Regular Committee of the Whole Meeting
March 10, 2016 – 6:15 p.m.
Lake Zurich High School Library, 300 Church St., Lake Zurich, IL
AGENDA
Board Work Session – Discussions/Collaboration/Presentations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Call to Order & Roll Call
*Public Comments – Please sign in by 6:15 p.m.
High School Traffic Study – Gewalt Hamilton Associates (Presentation)
Full Day Kindergarten Committee Report (Informational)
Summer School 2016 Preview (Informational)
2016-2017 Enrollment/Staffing Projections (Action 3/23/2016)
Cash Flow (Informational)
Special Education Transportation Contract Extension (Action 3/23/2016)
2016-2017 IHSA Membership Renewal (Action 3/23/2016)
Proposed 2016-2017 Calendar (Action 3/23/2016)
2016-2017 Dates for Board of Education and Committee Meetings (Action
3/23/2016)
12. Policy First Read (Action 3/23/2016)
a. 7:290 Suicide and Depression Awareness and Prevention
13. Closed Session – To discuss the placement of individual students in special
education programs and other matters relating to individual students. 5 ILCS
120/2(c)(10).
*Public Comments will be limited to 5 minutes per individual, 30 minutes total time for any one topic.
In accordance with the Americans with Disabilities Act, individuals with disabilities who plan to attend this meeting or any
other activity or program and who require certain accommodations so that they can observe and participate, or who have
questions regarding the accessibility of the meeting room or the District’s facilities, should contact the Superintendent’s
office (847-540-4963) promptly to allow the District to make reasonable accommodations for those persons.
**Action Items – It is anticipated that the Board will take action on these items
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Vicky Cullinan
March 10, 2016
HS Traffic Study
Earlier this year the administration shared information with Board about the HS traffic light project. The
administration had concern that the traffic light did was not going to provide the hoped for relief/solution to the
High School traffic issues and could possibly make the circumstance worse at a significant cost to the Village of Lake
Zurich and the School District. The administration, with the advice of consultants, believes the project as designed by
IDOT is estimated to cost $1.2 million.
At that time we had engaged the services of our civil engineer to do a brief review of the plans to determine the
scope of the project and if it was a good solution for the school district. The $1.2 million does not include
improvements that will be necessary on the District property for items such as connecting sidewalks, driveway
improvements and moving the electronic sign. Additionally, the district would lose an estimated 10 student parking
spaces. Leo Morand also has concerns that at today’s construction prices that the $1.2 million is still too low a figure.
The funding of the project would need to pay for the Phase II work and additional engineer and planning costs. The
estimated cost of the additional improvements on District property and higher construction costs could bring the
project closer to $2 million. It would probably take another year to year and a half for the process to move forward.
An alternate plan discussed was that the District could review further would be to improve the intersection that
moves the driveway closer to the MW abandoned driveway, creates two lanes in and two lanes out, a dedicated right
turn lane for vehicles travelling northbound on Midlothian and an opportunity to expand the student parking lot. On
a very high level look at this type of project it could be about $1 million without additional student parking. It would
be subject to IDOT approval.
The Board directed the administration to have a traffic study completed to help in the assessment of traffic
improvements at the High School entrance. The study is complete and Mr. Leo Morand and Lynn Means of Gewalt
Hamilton Associates will be at the meeting to share with the Board the findings of the traffic study.
Dr. Michael J. Egan, Superintendent of Schools
District 95 Administration Center - 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831 Website: lz95.org Fax: (847) 438-6702
FROM THE OFFICE OF
Jodi Wirt
ASSISTANT SUPERINTENDENT OF CURRICULUM & INSTRUCTION
Stacie Noisey
DIRECTOR OF CURRICULUM
Dr. Terry Mootz
DIRECTOR OF DATA & ASSESSMENT
INTEROFFICE MEMORANDUM
TO:
Dr. Michael Egan
FROM:
Jodi Wirt
DATE:
March 4, 2016
SUBJECT:
Full-Day Kindergarten Study
PURPOSE OF REPORT:
Informational
BACKGROUND:
At the request of the Board of Education, the Lake Zurich Community Unit School District 95 commissioned a committee to
determine the best instructional model for the kindergarten program. A committee comprised of 5 kindergarten teachers –
one from each elementary building – two elementary administrators, the Assistant Superintendent of Curriculum and
Instruction, and the Director of Curriculum and Instruction was organized to conduct the study and provide
recommendations for future programming. The committee convened in September 2015.
The committee reviewed research, programs existing in comparable districts, and the Common Core State Standards to
develop a recommendation for CUSD 95. At the CoW meeting on March 10, representatives from the committee, Sandy
Allen and Jennifer Kallaus will provide a summary of the committee’s findings and a recommendation for the 2017-18 school
year.
The complete report is attached.
Lake Zurich CUSD 95
Full-Day
Kindergarten Study
March 2016
Kindergarten Committee Members:
Sandy Allen
Kathleen Brawley
Cherisse Faflik
Jennifer Kallaus
Jenn Lyons
Stacie Noisey
Sarah Petraglia
Karyn Polich
Jodi Wirt
District Mission Statement
The mission of Community Unit School District 95 is to inspire all students to be passionate, continuous learners and to
prepare them with the skills to achieve their goals and flourish as responsible, caring citizens in a global community.
The Mission of District 95 – We Are:
Continuous Learners who . . .
Pursue and engage in learning opportunities inside and outside the classroom
● Embrace challenges and opportunities; take risks
● Actively listen
● Are curious and motivated
● Are receptive to various forms of learning and technologies
Define and prioritize meaningful goals
Discover and utilize learning strengths and preferences
Reflect critically on learning experiences and processes and recognize opportunities for growth
Identify areas of inquiry and/or ask significant questions
Analyze and evaluate information in order to draw conclusions and propose various answers and solutions
Communicate knowledge appropriately and effectively in a variety of ways
Skills: apply research process, utilize and evaluate sources, draw inferences, make connections, synthesize, ask questions,
communicate effectively
●
●
●
●
●
●
Responsible Citizens who . . .
Accept ownership and learn from consequences of our choices
● Work well with others to achieve goals
● Display positive interpersonal and problem-solving skills
● Offer and accept constructive feedback
● Respect self, others, and the environment
● Make informed decisions
● Use relevant technology ethically and efficiently
● Stand up, not stand by (Safeguard the well-being of others)
● Provide service to others
Skills: teamwork, time management, communication
Caring Citizens who . . .
Explore individual and community connections which impact society
● Understand and respect world cultures
● Seek multiple perspectives on issues and events to reach viable solutions
● Take action to protect basic human rights and needs
Skills: global awareness, acceptance of self and others, empathy
Introduction
At the request of the Board of Education, the Lake Zurich Community Unit School District 95 commissioned a committee to
determine the best instructional model for the kindergarten program. A committee comprised of 5 kindergarten teachers –
one from each elementary building – two elementary administrators, the Assistant Superintendent of Curriculum and
Instruction, and the Director of Curriculum and Instruction was organized to conduct the study and provide
recommendations for future programming. The committee convened in September 2015.
The state of Illinois does not require districts to provide full-day kindergarten programs. After a review of Illinois School
Code, the following list of Kindergarten Statutory Provisions for the state of Illinois was developed:
School districts may provide students either a half-day or a full-day program. If a school district establishes a full
day program, it must also provide a half-day program as an option. (School Code 105ILCA 5/10-22.18)
● Kindergarten attendance is optional. (School Code 105 ILCS 5/26-1)
● In order to attend kindergarten students are required to be 5 years old on or before September 1 of the school year.
(School Code 105 ILCS 5/10-20.12)
●
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Full-day kindergarten must be a minimum of four hours per day and half-day kindergarten must be a minimum of
two hours per day. (School Code 105 ILCS 5/18-8.05)
● A child does not have to attend school until his seventh (7) birthday. (School Code 105 ILCS 5/26-1)
● Based on an assessment of a child’s readiness, a school district may permit a child to enter school at a younger
age. (School Code 105 ILCS 5/10-20.12)
● Teacher to student ratios are not specifically mentioned in the statute.
●
Using district demographic data, the committee compiled a list of similar unit districts offering full-day kindergarten
programs. Schools within the list were contacted to answer survey questions and/or arrange site visits, where information
was collected regarding programming, scheduling and curriculum.
LZ 95 Reference District Comparison for Full-Day Kindergarten and Funding Sources
FDK
Reference Group School offered
Districts
to ALL
FDK Model
FDK for Some
FDK Tuition Based
Cost per student
EDK for at-risk
No
-
Yes
$3500 per year
Lake Zurich CUSD 95
No
Intervention 3
Barrington CUSD 220
Yes
Enrichment 1
Geneva CUSD 304
Yes
Full Day 2
No
No
-
Wheaton-Warrenville
CUSD 200
Yes
N/A
No
Yes
$4000 per year
St. Charles CUSD 303
Yes
Variable:
Enrichment 1,
Full Day 2
Yes
$1980 per year $225
per year (free) $900 per
year (reduced)
Indian Prairie CUSD 204
Yes
Full Day
Wauconda CUSD 118
No
-
Elmhurst SD 205
No
Batavia USD 101
No
No
No
N/A
N/A
N/A
1 Enrichment
: Core instruction in morning and extension in the afternoon
Core instruction occurs throughout the day
3 Intervention: Core instruction in morning and reteaching in the afternoon
2 Full-day:
Review of Literature
The committee reviewed literature that focused on developmentally appropriate programming, brain research, and full-day
kindergarten programs. Literature and research studies were analyzed and discussed by the committee. Committee
members divided the current research into sections and summarized the information for the committee. What follows is a
brief description of the findings of the group, broken down by general topic area.
Developmentally Appropriate Programming and Brain Research
There seems to be two basic schools of thought regarding Kindergarten programing today. There are those who subscribe
to an academic approach and those who prefer to address the social/emotional development of the child. Many believe the
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two are mutually exclusive. Fortunately, they are not, and some schools are opting for a developmentally appropriate
approach which also emphasizes academic learning. Developmentally Appropriate Practices focus on creating a caring
community of learners, teaching to enhance development and learning, constructing appropriate curriculum, assessing
children’s learning and development, and establishing mutually beneficial relationships with families.
While there does not appear to be solid research verifying the success of Developmentally Appropriate Practices in
enhancing student achievement or emotional growth (which is extremely difficult to measure), these practices make sense
to educators concerned about educating the whole child.
Pre-School Programming
Until recently, pre-schools have been in the domain of the private sector; with day-care providers and others developing
programs to enhance the experiences of the children in their care. Except for Head Start, a pre-school program which
targeted impoverished or disadvantaged children, few formalized programs have existed. Much information has come to
light about students’ “readiness” to learn. More and more children begin kindergarten without these “readiness” skills, and
socio-economic status seems to play a vital role in the disparity between these children and their “ready-to-learn” peers. As
we learn more about the nature of early learning, however, more and more states are venturing into the pre-kindergarten
arena, trying to develop these readiness skills in children viewed as “at risk.” Evidence is accumulating that a high-quality
pre-school experience can have long-term positive effects on the participants, their families, and society as a whole. The
key here is “high-quality”.
