parent outlook

District 86 Parent Magazine Fall 2012

Cover photo, Edna Keith Students, from left to right : Janiece, Amaya, Janisha, and Xavier enjoying the outdoors.Cover photo, Edna Keith Students, from left to right : Janiece, Amaya, Janisha, and Xavier enjoying the outdoors.

Reading

SCIENCE

WINTER FUN

PROGRAMS

Up A Notch

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District 86 Parent Magazine| Fall 2012

District 86 | Fall 2012 3

Welcome back to another school year! The year has been very busy. Students and staff got off to a great start and are working hard each and every day. Our hard work is all about making sure your child has a success-ful year. In the middle of October, the state passed a new law requiring all students to observe a moment of silence each day before school starts. To be in compliance with the law, all students will be asked to observe a moment of silence daily at the start of the school day. If your child takes a bus to school, Laidlaw was re-cently purchased by First Student. The names on the school buses will begin to change from Laidlaw to First Student over the next several months. The phone num-ber of the bus company will remain (815) 724-0078. Our School Report Card results are posted on our website (www.joliet86.org). Our results this year show overall steady progress toward meeting the requirements of No Child Left Behind. The ISAT scores represent only one snapshot of your child’s learning. Throughout the school year, many assessments of student progress oc-cur. Classroom instruction is focused on specific learn-ing outcomes, which reflect the state goals. The student’s achievement on the ISAT, combined with the District as-sessments given throughout the entire school year, pro-vide a more accurate overview of student learning. We need your help to continue to work closely with your child’s teachers. An important component for stu-dent success is a strong home and school partnership. Attending school functions and discussing school work with your child on a daily basis is very important. Thank you for your ongoing support and commitment to Dis-trict 86.

Sincerely,

Phyllis M. Wilson, Ph.D.Superintendent

Deborah K. ZiechPresident, Board of School Inspectors

Dear District 86 Families:

Phyllis M. Wilson, Ph.D.Superintendent

Deborah K. ZiechPresident, Board of School Inspectors

ith the arrival of warmer tem-peratures, heading for fun out-side may be high on your list of

priorities. But too much fun in the sun can be dangerous. Overexposure to ultra-violet radiation can cause serious health effects, including increased risk of skin cancer. Children’s skin in particular should be protected from the sun at all times. Ac-cording to the National Children’s Can-cer Society, childhood is the critical peri-od during which UV radiation can do the most damage. It takes only a few minutes for a child’s skin to burn, and the damage is permanent and cumulative. Children receiving chemotherapy or radiation treatments for cancer often ex-perience increased sensitivity to the sun.

Adequate skin protection can reduce the risks of developing health problems later in life by up to 78 percent, according to medical researchers. The National Children’s Cancer Society encourages everyone to practice sun safe-ty with the following tips: Apply sunscreen with an SPF of 15 or more about 20 minutes before exposure to the sun. Sunscreens with an SPF of 15 will block out 93 percent of UV rays. Ap-ply sunscreen in a thick layer and reap-ply every two hours or after swimming. Be aware that sunscreen has a shelf life of about two years. Sunscreen is not recom-mended for children under 6 months, so it’s best to keep babies in the shade. Limit time spent in the sun and avoid the peak hours between 10 a.m. and 4

p.m. Encourage your child to play in the shade. Wear a hat, preferably one that’s wide-brimmed. If it doesn’t cover the ears, be sure to apply sunscreen to exposed areas. Use sunglasses to protect eyes from ex-posure to UV light. Dress in protective clothing, including lightweight long-sleeved shirts and pants when appropriate. When choosing fab-rics, the closeness of the weave is the most crucial factor. For children, select SPF-rat-ed garments with a minimum SPF of 30. Set a good example. Practice sun safety and your child will, too. The National Children’s Cancer Society says that sun safety is especially important for the growing population of childhood cancer survivors. For more information about

Practicing Sun Safety with Children

District 86 | Fall 20124

Practicing Sun Safety with Children

Help Protect Your Child’s Vision from UV Rays and Eye Injuries or children, sunshine and warm

weather equal outdoor activity. For parents interested in their

children’s eye health, it’s also the right time to get kids sunglasses and protec-tive eyewear. Many parents don’t think about get-ting sunglasses for their kids, but ev-eryone is at risk for eye damage as a result of exposure to the sun; and chil-dren might be at a higher risk because their developing eyes may be less pro-tected from the sun’s ultraviolet rays than those of adults. Wearing sunglasses that block UV rays can help prevent eye problems such as cataracts and macular degener-ation - two leading causes of blindness. Since UV damage is cumulative over a lifetime, it’s important for kids to start wearing sunglasses as early as possible to potentially minimize this damage. Sunglasses must block 99 percent to 100 percent of UVA and UVB rays to be effective. The darkness of the lens is not an effective indicator of how well the glasses protect eyes from UV light. Consult an optometrist to choose the right sunglasses. They are the doctors who provide primary vision care, ex-amining people’s eyes to diagnose vi-sion problems and eye diseases. Obtaining this expert advice can be as simple as visiting your local eye doctor. Adjacent to each of the Vision Centers at these stores is an office staffed by knowledgeable, professional and licensed independent optometrists who can provide affordable and com-

prehensive eye examinations as well as prescriptions for glasses and contacts. The American Optometric Associa-tion recommends comprehensive eye examinations by an eye doctor at 3 and 5 years of age for all children. “Many children get a cursory eye check when they visit their pediatri-cian, but only an eye doctor is quali-fied to perform a comprehensive eye examination,” says Dr. Melissa Viker, an independent optometrist. The optometrist can also offer guid-ance when it comes to eye protection. Annually there are more than 40,000 sports-related eye injuries - many to children. More than 90 percent of t h e s e in ju-ries

could be prevented by wearing proper eye protection, such as sports goggles, which are designed for impact resis-tance, unlike regular eye glasses that could break upon impact and possibly cause serious injury. Eye protection should be worn during any sport that involves physical contact or a ball, bat, stick, racket or puck. “A child’s vision is a precious com-modity, but caring for it doesn’t have to be expensive,” says Viker. “There are many affordable eye and vision centers to help parents provide their children

with alifetime of good

care.”

