District 205 Summer Enrichment by Net Ninja

District 205 Student-Centered Summer 2017 Enrichment and Remedial Programs studentcentered

Dr. Leotis D. Swopes, Superintendent Dr. Jerry B. Doss, Assistant Superintendent Mr. Brett Fickes, Director of Innovative Curriculum Design & Instruction Dr. Albert J. Holmes, Jr., State and Federal Programs Coordinator

Letter from Dr. Albert J. Holmes, Jr. Re: Summer 2017 Programs, Student - Centered I’m pleased to announce that the Thornton Township High School District 205 will host its 2017 Summer Enrichment and Remedial Programs on Monday, June 5, 2017! All programs include Language Arts Literacy instruction and Mathematics instruction, along with various electives, character building, Advancement Via Individual Determination (AVID), Adverse Childhood Experiences (ACEs), and Life Skills instruction. In addition, some Summer Programs are designed to ensure that incoming freshmen students make a successful transition from middle schools into our wonderful high schools. Students will attend Monday-Thursday and some Fridays (June 9, 30, and July 7) from 8:00 am until 1:00 pm. All programs will continue through July 18, 2017. Students who qualify for bussing will be bussed to and from school. Also, free breakfast and lunch will be provided for all students.

The Thornton Township High School District 205 has also included a comprehensive parental engagement components that will better enable students, teachers, parents, and guardians to stay involved during the summer sessions. This year, all programs entail ongoing structured, planned, and required outreach activities that will ultimately contribute to increase overall parental awareness and participation during the 2017-2018 school year.

This is an exceptionally great time to be a Thornwood - Thunderbird, Thornton – Wildcat, or Thornridge – Falcon, the Thornton Township High School District 205 looks forward to working with you this summer. If you have any additional questions, please do not hesitate to contact me directly at (708) 225-4002.

Dr. Albert J. Holmes, Jr.

Letter from Mrs. Patricia A. Malopsy-Fortier Dear District 205 Parents, Students and Community Members: Welcome to Thornton Township High Schools District 205’s Summer School Classes, Programs and Camps! We are happy to have the opportunity to serve you and your child this summer. With the end of the school year quickly upon us, we know that you are making plans for your child’s summer vacations and activities. However, the break from school activities often causes students to experience a lag in learning upon returning to school in the fall. Research shows students easily lose a couple of months’ worth of academic skills during the long summer break. We hope that you will take advantage of one of our many summer programs that the District has to offer by registering your child sooner rather than later. All programs offered this summer will fill quickly. In an effort to maximize instructional time and provide a classroom climate conducive to learning, we maintain very high expectations for students to follow classroom procedures and display appropriate behavior. All District 205 Summer School Classes, Programs and Camps offer a time of reflection, growth, and preparation for the upcoming year. We look forward to sharing these experiences with your child. If you have questions or comments, please feel free to contact me at any time. Sincerely,

Patricia A. Malopsy-Fortier Patricia A. Malopsy-Fortier, 773-995-2577

Table Of Contents Letter From Dr. Albert J. Holmes, Jr. ............................................................................................................. 01 Message From Mrs. Patricia Malopsy-Fortier ............................................................................................... 02 Table Of Contents ......................................................................................................................................... 03 Enrichment & Remedial Programs Contact Persons .................................................................................... 04 SAT Summer Camp At Thornwood High School ................................................................................... 05 - 07 T-Birds Take Flight ................................................................................................................................. 08 - 12 Falcon Leadership Institute ................................................................................................................... 13 - 18 Career Technical Education (CTE) ........................................................................................................ 19 - 22 Pre-Pharmacy Summer Enrichment ...................................................................................................... 23 - 26 District 205 and Chicago State University .............................................................................................. 27 - 30 Wildcat R.O.A.R. .................................................................................................................................... 31 - 36 Wildcat Pre-Algebra ............................................................................................................................... 37 - 40 Wildcat College and Career Prep Camp ................................................................................................ 41 - 46 STEM Summer Gifted Program ............................................................................................................. 47 - 52 Individuals With Disabilities Education Act (IDEA) Extended School Year Services .............................. 53 - 56 Summer at PEACE ................................................................................................................................ 57 - 60 Summer Band Camp ............................................................................................................................. 61 - 62

Note: All proposals should be designed with minimum participation of fifty (50) students to be considered for the Summer Program. If it is determined that a program does not meet the minimum threshold then eligible students will be included in the traditional “Remedial/Boost” instructional program.

Enrichment & Remedial Programs Contact Persons LOCATION - TR

LOCATION - TR

Districtwide Summer School 2017

AVID Summer Mentoring Program

P. Fortier

T. Perry

773-995-2577

708-271-4516

Fortier.Patricia@district205.net

Perry.Tequcola@district205.net

LOCATION - TR Summer Band Program W. Drake 708-271-4501 Drake.James@district205.net LOCATION - TT Pre-Algebra Program J. Kuyper 708-225-4102 Kuyper.Jennifer@district205.net LOCATION - TT Wildcat Prep Camp W. Russell 708-225-4103 Russell.Wanda@district205.net LOCATION - TT Wildcat ROAR J. Thurman 708-225-4102 Thurman.james@district205.net

LOCATION - TR Falcon Leadership Institute K.Louden 708-271-4485 Louden.Kelli@district205.net LOCATION - TR Summer Reading CAMP M. Skawinski 708-271-4549 Skawinski.Michael@district205.net LOCATION - TW SAT Summer Camp V. Mosley- Raggs 708-225-4827 mosley-raggs.veronica@district205.net LOCATION - TW T-Birds Take Flight M. Brown 708-225-4820 Brown.Maria@district205.net LOCATION - Peace Center,

TR – Thornridge HS TW – Thornwood HS TT – Thornton HS CSU – Chicago State University

Summer at PEACE T. Cox-Bey 708-985-3598 cox-bey.tyran@district205.net

LOCATION - CSU CSU & College and Careers - CMAT & STEM Nzinga Troutman 708-225-4215, Troutman.nizinga@district205.net LOCATION - TT STEM Districtwide “Gifted STEM” P. Walker 708-225-4212 Walker.Paula@district205.net LOCATION - TR CAMP Post - High School T. King 708-225-4216 King.Theresa@district205.net LOCATION - TW ELL Extended SPED T. Porter 708-225-4995 Porter.Thomas@district205.net LOCATION - TR Adult Transition Program (ATP) L. Johnson 708-271-4581 Johnson.Linda@district205.net LOCATION - TR Pre Pharmacy A. Chidester 708-225-4889 Chidester.Andrew@district205.net

SAT Summer Camp at Thornwood High School Targeted Students: Sophomores and Juniors