Full-Day Kindergarten Programs
Studies of full-day kindergarten programs seem to yield the following results: There is an increase in the number of
available full-day programs, perhaps as result of more single-parent families and/or more dual-income families. While the
relative percentage of time devoted to instructional concepts is similar between half and full-day programs, educators
believe the full-day program allows for greater depth of experiences and the ability to focus more on the interests and needs
of each child. A full-day program allows for more frequent progress monitoring, assessing student learning and planning
instruction accordingly. Full-day programs allow for the instruction in literacy and math to be a priority, while instruction in
other areas (science, social studies, etc.) can be explored more fully as well. Not surprisingly, full-day kindergarten
programs seem to demonstrate the greatest benefits for students who lack readiness skills.
Full-Day versus Half-Day Programs
According to the available information, when investigating full-day versus half-day programs, educators need to focus on the
following:
● Full-day programs are on the rise across the country.
● Often, rationale for developing full-day programs includes a response to the concerns from the community.
● Costs of developing full-day programs need to be taken into consideration. Will the benefits to children offset the
financial costs of adding facilities and teachers?
● Benefits are most profound to children from low-income backgrounds and students with limited English proficiency.
● Positive relationships are evident between participating in full-day programs and later school performance in
independent learning and classroom involvement.
● Full-day programs allow for a relaxed instructional pace and greater time to devote to student interests and needs.
● Children exhibit greater readiness for first grade, including greater progress on standardized tests, fewer reading
intervention referrals, fewer instances of grade retention, and greater progress in literacy, math and general
learning skills.
● Few, if any, detrimental effects result from participation in full-day versus half-day programs.
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●
All benefits to a full-day program are contingent upon developmentally appropriate programming.
What is the Background of Full-Day Kindergarten?
The first Froebelian kindergarten in this country, opening in Wisconsin by Margarete Schurz in 1857, was a full-day
program. It was not until the 1950’s that most kindergartens changed to half-day two session programs. This was due,
primarily, to financial and space considerations, rather than educational or academic reasons. However, full-day
kindergarten programs are making a comeback. According to the U.S. Census figures, in 1970, only 13% of the five-yearolds in the United States went to full-day kindergarten. By 1993 that number had grown to 45% (Elicker and Mathur, 1997).
In 2011, 77 percent of children attended kindergarten full-day (Davis and Bauman, 2011).
Why Full-Day Kindergarten?
Reasons for the trend toward full-day kindergarten include advantages for two-income or single-parent families, both in
convenience and financial matters. Advantages to school district include greater state aid for full-time students, and
financial savings from eliminating noon busing and crossing guards, although these savings do not always balance out the
increased costs to administering a full-day program. Most importantly, research seems to indicate that the full-day
kindergarten benefits children academically and socially (Elicker and Mathur, 1997; Puleo, 1988; Cryan, Sheehan, Wiechel,
and Brandy-Hedden, 1992).
What are the Advantages of Full-Day Kindergarten?
Research studies show a clear advantage, academically and socially for students enrolled in a full-day kindergarten
program. Cryan et al. (1992), studying full-day programs in 27 schools in Ohio found a broad range of academic and
behavioral benefits, which lasted well into second grade. Children from full-day programs scored higher on standardized
tests and were seen by their teacher to be more independent, critical thinkers, and more productive learners who were more
involved in what they were doing.
Elicker and Mathur (1997) undertook a two-year Purdue University study of a Wisconsin program involving 179 randomly
selected kindergartners placed in either full or half-day classrooms. They also found that “the full-day program resulted in
more child-initiated learning activity, more teacher directed individual activity, higher levels of active engagement, and
higher levels of positive affect, in both absolute and proportional terms. Teachers saw children in full-day classrooms as
better able to initiate and engage flexibly in a variety of classroom activities, and to explore deeply and respond to
challenges that were well matched to individual interests and abilities.
Vincent Puleo analyzed data from studies done between 1974 and 1985. Twenty-two of the thirty studies reported better
scores for the full-day students on basic skills tests taken at the end of kindergarten. A number of students he examined
also showed long-term advantages to full-day programs. A study by Winter and Klein (1970), for instance, showed
significant results at the end of grade one. Humphrey’s study also reported significant results at the end of grade one
(1980) as well as at the end of grades 3 and 4 (1983). He cites the Nieman and Gastright study (1980) as showing the
longest lasting gains. “Their follow-up involved reading and math achievement at the end of grades 4 and 8. Both fourth
and eighth grade follow-up project students scored statistically higher than did controls.” He concluded that, “The preceding
review is encouraging regarding the effects of full- and extended-day kindergarten. Particularly impressive is the fact that
rarely are differences found in favor of half-day classes. Rather, the consistent trend is either full-day program confirmation
or no difference.”
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What are the Disadvantages to Full-Day Kindergarten?
One of the problems cited with full-day programs was the additional cost to the school district. Additional teachers and
aides would significantly raise costs, which may or may not be offset by increases in state aid and transportation savings.
Additional classroom space would also be needed which could be a problem for districts with growing enrollments and
limited space (Rothenberg, 1984).
Other concerns regarded the readiness of kindergarten children to handle the time and rigors of a full-day program.
According to Finkelstein (1983), given the 5-year-old’s attention span, level of interest, and home ties, a half-day offers
ample time in school and allows more time for a young child to play and interact with adults and other children in lessstructured home or child-care settings (Rothenberg, 1984). Teachers in Elicker and Mathur’s study (1997) mentioned the
fatigue of some children at the beginning of the year as the only significant drawback to full-day kindergarten. In later
interviews, the teachers noted that “virtually all children seemed free of this fatigue by the middle of the school year.”
Opponents of full-day programs have also argued that these programs may become too academic, concentrating on the
basic skills before the children are ready (Rothenberg, 1984). However, research has shown the opposite to be true. Fullday programs devote more time to child-initiated, developmentally appropriate activities then half-day programs (Elicker and
Mathur, 1997).
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Table 1: Advantages & Disadvantages of a Full Day Kindergarten Program
Factors
Advantages
Disadvantages
Students
● Better academic skill
development
● Reading readiness
● Language development,
especially for non-English
speaking students
● Fewer grade retentions, less
remediation
● Fewer referrals to special
education services
● More independent learning
● Easier transition to first grade
● Better socialization and peer
relations
● More opportunities to interact
with other children and adults
● Better nutrition (when lunch is
provided)
● Causes higher expectations
for first graders
● K should be more learning by
doing rather than worksheet
and teacher led instruction
● Increased fatigue, irritability,
aggression
● Lengthened adjustment
because of separation anxiety
● Loss of confidence, enjoyment
of learning
● Less time for informal learning
● Part of the day in home is
important
Instruction & Teaching
● Better student attendance
● More individualized instruction
● Easier identification of
problem areas
● Less hurried instruction
● More repetition of material
● Less transition time between
activities
● Fewer total students for each
teacher to track
● Less planning time
● Greater fatigue because of
handling the same students all
day
Parents
● Less child care costs
● Easier scheduling and
transportation
● More contact with teacher
● Child care needs of working
parents still may not be met
Society
● Levels the playing field for
disadvantaged children
● Diminished parent
responsibility
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● More learning opportunities for
the low income children
● Decrease costs because of
reduced need for retention
and remediation
● Costs (salary, space)
● Takes resources from more
effective interventions (smaller
class size)
● Access is still unequal for
disadvantaged students
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Based on the research, do the advantages outweigh the disadvantages for a Full Day Kindergarten program?
Further review of three of the most recent full-day kindergarten studies is summarized for a better understanding of the
impact of full-day programs. A list of all articles and research that were reviewed is available upon request.
According to the Children’s Defense Fund (January 2012), full-day kindergarten boosts cognitive learning, creative problem
solving and social competence. Their research suggests full-day kindergartners are better equipped to handle the transition
to first grade, show significant gains in school socialization and demonstrate stronger learning skills. Furthermore, they
contend students have higher academic achievement in later grades, have better attendance, and show faster gains in
literacy and language measures Finally, students demonstrated enhanced social and emotional development, and have
reduced retention and remediation rates.
Hanover Research released a report in November 2012 on “Structuring Kindergarten and Pre-K: Classroom Ratios and
Funding Model”. The report discusses methods states have used to fund pre-K, as well as trends surrounding
implementation of half-day kindergarten versus full-day. This report describes a recent study (2006) of over 2,000
kindergarten students in Kansas and suggests teachers are better able to implement best practice teaching methods on a
daily basis in a full-day program. Some examples of best practice:
● More use of hands-on materials
● Time to learn through exploration
● Multiple group methods (whole group, small group, guided discovery)
● Encouragement to move independently to new activities
● Extra time to complete projects and tasks
● Advance notice to upcoming transitions
This study also found that FDK students demonstrate greater skill development in the following domains: general
knowledge, math concepts, oral communication, written language, work habits, attentive behaviors, physical health, socialemotional development, and symbolic development.
The most comprehensive report found was a meta-analysis on “Effects of Full-Day Kindergarten on Academic Achievement
and Social Development: by researchers Arris Cooper, Ashley Batts Allen, Erika A. Patall, and Amy L. Dent from Duke
University (2010). A total of 655 studies were reviewed and quantitative data was compiled. The researchers conclude
attending FDK has a positive association with academic achievement and these overall effects on academic outcomes are
evident at the conclusion of kindergarten but “fade over time”. The increased academic performance of students who attend
FDK disappears by the end of the third grade. As students accumulate more and more experiences in an academic setting,
the effects of FDK becomes a smaller and smaller influence on their academic success.
The study also reviewed social development measures and the data revealed mixed results. The association of FDK versus
HDK using nonacademic outcomes suggests no clear positive benefit. Evidence was suggestive of a small positive
association with their child’s self-confidence and ability to work and play with others. However, children may not have as
positive an attitude toward school in full-day versus half-day kindergarten and may experience behavior problems.
The authors conclude, “full-day kindergarten is one component in the array of interventions parents and educators can use
to help all children grow to their full potential. It should be available to all but not necessarily universally prescribed for all.
For some struggling students, it will prove an initial boost, that when coupled with other interventions initiated in later years ,
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can help them overcome deficits that otherwise would be predictive of academic failure. For others, it may be too much too
soon. Now the task for education researchers is to develop evidence-based algorithms that help educators and parents
predict when, and for whom, the FDK experience will be more beneficial.”
One thing that both proponents and skeptics of FDK agree on is that, regardless of its length, the content and instructional
strategies used in the kindergarten program are paramount to its success or failure. By simply adding time to the
kindergarten day will not necessarily improve children’s achievement. Although added time may create the opportunity for
increased learning, it is how that time is used that will determine the full-day intervention’s ultimate effectiveness.
