Curriculum

Instructional Information

Students in grades K-2 will remain with their homeroom teacher throughout the day for academic instruction. Students in grades 3-5 may have a different grade level math, science and/or social studies teacher. Information regarding students’ math, science and/or social studies teachers will be discussed at Curriculum Night and through teacher correspondence.

Teacher Qualifications

In accordance with ESEA Section 1111(h)(6) PARENTS RIGHT-TO-KNOW, the Bloomingdale School District 13 is notifying every parent of a student in a Title I school that you have the right and may request information regarding the professional qualifications of your child’s classroom teachers including, at a minimum, the following:

1. Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.

2. Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived.

3. The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.

4. Whether the child is provided services by a paraprofessional and, if so, their qualifications.

School districts are required to include in their student handbook the District’s Employee Code of Professional Conduct. These standards, in part, define appropriate conduct between school employees and students. A copy of these standards can be found on the District’s website or requested from the Superintendent’s office.  (see Board Policy 5:120 for more information)

General Instruction

English Language Arts
Amplify CKLA is the curriculum for PreK–5 ELA. It is rooted in the science of reading and incorporates various content knowledge in history, science, literature, and the arts combined with research-based foundational skills instruction.

Math
Eureka EnVision® is the K-5 math curriculum. Lessons build deep conceptual understanding through visual models, personalized learning, and real-world problems. Mathematical standards are addressed and woven throughout all grade levels to develop well rounded mathematicians. 

Science
STEMscopes is a standards-aligned science curriculum. Students experience learning through exploratory hands-on lessons that promote inquiry and excitement as students engage in real-world scientific connections using the 5E lesson model and aligned to NGSS standards. 

Social Studies

Studies Weekly utilizes the strands of civics and government, geography, economics, and history. It is made up of student-friendly periodical formats and robust online learning platforms. All students engage in hands-on and interactive activities that are backed by research and spiral in our ELA standards. 

Health Education 

Health education includes units on all aspects of healthy living, fitness, nutrition, and sex education. 

Erin’s Law requires that School District #13 provide age-appropriate sexual abuse and assault awareness and prevention education to all students in grades pre-kindergarten through 8th.  The Illinois State Board of Education (ISBE) maintains a resource guide on sexual abuse response and prevention. The guide contains information on and the location of children’s advocacy centers, organizations that provide medical evaluations and treatment to victims of child sexual abuse, organizations that provide mental health evaluations and services to victims and families of victims of child sexual abuse, and organizations that offer legal assistance to and provide advocacy on behalf of victims of child sexual abuse. This guide can be accessed through the ISBE website at www.isbe.net or you may request a copy of this guide by contacting the school’s office.

Child sexual abuse and grooming behaviors harm students, their parents/guardians, the District’s environment, its school communities, and the community at large, while diminishing a student’s ability to learn. The Board has a responsibility and obligation to increase awareness and knowledge of: (1) issues regarding child sexual abuse, (2) likely warning signs that a child may be a victim of sexual abuse, (3) grooming behaviors related to child sexual abuse and grooming, (4) how to report child sexual abuse, (5) appropriate relationships between District employees and students based upon State law, and (6) how to prevent child sexual abuse.  To address the Board’s obligation to increase awareness and knowledge of these issues, prevent sexual abuse of children, and define prohibited grooming behaviors, the Superintendent or designee shall implement an Awareness and Prevention of Sexual Abuse and Grooming Behaviors Program.  (see Board Policy 4:165 for more information)

English Language Learners 

The school offers opportunities for resident English Learners to achieve at high levels in academic subjects and to meet the same challenging State standards that all children are expected to meet.  The school district will maintain a program for English Learners in accordance with Board of Education policy 6:160.

Parents/Guardians of English Learners will be informed how they can: (1) be involved in the education of their children; (2) be active participants in assisting their children to attain English proficiency, achieve at high levels within a well-rounded education, and meet the challenging State academic standards expected of all students; and (3) participate and serve on the District’s Transitional Bilingual Education Programs Parent Advisory Committee.

Parental Rights and Curriculum Exemptions 

In accordance with district policy, parents or guardians may elect to exempt their students from specific instructional programs, including comprehensive sex education, family life instruction, HIV/AIDS and disease prevention, sexual abuse awareness, and lessons regarding organ or tissue donation. To exercise this option, a written objection must be submitted to the school administration; please be assured that no student will be subject to disciplinary action, suspension, or expulsion for opting out of these topics. This exemption does not extend to standard instruction in sanitation, hygiene, or traditional biology courses. Parents and guardians are encouraged to be active participants in their child’s education and maintain the right to examine all instructional materials used within these courses upon request. 

