Meeting Agenda Board of Education ♦ Niles Township High Schools ♦ District 219 November 14, 2011 I. Call to Order and Roll Call (6:30 p.m.) II. Closed Session To discuss the appointment, employment, compensation, discipline, performance, or dismissal of employees, collective bargaining, purchase of property, security procedures, student disciplinary cases, the placement of individual students in special education programs and other matters related to individual students and pending litigation. III. Recall to Order (7:45 p.m.) IV. Pledge of Allegiance V. Changes / Additions to the Agenda VI. Audience to Visitors (on agenda items only) VII. Student Representative Comments Niles North – Sonali Patel Niles West - Cody Lefkowitz VIII. Community Representative Comments IX. Approval of Consent Agenda − Monthly Bills and Payroll − Personnel* − Minutes − October 24, 2011 Board of Education Meeting – Open and Closed* Sessions X. Superintendent’s Report − Principals’ Report XI. Board Members’ Comments XII. Board Committee Reports XIII. Business − Policy & Procedural Changes – 2nd Reading (Discussion & Action) − Annual Review of Programs and Personnel (Discussion) − Levy Resolution (Discussion & Action) − New Courses/Structure for 2012-13 (Discussion & Action) XIV. Old Business XV. New Business XVI. Audience to Visitors (on items related to District business) XVII. Correspondence and FOIA Requests XVIII. Information Items − Financial Report (October) − School Day Survey − Annual Review of Programs Online Comments XIX. Closed Session (if needed) XX. Adjournment * Denotes items for Board members only Upcoming Board of Education Meeting Dates: Monday, December 12, 2011 Monday, January 9, 2012 Monday, February 6, 2012 Monday, February 27, 2012 Monday, March 19, 2012 Monday, April 9, 2012 11/09/11 2:17 PM
School Board Niles Township District 219, Cook County, Illinois MINUTES Monday, October 24, 2011 The meeting was held in the Board Room of the District Office located at 7700 Gross Point Road, Skokie, Illinois. I. Call to Order and Roll Call Board President Robert Silverman called the meeting to order at 6:35 p.m. Board Members present at roll call: Sheri Doniger, Jeffrey Greenspan, Ruth Klint, Robert Silverman, Eileen Valfer. II. Closed Session It was moved by GREENSPAN and seconded by KLINT to recess into closed session to discuss the appointment, employment, compensation, discipline, performance, or dismissal of employees, collective bargaining, purchase of property, security procedures, student disciplinary cases, the placement of individual students in special education programs and other matters related to individual students and pending litigation. A roll call vote was taken. Voting Aye: Doniger, Greenspan, Klint, Silverman, Valfer. The motion carried. The Board recessed into closed session at 6:35 p.m. III. Open Session At 7:40 p.m. it was moved by DONIGER and seconded by VALFER to return to open session. A roll call vote was taken. Voting Aye: Doniger, Greenspan, Klint, Silverman, Valfer. The motion carried. IV. Recall to Order Mr. Silverman recalled the meeting to order at 7:45 p.m. The Pledge was recited. V. Changes / Additions to the Agenda Added to the Consent Agenda was the green personnel handout. VI. Audience to Visitors (on agenda items only) Dr. Morton Kreitzman of 3808 Sherwin, Lincolnwood, addressed the Board regarding the increase in his property taxes. He stated his assessment had gone down, yet his taxes went up. He blamed the school districts for the increase and asked for an explanation. Mr. Silverman explained that the state limits the amount of a levy to cost of living or 5% whichever is less so even if his assessment went down, others went down more. VII. Student Representative Comments Niles West - Cody Lefkowitz Cody reported that the Homecoming dance was superb, the pep assembly had lots of spirit and in the parade, “Go Green” took first place. Breakfast with the Board is set for November 9th. On a sad note, he mentioned the passing of Niles West student, Nathaniel Palma. Niles North – Sonali Patel Sonali mentioned that the Names Assembly went well, impact mentors are following up with freshmen, Breakfast with the Board at North is set for November 3rd. She asked the Board if there Regular Session Meeting Minutes of October 24, 2011
Page 1 of 5
was anything they would like added to the agenda. Dr. Doniger stated she would like discussion on the new food vendor, OrganicLife, added to the agenda. VIII. Community Representative Comments No one asked to speak IX. Approval of Consent Agenda It was moved by DONIGER and seconded by VALFER to approve the consent agenda as amended. A roll call vote was taken. Voting Aye: Doniger, Greenspan, Klint, Silverman, Valfer. The motion carried. − Approved Monthly Bills and Payroll in the amount of $8,982,857.13. − Personnel − Approved the employment of the following support staff for the 2011-2012 school year: NAME POSITION FTE EFFECTIVE Fontillas, Jacqueline Secretary B, Deans Office 1.0 11/1/2011 S3 / Step 1, 188 days −
Approved the employment of the following part-time/temporary staff for the 2011-12 school year: NAME POSITION/LOCATION RATE DATE
Collins, Maxwell Jacobs, Charles Edmond, Diana Abonce, Cristian
Tech Intern / District Library Monitor / West Texbook Center / North Textbook Center / North
$8.25/Hr. $8.25/Hr. $8.25/Hr. $8.25/Hr.
10/24/2011 10/24/2011 10/24/2011 10/24/2011
− Approved the retirement change for the following support staff: NAME POSITION/LOCATION From Tackes-Sokol, Patricia Executive Secretary/Confidential December 31, 2012 – Superintendent (previously approved May 18, 2009)
To 6/30/2013
− Approved the employment of the following stipend positions for the 2011-2012 school year: NILES WEST NAME Pre-Vocational Coordinator Batista, Adrian Wrestling Assistant Coach *Wasserstrom, Sam (.5) Wrestling Assistant Coach *Mordini, Tim (.5) Boys Volleyball Assistant Coach Schroeder, Katie Boys Volleyball Assistant Coach Puglisi, Daniel NILES NORTH NAME Debate, Assistant Coach *Baker, Andrew (.5) Pre-Vocational Coordinator Apfel, Stacey (.5) Pre-Vocational Coordinator Howes, Elizabeth NILES CENTRAL NAME Pre-Vocational Coordinator Clarke, Karen *Indicates not a District 219 employee − Approved the employment of the following staff for the Explore Test, November 5, 2011: NILES WEST NILES NORTH SUPERVISORS PROCTORS SUPERVISORS PROCTORS Fowler, Laura Blair, Michael Kaplan, Kara Feldman, Linda Coleman, Phyllis Poulos, Harriet Persuad, Stephanie Current, Meghan Jukik, Jasminka Drachenberg Trevino, Wilson, Sandra Landon, Aleka Christine Ortiz, Becky Pickett, Kia Peterson, Lara Ouska, Nancy Regular Session Meeting Minutes of October 24, 2011
Page 2 of 5
Houston, Brenda Ardisana, Richard Sosa, Lia Metoyer, Stacy Wheatman, Judy Penney, Autumn Moy, Jean Karottu, Aby Dalak, Susan Green, Carla Hastings, Loretta Rifkin, Helen Papaioanou, William −
Ference, Patricia Turner-Baker, Anita Weinketz, Sandra Sullivan, Peggy Poulakos, Amelia Liadakis, Nikki Feldman, Ann Walshon, Jean Schaetzi, Karen Resendiz, Mary Jane Schwartz, Beverly
Pratt, Charles Stefl, Camilla Smith, Jessica Ordonez, Jean Bramley, Scott Lenhardt, Carolyn France, Kathy Sterpin, Jennifer Bluestein, Juliet Salem, Omar Smentana, Melissa Joffe, Matthew Liedtke, Laura Litberg, Lisa
French, Denise De La Paz, Caitlen O’Brien, Yolanda Utter, Michael O’Dell, Katie Current, Karen Ho, Ellen Kakares, Irene Owens, Janet
Approved the employment of the following substitute teachers for the 2011-2012 school year: Wasserstrom, Sam Battaglia, Irma
− Approved the minutes of the October 3, 2011 Board of Education Meeting both Open and Closed Sessions − Accepted the donation of a Baldwin studio piano from Wanda and Michael Feldman for use at Niles West High School. X. Superintendent’s Report French Exchange Program Eileen Walvoord and several of her French students who were part of the exchange program showed a slide presentation of their trip to Strasburg and Paris. They spoke of their experiences and thanked the Board of Education for their support. Dr. Gatta spoke of the community forum sponsored by the Skokie Voice. She stated that even though it was raining and the weather was bad, there was an excellent turn-out. There were many positive comments and compliments for District 219. District 219 is presenting in numerous places and really trailing blazing in areas of environment, facilities and curriculum. She congratulated Dr. Sheri Doniger on being named a Master Board Member by the Illinois Association of School Boards (IASB). − Principals’ Report Mr. Osburn updated the Board on fine arts and athletic activities. He mentioned that Bill Koch led his final marching band at Niles West. Boys’ cross country qualified for sectionals as a team and also as individuals, girls’ cross county qualified for sections. December 14th he is have dinner with the parents and OrganicLife will cater the event. He stated that Niles West had a moment of silence to honor the memory of Nathanial Palmer. Dr. McTague gave a construction update. Included in his athletic update was the girls’ volleyball team going to regionals and boys’ cross country being the CSL Conference champions. Fall sports are over the winter sports are beginning. The play Noises Off was awesome. The junior high concert is being held on October 25th. Tim Ortmann received the Award of Distinction from the Illinois Theater Association. District 219, lead by Fine Arts Director, Mary Jo Papich, is hosting “Passion for the Arts: A Visual and Performing Arts College Information Night” to be held on November 1st. Many schools will be present to answer questions for those students interested in following a career in the arts. XI. Board Members’ Comments Dr. Doniger attended the Names Assembly and said it was a very powerful program that had her in tears. She also stated she was so happy the West Homecoming Parade went by Madison School because all the children enjoyed watching it go by.
