combining like terms
Using the associative, commutative, and distributive properties to solve equations
Focusing on problem-solving and finding multiple ways to find the answer
Solving word problems

Second Trimester: Geometry Unity

Heavily based on 8th grade Connected Math Unit Looking for Pythagoras
Finding the areas of triangles and quadrilaterals
Calculating the lengths of sides of polygons in a coordinate plane
Evaluating square roots
Representing 3-dimensional shapes using nets
Finding surface area
Determining the volume of 3-dimensional shapes

Third Trimester: Statistics

Understanding the difference between statistics and probability
Finding the measures of central tendency (mean, median, mode, range, etc.)
Using Standard Deviation to interpret data
Understanding the impact of outliers on data
Applying Mean Absolute Deviation to solve real world problems (how far each data point is from the mean)

Math Supports & Resources

New math resources were implemented for the 2024-2025 school year: Bridges in Mathematics for elementary students and Imagine IM for middle school students. Both programs emphasize student-centered learning, fostering collaboration between students and teachers. Through active learning, students deepen their understanding by exploring concepts, sharing ideas, and learning from mistakes. Classrooms are designed as learning communities that encourage curiosity and thoughtful exploration.

Rich Tasks

21st Century skills that students will need in and out of school include character, citizenship, collaboration, communication, creativity, and critical thinking. (Fullan & Scott, July 2014, Education Plus) We want our children to be able to think thoroughly, talk with their peers and adults about their questions and ideas, consider possible solutions, and persevere in exploring topics they are learning in school or encounter beyond the classroom.

A means to develop these skills is by using rich tasks in the math classroom. Rich tasks, also known as low-floor/high-ceiling tasks, are designed to engage all learners in exploring mathematical ideas. Learners have the opportunity to make observations, discover patterns, see the math problem or situation in their own way, and then share their ideas and hear from others about their thinking. By doing so, learners are more individually and collaboratively engaged in finding out the why, what, and how of the math. Through these types of experiences, students will oftentimes find their enjoyment of and attitude toward mathematics improves which translates to a deeper and more sustained understanding. (Boaler, 2022, Mathematical Mindsets, 2nd edition) These types of activities incite curiosity in the math classroom as students experience real-world applications relevant to their learning.

An environment where students feel they can succeed, learn to develop grit or perseverance in solving problems and see themselves as capable of achieving is our ultimate goal for all learners. Both Bridges in Mathematics (for K-5 students) and Imagine IM 360 (for 6-8 students) regularly include and explore low-floor/high-ceiling tasks to invite students into mathematics.

Additional sites with rich tasks to explore:

NRICH

Youcubed

Links & Resources

Elementary:

Bridges in Mathematics- Information for Families & Caregivers

Middle School:

Imagine IM 360 Family Support Hub

Multilingual Programs

District 47 is dedicated to empowering our students to become the leaders of tomorrow. Recognizing the immense value of bilingualism in today's global society, we offer a variety of language support services to meet the needs of our students and cultivate linguistic proficiency. Through immersion programs like dual-language, we foster a deep appreciation for diverse cultures while equipping students with the cognitive and socio-cultural benefits of bilingualism.

Multilingual Programs and Dual Language

Postsecondary and Career Expectations (PaCE)

The table below outlines the Postsecondary and Career Expectations (PaCE) for middle school instruction, showing which expectations are taught at each grade level. Many are introduced more than once to reinforce learning. Students will participate in Junior Achievement’s Start with the End in Mind in 6th grade, a Junior Achievement’s Town activity in 7th grade, and a career fair in 8th grade. Additional topics are also addressed in Math and FACS classes across grade levels. If you have any questions about these expectations or activities, please contact the building principal.

