[{"_1":2,"_124":-5,"_125":-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",[32,76,88,100,112],{"_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",6578036,"mediaKeyId","3080075-45ee104d02b39a015104091e9fb1ba06","parentId",3080075,"title","Committee hears multiple operational items: summer book kits, planners, PD, Jumpstart events and a donation request","audioSeconds",347,"startMs",2201190,"endMs",2549140,"viewUrl","/Search/View?dp=1&key=3080075-45ee104d02b39a015104091e9fb1ba06&start=2201&end=2549","thumbnailUrl","https://assets.pipeline.soar.com/3080075-45ee104d02b39a015104091e9fb1ba06/thumbnail_2201190.jpg","articleUrl","/articles/6578036/Illinois/Committee-hears-multiple-operational-items-summer-book-kits-planners-PD-Jumpstart-events-and-a-donation-request","mediaUrl","https://secure.pipeline.soar.com/6578036-6a46a567338a3b67f72bf2d9c026f504/orig.mp4?Expires=1773603274&Signature=ZsfYOOKmpfAxiZJfcDa2Prd3j8E1cpjRy6h3vKzOkT1NrAPwmoTWkEZ5ZbtMm5q7C~G1GLoe~mh4sDTdsHvmAxULzAVvpAjM3cS-fogj2mY~nZ8S0hkaVaIaKR2Eb9UInThU1U6Smg9Fxbst~8j89JxtzMEbTyjozElo2oBCZ-rAjyciSi7weu3ShkXtJGFA5T3dFBhaQ4tWrHn5~pk-4BZmkMmBFdNFTNqCrLcH1SdEjf36oNfXPHF-TV9VhwlV8ZLVFy9AIVMB8F-tZSXaGOrDSVDbV50fZv8XZ6JhLG6VgdNbjF2~wPNrLZF01tzkXRuEoTWfjx7wvx6PBunu2g__&Key-Pair-Id=KUT5TJCACFTXG","author","Aurora East USD 131","date","2025-04-22T13:51:36.343Z","article","The committee reviewed a series of shorter operational items and informational updates during the April 21 meeting.

Dr. Luis Gonzalez, Executive Director for Elementary, presented a Scholastic summer book kits proposal to promote summer reading; he said the purchase would be funded entirely through the Title I 1003(a) grant. Later in the meeting a staff member said the Scholastic item \"is going straight to action tonight so that we can order those kits in time.\" The committee packet indicated the purchase is intended to provide grade‑level fiction and nonfiction take‑home books to support summer learning.

Separately, a student planners reorder for grades 5–12 was presented as a routine procurement to support student time management and organization for the 2025‑26 school year. Presenters described it as a reorder of an established item rather than a new initiative.

The committee heard an update on the Learning Forward Academy professional development work. The district had previously approved initial sessions; staff requested to expand academy access over the summer so remaining building administrators can complete the training to support instructional coaching. Presenters said administrators would be caught up over the summer using the same academy modules.

Rosary Horn, director of early learning and preschool, outlined a Jumpstart team plan to hold three \"summer fun days\" (monthly 10 a.m.–noon events in community parks) to recruit families for Jumpstart and preschool programs, provide on‑site registration with iPads and hotspots, offer themed activities and partner with SparkAurora and other community agencies. Horn said the events are intended to be invitational community outreach; she added the item would not go to action because it stays within funding thresholds.

On behalf of Rebecca Carr, assistant principal for athletics and activities at East High School, staff brought a donation request for a 3‑foot vinyl crest to be placed in the Tomcat soccer team room for branding; the presenter described the item as a donated opportunity. The meeting concluded with presentation of the districts enrollment and attendance report as of April 11.

