[{"_1":2,"_100":-5,"_101":-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],{"_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",6261286,"mediaKeyId","3124396-06286999309f638afe581d4f1163151a","parentId",3124396,"title","Berwyn South committee proposes new middle school schedule to shorten 88-minute blocks, add daily PE and dedicated Spanish-language arts","audioSeconds",1217,"startMs",2501000,"endMs",3718000,"viewUrl","/Search/View?dp=1&key=3124396-06286999309f638afe581d4f1163151a&start=2501&end=3718","thumbnailUrl","https://assets.pipeline.soar.com/3124396-06286999309f638afe581d4f1163151a/thumbnail_2501000.jpg","articleUrl","/articles/6261286/Illinois/Berwyn-South-committee-proposes-new-middle-school-schedule-to-shorten-88-minute-blocks-add-daily-PE-and-dedicated-Spanish-language-arts","mediaUrl","https://secure.pipeline.soar.com/6261286-d67ef7d901e87502d6caccc1db101eab/orig.mp4?Expires=1770997206&Signature=AOdm1FMAth-znPQ9s1hllfLDgKCrWkxhn3SLT~KnajTZmySbyEb3fGLNcmO22SqUdL5RHKEWi7XHIMg0qz~~ozT6Xa1~kbDzxXRZUj0cY3Q3ZwRnS89i-E6aVQJggdbVCDFnLHVw-X4ZlmJNpgf58VTwP~kQLOt29iNfelFzjC2luCBXVo3eF9vHBPC37Rcock3~mBwnRO2jQdHNMUg40O2fcilLLTKAg3qxJnofIi0mf-3xw0ihzhj4a9n71LFbjRI4ssgaltX0SyXJv5a22kDy-GTH1xnPrGa6S1pODwoaS41Ohe-rg0TFoxiU3we-A7yPgTRcmCjFdL0iIb9kWg__&Key-Pair-Id=KUT5TJCACFTXG","author","Berwyn South SD 100","date","2025-04-25T16:24:56.743Z","article","A committee convened by Berwyn South School District 100 presented a plan to rework the middle-school schedule to reduce very long class blocks and add daily, shorter class periods that would preserve exploratory classes and create dedicated time for interventions and enrichment.

The committee presented survey results showing 675 student responses and said a “vast majority” reported they disliked the current 88‑minute class blocks. Beatrice Maldonado, assistant superintendent, said the redesign is intended to balance “academic achievement, equitable access to opportunities, and time for social‑emotional learning and well‑being.”

Why it matters: committee members said the existing A/B schedule—four 88‑minute blocks that rotate every other day—makes it hard for middle school students to attend exploratory classes (art, music, PE) consistently, to access interventions without missing enrichment, and to retain continuity in classes taught every other day. Teachers and principals described logistical issues such as students missing large portions of exploratory classes and difficulties scheduling band and pull‑out interventions.

What the committee proposed

- Replace the A/B 88‑minute blocks with a daily schedule that increases the number of class periods, creates short passing times between classes and ensures students see core subjects more frequently.
- Make physical education a daily offering rather than an every‑other‑day class.
- Offer Spanish‑language arts (SLA) as a standalone class period for dual‑language students so SLA time is not tied to ELA blocks that also include interventions.
- Add additional periods that can be used for targeted tier‑2 and tier‑3 interventions, EL support, special education small‑group instruction, or enrichment for high‑achieving students.

Committee members said the new design would let interventions be scheduled based on student needs rather than being constrained by the existing block that happens to be running. “Interventions will be delivered based on student needs and not on schedule constraints,” said Lindsay Cindy, director of learning management and assessment.

Evidence and concerns

Presenters said district staff reviewed research, examined middle‑school schedules in nearby districts and surveyed students, parents and teachers. Mary Picasta, a Freedom Middle School teacher, said the committee began with the research text Successful Middle School Schedules and then compared local practices. Committee members described the main quantitative piece of evidence as the student survey responses and ongoing feedback from staff.

Administrators identified site‑specific implementation questions that remain to be resolved, including building differences (Freedom has three floors; Heritage has two) that affect passing time calculations, how to preserve district dual‑language program requirements, and planning for late starts and half days. Michelle Howe, Heritage Middle School principal, said passing periods would vary by grade and building and could be two to four minutes depending on location and time of day.

Next steps and timeline

The committee said it will continue logistics work with subcommittees, meet with exploratory teachers to plan courses and learning progressions, and solicit additional feedback from sixth‑ and seventh‑grade students and staff during initial implementation. Jory Stevens, a seventh‑grade math teacher, said an explicit goal is to standardize social‑emotional learning (SEL) time across buildings and consider rotating staff who lead SEL so students hear multiple staff perspectives.

