[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6391248,"mediaKeyId","2111485-8be9acd24d5f93c410e46b81d85dd0b8","parentId",2111485,"title","Board approves three-year e-learning plan; consent agenda and remote attendance motions pass","audioSeconds",3555,"startMs",443000,"endMs",3998000,"viewUrl","/Search/View?dp=1&key=2111485-8be9acd24d5f93c410e46b81d85dd0b8&start=443&end=3998","thumbnailUrl","https://assets.pipeline.soar.com/2111485-8be9acd24d5f93c410e46b81d85dd0b8/thumbnail_443000.jpg","articleUrl","/articles/6391248/Illinois/Board-approves-three-year-e-learning-plan-consent-agenda-and-remote-attendance-motions-pass","mediaUrl","https://secure.pipeline.soar.com/6391248-b3a9e259a2d5293c50b486a3ad08545c/orig.mp4?Expires=1776314973&Signature=eeSFXMrzxDGrhr2SgzpIFhOn3BGYPcgjemsfxlr6o26cfOUtWPm3YwxAm-hfgjKsIih5ShdMJYOEd-n-hSjlMz3a~24-6Vnolnmn5cOgaH6ImSwv~6qe3pQLSssaxWV5A8XNavwikQQaerPKJ9z-5b5ZFOdWnlMShsVgeIfe8YQlwoZtFV3~5wTTbzRkt6kWc~9PAhoC-zE4fr3hm3qts1P8cFk1qwg5jfD6COYGEkkotDcQ-IAgcYcaAIGrfdoOWydwWpcc~oDFUQdHv5zvO9fk7pbVgIwd2GXWkSbO7uaiPtDf8OTKXIPpNGgCcx-d8TuVO9h-2gaFR4iSAlEudg__&Key-Pair-Id=KUT5TJCACFTXG","author","St Charles CUSD 303","date","2025-01-15T01:04:41.21Z","article","The St. Charles CUSD 303 Board of Education on Jan. 13 took three formal actions: it approved a three-year district e‑learning plan, approved the meeting consent agenda (items 6A–6H), and approved a request to allow a board member to attend remotely. All actions were approved by roll call.

Motion to allow remote attendance
The board moved and seconded a motion to allow board member Heidi Fairgrieve to attend the Jan. 13 meeting remotely under Policy 2220 (school board meeting procedure). The motion was moved by Mr. Lentz and seconded by Mrs. McCabe and passed by roll call 5–0.

Consent agenda
The board approved the consent agenda (items 6A–6H). The motion to approve was moved by Mr. Lentz, seconded by Mr. Kuchert, and passed by roll call 6–0. The consent agenda included routine items listed in the meeting packet; no substantive discussion or separate action was recorded.

Three‑year D303 e‑learning plan
The board moved and seconded a motion to approve the district’s three-year e‑learning plan. The motion was moved by Mr. Lentz and seconded by Mrs. McCabe. Administration said implementation would be held until Feb. 1 to complete coordination with staff associations and to finalize communications; the district will notify the state that required markers were met. Board roll-call approval was 6–0. Administration and board members emphasized there will be a communication and feedback loop for families, including guidance for parents of students with IEPs on what to expect and where to find materials (Schoology and other supports).