Regardless of the amount of time spend in the classroom, an effective program must include the following characteristics:
● Integrate new learning with past experience in projects
● Use mixed ability grouping, mixed-age groups of students
● Provide an unhurried setting
● Involve children in first-hand experiences
● Provides for informal instructions with objects, other children and adults
● Emphasize language development and pre-literacy skills
● Share information and build understanding with parents
● Emphasize reading to children at school and at home
● Balance small-group, large group and individual instruction
● Develop social skills, including conflict resolution
The research seems to indicate, overwhelmingly, that the advantages do outweigh the disadvantages. However, each state
and each individual school district must, ultimately, make that decision for their own schools and students.
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Guiding Principles
Early learning and development are multidimensional. Developmental domains are highly interrelated.
Development in one domain influences development in other domains. For example, a child’s language skills affect his or
her ability to engage in social interactions. Therefore, developmental domains cannot be considered in isolation from each
other. The dynamic interaction of all areas of development must be considered. Standards and preschool benchmarks listed
for each domain could also be cited in different domains.
Young children are capable and competent.
All children are potentially capable of positive developmental outcomes. Regardless of children’s backgrounds and
experiences, teachers are intentional in matching goals and experiences to children’s learning and development and in
providing challenging experiences to promote each child’s progress and interest. There should be high expectations for all
young children so that teachers can help them to reach their fullest potential.
Children are individuals who develop at different rates.
Each child is unique. Each grows and develops skills and competencies at his or her own pace. Teachers get to know each
child well and differentiate their curricular planning to recognize the rate of development for each child in each domain.
Some children may have an identified developmental delay or disability that may require teachers to adapt the expectations
set out in the Illinois Early Learning and Development Standards and to make accommodations in experiences. Goals set
for children who have an Individualized Education Plan (IEP) reflect these adaptations and accommodations so that
individual children can be supported as they work toward particular preschool benchmarks.
Children will exhibit a range of skills and competencies in any domain of development.
All children within an age group should not be expected to arrive at each preschool benchmark at the same time or to show
mastery to the same degree. Children may show strengths in some domains and be more challenged in others. Teachers
recognize each child‘s individuality and plan curricular strategies that support the child as a learner by building on his or her
strengths and providing scaffolding and support in more challenging areas. There is no expectation that every child will
master every preschool benchmark. Teachers work with children to meet them where they are and help them continue to
make small steps of progress toward each preschool benchmark. There also is recognition that some children may go
beyond mastery of the preschool expectations. Teachers plan for challenging experiences for these children to help them
continue to grow, develop, and learn.
Knowledge of how children grow and develop—together with expectations that are consistent with growth
patterns—are essential to develop, implement, and maximize the benefits of educational experiences for children.
The Illinois Early Learning and Development Standards provide reasonable expectations for preschool children (ages 3 to
5). They give teachers a common language—defining what they can expect preschool children to know and be able to do
within the context of child growth and development. With this knowledge, teachers can make sound decisions about
appropriate curriculum for the group and for individual children.
Young children learn through active exploration of their environment in child-initiated and teacher-initiated
activities.
Early childhood teachers recognize that children’s play is a highly supportive context for development and learning. The
early childhood environment should provide opportunities for children to explore materials, engage in activities, and interact
with peers and adults to construct understanding of the world around them. There should, therefore, be a balance of child10
initiated and teacher-initiated activities to maximize learning. Teachers act as guides and facilitators most of the time,
carefully planning the environment and helping children explore and play in productive, meaningful ways. They incorporate
the preschool benchmarks into all play areas, daily routines, and teacher-led activities. Families are the primary caregivers
and educators of young children. Teachers communicate in a variety of ongoing ways with families to inform them of
programmatic goals, experiences that are best provided for preschool children, and expectations for their performance by
the end of the preschool years. Teachers and families work collaboratively to ensure that children are provided optimal
learning experiences.
Adapted from Preschool Curriculum Framework and Benchmarks for Children in Preschool Programs (1999)
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Program Component Considerations
The committee reviewed the current kindergarten program in Lake Zurich. The review included an analysis of instructional
time dedicated to implementing the current academic curriculum on a weekly basis, as well as an anticipated expanded
social-emotional learning component and subsequent Illinois Kindergarten Individual Development Survey (KIDS)
assessment requirements within the confines of a half-day program.
The Illinois Kindergarten Individual Development Survey (KIDS) assessment is an observation-based assessment in which
evidence is collected over time for each student. Throughout each rating period, children are observed daily, collecting
evidence in 11 domains, covering 55 measures. This evidence is then used to complete the assessment for that period. The
assessment is completed three times per school year. For example:
●
●
●
The 1st rating is due within 40 days of attendance; the evidence used is from attendance days 1-40
The 2nd rating is due within 105 days of attendance; the evidence used is from attendance days 41-105
The 3rd rating is due within 170 days of attendance; the evidence used is from attendance days 106-170
The KIDS assessment must be completed for all students during the specified assessment period, whether or not a given
district has a half-day or full-day program. The amount of time needed to complete each individual assessment depends on
the teacher and how well they know the assessment instrument. As teachers become more familiar with the assessment
and observe more individual students, their proficiency will increase. In the development field study, teachers reported that
the tool was user friendly and expressed that the assessment became easier to complete with the second and third ratings.
(Source: https://www.illinoiskids.org/content/faq-0?usertype=principal)
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Description of the current Half-Day Program
●
●
●
●
●
●
Half-day program available to all Lake Zurich CUSD 95 kindergarten age children
Extended Day Kindergarten program available to qualifying students
Children attend school for approximately 13 hours per week
Students do not participate in lunch/recess
1 hour per week, students participate in PE and LMC
Additional services (occupational therapy, physical therapy, speech, resource, social work and English language
learners) also draw from the remaining 12 hours of classroom instructional time. Service delivery may take place
during the math and literacy blocks.
Table 2: Half Day Kindergarten Schedule
(sample)
Time
Event
8:25
Arrival
8:30-8:50
Morning Meeting (Calendar)
8:50-9:30
Math (or Science/Social Studies)
9:30-10:00
Literacy Block – Writing/Reading Workshop, Phonological/Phonemic Awareness, Handwriting
10:00-10:30
Specials (P.E. or Library)
10:30-11:10
Academic Centers
11:10
Kindergarten Dismissal
Based on the review of best practices, information from data collected, interviews and/or visits to outside districts, the need
for increased social interaction among students, and the professional consensus of the group, a potential schedule for a fullday kindergarten program was drafted. The purpose of the draft was to compare our half-day program with a full-day
program; ensuring students had access to both the academic and social-emotional curriculums.
13
Description of a Full-Day Kindergarten Program
●
●
●
●
●
Full-day program available to all Lake Zurich CUSD 95 kindergarten age children.
Children attend school for approximately 31 hours per week.
4 hours,10 minutes per week students participate in lunch/recess
4 hours per week, students participate in PE, Music, Art and LMC.
Additional services (occupational therapy, physical therapy, speech, resource, social work and English language
learners) also draw from the approximately 23 hours of remaining classroom instructional time. Service delivery
would take place outside of the math and literacy blocks.
State Guidelines for Full-Day Kindergarten
●
●
●
●
Math 300 minutes per week
Science: 150 minutes a week
English (Literacy): 750 minutes per week
Social Science 150 minutes per week
Table 3: Full-Day Kindergarten Schedule
(Sample)
Time
Event
8:35 - 8:45
Morning Meeting (Calendar)
8:45 – 11:10
Literacy Block – Writing Workshop, Reading Workshop, Phonological/Phonemic Awareness,
Handwriting
11:10 - 12:00
Recess/Lunch (50 minutes with 5 minutes teacher support at end of lunch)
12:00 – 12:20
Social Centers (SEL)
12:20 – 1:20
Math
1:20 – 2:20
Specials (P.E., Library, Art, or Music)
2:20 – 2:50
Science/Social Studies
2:50
Dismissal
14
Common Core State Standards Kindergarten/First Grade Comparison
The CCSS provide the educational benchmarks for each grade level through the course of a full year of learning. All grade
levels have the same ten learning strands between ELA and Math content areas. Kindergarten students are responsible for
learning 72 ELA standards, as compared to 81 first grade standards. In math, kindergarten students are responsible for
learning 25 Math standards, as compared to 21 Math standards in first grade.
Recommendations
After completing the initial review of literature and the Common Core State Standards, analyzing and comparing programs
outside Lake Zurich, and taking an in-depth look at the current kindergarten program in Lake Zurich, the committee agreed
that a full-day program affords the necessary time to better prepare students for the more rigorous curriculum now found at
all grade levels. A full day kindergarten program offers the potential to spend more time developing learner characteristics
that ensure student growth, ensure the flexibility to provide additional interventions and services to those in need, and
nurture the social and emotional well-being in the early years of school.
The committee unanimously agrees that the final decision should be all inclusive. Whether the District chooses to continue
offering a half-day program or decides to offer a full-day program, all students should have the same opportunity. This would
result in providing classroom space, instructional materials, and certified staff to meet the needs of all kindergarten students,
should their parents enroll them in a full-day program. This would have the potential to increase the number of classrooms
and FTE needed to support the change to a full-day program.
Purpose/Rationale
●
●
●
●
●
●
●
●
To implement the Common Core English/Language Arts and Math State Standards, as well as the science, social
science and social-emotional standards and learning goals. Time restrictions of the current half-day kindergarten
program limit the teacher’s ability to implement the kindergarten curriculum.
To be able to provide the in-depth instructional delivery of the kindergarten curriculum.
To observe and assess the characteristics and abilities of each student in order to individualize the instruction to
meet each child’s needs.
To interrelate instruction to facilitate connections across the curriculum.
To use best practice techniques to facilitate problem solving, collaboration, team building, responsibility and
leadership skills.
To teach, practice and review/reteach the curriculum as recommended by best practice.
To expand on the education experiences that many Lake Zurich children have completed in preschool programs for
one or two years, and to bring educational continuity to those children who attend daycare facilities either before or
after the current kindergarten.
To ensure the smooth student transition to first grade.
15
Kindergarten Programming Summary
● The standard district program becomes the full-day, tuition-free program with families paying standard registration
fees.
● The full-day kindergarten program will be offered at each elementary building.
● Half-day program will be available for parent choice with the understanding that core instruction occurs throughout
the school day.
● Some half-day students may attend an AM section with full-day students.
Staffing
District-wide full-day kindergarten would require a minimum increase of five (5) certified kindergarten teachers, maintaining
our current level of classroom support by paraprofessionals. Based on the average salary and benefits for teachers, the cost
would be approximately $275,000. In addition, it is anticipated that an additional specialist will be required. The cost would
be approximately $55,000 for a total of $ 330,000 for staffing.
Facilities Planning
The administration has met with the elementary principals and determined that the space required for an additional
classroom is available in each of the buildings. Depending on the individual building, allocating space for an all day
kindergarten program impacts space for other building needs such as a conference room and the availability to increase
sections based on student numbers if needed. This information has been presented to the Facilities Subcommittee.
Classroom Materials
Curricular and furniture needs will be reviewed at the building level in collaboration with District Curriculum and Business
Departments.