District 86 | Fall 2012 5District 86 | Fall 2012


Children for

PEACE Anna WhitePeace Chairperson


nother school year has come and gone. Where does the time go so quickly? For Children for Peace, it is just not another year that

has come and gone...Peace is marking the end of its fifth year. And what a five years it has been! It is incredible as we look back at the beginning of Peace as an idea to help students re-solve conflicts, build positive relation-ships, make a difference in the Joliet community, and then to see our prog-ress and accomplishments. Inspired by Dr. Phyllis Wilson, Superintendent of Joliet Public Grade School District 86, Children for Peace has blossomed into countless ‘acts of kindness,’ com-munity service projects, food drives, Character Education classes, the Stu-dent Diversity Panel, Art Exhibits, community partnerships, and our end of year Peace Performance at the Rial-to Square Theatre. The list could go on and on but as we can see the vision which became our mission is making a difference in our schools and the Joliet community.

ur goals have been ambi-tious and as we conclude our fifth year, not only is Children for Peace a vibrant program in our

schools, it is a community symbol of our commitment to preparing the youth of today to become the leaders of tomorrow. Children for Peace has offered many important lessons for our students that go beyond the class-room. The lessons of Peace are life les-sons that will help students to problem solve throughout their lives. The expe-riences of Peace have created memo-ries for our students which will guide them in their commitment to the com-munity. The events of Peace have al-lowed students to explore their talents leading to new interests and paths.

ive years have allowed Peace to guide our stu-dents from elementary to junior high school. Peace has raised our awareness

that while No Child Left Behind stress-es academic growth, social and emo-tional growth is equally as important for our students to be successful. Peace has allowed for our students to have the best of both worlds. We cannot ig-nore the importance of teaching chil-dren problem solving skills, effective communication skills, appreciation of cultural diversity, and community involvement as the foundation for ap-plying the academic skills needed to be successful on the job and as future citizens.

n looking back over the last five years Peace has had many proud moments and all revolved around our stu-dents. These have been the

proudest moments however Peace has been recognized and honored locally and nationally. These honors affirm the important role that Peace plays in our schools and our pride guides us in the work of Peace. The Joliet Area Council of PTAs selected the ‘Children for Peace’ initiative to receive a Distin-guished Service Scroll and The Nation-al Spiritual Assembly of the Bahá’ís of the United States bestowed its David Kellum Award to Peace.

hildren for Peace has come a long way in five years. As we continue our work, we hope to reach greater goals and influence not only our

students and our schools but our entire community by extending the power of kindness, the appreciation of diversity, and the voices of children in a mission that is making a difference! Peace!


ummer vacation: Many children and teens view this less-structured time as an opportunity to sleep late, watch TV and snack on whatever they choose.

This can present a challenge for working par-ents. Recent studies cite the need for parental involvement, especially during school vacations, in developing and reinforcing healthy habits for children at home. “There are many resources available to parents that provide tips and information on getting into the game of health and fitness at home,” said Dr. Liz Applegate, director of sports nutrition at the University of California at Davis. “The key is to in-

troduce activities and a balanced diet in a manner that resonates with kids.” One resource is the “Triple Play Parents Game Plan,” a health and wellness guide from the Boys & Girls Clubs of America that is designed to help parents demonstrate how eating right, keeping fit and forming positive relationships add up to a healthy lifestyle. There are numerous healthy hab-its to implement at home during the “dog days” of summer. Boost the blood flow. Try the 20-20-20 approach to physical activity to help children achieve their daily 60 minutes of physical activity. Encourage them to walk for 20 minutes in the morning, shoot hoops for 20 minutes in the afternoon, then help with chores, such as vacuuming, for 20 minutes during the day. Show kids that facts can be fun. Turn information about healthy eating into a fun game for younger kids. Food group quizzes are a great teaching ex-ample. Simply cut out pictures of foods and bev-erages in each food group from magazines. Next,

ask your child to place the pictures into the cor-rect food groups. Play skills games, such as “spelling baseball.” In spelling baseball, two teams are formed, and the leader is the pitcher. The leader “pitches” a word to the first player. If the word is spelled correct-ly, the player advances to first base. Base runners advance by correctly spelling words. Three mis-spelled words are “outs” and bring the next team to “bat.” After nine innings, the team with the most runs wins. Developed specifically for home use, content for the “Triple Play Parents Game Plan” guide was adapted from the Boys & Girls Clubs of America’s program called “Triple Play: A Game Plan for the Mind, Body and Soul.” Underwritten by The Co-ca-Cola Company and Kraft Foods, it is the largest wellness endeavor undertaken by the nonprofit organization in its 100-year history. For additional tips and game ideas, or to obtain a free copy of the guide, visit www.bgca.org, www.makeeverydropcount.com or www.kraft.com.

Tips for

HEALTHY HABITS When School Is Out

TEACHING


very 25 seconds, some-one in the United States is burned or scalded in their

home, and once it happens, ev-ery second counts. Scalds are the leading cause of accidental death in the home for children from birth to age 4 and account for 60 percent of the burn inju-ries for children up to age 14. And the most likely place for children under 4 to be burned is right in their own kitchen. “As a former volunteer fire-fighter and now a pediatrician I know that it is essential to quick-ly and consistently cool the area when a child gets burned,” said Daniel Rifkin, M.D. “Even simple burns from splashes of hot wa-ter or coffee can lead to ongo-ing injury of the skin if the heat is not removed right away.”Treating Burns Dr. Rifkin urges parents to be prepared by keeping a product like Burn-Jel Plus in the kitchen cabinet. The treatment is a wa-ter-based gel that provides con-trolled cooling of the burn site by acting as a heat exchanger. It also contains Lidocaine for immediate pain relief and Tea Tree Oil, which is a natural an-tibacterial agent. This over-the-

counter product uses the same Water-Jel technology used by firefighters, paramedics and even the U.S. military.Better Than Water While many parents imme-diately turn to water when a burn occurs, it has limitations for burn relief and treatment. As heat is transferred from the wound through evaporation, the surface temperature lowers, but heat emanating from deep within the burn rises to coun-teract the cooling effect of the evaporating liquid, which then requires new application. Scarring can occur when burned tissue remains at an uneven temperature, meaning rapid and consistent heat trans-fer is critical.What Not To Do The use of home remedies such as butter or creams causes more damage by trapping heat and creating a risk for infection. Ice should never be applied to a burn because extreme cold can cause additional tissue injury. You can find Burn-Jel at most drug stores. Be Prepared: It’s a good idea to keep a burn treat-ment in the home.