Regular Session Meeting Minutes of October 24, 2011
Page 3 of 5
Mrs. Klint talked about the Skokie Voice Forum. She stated that Dr. Gatta really represented the District is an outstanding manner. Mrs. Klint also attended the girls’ swimming meet held at Evanston and enjoyed watch our staff interact with our students. Mr. Silverman stated he saw Noises Off and thought it was really special. XII. Board Committee Reports Facilities Committee – Mr. Greenspan reported on construction of the Niles West commons area and the Niles North Plaza. A meeting was held to discuss a proposal for the generator. Policy Committee – Dr. Doniger stated a meeting was held and a first and second reading is presented tonight. XIII. Business − ACT Report (Discussion) Dr. Roloff presented the results of the ACT test and stated that District 219 is still above state average. − State Report Cards Dr. Roloff presented the state report cards. It was moved by DONIGER and seconded by VALFER to accept the State Report Cards. A roll call vote was taken. Voting Aye: Doniger, Greenspan, Klint, Silverman, Valfer. The motion carried. − Policy & Procedural Changes – 1st Reading The Policy and Procedural changes presented for first reading were reviewed. Mr. Silverman had questions regarding 3:50 AP1 Administrative Procedure-Terms and Conditions of Employment for Administrators. There was also discussion on whether or not to open social media sights under 5:125 Personal Technology and Social Media: Usage and Control. − Policy & Procedural Changes – 2nd Reading It was moved by DONIGER and seconded by VALFER to approve the Policy & Procedural changes presented for second reading. A roll call vote was taken. Voting Aye: Doniger, Greenspan, Klint, Silverman, Valfer. The motion carried. Included in the second reading were: 1:10 School District Legal Status 2:10 School District Governance 3:10 Goals and Objectives 3:70 Succession of Authority 4:160-E1 Exhibit – Pest Management and Lawn Care Letter to Parents/Guardians (NEW) 5:170-AP1 Administrative Procedure – Copyright Compliance 5:170-AP2 Administrative Procedure – Seeking Permission to Copy or Use Copyrighted Works 5:170-E Exhibit – Request to Reprint or Adapt Material 6:190-E2 Exhibit – Proposed Overnight Trip (Board Approval Form) 6:190-E3 Exhibit – Proposed Overnight Trip Worksheet 6:235-AP1 Administrative Procedure: Acceptable Use of Computers and Electronic Networks 7:240-E1 Exhibit – Niles Township High Schools Extra-Curricular Permit Card 7:245 Student Athlete Concussions and Head Injuries (NEW) 7:245-E1 Exhibit – Concussion Information Sheet (NEW)
Regular Session Meeting Minutes of October 24, 2011
Page 4 of 5
XIV. Old Business There was no old business. XV. New Business There was no new business. XVI. Audience to Visitors (on items related to District business) No one asked to speak. XVII. Correspondence and FOIA Requests There were no FOIA requests. XVIII. Information Items − Financial Report for September, 2011 was for presented for information. − Tennis RFP Update was presented for information. − Compliance Report for Public Act 96-434 was presented and posted as required by law. XIX. Adjournment It was moved by DONIGER and seconded by VALFER to adjourn the meeting. A roll call vote was taken. Voting Aye: Doniger, Greenspan, Klint, Silverman, Valfer. The motion carried. The meeting adjourned at 9:10 p.m.
____________________________ President
_____________________________ Secretary
Regular Session Meeting Minutes of October 24, 2011
Page 5 of 5
POLICY AND PROCEDURAL CHANGES: SECOND READING November 14, 2011 Board Meeting All recommended changes have been reviewed by the Board on the first reading October 24, 2011. Section 3 (School Administration) Number
3:50-AP1
3:70-AP
Name
Administrative Procedure – Terms and Conditions of Employment for Administrators Administrative Procedure – Succession Plan
Proposed Change
Amended based upon administrative recommendation. Non-substantively updated.
Section 5 (Personnel) Number
5:125 (NEW)
5:270-AP
Name
Proposed Change
Personal Technology and Social This proposed policy is NEW. The policy Media: Usage and Control defines social media and personal technology and lists appropriate usage and conduct expectations that cross reference prior established policies. Administrative Procedure – Amended based upon administrative Terms and Conditions of recommendation. Employment for Confidential Staff
Niles Township High School District 219
3:50-AP1 Page 1 of 4
General School Administration Administrative Procedures: Terms and Conditions of Employment for Administrators For administrators not covered by an individual employment contract or those whose contract does not address these conditions of employment: Employment Year Administrators work a 12-month year (260 days), except for deans, and activity directors, and who work a 195-day year and curriculum directors who work a 205 day year. With Board approval the Superintendent may engage administrators to work different calendars than the aforementioned. Contract Administrators will be offered multi-year performance contracts pursuant to 105 ILCS 5/10.23.8 and 8a. Vacation Twelve-month administrators hired after July 1, 1988 shallare be eligible for paid vacation days according to the following schedule: Maximum Monthly
Vacation Leave
Accumulation
Earned Per Year
1.25 Days
15 Days
Beginning of year 6Beginning End of year 10 of year 1
1.67 Days
20 Days
Beginning of year 11
2.08 Days
25 Days
Length of Employment From:
To:
Beginning of year 1
End of year 5
Vacation days earned in one fiscal year must be used by the end of the current fiscal year, except for 10 days that may be carried over. Terminated, or resigning or retiring employees must take all vacation time prior to their end date, except where prohibited by law. Salary Annually, the Superintendent shall recommend and the Board of Education shall set the salaries and benefits of District administrators. To determine salary, the Superintendent shall assign each administrative or technical position a salary range based on the scope of these considerations: 1. 2. 3. 4. 5. 6.
Amount of money under the administrator's direction Level of decision-making Expertise required Amount of public contact Time commitment Prerequisites
Niles Township High School District 219
3:50-AP1 Page 2 of 4
7. Number of staff subordinates 8. Market analysis of comparable positions in area districts Benefits 1. Sick/Personal Leave. Administrators shall be entitled to 15 work days of sick leave and 2 personal days annually, pursuant to the provisions of law. At the end of the fiscal year unused personal days convert to sick days. Unused sick and personal leave shall accumulate without limit. For each day of sick leave absence beyond the allotment of sick leave days and for each day of absence deductible for other reasons, 1/260th of the annual basic salary shall be deducted (1/195, 1/205 or other fractions based on calendars for administrators working less than 260 days). Further deductions will be made proportionally for fractional parts of a day. 2. Disability Income Protection. If an administrator has exhausted all sick leave and is eligible for disability benefits under the Teachers Retirement System (TRS) or the Illinois Municipal Retirement Fund (IMRF), the District shall pay the administrator a disability stipend equal to the difference between the amount of disability benefits received from TRS or IMRF and 60 percent of the administrator's annual salary at the time the disability occurred. If TRS increases the disability benefit above the present 40 percent, the District will continue to pay 20 percent of the administrator's annual salary at the time the disability occurred, up to 65 percent. If IMRF increases the disability benefit above the present 50 percent, the District will continue to pay 10 percent of the administrator's annual salary at the time the disability occurred, up to 65 percent. In no case will the total amount of TRS or IMRF disability benefits and the amount paid by the District exceed 65 percent of the administrator's annual salary at the time the disability occurred. The disability stipend shall be paid for the same period that the administrator receives TRS or IMRF disability benefits. 3. Health-Accident and Dental Insurance. Annually, the Superintendent will recommend and the Board of Education will set the benefit levels of District administrators for individual and family coverage. The District shall offer individual or family coverage at the same rates Rates and benefits levels no less than those levels provided to as applies to all certified and non-certified employees of District 219. through the 2012 fiscal year. 4. Cell Phone Allowance. Effective July 1, 2010, The District shall provide administration who are required to carry a cell phone with a $100 monthly allowance, reported as additional compensation, for the purpose of assuming the administrator is able to provide the District with a cell phone number and that the administrator carries the cell phone for her or his work for the complete calendar year. 5. Life Insurance. The District shall provide administrators with group term life insurance in an amount double the administrator's salary total creditable earnings to a maximum of $4200,000. 6. Medical Examinations. The District shall reimburse an administrator up to $400 in any two-year period for physical examinations voluntarily taken. The administrator must submit a copy of the bill and the insurance plan’s rejection of the bill. 7. Wellness Benefit. Administrators will be entitled to the same wellness benefits as certified and non-certified employees of District 219.
Niles Township High School District 219
3:50-AP1 Page 3 of 4
8. Professional Dues. The District shall provide payment toward professional dues approved through the normal budgeting process. Professional dues will be limited to organizations that have a direct relationship to the position held by the administrator. Administrators will not be 9. Retirement Benefits and Enhancements Eligibility and Notice. eligible for enhancements if their retirement will cause a TRS or IMRF penalty to be incurred by the District. To be eligible an administrator must have served satisfactorily in the district for a minimum of ten fifteen (1015) years immediately preceding his or her retirement. The administrator must give written notice to the superintendent of his or her intention to participate in the program as early as January 1 in the sixth year prior to his or her last full year of employment but no later than May January 1 of the fifth year prior to the end of his or her last full year of employment in order to receive the full retirement benefits outlined below. The Board shall provide a Benefit Sum sufficient to increase the administrators base salary paid in the sixth fifth year prior to retirement by fifteen percent (15%). Administrators receiving enhancements receive no additional raises in the final four years of District service. Such payment shall be paid in the fifth year prior to retirement. Following such fifth year payment, a yearly compounded increase of six percent (6%) over the prior year’s creditable earnings in the final four years of District service shall be made part of the total Benefit Sum. An administrator who chooses to retire in such a way as to avoid the District from incurring a TRS or IMRF penalty will receive an ERO Avoidance Incentive benefit paid by the District. This benefit will be equivalent to the monthly cost of a single TRS TCHP Health Insurance premium until the administrator becomes medicare eligible. The ERO Avoidance Incentive amount due to the retired administrator shall be paid post retirement, semi-annually. Nothing herein implies that the District will monitor usage of said payment nor does it require the administrator to use said payments for TRS Health Insurance specifically. Administrators having Board approved retirement agreements shall receive compensation for unused sick leave. Those covered by TRS will be compensated above 340 days, up to a maximum of 85 days. Those covered by IMRF will be compensated above 221 240 days up to 85 days maximum. Any unused sick days not used for TRS or IMRF pension purposes will be paid after the final day of employment or in the last year of employment for IMRF pension purposes and will be based on 1/260, 1/195, or 1/205 concurrent with the said administrators calendar and may be taxed sheltered (403b, 457) upon the administrators request. Administrators having Board approved retirement agreements will devote themselves to the performance of their duties under the agreements, and not resign or otherwise voluntarily terminate their employment prior to the expiration of their agreement, except as subject to the following provisions. If an administrator violates this requirement by leaving the District early, he/she shall reimburse the District for all retirement benefits received (i.e., 15%, 6%, 6%, 6%, 6%), not as a penalty but solely as liquidated damages for his/her breach of this requirement. Plus reasonable legal fees for recovery of such damages. Nothing prohibits the Board from terminating an administrator once the Board of Education has approved the request to retire from said administrator. In the case of such termination the terminated administrator will pay liquidated damages equaling 15% of the administrators last year’s total creditable earnings plus any penalty charged to the District. Limitations on Participation. The Board reserves the right to limit the number of administrators who shall be approved for this retirement plan each year for reasons which are in the best interests of the District.
Niles Township High School District 219
3:50-AP1 Page 4 of 4
Moving Expenses The Superintendent may, with Board approval, defray reasonable moving expenses of a new administrator. Travel Required by Administrative Duties An administrator shall be reimbursed for required professional travel in their personal automobile at the standard mileage rate approved by the Internal Revenue Service for income tax purposes. Reimbursement is limited to travel • from the administrator's assigned building to another location; or • a second round-trip in one day from home to the assigned building. Workshops, Seminars, Conferences and Courses for University Credit With prior approval from the Assistant Superintendent for Human Resources and subject to appropriations, the District shall pay for an administrator to participate in workshops, seminars, and other courses of continuing education related to the administrator's current job duties. Requests shall be given priority made prior to July 1st of the fiscal year that allow for proper budgeting and are subject to annual budget appropriations. Any benefit terminates at the end of each school year. Benefits for continuing education for university credit will cease upon notification of intent to retire.
Board Review: February 28, 2011
Niles Township High School District 219
3:70-AP Page 1 of 1
General School Administration Administrative Procedure: Succession Plan If the Superintendent or Building Principal is temporarily absentunavailable, the succession of authority and responsibility of the respective office shall be as below. If the first person on the succession list is unavailable, the second person shall be the responsible person and so on in order through the list. The designated individual shall communicate with the School Board President in cases of extreme importance and/or emergency. Superintendent 1.
Assistant Superintendent of Student Services and Special EducationAssistant Superintendent for Business Services
2.
Assistant Superintendent for Business ServicesAssistant Superintendent for Special Education and Pupil Personnel Services
3.
Assistant Superintendent for Curriculum and Instruction
4.
Chief Technology Officer
Building Principal - Niles North 1.