Activity	6th Grade	7th Grade	8th Grade
Information about and examples of a wide range of careers	X	X	X
Language that emphasizes individual skills, strengths, and assets	X		X
Understand and participate in practices that develop , and demonstrate a growth mindset	X	X	X
Explore interests	X	X
Practice/explore/Articulate their strengths	X		X
Develop their confidence in their abilities	X	X	X
Engage in self-reflection	X	X	X
Articulate aspiratios	X		X
Envision a positive future	X	X	X
Explore their habits		X	X
Create or change a habit		X	X
Explore career interests	X	X	X
Effectively ask for help	X	X	X
Explore barriers to aspirations		X	X
Identify sources of motivation		X	X
Explore career interests	X	X
Develop an educational plan for at least one career interest	X	X
Compare possible financial interests		X	X
Complete a career cluster survey	X		X
Attend a career exploration day		X
Explore learning styles	X
Complete a unit on education planning		X
Understand the relationship between community service/extra curricular activities and postsecondarry	X	X	X
Be exposed to a financial literacy unit a course or worshop			X

Science

Science Standards

The K-12 standards in science education are built around three major dimensions:

• Scientific and engineering practices
• Crosscutting concepts that apply across all fields of study
• Core ideas in four disciplinary areas: physical sciences, life sciences, earth, and space sciences and engineering.

These three dimensions work together to focus on science instruction and assessment. This three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts, and scientific and engineering practices to explore, examine and explain phenomena to deepen student understanding of science.

Scientific and Engineering Practices

The Scientific and Engineering Practices reflect how students approach scientific questions and problems and seek out solutions. The practices work together to help students study the natural and design world. The practices are:

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating and communicating information

Crosscutting Concepts

Crosscutting concepts provide different lenses to examine and make sense of science phenomena. They communicate a scientific way of thinking about a subject that helps students understand how the pieces connect together. Crosscutting concepts include:

Patterns
Cause and effect: Mechanism and explanation|
Scale, proportion and quantity
Systems and system models
Energy and matter: Flows, cycles and conservation
Structure and function
Stability and change

Disciplinary Core Ideas

The core ideas are the content of science. The core ideas should be integrated with the Crosscutting Concepts and Science and Engineering Practices. There are 12 main core ideas organized into four major categories:

Physical Sciences

Matter and its interactions
Motion and stability
Energy
Waves and their applications

Life Sciences

From molecules to organisms
Ecosystems
Heredity
Biological evolution: unity and diversity

Earth and Space Sciences

Earth’s place in the universe
Earth’s systems
Earth and human activity

Engineering, Technology and Application of Science

Engineering design

Grades K-5

Science exploration in Crystal Lake Elementary District 47 aims to engage students in rich, culturally diverse, and authentic learning experiences that will foster their curiosity and advance their understanding of the world around them.

Elementary Science Mission & Vision

The Illinois Learning Standards for Science, which are the Next Generation Science Standards (NGSS), are the foundation for student learning. To foster mastery of the NGSS, an inquiry model of instruction is supported using Exploring Science 2019 from National Geographic as our main resource. The units of study, for both monolingual and dual language students in Kindergarten through 5th grade, all begin with the Nature of Science and then move into the following areas of focus:

Kindergarten:

Earth Science
- Weather and Climate
Physical Science
- Pushes and Pulls
Life Science
- Independent Relationships in Ecosystems: Animals, Plants and Their Environment

1st Grade

Earth Science
- Space Systems: Patterns and Cycles
Physical Science
- Waves: Light and Sound
Life Science
- Structure, Function, and Information Processing

2nd Grade

Earth Science
- Earth’s Systems: Earth’s Process that shape the Earth
Physical Science
- Structure and Properties of Matter
Life Science
- Ecosystem: Interactions, Energy, and Dynamics
- Biological Evolution: Unity and Diversity

3rd Grade

Physical Science
- Forces and Interactions
Earth Science
- Weather and Climate
Life Science
- Inheritance and Variation of Traits: Life Cycles and Traits
- Interdependent Relationships in Ecosystems

4th Grade

Earth Science
- Earth’s Systems: Processes that Shape the Earth
Life Science
- Structure, function, and Information Processing
Physical Science
- Energy
- Waves: Waves and Information

5th Grade

Earth Science
- Earth’s Systems
- Space Systems: Stars and the Solar Systems
Physical Science
- Matter
Life Science
- Matter and Energy in Organisms and Ecosystems

Grades 6-8

Middle school students experience some aspects of the four disciplines of science (Physical Sciences, Life Sciences, Earth & Space Sciences, Engineering, Technology and Application of Science) each year in our Integrated 6th, 7th, and 8th grade Science courses. Units and lessons are aligned to the Middle School band of the Illinois Learning Standards for Science, which are the Next Generation Science Standards (NGSS).