Nutrition Education For Children And Families

SecondsCount When Your Child Gets BurnedOf all the items that should be in a well-stocked kitchen, and suitcase, first aid treatments might be the most important.

n an effort to scale down the high percentage of Americans who are overweight, the U.S. Department

of Agriculture (USDA) and the Ad Council have developed a Public Ser-vice campaign to inspire children and families to adopt healthier lifestyles.WEIGHING THE RISKS Today, obesity and overweight sta-tistics are staggering. Approximately 66 percent of adult Americans are considered overweight or obese while nearly 16 percent of American children are categorized as over-weight. Research shows a direct cor-relation between being overweight during childhood and adolescence and carrying that through into adult-hood.IS YOUR CHILD PHYSICALLY FIT? Recent research also indicates that mothers and caregivers understand the importance of healthy eating yet struggle with knowing the best way to provide good nutrition. Accord-ing to a study by Yankelovich Re-search for the Ad Council’s Coalition for Healthy Children, less than half the mothers surveyed describe their children as physically fit and only 40 percent said their kids are healthy eaters. In addition, 39 percent said they are unclear about which foods

are considered healthy and 63 per-cent report that healthy eating is often a major battle with their child. To promote healthier lifestyles, the USDA and the Ad Council are launch-ing a campaign to encourage par-ents to provide healthy options for their families, and to motivate their children to seek proper nutrition and physical activity levels.REACHING OUT The “Nutrition Education” informa-tion program today is aimed to in-spire parents to encourage healthy habits by emphasizing that “good nutrition can lead to great things” and can help their children be the best at everything they do. The cam-paign directs families to the USDA’s MyPyramid.gov Web site, an effec-tive tool for helping direct healthy choices. “The combination of proper nutrition and daily physical activity are critical for a healthier lifestyle,” said USDA’s Deputy Secretary of Ag-riculture, Chuck Conner. “It is time for all of us to work together to ensure a healthier future for our most pre-cious resource, our children. Research found less than half the mothers surveyed describe their chil-dren as physically fit and only 40 per-cent said their children are healthy


n response to overcrowding at A.O. Marshall Elementary School on the eastside, District 86 reopened Parks

School, 500 Parks Avenue, as Parks Cul-tural Studies Academy for approximately 300 early childhood through fifth grade students. The students are instructed in a dual language enrichment program with an emphasis on cultural studies. Parks is home to six classes of general education students who speak English in grades kin-dergarten through fifth and six classes of bilingual education students who speak Spanish in grades kindergarten through fifth. Special Education students will be integrated into these classrooms as well. Two half day sessions, morning and af-ternoon, of early childhood students also attend Parks. Research shows that the most effective model for instruction of English learners is dual language enrichment education. In a dual language enrichment program, students develop high levels of profi-ciency in their first and their second lan-guages, they achieve above grade level on academic performance measures, and they demonstrate positive cross-cultural attitudes and behaviors. For English

language learners, the positive view of their native language and culture demon-strated when other students are learning their language and valuing their culture is especially important. In addition, bilin-gualism is highly valued. In this dual language enrichment pro-gram all students will learn a second lan-guage and obtain an understanding of a second culture. In this program Spanish speaking students and English speaking students will learn content in both lan-guages. Research shows that students from both language groups, when in-structed this way, score above the 50th percentile on standardized tests by sev-enth grade. This year students will study the cul-tures of Mexico, Mesopotamia, South Africa, and China. All field trips and as-semblies will be planned and designed around these cultures. This is an exciting opportunity for all students attending Parks Academy. We look forward to ex-ploring and learning both Spanish and English with students and developing their bilingualism. For more information on this program, call Linda Scott at (815) 723-1911.

In this dual language enrichment program all students will learn a second language and

obtain an understanding of a second culture.

Parks CulturalStudies Academy


n April, the Joliet Professional Development School Partnership (JPDSP) was able to provide Dirk-sen Junior High School, its newest

partner, a unique opportunity to take Dirksen students and staff on a field trip to Chicago to explore the Oriental Insti-tute of Chicago, DuSable Museum of Af-rican American History, and the Hellenic Museum, and Cultural Center. To prepare for the field trips, the students studied the different cultures of the Orient, Greek, and African American world; comparing and contrasting the cultural differences in art, historical facts, and customs. The

teachers, along with teacher candidates from the University of St. Francis, utilized educational materials provided by the museums along with information they ob-tained from their own research and then created activities that invited the students to explore and create items that reflected their changing attitutdes towards as well as to celebrate the world’s various cultures. Activities were numerous and allowed the students to tap into their own cre-ativity. Students became costume de-signers, created badges that represented themselves in a different culture, painted a self-portrait in Byzantine style, stud-


ied and then designed a postage stamp for a famous African-American, wrote their own personal reflections on Martin Luther King’s “I Have a Dream” speech, learned to write using the intricate Cunei-form and Hieroglyphics symbols, created a Pharoah’s mask, learned to play the ancient Egyptian game Senet and then fashioned their own Senet gameboard, and composed a contract by which they would live and outlined their commitment to becoming a peaceful advocate for issues in today’s world rather than reacting violent-ly. Exploring the various cultures in

America is a common goal in our schools promoting sensitivity within our student body to the diversity of our community population. The studies before and after the field trips gave our students the drive to be able to make reflective decisions that will ultimately provide them with confi-dence in their own ability to effect changes in the world in which they live. JPDSP is a joint partnership with the University of St. Francis and District 86. In addition to Dirksen Junior High, programs are currently in place at Farra-gut, A.O. Marshall Elementary, and Parks Cultural Studies Academy.

Joliet Professional Development

School Partnership

Exploring the various cultures in America is a common goal in our schools promoting sensitivity within our student body to the diversity of our community population.


didn’t go to college. What can I do to help my child in school? I feel threatened when I have to go to the school. The people there use words that I don’t understand.

Words like “Adequate Yearly Progress”, “accountability”, and “assessments”. Then they seem to go into another mode and use letters like “IEP”, “AYP”, and “NCLB”. These words and letters sound like a foreign language to me. You’re not alone. Several parents and caregivers have left Parent/Teacher Con-ferences wondering what in the world the teacher was talking about. The only thing they did grasp was the “D’s” and “F’s” on the child’s report card.

“No one can make you feel inferior without your consent” - Eleanor Roosevelt

Don’t despair and don’t give anyone permission to make you feel inferior. Arm yourself with knowl-edge. It doesn’t mat-ter what your educa-tional background is, you can make a dif-ference in your child’s school experience this year if you learn these ABC’s!

A – AYP means “Ad-equate Yearly Prog-ress”. In other words, how much growth your child should make from one year to the next.

B – BOOKS, BOOKS, AND MORE BOOKS! You can’t have too many and you can’t read to your child too much. You don’t have to spend a lot of money on them. Don’t forget, the public library is free. Let her read to you too. She can read in the car while you drive. She can read to you while you unpack the bag from the fast food restaurant. She can read to you while you take your fifteen minute “Power Nap” before helping her with her homework. C - Computer Time! Don’t have one? Your local library does! D - Daily Routine – Having a procedure cuts down on the headaches. E – Encourage your child. Even though your Kindergartener colored the scare-crow’s face purple - what a great shade of purple it was! Your high school stu-dent bombed a test? The National Hon-or Society at his or her school may offer free tutoring sessions.

F - Fun! Learning should be this ev-ery now and then. What can you do to make school a great place to be? Call the teacher to see if she needs you to pick up something for all of the students the next time you’re in the grocery store. G – Games are a great way to reinforce skills. Play the “Rhyming Word Game” with your first grader. (I say “Down” you say _ _ _ _”)

H – Hug them often – Yes, even your high school student. You don’t have t o embarrass them - have you ever tried a “Hand Hug”?