Mr. Dennis Willis, Principal

06 // GOAL & MISSION

exams. The students will also be provided with the College

Our goal is to raise the average SAT score of Thornwood’s

Board’s official study guides that include practice tests

students in 2018 from 2017’s results by 20%. We plan to

and detailed explanations of reasoning for each answer

achieve this goal through prep classes, practice test and

to practice test questions. Each day the students will learn

offering the SAT Summer Camp that will include test

test taking strategies and practice implementing the

taking strategies by honing students’ reading, writing,

strategies on SAT questions using the software Method

math and reasoning skills through a variety of evidence

Test Prep. Students will rotate between 4 different sessions

based programs.

daily. Each session will be 1 hour long and they will include: Math, Evidence Based Reading/English, Science and Social

// TIME FRAME

Studies. Students will rotate to a different class every 60

The SAT Summer Camp will include 2 sessions; session 1

minutes with a 5-minute passing period. Lunch will be

will run from June 5th-June 22nd and session 2 will run

provided at no cost from 11:00 am to 11:25 am.

from June 26th-July 18th (the same days and times as summer school). Our hours are from 8:00 am to 1:00 pm Monday through Thursday.

// PARENT PARTICIPATION Each Thursday parents are required to participate in a SAT parent training session from 11a.m.-1:00p.m. At the parent

// WHO:

training sessions parents will review the strategies learned

The targeted audience for SAT Summer Camp will

by the students. Students will also share highlights of the

include; 75 rising juniors (current sophomores) and 25

week, as well as which strategies worked best for them.

rising sophomores (current freshmen). The 100 students

During the parent sessions, SAT score interpretation will be

selected will be contacted by the end of April, upon

reviewed and explained to parents. Our TPAC will be part

receipt of the April 5th SAT results. The students identified

of the weekly parent sessions. Student Growth:

scores will be tracked from the pre-test administered on

Test taking strategies that will help students improve their

June 5th through the post-test administered on June

scores by at least 120 points will be emphasized during this

21st for session 1, and from pre-test administered on

summer camp. With each question worth 10 points, the goal

June 26th through the post-test administered on June

is to have students grow by answering 12 more questions

13th. The students identified in this group will continue

correctly from their pretest. Examples of strategies include:

to receive interventions and support throughout the

process of elimination of answers, learning how to identify

2017-2018 school year.

redundancies in questions, reading comprehension and identifying main idea, solving math problems on paper,

// WHAT METHODS: The SAT Summer Camp Coordinator and camp teachers

marking of text, answering each question even when time runs out, and time management skills on the test.

will introduce a number of a research based software programs including Method Test Prep, which provides

// ASSESSMENTS

students with test taking strategies and tools required

During the first class of each session, students will take

to effectively dissect challenging and rigorous math and

a pre-test of the SAT and on the second-to-last day of

evidence based reading questions, and Khan Academy,

each session, the students will take a post test of the

which serves as a personalized resource tool that

SAT. Students will review the results of their pre and post

provides critical thinking skills for answering challenging

assessments on the last of each session.

questions presented on the ACT and SAT standardized

07 Greetings! Thornwood High School has a long-standing history of providing academic support to all students at all grade levels and has worked to provide academic services to all students. However, it has been noted that general education students often struggle, not because they require just academic support, but because they require social emotional and character development support as well. Aligned with Thornwood High School’s mission, vision, and school improvement goals statements, T-Birds Take Flight addresses two missing components; it provides social emotional support and character development to incoming 6th grade through incoming Thornwood High School freshmen students from our local feeder schools, while providing specialized academic and Intro to IB enrichment that sustains the academic learning that is necessary for success at Thornwood High School, and an AVID focus that prepares them for the rigor of high school for the purposes of moving them to such advanced programs such as AVID (for immediate credit) and International Baccalaureate as juniors. Using AVID, Reading, Math, and SEL/Learner Profile curriculum to address the academic needs of T-Birds Take Flight students, this EXCLUSIVELY EXCEPTIONAL program will also incorporate research-based and vetted social emotional curriculum called Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Doing so provides students the social emotional and academic skills necessary to successfully transition into a secondary environment, while allowing stakeholders to be cognizant of potential ACEs triggers, and by providing alternative approaches to learning via CBITS and the IB Learner Profile. Additionally, incorporating CBITS curriculum in to the highly successful and vetted AVID program via T-Birds Take Flight gives our incoming freshmen the tools that they need to be successful in high school, college, and beyond by teaching them invaluable character development and life skills before they begin high school. These programs have shown that they aid in student retention and dropout prevention. As the T-Birds Take Flight Program Coordinator and staunch AVID and IB supporter, I am eager to begin this great task and to provide a program that will successfully address both the social emotional and the academic needs of our students. As you explore the following pages, you will discover just what makes T-Birds Take Flight “a cut above”. Our program staff uses non-traditional and groundbreaking teaching strategies that incorporate 21st century learning and technology in order to make the curriculum exponentially more engaging for our young people. T-Birds Take Flight runs for six weeks. Each day runs five hours per day, and includes breakfast, a break and lunch that is provided by Thornwood High School. Additionally, students will have the opportunity to participate in a culminating ceremony and team building/AVID project based field trip to Iron Oaks to celebrate their successful completion of the program. Finally, students will have the opportunity to visit colleges and align their experiences to AVID and IB curriculum. Thank you for your interest in the AVID T-Birds Take Flight Academic Enrichment Program. I am eager meet and work with our feeder schools. The staff and administration of T-Birds Take Flight strive to provide your students with an academically and developmentally enriching experience that will last them a lifetime. For more information, please contact me via email at brown.maria@district205.net, or call (708) 225.4820. Helping our students Soar to Graduation, Maria M. Brown, Program Coordinator

Maria M. Brown

08 T-Birds Take flight is an outstanding opportunity for future and incoming Thornwood High School freshmen to discover and develop who they are as individuals and as members of a global society, while participating in the highly successful AVID program, a research-based, intensive, high quality academic program that includes strategies and course work for Math, Reading, English, CBITS Character Development, as well as an introduction to International Baccalaureate and the IB Learner Profile that is aligned to Thornwood High School’s Mission and Vision and School Improvement Goals. Students in this program will receive the social emotional and academic enrichment needed in order to begin a successful high school career at Thornwood. Additionally, they will be invited to join AVID as 9th graders and will have the opportunity to receive academic credit.

// Vision •

T-Birds Take Flight is a Program in which all students have the opportunity to learn in the safe and nurturing environment of their home schools, and are provided with the tools necessary to learn, think, problem-solve, and make thoughtful decisions.

// Mission •

T-Birds Take Flight will provide personal growth opportunities in a safe and supportive environment. Our aim is for students to acquire the personal and academic skills necessary for becoming responsible and productive influences in our world.

// Program Goals •

The school culture supports students in practicing effective and responsive decision-making.