The packet and presenters included funding source notes (1003[a] grant for Scholastic kits) and implementation notes (Jumpstart events are informational and not going to action); the committee did not record individual votes on these items during the curricular presentation portion of the meeting.","mediaType","Video","parentTitle","Curriculum Committee 4 21 25","oneSentenceSummary","Committee members heard several operational and informational items including a Scholastic summer book kits purchase funded by a 1003(a) grant (staff indicated it would move to action that night), a planners reorder for 2025‑26, expanded Learning Forward PD for administrators, Jumpstart community summer events and a donation request for a Tomcat soccer room crest.","taxTitle","Aurora East USD 131, School Boards, Illinois","taxId",74116,"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},6578040,"District proposes International Newcomer Center to serve non‑Spanish newcomer students for an initial 90‑day placement",423,1717180,2141160,"/Search/View?dp=1&key=3080075-45ee104d02b39a015104091e9fb1ba06&start=1717&end=2141","https://assets.pipeline.soar.com/3080075-45ee104d02b39a015104091e9fb1ba06/thumbnail_1717180.jpg","/articles/6578040/Illinois/District-proposes-International-Newcomer-Center-to-serve-nonSpanish-newcomer-students-for-an-initial-90day-placement","https://secure.pipeline.soar.com/6578040-8f1d4d55f6f6bf0c7ee01492f0b352d2/orig.mp4?Expires=1773603274&Signature=Gav3qKapHGMq2tFyjxwBc6NZlun7B-OToXamJ1Xc1DnfODcyeylsTVeIwMduLL3JFh3FWgnqp0l5kZcDt~pNobL53cngaaiYEwVFKQHYxoFlER2~CWRBNs9-7IUGzuMbsrnCDDEw6fL0QUxXSMMeaSeTElDiu88EQL1QNcmduK~wqwc6y1WMZRWoQe9sto8~u5v9hCEYxdQxiAM~-W-IUHCQAL1QPuvpxgxMyccH~P-l5lmE~XWCS3mUgYzy1NWOGMckEzuCMjUrjM9Dq3NG-pTj35CdCxAiSZx4HeIVhNC66PE9v65ufMwSbxqnDpMKdO9RR7nO0EY9Y3F-DvZLxw__&Key-Pair-Id=KUT5TJCACFTXG","Dr. Rita Guzman presented results of the districts research and a proposed model for an International Newcomer Center intended for students who have been in the United States less than three years and whose home language is neither English nor Spanish.

Guzman said eligibility would include: birth country other than the United States; home language survey indicating a language other than English or Spanish; fewer than 90 days of enrollment at any U.S. school; and a WIDA screener score below 3. She said the program as presented would enroll students for about 90 days, with fluid exit for students who reach proficiency sooner.

The proposal aims to increase understanding of U.S. schooling and district procedures, develop English phonology and morphology and high‑frequency word knowledge, and support social‑emotional competence and family engagement. Guzman described sample daily minute allocations and grade‑cluster classrooms (grades 1–2 and grades 3–5) and said the plan excludes kindergarten because of universal language‑entry needs at that grade level.

Guzman presented a staffing plan that she said the board had already approved: one teacher for grades 1–2 and one teacher for grades 3–5, a teacher assistant in each classroom, one social work position (approved) to support families, and a newcomer facilitator/curriculum writer to support planning and summer curriculum development. She identified Bardwell as the tentative location and listed community‑integration activities such as home visits, school‑orientation field trips and family backpacks; she also mentioned translation tools such as the Language Lizard pen.

