The Instructional Program, Grades K - 8

This section of the Parent Handbook contains a brief summary of the course offerings which comprise the curriculum of the Riverside Public Schools from the kindergarten through eighth grade. These course offerings and related school activities provide a variety of experiences for the education of the student in school. It shall be the goal of this district to ensure equivalence among attendance centers in teachers, administrators, auxiliary personnel, curriculum materials and instructional supplies within reasonably identifiable differences which exist among academic disciplines and grade levels. The home and community also influence the total educational growth of children.

Schools are organized to provide formal instruction in (1) acquiring fundamental skills, (2) analyzing experiences and values, (3) developing a specialization for vocational purposes, (4) providing opportunities for developing creative talents, and (5) exploring our cultural heritage. Curricular offerings and instructional programs are differentiated to provide for students of varying abilities and interests. Special educational services are provided to meet the special needs of atypical children. A program designed to meet the needs of gifted children is provided. Summer school is provided for remediation, enrichment, cultural experiences, and accelerated programs.

A. Specific Student Goals of the School District.

• To develop and maintain physical and mental health.
• To develop skill in the use of fundamental tools of learning.
• To develop ability to think critically and act responsibly.
• To develop respect for the understanding of self and others.
• To develop an understanding of moral values.
• To develop understanding and ability to cope with the physical environment.
• To develop interest and skill in worthwhile leisure-time activities.
• To develop appreciation of the arts.
• To develop understanding of and respect for our cultural heritage, including all racial, ethnic, and nationality groups.
• To develop knowledge and skills necessary as a foundation for vocational choice.

  These goals are continued and diversified at the junior high school.

B. The Elementary School Program, Grades K - 5.

1. Functions of the Elementary School.
   • The first function of the elementary school is to aid the child in acquiring the skills basic to formal learning.
   • The second function of the elementary school is to assist the pupil in changing from a self-centered individual into a cooperative citizen and an effective member of society.
   • The third function of the elementary school is to acquaint the pupil with a well selected body of conventional knowledge and to develop a wholesome attitude toward learning.
   • The fourth function of the elementary school is to encourage the pupil to make worthy use of his/her leisure time through good recreational, educational and civic activities.
   • The fifth function of the elementary school is to instill in the pupil the importance of his/her physical and mental health and general well being.
2. Subject Offerings in the Elementary School - (All Grade Levels, Unless Specified).

   In each classroom in the elementary school the classroom teacher shall plan the program of instruction in all subjects listed below except in the specialized areas of art, music, physical education, and gifted education. The program in these areas shall be planned cooperatively between classroom teachers and the special teachers for the areas. The elementary reading improvement program provides additional reading instruction planned cooperatively by the classroom teachers and reading assistants for students with reading problems and for students accelerated in reading. A qualified librarian assists students and teachers with the selection and use of resource materials for classes, as well as with recreational reading. Elementary instrumental music instruction is the responsibility of the instrumental music teacher; however, General/Vocal music teachers and classroom teachers may include a study of musical instruments in their program.

   Language Arts

   • Reading
   • Writing
   • Listening
   • Speaking
   • Spelling
   • Penmanship

   Mathematics
   Social Science
   Science
   Health Education
   Physical Education*
   Art*
   Music, General/Vocal*
   Music, Instrumental* - (Student option) strings (5th grade) band (5th grade)
   Computer Education (integrated)

   * Special Teacher

   Objectives are continuously being reviewed in the various subject areas to provide consistent implementation and improvement of the instructional program.

C. The Junior High Program, Grades 6 - 8.

1. Functions of the Junior High School.

   The junior high school years are a period of transition from the elementary school program to the senior high school. The junior high school encompasses grades 6, 7, and 8. General education, including the development of basic skills, continues at the junior high school level.

