School District #428

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Curriculum Council

The Curriculum Council was developed in 2017 to review the curriculum processes occurring within the school district to include data analysis, course content, and future curriculum goal planning.  Each school has teacher representatives. Council member representation has rotated over the years.  The meetings are held virtually and in-person.  

Pearson Connexus Curriculum

SD #428 uses Pearson Connexus as an On-line Credit Recovery Program. Connexus allows youth to catch up on classes missed in the community and earn credits needed for graduation. Teachers provide supportive assistance to the youth as they complete their credit recovery courses. Connexus software allows youth to work at their own pace and receive additional levels of teacher support based on individual needs.

When a course is completed with a passing grade of 60% or higher, students will receive .50 credits for the subject matter on their transcript. Any traditional schoolwork completed will be assessed and awarded based on the Carnegie hour of credit (30hours = .25 credit; 120 hours = 1credit).

Direct Instruction/Blended Learning

The process of Direct Instruction/Blended Learning. Eight to nine hours per week are devoted to Direct Instruction/Blended Learning.  The Direct Instruction/Blended Learning time require formal development of teacher lesson plans submitted to the school principal for review. The youth receive Carnegie Credit Units for their engagement during the NCD which then renders .25 credit toward graduation after 30 hrs. of participation.  

Language Live (English Language Arts Program)

The Language Live program is a comprehensive literacy intervention curriculum designed for struggling readers in grades 5-12.  It is a personalized online learning program combined with text and teacher directed instruction to significantly increase reading achievement.  It is designed for students who read and write below grade level and need a program that places them at their instructional level.  The goal is to move students to grade level proficiency in English Language Arts and engage them in grade level content across subject areas. It is built around two instructional components- Word Training and Text Training that incorporates reading skills of phonological and phonemic awareness, phoneme graphemic correspondence, sight words and rhyme patterns.  It also focuses on more advanced word study, exercises, multi syllabic words, prefixes, suffixes, root words, and morphology.  Fluency is the focus and is organized around five key programs:  reading foundational skills, reading comprehension, vocabulary, grammar, and writing.

SAVVAS Math with Success-Maker

SAVVAS Math is a comprehensive Math Program for middle and high school students who are below grade level and are struggling with math concepts.  It provides an alternative math curriculum for youth who are facing challenges completing the online Connexus Program.  It provides direct instruction, manipulatives, graphic organizers, and intensive support within the classroom environment.

GED Program

The specific purpose of the General Educational Development Test (GED) Test is the measurement of the educational development of youth ages 17 years old to adults who have not completed their formal high school education. Passing the GED exam will earn the youth a state high school diploma and recognition that indicates a high school level of education. The General Educational Development Test consists of four subject tests.  Once passed, the youth earn a high school equivalency credential. The four subjects are language arts, math, social studies, and science.

Illinois Department of Juvenile Justice School District #428 employs the blended learning model. Teacher-facilitated and technology-supported learning that promotes student engagement and achievement through various methods, including: Individual instruction, small-group instruction, and whole-class instruction.

Empower principals to be instructional leaders by ensuring they are equipped with the necessary resources and supports. Provide district-wide leadership to ensure that blending learning and quality instruction is provided daily.

Empower teachers to be instructional leaders by ensuring they are equipped with the necessary resources, tools, and skills. Provide guidance and oversight to ensure the highest quality implementation of blended learning in every classroom.

As instructional leaders and facilitators for students, provide individual, small-group, and whole-class instruction. Actively engage with students in educational activities, connecting students to the appropriate resources and tools, and monitoring student progress. Creatively combine traditional learning methods with technological supports that foster student engagement and achievement.

Actively engage with teachers and technology to create a personalized learning experience. Work with teachers to track progress and receive guidance. Use technology as a tool for learning.

Provide a customizable and self-paced learning environment for students to gain knowledge and demonstrate self-sufficiency. Allow active monitoring by teachers and students to assess progress and make improvements. Support student achievement in core knowledge areas.