Committee members asked about location and operational details; Guzman said Bardwell was selected because it is close to the registration office and would be convenient for families. The committee recorded the presentation as an informational follow‑up to earlier research; no formal vote on the model was recorded at this meeting.","Dr. Rita Guzman presented a proposal for an International Newcomer Center to support students new to the U.S. whose home language is neither English nor Spanish, including eligibility criteria, a tentative Bardwell location, a 90‑day placement model and a staffing plan with previously board‑approved positions.",{"_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},6578045,"District proposes Skills for Success elective, outlines curriculum review and pilot timelines",561,1106274,1668195,"/Search/View?dp=1&key=3080075-45ee104d02b39a015104091e9fb1ba06&start=1106&end=1668","https://assets.pipeline.soar.com/3080075-45ee104d02b39a015104091e9fb1ba06/thumbnail_1106274.jpg","/articles/6578045/Illinois/District-proposes-Skills-for-Success-elective-outlines-curriculum-review-and-pilot-timelines","https://secure.pipeline.soar.com/6578045-950ae4e38f27a90cdd1cb4c846722c8d/orig.mp4?Expires=1773603274&Signature=GEwAlVSUJbFGm3GtApAeCnrYy6jqGatXiKMia9fS4cWOCM9cSECY8kKJMBlwcvpFItNh0fXAAGrlV1t8yrkCxV7Lp8-uLkSqtVS~Odwl1eRrsyYYbZ7Dq6-VxSMB6yeqR0Efn9QfW-zahgkVXw9dVMeklL8WFbEPPEOcaJV0XJDYxs5XVY4JUfyn26fCYgC7QOz6HdHwaxzHIfdBrzuxFESlWF4xM6i0oBSMjg9ENBm1qE0XDY9i4bjDrwITntt1BO5BHzVU9iAsvRG7RH-vmT7f0~MoJbWBxnL70o38Knv4~FXj8E9wsu5u2UthJx6BzCpHSOIArGYf95ehnNu9Ag__&Key-Pair-Id=KUT5TJCACFTXG","A district staff member presented a proposal to Curriculum & Programs Committee members on April 21 to replace the existing College and Career Exploration course with a year‑long elective called Skills for Success for freshmen, sophomores and juniors.

The presenter said Skills for Success would run opposite lunch, expand college and career exploration across three grades and emphasize academic and personal skills, including critical thinking, communication, resume and portfolio development, interview practice and targeted ACT preparation for 10th and 11th graders. The presenter said the courses FTE would be reallocated from collapsing sections and that \"its a $0 ad,\" enabled by curricular partnerships with AVID and Kaplan.

Dr. Vemmer, identified in the meeting as the Assistant Director of Literacy and Interventions, described a districtwide annual review cycle for curricular resources intended to stagger adoptions so staff are not overburdened. She outlined a timeline for elementary social studies (review, pilot during 2026–27, implementation 2027–28) and said the district intends to pilot two middle‑school social studies resources and two secondary math resources in separate semesters so teachers can compare options.

For secondary math, the curriculum team said any pilot resource would need to align with the College Board framework for Pre‑AP courses, be aligned to the Common Core State Standards, include statistics, be available in Spanish and be engaging for students. The district expects vendor reviews the week following the meeting and plans teacher pilots (resource A in the fall semester, resource B in the spring) with surveys and roundtables to collect feedback for spring board recommendations.

A committee member asked what metrics the district will use to evaluate pilots. The presenter and Dr. Vemmer said the district will use an aligned rubric that includes state‑standards alignment, qualitative Likert‑style teacher feedback, classroom observations and quantitative indicators such as attendance in pilot sections and assessment data where available.