   The purpose of the junior high school is to expand and extend the educational opportunities afforded at the elementary school level. Specially equipped rooms have been provided for instruction in art, music, industrial arts, home economics, physical education, computer science, and laboratory sciences. Exploratory experiences are emphasized in the junior high school. Furthermore, students who meet the district's criteria for gifted education receive specialized instruction in the subject areas of language arts and mathematics.

   Counselors are provided in the junior high school. The functions of the counselors include group guidance, individual counseling with students and parents, group and individual testing, and educational and pre-vocational planning. A qualified librarian assists students and teachers with the selection and use of resource materials for classes as well as with recreational reading. Extra-curricular activities assume an expanded role in the educational program at the junior high school.

2. Subject Offerings in the Junior High School.

   Sixth Grade

   Language Arts (2 period block)
   Mathematics
   Science
   Social Science
   Industrial Arts Art
   Home Economics
   Health Education
   Physical Education
   Music
   Instrumental Music (elective)
   Art
   Computer Education (integrated)
   Guided Study Skills

   Seventh Grade

   Language Arts (2 period block)
   Mathematics
   Science
   Social Science Art
   Industrial Arts
   Home Economics
   Health Education
   Physical Education
   Music
   Instrumental Music (elective)
   Art
   Computer Education (integrated)
   Guided Study Skills
   Spanish I (elective)*
   French I (elective)*

   *(Student must meet placement criteria).

   Eighth Grade

   Language Arts (2 period block)
   Mathematics - Algebra or Pre-Algebra
   Science
   Social Science
   Health Education
   Physical Education
   Computer Education (integrated)
   Art (elective)
   Industrial Arts (elective)
   Home Economics (elective)
   Instrumental Music (elective)
   Music (elective)
   Spanish II (elective)*
   French II (elective)*

   *(Student must meet placement criteria).

3. Extra-Curricular Activities in the Junior High School.

   A variety of student activities closely related to the educational program are available to students in the junior high school. The activities encourage participation in newspaper and yearbook production, music groups, ecology and computer science, visual and performing arts, intramural and interscholastic athletics. In addition, outdoor education in a camp format is provided annually for all sixth grade students. All of the activities emphasize growth in leadership and citizenship.
   

Health Education Program

By law the Riverside Public Schools' curriculum includes instruction in recognizing and avoiding abduction, recognizing and avoiding child abuse including sexual abuse, infectious diseases including AIDS, and sex education.

No pupil, K-8, shall be required to participate in the above instruction if objected to in writing by a parent or guardian. Written objections should be addressed to the principal of your child's school.

Exclusion from said instruction shall not be reason for disciplinary action. Excused students shall be provided a suitable alternative activity. The school shall give not less than five (5) days written notice to parents or guardians prior to the instruction of the above mentioned topics.

Special Education Program

Special education services in the Riverside Public Schools are an integral part of the school program. Such services include evaluating and aiding in the treatment of learning disabilities, problem behavior, surveying and correcting speech, educating the hearing impaired, making adaptations for the physically and orthopedically handicapped, meeting children's health needs, bringing education to homebound children, evaluating mental and emotional characteristics, and serving the emotionally handicapped. Some of these services are provided in the district; others are secured through cooperative efforts of District 96 with other school districts in the LaGrange Area Department of Special Education (LADSE) and the DuPage-West Cook Regional Special Education Association. Needs of selected children may be met by programs provided in private facilities if diagnosis confirms the necessity for such treatment and parental consent is secured.

The Board pays a portion of operating and personnel costs of LADSE and for programs in LADSE, DuPage-West Cook Regional Association, and other agencies when there is no program to meet the needs of these children within the district or within any co-op with which the district is affiliated. 

As in most programs involving state and federal legislation and reimbursement, the State Superintendent of the Illinois Office of Education has set certain requirements regarding the operational procedures of these programs. In operating these programs, the school system must conform to procedures and regulations set up by the state and federal guidelines and policies of the special education cooperative.

In the paragraphs below, some of the special education programs and services which support special education classroom programs are described.