I – If your child is in special education, he or she has an IEP which stands for, “Individualized Education Plan”. Make sure you attend all scheduled meetings so that you know the details of this “Tai-lor-made” learning plan. J – Joke around sometimes. Laughter is good for the soul – even yours! K - Practice those random acts of Kind-ness – even with your child. L – Lunchtime! Even if your child re-ceives free or reduced lunch, pack a spe-cial lunch one day. Cut the crust off of the bread – put it out for the birds - cut the sandwich in quarters. Put in some chocolate chip cookies, an apple, and a small bag of chips. Finish this special treatwith a note that simply says, “I love you!” Mmmm good! M – Manage your time wisely so that you will have time for your children.Maybe the dishes won’t get washed right away. Maybe going outside to “play” is what is important at the moment.

N – NCLB stands for “No Child Left Be-hind”. Your child will not be left behind because you’re taking steps to push him or her forward. O – Obedience – Expect it at all times. P – Presents! No, not for you, for the teacher! They love them!

Q – Questions – ask them - frequently.

R – Respect – Yourself, your child, your child’s teacher, your child’s principal...

HOW TO SPEAK TO YOUR CHILD’S TEACHERS

R – Respect – Yourself, your child, your child’s teacher, your child’s principal...

By Patricia Lynn Evans


S – SES Funds. Schools that do not make AYP receive extra money from the govern-ment. You should have received a letter from the school stating whether or not your child qualifies for extra help. Take advan-tage of this “FREE” service.

T – Trust the process. Learning takes time. Be diligent but patient with your child.

U – Understand your child’s feelings. If she says no one likes her, she probably feels that way. Acknowledge her feelings and help her through this tough time. Can you do anything to soothe the pain? Maybe you can invite some of her classmates to a movie and popcorn this Saturday.

V – Visit your child’s school. But, don’t fall into the trap of just visiting when some-thing goes wrong. Call and schedule a time when you can just come in and observe for thirty minutes - just because - You can and You care!

W - Work on a school project together. Many teachers give assignments that are geared for the family to complete together.

X – XOXO’s -that’s right, love him/her!

Y – Yes! Say it often!

Z – ZZZZ”s - Make sure your child gets plenty of them. Have a set time for bed-time

Education is not just a responsibility; it is a gift that we give our children. It is a pre-cious gift that lasts a lifetime. Cherish it. Protect it. Hold it close to your heart. As you do, your child will too. She or he will grow up and make a positive difference in the world – even yours!

“No one can make you feel inferior without

your consent”– Eleanor Roosevelt

By Patricia Lynn Evans


Parents Beware! What You Don’t Know Can Hurt You and Your Child


t is no secret that gangs are a small but troublesome part of our society in the Joliet area. While only 5% to 10% of gang members are consid-ered “hard-core”, there are “regu-

lar” gang members, whose average age is 14-17, who have been initiated into gangs. They tend to back-up the hard-core mem-bers. There are pre-teens age 11-13 who are “claimers” or “wanna-be’s. These young people are not officially gang members, but may begin to dress in gang colors, hang around with gang members and become involved in fringe gang ac-tivities. Perhaps the most easily influ-enced young people are the “potentials” or “could-be’s” who are getting close to an age where they might decide to join a gang, particularly if they live in an area where there are gangs or who have a fam-ily member who is involved with gangs. District 86 is committed to keeping gangs and all gang activity out of our schools. To this end we have designated gang-related activity as a “Level 3” (most serious) offense. Gang-related activity usually warrants a ten day suspension from school with an expulsion warning for a first offense and a recommendation for an expulsion hearing for subsequent offenses. Parents can be on the alert for signs that young people might be involved with gang activity. Some typical pre-gang be-haviors include: • Poor progress or achievement in school • Truancy from school • Lack of hobbies or too much unstructured leisure time • Frequent contact with authority figures or police • Gang symbols/insignia on

notebooks or papers • Problems at home • Friends are gang members • Wearing gang-associated clothing or colorsAs a parent there are some things that you can do: • Know your child’s friends • Know about who and what influences your children • Know what your children are doing at all times • Become involved with your children and occupy their time constructively • Do not allow gang dress • Do not allow your child to hang out in the streets or at the mall • Be suspicious of gang writing, graffiti, or tattoos • Encourage anti-gang attitudes at home • If there is a computer with internet access in your home, know what websites your child visits and what chat rooms he/she frequents • Get involved in community affairs • Set the example for your children; they will do what you do As educators we are vigilant in looking for signs of gang activity in our schools. The law enforcement officials in Will County are committed to dealing aggres-sively with gangs. The entire community has a stake in the battle to keep gangs out of our community. As parents, you must make it your business to know what your pre-teens and teenagers are doing and with whom they are associating. If you would like more information, please con-tact Alice Manning-Dowd, Student Ser-vices Coordinator at (815) 740-3196, ext. 260.


irksen Junior High School has joined the University of St. Francis as a Professional De-

velopment School. This is a collabora-tive partnership that is built on trust, respect, and a shared mission. The mis-sion of our Professional Development Schools (PDS) partnership is to collabo-ratively enhance the professional prepa-ration of teacher candidates from the University and to promote continuous exemplary professional development of all partners. The focus of the PDS part-nership is to improve student achieve-ment through research-based practices carried out in an innovative teaching and learning environment. The PDS is dedicated to supporting a diverse com-munity of learners at all levels of educa-

tional development through shared de-cision making, vision, goals, and trust. In its’ first year, Dirksen currently has 16 University students that are either at a Beginning Level, Intermediate Level, or Advanced Level Clinical Experience. The student teachers have been placed across grade levels in all content areas, based on their interest or area of study. These university students are working with small groups of junior high stu-dents, tutoring, monitoring centers, and providing additional opportunities for students to receive special assistance based on their needs. This partnership also provides Dirk-sen Junior High staff with professional development opportunities, and Pro-gramming Project Requests. These re-

quests come in the form of mini-grants that provide funding for additional classroom materials to enhance student learning. This year, our teachers and students received new math manipula-tives, classroom novels, and digital mi-croscopes. The building level PDS Leadership team meets monthly to discuss the part-nership focuses, and to monitor the mis-sion as it applies to Dirksen Junior High School. At an early stage of this part-nership, benefits are evident for both the University students, as well as the stu-dents at Dirksen Junior High School. Farragut and Marshall Elementary Schools are also Professional Develop-ment Schools with the University of St. Francis.

The focus of the PDS part-nership is to improve stu-dent achievement through re-search-based practices carried out in an innovative teaching and learning environment.