No formal action was recorded at the committee meeting on the course proposal or the pilot timelines; the presenters invited questions from committee members.","The district presented a proposal to replace a college/career exploration elective with a year‑long Skills for Success course and outlined planned curriculum review and pilot schedules for elementary and secondary social studies and secondary math adoptions.",{"_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},6578048,"Oak Park Elementary reports declines in major discipline referrals, preschool growth and targeted K–5 supports",525,580985,1106059,"/Search/View?dp=1&key=3080075-45ee104d02b39a015104091e9fb1ba06&start=580&end=1106","https://assets.pipeline.soar.com/3080075-45ee104d02b39a015104091e9fb1ba06/thumbnail_580985.jpg","/articles/6578048/Illinois/Oak-Park-Elementary-reports-declines-in-major-discipline-referrals-preschool-growth-and-targeted-K5-supports","https://secure.pipeline.soar.com/6578048-b15ccdb69201d68bb27935244c730a3e/orig.mp4?Expires=1773603274&Signature=oOpj0mmW-PIjsJHh8WsgAbixU0qUMTFSRdN2hrSX9eUaeWkzJNPUPQ4FdEOCIsSXDr~8JDZBv5Ddfuc6XIEHbobcO1XjApum5E5S6j8~awtrvabfyNn4IgUfeD6jgelRNU843mfleSghHYE9gCgjdHtqUWZSMkVIwfWw0DAd8yp~blv7InbYGB4wsGO8pe9ePPQhqo2K9He4~dj~MDTvXFdiyg21C~KfefSxzUbQpqiKlQGcSWMOmtgE8W~fa0H-q65KdBaHYUWC~xpayeYgL5~BdIQ913AF5M2PivET7N-EfLVUb-yA0BfvLp3r7Ru5bg8dp8cN4-A207J2rdxkRg__&Key-Pair-Id=KUT5TJCACFTXG","Annette McMahon, principal of Oak Park Elementary School, presented Oak Parks 2024‑25 School Improvement Plan to the Curriculum & Programs Committee and reported reductions in major office discipline referrals, progress in preschool measures and strategies for K–5 achievement.

McMahon said 40 percent of students \"met or exceeded expected growth in reading combined\" and 58 percent \"met or exceeded expected growth in math\" during the 2023‑24 year. She told the committee Oak Park reduced major office discipline referrals by 40.6 percent and detailed a three‑year decline from 159 referrals in 2022‑23 to 101 in 2023‑24 and 60 in the current year.

McMahon described a multi‑tiered system of supports (MTSS) and PBIS strategies that include a tiered coaching model, monthly behavior goals, a referral‑tracking board for student self‑reflection, monthly videos for students, and targeted resources for kindergarten and first grade. She said a data analyst helped identify target behaviors and supports.

Oak Park highlighted early childhood work: McMahon said the school has the second‑largest preschool enrollment in the district with more than 220 students and that by spring 2025 \"over 80 percent of preschool students will show improvement\" on LLD assessments; she reported Oak Park had already surpassed 80 percent in recent ratings.

For K–5 achievement, McMahon said grades K and 5 exceeded winter national norms in reading and described a classroom‑visit dashboard co‑developed with a WestEd coach to track visible learning supports, sentence stems, anchor charts and other instructional elements. The school has implemented differentiated practice through IXL tied to MAP data and a series of reading challenges and a one‑book‑one‑school initiative to build home‑school reading connections.

On math, McMahon said Oak Park had not yet met a 65 percent growth target for K–5 but reported progress in I‑Ready/MyPath practice and diagnostic data: she noted an increase in the share of students on or above grade level from 4 percent (12 students) in the fall to 10 percent (28 students) as of the presentation.