•

All stakeholders will engage in fostering positive relationships between students, parents, and schools for all aspects of student learning and development.

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The Program Coordinator will review student-learning data (academic, physical, social emotional, and behavioral) to assess and make decisions about its programs, strategies, and interventions.

•

The MTSS Team will provide support for increasing a student’s accountability for academic and social-emotional achievement and success during the school year.

// Motto •

“Soaring to Graduation”

Objectives The objectives of T-Birds Take Flight align to ISBE/CC Math, ELA, Social Emotional Learning Standards, International Baccalaureate benchmarks, School, District, and Board goals. With the assistance of Thornwood High School staff, students who participate in this program will be able to: •

Utilize AVID curriculum to expand their knowledge of effective academic strategies to promote higher achievement in the classroom, to ultimately enter the AVID classroom as Freshmen, and to pave the way for AP and IB placement.

•

Utilize CBITS curriculum and the IB Learner Profile to develop healthy interpersonal and intrapersonal relationships, which fosters a climate of support and growth.

•

Foster positive relationships with Thornwood faculty and staff to ensure a safe and secure transition to high school.

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Increase independent reading, comprehension, and critical thinking skills by using a variety of reading strategies and texts across content areas.

•

Improve on conceptual understandings and skills in beginning and intermediate Algebra, by becoming intrinsically motivated as they learn of themselves and classmates through various individual and cooperative learning Algebra activities.

// T-BIRDS TAKE FLIGHT: ADMISSION GUIDELINES Thornwood’s T-Birds Take Flight Summer Program is eager to begin working with students who plan to enroll at Thornwood High School as freshmen. Please be mindful that Thornwood High School, and by extension T-Birds Take Flight, recognizes the importance of small class sizes and academic excellence. Space is limited. Therefore, the following guidelines are required for admittance into T-Birds Take Flight. •

Students must be enrolled in one of Thornwood High School’s Feeder Schools

(enrollment verification form is mandatory)

•

Incoming 6th through 8th Grader from the Feeder Schools

•

Incoming 9th Grader at Thornwood High School

•

Copy of latest report cards/SAT Suite (PSAT 8/9) Scores

•

Completed Student Difficulties Questionnaire (SDQ)

•

Completed Student Information and Parent Agreement Form

•

Registration form due May 15, 2017.

// HOW TO APPLY: Maria M. Brown will provide application information to all feeder schools, but is also available to provide parents application materials during 8th Grade Open House. Please contact Ms. Maria M. Brown, Program Coordinator at (708) 225.4820 or email brown.maria@district205.net for program materials and additional information.

T-Birds Take Flight: Curriculum At A Glance // AVID The AVID curriculum, based on rigorous standards, was developed by middle and senior high school teachers in collaboration with college professors. It is driven by the WICOR method, which stands for writing, inquiry, collaboration, and reading. AVID is an academic class based on writing as a tool of learning, the inquiry method, and collaborative grouping. The three main components of the program are academic instruction, tutorial support and motivational activities. AVID students are students in the middle, capable of completing a college preparatory path with support. These students often are not realizing their full potential academically. Sample activities during the AVID session include Writing, Inquiry, Collaboration, Organization, Reading (WICOR) methodologies are the basis for curriculum instruction. Students develop academic and social skills for success in all subject areas. Guest speakers provide motivation and college and professional career information.

// READING & LITERACY Per Alliance for Excellent Education, one in five students in America fail to graduate from high school, or graduate high school on time primarily due to low literacy skills. With T-Birds Take Flight, we seek to increase your studentâ&#x20AC;&#x2122;s reading skills, as well as help your student find joy in reading and learning, and consequently increase student achievement in high school. Reading is essential to success in education and the world beyond the classroom; therefore, reading is an integral part of the T-Birdâ&#x20AC;&#x2122;s Take Flight Program. This portion of the program is designed to increase studentsâ&#x20AC;&#x2122; independent reading, comprehension, and critical thinking skills by using a variety of reading strategies and texts. Writing will work in conjunction with reading and will also play a major role in this course. Writing is imperative for communicating student comprehension and connections to other texts and the real world. This section will most assuredly benefit students across content areas; AVID WICOR, reading and writing strategies can be applied across every curriculum. // SEL CBITS: CHARACTER DEVELOPMENT Education Professionals are increasingly aware of the negative affect that exposure to any traumatic event has on both the social emotional and academic lives of students. Research consistently shows that students who have experienced trauma of any sort are more like to struggle in school, miss classes, and suffer from poorly developed interpersonal relationships, which have a direct negative affect on their adult lives. Cognitive-Behavioral Intervention for Trauma in Schools (CBITS) is the first research-based program designed to help schools work with students to significantly reduce the symptoms associated with anything that a student would consider traumatic, including loss, anxiety, transitions, and etc. The curriculum is an evidence-based guide that incorporates cognitive-behavioral strategies and interventions, in a practical and positive approach, in order to foster and build the skills that students need to navigate their lives and achieve academic success in a way that is conducive to School Improvement. // MATH & NUMERACY The mathematics component of T-Birds Take Flight is for students to focus on improving on conceptual understanding and skills in beginning and intermediate Algebra. This workshop was developed for students to become intrinsically motivated as they learn of themselves and classmates through various individual and pair share activities. The time invested will also allow for students to strengthen their algebraic foundation to be better prepared as they enter the next level of mathematics.

A Day In The Life Of A TBTF Student 7:30 AM - 7:55 AM ...................................................................................................... Drop Off/Breakfast 8:00 AM - 9:00 AM ............................................................................................................. Session A: AVID 9:05 AM - 10:05 AM .................................. Session B: Character Development (CBITS/Intro to IB) 10:10 AM - 10:25 AM................................................................................................................................ Break 10:30 AM - 11:30 AM............................................................................................................. Session C: Math 11:35 AM - 11:55 AM ................................................................................................................................ Lunch 12:00 PM -1:00 PM ........................................................................................ Session D: English/Reading 1:00 PM ................................................................................................................................................. Dismissal

T-Birds Take Flight: AVID and SEL Academic Enrichment Program Ms. Maria M. Brown, M.A.ED. Academic Summer Program Administration: Coordinator

Falcon Leadership Institute Targeted Students: Freshmen, Sophomores and Juniors

Mrs. Ebonie Williams, Principal

Falcon Leadership Institute: The mission of the Falcon Leadership Institute (FLI) is for students to become Lifelong Learner/Leaders by utilizing FLI instructors’ quality-based and innovative educational opportunities for students. Our curriculum includes goal setting, time management skills, and peer instruction. We will host 9th-12th grade students.

// OUR OPERATING VALUES ARE THAT WE •

are learner centered and student oriented

•

create an awareness of leadership in both the community and school

•

create internal and external partnerships

•

utilize diverse delivery mechanisms

•

continuously improve as we manage the program components.