Full-Day Kindergarten Implementation
The committee recognizes that the design and implementation of a full-day kindergarten program requires a significant
amount of planning, onetime expenses for curricular and furniture needs, and a commitment to additional staff. The
committee recommends the Board of Education approve a long-term goal of implementing full-day kindergarten for all
students starting in the 2017-2018 school year. While working toward that goal, the committee recommends the
continuation of the Extended Day Kindergarten program for students in need of additional supports prior to entering first
grade.
16
FROM THE OFFICE OF
Jodi Wirt
ASSISTANT SUPERINTENDENT FOR CURRICULUM
& INSTRUCTION K-12
Stacie Noisey
DIRECTOR OF CURRICULUM
Terry Mootz
DIRECTOR OF DATA & ASSESSMENT
INTEROFFICE MEMORANDUM
TO:
Dr. Michael Egan
FROM:
Jodi Wirt and Dr. Susan Coleman
DATE:
February 25, 2016
SUBJECT:
K-12 Summer School Preview
Informational report
BACKGROUND:
The Curriculum and Instruction department oversees summer school K-12. The High School Summer School Program is
under the direction of the High School Assistant Principal for Curriculum and Instruction, Eric Hamilton. Kara Dohman
and Alison Kos will share the principal responsibilities for the K-8 Summer School program.
High School
The High School Principal, the Assistant Principal for Curriculum and Instruction, and the Assistant Superintendent for
Curriculum and Instruction are committed to providing summer school opportunities that meet the needs of our
students. This year, most courses offered will be for credit advancement; however, we are continuing to offer English
and math courses for credit recovery. The summer school program will be located at the high school and will run
Monday through Thursday, from 7:30 a.m. to 12:30 p.m. The high school summer school program has two sessions: June
13 to June 30 and July 5 to July 21. Due to the July 4 holiday, the first week of Session II will run Tuesday through Friday.
Courses to Advance in Credit
Astronomy
Biology I Honors
Physical Science Honors
Consumer Education
Creative Writing
Journalism I
Driver’s Education Classroom/
Behind the Wheel
Government
Health
Art Survey
Enrichment Courses (No Credit)
Study Skills
Transition to Algebra II Honors
Transition to Geometry Honors
Courses to Recover Credit
Algebra 1 CP
Geometry CP
English 1, 2, and 3
There is a tuition fee of $185 for each semester course. For out-of-district students, the fee is $260. The exceptions to
this fee structure are Study Skills ($80) and Driver’s Education Classroom/Behind the Wheel ($400). Students taking the
classroom portion of Drivers’ Education must also meet the state requirement of six-clock hours behind the wheel and
three hours of observation, over the summer, to be in compliance with State regulation. Therefore, enrollment will be
limited to 20 students. Enrollment priority will be given to LZHS students and will be determined by birth date. Some
courses do require additional fees (paid by the students) to cover the cost of supplies. Lake Zurich High School is
involved in a summer school co-operative with Wauconda and Mundelein High Schools. Students may attend any of the
three programs at in-district cost.
Effective, June 1, 2016, there will be no refunds, unless a course is cancelled. Prior to that date, a written request for a
refund should be submitted to the District 95 Summer School Office, 400 S. Old Rand Road, Lake Zurich, Illinois 60047. A
$25 cancellation fee will be deducted from the refund.
Dependent on student enrollment, security coverage will be provided by Andy Frain Services. Also dependent on student
enrollment, a summer school Principal may be hired to coordinate the day-to-day operations. Transportation is the
responsibility of the students. For a class to run, approximately 15 students need to be registered in that class. If there
are not enough students for a particular course to be offered, the parents and students will be notified in advance.
High School Budget
The salary for teachers is $34.50 per hour of teaching plus one hour of preparation time for every four hours in the
classroom. The goal is to offer and run as many courses as possible. The summer school program operates on a zero
based budget; this allows the district to offer the number of sections required based on student interest.
K-8 Summer School
District 95 will again offer a K-8 summer school program beginning Monday, June 13, through Thursday, July 7, 2016.
Courses run Monday through Thursday for both sessions. The K-8 Summer School program is designed to offer
enrichment opportunities as well as a Summer Success program which provides support to students who are not yet
proficient in reading and mathematics at their grade level. All courses will be taught by certified teaching staff.
Enrichment courses
Enrichment courses are open to any interested student. Enrichment courses are set up to enhance a student’s talents.
Teachers submit course proposals for course offerings. These proposals are reviewed during February by the K-8
Summer School Principals. Once the course proposals have been finalized and accepted, a brochure will be sent to
parents through email and posted on the district website. Class registration is on a first come-first serve basis. Generally,
there is a limit of 24 students per class for enrichment.
Skill reinforcement classes
The Summer Success program offers classes in reading and math at each grade level, in order to assist those students
who need support in these areas after the end of the school year. Students are recommended by their classroom
teachers for this program. Letters are sent home to parents with a recommendation that the student enroll in Math,
Reading, or both. The reading and math programs are aligned to the district grade level objectives. Teachers will use
supplemental resources to assist students in learning the identified reading and mathematics concepts at each grade
level. Generally, there is a limit of 15 students per class for Summer Success.
Reading Recovery
Reading Recovery services will continue to be offered throughout the summer so students who were still involved in the
program at the end of the school year may complete the program prior to entering second grade. These students will be
enrolled in the skill reinforcement classes and will be pulled for one-on-one services with the Reading Specialist/Reading
Recovery teacher.
EL classes
EL classes will be offered for all students grade K-8. Students in these classes will focus on English language acquisition
skills. Letters are sent home to the parents to inform them of this summer school opportunity. This program is offered at
no charge to these families. The limit for EL classes is 15 students.
Band & Orchestra
Band and Orchestra students have an opportunity to improve as musicians by practicing and performing great music
during summer camp. Parents must provide transportation.
Time and Locations
All K-8 courses will be held at Spencer Loomis Elementary and Middle School North located at 95 Hubbard Lane in
Hawthorn Woods. Course session times are from 8:30-10:00 a.m. (Session I) and 10:15-11:45 a.m. (Session II). A 15minute supervised snack break will be included for students attending both sessions. Students will need to bring their
own snack.
Tuition
There is a tuition fee of $160.00 for each enrichment course. The fee for two sessions is $310.00. Out of district tuition
is $205.00 per course. Payment is due at the time of registration and will be made online using a credit card. Effective,
June 1, 2016, there will be no refunds, unless a course is cancelled. Prior to that date, a written request for a refund
should be submitted to the District 95 Summer School Office, 400 S. Old Rand Road, Lake Zurich, Illinois 60047. A $25
cancellation fee will be deducted from the refund.
Registration
Grades K-8 Summer School will be using a hosted solution, RegWerks, to facilitate the registration process. This system
will allow us to build an on-line catalog of classes that will be offered. K-8 Parents will create a login to the system, and
they will be able to register any of their students using the single login. This system will also be used for Summer School
Band and Orchestra, ELL, ESY classes, and the Lake Zurich High School sponsored Athletic camps.
Transportation
Parents requesting district transportation will need to register by May 1st . After this date, transportation is not
guaranteed. The last day to register for elementary summer school is Friday, June 3rd.
K-8 Summer School Budget
The salary for teachers is $34.50 per hour of teaching plus one hour of preparation time for every four hours in the
classroom. The goal is to offer as many courses as possible to meet student needs. The summer school program
operates on a zero based budget, so enrollment determines course availability.
Extended School Year Informational Report
Background:
The Student Services Department oversees and manages the ESY program for qualifying students under IDEA. There will
be an ESY Supervisor K-8 to assist with behavior and student needs during the time students are in session. This person
will report to the Director of Special Education.
Purpose:
The purpose of the Extended School Year (ESY) program is to reduce recoupment time needed for students with
disabilities who show evidence of regression in performance in a subject matter area or who have demonstrated limited
recoupment capabilities during an extended break in instruction above and beyond the recoupment time needed for
non-disabled peers. ESY services are determined by the IEP team as a necessary service for some students with
disabilities.
Objectives:




Reduce the recoupment time needed for students with disabilities to maintain the skills they had as they
are promoted to the next grade level.
Improve the success rate of these students in retaining and applying rigorous learning skills.
Support the student’s individual rate and way of learning to attain their goals as stated on the IEP.
Maintain compliance with ISBE Rules and Regulations that govern Special Education.
Timeline
The District’s K-8 ESY program will be held at Spencer Loomis, Middle School North from June 15 through July 7, 2016.
This will follow the same schedule as the regular education summer school, and therefore better accommodate students
and families.
Lake Zurich High School will house the 9-12 class as well as the Transition program from June 13, 2016 through June 30,
2016 and July 5, 2016 through July 21, 2016.
Transportation:
Special transportation will only be provided to those students who receive special transportation services listed on their
IEPs. All other students will take regular transportation as they do during the school year with their non-disabled peers
at no cost to the families.
Budget:
The salary for teachers and related service personnel is $34.50 per hour of teaching plus one hour of preparation tie for
every four hour in the classroom. The salary for the ESY Supervisor position will be approximately $2250.00
There is no cost to students who qualify for ESY, as it is a mandated service which includes appropriate related
services as listed on each individual student’s IEP. This included both regular and special transportation.
FROM THE OFFICE OF
Julia Becich
DIRECTOR OF HUMAN RESOURCES
March 4, 2016
TO:
Mike Egan, Superintendent
FROM:
Julia Becich, Director of Human Resources
RE:
2016-17 Enrollment Numbers Update and Staffing Projections
Attached are the preliminary enrollment numbers for the 2016-17 school year and general staffing projections as of March 2016. The
projections are presented at this time to provide appropriate information for budgeting and the changes to staff for the Board of
Education meeting.
The following assumptions were made in the projections:
•
•
•
•
•
Kindergarten students were estimated and were made based upon the enrollment projections and historical trends per
building and were used in the development and presentation of the PMA long range planning.
1st grade enrollments were estimated and increased based on a three-year average of cohort survival model of Kindergarten
to 1st grade growth.
The staffing of bilingual teachers assumes FTE based on projected qualified student enrollment for programs at Sarah
Adams, May Whitney and Seth Paine.
Potential section increases were noted (3.0 FTE), but not included in the total FTE listed.
Special Education programming changes were made and incorporated into the projections (see additional summary attached)
Summary of Staffing Changes:
Elementary- The attached spreadsheet identifies regular education classrooms and total allocated Special Education staff. Specialists (PE,
Music, Art, Library, etc) are not listed but are allocated and adjusted up or down based on the number of K-5 classroom sections. The
District is once again posting for a 1.0 Bilingual Polish position to meet the needs of students at Seth Paine elementary. If we are unable
to fill the position as bilingual, an EL position will be posted.
Middle Schools- The attached spreadsheet identifies core subject teachers and allocated Special Education staff. Encore subjects (PE,
Music, Art, Drama, Computers, Library, etc) are allocated at 1 FTE per subject area per building and fluctuate based on scheduling. An
addition of .6 FTE of core is noted at Middle School North to reduce larger class size numbers.
High School- All subject areas are identified and FTE fluctuates per department based on student course selection. The overall FTE
reduction was 2.4 FTE.