Professional D e v e l o p m e n t Schools


ow does it feel to be a migratory bird whose feeding ground has been destroyed by a new housing

development? How can fertilizing my yard affect my drinking water? Where will we get all of our food if the farm-lands disappear? The answers to these and many more questions are being dis-covered as Eisenhower Academy students begin their study of Wetlands, Farmlands and how Urban Sprawl has affected them in Will County. This topic will be the fo-cus of many exciting activities, presenta-tions and field trips at Eisenhower Acade-my this fall. The unit was kicked-off with a silly skit and song performed by the staff and a day of hands-on activities provided by the Will County Forest Preserve’s En-vironmental Learning Center. Since that day, students in various grade levels have completed pond and stream lessons and dead log studies. They have explored for-est ecology, animal signs, and taken sen-sory hikes. In addition, our primary stu-dents dressed as farmers and carried their favorite stuffed farm animal throughout the school to launch our study of the farm-lands. A trip to a farm and guest speak-ers will help our students understand the importance of farmlands. All of these activities are part of the Math, Science, Technology focus using a problem based approach that the Academy will now be taking. The Academy staff at Eisenhower and Washington Junior High have been very busy over the past six months meeting, discussing, training, and planning for the changes in teaching and learning that promise to be very exciting for students at the Academy. Each semester a science is-sue/problem will be selected for students across all grade levels to explore. Teach-ers will use these real-world problems to coach learning through questioning, probing, and challenging student think-ing. Research shows that students learn

best when they can connect what they are doing in school with the real world. This new approach to teaching and learn-ing should further engage students and help them become better critical thinkers. Future plans at the Academy include se-curing some business partnerships and a partnership with a university. Eisenhower Academy is one of two magnet schools available to students in District 86. The school has been flour-ishing for 27 years, offering parents an alternative to their neighborhood school. Students in first through fifth grades who attend Eisenhower have the opportunity to attend the Academy program at Wash-ington for their junior high years. The Academy program at both schools is open to students who are “at or above” grade level and who demonstrate positive be-

havior. The Four-Way Partners in Learn-ing Agreement is the cornerstone of the program. Parents, students, teachers, and administrator sign the agreement each year which outlines the responsibilities of all parties. Parents play a very active role in their child’s education. The PFC (Par-ent Faculty Council) work very closely with school personnel to provide family activities and events that promote a sense of community. Most students who attend Eisenhower Academy or the Academy program at Washington are provided free bus service. Both schools are currently taking applications for next fall. If you are interested in more informa-tion, a tour of either facility, or an applica-tion, contact Sandy Gavin at Eisenhower (815) 723-0233 or Dr. Genova Singleton at Washington (815) 727-5271.

Research shows that students learn best when they can connect what they are doing in school with the real world.

Academy


In the past three years, the Foundation has

awarded 70 grants totaling nearly $85,000

to employees in District 86.

Congratulations to the following schools who re-ceived classroom grants this year from the Joliet Grade Schools Foundation. Over $34,000 in grants were awarded. The Foundation was established in 2003 to provide funds to staff for programs that enhance and enrich educational opportunities for students. In the past three years, the Foundation has

awarded 70 grants totaling nearly $85,000 to employees in District 86. T.E. Culbertson Elementary $ 3,611.15 To purchase science books for libraries for Guided Reading Program Centers Program. M.J. Cunningham Elementary $ 399.45 To provide Kindergarten students with Versa Tiles activities for learning center. Dirksen Junior High $ 2,052.00To purchase to Study Island writing lab tech-nology program subscriptions. Eisenhower Academy $ 1,166.49Narrative and Expository Digital Storytelling Project. Farragut Elementary $ 1,500.00To purchase books and supplies for fifth grade classroom libraries. Gompers Junior High $ 1,343.96To purchase magazine subscriptions to sup-port monthly letter writing project.

Gompers Junior High $ 1,326.06To purchase additional fitness equipment for students.

Hufford Junior High $ 1,500.00To purchase special education books.

Hufford Junior High $ 940.75To purchase Read 180 Program books and quizzes for special education students.

Hufford Junior High $ 1,200.00To fund career field trip expenses for special education students. Hufford Junior High $ 1,441.00To implement Read 180 program in a special education classroom.

Thomas Jefferson Elementary $ 400.00 To purchase teacher math read alouds for first grade. A.O. Marshall Elementary $ 2,680.18To purchase leveled text libraries for first grade classroom libraries. A.O. Marshall Elementary $ 839.30To purchase ReadingAtoZ.com classroom subscriptions for Kindergarten and first grade students. Marycrest Early Childhood $ 350.00To produce a fire safety video for all Early Childhood and Kindergarten classrooms. Marycrest Early Childhood $ 1,704.00To purchase literature themed boxes and hands-on learning activities.

Parks Cultural Studies Academy $ 598.00To purchase multicultural novels for bilingual program.

Sator Sanchez Elementary $ 437.09To purchase multicultural art history supplies

for fourth grade students.

Carl Sandburg Elementary $ 600.00To purchase Buddy Reading Program books and materials for first and fourth grade stu-dents.

Carl Sandburg Elementary $ 575.00To purchase family fun bag program back-packs and materials for first and second grade students. Taft Elementary $ 2,000.00To help fund construction costs and landscape materials for Taft Community Reading Gar-den.

Lynne Thigpen Elementary $ 3,475.00To purchase occupational therapy equipment to assist students with walking and sitting.

Lynne Thigpen Elementary $ 1,964.90To purchase additional inclusion program materials.

Washington Junior High $ 2,500.00To restore and maintain a native prairie schoolyard habitat for students.

Thank you to everyone who attended the Foundation’s fifth annual Celebrity Baseball Fundraiser held recently at Silver Cross Field. Former major league baseball players Bill Campbell, Danny Cox, Bob Dernier, Tommy John, Jay Johnstone, Dave Kingman, Bill Lee, and John “Blue Moon” Odom came out to the event to help raise money for the Foundation. Sponsors from the event included Exxon-Mobil, Chevron Energy Solutions, Robert W. Baird & Co., GT Mechanical Projects & Design, Elliott Electric Inc, and Silver Cross Hospital.

For more information on the Joliet Grade Schools Foundation, or to make a donation, call (815) 740-3196 ext. 204.

Joliet Grade Schools Foundation for Educational Excellence

District 86 | Fall 2012 District 86 | Fall 201221

Thankful Tree Your child can make a beautiful tree of handprint leaves that dis-plays what the children are thankful for. This tree makes a great Thankg-siving decoration.

WHAT YOU’LL NEED: • Construction paper (orange, red, yellow, brown, and other earth tones) • Crayons or markers • Scissors • Glue or a glue stick

HOW TO MAKE IT: Have children trace their hands on construction paper. Then cut out the tracings. These will be the leaves. Have the children write their names and what they’re thankful for on each of the handprints. Using brown construction paper, cut out a tree trunk and branches. Glue or staple the tree tunk on a large piece of construction paper (or onto a bulletin board). Then glue or staple the handprint leaves to the tree.