The Falcon Leadership Institute includes a parent involvement component. Parents will be invited to attend Program Orientation as well as a culminating activity. Additionally, the program will feature academic involvement by instructing students on the computer using various components of Khan Academy for pre and post test data collection.

// ADDITIONAL INFORMATION FOR FALCON LEADERSHIP ACADEMY •

The dates and times the program will run juxtaposed to the summer program.

•

Thornridge High School will host one six week session.

•

Falcon Leadership Academy will host fifty (50) students: twenty five (25) girls and twenty five (25) boys.

•

The proposed number of staff for the program consist of five (5) adults:

two (2) female and (2) male, plus one (1) coordinator.

The academic learning activities that the Faculty Leadership Academy program offers consists of six (6) modules that incorporate both small and large group presentations/sessions. Students will practice various ice breakers and workshops, participate in group counseling, attend possible field trips, engage with guest speakers and take part in leadership development. Success and development will be monitored through the student’s ability to practice what was learned via team and individual instruction/ speeches on the topics learned as well as survey data. Upon completion of the program, students will have experienced improved self-awareness, gained character education, learned conflict resolution, gained better decision making skills, and increased positive social behaviors. Students will complete a survey at the beginning and end of the program. This will allow the FLI team members to monitor the program as well as make any changes to enhance student growth. Additionally, discipline and attendance of participating students will be monitored during the 2017-18 school year.

The Falcon Leadership Academy Modules Are As Follows // MODULE I: HOW TO BE A MAN/WOMAN AND RESPECTING THE OPPOSITE SEX 1. How did men/women throughout history conduct themselves? 2. My Responsibility to my family, my community and to myself. 3. Setting up boundaries and living with honor and courage. 4. Comparing the manner in which other races view their men/women and the way we view our men/women. 5. Revisiting the Willie Lynch Letter and comparing how we view ourselves to what it says. 6. Comparing our societal views of black men/women to the way we view our fathers/mothers, etc. 7. The History of the Black Men/Woman and their strength. 8. The effects of division between the black man and women on the African American community. 9. How to communicate effectively with the opposite sex

// MODULE II: SELF ESTEEM 1. Loving one’s self 2. Healthy Living 3. Restraining Impulses to indulge in self-destructive behaviors 4. Hygiene/Grooming 5. Healthy Mindset

// MODULE III: EDUCATION 1. The importance of getting good grades and paying attention in class. 2. Standardized test preparation. 3. Exploring secondary institutions for higher learning. 4. Financial Aid 5. African American History 6. African History

// MODULE IV: SUBSTANCE ABUSE PREVENTION 1. Mind altering substances and how they can affect the body and mind. 2. Marijuana…the gateway drug to other drugs. 3. Alcohol and its potential dangers….ie (DUI, Cirrhosis of the Liver, Risky sexual behavior, aggression). 4. Tobacco … the death toll continues to grow., second hand smoke … laws 5. Hallucinogens 6. 6. Cocaine, Crack, Ecstasy…. 7. 7.How drug use has destroyed families, lives and contributes to the expansion of gang violence.

// MODULE V: VIOLENCE Dealing with the Demons inside of us and where they come from â&#x20AC;Ś Why are African Americans so violent? 1. Gang Violence. 2. Domestic Violence. 3. Child Abuse and how it affects the child. 4. Tolerance towards others who are different or who have different views. 5. Stress Management. 6. Abuse of the Elderly. 7. Exploring oneâ&#x20AC;&#x2122;s own feelings.

// MODULE VI: FRIENDSHIP IS ESSENTIAL TO THE SOUL 1. How to pick friends. 2. How to be a good friend. 3. Compromise 4. Being a good Listener. 5. Being with positive likeminded individuals. 6. Effective communication skills. 7. Being supportive.

// Module VII: Career Ambitions, Goals, Aspirations 1. Career choices and what is need to attain each. 2. Resume building. 3. Internships and part time jobs searching. 4. Opening up a business. 5. The importance of good credit. 6. Finding your niche. 7. Visiting different jobsites and having professionals speak about their occupations.

AVID Summer Mentoring Program Targeted Students: Freshmen, Sophomores, and Juniors

// FOCUS To provide incoming freshman AVID students with skills and strategies to help them be successful in AVID and the rest of their freshman classes.

// DESCRIPTION OF PROGRAM 1.

Content and Rationale The rationale should describe the evidence or data analyzed to determine the need of the program.

AVID is a research-based, internationally recognized program that has been proven to help students reach their full potential. Over the past four years, we have seen the success that AVID students experience in our school first-hand. Our AVID students consistently have better attendance, behavior, and higher grades than non-AVID students. However, AVID is not an “easy” class. It is rigorous, demanding, and stretches our students outside their comfort zone. Because of the challenges, we see some of our first-year students become discouraged and leave the program before they benefit from it. As a team, we often say that if our 1st year AVID students could know how beneficial the program is in the long-term, they would be more successful in the beginning.

The rationale should describe the evidence or data analyzed to determine the need of the program.

This summer we want to bridge the gap by facilitating a program for incoming AVID students. In the past, incoming freshmen have had a difficult time transitioning into high school (for example, freshman student have struggled with organizational skills, grades, and participating in activities within the school). The students identified for this program will transition successfully by receiving enrichment services in Reading/English, Math, AVID, and Social Emotional Support. With the support of our AVID team, the gap will be closed by exposing these students to the enrichment services offered through the AVID program. In our program, incoming freshman AVID students will partner with AVID seniors and with the current AVID instructional team for a mentoring, academic, and leadership camp. This camp will focus on academics and AVID strategies so that our new AVID students can be successful. It will be an “Intro to AVID” session with mini lessons comprised of strategies they will need to be successful in high school. It is our hope that students will leave the academy equipped with academic enrichment tools that are necessary for a successful 2017-2018 school year. Additionally, AVID Academy will also focus on leadership and mentoring skills. AVID seniors and AVID counselors will work with incoming freshman on social-emotional skills and communication strategies that will benefit students as they begin high school. Not only is the AVID Summer Mentoring program a wonderful opportunity for our underclassmen to learn from those who have been through the program, it is also a great opportunity for our

upperclassmen to work on their leadership and communication skills â&#x20AC;&#x201C; skills that are essential to success in high school and beyond. It is our intention to continue the partnerships during the school year as well. The senior mentor will be another person to go to for help or advice. Freshman year tends to be one of the most arduous for our students and can have an either positive or negative impact for the rest of their high school career. By providing incoming freshman AVID students with academic and social-emotional support, we will take some of the pressure and stress away and help these students be even more successful. 3.

Describe how the program aligns to your STC/School Improvement Goal.