Assistant Principal for Operations
2.
Assistant Principal for StudentPupil Personnel Services
3.
Lead Dean
4.
Director of Security
Building Principal - Niles West 1.
Assistant Principal for Operations
2.
Assistant Principal for StudentPupil Personnel Services
3.
Lead Dean
4.
Director of Security
Board Review: September 15, 2008
Niles Township High School District 219
NEW
5:125 Page 1 of 2
General Personnel Personal Technology and Social Media: Usage and Conduct Definitions Includes – Means “includes without limitation” or “includes, but is not limited to.” Social Media – Media for social interaction, using highly accessible communication techniques through the use of web-based and mobile technologies to turn communication into interactive dialogue. This includes Facebook, LinkedIn, MySpace, Twitter, and YouTube. Personal technology – Any device that is not owned or leased by the District or otherwise authorized for District use and: (1) transmits sounds, images, text, messages, videos, or electronic information, (2) electronically records, plays, or stores information, or (3) accesses the Internet, or private communication or information networks. This includes smartphones such as Blackberry®, android®, iPhone®, and other devices, such as iPads® and iPods®. Usage and Conduct All District employees who use personal technology and social media shall: 1. Adhere to the high standards for appropriate school relationships in policy 5:120, Ethics and Conduct at all times, regardless of the ever-changing social media and personal technology platforms available. This includes District employees posting images or private information about themselves or others in a manner readily accessible to students and other employees that is inappropriate as defined by policy 5:20, Workplace Harassment Prohibited; 5:120, Ethics and Conduct; 6:235, Access to District Computers and Electronic Networks; 7:20, Harassment of Students Prohibited; and the Ill. Code of Educator Ethics, 23 Ill.Admin.Code §22.20. 2. Choose a District-provided and supported method, whenever possible, to communicate with students and their parents/guardians. 3. Not interfere with or disrupt the educational and working environment, or the delivery of education or educational support services. 4. Comply with policy 5:130, Responsibilities Concerning Internal Information. This means that personal technology and social media may not be used to share, publish, or transmit information about or images of students and/or District employees without proper approval. For District employees, proper approval may include implied consent under the circumstances. 5. Refrain from using the District’s logo without permission and follow Board policy 5:170, Copyright, and all District copyright compliance procedures. 6. Use personal technology and social media for personal purposes only during non-work times or hours. Any duty-free use must occur during times and places in which the use will not interfere with job duties or otherwise be disruptive to the school environment or its operation. 7. Assume all risks associated with the use of personal technology and social media at school or school-sponsored activities, including students’ viewing of inappropriate Internet materials through the District employee’s personal technology or social media. The Board expressly disclaims any responsibility for imposing content filters, blocking lists, or monitoring of its employees’ personal technology and social media. 8. Be subject to remedial and any other appropriate disciplinary action for violations of this policy ranging from prohibiting the employee from possessing or using any personal technology or social media at school to dismissal and/or indemnification of the District for any losses, costs, or damages, including reasonable attorney fees, incurred by the District relating to, or arising out of, any violation of this policy.
Niles Township High School District 219
NEW
5:125 Page 2 of 2
The Superintendent shall: 1. Inform District employees about this policy during the in-service on educator ethics, teacherstudent conduct, and school employee-student conduct required by Board policy 5:120, Ethics and Conduct. 2. Direct Building Principals to annually: a. Provide their building staff with a copy of this policy. b. Inform their building staff about the importance of maintaining high standards in their school relationships. c. Remind their building staff that those who violate this policy may be subject to remedial and any other appropriate disciplinary action up to and including dismissal. 3. Build awareness of this policy with students, parents, and the community. 4. Periodically review this policy and any procedures with District employee representatives and electronic network system administrator(s) and present proposed changes to the Board. LEGAL REF.:
105 ILCS 5/21-23 and 5/21-23a. Ill. Human Rights Act, 775 ILCS 5/5A-102. Code of Ethics for Ill. Educators, 23 Ill.Admin.Code §22.20. Garcetti v. Ceballos, 547 U.S. 410 (2006). Pickering v. High School Dist. 205, 391 U.S. 563 (1968). Mayer v. Monroe County Community School Corp., 474 F.3d 477 (7th Cir. 2007).
CROSS REF.:
5:20 (workplace harassment prohibited), 5:30 (hiring process and criteria), 5:120 (ethics and conduct), 5:130 (responsibilities concerning internal information), 5:150 (personnel records), 5:170 (copyright), 5:200 (terms and conditions of employment and dismissal), 6:235 (access to district computers and electronic networks); 7:20 (harassment of students prohibited), 7:340 (student records)
Niles Township High School District 219
5:270-AP Page 1 of 3
Educational Support Personnel Administrative Procedures: Terms and Conditions of Employment for Confidential Staff Niles Township High School District 219 employs education support staff personnel exempt from the Niles Township Support Staff (NTSS) bargaining unit. These employees are referred to as confidential employees. The following positions are referred to as confidential: Executive Assistant to the Superintendent Executive Assistant to the Principal (North and West) Executive Assistant to the Assistant Superintendent of Curriculum and Instruction Executive Assistant to the Assistant Superintendent of Human Resources Executive Assistant to the Assistant Superintendent for Special Education and Pupil Personnel Services Executive Assistant to the Assistant Superintendent for Business Services Executive Assistant to the Chief Technology Officer Executive Assistant to the Executive Director of Security Executive Assistant to the Director of Community Relations Senior Programmer Analyst The following are benefits afforded to this class of employees: Employment Year Confidential employees will work a 12-month year (260 days). Vacation Twelve-month confidential employees shall be eligible for paid vacation days according to the following schedule: Years of Continuous Service as of 6/30
Year 1 but less than 4 4 years but less than 8 8 years but less than 156 156 years or more
Days of Vacation Per Full Fiscal Year
Days of Vacation Earned Per Month
10 15 20 25
.83 1.25 1.67 2.08
Vacation days earned in one fiscal year must be used by the end of the current fiscal year, except for ten (10) days that may be carried over. Terminated, resigning or retiring employees must take all vacation time prior to their end date, except where prohibited by law.Vacation days earned in one fiscal year must be used by the end of the current fiscal year, except for 10 (ten) days that may be carried over. Confidential employees resigning or whose employment is terminated are entitled to the monetary equivalent of all earned vacation, including carryover (up to 10 days) from the prior fiscal year. Compensation and Assignment Annually, the Superintendent shall recommend and the Board of Education shall set the salaries and benefits of District confidential staff. A confidential employee covered by the overtime provisions in the Fair Labor Standards Act will receive overtime after 37.5 hours in one week. Overtime will not be allowed without prior authorization from the employee’s immediate supervisor. Confidential employees
Niles Township High School District 219
5:270-AP Page 2 of 3
will be paid on the 8th and the 23rd of each month. The Superintendent is authorized to make assignments and transfers of confidential employees. Benefits 1. Sick Leave. Confidential employees will receive 20 fifteen (15) sick days per year, 5 (five) of which are bereavement days. All 20 unused sick days will carry over as sick. For each day of sick leave absence beyond the allotment of sick leave days and for each day of absence deductible for other reasons, 1/260th of the annual basic base salary shall be deducted. Further deductions will be made proportionally for fractional parts of a day. 2. Personal Days. Confidential employees will receive 3 personal days per year, which will convert to sick days at the end of the fiscal year. 3. Disability Income Protection. If a confidential employee has exhausted all sick leave and is eligible for disability benefits under the Illinois Municipal Retirement Fund (IMRF), the District shall pay the confidential employee a disability stipend equal to the difference between the amount of disability benefits received from IMRF and 60 percent of the confidential’s annual salary at the time the disability occurred. 4. Health-Accident Insurance. The District shall provide individual coverage at $300 for the fiscal years 2005 thru 2008, and $350 through the 2012 fiscal year. The District shall provide family coverage at $900 for the 2005 thru 2008 fiscal years, and $950 through the 2012 fiscal year. 5. Dental Insurance. The District shall provide individual coverage at no charge or family coverage with a 50% co-pay of the difference between the two coverages. 6. Life Insurance. The District shall provide confidential employees with group term life insurance in an amount double the confidential’s base salary up to a maximum of $200,000. 7. Tuition Reimbursement. Tuition reimbursement will be considered by their immediate supervisor and with approval of the superintendent or designee. 6. Retirement Benefits. A confidential employee retiring at age 55 or older with at least 10 fifteen (15) (ten) years or more of continuous service to the District may retire and shall thereby be entitled to a service recognition of 10% of the employee’s base salary of his/her final twelve (12) months of employment. A confidential employee retiring at age 55 or older will receive a salary bonus in the last two years of service according to the number of years served: Years of service in the District 10 15 or more
Percent of salary added in last 2 5 years 2010%, 6%, 6%, 6%, 6%
A retiring confidential employee shall receive continued single coverage on the Districts health and dental insurance plans until they reach the age of 65 with $1,800 per year provided toward family coverage, paid annually,, or a lump sum payment of $1,800 per year times the number of years between their retirement age and 65. A confidential employee retiring at age 55 or older, shall receive $50 per day for each unused sick leave day over 240 up to and including 325. This payment shall be added to the employee’s service recognition allowancepaid post retirement. Only sick leave days that cannot be used for additional Illinois Municipal Retirement Fund (IMRF) service credit can be used toward the post retirement payment and can be tax sheltered (403b/457) upon request.
Niles Township High School District 219
5:270-AP Page 3 of 3
A confidential employee may give notice of their intent to retire up to four five (455) years preceding retirement and shall have their sick days doubled upon Board of Education approval up to a maximum of 240 days. Board Review:
June 27, 2011
To: Dr. Gatta, Superintendent Board of Education From: Dr. Anne Roloff Assistant Superintendent for Curriculum and Instruction Re: Annual review of Programs for 2012‐13 Date: November 14, 2011 On the following pages, please find administrative responses and recommendations to the Annual Review of Programs and Personnel. Some of the responses are formatted as recommendations, and some are simply answers to questions originally posed in the document. There is no action required tonight, however, the Board of Education will need to direct administration at the December 12 meeting to begin planning for changes and recommendations. The feedback for the online survey and the Town Hall Forum held on November 3 is available in the information section of the Board Book.
D219 Annual Review of Programs for 2012-13 Introduction: The following document is part of an annual review of programs and personnel in District 219. The purpose of this document is to ensure that curricular programs are aligned with the Board of Education’s mission statement and goals, including the Five-Year Strategic Plan, in a fiscally responsible manner. This document is a working draft that should serve as a catalyst for ongoing discussions among Board of Education members, administrators, teachers, parents and students. We welcome input and suggestions from all of our constituent groups, and look forward to insightful dialogue with all parties involved. The Board of Education intends to take action on this year’s plan at the December 12 Board meeting. Recommendations: New Graduation Requirement According to Professor Minh A. Luong of Yale University, "Colleges now acknowledge, based on years of experience, that students who demonstrate success in extracurricular activities which give them real-world skills like critical thinking, oral and written communication, and the ability to organize ideas and present them effectively, perform better in college.” Furthermore, “The Wall Street Journal report did specifically highlight a ‘consistent trend’—one that forensic coaches have known for a long time—that dedicated participation in drama and debate has significantly increased the success rate of college applicants at all schools which track such data.” Unfortunately, D219 does not have an adequately developed forensics, debate and public speaking curriculum for students. In order to promote college readiness, increase standardized test scores and meet NCLB standards, a universal speech and theatre curriculum must be implemented in District 219. The co-curricular nature of this curriculum will not only allow students to enroll in courses that enrich their critical thinking skills, oral and written communication and analytical abilities but it will also give students the chance to implement what they learn in a competitive setting. Finally, several studies show that when underrepresented minorities participate in drama and forensics, their likelihood to go to college and score high on standardized tests increases significantly. We recommend a new graduation requirement for public speaking in addition to the current four- year English requirement. Courses that will count towards this one semester requirement must require significant time making speeches, forming arguments for verbal presentation, and/or performing. Classes being considered as meeting this new requirement include some theatre courses (i.e., not stagecraft), debate, advanced policy debate, public speaking, advanced public speaking and broadcasting (with required performance component). Some courses can receive dual credit (e.g., fine arts credit and speech credit, or social studies credit and speech credit). In order for a course to be considered as meeting the graduation requirement, a formal application from a department must be drafted for review by CSSI and the administration including revisions to the curriculum guide, as necessary. The administration wants departments to discuss what courses from their departments might fulfil this requirement. This requirement will not add to the total credits students need to graduate. This requirement will begin with the class of 2016.