Fine Arts Instruction

Instructional Materials Center (Library)

The program of the Instructional Materials Center (IMC) is designed to provide students with a variety of experiences in the appreciation of books, literature, and no print materials; to help develop their research skills; and to expose them to the rapidly growing world of information and presentation technology.

The program includes direct exposure to books through storytelling and book talks; research centered on the use of the electronic card catalog and basic reference tools (almanacs, atlases, encyclopedias, and the like); and introduction to more sophisticated technologies in the form of video, specific computer software, and the Internet. Students are encouraged to understand and respect the information network, and recognize the way in which information and the ability to locate and use it eventually becomes knowledge.

Kindergarten students spend 30 minutes in the Library each week. Students in grades 1-5 spend 35 minutes in the IMC each week. In addition to this time, students go to the IMC to check out and return books and use its resources as needed.

Art

Students strive to achieve mastery of basic art skills and concepts unique to the subject of art. The children gain perceptual awareness, express themselves creatively and develop an appreciation of art.

The elements and principles of design are emphasized. The elements include line, shape, form, color, texture and space. The principles of design are unity, emphasis, balance, variety, and pattern. These elements and principles are used in various methods of drawing, painting, printmaking, crafts, ceramics and sculpture.  Mediums used range from pencils, crayons, and markers to yarn, linoleum and clay.

Students also have exposure to artists and art styles with some art history and art criticism/appreciation.

Kindergarten children have art for 30 minutes per week; grades 1-5 students receive 70 minutes of art instruction per week.

Physical Education

The Physical Education program emphasizes the importance of physical activity. Students are involved in a wide range of activities, which are organized in such a manner as to provide a number of experiences in a variety of ways. The PE program attempts to impress upon the students that there are basic skills necessary to be able to be successful in all the areas covered in class, and that being able to do the basics well will lead to more success.

Sportsmanship, cooperation, collaboration, and respect for each other are all emphasized in the PE program. Activities, such as gymnastics, dance, bowling, and game play, whether in primary-type games, or sports-related games, emphasize the importance of cooperation, collaboration, and sharing.

Another highlight of the PE program is the annual Field Day. Time is spent during PE classes preparing for this big event. Field Day is a culmination event held at the end of the school year with each class participating in various activities that involve collaboration and cooperation.

Kindergarten children have physical education for 30 minutes each week; grades 1-5 students receive 70 minutes of physical education instruction per week. On the days that students do not have physical education they participate in physical activities under the direction of their classroom teachers.

A note from the parent is required for a student to be excused from P.E. class for 1-3 days. Beyond that time, it is necessary to have a written request from the healthcare provider detailing the health concern, the extent of the restriction, and the date that full physical activity may be resumed. 

The district allows a student to modify his or her athletic or team uniform for the purpose of modesty in clothing or attire that is accordance with the requirements of his or her religion or his or her cultural values or modesty preferences. A student is not required to receive the prior approval of the school board for such modification. (101J)

Music

At all grade levels, the students are exposed to the concepts of melody, rhythm, harmony, tone color, form, and expressive qualities. Students are also introduced to several composers from a wide variety of eras and instruments of the orchestra.

In the kindergarten, first, and second grades, music classes focus on simple songs that incorporate high/low and up/down melodic movement. Students increase their tonal accuracy by attempting to sing on pitch from middle C on the piano to the G above. Students also play short melodies on the Orff instrument (xylophones, glockenspiels, etc.). Clapping, stamping, and patting different beats incorporated with an introduction to the musical staff, and drawing and identifying notes and note values are emphasized.

In third grade we continue the same concepts mentioned above but add intensive note reading, which is enhanced by the student’s ability to play the recorder.

At the intermediate level (fourth and fifth grade) we review the same concepts but concentrate on refining their abilities. For example, singing in a duet, choreographing dance steps, reading bass and treble clefs, and using music creatively to reflect expressive qualities.

The above represents only a portion of what students do in music. Each class may vary due to students’ abilities and musical experience they are exposed to outside of music class.

Kindergarten children receive 30 minutes of music per week and grades 1-5 receive 70 minutes of instruction per week.

Beginning Band

Students in Grade 5: In early September, the band director presents an instrument demonstration assembly to the students. Later in the week there is a try-out date where fifth grade students are allowed to play the instruments. A letter is then sent home to the parents telling them about this process and the date and time of the parent meeting. This meeting is in the evening and the music store representative uses this time to explain the instrument rental/purchase process and answer any questions. The instruments are then ordered and are delivered to the school in about 10 days. The following week group lessons, of the same instruments, are set up and band begins.

Students use the same music books for each instrument. Assignments are given to the students at 30 minute, weekly, group lessons. These lessons rotate through the day and change every week so that students are not missing the same class each week. The students learn how to play notes on their instruments and read music. A short evening concert is given in May. Students are always encouraged to take private lessons.