Adjournment
The board also took its customary roll-call vote to adjourn; the motion passed 6–0.","mediaType","Video","parentTitle","BoE Meeting 1/13/2025","oneSentenceSummary","At its Jan. 13 meeting the St. Charles CUSD 303 board approved a three-year e-learning plan (implementation targeted Feb. 1 pending stakeholder coordination), approved the consent agenda and granted a board member remote attendance; all were approved by roll call.","taxTitle","St Charles CUSD 303, School Boards, Illinois","taxId",16932,"location","Illinois","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6391253,"St. Charles 303 reviews start/end time options; district keeps current schedule after transportation and cost analysis",650,2742000,3392000,"/Search/View?dp=1&key=2111485-8be9acd24d5f93c410e46b81d85dd0b8&start=2742&end=3392","https://assets.pipeline.soar.com/2111485-8be9acd24d5f93c410e46b81d85dd0b8/thumbnail_2742000.jpg","/articles/6391253/Illinois/St-Charles-303-reviews-startend-time-options-district-keeps-current-schedule-after-transportation-and-cost-analysis","https://secure.pipeline.soar.com/6391253-1d9eb14dfd0431403a24f92c9c8b4472/orig.mp4?Expires=1776314973&Signature=mXTbugpixe9AJUq4df2c~0YaSmGT27oOiLl~gzvBtyv2zFUrlc-ZKxLQAoolXQHe272HMwCZJ6GhjAEVAZzV2wlPmhFpavrF-G6pgS-XB82DuL4MwUePRZKJXT39BHzbbyGa1cW5Zuj1TsWcC5WvDUjk~mC1pIC~8P1XjY6pk7KFo74rxDJa93Mn0xJsOs5y5SMgegtLjP0cSpTqSokwGEjPthOqPk3ovVjmHzgb7EnT-n4osFBjayR0LeJAW3yiHRPX5QqE1k1alm6dT2WTklR~0aNJ1kbJHMAw~d2WR2FkF5mEtIACqpAj~d57OtJDYHoOE45EomBTXGl2UT0kmw__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Paul Gordon provided a board update Jan. 13 on the district’s analysis of start and end times and explained why St. Charles CUSD 303 is keeping its current schedule.

Gordon traced the district’s timeline: the elementary day was expanded to seven hours beginning in the 2019–20 school year, then shortened back to 6 hours and 20 minutes in 2022–23 after administration concluded the added specials were not financially sustainable. He said the revision had no connection to school boundary changes.

Gordon said start/end-time planning in District 303 must account for the district’s tiered busing system—high school, middle school and elementary tiers—and that the district requires 35 minutes between tiers to operate routes efficiently. He described the scheduling problem as a constrained math exercise: with a 6-hour-20-minute elementary day and 7-hour middle/high days, plus the 35-minute spacing, the number of feasible start-time combinations is limited.

Administrators presented two hypothetical scenarios and discussed consequences: moving high schools later (for example to a 9:05 a.m. start) would push elementary start times early (about 7:15 a.m.) producing bus-stop pickup times near 6:20 a.m. and elementary dismissals as early as 1:35 p.m.; reversing tiers would compress the spacing between high school and elementary routes and create operational and activity conflicts. The district said these timelines would create “significant challenges” for athletics, childcare and after-school activities—particularly at North High School, which lacks a field house and would face late practice times.

Officials gave cost estimates for alternative bus configurations: adding 25 buses would cost about $3.7 million in bus capital and require additional routes; the district estimated roughly $1.4 million in additional annual salaries and benefits for drivers under a larger fleet. The superintendent said those costs and operational challenges informed the recommendation to keep current start and end times.

Board members asked about prior schedules and student supervision under earlier models; administrators said previous configurations produced long wait times for dismissed middle-school students while buses completed elementary routes and that supervision logistics were difficult.