For variations on this wreath: in-stead of using handprints, use cut-out leaves, tissue paper baking cups or torn-up scraps of paper.

Thanksgiving Place Cards By: Amanda Formaro

Difficulty: Easy Age: 7 and up

Parental supervision is recommended

Give your dinner guests a holiday surprise with these cut Thanksgiving place cards. This craft is fun and easy, however don’t eat the embellishments, they might taste like glue.

WHAT YOU’LL NEED: • Paper napkin in fall colors or orange construction paper • Small paper clips • Apple, any color • Almond, with or without the shell • Peanut in the shell • One Lifesaver candy • Two small wiggle eyes •Yellow construction paper •Hot glue gun • White craft glue • Marker

HOW TO MAKE IT: 1. Hold the almond point down and use white craft glue to attach eyes on rounded part. Let glue dry. 2. Use hot glue gun to glue the Lifesaver to front of apple. Don’t use white craft glue as it will cause the candy to start to liquify and run down the apple (glue the Lifesaver on the apple’s shoulders). 3. With hot glue gun, glue almond to Lifesaver (covering the hole, point down) and let dry. 4. Glue peanut below almond for turkey wattle. 5. Unfold napkin half way, then fold accordion style. If you don’t have a napkin, you can use a piece of construction paper. Trim off about 3” from the long end of the paper, making the measurement approximately 6” x 11”. 6. Put paper clip in center of folded napkin. 7. Pull ends of folded napkin together to make a fan. Secure with paper clip at top. Sit napkin behind turkey. 8. Unbend end of one paper clip and insert into apple. 9. Cut a piece of yellow construction paper into a rectangle to make a place card. Write your guest’s name on the place card. 10. Use inserted paper clip to hold place card or glue a toothpick to the back of the card and insert into the top of the apple.

Important:• Do not allow children to eat the candy or nuts, simply throw them away. The apple is still edible, just cut away the small area where the glue was.• Making the fan can be difficult for smaller kids, give them a helping hand with this step. • Use decorative scissors or pinking shears to cut the place cards for a prettier look.

FUNThanksgiving


hildren and families can get affordable quality health care at the University of St. Francis Health and Wellness Center. The Center serves

school children and families who have limited or no health insurance. It is open to the public at the Housing Authority of Joliet John C. Murphy Building facilities, at 311 N. Ottawa St., in downtown Joliet. The center provides health needs as-sessments, adult physicals, well-baby and well-child examinations, minor ill-ness care (diagnosis and treatment of coughs, earaches, backaches, abdominal pain, fever, rashes, fatigue, allergies, etc.), immunizations, chronic disease manage-ment (hypertension, diabetes, arthritis, migraines, etc.), school and sports physi-cals, asthma and diabetes education and management, mental health screening and care, management of depression, diet and nutrition counseling, smoking

cessation, stress management, promotion of successful aging and geriatric care and exercise classes for youth and elderly. Health and Wellness Center hours are 11 a.m. to 6 p.m. on Tuesdays and Thurs-days and 9 a.m. to 4 p.m. on Wednes-days. Appointments are available by calling (877) 613-9393. Appointments are encouraged, but walk-in patients are ac-cepted. Services are provided on a sliding fee schedule based on income. Medicaid and Medicare are accepted. The University of St. Francis Health and Wellness Center, which opened in January, is the first nurse-managed clinic in Will County. The center is staffed by advanced practice nurses on the univer-sity’s faculty. “The center is exciting for nurses and patients because it offers a continuum of care. We don’t just diagnose and treat illness. We look at the whole of a person and his or her environment to help our patients make health and well-

ness plans that will improve everyday life for them and their families,” said Dr. Maria Connolly, dean of the University’s College of Nursing and Allied Health. Advanced practice nurses, said Con-nolly, are leaders in the profession. Ad-vanced practice nurses diagnose health conditions, plan health care, develop specific treatment goals, deliver inter-ventions and then evaluate results. Ad-vanced practice nurses are nurse practi-tioners and clinical nurse specialists who can write prescriptions and order diag-nostic tests. The University of St. Francis Health and Wellness Center operations are made possible by a Health Resources and Services Administration (HRSA) Di-vision of Nursing, Nursing, Education, Practice and Retention Grant award (# D11HP07363-01-00) on Aug. 7. The grant is to manage, staff and operate the Health and Wellness Center for five years.

Health and Wellness Center serves children, families

The Center serves school children and families who have limited or no health insurance.


he telltale sniffles. Ear infections. Sore throats. Picking up an ailment at school is practically a rite

of passage for children nowa-days. But it’s important that you don’t simply brush off these re-curring illnesses as normal child-hood health problems. A serious underlying disease might be to blame. Primary Immunodeficiency, or PI, is a genetic defect that can compromise a child’s immune system, leading to an increased susceptibility to certain infec-tious illnesses. There are more than 100 types of PI; each has somewhat different symptoms, depending on which parts of the immune system are affected. Some deficiencies are deadly, while others are mild. In children with PI, usual child-hood illnesses occur frequently and can drag on and become chronic despite the use of antibi-otics. If a child suffers from eight or more ear infections or two or more serious sinus infections within a year, he or she could have an underlying PI. Other warning signs are failure to gain weight or grow normally and a family history of PI. While there are more than 1 million children and young

adults in the United States af-fected by PI, experts estimate that 50 to 70 percent of those with the disease go undiag-nosed. Without diagnosis and treatment, constant in-fections can significantly weaken your child’s im-mune system. Parents should know that a simple and in-expensive blood test could identify the dis-order in more than 95 percent of cases. Once diagnosed, there are several treatment op-tions that can provide a better quality of life or, in some cases, a cure. The Jeffrey Modell Foundation, a nonprofit research foundation de-voted to the study of PI, is making a profound difference in many lives by raising aware-ness of the disease. In January 2005, as a result of a national public awareness and physician education campaign, 34 Jeffrey Modell Diagnostic and Referral Centers throughout the United States reported promising fig-ures. They calculated an increase of 52 percent in the number of newly diagnosed patients and a 45 percent increase in the number of patients receiving treatment.

To learn about the warning signs of PI, as well as treatment options, visit the Jeffrey Modell Foundation Web site at www.info4pi.org.

How common is your child’s cold?