Modeling instruction is the primary instructional methodology employed throughout the middle school Integrated Science experience. Students regularly engage in inquiry based learning to develop Claims, discover Evidence and articulate their Reasoning.

Units of Study for each grade level include:

6th Grade Integrated Science

Skills & Safety
Physical Science
- Intro to Matter
- Mechanical Energy
- Thermal Energy
Earth & Space Science
- Intro to Earth Systems
- Weather in the Atmosphere
- Minerals & Rocks in the Geosphere
- Plate Tectonics
Life Science
- Living Things in the Biosphere

7th Grade Integrated Science

Skills & Safety
Life Science
- Cell Systems and Their Processes
- Human Body Systems
- Reproduction and Growth
- Populations, Communities, and Ecosystems
Earth and Space Science
- Distribution of Natural Resources
- Human Impacts on the Environment
Physical Science
- Waves and Electromagnetic Radiation
- Electricity and Magnetism
- Information Technologies

8th Grade Integrated Science

Skills & Safety
Physical Science
- Forces and Motion
- Matter and it's Interactions
- Chemical Reactions
Earth and Space Science
- Solar Systems and the Universe
- Earth-Sun-Moon System
- Climate Factors: Energy in the Atmosphere and Ocean
- History of Earth
Life Science
- Change Over Time
- Genes and Heredity

Questions about the District 47 math program can be directed to Angela Maki, Director of Math, Science, STEM, & Health, at amaki@d47.org.

Social Emotional Learning

Special Education

Social Science

The Common Core State Standards (CCSS) drive our social science instruction. The standards utilize the dimensions of civics, economics and financial literacy, geography, and history to captivate students in inquiry-based learning experiences that are built on deep questioning, collaborative research, and communicating conclusions. The vision of the standards is to cultivate the skills students will need in order to live an engaged and meaningful civic life.

Mandated Instruction

Instructional Mandates

Health Education Opt-Out Policy
Library Media Resource Objection

Board Policy 6.60

The State of Illinois through Illinois law has identified the courses of study and learning standards that all students in grades PreK-8th grade are expected to learn. Illinois law allows parents/guardians to “opt-out” their child(ren) only for the specific curricular topics below:

Comprehensive Sex Education
Comprehensive Personal Health and Safety
Sexual abuse
Family life
HIV/AIDS and sexually transmitted diseases
Organ/tissue and blood donor and transplantation programs
Animal dissection
Training in cardiopulmonary resuscitation (CPR) and how to use an automated external defibrillator (AED)

For topics where a legal opt-out is not listed, parents/guardians can complete a Curriculum Objection Form to express objections to a unit of study or resource. The form is available in English and in Spanish. Once completed, the form should be submitted to the building principal who will investigate and review materials to determine whether a change in curriculum or resources is warranted, based on Illinois curriculum and mandates. Parents/guardians are encouraged to first make contact with the classroom teacher when there is a concern about your child or their participation in a specific course or classroom.

Title IX

Title IX Compliance

District 47 is in full compliance with regulations for implementing Title IX of the Education Amendments of 1972, which prohibit sex discrimination in federally assisted education programs. See below for links to our board policy and Title IX training, as well as contact information for District 47's Title IX coordinator.

Board Policy 7:10 - EQUAL EDUCATIONAL OPPORTUNITIES

Title IX Training Presentation - August 2025

District 47 Title IX Coordinator:

Dr. Ryan Olson
Assistant Superintendent of Student Services
Email: rolson@d47.org

Every Student Succeeds Act

As of December 2015, No Child Left Behind (NCLB) came to a close and the Every Student Succeeds Act of 2015 (ESSA), the most recent reauthorization of the Elementary and Secondary Education Act, has taken its place. Crystal Lake School District 47 receives funds in the form of grants from the federal and state governments to support its educational goals and strategies. The following information/notifications are provided as per grant requirements to support the District’s programs:

Stevens Amendment

Stevens Amendment: Disclosure of Federal Participation

Projects or programs funded in whole or in part with Federal grant money must credit the Federal government for the Federal government's portion of the financial support.