After reviewing transportation, student-supervision and budget implications, the superintendent said he did not recommend a significant change in start and end times at this time. The presentation was informational; no policy change was proposed or approved at the meeting.","Superintendent reviewed why the district set current start and end times and presented scenarios examined—district cited bus-tier math, student safety and costs (an estimated $3.7 million for buses plus $1.4 million in salaries) as reasons to retain current times.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6391258,"D303 reports high completion rates for ALICE staff and student training, schedules drills with local law enforcement",501,2225000,2726000,"/Search/View?dp=1&key=2111485-8be9acd24d5f93c410e46b81d85dd0b8&start=2225&end=2726","https://assets.pipeline.soar.com/2111485-8be9acd24d5f93c410e46b81d85dd0b8/thumbnail_2225000.jpg","/articles/6391258/Illinois/D303-reports-high-completion-rates-for-ALICE-staff-and-student-training-schedules-drills-with-local-law-enforcement","https://secure.pipeline.soar.com/6391258-02253baf9a52cdd4cbd8e56c9295643e/orig.mp4?Expires=1776314973&Signature=RbNDi0Jn8JrfoZ2eswwieNjLjUHE5~K4qFNacFjBXXZgsfmGH5EMvjGLQZptdwOsMJAFEmv7TqLXltSL6Su8p2pmVNYT3xh3LruByE433~yi~WBLQfclwzcvZVroDGBl~jPnqiIrLpUeI-wgAMOH~pPjjxWs1HtQX4hvucV1WzUd0V0WA5wy0ldOOIVol~kwmo4i~HBBL9BLN5YAU~c268Q3oEmCmFxs6fVGW2sMhLnCF5OaREEk7OHYqCdoSdyVJMOzQUqxtp6DqlSgKFtgoYn2sEpOe1kN9EFPXmqLUaw9oVVh3W1ErL~7y0Ia99uGAMgOhUeDkuMw769xhht6jA__&Key-Pair-Id=KUT5TJCACFTXG","District officials on Jan. 13 told the St. Charles CUSD 303 board that implementation of ALICE safety training is on or ahead of schedule and that coordinated drills with local law enforcement will occur this winter.

Dr. Christianson (presenting as part of the safety goal update) said the superintendent’s objective required 85% of staff to complete online ALICE training by the end of January; the district reported more than 90% completion, including classroom teachers, support staff, facilities, bus drivers and administrators. \"Over 90% of all of D303 staff completed that online training prior to the end of September,\" the presentation said.

The district also reported student training had been completed for the 2024–25 school year before the winter break and that the final key result—annual enhanced lockdown drills and assessments with local law enforcement—is on track with drills scheduled from January through February. Jared Buckman (presenting) said buildings will participate in enhanced lockdown drills with law enforcement on-site to observe and provide feedback.

Administrators described ALICE as an options-based protocol—Alert, Lockdown, Inform, Counter, Evacuate—and said training emphasizes situational awareness and age-appropriate instruction. Officials emphasized the drills are not staged simulations of a violent incident; they are announced, age-appropriate exercises followed by reflection and discussion. Elementary lessons are tailored to three age bands (pre-K/K, grades 1–3, grades 4–5), while middle and high school lessons reflect older students’ maturity.

Presenters said the district used the opportunity to coordinate with municipal responders; some administrators participated in a larger multiagency exercise at Thompson, where law enforcement, fire and first responders practiced command-center coordination, communications and interagency response.

Board members asked about the potential trauma of drills. Administrators said drills are announced as drills, built up in the classroom, and include reflection and discussion to reduce distress.

The presentation was informational; no board action was taken at the meeting on ALICE.","District officials told the board the ALICE training rollout exceeded targets—over 90% staff completion and student training finished before winter break—and said enhanced lockdown drills with law enforcement will run through February.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6391265,"St. Charles 303 highlights districtwide elementary STEM rollout and student projects",1619,572000,2191000,"/Search/View?dp=1&key=2111485-8be9acd24d5f93c410e46b81d85dd0b8&start=572&end=2191","https://assets.pipeline.soar.com/2111485-8be9acd24d5f93c410e46b81d85dd0b8/thumbnail_572000.jpg","/articles/6391265/Illinois/St-Charles-303-highlights-districtwide-elementary-STEM-rollout-and-student-projects","https://secure.pipeline.soar.com/6391265-0a2dc6ddab7419f878bbd8342b7ff280/orig.mp4?Expires=1776314973&Signature=koRn0vz8CAcuge-yy35qQELpBs7aPAJpGcS5zWWP6o-mfWwpJatnW-J9QI8a2TchPcGlFYKwCs4Ls6w72LjZ-VQfnGUh31JBSfpi7s6FZ47kBsOEqujaw85kw4dfm2CiAP0g9JoBoR0FfAd9GXHbJqDOUqShWc6uyOBagSQXWmz~SxLhSxeEksN8U-D~2yyCfZuAaEQ6LLBf3u5jJatMlpOk-Gsfkwl995k0HlC-oa7TtdFFKsSqGLzOQ3gB6KZQbzCqsK8PA3HuKQkEoJvO547t2R5JEgTNfOv0jdcU7EKcaO-CaaPqCg-2CNAxEA28QCb0Bbm5syJUpvMHDF~4~w__&Key-Pair-Id=KUT5TJCACFTXG","St. Charles Community Unit School District 303 on Jan. 13 updated the board and the public on the first-year rollout of a districtwide elementary STEM pathway, including curriculum choices, classroom practices and early assessment results.