Help your children maintain a

healthy weightalk down any aisle in a su-permarket today and you are likely to find a parent read-

ing labels. As childhood obesity spreads across America, parents are taking the challenge of raising healthy children in a sugar-filled world very seriously. One recent university study found as much as 25 percent of the children evalu-ated could be considered overweight. The high fat content in fast food and sed-entary activities like playing video games are just two of the reasons health experts attribute to this growing problem. Some companies are taking steps to be part of the solution. By focusing on increasing vitamin content and limit-ing sugars, healthy alternatives to fruit punch and soda are now available in al-most every grocery store. At home, consider implementing the following habits to help your children maintain a healthy weight:• Change the eating and drinking habits of your family by replacing foods low in nutrition with healthier alternatives.•Talk with your children about the healthy products you buy. Find out which

ones they like best and what other nutri-tious foods they would like to try.• Compliment children when they make good food choices and are physically ac-tive.• Set a good example by playing with your children as well as setting time aside for your own fitness.• Limit your children’s exposure to ad-

vertising of high-sugar, high-fat snacks, drinks and cereals. Talk with them about the advertisers’ intentions and the health risks of the foods. Building strong health habits for chil-dren early in life is an investment they can’t afford to miss. Creating a healthy lifestyle for your child now is something they’re bound to thank you for later.


othing is more im-portant to parents than the health and

well-being of their children. Studies have shown that DHA, an important omega-3 fatty acid found naturally in breast milk and as an added supple-ment in most infant formulas, plays an especially important role in a child’s cardiovascular, brain and eye health. Yet most Americans, especially children, do not consume enough DHA, and many mothers struggle to determine exactly how and when to incorporate it into a child’s diet. According to Dr. Alan Greene, pediatrician and au-thor of “Raising Baby Greene” (Wiley Books, September 2007), “Most American chil-dren are not getting the DHA they need. The typical 3-year-old needs about 150 mg of DHA a day. On average, they are only getting about 19 mg, a tiny fraction of what they need for optimal brain growth.”Transitioning from breast milk or formula to regular milk can be a difficult decision, and moms want to be sure that their children receive the nu-trients they need for continued healthy development. Until

recently, this transition often meant sacrificing the benefits of DHA, which infants con-sume primarily through breast milk or formula. Now there are more options than ever to en-sure that children continue to receive the DHA they need to succeed. Originally available pri-marily in fatty fish like salm-on, DHA omega-3 fatty acids are now widely available in a number of convenient forms, from organic milk and orange juice fortified with DHA to daily omega-3 supplements. Some organic milk producers have added Milk Plus DHA Omega-3 to their product. And because it’s organic, moms can rest assured that it has been produced without the use of antibiotics, pesticides or added growth hormones. While it is not recommend-ed as a substitute for breast-feeding or infant formula, op-tions like milk with Organic Milk Plus DHA Omega-3 help parents ensure that their fami-lies enjoy organic foods as well as the added brain health ben-efits of DHA omega-3.For more information on DHA, visit HorizonOrganic.com.

THE ABC’S OF DHADiscover why this important nutrient benefits children and parents

DHA Q&AQ : What is DHA?

A : Docosahexaenoic Acid (DHA) is an omega-3 fatty acid. Although it’s found in most tissues throughout the body, the highest concentrations of DHA are in the brain, nervous system and retina of the eye. The more DHA that is consumed in the diet, the more DHA is available for these tissues.

Q : What is an omega-3?

A Omega-3s are polyunsaturated fatty acids which have been studied for their role in health and well-being. Omega-3s come in three major forms: DHA, EPA and ALA.

Q : Where does DHA come from?

A : DHA appears in highest concentrations in fatty fish, but is becoming increasingly available in forti-fied foods like Organic Milk Plus DHA Omega-3, which uses life’s DHA, a sustainable plant-based vegetarian DHA.

Q : Why is DHA important?

A : Although DHA is present in most tissues within the body, DHA accumulates at greatest concentra-tions within the brain, nervous system and retinal tissue of the eye. Therefore, it is recognized to play a role in supporting normal development in these ar-eas. DHA has also been shown to help promote heart health.

Q : Why is DHA important for children?

A : Kids’ brains grow incredibly fast. In fact, the brain nearly quadruples in size in the first five years of life. Up to 20 percent of the human brain is made of DHA, yet most kids don’t get the recommended DHA from common dietary sources like fish. By choosing products fortified with DHA, parents bring home all the goodness of their children’s favorite foods, plus an extra nutritional boost for their grow-ing minds and bodies.


f you’re part of the working world and also have children, there’s a good chance you aren’t satisfied with the time that you get to spend

with them. Your heart may be in the right place, but hectic schedules can leave little time to stop what you’re doing in order to talk to your children and truly connect with them. According to a recent survey, nearly one in four working dads feels that work

is negatively impacting their relationship with their children. If you would like to get more in touch with your own son or daughter, there are easy ways to free up some parent-child bonding time. The fol-lowing ideas should help ensure that the communication lines between parent and child stay open as often as possible. Share a hobby: From a good game of tennis to taking guitar lessons, sharing a hobby with your child will give you both a chance to do something you enjoy or learn something new, while catching up on one another’s lives. Get involved in school: Make a point

tojoin the parents’ group at school and to meet all of

your child’s teachers and d e v e l o p one-on-one r e l a t i o n -ships with them. Give your child

an added pick-me-up at lunch-time with Lunch

Mail, a miniature pop-open card that tucks into your child’s lunch and con-tains heartfelt, inspirational or humorous messages inside. The entire line of Lunch Mail products may be purchased at www.live-inspired.com. Ask their opinion: With so much em-phasis being placed on children respect-ing their elders’ opinions, it will greatly please and flatter your child if you genu-inely ask for their input on an issue. Schedule a family night: Take one night a week to spend time as a family. Nix the phone and TV and use this special night to connect with each other. Rotate which child chooses the activity and plans the meal for the evening. And whether you build a fort or play a board game, this is an inexpensive way to enjoy each other’s company. Use the dinner hour wisely: More and more families are spending dinnertime doing their own thing, rather than talk-ing to one another about the highs and lows of their day. Spend the majority of a full hour enjoying your child’s company while eating a delicious meal.

Easy tips to relatebetter with your child


ccording to the AARP, grandpar-ents spend $30 billion annually

on their grandchildren. As chil-dren receive monetary gifts in

lieu of toys, clothes and other items, the holiday season is an opportune time for parents to teach their kids about personal finance basics and the responsibilities as-sociated with managing their own mon-ey. “By using a bit of creativity, it’s easy to teach children important monetary habits that will last a lifetime,” said Mark Resnick, director of sales for NetBank, the country’s oldest active Internet bank. Net-Bank offers the following ideas designed to provide children with rewarding ways

to use their holiday gift money:1. Place holiday gift money into a money market account, CD or other savings ve-hicle. By doing so, your children will be able to see their money grow along with them. As part of the initial investment, have them write down their short- and long-term savings goals. Review these goals periodically and show children how quickly they can be reached by not spending all of their money right away. Encourage them to begin saving for col-lege with part of their allowance, or wag-es, each month for their education.2. Teach children about the gift of sharing. The holiday season is the perfect time to think of others. Help your children find

a local charity to donate their money to, or go shopping together for a new toy or clothes for another child in need.3. Show your children the ABCs of bank-ing. By opening a bank account in your child’s name, you can teach the respon-sibilities associated with money man-agement. A fun and easy way to man-age money together is through an online banking account. “A monetary gift is one a child will never outgrow. It gives them the oppor-tunity to make responsible and indepen-dent decisions,” Resnick says. For more information on banking online, visit www.netbank.com.