This web page citation informs the public that the use of Federal dollars in Crystal Lake Community School District 47 meets the Stevens Amendment requirement. Staff development opportunities, resource purchases, and personnel have been funded in whole or in part with Federal entitlement dollars.

Title I Parents Right-to-Know

Title I Schoolwide

Canterbury Elementary
Coventry Elementary
Hannah Beardsley Middle School
Indian Prairie Elementary
Lundahl Middle School

Dear Families:

In accordance with Federal rules related to ESEA Section 1111(h)(6) PARENTS RIGHT-TO-KNOW, District 47 is informing families of students in Title I schools that you have the right and may request information regarding the professional qualifications of your child’s classroom teacher and paraprofessional. This information regarding the professional qualifications include, at a minimum, the following:

Whether the teacher has met State qualification and licensing criteria for the grade level(s) and subject area(s) the teacher provides instruction.
Whether the teacher received an emergency or other provisional status through which State qualification or licensing criteria have been waived, and
The level of degree the teacher holds; including graduate certificates, additional degrees, and the areas of concentration or field of discipline.
Whether the child is provided services by paraprofessionals and, if so, their qualifications.

If at any time your child has been taught for 4 or more consecutive weeks by a teacher not highly qualified, the school will notify you.

If you have questions, please contact your school administrator or Associate Superintendent of Human Resources.

Title I Parent Involvement

Part I: General Expectations

Crystal Lake Elementary D47 agrees to implement the following statutory requirements:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring;

that families play an integral role in assisting their child’s learning;
that families are encouraged to be actively involved in their child’s education at school;
that families are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;
that the carrying out of other activities, such as those described in section 1118 of the ESEA are carried out.

Part II: Implementation of District Parental Involvement Components

The Crystal Lake School Board adopted the following policies:

Policy 6:170; Title I Programs/Adopted Aug.18, 2008-Revision Dec. 12, 2016/Active & States that the District will provide in such manners to ensure equivalency among all of the district’s schools. District & School Level Title I Parent & Family Engagement Compacts are defined.
Policy 8:95; Parental Involvement/Adopted Aug. 18, 2008-Revision June 20, 2011/Active & States collaborative relationships with student families and the District.

*These Board policies noted are available on and linked to the board of education web page.

Crystal Lake Elementary D47 will take the following actions to involve families in the joint development of its district wide parental involvement plan under section 1118 of the ESEA:

Hold Title I meetings with families and school representatives dedicated to formulating and/or revising the district parent involvement policy.
Distribute an annual parent survey. Results of the survey are provided to the Board of Education
Encourage families to continue to be actively involved in the development of the District 47 strategic plan. The plan includes collective commitments for administrators, staff, students and their families.
Encourage a board of volunteers to formulate and provide them a range of opportunities to participate actively in school decisions and governance such as; BPAC, PTO’s, etc.
Maintain ongoing communication collaboration via multiple avenues such as meetings, surveys, etc.

2. Crystal Lake Elementary District 47 will take the following actions to involve families in the process of school review and improvement under section 1116 of the ESEA:

Parent representatives are invited to participate in the district and school improvement planning process.
District and school improvement plan strategies and results are shared annually with the Board of Education.
District and school improvement plans are posted on the district website.
Family involvement goals will be included in each improvement plan, when appropriate.
Families will be given the opportunity to complete surveys and/or assessments.
The district will convene a yearly meeting to update Title I and school wide plans as necessary for the community and families.

3. Crystal Lake Elementary District 47 will provide the following necessary coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective family involvement activities to improve student academic achievement and school performance by:

Facilitating the annual parent meeting to evaluate and revise the parent policy and conduct a needs assessment.
Assisting staff in the planning and facilitation of curriculum family nights such as; Family Literacy and or Math Nights- to allow parents a hands on approach in understanding math and reading concepts.
Initiating the Director of Dual Language and English Learner Programs to schedule and facilitate the Bilingual Parent Advisory Council meeting for parents of ELL students multiple times throughout the year.
Offering the BPAC representatives to attend professional learning opportunities such as, but not limited to the annual state parent summit.
Offering the district-wide/school-wide family information on the appropriate websites. Information can include; school event calendars, homework, curriculum, family voice (suggestions), links to state and other resources in the community.
Coordinate an open house, informational nights to discuss student issues and educate families on the school/student systems to be fully aware and engaged in their child’s learning environment.