Early childhood, Little Leaders and outplaced students are not included in the attached spreadsheet but are reported in the Regional Office
of Education official 6th Day Enrollment count if applicable.
Other Additions- As noted in the PMA projections and discussions on January 14, 2016, the following additions are requested:




Special Education Department Chair for the High School- this is a 10 Month Administrator position but would also carry a
caseload as a case manager equal to .4 FTE
.5 FTE Adaptive Physical Education- currently we have one staff member that travels to all eight schools and is unable to meet
the legal required minutes of the caseloads. Actual addition requested is 1.0 FTE additional.
1.0 FTE Gifted for Middle School noted in PMA projections. Actual addition requested is .6 FTE.
Reduction of 3.8 FTE teaching positions noted in the PMA projections. Actual projected reduction is 4.8 FTE.
Below is a quick summary of staffing projections for 2016-17 school term (core staffing only):
15/16 FTE
Level
16/17
Projected
FTE
Difference
Explanation
Elementary
121
118
-3
Projecting a decrease of 3 FTE, 1.5 FTE
classroom, and 1.5 FTE in Special Education
Services.
Middle
67.6
68.2
+.6
Addition to reduce class sizes at MSN
High School
131.3
128.9
-2.4
Fluctuations in FTE per departments with an
overall decrease of 2.4 FTE
PROJECTED DECREASE OF 4.8 FTE:
Includes sections changes, additional
programming for special education, and
reductions. Does not include potential section
additions at the elementary level.
-4.8
Totals
Other
319.9
315.1
Addition of 1.0 Adaptive PE, Special Education
Department Chair (.4 FTE)
FROM THE OFFICE OF
Susan Coleman
ASSISTANT SUPERINTENDENT OF STUDENT SERVICES
March 3, 2016
To:
Mike Egan, Superintendent
From:
Susan Coleman, Assistant Superintendent for Student Services
Re:
2016/2017 Special Education Staffing Projections and Programming
After reviewing the Special Education student programming needs for the District, services and
supports have been adapted to meet the needs of students. The following is a summary of
staffing and programs that will be provided for students for the 2016/2017 school year.
May Whitney- 6 FTE ( Increase of 1 from 15/16)
May Whitney will continue to house the Early Childhood/Little Leaders program. In addition, the cotaught Kindergarten program will move back to May Whitney from Isaac Fox so students will be able to
stay in the same building in order to eliminate an unnecessary transition after the Early Childhood
Program. (4 FTE)
May Whitney also has two Special Education Learning Behavior Specialist (LBS) staff members to
support student IEP needs. (2 FTE)
Isaac Fox- 2 FTE (Decrease of 1 from 15/16)
Isaac Fox will have two Special Education Learning Behavior Specialist (LBS) staff members to support
student IEP needs. (2 FTE)
Seth Paine- 1.2 FTE (Decrease of 1.3 from 15/16)
Seth Paine will have 1.2 Special Education Learning Behavior Specialist (LBS) staff members to support
student IEP needs. (1.2 FTE)
Sarah Adams- 4.8 FTE (Increase of .8 from 15/16)
Sarah Adams will house two social communication classrooms due to the increase in students who
require specialized instruction and autism services. (2 FTE)
The building will also house a Self-Contained 5th grade classroom (1 FTE)
Sarah Adams will have 1.8 Special Education Learning Behavior Specialist (LBS) staff members to
support student IEP needs. (1.8 FTE)
Spencer Loomis- 4 FTE (Decrease of 1 from 15/16)
Spencer Loomis will house two Self-Contained classrooms; one that is a 2nd/3rd grade combined class,
and a 4th grade classroom. (2 FTE)
Spencer Loomis will have two Special Education Learning Behavior Specialist (LBS) staff members to
support student IEP needs. (2 FTE)
District 95 Administration Center – 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831
FAX: (847) 438-6702
Middle School North- 9 FTE (Decrease of 1 from 15/16)
Middle School North will have eight Special Education Learning Behavior Specialist (LBS) staff
members to support student IEP needs. One of these positions will provide emotional/behavioral support
to qualifying students. (8 FTE)
In addition, Middle School North houses a Special Education Life Skills Classroom. (1 FTE)
Middle School South- 7 FTE (Increase of 1 from 15/16)
Middle School South will house 2 Functional Classes due to an increase in students who require an
alternate curriculum that focuses on functional academic skills. (2 FTE)
Middle School South will have five Special Education Learning Behavior Specialist (LBS) staff members
to support student IEP needs. (5 FTE)
High School- 21 FTE (Increase of .6 from 15/16)
The High School offers a variety of programs to meet student needs.
The Transition Program requires two staff members to support special education students aged 18 through
22. (2 FTE)
High school students require a Vocational Facilitator to support pre-vocational and vocational needs
required for transition planning. ( 1 FTE)
The High School houses a Life Skills Program that supports students with more significant disabilities
who require an alternate curriculum and embedded related service support.
(1 FTE)
The Functional Program supports students who require an alternate curriculum that focuses on functional
academic skills. (2 FTE)
The High School provides full day support to students who have social, emotional and behavioral deficits
that impact their ability to be successful in the general education classrooms. (1.2 FTE)
The High School will have 11.8 Special Education Learning Behavior Specialist (LBS) staff members to
support student IEP needs. These staff members also serve as co-teachers in a variety of subject areas.
(11.8 FTE)
In addition to the above, for the 2016/17 school year, two staff members have been re-allocated to serve
as Case Managers. Case managers will have caseloads of 80-90 students, Their sole responsibility is to
manage the IEPs of the special education students on their caseload. They will monitor student progress,
communicate with parents and maintain legal compliance for all paperwork. They will be the IEP experts
in the building. This will allow the teachers to focus on teaching, have less time out of the classroom and
provide excellent service within the Least Restrictive Environment. (2 FTE)
District 95 Professional Development Center – 66 Church Street - Lake Zurich IL 60047-2459
Phone: (847) 438-2380
FAX: (847) 438-2385
Co-taught classes will be offered in English, Social Studies, Science, Math and Consumer Education
courses. Increase in co-taught classes provides supports and services in the general education
environment. We have decreased the number of self-contained cross-categorical classes in order to
accomplish this goal and provide students with access to the general education curriculum. However, due
to laws regarding class composition (70% general education students and 30% students with IEPs),
closing one section of a special education class of 15 students requires two sections of a general education
class. In regards to Algebra 1, we are providing co-taught double period sections for students with math
deficits in place of a self-contained math class. Therefore, four sections are needed to provide a free and
appropriate education for these 15 students. This results in an increase in FTE to provide these
services. However, we were able to accomplish this utilizing existing FTE.
In addition to the above, the Administration requests the addition of a Department Chair for the Special
Education Department for the High School. This is a full time Administrative position working a teacher
calendar year plus 8 days like the other Department Chairs. The position would also serve as a Case
Manager equal to .4 FTE.
Overall FTE Changes:
Based on the programming needs, staff shifts and changes, the overall change in FTE as noted above is a
reduction of .9 FTE from the 2015/16 school year in certified teaching positions. Based on the needs of
students and IEP decisions, the following new programs and positions are able to be implemented within
the current .9 FTE staffing reduction parameters:
• 1 additional Social Communication class (SA)
• 1 additional Functional class (MSS)
• Emotional/Behavioral Support (MSN)
• 2 case managers (HS)
The administration is then requesting the additions of:
• High School Department Chair
• Adaptive Physical Education teacher
District 95 Professional Development Center – 66 Church Street - Lake Zurich IL 60047-2459
Phone: (847) 438-2380
FAX: (847) 438-2385
Enrollment and Staffing for 2016-2017 as of 3/4/16
Summary District Enrollment
Grade
2012-13
Enrollment
Enrollment
Change From
Previous
FTE
FTE Change
From
Previous
Enrollment
Change From
2013-14
Previous
Enrollment
Elementary (EDK - 5)
2361
20
122
0.5
2345
-16
Middle School
1427
5
71.4
0.2
1354
-73
High School
2058
-40
128.9
-0.2
2025
District Totals
5846
-15
322.3
0.5
5724
FTE
FTE
Change
From
Previous
2014-15
Enrollment
Enrollment
Change
From
Previous
FTE
FTE
Change
From
Previous
2015-16
Enrollment
Enrollment
Change From
Previous
FTE
Projected
FTE Change
2016-17
Enrollment Projected FTE Change
From
Enrollment as Change From FTE as of
From
3/5/16
Previous
Previous
Previous
of 3/5/16
1.6
2315
1328
2025
-30
-26
0
120.5
68.4
131.9
-2
-1.8
1.4
2270
1337
1944
-45
9
-81
121
67.6
131.3
0.5
-0.8
-0.6
2220
1338
1906
-50
1
-38
118
68.2
128.9
-3
0.6
-2.4
0.9
5668
-56
320.8
-2.4
5551
-117
319.9
-0.9
5464
-87
315.1
-4.8
122.5
70.2
0.5
-1.2
-33
130.5
-122
323.2
Elementary Schools
ISAAC FOX SCHOOL
Grade
K (and EDK)
1
2
3
4
5
Resource
Self Contained
2012-13
Enrollment
Ave.
Class
Size
FTE
70
72
101
99
108
83
2.5
4
4
4
4
4
1
2
533
25.5
17.5
18.0
25.3
24.8
27.0
20.8
Change
From
Previous
2013-14
Enrollment
Ave.
Class Size
FTE
0.5
-1
0
0
0
-1
0
0
71
82
76
102
101
111
2.5
4
3
4
4
5
1.5
2
-1.5
543
26
17.8
20.5
25.3
25.5
25.3
22.2
Change
From
Previous
2014-15
Enrollment
Ave. Class
Size
FTE
0
0
-1
0
0
1
0.5
0
75
81
86
70
106
105
2.5
4
4
3
4
4
1
3
0.5
523
25.5
18.8
20.3
21.5
23.3
26.5
26.3
SARAH ADAMS SCHOOL
Grade
K (and EDK)
Bilingual K
1
Bilingual 1/2 (1st grd)
Bilingual 1/2 (2nd grd)
2
3
4
5
Resource
Self Contained
2012-13
Enrollment
Ave.
Class
Size
FTE
61
0
64
2
0
3
20.3
0
72
74
63
78
0
3
3
3
3
2
2
0.0
24.0
24.7
21.0
26.0
412
21
21.3
Change
From
Previous
2013-14
Enrollment
Ave.