Recommendation: D219 adopts a policy to include one semester of Public Speaking, beginning with the class of 2016. This requirement may be met by and course designated as “fulfills the Public Speaking requirement” in the student course book. AS&T D219 has a history of commitment to diverse course offerings in non-core academics, particularly in AS&T. However, the district cannot support non-core subjects with more resources than the resources dedicated to courses necessary to ensure students can read, write and do math well. Class size and teacher load in classes mandated with improving reading, writing and math performance should not be significantly higher than the class size and teacher load in elective programs. This is not the case currently in D219, where electives are very often more generously staffed than classes where teachers are primarily responsible for teaching reading, writing and math. This must change, and the following suggested efficiencies in AS&T seek to better balance the district’s resources. Consumer Education: In some other school districts in Illinois, the following courses satisfy requirements for consumer education: AP Economics, Business Management, Consumer Math (full year required), Economics, Financial Management, Introduction to Business (major or elective credit; full year required), Professional Development and Internship (full year required), and Special Education: Pre-Voc. The administration recommends that we consider revising the following courses to meet the consumer education requirement in D219: ● Business & Technology ● Sports & Entertainment Marketing/Advertising ● Investing ● Financial College Accounting ● Managerial College Accounting ● Business Strategies & Entrepreneurship ● Consumer Education ● Economics ● AP Economics (Micro and/or Macro) Consider offering consumer education to freshman students, including in the summer. A second way to achieve efficiencies in consumer education is to offer a shortened consumer education class of less than one semester, i.e., nine weeks, or a single semester off-lab hybrid schedule. Under this model, a teacher can teach four consumer ed classes throughout the school year and it would count as a .2 FTE. Only nine weeks are required per the School Code. This model gives the students nine weeks when they are not in a prescribed class and can take advantage of D219 academic resources such as the literacy centers, the IRC, etc. Recommendation: Open Consumer Education to sophomores. Allow incoming sophomores and juniors to take Consumer Ed in Summer School. Economics: Should Economics be placed in the AS&T department in our business course sequence (pending certification requirements)? Other questions/suggestions for the AS&T department: 1. Broadcasting and Advanced Broadcasting: make the cap a minimum of 24. Recommendation: cap at 24. 2. Investing: change name to Finance and incorporate investing, and it can count for consumer ed.
Recommendation: change course name to Investing and Finance; cap at 30. Will not count for Consumer Ed credit. 3. Financial Accounting and Managerial Accounting: make the cap 30, not 25. Recommendation: keep at 25 (grade weight 5 course). 4. Sports and Entertainment Marketing/Advertising: replace with Marketing. Recommendation: No change 5. Fashion Workshop: replace with single Fashion course with differentiation for all types of fashion. Recommendation: keep current practice with concurrent sections in the same class for grant purposes. 6. Change cap in Fashion courses to 30. (The administration will ensure there are 30 machines.) Recommendation: Cap at 24. 7. Review Advanced Web Design - is it current? Course is current and up to date. 8. Increase class cap for Foods. Merge International Foods into other culinary courses. Restructure the current Culinary sequence to the following: - Chefs (1 semester) - Gourmet & International Cuisine (1 semester) - Commercial Foods (year-long course) Due to current lab space and configurations as well as lab management and safety concerns, it is recommended that the class cap remain at 24. 9. Consider increasing cap in Industrial Arts (Auto, Engineering, Computer Repair) to 30. Recommendation: increase Computer Repair & Networking cap to 30 10. Autos: more dual credit and seminar structure for higher and more specific topics (as done in theatre). ○ Incorporate Autos, Transmissions and Drive Systems within other courses. ○ Incorporate Autos, Electrical, Audio and Air Conditioning Systems within other courses. Recommendation: due to lab management and safety concerns, it is recommended that the class cap remain at 24. Restructure Automotive sequence to the following: - Automotive Fundamentals (year-long course) Automotive Systems & Diagnostics - Seminar (year-long course); This seminar class will be rotated yearly to align with dual credit college curriculum coursework and align with NATEF/ASE requirements. 11. Computer Repair and Networking, increase cap to 30. Recommendation: increase Computer Repair & Networking cap to 30 12. Project Lead the Way: cap at 30. These courses are Grade Weight 5; it is not recommended to increase class size. Keep at 24. 13. Review Cosmetology program. Review throughout 2011-12 school year. English In accordance with Board Goal #1, D219 seeks to advance students into the most rigorous coursework possible. In addition, under Board Goal #2, the administration believes courses should be aligned to College Readiness Standards and Common Core State Standards. The
rigor of Advanced Placement courses meets these goals. Furthermore, we know our own D219 data system and placement procedures cannot possibly disaggregate students to 4+ tracks, which is the current sequencing. Therefore, the administration wants the department to discuss having two tracks, regular (minimum college readiness) and Advanced Placement. Our suggestions include eliminating the following courses: 1. Honors ALC. (Students will then choose between the regular track or AP.) 2. Honors College Prep (rationale same as above). This issue will be tabled and reviewed with the 2013-14 Annual Review of Programs and Personnel. A proposal has been made by the English Department to eliminate these two courses in 2013-14, but more time is needed to consider this issue. 3. Basic ALCUSH (eliminate in 2014-15) (listed in Social Studies as well). This is planned. 4. Basic Sophomore English, eliminate in 2013-14. This is planned. 5. Basic Freshman English, eliminate in 2012-13. This has been presented to CSSI and will be in place in 2012-13. Fine Arts Fine Arts classes are difficult for students to enroll in because most are singletons (i.e., only offered one period) and require numerous prerequisites. D219 has a history of commitment to diverse course offerings in non-core academics, particularly in Fine Arts. However, the district cannot support non-core subjects with more resources than the courses necessary to ensure students can read, write and do math well. Class size and teacher load in classes mandated with improving reading, writing and math performance should not be significantly higher than the class size and teacher load in elective programs. This is not the case currently in D219, where electives are very often more generously staffed than in classes where teachers are primarily responsible for teaching reading, writing and math. The following suggested efficiencies in Fine Arts seek to better balance district resources. In Theatre, Music and Art: The administration would like the department to discuss using a seminar approach to their elective offerings. For example, in theatre, the department could have a course titled “Theatre Seminar” with a different focus each semester, e.g., stagecraft, acting, directing, etc. Throughout a student’s four years, she will study all the theatre disciplines. This will allow for more students to take theatre as there would be no singletons and no pre-requisites, and it will allow for class size to be more in line with that of the core subject areas. One course, for example, Theatre Workshop, could be the one entry level class that must be taken before entering the seminar electives. Proposal: Allow Theatre Workshop to fulfill the public speaking requirement Proposal: Revise Theatre curriculum sequencing as follows: - Offer Advanced Theatre Studio as a repeatable semester course, with Theatre Workshop as the prerequisite. - Students may take Acting second semester after having completed Theatre Studio first semester. - Eliminate Stagecraft and Advanced Theatre Studio, and incorporate into Advanced Theatre Studio as a seminar approach. - Allow Directing and Play Production to continue to run. The prerequisite will be two semesters of Advanced Theatre Studio.
Foreign Languages and ELL Eliminate or make changes to the following courses: Should we continue to offer low-enrollment Hebrew courses? Recommendation: Eliminate low enrollment Hebrew classes (Hebrew 1-2 and 3-4) in 2012-13. Student numbers and projections for next year: 1.
2011-2012 Enrollments
2012-13 Projected Enrollment
Hebrew 1-2
5
?
Hebrew 3-4/31-41
15
4
Hebrew 5-6/51-61
21
15
Hebrew 7-8/71-81
7
12
Adv Hebrew Topics
23
21
Totals
71
52
2. All Foreign Language courses should be capped at 30. Cap introductory foreign language courses at 30, knowing that we staff at 85%. Honors courses are not, due to contract. 3. Consider combining Honors and AP foreign language classes whenever possible. We do this in most classes, with the exception of Honors and AP Spanish, due to high enrollments. 4. Why are there so many tracks in Spanish? Consider enrolling students who take Spanish 11-21 directly into Spanish 3-4. Recommendation: eliminate Spanish 11-21.
Math Math is continuing the three-year plan for the elimination of level two courses, thereby guaranteeing rigorous curriculum for all students. For the 2012-2013 school year, the proposal will be to eliminate Geometry 10-20 and implement Geometry 12-22 with an extended period for students who are not meeting college readiness benchmarks. The Geometry Extension course has been proposed and will go before the Board of Education in November. Investigate hybrid or technical options for students who need to recover credit. This has been tabled for the future.