4. Crystal Lake Elementary District 47 will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its Title I, Part A schools.

The evaluation will include identifying barriers to greater family participation (with particular attention to families who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background).
The school district will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective family involvement, and to revise, if necessary (and with the involvement of families), its parental involvement policies.

5. Crystal Lake Elementary District 47 builds school and family capacities for strong family involvement, in order to ensure effective involvement of families and to support a partnership among the school involved, families, and the community to improve student academic achievement through the following activities specifically described below:

Crystal Lake Elementary District 47, with the assistance of its Title I, Part A schools, provides assistance to families of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph –
- the state’s academic content standards,
- the state’s student academic achievement standards,
- the state and local academic assessments including alternate assessments,
- the requirements of Part A,
- how to monitor their child’s progress, and
- how to work with educators:
  - Title I Administrators review mandatory standardized achievement data such as IAR results and make the results available to families.
  - Mandatory standardized achievement data such as IAR and ACCESS student reports are distributed to schools and families annually.
  - Illinois School Reports Cards are posted annually on the district website and made available to families at each school.
  - Family-teacher conferences are held at each school.
  - Curriculum grade level information is posted on the district website.
  - Standards based progress reports are sent home on a trimester basis.
Crystal Lake Elementary District 47, with the assistance of its schools, provides materials and training to help families work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster family involvement, by the following:
- Teachers include reading and math technology resources and tips in newsletters and/or on teacher websites.
- Title I schools make academic resources available to students and parents such as online games and activities.
- Web-based resources are provided for families that support the district curriculum.
- Standards-based progress reports are available electronically and by paper.
- Families who do not have access to online resources are provided with paper materials.
Crystal Lake Elementary District 47, with the assistance of its schools and families, educates its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with families as equal partners in the value and utility of contributions of families, and in how to implement and coordinate family programs and build ties between families and schools, by the following:
- Title I administrators host meetings such as; annual parent events, orientation, meet & greet, PTO, and family fun gatherings.
- Building PTO’s actively seek out and involve parents through regular communication updates and information sessions.
- Title I schools have parent volunteer programs in place.
- Title I schools communicate with parents by phone, e-mail, parent night, student conferences, parent teacher meetings, newsletters and/or websites.
- Parent focus groups, strategic plans, surveys/five essentials are conducted as needed to gather parent feedback as a method of collecting data on student related matters.
Crystal Lake Elementary District 47, to the extent feasible and appropriate, coordinates and integrates family involvement programs and activities with Head Start and public preschools. The school will also conduct other activities, such as parent resource centers, that encourage and support families in more fully participating in the education of their children, by the following:
- EL/Bilingual teachers assess students using state-required assessment(s) at Crystal Lake School District’s Carl Wehde Early Childhood Center.
- Attending an annual parent informational meeting to explain Dual Language programming.
Crystal Lake Elementary District 47 takes the following actions to ensure that information relating to family programs is sent to the homes of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the families can understand:
- Standardized documents are made available in English and Spanish, and are posted on the district and school websites.
- Interpreters are present and available at meetings including those related to Title I.

Part III. Discretionary Districtwide Parental Involvement Policy Components

Crystal Lake Elementary District 47, along with board policy, strategic plans, the assistance of its schools and in consultation with their families, will build upon the families capacity for involvement in the school system to support their children’s academic achievement, such as the following discretionary activities listed under section 1118(e) of the ESEA:

Consider and apply reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions.
Train parents to enhance the involvement of other parents
Arrange school meetings at a variety of times such as; conferences between teachers or other educators who work directly with participating children and who are unable to attend conferences at school.
Adopt and implement model approaches to improving parental involvement.
Continue to implement a parent advisory council to provide advice on all matters related to parental involvement in Title I, Part A programs; developing appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities.

Part IV: Adoption

This District Parental Involvement has been developed jointly with, and agreed on with, families of children participating in Title I, Part A programs, as evidenced by attendance at the annual meeting. The school district will make this policy available to all families participating within Title I, Part A.

2025-26 Title I Parent Meeting Presentation