The STEM team said the program replaces the previous Empower approach and uses Project Lead The Way (PLTW) curriculum across elementary grades. Tanya Hernandez, lead STEM teacher, said teachers devoted extensive unpaid time over the last year to adapt materials and to write curriculum for the new pathway. \"This team ... are a committed group,\" Hernandez said.

District staff framed the STEM work as part of the district strategic plan’s instructional-coherence priority, noting the pathway is intended to provide a guaranteed and viable curriculum and common end-of-unit assessments that let the district monitor progress across grades. The presentation highlighted that the district began administering a science assessment (referred to as \"inner orbit\" in the presentation) last spring; presenters singled out fifth grade, the first grade that takes the Illinois science assessment, and reported that 70% of fifth graders were meeting standards for earth and space science on that measure.

Teachers offered classroom examples of the PLTW lesson structure—activities, investigations, projects and problems—and described specific units and materials. Amy Dixon, a STEM teacher at Richmond, described a unit sequence that begins with teacher-led activities to build vocabulary and background, proceeds to investigations, and culminates in an open-ended problem. She gave an example in which second- and third-graders learned to use weather measurement tools, tested soil for water absorption, and then designed flood barriers to protect a hypothetical garden.

Jenna Turner, STEM teacher at Wildrose, shared examples of hands-on learning across grades: kindergarten and first-grade instrument-building (light and sound unit), second- and third-grade VEX robotics kits and fourth- and fifth-grade space-museum projects produced as end-of-unit problems. Teachers said most instruction is hands-on, supplemented with technology such as Nearpod and Chromebooks when needed; one teacher estimated roughly 75–80% hands-on with technology support used for simulations and interactive lessons.

Presenters described the year’s unit sequence by grade bands: K–1 (light and sound; spatial sense; sun, moon, stars), grades 2–3 (weather; forces and interactions; programming patterns), and grades 4–5 (patterns in the universe; matter and reactions; ecosystems). Teachers invited the board and community to an all-district elementary STEM night on Tuesday, April 22 at Redling Middle School to showcase student projects.

Board members praised the work and asked about continuity, workload and specific traditions (for example, whether classroom life-cycle activities such as chicks or butterflies remain part of instruction). District staff and teachers said some traditional activities are no longer in the guaranteed curriculum because standards have changed; however, individual teachers may still incorporate life-cycle lessons if they align to standards and teacher comfort. The board emphasized that the new pathway provides consistent, systematic science experiences across elementary schools.

Presenters credited facilities staff for classroom resources and principals and central staff for support. The board and presenters described the rollout as a substantial shift from prior practice and noted teacher collaboration through professional learning communities (PLCs) and ongoing curriculum refinement.

Board members and teachers described the rollout as work in progress: teachers reported high student interest (including voluntary extra work by students on projects) and said the district will use the newest assessment data to track cohort progress from elementary through high school.

The presentation was informational; no board action was taken on curriculum during the meeting.","District 303 presented an update on its new elementary STEM pathway, featuring Project Lead The Way curriculum, hands-on learning, and an April 22 district STEM night; teachers reported strong student engagement and shared early assessment results.","actionData","errors"]

Article not found

Board approves three-year e-learning plan; consent agenda and remote attendance motions pass

St. Charles 303 reviews start/end time options; district keeps current schedule after transportation and cost analysis

D303 reports high completion rates for ALICE staff and student training, schedules drills with local law enforcement

St. Charles 303 highlights districtwide elementary STEM rollout and student projects