Physical Welfare The administration has questions regarding the following courses and makes the following recommendations: 1. Cap Adventure Ed at 40. Recommendation: Adventure Ed has already moved to 36 this year. It is recommended to leave the cap at 36. 2. Limit the number of PE electives for more efficient staffing. Martial Arts has been eliminated; many courses were eliminated/combined 2-3 years ago. 3. Eliminate redundant course codes for PE Leaders. Recommendation: Leave course codes as they currently appear. There are two course codes for PE Leaders; 1 is the sophomore & junior course for leaders to prepare, one for seniors/juniors who are the PE Leaders 4. Why are there FIVE different course codes for Junior/Senior PE? Plan to reduce to 2 courses and 2 codes for 2012-13. 5. Cap Lifeguarding at 40; consider offering before or after school or in summer school. Recommendation: per the Red Cross standards, we must have a limit of 32. Leave the cap at 32. We only run 1 section at West; North has not run due to low interest. This is the only singleton in PE. Depending on enrollments, this class may be cancelled. Science As part of our Five-Year Strategic Plan, science will continue to review the scope and sequence of courses, particularly multiple entry points that do not lead to college readiness for students. Final recommendations from the science department are due no later than September 30, 2012 for roll-out in the 2013-2014 school year. Consider changing the prerequisites for AP Physics to allow for a summer prep course, similar to AP Chemistry. 1. Why are 4-5 sections of AP Chem supported at NW and 1 section supported at NN? - there are more students enrolling in STEM inquiry and research at North than West. - we expect to see an increase in STEM enrollment at West and a decrease in AP Chem (same teacher teaches Honors Chem and STEM at West) - Climate issue at North - seniors do not tend to enroll in AP Chem, and prefer AP Environmental - We have worked to increase number of sections in Honors Chem at North. This year, there are 5 sections, and we anticipate greater AP Chem enrollment at North next year. - We will address these issues through the Director of Science. 2. Can students enroll in AP Physics directly without the current pre-req enrollment requirement in Honors or Regular Physics? - We would need to offer an AP Physics prep in the summer for this. We plan to propose this for summer 2012. Social Studies In accordance with Board Goal #1, D219 seeks to advance students into the most rigorous coursework possible. In addition, under Board Goal #2, the administration believes courses should be aligned to College Readiness Standards and the Common Core State Standards. The rigor of Advanced Placement courses meets these goals. Furthermore, we know our own D219 data system and placement procedures cannot possibly disaggregate students to 4+ tracks, which is the current sequencing. Therefore, the administration wants the department to
discuss having two tracks: regular or minimum college readiness, and Advanced Placement. Our suggestions for 2012-13 include eliminating Honors US History and offering only AP US History and regular US History. This issue will be tabled and reviewed with the 2013-14 Annual Review of Programs and Personnel. A proposal has been made by the Social Studies Department to eliminate these two courses in 2013-14, but more time is needed to consider this issue. In addition, the administration has questions regarding the following: 1. Why is American Government and Politics running at one school only? 2. Why is History of Africa/Latin America running only at one school? The Board wants parity between the schools in terms of offerings. Questions 1 & 2: We propose that a minimum of one section of both American Government and Politics and History of Africa/Latin America be run in each school each year, on a semester rotation. If student requests are low, we will run other electives, such as Sociology & Psychology at over 85% (will not increase FTE). 3. Why is Regular Economics running only at one school? We recommend eliminating the current regular Economics course due to its history of low enrollment. 4. Should Economics, AP and Regular be “moved” to the Business department? No. Economics is a Social Science according to ISBE certification rules. 5. Should we add AP World History as an option for our most prepared incoming 9th graders? Yes - doing this through new course proposals; already approved by CSSI. We recommend a 3-week summer prep course to help prepare the students for the rigors of an AP level course.
Special Education Explore expansion of co-facilitation model in select general education courses in lieu of current co-teaching model. Data is currently being analyzed and will be reported out at a later date. The Special Education department will make recommendations once the data analysis is complete. Summer School ●
Make summer school a third term of the school year. Add course offerings by increasing the number of hours for summer school and increasing courses that receive graduation credit. ● Consider increasing Virtual Hybrid classes for summer school. ● Idea: Offer nine weeks (or possibly even eight weeks) of a class for two hours a day to qualify as a semester. (This might allow us to use summer school as a place for a core class, offering students a similar experience as if they took the same course during the typical school year). ● Question: In terms of scheduling, do we want all courses to be offered for two hours a day for the full summer instead of having some offered for four hours for half the summer? (Think of summer as one term, not two.) All of these points are ongoing discussions, and no decisions have yet been made.
Library The role of a library has changed from a traditional locus of information to a space for collaboration, assistance and electronic access to information. To support this change, more and different types of support personnel are needed. Although the role of the certified librarian
(and head librarian) is important, the need to have all certified librarians has decreased and limits our ability to open the hiring field to applicants who have been working in public libraries outside of schools for most of their careers. As our current certified librarians retire, the replacements may or may not be certified. D219 will maintain a minimum of one certified librarian in each building for those times when the librarian is actually teaching a class. Reduce school-certified librarian to one in each building. Replace with non-certified librarians. This is currently happening.
Support Staff Staffing needs will be determined between November and December. General/Cross Departments It is always an option for the Board to limit the number of classes a student can take. This would definitely limit the number of electives a student can take and would decrease the number of elective sections offered. Credit recovery options: The majority of failures in most courses occur due to failure with a relatively small set of skills and knowledge in a course. In order to provide these students with an extra chance to successfully master the college readiness standards for these courses, certain students close to passing a course will have the option to take an incomplete grade for a class and take a multi-week evening and weekend course; this credit recovery course will provide the student with opportunities to work on deficient skills and knowledge in preparation for taking the final exam at the end of the multi-week course. Seminar models for electives. Every department should explore a seminar model for all singleton classes. The seminar model is in place in a number of courses, such as STEM, band, choir, orchestra, dance, autos, theatre, and other elective rotations.
To provide feedback on this document, please go to the following link: http://url.d219.org/arpp
Paul O’Malley Assistant Superintendent for Business Services 847-626-3967
To:
Dr. Nanciann Gatta Board of Education
From:
Paul O’Malley Susan Husselbee
Date:
November 14, 2011
Re:
2011 Levy Resolution and Publication
State laws require a public hearing be held on any proposed levy request that represents more than a 5% increase over the prior year actual property tax extension. Our proposed 2011 property tax levy requires this hearing. The document on the following page depicts the recommended amount of our levy request for 2011.
Attachment
MOTION: I move the Board of Education authorize publication of the proposed 2011 property tax levy request in preparation for a public hearing on December 12, 2011.
NOTICE TO APPEAR ONE-TIME ONLY ON DECEMBER 1, 2011
This notice shall appear not more than 14 days nor less than 7 days prior to the date of the public hearing. The notice shall be no less than 1/8 page in size, and the smallest type used shall be 12 point and shall be enclosed in a black border no less than ¼ inch wide. The notice shall not be placed in that portion of the newspaper where legal notices and classified advertisements appear. The notice shall be published as typed on the attached sheet.
NOTICE OF PROPOSED PROPERTY TAX INCREASE FOR NILES TOWNSHIP HIGH SCHOOL DISTRICT 219 COOK COUNTY, STATE OF ILLINOIS
I.
A public hearing to approve a proposed property tax increase for Niles Township High School District No. 219, Cook County, Illinois for 2011, will be held December 12, 2011 at 8:00 p.m. at Niles Township High Schools District 219 Administrative Offices, 7700 Gross Point Road, Skokie, Illinois 60077. Any person desiring to appear at the public hearing and present testimony to the taxing district may contact Paul O’Malley, Assistant Superintendent for Business Services, at Niles Township High School District No. 219 Administrative Offices, 7700 Gross Point Road, Skokie, Illinois, 60077, telephone 847-626-3967.
II.
The corporate and special purpose property taxes extended or abated for 2010 were $113,947,096. The proposed corporate and special purpose property taxes to be levied for 2011 are $123,600,000. This represents an 8.47% increase over the previous year.
III.
Property taxes extended for debt service and public building commission leases for 2010 were $7,434,256. The estimated property taxes to be levied for debt service and public building commission leases for 2011 are $7,753,541. This represents a 4.29% increase over the previous year.
IV.
The total property taxes extended or abated for 2010 were $121,381,352. The estimated total property taxes to be levied for 2011 are $131,353,541. This represents an 8.22% increase over the previous year.
Notification will be in local newspapers (Pioneer Press) on December 1, 2011.
To:
Dr. Nancian Gatta, Superintendent Board of Education
From: Dr. Anne Roloff, Assistant Superintendent for Curriculum and Instruction Re:
New courses/structures for 2012-13
Date:
November 14, 2011
Each year, the Board of Education reviews proposals for new and revised courses from the District’s curriculum review committee, Curriculum Standards for School Improvement (CSSI). This committee consists of teachers, parents, students and administrators. The proposals included in this report were discussed this fall at Niles North and West department meetings and reviewed and approved by members of CSSI. On the following pages you will find several new courses and/or structural changes for the 2012-13 school year. In conjunction with Board Goal 1, Advancing and Integrating Science, Technology, Engineering, Mathematics, and Literacy, we are including the following: • • • • •
A major structural change in Freshman English; Offering an AP-level course for Freshman students in Social Studies; Incorporating a Geometry Extension course, similar to the already successful current Algebra Extension program; Introduction to Debate course, to advance students more quickly into the Debate program, and also providing an avenue for students to meet the proposed requirement for Public Speaking; ESL sheltered Algebra course to meet the needs of our diverse ELL population.
Directors will be on hand at the Board of Education meeting to answer any questions you may have. Each course proposal is accompanied by a document in the Board-approved format containing a description of the change as well as its background, rationale and ramifications. Please note that new and revised courses approved this evening will require a summer curriculum project to provide the time for teachers to develop curriculum guides for use during the 12-13 school year; each will be coded to Common Core Standards and College Readiness Standards as appropriate. We will come to you with a complete list of summer project proposals in May.
Recommended: That the Board approve the course proposals delineated on the following pages for the 2012-13 school year.
Request to alter D219’s Freshman English Course Offerings Background on Freshman English Freshman students have three points of entry into District 219: F19 (grade weight II), Freshman English 12-22 (grade weight III) and Honors Freshman English (grade weight IV). Placement into these courses is based on students’ Explore scores in reading and English, as well as teacher recommendations. In F19, students take a double period of English 13-23 and Reading 1-2 taught by one English and one reading teacher with an instructional aide (parapro) in the classroom. The co-taught, double period structure differentiates F19 from Freshman English 12-22.
Context for the Proposed Change to F19 Within the past three years, the English department has revised the freshman curriculum and learning targets so that all freshman students, including F19, have the same learning targets in reading, writing, critical thinking, usage, and literary terms. Prior to this three year transformation, Freshman Basic 13-23 and Freshman English 12-22 were vastly different courses. Now, students take common final exams, coded to the learning targets, that assess the same skills and in most cases using the same stimulus material. Students in F19 English and Freshman English 12-22 also pull from the same anchor texts: Of Mice and Men, mythology, Curious Incident of the Dog in the Night-time, To Kill a Mockingbird, All Quiet on the Western Front and Romeo and Juliet. The ongoing alignment of the F19 English and Freshman English 12-22 curriculum warrants a change to the F19 English course. Since students in F19 English are held accountable for the same targets, read the same texts, and starting in the 2012-2013, take the same common final exams, the English department respectfully requests that F19 English be designated a grade weight III starting in the 2012-2013 school year. The double period of F19 does not simply allow for more time for struggling students, but flexibility for more differentiation for grammar, writing and reading to help students move toward grade-level achievement. While students who take F19 have been identified as needing additional reading support, the grade weight II designation should be reflected in the reading course and NOT in the English course. Based on both the McConnell report and internal data (see Research Base), the English department has to revise the reading support to include explicit literacy instruction within the context of grade weight III Freshman English 12-22. The reading support course should be organized around a two pronged focus: 1. Increase students’ literacy skills (reading and writing) 2. Address students’ executive functioning skills (e.g., task completion, time management, focus, organization, emotional issues, prioritization) that prevent them from doing well in all of their classes
Two periods, two teachers, and a class size of 16 allows for:
explicit comprehension skill instruction
guided reading of not only 12-22 narrative text but also non-fiction text
flexibility to use instructional level texts as entry points to grade level texts
strategies can be taught with instructional level text and later applied to grade level text
immediate feedback to students on writing, grammar, and vocabulary practice
Rationale for Change to F19
Begins the elimination process of the grade weight II English sequence
Establishes an efficient and strategic RtI structure for students who demonstrate English and reading deficiencies (both Tier II and Tier III support)
Offers increased support for lower-achieving students
Aims to improve standardized test scores of lower-achieving students
Allows time to work on executive functioning (e.g., time management, organization, delayed gratification, goal generation and achievement)
Allows time to work on core skills that are foundational to success in reading and English
The specifics F19 English and Reading will be called F19 English and Literacy The double-period structure with one English and one reading teacher remains the same Class size will be set at 16 (for a total cap of 32 students) to create a Tier II intervention that mirrors math The literacy support intervention will be comprised of research-based reading and writing strategies The grade weight III English component will adhere to the same learning targets and common final exams
Research Base In July of 2011, Dr. John McConnell of Quantics Consulting submitted a report addressing student growth with regard to English and Reading gains for students in District 219. While our most recent internal data indicates that our F19 students are making gains consistent (exceeding, in some cases) with other levels, the McConnell report serves as an eye-opening call to action for the district. One particularly stirring aspect of the report is highlighted later. In short, when students begin and remain in our level-two offerings (our most fundamental sequence), the collective scores exhibit a minimal chance of reaching ACT’s College Readiness Benchmark on the English and reading subtests. Knowing that our community relies on us to do our part in preparing students for a college experience, we knew we had to re-think the way we deliver curriculum, instruction, and assessment with the goal of reducing the achievement gap. Relevant data from that report is included in this report.