Equal Education
Equal educational and extracurricular opportunities shall be available for all students without regard to color, race, nationality, religion, sex, sexual orientation, ancestry, age, physical or mental disability, gender identity, status of being homeless, immigration status, order of protection status, actual or potential marital or parental status, including pregnancy. Further, the District will not knowingly enter into agreements with any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District remains viewpoint neutral when granting access to school facilities under Board of Education policy 8:20, Community Use of School Facilities. Any student may file a discrimination grievance by using Board policy 2:260, Uniform Grievance Procedure.

Each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education as provided to other children and youths, including a public pre-school education.  A homeless child may attend the District school that the child attended when permanently housed or in which the child was last enrolled. A homeless child living in any District school's attendance area may attend that school. 

Sex Equity & Title IX: Our Commitment to Students
Every student deserves a learning environment free from discrimination. In compliance with state and federal law, the District ensures that no student is denied access to programs, activities, or services based on sex, sexual orientation, or gender identity. This commitment to equity applies to all academic courses, extracurricular activities, and athletic programs (Board Policies 2:260 and 2:265). Additional information and resources can be found in the Sexual Abuse Response and Prevention Resource Guide provided by the Illinois State Board of Education.

Immediate Support: "Supportive Measures" (2:265-AP1)

If a student experiences any form of sex-based harassment or discrimination, the District can provide Supportive Measures. These are free, temporary services designed to restore a student’s sense of safety and ensure they can keep learning. Under Administrative Procedure 2:265-AP1, these measures can be put in place with or without a formal complaint. Examples include:

• Moving a student’s seat or changing a class schedule.

• Implementing a "No-Contact" agreement between students.

• Providing access to counseling or academic assistance.

• Arranging for increased adult supervision in common areas.

How to Resolve a Concern

If a student or parent believes there has been a violation of this policy—including sex bias, sexual harassment, or intimidation—the following procedures are in place to ensure a fair resolution:

1. Seek Support: Students may ask a trusted teacher, counselor, or principal for help in preparing a written complaint.

2. File a Formal Complaint: Submit a written statement to the Title IX Coordinator (contact info below). This statement should include facts, dates, and names. Depending on the report, the District will utilize either the Title IX Grievance Procedure (2:265) or the Uniform Grievance Procedure (2:260).

3. Investigation & Meeting: The Coordinator will promptly investigate the matter and meet with you to discuss the results. For formal Title IX cases, a neutral decision-maker—different from the investigator—will issue a written finding.

4. Right to Appeal: If you are not satisfied with the District’s decision, you have the right to appeal to the Board of Education, the Regional Superintendent, and finally the State Superintendent of Education. 

If the alleged perpetrator of the discriminatory act is the School District’s Title IX Coordinator, the student may omit the steps set forth in Paragraphs 1-3 (as to Title IX Coordinator) herein and proceed immediately to the next step of the grievance process.

The District shall maintain records documenting each grievance and its disposition. Such records shall be made available to State Board enforcement authorities upon request.

Should either party to the grievance procedure wish to employ counsel or a court reporter, it shall be done at the party’s own expense.

All complaints regarding the School District’s compliance with Title IX of the Education Amendments of 1972 or the Illinois Sex Equity Rules shall be received and investigated without reprisal by the Board of Education or the Board’s employees or agents. No reprisal shall be taken against any person for participating or refusing to participate in the grievance process, provided that if refusal to participate constitutes insubordination such refusal may be subject to normal disciplinary procedures.

The filing of a complaint under the grievance procedures described herein shall not limit, extend, replace or delay the right of any person to file a similar complaint or charge with any appropriate local, state, or federal agency or court.

District Title IX Coordinator

For questions, reports, or to initiate a grievance, please contact:

Dr. Vicki King Superintendent Bloomingdale School District 13 164 S. Euclid Avenue Bloomingdale, IL 60108 630-893-9590 | vickiking@sd13.org

HEARING

In the event the complaint cannot be resolved informally, the Title IX Coordinator will advise the student of his/her right to a hearing and the following additional procedures:  The student’s request for a hearing must be in writing. The student may seek assistance in preparing the hearing request from a teacher, counselor, or the building principal. A copy of the original complaint shall be attached to the hearing request.

Within ten (10) business days (defined as days when the School District’s Administrative Office is open) of the Coordinator’s receipt of the written request for a hearing, the Coordinator will convene an informal hearing, at which time both the student and the person(s) responsible for the dispute action may present testimony and documents relevant to the complaint.

A record of the hearing shall be made and kept. The Coordinator shall be responsible for making the record of the hearing available to the parties upon request.  Within twenty (20) business days of the hearing, the Coordinator shall provide the student and the Superintendent with written findings on the allegations of the complaint and, if necessary, recommendations for any corrective action.