1. Special Education Due Process

   Parents of children in any special education program have the right of an impartial due process hearing in the event that they object to the special education evaluation, placement, change of placement or failure of the district to comply with the rules and regulations of the Illinois State Board of Education. A request for a hearing must be made in writing to the district superintendent. An impartial hearing officer will hear the case and render a recommendation. If the school district feels that special education services are needed for a child, and the parent disagrees, the school district may request a due process hearing.

   A parent handbook on special education services, procedures, and rights is available to any District 96 parent through the principal's office. The handbook is entitled: "A Parent's Guide: The Educational Rights of Handicapped Children."

2. Early Childhood Screening

   The Riverside Public Schools provide pre-school screening for 3 or 4 year old children in the school district. The pre-school screening is scheduled for mid-February. Specific appointment times are scheduled for each child to be screened.

   Early childhood screening covers (1) vision, (2) hearing, (3) speech and language development, (4) gross and fine motor skills, and (5) social development. The purpose of the screening is to help determine if the child is progressing at a normal rate of growth in the areas screened. A second purpose is to determine if early childhood special education services might be appropriate.

   Parents of infants and toddlers between the ages of birth to 36 months, who are concerned about the development of their child are asked to contact the LaGrange Area Department of Special Education, at no cost to the parent, to determine whether or not a child is eligible for special education services such as speech/language, occupational therapy/physical therapy. If a child is found to be eligible for services, then parents will be assisted in locating services from an appropriate agency serving infants and toddlers with handicaps.

3. Psychological Services

   School psychological services are available in the district on behalf of students who require assistance in their educational and/or behavioral adjustment. To this end, the school psychologist serves as a member of the Student Support Team, consulting with staff and identifying children who should be referred for individual study. The school psychologist performs individual psychological examinations with children in need of such services, interpreting the findings to parents and staff and providing recommendations which will lead to meaningful educational experiences for the child.

   In addition, the school psychologist is available as a consultant with teachers and other school personnel, in relation to behavioral management and learning problems. The school psychological services are also utilized to assist in the process of maintaining an educational climate conducive to the optimum development of all children.

4. Speech Therapy Program

   The speech therapist works with children in the district who have problems with specific speech sounds, voice quality, stuttering, hearing, or language development. Speech screening tests are administered to new students, former speech students and those students referred by parents and teachers, and kindergarten children. Children needing help are seen in small groups or individually - usually twice a week. The speech therapist and classroom teacher plan a "speech time" which will not interfere with the child's classroom work. Periodic reports are sent to parents. The speech therapist conducts a speech improvement class once a week with the entire kindergarten class.

5. Social Worker Services

   The school social worker is available for conferences with teachers, parents, and children to evaluate and discuss individual problems which may interfere with learning or affect the student's adjustment to school.

   The social worker may serve on the Student Support Team to determine if regular social worker service is needed, other special education supports, or referral to community agencies would be appropriate. Parents are closely involved in planning for the remediation of adjustment problems.

6. Student Support Team

   Decisions regarding the need for an in-depth evaluation, or special help of any kind, are made by a Student Support Team, composed of the principal, teacher, and appropriate school personnel. Parental involvement in the process is required.
   

Elementary QUEST Program, Grades 2 - 5

QUEST (Questioning, Understanding, Enriching, Synthesizing, Thinking) is the name of the elementary school gifted program. Students in grades 2-5 who meet the criteria for the QUEST program will receive specialized instruction in reading and/or math, one per week, outside of the regular classroom. The QUEST program is designed to build upon the already challenging curriculum in regular classrooms.

A. Criteria for Student Identification, Reading and Math.

1. Initial Placement.

• CogAT Score of 135+ (Verbal S.A.S. Score for Reading Program, Quantitative S.A.S. Score for Math Program).
  or
• CogAT Score of 130+ and I.T.B.S. Score in 9th Stanine (Reading Sub-test for Reading Program, Math Sub-test for Math Program).
• I.T.B.S. results at the end of 4th grade will be reviewed by the gifted coordinator. Students performing in the 9th stanine in reading and/or math shall be offered the opportunity to take the CogAT sub-test in their area of strength during the summer for program eligibility at the start of the next school year (with parent consent).
• CogAT scores are available to parents to assist them in evaluating their child's ability levels.