One of our school improve goals is to increase the number of students who are college ready. By implementing reading, writing, inquiry, collaboration, and organization skills, AVID has been proven to help students become college ready. Equipping students with AVID strategies during the summer will help these students start off the year being able to use the tools they learn immediately. In turn, these students will enter their freshman year confidently and work to their full potential. The mentoring component of our summer program will also work on the social-emotional skills our students need to be successful in the classroom. The academic strategies paired with the social-emotional skills will help these students start their journey of becoming college ready in the best possible way. Our AVID summer program will help Thornridge continue to work toward our goal of college readiness for all students.

Describe how this program improves student learning and performance.

By the end of the summer, students will be able to demonstrate a clear understanding of the AVID strategies presented and be ready to use those strategies when the school year starts. Students will also complete the supplemental, but imperative, mentoring curriculum, fostering a partnership with their AVID mentor. We plan on collecting data from AVID students who participate in the program and comparing it to those who did not. Students will take the practice SAT as tool to compare the data, in addition to a program pre and post-test. This data can then be utilized to compare the increase in test scores among their counterparts that did not participate in the program. We want to see if there is improvement in their grades, attendance, and overall attitude about AVID. In addition to looking at general data, we will also conduct a survey where students will provide feedback on the effectiveness of the program. Furthermore, we will provide time for mentors and mentees to meet during the school year in order for partners to remain in contact. During these meetings we will further determine if the program has met our desired outcomes. Also, parents will be invited to an orientation before the program begins. Lastly, we will offer an end of summer college and career fair to ensure that we forge the connection to from high to college and career. Parents and community members will be invited to participate in these activities.

Career Technical Education (CTE) Camp PostHigh School “Restorative Program”

Mr. John Arrington, Director

College Career Readiness Program Targeted Students: Juniors and Seniors

// PROGRAM DESCRIPTION Thornton District 205 has a good history of requiring our students to look beyond the halls of our schools into their future, and plan for post-high school success. Many of our students make a plan during their senior year and follow through with the plan and are successful matriculating to the next level. However, there are some students who, because of various factors, do not follow through with the post-high school plan they made, or they neither make a plan, nor have any direction for post-high school success. This program is designed to help students with the post-high school planning process. While the counseling team works very diligently during the school year to prepare our students with college visits, representative workshops, visits and fairs to inform students of their options, this program will provide additional recruitment tools and services in a more concentrated and intensive way in order to compel selected summer students to make a plan, and to give them the extra support needed to make the right choice for themselves. The students will learn about college admissions process, and learn how to choose the right programs for their educational goals. Additionally, they will take trips to at least 5 colleges that provide many post high school plan options. They will also be given the opportunity to apply for the school and secure a plan immediately at the visits. The College Career Readiness Program will be two sessions, each three weeks in length, and will service a minimum of 50 students each session for a total of 100 students. This program will be open to all rising Juniors and Seniors, as well as 13th graders at Outlook Academy and Peace Center, as well as any graduate who needs help with completing their post- high school plans. Additionally, the students will be given the proper coaching, motivation and tools to be successful at this process. We want to increase our outcome with each yearâ&#x20AC;&#x2122;s Post-high school plan goal. Also, one of the biggest regrets of seniors was not applying to several colleges to increase their options when decision time came. 13th graders will be exposed to more post-high school options.

Vision •

Camp Post-High School Plan is a Program in which all students have the opportunity to learn and visit appropriate options for a post-High School Education, and are provided with the tools necessary to learn, think, problem-solve, and make thoughtful decisions.

Mission •

Camp Post-High School Plan will provide personal growth opportunities in a safe and supportive environment. Our aim is for students to acquire the personal and planning skills necessary for becoming responsible and productive influences in our world.

Program Goals •

The school culture supports students in practicing effective and responsive decision-making.

•

All stakeholders will engage in fostering positive relationships between students, parents, and schools for all aspects of student learning and development.

•

The Program Coordinator will review student test scores (academic, physical, social emotional, and behavioral) to assess and make decisions about its programs, strategies, and interventions.

•

The MTSS Team will provide support for increasing a student’s accountability for achievement and success during the school year.

Motto •

“Every Senior Needs a Post-High School Plan ”

Objectives The objectives of Camp Post-High School Plan align to ASCA Social Emotional Learning Standards, AVID and International Baccalaureate benchmarks, School, District, and Board goals. With the assistance of College and Career Counselors, students who participate in this program will be able to: •

Utilize Career Cruising to survey their personal interests and academic strengths to obtain a list of possible career choices for students to explore and develop.

•

Attend college campuses to obtain information on the various post-high school options available, which fosters a climate of support and growth.

•

Foster positive relationships with college and career counselors and staff to ensure a safe and secure transition to Post-High School Institutions.

Program Focus The focus of Camp Post-High School Plan is to expose rising seniors, undecided graduates, and 13th graders to post-secondary options through college & career workshops and college visits. These workshops allow students to investigate career paths, financial planning and the many other college/career options available. This program involves hands on tours to local colleges to: South Suburban College, University of IL, Prairie State College, Chicago State University, and Governors State University. Each school will give detailed information about admissions and programing available.

How To Apply The college and career counselors in each building will provide application information to juniors and seniors, but is also available to provide parents application materials. The application is also available online at the district website. Please contact Mrs King, Program Coordinator at (708) 225.4216 or email King.theresa@district205.net for program materials and additional information.

Pre-Pharmacy Summer Enrichment Target Students: Freshmen, Sophomores, Juniors, and Seniors

Mr. John Arrington, Director

Pre-Pharmacy Summer Enrichment Targeted Students: Freshmen, Sophomores, Juniors, and Seniors This summer enrichment is a college and career readiness program to prepare District 205 high school students to compete for admission into educational and training institutions for careers within the pharmacy profession as pharmacy technicians and pharmacists, and within the allied health professions for careers as a medical doctor or medical assistant, nurse or nurse assistant, dentist or dental assistant, physical therapist, and etc.. A total of thirty-six (36) students will be admitted into the Summer Enrichment Program 2017. Eighteen (18) students (approximately 6 students from each of the three District 205 high schools) will, between their sophomore and junior year, be admitted into the SEP-2017. The students will be provided three weeks of intensive reading, mathematics, and science laboratory research activities with a STEM (Science, Technology, Engineering and Math) career education/training focus. An additional eighteen (18) students, between their Junior and Senior high school years, will be admitted into the SEP-2017. These students will be offered more advanced enrichment in STEM education with a greater emphasis on career pathways in the pharmacy profession. Field trips for all SEP-2017 students will be provided to healthcare facilities to expose the students to real-world pharmacy practice and procedures, and other healthcare profession.

Pre-Pharmacy Summer Enrichment Vision •

Pre-Pharmacy Summer Enrichment is a program in which all students have the opportunity to learn in the safe and nurturing environment of summer school facility as well as real world field trips to engage with heath care professionals. Students are provided with the tools necessary to learn, think, problem-solve, and make thoughtful decisions about health care careers.