Capitalizing on our Success: In analyzing some of our most recent data, our F19 program demonstrates success. Specifically, our students with an Explore range of 13-15 (aka, “bubble kids”) gain twice as much on the English subtest when they are in F19 than in F03 (12-22). Additionally, our bubble kids gain nearly three times as much on the Science subtest when they are in F19 as opposed to F03 (12-22). So, our F19 program of offering additional support to underperforming students is producing significant results in English. Therefore, the structure of having a double period is effective. School Year Year of Graduation School
2011 2014 North and West (n=982)
Explore Reading exp read => 16
Data Average of English Gains Average of Reading Gains Average of Science Gains Number of Students Average of English Gains Average of Reading Gains Average of Science Gains Number of Students Average of English Gains Average of Reading Gains Average of Science Gains Number of Students
exp read 13-15
exp read <=12
Total Average of English Gains Total Average of Reading Gains Total Average of Science Gains Total Number of Students
English Course EN1F01 1.52 1.89 1.37 254 1.68 4.79 0.42 19 1.33 5.67 2.00 3 1.53 2.13 1.31 276
EN1F03 2.24 1.66 2.86 177 1.55 2.09 1.15 348 1.78 3.26 1.41 46 1.78 2.05 1.70 571
EN1F19 Grand Total 4.00 1.82 5.00 1.80 4.00 1.98 1 432 3.50 1.69 1.96 2.21 3.38 1.26 26 393 1.52 1.59 2.04 2.46 0.40 0.73 108 157 1.92 1.73 2.04 2.07 1.00 1.49 135 982
Request for new course in AP World History Background Global Studies has been the one required Freshmen Social Studies course since its creation in 2000, and has been offered only at the regular level, grade weight 3. Teachers, parents, students, and counselors have noticed that it has sometimes been difficult to appropriately challenge our most advanced 9th grade students. Other options for challenging these students have been discussed and implemented, but at this point a new course seems to be the best next step. A number of other North Suburban high schools have successfully added AP World History or AP Human Geography for their most advanced freshmen in the past few years, so we have the benefit of learning from them as well. Proposed Change Create course called AP World History •
Meets the Global Studies graduation requirement.
Coursebook Description This course is the equivalent to an introductory college course in world history. The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Students passing the AP College board exam in May can earn college credit. (Course description taken from Advanced Placement College board.) Prerequisite- None Placement Criteria- 21 or higher on Explore Reading and Freshmen Honors English placement Grade Weight- V Credit- 1 credit each semester Rationale for Change This new course would help in the achievement of both Board Goal 1's “Advancing Students in 21st Century Literacies,” and Board Goal 2's emphasis on a “rigorous curriculum.” This would provide a challenging and valuable course for students who have Explore Reading scores that indicate “College Readiness” by the beginning of their freshmen year. Ramifications of Change •
Many of the top students will not be in Global Studies, changing its heterogeneous mix of students.
Cost •
Professional development for teachers
•
Summer project to develop curriculum
•
New Textbooks and curricular materials
Request for Geometry 12-22 Extension Course Background In the 2008-2009 school year, District 219 contracted Dr. John McConnell of Quantics Consulting to conduct a comprehensive study of the District 219 Mathematics program. The data and research generated from this study represent a call to action for all Niles Township schools. Currently, less than half (47%) of our incoming freshmen enter high school at the established college readiness benchmark (17 on the EXPLORE Mathematics Test). There are measures, including improved articulation with our sender school districts and expansion of our summer mathematics readiness program, that District 219 has put into practice regarding this disturbing statistic, but the focus of this genuine call to action is regarding what transpires over the first three years of the high school mathematics experience for the student not on track to be college ready. We know that students who enter a District 219 High School with an EXPLORE test score of less than 17 are unlikely to attain college readiness. College readiness is defined by ACT in part as having a 22 on the mathematics portion of the ACT test. Further, we know that students in the lower EXPLORE college readiness bands had less than half of the EPAS gains of students in the upper bands. The study also showed that students in the grade weight II courses lost ground when compared to the average District 219 student. Even more concerning is that the achievement gap widens over the first three years of high school. Students who enter our schools above the college readiness benchmark on the EXPLORE will be substantially above the college readiness benchmark on the ACT at the end of their junior year while students who enter our schools below the college readiness benchmark on the EXPLORE will be substantially below the college readiness benchmark on the ACT at the end of their junior year. It is apparent that there is an inequity in the opportunities presented for a reasonable education to each of these respective groups. A particularly sobering fact is that 6% of the students enrolled in grade weight II or lower mathematics in District 219 attain college readiness. Currently, a student who earns a C in a grade weight three class is more than twice as likely to attain college readiness as a student who earns an A in a grade weight two class. Further, a student who fails a grade weight three class is nearly as likely to attain college readiness as the student who gets an A in a grade weight two class. The statistics conclusively show that District 219 is not currently serving the needs of the students enrolled in our grade weight II mathematics courses. It is unconscionable that our lower achieving students improve at a lesser rate when they possess the greatest potential for growth. This year we began step one of the process of eliminating the grade weight II classes by offering Algebra 12-22 and the Algebra 12-22 extension course for those students who have traditionally taken lower level mathematics their freshman year. This first year program has served as an effective RTI intervention as well as guaranteeing a rigorous curriculum for all freshmen algebra students. This proposal is step two of the process.
Proposed Change Geometry 12-22 Extension ●
A course designed to support academic success in Geometry 12-22 by providing additional Geometry 12-22 instruction and support to students who demonstrate mathematics deficiencies. ● This proposal includes the elimination of Math geometry 10-20. Students formerly enrolled in this course will be enrolled in Geometry 12-22 with the extension period. ● Effectively eliminates grade weight II courses for freshmen and sophomores.
Coursebook Description Geometry 12-22 Extension (MAYG13-E) Length: 2 semesters Credit: 2 general credits Open to Grades: 9 – 11 Grade Weight: III Prerequisite: Recommendation of Mathematics Department based on ALEKS progress and Algebra 12-22 proficiency. Student is taking Geometry 12-22 concurrently. Geometry 12-22 Extension is a support course for Geometry 12-22 students who demonstrate mathematics deficiencies relative to college readiness. This course is intended to be taken in conjunction with Geometry 12-22.
Criteria for Geometry 12-22 Extension The level of support that students receive (e.g., whether they will be placed in the extended period) will be reviewed by the Director using the following guidelines: ● Students with an end-of-year ALEKS Algebra 1 proficiency of less than 85% ● Students with an Algebra 12-22 proficiency of less than 70%. Directors will consider input from teachers and other school personnel in reviewing the final determination regarding the level of support.
Grade Weight III Credit 1 general credit each semester
Curricular Scheduling Model Curricular teams will be created to aid in the efficient scheduling of the Geometry Extension class. The teams will consist of teachers who will each teach two sections of Geometry 12-22. Also, each of these teachers will teach one section of Geometry 12-22 extension. The model is designed so that each student will have the same teacher for Geometry 12-22 and for Geometry 12-22 Extension. Each section of Geometry 12-22 will be capped at 25 total students with no more than 8 students who have demonstrated mathematics deficiencies. The Geometry 12-22 Extension class will be capped at 16.
Exit Criteria for Geometry 12-22 Extended Period Students will be considered for exiting the extension period at the beginning of the second semester. Students will not exit from the extended period during the first semester unless there are extenuating circumstances. After first semester, a decision to exit would be based on progress attained from ALEKS, proficiency on the course learning targets, and the current grade in Geometry 12-22. Students will be assessed at semester time and then reassessed after each benchmark exam (approximately every three weeks). Decisions for dropping the extended period may be made at these intervals. Progress in ALEKS should indicate that the student is achieving at a rate that would result in an 85% proficiency at the end of the year. The assessments will be the common final exam and the benchmark exams. These exams are based on the essential learning targets that every student should be able to perform at the time the assessment is given. If the student shows 80% or above proficiency on an assessment, then the student will be eligible for consideration to exit the extension period. Finally, to be considered, the student should be at a B or better in Geometry 12-22. The ultimate deciding factor as to whether a student will drop the Geometry 12-22 Extension period will be based on what is in the best interests of the student for being successful in mathematics. This will be determined by gathering input from all appropriate school personnel.
Rationale for Change ● ● ● ● ● ● ●
Eliminates ineffective grade weight II mathematics course sequence. Serves as an RTI intervention for students who demonstrate mathematics deficiencies. Offers increased support for the lower achieving student. Sets higher standards for the lower achieving student. Will improve standardized test scores of lower achieving students. Allows lower achieving students the opportunity to build the mathematics foundation essential for success in higher level courses. Provides every student with the opportunity to attain college readiness.
Ramifications of Change ● ● ●
● ● ● ● ●
Students with mathematics deficiencies will be required to take two periods of mathematics per day. Students in extension courses will develop a foundation of mathematics skills which will allow the students to exit the extension program. Students in extension courses will develop a foundation of mathematics skills which will allow the students to be successful in higher level mathematics courses. Students in the extension program will be compelled to work to attain college readiness. Movement through departmental sequences will not be affected. More students will attain college readiness. Standardized test scores will improve. Teachers will require adequate training, support, and time to collaborate in order to successfully instruct a more heterogeneous classroom.