Class Size
FTE
Change
From
Previous
2014-15
Enrollment
0
0
0
58
0
70
2
1
3
19.3
0.0
23.3
0
1
0
0
0
0
0
0
0
0
6
64
71
70
66
1
3
3
3
3
2
2
6.0
21.3
23.7
23.3
22.0
0
0
0
0
0
0
0
0
405
23
137
1
52
0
62
3
3
61
69
63
70
383
Ave. Class
Size
FTE
Projected
Change
From
Previous
FTE
0
0
1
-1
0
-1
-0.5
1
74
87
84
89
73
103
2.5
4
4
3
4
4
1
2
-0.5
510
24.5
Projected
Change
From
Previous
2
1
3
17.3
0.0
20.7
0
0
0
1
3
3
3
3
2
1
6.0
20.3
23.0
21.0
23.3
0
0
0
0
0
0
-1
22
2015-16
Enrollment
Projected
Change
From
Ave. Class
Previous
Size
-1
2015-16
Enrollment
54
0
61
1
3
67
60
63
66
375
FTE
18.5
21.8
21.0
29.7
18.3
25.8
Projected
Change
Ave. Class
From
Size
Previous
FTE
0
0
0
0
0
0
0
-1
75
87
90
86
92
75
2
4
4
4
4
3
2
0
-1
505
23
Projected
Change
From
Ave. Class
Previous
Size
2016-17
Enrollment
Projected
2
0
3
18.0
0.0
20.3
1
3
3
3
3
2
2
0.0
22.3
20.0
21.0
22.0
22
2016-17
Enrollment
Projected
0
-1
0
0
0
0
0
0
0
0
1
53
0
60
0
0
61
71
60
62
0
367
18.8
21.8
22.5
21.5
23.0
25.0
-1.5
Projected
Change
Ave. Class
From
Size
Previous
FTE
2
0
3
17.7
0.0
20.0
1
3
3
3
3
1.8
3
0.0
20.3
23.7
20.0
20.7
22.8
March 2016 Notes
-0.5 potential .5 section add
0
0 verify section
1
0
-1
1
-2 Co-taught K moved to MW
March 2016 Notes
0
0
0
0
0 bilingual resource
0
0
0
0
-0.2
1
0.8
SETH PAINE SCHOOL
Grade
K (and EDK)
Bilingual K
1
Bilingual 1/2 (1st grd)
Bilingual 1/2 (2nd grd)
2
3
4
5
Resource
Self Contained
2012-13
Enrollment
Ave.
Class
Size
FTE
Change
From
Previous
2013-14
Enrollment
Ave.
Class Size
FTE
Change
From
Previous
53
10
72
2
1
4
17.7
10.0
18.0
0
0
1
57
6
55
2
1
3
#
#
#
0
0
-1
0
54
64
63
95
0
3
3
3
4
2
1
0.0
18.0
21.3
21.0
23.8
0
0
0
-1
1
0
0
9
75
62
73
67
1
3
3
3
3
1.5
1
#
#
#
#
#
1
0
0
0
-1
-0.5
0
411
23
1
404
21.5
-1.5
2014-15
Enrollment
52
12
64
6
5
56
82
61
71
409
Ave. Class
Size
FTE
2
1
3
#
#
#
0
0
0
1
3
4
3
3
1.5
1
#
#
#
#
#
0
0
1
0
0
0
0
22.5
1
MAY WHITNEY SCHOOL
Grade
K (and EDK)
Bilingual K
1
Bilingual 1/2 (1st grd)
Bilingual 1/2 (2nd grd)
2
3
4
5
Resource
Self Contained (EC)
2012-13
Enrollment
73
0
89
85
80
98
82
507
Ave.
Class
Size
FTE
Change
From
Previous
2013-14
Enrollment
FTE
Ave.
Class Size
2
19.0
1
7.0
4
#
2.5
1
4
18.3
0.0
22.3
0
1
0
57
7
74
0
4
3
4
4
2
4
0.0
21.3
26.7
24.5
20.5
0
0
-1
1
0
0
0
13
87
88
81
96
1
4
4
3
4
2
4
1
503
29
28.5
#
#
#
#
#
Change
From
Previous
-0.5
0
0
1
0
1
-1
0
0
0
0.5
2014-15
Enrollment
66
6
65
6
8
77
93
89
85
495
FTE
Projected
Change
From
Previous
Ave. Class
Size
2
22.0
1
6.0
3
#
1
3
4
4
4
2
3
27
#
#
#
#
#
Projected
Change
From
Previous
0
0
-1
0
-1
0
1
0
0
-1
-2
2015-16
Enrollment
54
5
52
10
4
64
63
80
59
391
2015-16
Enrollment
51
6
85
5
6
72
83
97
92
497
Projected
Change
From
Ave. Class
Previous
Size
FTE
2
1
3
1
3
3
3
3
1.5
1
#
5.0
#
#
#
#
#
#
21.5
0
0
0
0
0
0
-1
0
0
0
0
53
7
54
7
9
53
69
60
77
-1
389
Projected
Change
From
Ave. Class
FTE
Size
Previous
2
17.0
0
1
6.0
0
4
#
1
1
3
4
4
4
2
3
28
#
#
#
#
#
2016-17
Enrollment
Projected
0
0
0
0
0
0
0
0
1
2016-17
Enrollment
Projected
52
7
64
5
5
84
77
88
92
474
Projected
Change
Ave. Class
From
Size
Previous
FTE
2
1
3
1
3
3
3
3
1.2
0
20.2
#
7.0
#
#
#
#
#
#
March 2016 Notes
0
0
0
0
0
0
0
0
0
-0.3
-1
-1.3
Projected
Change
From
Ave. Class
FTE
Size
Previous
March 2016 Notes
2
17.3
0
1
7.0
0
3
#
-1 potential section add
0
1
#
0
4
#
1
3
#
-1
4
#
0
4
#
0
2
0
4
1 co-taught K moved here
28
0
SPENCER LOOMIS SCHOOL
Grade
2012-13
Enrollment
K (and EDK)
1
2
3
4
5
Resource
Self Contained
Totals
Class Size Parameters k-5:
K-1= 23 to 1 Ratio
2-5= 27 to 1 Ratio
Ave.
Class
Size
FTE
58
63
99
87
103
88
2
3
4
4
4
4
2
1
498
24
2361
122.0
19.3
21.0
24.8
21.8
25.8
22.0
Change
From
Previous
2013-14
Enrollment
Ave.
Class Size
FTE
1
-1
1
0
0
0
0
-1
64
69
66
101
87
103
2
3
3
4
4
4
2
1
0
490
23
0.5
2345 122.5
21.3
23.0
22.0
25.3
21.8
25.8
Change
From
Previous
2014-15
Enrollment
Ave. Class
Size
FTE
0
0
-1
0
0
0
0
0
57
90
83
75
103
97
2
4
3
3
4
4
1.5
2
-1
505
23.5
-0.5
2315 120.5
19.0
22.5
27.7
25.0
25.8
24.3
Projected
Change
From
Previous
2015-16
Enrollment
Projected
Change
From
Ave. Class
Previous
Size
FTE
0
1
0
-1
0
0
-0.5
1
66
61
96
91
77
106
2
3
4
4
3
4
2
3
0.5
497
25
-2.0
2270 121.0
22.0
20.3
24.0
22.8
25.7
26.5
2016-17
Enrollment
Projected
Projected
Change
Ave. Class
From
Size
Previous
FTE
0
-1
1
1
-1
0
0.5
1
70
79
60
98
96
82
2
4
3
4
4
3
2
2
1.5
485
24
0.5
2220 118.0
23.3
19.8
20.0
24.5
24.0
27.3
March 2016 Notes
0 potential section
1
-1
0
1
-1 potential section
0
-1
-1
-3.0
Middle School North
Grade
6
7
8
Special Ed
2012-13
Enrollment
227
284
249
760
Core
FTE
9
10.2
9
11
39.2
Change
Average from
Class size Previous
25.2
27.8
27.7
2013-14
Enrollment
-1.0
1.2
0.0
233
226
284
0.2
743
Core
FTE
9
9
11
11
40
Change
From
Previous
0
-1.2
2
0
0.8
Change
Core from
FTE Previous
Average 2014-15
Class size Enrollment
25.89
25.11
25.82
230
241
237
25.61
708
9.2
10
9
11
39.2
0.2
1
-2
0
-0.8
Average 2015-16
Class size Enrollment
25.00
24.10
26.33
Change
Core from
FTE Projected
252
238
245
9.2
9.2
9
10
735 37.4
0
-0.8
0
-1
-1.8
Projected
2016-17
Change
Average Enrollment as Core from
Class size of 3/5/16
FTE Projected
27.39
25.87
27.22
215
255
239
709
9
10
9
9
37
-0.2
0.8
0
-1
-0.4
Average
Class size
23.89
25.50
26.56
Middle School South
Projected
Grade
6
7
8
Special Ed
2012-13
Enrollment
218
207
242
667
Totals
1427
Average Change
Change Average
Change
Change
Change
2016-17
Core Class
Core from
Core from
Average Enrollment as Core from
Average
from
2013-14
Core From
Class
Average 2014-15
2015-16
FTE
Enrollment
FTE Previous size
FTE Projected Class size of 3/5/16
FTE Projected Class size
size
Previous Enrollment FTE
Previous Class size Enrollment
9
24.2
0.0
185
8
-1
23.13
214
8
0
26.75
202 8.2
0.2
24.63
209
8
-0.2
26.13
9
23.0
-0.2
218
9
0
24.22
185
8
-1
23.13
219
8
0
27.38
202 8.2
0.2
24.63
9.2
26.3
0.2
208
8.2
-1
25.37
221
8.2
0
26.95
181
8
-0.2
22.63
218
8
0
27.25
5
5
0
5
0
6
1
7
1
32.2
0.0
611 30.2
-2
24.24
620 29.2
-1
602 30.2
1
629 31.2
1
71.4
1354
70.2
-1.2
1328
68.4
-1.8
1337 67.6
-0.8
1338 68.2
0.6
Lake Zurich High School
Department
Fine Arts
Business
Family & Consumer Sciences
Industrial Tech
Math
Science
English
Social Studies
World Language
PE/Health/Drivers Ed
Special Education
Enrollment
9th
10th
11th
12th
total
Change
from
Previous
2012-13
FTE
7.8
3.8
3.3
1.7
16.6
18.2
18.4
15.1
12.6
14.6
16.8
128.9
Change
from
Previous
-3
-50
-25
38
-40
-0.7
-0.2
-0.2
0.1
-0.2
-0.2
0.3
0.5
0.4
0
0
-0.2
2013-14
517
496
489
523
2025
Average
Class size
2012-13
29.3
25.9
24.6
22.4
26.1
25.5
24.9
27.1
23.7
33.4
Change
from
Previous
32
17
-44
-38
-33
2013-14
FTE
7.6
3.8
3.2
2
17.4
18.1
18.6
14.8
12.4
14.2
18.4
130.5
2014-15
519
518
495
493
2025
Change
from
Previous
Average
Class Size
2014-15
Average Class 2014-15
Size 2013-14 FTE
-0.2
0
-0.1
0.3
0.8
-0.1
0.2
-0.3
-0.2
-0.4
0.60
0.6
Change
from
Previous
28.5
23.7
22
21.3
25.6
24.6
23.7
25.5
23.4
32
Change
from
Previous
2015-16
2
22
6
-30
0
7.8
4.4
3.1
2
17.2
18.1
18.5
14.8
12.4
13.8
19.8
131.9
465
492
507
480
1944
25.8
24.2
21.9
25.9
24.5
24.3
23.7
24.8
22.2
30.2
Enrollment
2016-17 as
of 3/5/16
-54
-26
12
-13
-81
440
468
496
502
1906
Change
from
Previous
2015-16
FTE
0.2
0.6
-0.1
0
-0.2
0
-0.1
0
0
-0.4
1.4
1.4
Change
from
Previous
-25
-24
-11
22
-38
7.2
4.9
2.9
2
17
17.3
18.6
15.2
12
13.8
20.4
131.3
Average
Class Size
2015-16
25.6
25.1
21.8
24.8
24.9
24.4
23.6
26.7
22.6
32.4
Change
from
Previous
-0.6
0.5
-0.2
0
-0.2
-0.8
0.1
0.4
-0.4
0
0.6
-0.6
Projected Projected
2016-17
Average
FTE as of 3- Class Size
5-16
2016-17
6.7
4.9
2.9
1.9
17
17.3
18.5
14.6
10.8
13.3
21
128.9
25.6
25.1
21.8
24.8
24.9
24.4
23.6
26.7
22.6
32.4
Change
from
Previous
-0.5
0
0
-0.1
0
0
-0.1
-0.6
-1.2
-0.5
0.6
-2.4
Notes
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Vicky Cullinan
March 10, 2016
FY16 Cash Flow (Informational)
Attached is the cash flow projection for FY16. The months of July through January represent
actual figures reconciled to the cash at the month end. Projections are provided for February
through June.