Mission •

Pre-pharmacy Summer Enrichment will provide career development opportunities in a safe and supportive environment. Our aim is for students to acquire the personal and academic skills necessary for becoming college and career ready.

Program Goals •

To inspire students and expose them to health professions that are currently underrepresented by minority students by guest speakers and field trips.

•

Provide students with enrichment lessons in math, science, and research to prepare them for AP Chemistry and college readiness.

•

All stakeholders will engage in fostering positive relationships between students, parents, and schools for all aspects of student learning and development.

Motto •

“Heath care for all starts here.”

Objectives With the assistance of staff, students who participate in this program will be able to: •

Describe the role pharmacists play in providing health care and health literacy in our community. They

will differentiate and explain primary, secondary, and tertiary prevention for heart disease as they relate to

services performed by pharmacists.

•

Explain why asthma is a leading cause of morbidity and mortality in adults and children in many communities.

They will also describe some critical steps pharmacists could use to improve the rate of asthma in our

community. •

Explain why non-communicable diseases (illnesses that are not contagious), such as diabetes, are of

community health concern and relate the explanation to genetics. What role does obesity and heart disease

play in diabetes?

•

Describe how human activities affect the environment and the impact of environmental factors on the health

of urban populations. They will identify some of the socioeconomic characteristics of different ethnic groups

in communities in relation to obesity.

•

Improve their understanding of basic concepts in chemistry and math and how they are used to perform

occupational duties in the field of medicine.

•

Utilize the experiences of on-site field trips to make important decisions about the career choices that are

available in today’s medical field. Students will be able to talk to medical professionals and learn about the

wide range of opportunities that they may not have been exposed to.

District 205 and Chicago State University Target Students: All Grades

Mr. John Arrington, Director

District 205 and Chicago State University Targeted Students: All Grades The goal of the partnership between Thornton Township High School and Chicago State University is to provide elementary and high school students with a unique opportunity to experience one of two outstanding academic programs; Communications, Media, Arta and Theatre(CMAT) and Science, Technology, Engineering and Math (STEM).

Time Frame The College & Career (CSU) Summer Camp will include 2 sessions: session 1 will run from June 19th--June 23rd (grade levels 7-11). Students will spend the night for the entire week in the CSU dormitory chaperoned/supervised by District 205 certified staff members. Studentsâ&#x20AC;&#x2122; classes will convene from 9 am - 4:30 pm, Monday-Friday. See attached tentative daily schedule.

District 205 and Chicago State University Targeted Students: All Grades

Who Targeted audience for the camp will include: fifty (50) students; twenty-five (25), 7-9th graders week one, and twenty-five (25), 10-12th graders, week two.

What Methods Students will be taught by Chicago State professors, industry professionals, and experts in the field of technology, radio & TV, biochemists, and business professionals. Additionally, students are introduced to team building activities and strategies by Thornton Township District 205 staff members, through team building engaging strategies, field trips and bonding activities. Specific academic introduced to students will include: math via technology, and English via communication vehicles, i.e. radio and television.

Parent Participation The Friday of each weekâ&#x20AC;&#x2122;s sessions, parents are invited to witness the culminating activity of what has been seeded/ learned the entire week. Students present what they have learned and all the activities, they participated in during the week through, dance, special interpretation, poetry and additional means of expression.

Student Growth Lessons introduced by CSU staff members will help students enhance their oral and verbal communication skills by providing academic strategies that will improve test taking skills and study habits.

Assessments The culminating presentation will represent the assessment of the weekâ&#x20AC;&#x2122;s lessons learned.

Proposed Schedule // MONDAY 7:00 AM - 7:45 AM Students check in at Thornridge High School 8:00 AM

Depart for Chicago State

8:30 AM - 8:45AM

Arrive at Chicago State (Luggage Storage)

9:00AM - 12:00 PM

AM Session

12:00 PM - 1:00PM

Lunch

1:00 PM - 4:30 PM

PM Session

5:00 PM - 6:00 PM

Dinner

6:00 PM - 8:00PM

Dorm Check In / Dorm Rules

–Policies & Procedures

8:00 PM -10:00 PM

Ice Breakers -Gym

10:15 PM

Dismissed to Rooms for unpacking & Lights out

// THURSDAY 6:00 AM - 7:00 AM

Wake Up Calls

7:30 AM - 8:30 AM

Breakfast

9:00 AM - 12:00 PM

AM Session

12:00 PM - 1:00 PM

Lunch

1:00 PM - 4:30 PM

PM Session

5:15 PM - 6:15 PM

Dinner

6:30 PM - 10:00 PM

// TUESDAY 6:00 AM - 7:00 AM

Wake Up Calls

7:30 AM - 8:30 AM

Breakfast

10:30 PM

Outing (Bowling) Lights out

9:00 AM - 12:00 PM AM Session 12:00 PM - 1:00 PM Lunch 1:00 PM - 4:30 PM

PM Session

4:30 PM - 5:00 PM

Reflection

5:30 PM - 6:30 PM

Dinner

6:45 PM - 10:15 PM

Ice Cream Social/Crafts/CSU Speaker/Talent

Performances/Vision Boards

10:30 PM

Lights out

6:00 AM - 7:00 AM

Wake Up Calls

7:30 AM - 8:30 AM

Breakfast

9:00 AM - 12:00 PM

AM Session

12:00 PM – 1:00 PM

Lunch

1:00 PM - 4:30 PM

PM Session

4:45 PM

Travel to dorm

// WEDNESDAY 6:00 AM - 7:00 AM

Wake Up Calls

7:30 AM - 8:30 AM

Breakfast

9:00 AM - 12:00 PM

AM Session

12:00 PM - 1:00 PM

Lunch

1:00 PM - 4:30 PM

PM Session

4:30 PM - 5:00 PM

Reflection

5:15 PM - 6:15 PM

Dinner

6:30 PM - 10:30 PM

Outing (Navy Pier for Fireworks)

10:30 PM

// FRIDAY

Lights out

prepare for banquet /pack

6:00 PM - 8:00 PM Depart

Banquet

Wildcat R.O.A.R. Students: Freshmen

Mr. Tony Ratliff, Principal

Wildcats R.O.A.R. Targeted Students: Freshmen R.O.A.R is a summer intervention program for incoming, at-risk freshman students. Throughout this intense summer program, students will have the opportunity to meet staff members, as well as peers. Therefore, students will join Wildcat Country knowing the building, as well as the staff who is here to help them have a smooth transition into high school. During the program, students will have the opportunity to read, analyze, and discuss a character building novel that will also increase literacy skills. Additionally, students will be introduced to the English 1 curriculum via learning activities. Further, participants will be introduced to Algebra 1 skills and concepts by using a variety of instructional practices to engage students, including flexible grouping strategies, one-on-one support sessions, (via Numeracy coach) and whole-class discussions. The skills academic skills that ROAR students will acquire will prepare them for success across the freshman curriculum. Each student will also be assigned a staff mentor who will help them deal with day-to-day challenges and make them feel that they matter! The academic curriculum will be composed of interdisciplinary teaching and other innovative strategies. They will also be exposed to community and character building experiences, such as community service projects and volunteering at the local community center. ROAR will also offer friendly academic competitions (debates and chess tournaments) to promote positive social-emotional development, cultivate learning abilities, and develop teamwork, effective communication, and interpersonal skills. Students will also begin planning for the future endeavors via college fieldtrips, career and college planning, and goal setting. There will also be a social worker, counselor, and dean to ensure safety and the growth of the whole child. Lastly, upon the conclusion of the intervention program, students will understand the impact that good work ethic and decision making has on their future success.