McMahon closed by thanking the committee for time to present the schools progress. The committee did not record a formal vote on the presentation.","Oak Park Principal Annette McMahon presented the school's 2024‑25 School Improvement Plan, reporting a drop in major office discipline referrals, preschool gains and work toward K–5 reading and math growth targets.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6578051,"Allen Elementary reports year‑over‑year growth in reading and math, outlines behavior and attendance strategies",467,58120,525135,"/Search/View?dp=1&key=3080075-45ee104d02b39a015104091e9fb1ba06&start=58&end=525","https://assets.pipeline.soar.com/3080075-45ee104d02b39a015104091e9fb1ba06/thumbnail_58120.jpg","/articles/6578051/Illinois/Allen-Elementary-reports-yearoveryear-growth-in-reading-and-math-outlines-behavior-and-attendance-strategies","https://secure.pipeline.soar.com/6578051-b83f19c068d69dd72d083236c59fbcf6/orig.mp4?Expires=1773603274&Signature=jrL0wecmcR0sI7j56JA0D3AFP6GbUy8yhrtauFyVUEAEU6VTg~CPHJWMOLwQOYw-BoapUYRD1UuE1KlrV7at3XpGknlYHvE0n-neVQLHqYe4hIHW36SXRrPRTYt048rZwCHpGHM25plSiAc2fSBFPSbCrnHI4i07xQiCr4i8HPmwCuW~NWLyLReKTcCeNAb24s8AqQO~pdwUsS5PJhg4WWZFWXY85HMmLz3FfisaJWQ1NRYfx9mG~rHAOBFykiTZLZoaA2USaKGQWIKFOd6~aBh6H70FlkwTaYhSB79DAJAX1zYhykkpn2ONGqvXVnJPWkXlKvOAZlNGV0f~0UQVgQ__&Key-Pair-Id=KUT5TJCACFTXG","John Simpson, principal at Allen Elementary School, told the Aurora East USD 131 Curriculum & Programs Committee on April 21 that the school saw year‑over‑year gains in both reading and math and outlined strategies tied to its 2024‑25 school improvement plan.

Simpson said 48 percent of students \"had met or exceeded their growth goal in reading\" and 56 percent \"had met or exceeded their growth goal in math,\" and highlighted increases on NWEA MAP assessments across grades 1–5. He also reported that the school increased access exits from nine to 19 students and described reductions in office discipline referrals, citing both a 19 percent reduction in one part of the presentation and later noting a \"60% decrease in office referrals\" when describing administrative monitoring and positive referrals.

The school tied its equity goal to reductions in classroom office discipline referrals and described layered behavioral supports: universal Tier‑1 instruction through the Second Step curriculum, PBIS incentives (weekly raffles, classroom monthly incentives, Golden Ticket rewards and a monthly Star Student), and Tier‑2/Tier‑3 interventions such as check‑in/check‑out and targeted connections. Simpson said the office implemented positive referrals and celebrates students in the office with certificates and pictures for the schools Dojo page.

On operations and attendance, Simpson said Allen set a target of a 93 percent average daily attendance rate by May 2025. He described daily monitoring by the attendance clerk and incentives including weekly raffle prizes (bikes, scooters, go‑karts), a carnival event for top classes and testing‑day pizza parties. Simpson also identified a partnership with Kane County Truancy Liaison Brooke Walter to support Tier‑3 families.

For student achievement, Simpson described root‑cause analysis of IAR and MAP data, targeted small‑group instruction, twice‑monthly common formative assessments (CFAs) driven by PLCs, and use of Pearson student readiness tools. He said math interventions included a math interventionist, MyPath practice monitoring (time on task, lessons completed/passed) and collaboration with I‑Ready partners on instructional frameworks and learning walks.

Board member Juan Cifuentes commented after the presentation that the school was \"headed in the right direction,\" noting some grade‑level percentages were near the 60 percent target.

Allens presentation materials included charts for CFAs, MAP scores and IAR meets/exceeds; Simpson said the school will \"stay hyper focused\" on the work for the remainder of the year.

The committee did not record a formal vote on the presentation; Simpson concluded the presentation and answered follow‑up questions during the meeting.","Principal John Simpson presented Allen Elementary Schools 2024-25 School Improvement Plan, citing year‑over‑year increases in NWEA MAP reading and math growth, changes to discipline referrals, attendance incentives and targeted academic interventions.","actionData","errors"]

Article not found

Committee hears multiple operational items: summer book kits, planners, PD, Jumpstart events and a donation request

District proposes International Newcomer Center to serve non‑Spanish newcomer students for an initial 90‑day placement

District proposes Skills for Success elective, outlines curriculum review and pilot timelines

Oak Park Elementary reports declines in major discipline referrals, preschool growth and targeted K–5 supports

Allen Elementary reports year‑over‑year growth in reading and math, outlines behavior and attendance strategies