This projection still assumes that we will receive 4 categorical payments from the State of
Illinois this year, one payment from FY15 and three payments from FY16. To date we have
received the following state payments.
General State Aid – Current with 14 payments
Special Ed Tuition – 2 payments
Special Ed Funding – 2 payments
Special Ed Personnel – Current 3 payments (December payment paid in February)
Driver’s Ed – 2 payments
Regular Transportation – Current with 3 payments (December payment paid in February)
Special Ed Transportation – Current with 3 payments (December payment paid in February)
Dr. Michael J. Egan, Superintendent of Schools
District 95 Administration Center - 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831 Website: lz95.org Fax: (847) 438-6702
LAKE ZURICH CUSD 95
CASH FLOW PROJECTIONS
2015‐2016
CASH BALANCE‐BEGINNING ACTUAL
July
Fun#
1000
3000
4000
REVENUE SOURCES
LOCAL SOURCES
STATE SOURCES
FEDERAL SOURCES
SALE OF PROPERTY
TRANSFERS BETWEEN FUNDS
TOTAL REVENUE
BALANCE SHEET CHANGES: RECEIVABLES
PAYABLES
TOTAL B/S CHANGES
Obj #
1000
2000
3000
4000
5000
6000
7000
6000
$ 71,813,523 $ 67,866,880 $ 63,760,274 $ 91,541,299 $ 87,284,067 $ 75,379,711 $ 70,587,909 $ 65,240,258 $ 60,136,919 $ 54,472,922 $ 49,717,479 $ 46,623,604
EXPENDITURES
SALARIES
EMPLOYEE BENEFITS
PURCHASED SERVICES
SUPPLIES
CAPITAL OUTLAY
OTHER OBJECTS
NON‐CAPITALIZED EQUIP.
TRANSFERS BETWEEN FUNDS
PRINCIPAL AND INTEREST
TOTAL EXPENDITURES
CASH BALANCE‐ENDING ACTUAL
August
ACTUAL
October
ACTUAL
November
ACTUAL
December
ACTUAL
January
PROJECTED
February
PROJECTED
March
PROJECTED
April
PROJECTED
May
PROJECTED
June
PROJECTED
FY 16
BUDGET
FY 16
932,141 1,920,565 34,814,886
1,077,949 242,198 194,020
7,694 397,948 60,803
3,448,427
‐
1,739,201
202,377
16,907
482,064
767,540
194,044
140,525
500
713,591
1,344,463
14,759
263,671
205,985
21,044
267,354
1,034,067
223,148
355,000
200,000
319,000
580,000
1,034,000
45,000
2,850,000
618,000
331,000
37,000,000
525,000
45,000
5,466,212 2,560,711 35,069,709
2,440,550
1,102,608
344,038
2,416,851
490,700
1,524,569
874,000
1,659,000
3,799,000
24,952
37,594,952
82,203,949
6,872,102
1,622,830
3,930,992
368,990
94,998,863
82,033,024
6,862,400
1,808,590
3,930,491
350,239
94,984,744
‐
‐
(34,172) (137,792) (80,837) 239,255
(34,172) (137,792) (80,837) 239,255
23,068
23,068
110,064
110,064
8,544
8,544
‐
‐
‐
‐
‐
2,992,878
510,899
1,064,143
312,063
4,382,897
110,874
4,929
4,140,260
827,957
970,000
392,254
93,286
514,694
(2,214)
4,068,443
744,733
913,423
277,554
241,007
156,297
11,576
3,776,845
718,674
794,230
205,334
6,000
299,360
46,454
4,134,824
771,335
749,751
341,854
100,000
520,597
9,547
4,221,883
759,714
775,000
275,000
80,000
425,000
1,400
3,883,154
713,289
875,000
450,000
50,000
420,000
23,000
4,167,183
727,740
925,000
450,000
150,000
425,000
30,000
799
6,937,037
6,617,000
13,030,033
3,860,059
726,699
549,648
312,312
122,254
208,938
204,770
344,038
990,000
7,318,717
5,846,896
6,627,909
6,537,997
6,414,443
17,952
6,892,875
5,736,141
871,177.99
1,200,000
770,962
125,000
425,000
405,000
24,953
162,000
9,720,234
47,840,551
8,616,831
10,132,826
4,425,465
7,572,503
4,187,829
1,166,210
368,991
8,130,990
92,442,195
47,836,336
8,870,806
10,377,975
5,204,525
8,000,669
4,066,539
1,125,292
350,239
8,130,990
93,963,371
2,922,683
512,396
606,101
355,712
1,235,750
352,216
307,369
ACTUAL
September
3,936,198
732,217
710,531
282,420
986,310
329,853
124,379
237,298 105,941
9,378,683 6,529,525 7,207,848
$ 67,866,880 $ 63,760,274 $ 91,541,299 $ 87,284,067 $ 75,379,711 $ 70,587,909 $ 65,240,258 $ 60,136,919 $ 54,472,922 $ 49,717,479 $ 46,623,604 $ 74,498,322 $ 2,556,668 $ 1,021,372
Salary as a % of FY 15
Average of July '15 to June '16
99.5%
99.5%
99.8%
99.7%
103.7%
101.0%
108.6%
102.9%
104.0%
103.1%
99.5%
102.5%
104.3%
102.8%
109.3%
103.6%
Benefits as a % of FY 15
Average of July '15 to June '16
As a % of Salary Expense
95.9%
95.9%
17.1%
97.4%
96.7%
17.5%
101.1%
98.1%
18.6%
106.1%
100.1%
20.0%
105.4%
101.2%
18.3%
99.4%
100.9%
18.8%
106.4%
101.7%
19.0%
111.3%
102.9%
18.7%
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Vicky Cullinan
March 10, 2016
Special Education Transportation Contract Extension
The District went out to bid in May of 2008 for transportation services to supplement the
special education transportation services provided by the district’s transportation department.
A three-year bid for special education bus transportation services was awarded to Lakeside
Transportation. For each of the 2011-2016 school years the board renewed the contract for an
additional year.
After meeting with Lakeside Transportation they have offered a contract extension for the
2016-2017 school year with a 3.0% increase for a daily rate of $296.42.
The bid price for the 2010-2011 school year was $315.60 and remained frozen for the 20112012 school year. The rate was reduced by 13% for the 2012-2013 school year to a daily rate of
$274.57. The rate was not increased for the 2013-2014 school year. For the 2014-2015 school
year the rate was $280.08 or a 2% increase. For the 2015-2016 school year the rate was
increased by 2.75% to $287.78. Last year we also started to use first division vehicles (mini
vans) driven by Lakeside’s trained, insured and licensed drivers. This rate is $232.10 which has
reduced the special education transportation costs to the District.
When discussing a contract extension we seek to understand the drivers of it, especially when it
is above the CPI. The school bus drive shortage is becoming more evident each year as the
economy has improved and the unemployment rate has decreased. Cook-Illinois has hired a
full-time recruiter. Additionally, they have raised the driver rate 10-12% during the last two
years and will be increasing wages again this year well above the CPI. We also discussed the
increase in liability insurance of approximately 4% and the increasing cost of equipment that
complies with the more stringent emission requirements.
Last year we sought out an outside benchmark for the level we are paying for the service.
Another Lake County district went out to bid last year in a competitive bid. There were three
bidders. Lakeside was the low bidder at $295.88, which even with this year’s increase our rate
is still below this benchmark.
If the Board concurs with extending the contract it will come before the Board at the March
Board meeting.
Dr. Michael J. Egan, Superintendent of Schools
District 95 Administration Center - 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831 Website: lz95.org Fax: (847) 438-6702
MEMORANDUM
Board of Education
Dr. Michael Egan, Superintendent
FROM:
March 10, 2016
DATE:
SUBJECT: IHSA Annual Renewal
TO:
Background:
The Illinois High School Association (IHSA) requires member schools to renew its membership
annually, confirm that they continue to be recognized by the Illinois State Board of Education
and certify that the Board of Education/Governing Board has voted to adopt the membership
resolution.
This item will come before the Board of Education for approval at the March 23, 2016 meeting.
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Dr. Michael Egan, Superintendent
March 10, 2016
2016-2017 Tentative District Calendar
At the March 23rd board meeting, the administration will ask the board to adopt the following
school calendar for 2016-2017.
Highlights include:
·
·
·
·
·
·
·
·
Institute Days - August 22, September 23, November 4, January 20, and February 17
Teacher Work Day – August 23
Teacher In-Service Day – August 24
First Day of School = August 25, 2016
Winter Break = December 22, 2016 through January 4, 2017 (resume January 5)
Spring Break = March 27, 2017 through March 31, 2017 (resume April 3)
Last Day of School = June 7, 2017 (emergency days June 8 through June 14)
Conferences =
o High School – November 3, 2016 and November 9, 2016
o Middle School – November 3, 2016 and November 10, 2016
o Elementary School – November 17, 2016 and November 21, 2016
The tentative calendar is posted on the District’s website. Once approved, it will also appear in
principal newsletters, student and parent handbooks and the electronic newsletter that is
distributed to community members. In addition, all licensed day care centers, parochial and
private schools will be informed of the 2016-2017 calendar.
