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Core Curriculum
School District 67's standard curriculum is the basis of instruction for all students. Modifications are made by staff to meet the instructional needs of the group and the individual student. Each student, regardless of group placement, receives the same basic core curriculum. Grouping allows variation of pace, depth, breadth, and mode of instruction with which the material is studied.

 

Student Placement

Learning is an individual matter; formal education is provided for groups of learners. Our purpose in maintaining classroom groups at a reasonable number of students is to provide for individual and small group instruction.


Assignment to a classroom group is made after professional consideration of each individual child by the building principal and his/her staff. Taken into consideration are such factors as class size, sex of students, learning styles, ability and achievement, learning or emotional problems, and peer relationships. Parental requests asking that a child be placed with a specific teacher are discouraged. If extenuating circumstances exist, a written request to the building principal may be submitted. This request should provide specific reasons and a thorough explanation of the child’s needs. Such a request will be considered if the reasons given do not conflict with the criteria for placement stated above.

Elementary Schools
The principle type of grouping in the elementary grades is in the areas of reading and math where children of similar readiness are grouped by the teacher so that they may progress at their own level of achievement. Groups are made, as they are required in other areas, with all groupings flexible. Groupings may change on a day-to-day basis, depending upon the immediate and the long-range needs of the children.


Each K-4 school has an Enrichment Resource Teacher (ERT) who works closely with classroom teachers to help provide flexible groupings, differentiate the curriculum and help meet individual student’s unique needs.

Middle School
Grouping decisions in grades 5-8 are made in the academic areas of language arts and mathematics. Instructional groups in these subject areas are as follows:

  • Language Arts – Parallel Curriculum, Core, Explore, and Quest
  • Math – Parallel Curriculum, Core, Explore, and Quest

 

Placement in Explore, and Quest classes for middle school students is based on professional judgment from teachers, task samples and testing data. Individual student placement is reviewed on an ongoing basis throughout the year.


World language instruction groups at the eighth grade level may include:

  • Mandarin – Standard
  • Latin – Standard and Honors
  • French – Standard and Honors
  • Spanish – Standard and Honors


Placement in honors classes is determined by teacher recommendation.

 

Instruction in the academic areas for all students is centered around a standard district curriculum. Modifications are made by staff according to the instructional needs of the group and the individual student. Each student, regardless of group placement, receives the same basic core curriculum. Grouping allows variation of pace, depth, breadth, and mode of instruction with which the material is studied.

 

Testing Program
The use of tests, quizzes, written or oral reports, discussions, participation and other factors are considered in the total evaluation of the progress of a student. One phase of this evaluation is the use of standardized tests. Lake Forest District 67 uses standardized assessment to meet state requirements and to further three important district goals: 1) measuring student growth and progress, 2) monitoring curriculum strengths and weaknesses, and 3) assisting in student placement decisions. When applied over a period of time and used in relation to other evaluation devices, these tests may provide an indication of overall group achievement.


District personnel analyze this data for student growth and curriculum strengths and weaknesses. Teachers may also use the results for support data in studying class and individual student growth.


District 67 uses the NWEA Measures of Academic Progress (MAP) to measure academic achievement in grades 2-8. Selected student groups in grades 2 and 4 are assessed using the Cognitive Abilities Test. The Illinois Standards Achievement Test is administered to all students in grades 3-8 and provides another indicator of group academic achievement data. Parents receive test reports for each standardized assessment in which a child has participated.

 

  • Effective Spring 2012, the NWEA MAP subtest, Language Usage will become an optional test. The Assessment Committee and Administrative Team made this decision based on teacher feedback and building practices. The Language Usage subtest is currently not widely used to inform instruction or as part of goal setting. The option will be available to teachers, teams or other professionals as needed. For additional information regarding changes to MAP testing, click here.


District 67 Standardized Assessment Results
he District 67 Assessment Committee ensures that the District compares itself to a variety of local, state, national, and international standards. District 67 continues to score significantly well above the state expectations for each grade level tested on the Illinois Standard Achievement Test (ISAT). The NWEA Measures of Academic Progress (MAP) is used to measure student growth and achievement on the District 67 math, reading, and language usage benchmarks. National percentile norming data is also provided. We believe these measures assist us in setting the expectation of world-class achievement in the Lake Forest School District.

 

Reporting Pupil Progress
Student progress shall be reported to parents on an ongoing basis through regularly scheduled parent-teacher conferences. Fall and spring parent-teacher conferences may be held on a flexible schedule. Each teacher will determine his or her own scheduling process. The homeroom teacher or teaching team shall meet with every student’s parent(s) sometime in the fall. The fall conference may be scheduled any time on or before the conference dates of November 25 and 26.


The spring conference dates are February 27 and 28. The second conference may be scheduled on these days or any time after the fall conference. If both the teacher and parent(s) see no need for a conference at that time, the conference may be waived.


When a conference is scheduled and parent(s) are unavailable, the conference will be rescheduled at a mutually agreed upon time. Phone conferences are acceptable. Both parents and teachers have the right to ask for a conference at any time during the school year.

 

Progress reports are given to parents of children in first through fourth grade prior to the fall conference, and for children in kindergarten through fourth grade, prior to the spring conference. A final progress report is given to parents at the end of the school year. A formal computer-generated report card is sent home with students three times during the school year for fifth through eighth grade students. This report designates a letter grade given for each subject. Parents of students in grades 5-8 may log onto their PowerSchool account to see information on their child’s academic progress. Parents are encouraged to contact the individual teachers whenever there is a question regarding a child’s status.

 

Promotion
Promotion from eighth grade is contingent upon students having earned minimum passing grades and having demonstrated sufficient social and emotional growth and development or upon the best judgment of school authorities who determine that it is in the best interests of the child that promotion be granted. Minimum requirements are demonstrated by maintaining a 1.00 average in all core classes for all three terms of the school year. Also, students must pass the United States and Illinois State Constitution Tests.