Cost Approximately 2 FTE Summer project to develop curriculum Software
Proposed Course Sequence for 2012-2013
D219 Request for New Elective Course Introduction to Debate Background During the 2010 - 2011 academic year, the District 219 Board of Education placed emphasis on the creation of Policy Debate teams at the Niles Township High Schools. Adequate funds were budgeted, head coaches (who are also social studies teachers) and assistant coaches were hired and students from both schools competed in tournaments that year. The Niles North and Niles West Debate Teams continue to grow during the 2011 - 2012 school year. The next logical step in the creation of a comprehensive and competitive Debate Program is to create an elective class tied to introductory concepts of debate. Currently, there are two sections of Debate at Niles West. Unfortunately, first year debaters and second year debaters are in the same class. Even with several attempts at differentiation, the classroom environment is not conducive to the curricular and competitive goals of the Board of Education’s plan for debate. Therefore, it is essential an introductory course in debate is offered before students are required to commit a significant amount of time to debate. Proposed Change Create course called Introduction to Debate Students will explore the elements of speech and debate. Students will compose, deliver and evaluate presentations; students shall plan, prepare, and practice to argue the following proposition: [Insert Resolutions] ● Students have the option to compete in selected invitational interscholastic competitions in debate. ● ●
Coursebook Description The focus of Introduction to Debate shall be upon thinking more critically, expressing thought more meaningfully, and defending expression more effectively. Students shall explore the elements of debate and debate propositions, conduct research, compose arguments, and participate in practice debates. “Practice debates in the classroom and in (high school) forensics tournaments are not ends in themselves, but means of developing the skills and attitudes necessary for responsible participation in the debating situations of later life where free citizens determine public policy.” (Decision By Debate, Ehninger and Brockriede, 1968). The ultimate purpose of Introduction to Debate is to develop those skills and attitudes that contribute to responsible decision-making. Participation in Interscholastic Debate is not a required aspect of this course, but will be encouraged. Prerequisite None
Grade Weight III, students who wish to continue their participation in Debate, can enroll in the Debate course for a level IV grade weight Credit - 1 credit (not repeatable) Rationale for Change ● ● ● ●
2011 Board Restructuring Plan Ongoing Board initiative to create competitive Debate Programs The need for two separate classes for first year debaters and advanced debaters The proposed Public Speaking Requirement for the Class of 2016
Ramifications of Change ● ●
Students will have to make difficult choices among electives Some other electives may suffer reduced enrollment
● ●
.40 FTE (.2 per building) Summer project to develop Introduction to Debate curriculum
Cost
Request for ELL Algebra I Background The philosophy of the ELL in District 219 has been one of supporting the ELL students while they take general education classes with their English speaking classmates. The premise being that the ELL students benefit much more linguistically and acculturate more rapidly when enrolled in classes with their English speaking classmates. In the past, we have found this to be quite effective. However, an increasing number of the ELL students suffer from interrupted learning, (being out of school for up to six years), other inadequate prior education, and undiagnosed learning disabilities resulting in low first language literacy skills. There are a higher percentage of students entering school with no English language background at all. At District 219, ELL students register year round. Often these students take longer to adjust to our educational system and exhibit more social/emotional issues. Simply put, ELL students are coming to school with little or no formal education resulting in virtually no literacy skills in their own language. In the past ELL 1-2 students were able to successfully take general education math classes, with support from the ELL Department after having completed a year of ELL instruction. However, we are finding that ELL students with interrupted education are unable to successfully complete a regular math class due to their extremely low literacy skills in English as well as in their native language. In addition, the materials being used in Algebra 12-22 are at a Lexile measure of about 900. ELL 1-2 students typically have a Lexile score of about 300 which is much lower than the Lexile measure of the materials used in the Algebra 12-22 class. Below are two examples of the typical level of language from the Algebra 12-22 text:
Given that ELL 1-2read between a first and third grade reading level, the word problems are not accessible. We find that the students have to spend insurmountable time just trying to understand the majority of the words in the examples before they even get to working on the math.
J:\__TEMP\Anne's Board Memo 11-8-11\new_course_ESL_sheltered_algebra_math_a.doc 11/8/2011, 8:51 AM
1
Proposed Change ELL Algebra I • A certified Math teacher with an ELL endorsement will teach the ELL Algebra I class Coursebook Description ELL Algebra I Length: 2 semesters Credit: 2 credits Open to Grades: 9-12 Grade Weight: III Cap of 20 students This is a first year ELL sheltered Algebra I course. Topics include: the number systems; algebraic symbols and formulas; arithmetic operations with algebraic expressions; equations and inequalities; coordinate systems and mathematical graphing; systems of equations; factoring; algebraic fractions; exponents and radicals; functions; quadratic equations; and elementary probability and statistics concepts. A graphing calculator (Typically a TI-83 or TI-84) will be used-see the teacher’s rules and procedures for exact recommendations/requirements. Criteria for ELL Math Class • Students with a reading level below fifth grade • Students scoring below a 3.0 on the ACCESS Examination • Students that indicate need based on the math placement test • Recommendation of counselor, ELL teacher and math teacher Grade Weight III Credit 1 math credit each semester Rationale for Change • Change in population • On-target graduation, higher graduation rate • Improved grades of weakest students • Students need a course that addresses their low reading level (Typically second or third grade reading level.) • Improved standardized test scores of weakest students • Ability of students to take higher level courses in future • More students making AYP Ramifications of Change • The entire ELL population will be served through a more comprehensive program. • The students’ ability to earn credits towards graduation will be improved. • Students will have a stronger English foundation that will help them to be more successful in future coursework. • Students will have a greater familiarity with high school level work. • Movement through departmental sequences will not be affected. • This should help more students achieve AYP. Cost .40 FTE Summer project to develop curriculum Software Textbooks
Recommendation That District 219 offers ELL Algebra I beginning with the 2012 school year.
J:\__TEMP\Anne's Board Memo 11-8-11\new_course_ESL_sheltered_algebra_math_a.doc 11/8/2011, 8:51 AM
2
Classes for ELL Students
1. Intro. to ELL 1-2 (Gram) 2. Intro. to ELL 1-2 (Lit) 3. Intro. to ELL 1-2 (Voc.) 4. Intro. Reading 5. Resource Center 6. Lunch 7. ELL Algebra Fund 8. AS&T, Fine Arts, Elective 9. Phys Ed.
1. ELL 1-2 (Gram.) 2. ELL 1-2 (Lit.) 3. ELL 1-2 Reading 4. ELL Algebra I (new course) 5. ELL Physical Science 6. ELL Physical Science 7. Lunch 8. Phys Ed. 9. Into to Social Studies
1. ELL 3-4 (Gram.) 2. ELL 3-4 (Lit.) 3. Math 4. ELL Biology 5. Phys Ed. 6. Lunch 7. ELL Global Studies 8. Global Studies Reading 9. Resource / Elective
1. ELL 5-6 (Gram.) 2. ELL 5-6 ( Literature) 3. Math 4. Phys Ed. 5. Lunch 6. ELL U.S. History 7. Elective 8. ELL West. Civ. / Elective 9. Health / Consumer Ed.
J:\__TEMP\Anne's Board Memo 11-8-11\new_course_ESL_sheltered_algebra_math_a.doc 11/8/2011, 8:51 AM
3
NILES TOWNSHIP HIGH SCHOOL DISTRICT #219 FINANCIAL REPORT OCTOBER 31, 2011
FUND EDUCATIONAL OPERATIONS & MAINT. DEBT SERVICE TRANSPORTATION IMRF/FICA CAPITAL PROJECTS WORKING CASH TORT/LIABILITY LIFE SAFETY TOTAL ALL FUNDS
*BEGINNING FUND BALANCE $92,797,989 $4,582,573 $2,823,387 $5,127,170 $2,019,068 $16,143,924 $23,621,728 $5,894,539 $2,319,909
YEAR TO DATE REVENUE $28,553,901 $2,859,314 $942,190 $517,713 $68,966 $84,723 $139,162 $437,654 $424,757
YEAR TO DATE EXPENDITURES ($36,934,026) ($7,196,606) ($1,089) ($503,591) ($999,245) ($432,328) $0 ($852,125) ($109,377)
ENDING FUND BALANCE $84,417,864 $245,281 $3,764,488 $5,141,292 $1,088,789 $15,796,319 $23,760,890 $5,480,068 $2,635,289
PURCHASE ORDERS OUTSTANDING $3,898,188 $5,653,548 $0 $3,641,895 $0 $792,064 $0 $1,888,915 $211,900
$155,330,287
$34,028,380
($47,028,387)
$142,330,280
$16,086,510
*Unaudited
FUND EDUCATIONAL OPERATIONS & MAINT. DEBT SERVICE TRANSPORTATION IMRF/FICA CAPITAL PROJECTS WORKING CASH TORT/LIABILITY LIFE SAFETY TOTAL ALL FUNDS
FUND EDUCATIONAL OPERATIONS & MAINT. DEBT SERVICE TRANSPORTATION IMRF/FICA CAPITAL PROJECTS WORKING CASH TORT/LIABILITY LIFE SAFETY TOTAL ALL FUNDS
CASH & INVESTMENTS $83,230,995 $245,281 $3,764,488 $5,141,292 $1,088,789 $15,796,319 $23,760,890 $5,480,068 $2,635,289
OTHER ASSETS $39,460 $0 $0 $0 $0 $0 $0 $0 $0
LIABILITIES $1,147,409 $0 $0 $0 $0 $0 $0 $0 $0
FUND BALANCE $84,417,864 $245,281 $3,764,488 $5,141,292 $1,088,789 $15,796,319 $23,760,890 $5,480,068 $2,635,289
$141,143,411
$39,460
$1,147,409
$142,330,280
BUDGET FY 2012 (INCLUDES OPERATING TRANSFERS) REVENUE EXPENDITURES $121,800,796 $104,439,870 $12,810,707 $15,309,070 $9,700,603 $9,278,225 $4,943,123 $4,947,617 $128,706 $3,511,093 $1,109,451 $2,884,451 $419,695 $427,050 $3,769,403 $4,005,918 $3,301,631 $944,974 $157,984,115
$145,748,268
MONTH MONTH TO DATE TO DATE REVENUE EXPENDITURES $11,375,513 $8,261,419 $2,127,329 $1,948,499 $842,393 $0 $419,138 $192,440 $1,831 $296,197 $20,079 $177,310 $29,699 $0 $417,259 $241,884 $340,823 $13,380 $15,574,064
$11,131,129
MONTH TO DATE POs CREATED $3,524,997 $731,734 $0 ($39,547) $0 $172,882 $0 ($13,303) $66,155 $4,442,918
NILES TOWNSHIP HIGH SCHOOL DISTRICT 219 REVENUE, EXPENDITURES AND FUND BALANCES 7/1/2011 - 10/31/2011
$100,000,000 $90,000,000
BEG. FUND BALANCE YTD REVENUE
$80,000,000 YTD EXPENDITURES
$70,000,000 $60,000,000 $ , , $50,000,000 $40,000,000 $30,000,000 $20,000,000 $10,000,000 $0
ENDING FUND BALANCE
To :
Dr. Gatta, Superintendent Board of Education
From: Dr. Anne Roloff, Assistant Superintendent for Curriculum and Instruction Re:
School Day Study survey results
Date:
November 14, 2011
During the summer of 2011, the District Administration and Union agreed to form a School Day Study Committee. The committee began meeting over the summer to study relative strengths and weaknesses of a variety of different school day models, in addition to our own current school day. The committee prepared a survey that was distributed to students, parents, and teachers. The survey was conducted in late September. Approximately 700 parents and 310 teachers responded to the survey, along with all sophomore, junior, and senior students. Please note that the committee was neither charged nor expected to make a recommendation on a school day schedule, as this is a part of the negotiations process. On the following pages, you will find results to the survey. We will share these results with teachers and parents in the coming weeks.
School Day Study Results Questions and the breakdown of responses have been organized into general categories which can be discussed and/or further refined before issuing a final memo. Issue #1: Instructional time sufficient to meet curricular needs Respondent groups (see below) were more supportive of class periods remaining 42 minutes than they were of supportive of lengthening or shortening periods. a. 62% of parents wanted class periods to remain 42 minutes b. 72% of teachers wanted class periods to remain 42 minutes c. 51% of students wanted class periods to remain 42 minutes 2. Respondent groups (see below) were more supportive of retaining the current lab period structure than they were supportive of changing the structure. Students however, slightly preferred a shorter lab period. . 56% of parents wanted lab periods to remain the same a. 73% of teachers wanted lab periods to remain the same b. 45% of students wanted lab periods to remain the same 3. Respondent groups (see below) on average wanted to keep the current school year length. The majority of students wanted a shorter school year (52%). . 71% of parents wanted to keep the current school year length a. 82% of teachers wanted to keep the current school year length b. 43% of students wanted to keep the current school year length 4. Respondent groups on average also wanted to keep the number of hours in the school day constant (see below). Many parents expressed a desire for school to start later, while teachers expressed a desire for school to start earlier. Students wanted a shorter day all around (56%). . 69% of parents wanted to keep the number of hours in the school day constant a. 74% of teachers wanted to keep the number of hours in the school day constant b. 37% of students wanted to keep the number of hours in the school day constant 1.