The timeline presented is planning and refinement over the coming weeks and months; no board vote on a schedule change was recorded at the meeting. Committee members said they will return to the board with finalized schedules and communications to families once logistics and subcommittee work are complete.

Ending: The committee framed the change as aimed at equity—keeping students from losing exploratory time to interventions—while increasing opportunities for targeted support and enrichment. Presenters said more work is needed on detailed bell schedules, newcomer‑support placement and how the additional periods will be used in each building.","mediaType","Video","parentTitle","Berwyn South School District 100 Board of Education - April 23, 2025","oneSentenceSummary","A committee convened by Berwyn South School District 100 presented a plan to rework the middle-school schedule to reduce very long class blocks and add daily, shorter class periods that would preserve exploratory classes and create dedicated time for interventions and enrichment.","taxTitle","Berwyn South SD 100, School Boards, Illinois","taxId",55381,"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},6261276,"District 100 financial snapshot shows investment gains; board adopts consent agenda and completes reorganization",1270,4291000,5561000,"/Search/View?dp=1&key=3124396-06286999309f638afe581d4f1163151a&start=4291&end=5561","https://assets.pipeline.soar.com/3124396-06286999309f638afe581d4f1163151a/thumbnail_4291000.jpg","/articles/6261276/Illinois/District-100-financial-snapshot-shows-investment-gains-board-adopts-consent-agenda-and-completes-reorganization","https://secure.pipeline.soar.com/6261276-11f8849e940809fed20f0b270551a753/orig.mp4?Expires=1770997206&Signature=j6j7KHD~2aqHNrY6fgNmdth3MNThRvU-TB~wYBCMZrzI2rTE5JYF8DtO~WDs~43KHt73dXF6wN06Fb~1NYA4KYHJHmf34dNoD4DSg-2b7f6o0~NJpJARYy00n34utW3YvSv~XJQdgb0NnVeHqUicE~COYMKkq6BxcF7aGwINqTtoWkTO6UQHneRXVoiJYEq8471DzzvUijCO8aBQqrO8GzxcahZiYgsIx5LRztXTp5gMa0ymtVOOc9xk2whScbNtbL5BijSe2l9J4bUXd4a932RIgP0o2tLaAwU8q~XiMtpomL~CmkT35xL6Bmh1AsxP0efL4~HsjySIhUt93-wdLQ__&Key-Pair-Id=KUT5TJCACFTXG","The Berwyn South School District 100 board received a financial update showing stronger investment returns than budgeted and took several procedural actions, including adopting the consent agenda and completing the board’s annual reorganization.

Financial highlights

Jenny (district finance staff) reported the district’s bank balance at $40,500,000 and investments at $32,500,000. Revenue for April to date was reported at $4,036,000 and the district’s March cash‑flow figure was $13,500,000 (driven by the second installment of tax receipts). Jenny said the district had budgeted $1,000,000 for investment interest but had received $1,700,000 year‑to‑date and increased the budget estimate accordingly. Expenditures for March were reported at $4,600,000 with year‑to‑date expenditures at $47,900,000. A grant snapshot listed roughly $4,300,000 in grants for the year, with a little over $3,000,000 received so far.

Tentative amended budget and bus purchase

The board packet included a tentative amended budget that will remain on public display for 30 days before final approval in June, the finance update said. Staff also noted an agenda item to authorize the purchase of a small special‑needs school bus (wheelchair‑capable). The staff presentation said the bus must be ordered so the manufacturer can build it; the district expects the payment to be charged in next year’s budget.

Board actions and reorganization

- Consent agenda: The board adopted the consent agenda by roll call following a motion and a second. The roll call recorded yes votes from members listed as Jimenez, Steinfeld, Trent, Butler, Palace and Gonzales; the chair announced “Motion carried.” (Motion mover and seconder were not specified in the transcript.)
- Election results and oath: The board moved to accept official election results as prepared by the Cook County Clerk and then administered the oath of office to newly elected board member Adriana Caballero. The board then held nominations for officers and appointed Elizabeth Jimenez as president by acclamation, Corinne Steinfeld as vice president and Wendy Gonzalez as secretary.
- Committee appointments: The board appointed members to standing committees and representative roles (policy, finance, buildings and grounds, ISBE delegate and legislative representative) by volunteer selection at the reorganization meeting; specific volunteer names were recorded in the minutes.

What was not decided

Although the packet included the tentative amended budget for public display and an item to purchase a special‑needs bus, the transcript does not record a discrete board vote approving the budget amendment or issuing the purchase authorization during the portion of the meeting provided.