2. Continued Placement.

• Students initially recommended for the QUEST Program will continue in the program unless the classroom teacher, gifted teacher, or parent determine that the student is not able to perform at a level commensurate with the expectations of the QUEST Program, and/or maintain an acceptable level of performance in the regular classroom in reading and/or math (his or her identified area of strength).
• Re-admission - Students dropped from the program due to non-performance will be eligible for re-admission at the start of each school year.
• Eligibility pursuant to initial placement criteria in the District 96 QUEST Program shall be reviewed at the end of the K-5 experience before entering the junior high school. Eligibility criteria must be re-established for placement in the Junior High Program.

3. Placement Appeal Process.

• Parents or teachers who feel that further consideration should be given to the initial or continued placement of a student in the QUEST Program may appeal this matter to a Placement Review Panel. The Panel will be made up of five individuals: one administrator, one junior high teacher, one elementary teacher, one special services teacher (special education, psychologist, etc.) and one gifted teacher. After reviewing a placement appeal, the decision of the Placement Review Panel will be final.
• Parents or teachers who wish to present a case for appeal should submit their request in writing to the building principal. The request should include a rationale as to why the student should be considered for program entry. The principal will forward the request to the review panel.

4. Annual Program Planning.

• The gifted coordinator will prepare a list of students eligible for the gifted reading and math programs prior to the start of each school year. Parents will be notified of their child's eligibility for the next year prior to the end of June.

B. Program Description.

• a gifted program for students in grades 2-5 will be offered in each neighborhood school. A program will be offered in language arts (reading) and mathematics.
• Math classes will meet for 60 minutes every fourth day. Reading classes will meet for 90 minutes every fourth day.
• The curriculum will be project based and in addition to the regular curriculum. Students will be responsible for the regular class curriculum. Classroom teachers will allow identified students to be exempt from assignments missed if it is appropriate to do so.
• The gifted class curriculum will be coordinated with current grade level curricula through curriculum related activities when possible.
• Curriculum projects in the gifted class will be developed according to guidelines provided by the gifted teacher, in coordination with the classroom teacher.
• Gifted students will have access to technology in each school which will enable them to communicate with other gifted students in the district, and beyond.
• Student performance will be monitored by the gifted teacher and reported to parents, quarterly, on a checklist which will be included with the report card.

Junior High Gifted Program, Grades 6 - 8

The District offers a gifted program at Hauser Junior High School in grades 6, 7, and 8. The gifted program is offered to eligible students in the subject areas of language arts and mathematics.

1. Criteria For Student Identification, Language Arts and Math.
   
   1. Initial Placement.
      
      • CogAT Score of 135+ (Verbal S.A.S. Score for Reading Program, Quantitative S.A.S. Score for Math Program).
        or
      • CogAT Score of 130+ and I.T.B.S. Score in 9th Stanine (Reading Sub-test for Reading Program, Math Sub-test for Math Program).
      • I.T.B.S. results at the end of 6th grade will be reviewed by the gifted coordinator. Students performing in the 9th stanine in reading and/or math shall be offered the opportunity to take the CogAT sub-test in their area of strength during the summer for program eligibility at the start of the next school year (with parent consent).
      • CogAT scores are available to parents to assist them in evaluating their child's ability levels.
        
   2. Continued Placement.
      
      • Students initially recommended for the Gifted Program will continue in the program unless the classroom teacher, Gifted teacher, or parent determine that the student is not able to perform at a level commensurate with the expectations of the Gifted Program, and/or maintain an acceptable level of performance in the regular classroom in reading and/or math (his or her identified area of strength).
      • Re-admission - Students dropped from the program due to non- performance will be eligible for re-admission at the start of each school year.
        