Dr. Michael J. Egan, Superintendent of Schools
District 95 Administration Center - 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831 Website: lz95.org Fax: (847) 438-6702
2016-17 TENTATIVE* Calendar Snapshot
Event
Freshmen Orientation (morning)
Middle Schools Walk-Your-Schedule Day
Teacher Institute Day
Teacher Work Day/Meet the Staff Day (Grades K-5)
Teacher In-Service Day
st
1 Day of Student Attendance (Full Day)
Labor Day
Institute Day
Early Release (Grades K-12)
Homecoming
Columbus Day
Early Release (Grades K-12)
st
1 Quarter Ends
Early Release (Grades 6-12)
Parent/Teacher Conferences (Middle and High Schools)
Institute Day
Parent/Teacher Conferences (High School)
Parent/Teacher Conferences (Middle Schools)
Veterans Day
Parent/Teacher Conferences (Elementary Schools)
Early Release (Grades K-5)
Parent/Teacher Conferences (Elementary Schools)
Non Student Attendance
Thanksgiving
Non Student Attendance
Winter Break
MLK, Jr. Day
nd
2 Quarter Ends
Institute Day
Early Release (Grades K-12)
Institute Day
Presidents’ Day
Early Release (Grades K-12)
rd
3 Quarter Ends
Spring Break
Non Student Attendance
Early Release (Grades K-12)
Early Release (Grades K-8)
Memorial Day
Graduation
Last Day of School
Date
Thursday, August 18, 2016
Thursday, August 18, 2016
Monday, August 22, 2016
Tuesday, August 23, 2016
Wednesday, August 24, 2016
Thursday, August 25, 2016
Monday, September 5, 2016
Friday, September 23, 2016
Wednesday, September 28, 2016
Saturday, October 8, 2016
Monday, October 10, 2016
Thursday, October 20, 2016
Friday, October 28, 2016
Thursday, November 3, 2016
Thursday, November 3, 2016
Friday, November 4, 2016
Wednesday, November 9, 2016
Thursday, November 10, 2016
Friday, November 11, 2016
Thursday, November 17, 2016
Monday, November 21, 2016
Monday, November 21, 2016
Wednesday, November 23, 2016
Thursday, November 24, 2016
Friday, November 25, 2016
Thursday, Dec. 22, 2016-Wednesday,
Jan. 4, 2017 (Classes resume on
Thursday, January 5th, 2017)
Monday, January 16, 2017
Thursday, January 19, 2017
Friday, January 20, 2017
Thursday, February 16, 2017
Friday, February 17, 2017
Monday, February 20, 2017
Wednesday, March 8, 2017
Friday, March 24, 2017
March 27-March 31, 2017
Friday, April 14, 2017
Friday, May 19, 2017
Friday, May 26, 2017
Monday, May 29, 2017
Sunday, June 4, 2017
th
Wednesday, June 7, 2017 (June 14
including emergency days)
*This is a tentative calendar which has not been approved by the Board of Education. A final calendar will be posted after the complete
calendar is presented to the Board for approval. Revised 03.01.2016
District 95 Administration Center - 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831
FAX: (847) 438-6702
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Dr. Michael Egan, Superintendent
March 10, 2016
Set 2016-2017 Dates for Board and Committee Meetings
Currently, the Board of Education utilizes a Committee of the Whole format, where all items
are discussed by the entire Board at a separate meeting prior to taking formal action at a
business meeting.
The Board will generally meet for a Committee of the Whole on the second Thursday of
each month, with a Board meeting on the fourth Thursday of each month.
November, December and March will be exceptions to the general rule, suggesting that the
Committee of the Whole be held on the first Thursday with the Board meeting on the third
Thursday.
A draft calendar for 2016-2017 is attached. The Schedule of Board Meetings will be
approved at the March 23, 2016 Board meeting.
Dr. Michael J. Egan, Superintendent of Schools
District 95 Administration Center - 400 South Old Rand Road - Lake Zurich IL 60047-2459
Phone: (847) 438-2831 Website: lz95.org Fax: (847) 438-6702
Schedule of Board Meetings
2016 – 2017
2016
July 20
July 28
August 11
August 17
August 25
Sept. 15
Sept. 21
Sept. 29
Oct. 13
Oct. 19
Oct. 27
Nov. 3
Nov. 16
Nov. 17
Dec. 1
Dec. 14
Dec. 15
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Jan. 12
Jan. 18
Jan 26
Feb. 9
Feb. 15
Feb. 23
March 9
March 15
March 23
April 12 (Wed.)
April 19
April 27
May 11
May 17
May 25
June 15
June 21
June 29
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Committee
Policy
Board
Admin. Center
Admin. Center
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
TBD
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
LZHS Library
Admin. Center
LZHS Library
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
6:15 PM
9:00 AM
7:00 PM
2017
Draft: 3-10-2016
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
Board of Education
Dr. Michael Egan, Superintendent
March 10, 2016
Policy – First Reading
The Policy Review Committee and the IASB have proposed the following revisions and
additions to current policies:
Policies for consideration by the Board at first reading
7:290
Suicide and Depression Awareness and Prevention
Attached are copies of the current policy which contain the suggested changes. The markups,
shown in red, contain strikethrough which suggests deleting the language, and underlining which
suggests adding the language. If approved at first read, the above noted changes and revisions to
current policy will come for second read and adoption on March 23, 2016.
Community Unit School District 95
7:290
Page 1 of 3
Students
Adolescent Suicide and Depression Awareness and Prevention Programs
The Superintendent is directed to develop and implement a comprehensive and continuing
adolescent suicide awareness and prevention program. The Superintendent will attempt to
develop a liaison among the District and the Illinois Suicide Prevention Strategic Planning
Committee, the Illinois Suicide Prevention Coalition Alliance, and/or a community mental health
agency to implement the goals and objectives of the Illinois Suicide Prevention Strategic Plan.
Youth suicide impacts the safety of the school environment. It also affects the school community,
diminishing the ability of surviving students to learn and the school’s ability to educate. Suicide
and depression awareness and prevention are important Board goals.
The Superintendent or designee shall develop, implement, and maintain a suicide and depression
awareness and prevention program (Program) that advances the Board’s goals of increasing
awareness and prevention of depression and suicide. This program must be consistent with the
requirements of Ann Marie’s Law listed below; each listed requirement, 1-6, corresponds with the
list of required policy components in the School Code Section 5/2-3.163(c)(2)-(7). The Program
shall include:
1. Protocols for administering youth suicide awareness and prevention education to students
and staff.
a. For students, implementation will incorporate Board policy 6:60, Curriculum Content,
which implements 105 ILCS 5.2-3.139 and 105 ILCS 5/27-7 (requiring education for
students to develop a sound mind and a healthy body).
b. For staff, implementation will incorporate Board policy 5:100, Staff Development, and
teacher’s institutes under 105 ILCS 5/3-14.8 (requiring coverage of the warning signs
of suicidal behavior).
2. Procedures for methods of suicide prevention with the goal of early identification and
referral of students possibly at risk of suicide.
a. For students in grades 76 through 12, implementation shall incorporate the training
required by 105 ILCS 5/10-22.39 for school guidance counselors, teachers, school
social workers, and other school personnel who work with students to identify the
warning signs of suicidal behavior in adolescents and teens along with appropriate
intervention and referral techniques, including methods of prevention, procedures for
early identification, and referral of students at risk of suicide.
b. For all students, implementation shall incorporate Illinois State Board of Education
(ISBE)-recommended guidelines and educational materials for staff training and
professional development, along with ISBE-recommended resources for students
containing age-appropriate educational materials on youth suicide and awareness, if
available pursuant to Ann Marie’s Law on ISBE’s website.
3. Methods of intervention, including procedures that address an emotional or mental health
safety plan for use during the school day and at school-sponsored events for a student
identified as being at increased risk of suicide. Implementation will incorporate paragraph
number 2, above, along with:
Adopted:
March 26, 2009March 23, 2016
Community Unit School District 95
7:290
Page 2 of 3
a. Board policy 6:65, Student Social and Emotional Development, implementing the
goals and benchmarks of the Ill. Learning Standards and 405 ILCS 49/15(b) (requiring
student social and emotional development in the District’s educational program);
b. Board policy 6:270, Guidance and Counseling Program, implementing guidance and
counseling program(s) for students, and 105 ILCS 5/10-22.24a and 22.24b, which
allow a qualified guidance specialist or any licensed staff member to provide school
counseling services.
c. Board policy 7:250, Student Support Services, implementing the Children’s Mental
Health Act of 2003, 405 ILCS 49/ (requiring protocols for responding to students with
social, emotional, or mental health issues that impact learning ability); and
d. State and/or federal resources that address emotional or mental health safety plans for
students who are possibly at an increased risk for suicide, if available on the ISBE’s
website pursuant to Ann Marie’s Law.
4. Methods of responding to a student or staff suicide or suicide attempt. Implementation of
this requirement shall incorporate building-level Student Support Committee(s) established
through Board policy 7:250, Student Support Services.
5. Reporting procedures. Implementation of this requirement shall incorporate Board policy
6:270, Guidance and Counseling Program, and Board policy 7:250, Student Support
Services, in addition to other State and/or federal resources that address reporting
procedures.
6. A process to incorporate ISBE-recommend resources on youth suicide awareness and
prevention programs, including current contact information for such programs in the
District’s Suicide and Depression Awareness and Prevention Program.
Illinois Suicide Prevention Strategic Planning Committee
The Superintendent or designee shall attempt to develop a relationship between the District and the
Illinois Suicide Prevention Strategic Planning Committee, the Illinois Suicide Prevention Coalition
Alliance, and/or a community mental health agency. The purpose of the relationship is to discuss
how to incorporate the goals and objectives of the Illinois Suicide Prevention Strategic Plan into
the District’s Suicide Prevention and Depression Awareness Program.
Monitoring
The Board will review and update this policy pursuant to Ann Marie’s Law and Board policy
2:240, Board Policy Development.
Information to Staff, Parents/Guardians, and Students
The Superintendent shall inform each school district employee about this policy and ensure its
posting on the District’s website. The Superintendent or designee shall provide a copy of this
policy to the parent or legal guardian of each student enrolled in the District.
Implementation
This policy shall be implemented in a manner consistent with State and federal laws, including the
Children’s Mental Health Act of 2003, 405 ILCS 49/, Mental Health and Developmental
Disabilities Confidentiality Act, 740 ILCS 110/, and the Individuals with Disabilities Education
Act, 42 U.S.C. §12101 et seq.
The District, Board, and its staff are protected from liability by the Local Governmental and
Governmental Employees Tort Immunity Act. Services provided pursuant to this policy: (1) do not
replace the care of a physician licensed to practice medicine in all of its branches or a licensed
medical practitioner or professional trained in suicide prevention, assessments and counseling
Adopted:
March 26, 2009March 23, 2016
Community Unit School District 95
7:290
Page 3 of 3
services, (2) are strictly limited to the available resources within the District, (3) do not extend
beyond the school day and/or school-sponsored events, and (4) cannot guarantee or ensure the
safety of a student or the student body.
LEGAL REF.:
105 ILCS 5/2-3.163, 5/14-1.01 et seq., 5/14-7.02, and 5/14-7.02b.
745 ILCS 10/.
CROSS REF.:
2:240 (Board Policy Development), 5:100 (Staff Development Program), 6:60
(Curriculum Content), 6:65 (Student Social and Emotional Development),
6:120 (Education of Children with Disabilities), 6:270 (Guidance and
Counseling Program), 7:180 (Prevention of and Response to Bullying,
Intimidation, and Harassment), 7:250 (Student Support Services)
Adopted:
March 26, 2009March 23, 2016