Issue #2: An adequate course offerings, especially electives 1.
Respondent (see below) groups were more satisfied with the number of classes students can take in the current school day than were not satisfied. a. 44% of parents were satisfied or very satisfied b. 66% of teachers were satisfied or very satisfied c. 69% of students were satisfied or very satisfied
Issue #3: Student access to resources, especially the IRC, Lit Center, teachers, and counselors There was some support for increasing the time spent in homeroom (see below). However, the majority of respondents were satisfied with the current structure. a. 31% of parents supported more time in homeroom b. 10% of teachers supported more time in homeroom c. 40% of students supported more time in homeroom 2. 67% of students agreed or strongly agreed that having a homeroom period was useful. 1.
Respondent (see below) groups were more satisfied with student access to resources in the current school day than were not satisfied. . 61% of parents were satisfied or very satisfied a. 64% of teachers were satisfied or very satisfied b. 61% of students were satisfied or very satisfied 4. 86% of students found having a study hall was useful. 75% of students wanted 1 to 5 study hall periods per week. 3.
Issue #4: Teacher access to colleagues and students for collaboration and/or for professional development 49% of teachers felt they had adequate time in the school day to accomplish the range of professional tasks expected of them. 25% were neutral, and 26% of respondents felt they did not have adequate time. 2. Teachers prefer to spend non-instructional time in the following ways. (For this question, teachers were given the option of checking multiple boxes.) a. 85% individual planning b. 55% grading c. 82% collaboration with colleagues d. 15% district initiatives e. 28% department initiatives f. 87% working with students g. 59% contacting parents 3. Teachers prioritized time in the following order from most important to third most important 1.
a. b. c.
Individual planning and grading Time for teachers to work with students outside of class Option for students to take the most number of class possible
School Day Survey Comments Overall 96 teachers, 103 students, and 187 parents responded to the free response question. For readability, suggestions are divided into categories below, and comments that were shared by less than 3 individuals or discussed in the structured survey portion were not included. Since there were different numbers of teachers, students, and parents who responded to each question, percentages are included for easier comparison. The percentages represent the number of individuals in each category who expressed the opinion divided by the number of individuals in the category who responded to the free response question. Also please remember that as only a portion of respondents wrote in the open response portion and there was no specific prompt, it is very likely opinions expressed below are more prevalent in the larger community than the percentages may seem to indicate. School Day Survey: Open Response Portion Teachers Satisfied with current structure 9% - Change nothing 4% - Keep electives Add instructional time --- More class periods --- More time in each class --- Increase early bird, summer school, afterschool course offerings Balance time spent on academics 2% - Make sure all student have a lunch as close the middle of the day as possible --- Less homework --- Later start Suggestions for other schedule types 13% - Mods --- Block
Students
Parents
4% 5%
13% 10%
2% --3%
5% 4% 2%
2%
2%
-----
4% 5%
2% 3%
3% ---
Many parents especially also expressed a desire to understand why the survey was being conducted. A better explanation upfront and continued follow through will be the most effective ways to let the community know they are being heard and their opinions are being taken into consideration.
Annual Review of Programs: Online Comments Conclusion: Overall, the posting of the Annual Review of Programming and a comments section online was a step in the right direction. We will continue to improve the process next year as multiple individuals commented that they didn’t have enough information to answer effectively, didn’t understand the phrasing of questions, and found the document itself confusing. Others used the online comment section as a forum to plaster the same personal opinions in every response section. The survey questions also failed to take into account eventually coding and analysis, making it difficult to disseminate information in a straight‐forward and effective manner for presentation. The section below outlines, as best as possible, the knowledge gathered from the exercise. In the future, a focus group format would allow the district to gather the in‐depth information they seemed to be asking for in a more organized and effective setting. There were not enough respondents in each stakeholder category to divide responses by individuals’ relationship with the district. Respondents: Overall, there were 107 respondents, but most questions only had around 20 responses recorded. There was a variety of teachers, parents, and students who completed the survey; however, as there was no sampling methodology results are not indicative of the larger population. 1. New Graduation Requirement a. 17 individuals agreed with the addition of the public speaking graduation requirement. b. 14 individuals agreed with the addition of the public speaking graduation requirement only if it was offered as part of the current English program. c. 6 individuals did not agree with the addition of the public speaking graduation requirement. d. 7 individuals had a variety of responses that were coded into the other category including request for more data and a request that extracurricular are allowed to count for credit. 2. English Department a. 30 individuals wanted to keep the junior year honors track. b. 7 individuals stressed the importance of allowing and encouraging student choice. c. 7 individuals wanted to keep Basic English classes. d. 4 individuals wanted to decrease English class size. e. 4 individuals stressed the importance of keeping the wide variety of English electives currently offered. f. 11 individuals had a variety of responses that were coded into the other category including many criticisms of questions and format and 3 individuals who felt they needed more information. 3. Fine Arts Department a. 6 individuals agreed with the proposed changes in the Fine Arts Department. b. 15 individuals requested no change in the current Fine Arts Department. c. 6 individuals fell in the other category, and 5 individuals choose not to respond. 4. Foreign Language Department
5.
6.
7.
8.
9.
a. 10 individuals supported keeping the Hebrew program compared to 3 individuals who supported eliminating the program. b. 3 individuals asked the department to expand language offerings. c. 7 individuals did not want honors and AP classes to be combined, while 1 individual supported the combination. d. 6 individuals did not support the increased language class cap to 30 students. e. 3 individuals fell into the other category. Math Department a. 5 individuals requested no changes in the current program b. 4 individuals like the extra support provided for students moved up a level in course difficulty. c. 2 individuals were against the two‐track system. d. 8 individuals fell into the other category, including 3 who felt they didn’t have enough information to respond. Physical Welfare Department a. 3 individuals did not like the Strength and Conditioning requirement for athletes, while 1 individual did like the addition. b. 3 individuals stressed the importance of keeping the variety of choices currently available to students. c. 3 individuals did not support the increased class cap. d. 13 individuals fell into the other category, including 3 who felt they didn’t have enough information to respond. Science Department a. 4 individuals did not want tracks eliminated in the science department. b. 3 individuals supported the proposal to make Calculus the only pre‐requisite for AP Physics. c. 7 individuals fell into the other category, including 2 who felt they didn’t have enough information to respond. Social Studies Department a. 15 individuals asked the district to keep the junior year honor track. b. 4 individuals felt American Government courses should be offered in both buildings. c. 3 individuals supported the proposed 9th grade AP course, while 1 individual did not. d. 2 individuals felt Economics should stay in the social studies department. e. 5 individuals fell into the other category, including 1 who felt he didn’t have enough information to respond. Applied Science and Technology Department a. 16 individuals felt the AS & T department should be kept at its current size and course offerings or expanded. b. 9 individuals did not support increasing class size, while 1 individual did specifically for Project Lead. c. 3 individuals wanted Economics courses in the department, while 2 feel the courses should stay in the social studies department.
10.
11.
12.
13.
14.
d. 6 individuals liked the consumer education proposal, while 6 others disliked the proposal. e. 3 individuals asked that the fashion courses not be combined. f. 4 individuals fell into the other category, including 2 who felt they didn’t have enough information to respond. Special Education a. 3 individuals felt a teacher and not just an aide was needed. b. 7 individuals fell into the other category, including 3 who felt they needed more information. Summer School a. 3 individuals stressed the importance of summer school providing an enrichment opportunity instead of being a necessity to fulfill requirements. b. 3 individuals were against an increase in summer school. c. 2 individuals supported, and 2 didn’t approve, of an online summer school option. d. 3 individuals wanted more options and flexibility for students. e. 2 individuals wanted to extend the summer school session and shorten the day, while 2 individuals wanted a shorter commitment. f. 5 individuals fell into the other category, including 1 who felt he needed more information. Library a. 10 individuals did not agree with the proposal to allow non‐school certified librarians work in the school, while 4 individuals agreed. b. 2 individuals wanted more librarians in general. c. 5 individuals fell into the other category, including 3 who felt they needed more information. Support Staff a. 4 individuals felt support staff should be kept the way it is. b. 4 individuals fell into the other category, including 2 who felt they needed more information. General a. 7 individuals stressed the importance of not limiting electives. b. 4 individuals felt everything was fine in the district the way it was. c. 1 individual liked, and 1 individual didn’t like, the credit recovery proposal. d. 11 individual fell into the other category, including 5 who felt they needed more information.
Other: Two individuals choose to answer the survey with the same response for each question. Those responses are as follows…
“Fine just the way it is”
“You cannot reduce the amount of educators in hopes of raising academic success.”
Parent Advisory Council (PAC) Forum on Annual Review of Programs Executive Summary November 3, 2011 PAC leaders opened the forum by summarizing the three main programming concerns expressed most frequently to the leadership. 1. Details of new public speaking graduation requirement 2. Theatre seminar program modifications 3. Junior year honor track elimination Superintendent Nanciann Gatta explained the reasoning behind all suggested changes and opened the floor to questions from the constituents present. The following is a summary of the points presented by the 24 people who came to the microphones to express their opinions and ask questions of the panel. 1. 10 speakers expressed unhappiness with the proposal to eliminate Honors classes in junior year English and U.S. History. Many feared for student “emotional welfare.” Students specifically mentioned they choose to take AP in some courses and Honors in other to balance their load and would not feel comfortable taking either AP or regular track if Honors was not offered. Representative statements included, “If it’s not broken, don’t fix it,” and “They (some students) just don’t belong there (in AP classes).” 2. 5 speakers expressed their support of the public speaking graduation requirement, although one of the above also stated she would prefer if the class was imbedded in current requirements instead of a separate class. 3. 5 individuals were concerned over collapsing the theatre curriculum into middle level seminar courses with fewer prerequisites, though the stated intent is to boost enrollment. One parent asked, “If we are an award winning school with our current curriculum, why are we changing it?” 4. 2 individuals discussed the fashion program. Neither felt with current staffing it was possible to increase class size to 30 students. One speaker also requested greater collaboration with the fine arts costume design program. 5. A representative from the Niles North Fine Arts Parents asked the panel to hold off on any district policy changes until the group’s outreach and recruiting efforts have time to make an effect on enrollment. 6. 1 student expressed concern over merging AP and higher level Honors Spanish coursework. She stated, “I wouldn’t know what was going on.” 7. 1 individual expressed concern about hiring librarians without school certifications. He also asserted some students need more advocacy and expressed a concern that netbooks were not used enough for curriculum, but more for social networking. 8. 1 individual supported the creation of an AP level freshman social studies course. He also wanted economics courses to remain in the social sciences department and allowing students to take AP Physics (if they have the required math skills) without taking honors Physics.
Suggestions based upon the Annual Review of Programs: 1. Continue pushing students up to higher level tracks with additional school support when at all possible, but do not eliminate the junior level Honors English and Social Studies tracks. If desired modify and suggest next year with modified marketing. 2. Clearly distinguish Theatre Workshop, Seminar courses, and Capstone courses when marketing changes in the Theatre Department based upon staffing needs, but proceed as suggested. 3. Continue developing collaboration between the Fine Arts program and fashion program. Keep the fashion class cap at its current level.