Responsibility Ownership Academics Respect

Vision Statement Through a rigorous and loving environment, incoming 9th grade students will have the opportunity to experience triumph at the academic, social, and emotional levels. Teachers, mentors, parents, and students will collaborate to facilitate student growth academically and emotionally.

Mission Statement Wildcats ROAR is a proactive summer intervention program which will provide previously identified at-risk 8th grade students the opportunity to grow academically, socially and emotionally in a safe and nurturing environment while building positive relationships with peers and staff, while gaining the tools necessary to be successful in high school.

Program Goals •

To provide pre-exposure to the freshman curriculum

•

To provide students with coping, problem solving and decision making skills

•

Build character, pride and compassion for others by participating in community service projects

•

Understand the impact their commitment to education has on their future lifestyle and life satisfaction

•

Learn to project into the future and understand the consequences of their actions and choices they make today

Objectives Lead by certified staff, and guided by ISBE/Common Core Standards, Wildcats R.O.A.R Summer Intervention Program students will: •

Learn critical Math, Reading, and English skills aligned to Common Core Standards.

•

Build competence and confidence as students become more proficient in their academic abilities.

•

Receive small group and one-on-one guidance and tutoring in areas which are most challenging.

•

Become familiar with Thornton Township High School and its resources.

•

Learn classroom skills necessary to prepare students for challenging courses.

•

Foster positive relationships with peers, faculty, and staff at Thornton Township High School.

•

Enhance critical thinking skills through self-exploration and class experiences.

•

Gain leadership skills through classroom activities, discussions, and cultural experiences.

•

Develop strategies and resources needed to balance school and personal commitments.

Wildcats R.O.A.R Participant Requirements: Wildcats R.O.A.R seeks to ensure effectiveness and maintain the benefits of personalized attention and small learning environments, and as such, offers limited enrollment. Wildcats R.O.A.R is seeking students that meet the following qualifications: •

Be currently enrolled in one of Thornton’s feeder schools

•

Must verify residency for Thornton prior to the program

•

Have a pre-existing intervention plan

•

Discipline/attendance issues

•

Receive social/emotional services

•

Possibly be retained in 8th grade

•

Be currently enrolled in System 44 or Read 180

Potential Candidates Must Complete The Following •

Application (completed by parent and student) Due by May 8th

• Pretest •

Social-emotional survey

•

Teacher/administrator recommendation by May 1st

•

Parents/guardians will be required to attend an orientation (expectation) meeting on June 5th with their child

•

Parents are an important part of their student’s transition; as such, they will be required to come for mid-way

conferences with staff

•

Parents/guardians will also meet with MTSS coordinator and counselor to create transition plan to Thornton

Wildcats R.O.A.R. Schedule 7:30 AM - 7:55 AM .............................................................................................. Breakfast With Mentors 8:00 AM - 8:40 AM ......................................................................................................................... Rote Math 8:45 - 9:25 AM .................................................................................................... Literacy Enrichment 9:25 AM - 9:40 AM

...................................................................................................................... Brain Break

9:45 AM - 10:25 AM .......................................................................................................................... Algebra 1 10:30 - 11:10 AM 11:15 AM - 11:45 AM

.............................................................................................................................. English .............................................................................................................................. Lunch

11:50 AM - 1:00 PM ................................................................................................ Character Development 1:00 PM ................................................................................................................................................... Dismissal

Wildcats R.O.A.R. Curriculum // MATH & NUMERACY Mathematics is a language used to identify, describe, and investigate patterns and problems of everyday life. The District 205 Mathematics Program provides all students with the opportunity to become productive members of todayâ&#x20AC;&#x2122;s technological society. Through the concepts of measurement, estimation, data analysis, geometric relations, and algebra, the program will develop mathematical problem solving, and computational and communication skills. Lifelong learning, the making of mathematical connections, and an appreciation for mathematics is promoted. We use a dynamic, multi-faceted approach that includes use of the latest technology, manipulatives, and remediation. The District 205 Mathematics Program follows the guidelines set forth by universities, the State of Illinois, professional organizations, the NCTM Standards, and School District 205. // ROTE MATH Is a technique that is based on repetition of information. Research states that students who utilize Rote Math will be able to recall quick numeracy facts such as multiplication and division facts. The longer an idea can be stored in short term memory, the higher the chance it will be stored in long-term memory. Rote Math is an intervention that forces math facts to remain within short-term memory long enough to be transferred into long-term memory. Once learners have accomplished memorizing facts, they will feel a sense of accomplishment leading to a higher comfort level in Math. // CHARACTER DEVELOPMENT PROGRAM Students will develop character building skills through a variety of different small group activities and mentorship designed to help them become socially responsible students. Students will be equipped with resiliency, as well as personal leadership skills to navigate and succeed through freshman year challenges (ACEs). Quantum Learning strategies will be taught and modeled to help students learn how to be academically and socially successful. The Quantum Learning System shifts the culture and cognition within students, creating a space where learning becomes powerful and meaningful. Students will also utilize Quantum Learning to develop organizational habits and improve and practice study skills. They will be equipped with the necessary tools to become critical thinkers. // NOVEL & CHARACTER BUILDING Studies have shown that reading high interest material for at least 20 minutes a day reduces stress, while also increasing analytical, reading, and writing skills. Students will read a high interest novel that incorporates reading, writing and character building activities. This reading class will provide opportunities for all students to become responsible, self-motivated, productive citizens, as well as lifelong learners and communicators. As a result of their participation, students will develop verbal and nonverbal communication skills, which include problem-solving, critical thinking, reading, writing, speaking, listening, research, and social skills. Students will express thoughts and feelings, work cooperatively, and integrate technology, to function effectively in life. Students explore the aesthetic value of the novel, as well as multi-cultural diversity as reflected in language and literature. This program follows professional standards and guidelines established by colleges and universities, State Goals for Learning, The International Reading Association, and The National Council of Teachers of English.