   3. Placement Appeal Process.
      
      • Parents or teachers who feel that further consideration should be given to the initial or continued placement of a student in the Gifted Program may appeal this matter to a Placement Review Panel. The Panel will be made up of five individuals: one administrator, one junior high teacher, one elementary teacher, one special services teacher (special education, psychologist, etc.) and one gifted teacher. After reviewing a placement appeal, the decision of the Placement Review Panel will be final.
      • Parents or teachers who wish to present a case for appeal should submit their request in writing to the building principal. The request should include a rationale as to why the student should be considered for program entry. The principal will forward the request to the review panel.
        
   4. Annual Program Planning.
      
      • The gifted coordinator will prepare a list of students eligible for the gifted reading and math programs prior to the start of each school year. The gifted reading and math programs will begin on the first full day of school of each school year. Parents will be notified of their child's eligibility for the next year prior to the end of June.
        
2. Program Description.
   
   1. Mathematics.
      
      • Students will be instructed in separate classes by a mathematics specialist. The focus of the program will allow for greater depth of study of curriculum concepts and for accelerated study, as appropriate for the group.
      • Advanced placement students will be grouped with gifted students in the grade level in which they are advance placed (ex: fifth graders who are advance placed for sixth grade mathematics will be grouped in the same class with gifted, sixth grade mathematics students).
        
   2. Language Arts.
      
      • Language arts students will be cluster grouped into separate, double-period classes for eligible 6th, 7th, and 8th grade students.
      • The curriculum for the gifted language arts classes will be based on the existing curriculum for each grade level. Extended study of content areas will occur, as well as projects designed to meet the interests and capabilities of this group of students.

Advanced Placement Mathematics Program

In order to provide a challenging educational experience for highly talented students in mathematics, the district provides an advanced placement mathematics program. Advanced placement means that a student would be scheduled into mathematics classes at the next grade level. Advanced placement in mathematics may begin in the second grade (eligible second grade students would be placed in the third grade mathematics class). Students may qualify for advanced placement at the start of their 2nd, 3rd, 4th, 5th, or 6th grade year.

Students who have qualifying scores and teacher recommendations will be invited to take advanced placement tests in the summer. Parents must approve their child's participation in the summer testing program. Parent approval of the child's advanced placement schedule at the start of the school year also is required for students who meet all placement criteria.

1. In order to be considered for the advanced placement mathematics program, a student must have achieved a 98th or 99th percentile, math composite score on the I.T.B.S. test for that year. In addition, satisfactory effort and conduct at the current grade level are necessary.
2. Students who meet the criteria in #1, above, also must be recommended by their grade level teacher, who will attest to the student's academic capability, effort, motivation, and conduct.
3. Upon satisfying criterion #1 and #2 above, students will be invited to take the Terra Nova test at one grade level above their current year placement. For advanced placement eligibility, the student must obtain a test result at the 90th percentile or higher on both the math composite and reading composite scores. The Terra Nova tests will be for the next grade level and will be scored, using the norms for that grade level.
   Students who achieve a 95th percentile or higher score on the mathematics section of the next grade level Terra Nova test will be recommended for advanced placement, regardless of the reading score.
4. Prior to being placed in the program, a student must receive approval from the parent and building principal.
5. Advanced placement shall be on a trial basis for one quarter. Students must achieve a "B" grade or equivalent during the trial period and exhibit satisfactory social adjustment, effort and conduct.
6. At the conclusion of the trial period, the principal shall determine if the advanced placement shall continue. The decision shall be based on the student's performance in math achievement, social adjustment, effort and conduct.
7. Continuation in the higher level shall be contingent upon the student maintaining a "B" grade or equivalent and the student must continue to exhibit satisfactory social adjustment, effort, and conduct.
8. Because of curriculum continuity requirements, students entering grade 7 or 8 will not be recommended for advanced placement mathematics (i.e., a student entering the 7th grade, skipping 7th grade math to be advanced placed in 8th grade math).

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