Ending: Board members thanked staff for their work on finances and committee volunteers. The meeting concluded with motions to adjourn and reconvene for the reorganization portion and then final adjournment.","District finance staff reported higher‑than‑budgeted investment interest and presented a tentative amended budget for public display; the board adopted the consent agenda by roll call and completed reorganizational business including swearing in a newly elected member and naming officers.",{"_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},6261281,"Pershing Elementary highlights MAP gains, dual‑language growth and classroom initiatives at district board meeting",2120,98000,2218000,"/Search/View?dp=1&key=3124396-06286999309f638afe581d4f1163151a&start=98&end=2218","https://assets.pipeline.soar.com/3124396-06286999309f638afe581d4f1163151a/thumbnail_98000.jpg","/articles/6261281/Illinois/Pershing-Elementary-highlights-MAP-gains-duallanguage-growth-and-classroom-initiatives-at-district-board-meeting","https://secure.pipeline.soar.com/6261281-fc203559f753abdf055dd41b2e74b0dd/orig.mp4?Expires=1770997206&Signature=Pzzxjd8WGOLah1b4FTidiZBPzvYBZdGZz9OXeObkwwEfrTEKyxBXgvPZc~cam4T~rX-GNSGQOYvwVlcySGyuFGuPn4yoE8pLehB6KE1L7mTSCbpV8Ll~B45fXIG3UHomZSjQ8NSO7omrOUL10OMSBGlDi1XV9VruBy5eVVxTOrzJb71ky5Hnfx5moNBcwHkylaaPsQgEb6LRdYu3OOZtKx7klPhd22-c~drra1597OPv5BMivAe-tNnQGkmuczUyOLRku3y~2iNj5joaLvN4MUV-1IgX3VrRmUY22cNB-XydX7tYXxtGBPOOrazjnjXssyPh1cA8hWxJHSy1v3mHyg__&Key-Pair-Id=KUT5TJCACFTXG","Diana Akabazzi, principal of Pershing Elementary School in Berwyn South School District 100, and assistant principal Joel Duquette showcased student growth data, new curriculum adoption and schoolwide supports during the board’s school‑spotlight segment.

Nut graf: Pershing’s leaders described measurable growth on MAP screening data from fall to winter, continued work on a new reading curriculum (Amplify), a dual‑language program at every grade level, and multi‑tiered systems of support (MTSS) and PBIS (positive behavioral interventions and supports) initiatives intended to reduce referrals and increase student engagement.

Key points presented

- Assessment results: Duquette said MAP screening data showed fall‑to‑winter growth at each grade level tested and that most student scores are in the “low‑average” norming cell but trending upward. School leaders said classroom goal‑setting and teacher collaboration (PLCs) supported gains.
- Curriculum and instruction: Principal Akabazzi described adopting the Amplify reading curriculum and a district math curriculum. She said the school is focusing on numbers and algebraic thinking in math and informational text in reading.
- Dual language and assessments: The school runs a dual‑language model at every grade. Leaders said younger grades show gains in Spanish and English early literacy and that dual‑language students take additional assessments.
- MTSS, behavior and PBIS: Akabazzi and Duquette described an intervention planning team that monitors behavior referrals and attendance biweekly and provides tier‑2 and tier‑3 supports. Duquette said teacher referrals for behavior dropped from 25 last year to 5 so far this year, which school staff presented as evidence of progress.
- Student leadership and engagement: Pershing highlighted “principal for the day” and gold‑paw recognitions, clubs (sports, yearbook, chorus), family events such as Friendsgiving, and a science fair. Three students — Camila Favela (first grade), Ezra Pineda (fourth grade), and Maya Sotto (fifth grade) — addressed the board about school activities.
- Staff recognition: The school recognized two first‑year dual‑language teachers, Carla Maya and Myra Lopez, for classroom leadership.

Voices from the community

Teresa Ruiz, PTO president for Pershing School, praised principal‑led family engagement and said many events depend on the PTO’s volunteer work and fundraising. She thanked staff for building community and noted the principal’s warm daily greetings to students.

Ending: The spotlight concluded with board members thanking Pershing staff and families and the superintendent noting the school holds an important place in the community. The presentation did not include a board action vote and was informational.","Pershing Elementary staff presented student growth data, described new curriculum and MTSS/PBIS initiatives, and honored student and teacher awards.","actionData","errors"]

Article not found

Berwyn South committee proposes new middle school schedule to shorten 88-minute blocks, add daily PE and dedicated Spanish-language arts

District 100 financial snapshot shows investment gains; board adopts consent agenda and completes reorganization

Pershing Elementary highlights MAP gains, dual‑language growth and classroom initiatives at district board meeting