Encourage your CHILD’S MONEY MANAGEMENT skills during the holidays

“By using a bit of creativity, it’s easy to teach children important mon-etary habits that will last a lifetime,” said Mark Resnick, director of sales for NetBank...


ith the ice, snow and frig-id temps, outdoor fun is pretty much limited for children during the long

winter season. Yet, while awaiting warmer temperatures to return and the chance to dive into the pool under sunny skies, there are lots of winter ac-tivities for children to dive into inside, especially during the winter break.

December: With the hustle and bustle of the hol-iday season, parents can take advan-tage of those “extra hands” around the house by putting children to work on some holiday tasks. This is a mat-ter of fun for children and a valuable time saver for parents. Some ideas in-clude having them create and address holiday cards, prep simple holiday dishes and deserts. Also, allow them to assist with some of the decorating and organizing tasks in preparation for family and friends who will pay a visit. In addition, keep them construc-

Keep your childs imag-

ination alive find art &

craft projects for holidays,

birthdays & fun at

artistshelpingchildren.org

fun


tively busy by having them research how children from other countries create gifts and celebrate the holidays. Once they do, encourage them to create a gift similar to what they discovered. Other ideas include participation with social agency activities such as food drives, caroling at nursing homes or sending gift boxes to troops – this will help promote and develop their out-reach skills.

January: Involve your children with crafts. Paper crafts such as using plain white paper and scissors to create snowflakes are es-pecially ideal for children. Children can also make more use of indoor time by visiting child-geared programs at local museums and libraries. In particular, with January being the month in which the birthday of civil rights leader, Dr. Martin Luther King, Jr., is observed, children can explore this subject and gain additional historical knowledge while visiting various exhibits. This is also an opportune time for trips to fun spots such as the Joliet Park District, indoor ice rinks, bowling alleys and more. Lastly, with January serving as one of the most popular fitness initia-tive months, this is a perfect time for the entire family to create and do a daily ex-ercise routine together.

February:With Black History Month in full swing, children can become involved in pro-grams offered in their communities. During this month, crafts, once again, can come in handy for winter fun - this time for Valentine’s Day. Watch your children spread love to others as they distribute their artistic masterpieces to family and friends. One fun, creative heart project, found at www.artistshelp-ingchildren.org, is the

Material • glass jar (clear, interesting shape is best) • cut magazine pictures of flowers or some other theme (old photos of the children or family work well too, use the ones that did not turn out quite right) • modge-podge or glue that dries clear acrylic craft varnish

Instructions Glue pictures onto the glass jar in a hap-hazard mosaic with pictures facing out. Cover sides of jar completely and let dry. Cover jar with acrylic craft var-nish to seal and shine. Of course, your children will have their own ideas for creating winter ex-citement, so be sure to include them while counting down those long, dreary winter days ahead until spring arrives.

Glass Jar Vase

MosaicTitle pictured above:

Daltile Sonterra 12 In. X 12 In. Scarlet Glass

Mosaic Tile


Each month a dedicated group of administrators, teachers, staff, parents, and community leaders, who make up the District Com-munity Council, meet to review programs, monitor goals, and develop the District 86 Strategic Plan for the upcoming years. This year’s members include:

Amy Brodeur, Community Jennifer Cashen, Teacher Melissa DeNeut, Parent Paige Donaldson-Martin, ParentDale Evans, Community Lydia Granda, Union Penny Greenwood, Curriculum Linda Hodges, ParentKathy Ireland, Principal Jean Jun, Special Services Ed Kreis, Community Zelda Lewis, UnionDawn Mardian, Parent Andy Neill, Parent Dianne Parker, Board of School Inspectors Carol Sossong, Assistant Superintendent Shirley Taylor, Teacher Willy Teller, Union Dr. Sandra Thomas, Director of Special Services Jill Umek, Parent Daria Ushytko, Parent Anna White, Principal Pam Williams, Parent Dr. Phyllis Wilson, SuperintendentDr. Charles Young, Community Sandy Zalewski, Public RelationsDeborah Ziech, Board of School Inspectors

Below is a sampling of some of the action items for this school year. The full plan is available on the District website at www.joliet86.org.

District Community Council

ACHIEVEMENT • Develop and implement guidelines for interventions in reading and mathematics• Implement the revised science curriculum, K through 8• Revise social science, fine arts, and physical education and health curriculums• Implement problem based learning units in gifted education and Academy classes

DISCIPLINE• Continue to explore alternative discipline strategies• Promote school climate that fosters positive student behavior and academic success• Provide classroom management training• Provide anger management sessions for students receiving school suspensions due to aggressive behavior

PARENTAL INVOLVEMENT• Continue to provide parent workshops in each school• Develop parents sessions for children with behavior issues• Develop and disseminate a resource catalog of speakers and agencies for parent involvement• Explore the possibility of adding a third parent conference date in the spring

TECHNOLOGY• Implement Destination Reading at 10 elementary schools• Provide teachers with training on digital storytelling, Destination Reading, Plato, data analysis, vocabulary, and new software• Provide parent training session on the use of the district website• Develop a quick tip district reading and math software guide for new teachers

PERSONNEL• Expand university internship and student teaching programs• Continue with implementation of all induction/ mentor programs• Develop new personnel packets• Implement professional learning communities concept in all schools

COMMUNITY INVOLVEMENT• Continue the District Foundation• Continue the Children for Peace Initiative and the Hook a Book Reading Initiative• Partner with Provena St. Joseph’s Medical Center to combat childhood obesity in Joliet • Provide a Community Family Wellness Fair


So do we.

Quality care for ALL families...

Today... Tomorrow...For the future.

Silver Cross Replacement Hospital Planned for 2011

You want what’s best for her.

We need your support. Tell your community leaders you want quality care to always be here for you. Visit silvercross.org to send a letter to our local officials. It only takes a minute to help.

1 2 0 0 M a p l e R o a d , J o l i e t • 8 8 8 . 6 6 0 . h e a lt h e w a y y o u s h o u l d b e t r e a t e dSM

So do we.

Quality care for ALL families...

Today... Tomorrow...For the future.

Silver Cross Replacement Hospital Planned for 2011

You want what’s best for her.

We need your support. Tell your community leaders you want quality care to always be here for you. Visit silvercross.org to send a letter to our local officials. It only takes a minute to help.

1 2 0 0 M a p l e R o a d , J o l i e t • 8 8 8 . 6 6 0 . h e a lt h e w a y y o u s h o u l d b e t r e a t e dSM

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