Pre-Algebra Program Freshmen

Mr. Tony Ratliff, Principal

Pre-Algebra Program Targeted Students: Freshmen

Who 8th grade students via referral from feeder school.

What Summer Pre-Algebra and Math Support.

When 8 AM to 1 PM | June 5-9, 12-15, 19-22, 26-30; July 6-7, 10-13, 17-18

Responsibility Ownership Academics Respect

Pre-Algebra Program Targeted Students: Freshmen

How Targeted students will have the opportunity to take the Pre-Algebra course during the summer so that they can remediate skills in order to start high school in the grade level course of Algebra I. Students will also receive mentoring support. Students have the potential to earn ½ elective credit for successful completion of the summer program. Passing the course does not guarantee placement for next school year.

Vision Incoming 9th grade students will have the opportunity to receive academic support in mathematics and earn a credit for pre-algebra. By passing the summer course and growing enough on the PSAT math, a student can be potentially placed in Algebra I as a freshman- putting themselves on track and getting started on the right foot. Taking this course at Thornton will allow students to become familiar with the setting and with our staff members who will provide emotional support and enrichment activities as well. Teachers, parents, and students will collaborate to facilitate student growth academically and emotionally.

Mission The Pre-Algebra course is a summer intervention program that will provide previously identified at-risk students the opportunity to grow academically and emotionally. The goal is to have two sections of twenty students each with two highly qualified instructors in each classroom. The curriculum used will be the curriculum used in the Pre-Algebra course in the District 205 curriculum handbook.

Program Goals •

The goal of the program is to have more students enter high school taking the grade-level course of Algebra I.

•

Remediate math skills

•

Increase problem solving skills

•

Expose students to the freshman experience

•

Build character and forge relationships

•

Ensure their first HS experience is positive

Objectives •

To ensure students are fundamentally sound in the basic math operations (multiplication, division, addition, and subtraction

•

To solidify students’ understanding of basic concepts including negatives, fractions, decimals

•

To decrease the dependency on calculators

•

To increase reading basic comprehension and problem solving skills

•

To support math persistence and perseverance

•

Introduce students to the High School experience (requirements, schedule, expectations, etc.).

Methods And Schedule Teachers will use research based best practices to provide students with the skills to master the goals and objectives of the program. Students will be exposed to a multitude of instructional strategies including but not limited to: differentiated learning, cooperative learning, CRISS strategies, Quantum learning, SAT preparation, AVID strategies, PLATO and other math supplemental software, ACEs, etc.

Student Growth and Assessment At the end of the course, teachers will provide anecdotal evidence for the growth of each student. Additionally, students will take the math section of the PSAT for comparison. Students have the potential to earn credit for pre-algebra. Passing the course does not guarantee placement for next school year.

Participation Requirements Students who enroll in this program must have a PSAT Score of 300 or below in math (ACT equivalent of 12). Students MUST verify residency for Thornton prior to the program. We will use the PSAT scores and reach out to families via feeder schools, Thornton’s 8th Grade Open House, mailings, and phone calls. Parents will be invited to a welcome session before the program begins. Additionally, we will invite them to a “Mid-Point Conference” at which time, teacher can discuss each student’s development. For more information, please contact Mrs. Kuyper at Kuyper.jennifer@district205.net or 708.225.4115.

Wildcat College and Career Prep Camp

Mr. Tony Ratliff, Principal

Mission Wildcat Prep Camp (WPC) is a designed to provide a fun, educational environment to all students. We support students as they mature physically and face the emotional problems that accompany puberty. Our goal is to help students understand how their current educational and personal choices have consequences and will affect their future life roles. WPC offers students the opportunity to be introduced to and explore career options while focusing on interests, abilities, self-esteem, and attitudes needed for a successful future. This program provides information about students, and how they can focus their attention on career opportunities and training. It also offers families ideas about how they can encourage their children’s career awareness. Finally, it presents some criteria for parents to consider when selecting a high school for their children or when participating in the planning and functioning of the school their children attend.

Beliefs About A Career Youth who are most likely to think about their future careers, and believe that they have a variety of career options, have high self-esteem and are able to understand and evaluate complex career information. They have families that help them learn about career choices and support their efforts, in school and outside, to prepare for a career. Some adolescents have difficulty seeing a connection between what they learn in school, and how they behave in school can affect their future careers. Students who are not able to meet with a guidance counselor may not know what they need to do, and which courses they should take, in order to make their plans for the future a reality. As a result, some students who expect to go to college do not take the courses necessary for college enrollment. Unfortunately, low income students are least likely to think about how their high school course choices can limit their career plans later. They may also have less family support because of all the stresses created by poverty. Unfortunately, many youth have already limited their career aspirations by the time they reach high school, based on false information and beliefs. For example, many boys may have sex-stereotyped views of occupations by the time they reach adolescence. Girls also acquire these views, but at a slightly older age.

Career Education for High School Students Wildcat Prep Camp strives to combine strategies with vocational education by doing the following: •

Explore with students how they can successfully live and work in a culturally diverse world.

•

Help students recognize their interests, aptitudes, and abilities, and understand adult roles.

•

Help students understand the broad scope of work and career possibilities available currently and in the future.

•

Help students broaden their aspirations beyond the stereotypes of gender, socioeconomic status, and ethnicity.

General Themes

Curriculum

Our curriculum is organized around themes which promote students’ understanding of how their future career relates to their education and the rest of their lives. It can also help them adapt to living in a constantly changing world. •

Understanding self and others, because a positive self-image enables appreciation of a diverse society.

•

Forming a concept of work that involves viewing life options in the family/work context.

•

Developing positive relationships by becoming a contributing member of family, work, and community.

Work-Related Skills Development Curriculum can introduce students to the world of work by providing career information and by integrating learning with working. Students can participate in monitored work experiences, pre-apprenticeships, entrepreneurships, job shadowing, and community and neighborhood service. These experiences can also help students from dropping out. An important part of curriculum involving work is support from adults. These adults include parents; school staff members who act as advisors, brokers, troubleshooters, or behavior modifiers; and community and business mentors. Another way for students to learn work skills is to integrate teaching them with teaching academic skills. Academic skills are learned by performing certain vocational tasks, and vocational tasks provide a real-world context for academic skills in addition to team building.

Instructional Strategies Effective instructional strategies for high school vocational education curricula include the following: •

Interdisciplinary team teaching.

•

Exploratory education where students create their own problems and then solve them.

•

Learning organized around key concepts or themes.

•

Cooperative learning.

42 44

Role of Parents •

Parents can encourage adolescent children to plan for a career in several important ways:

•

Talk to your children about your own work, and/or the jobs of friends and relatives, so they will learn about several work alternatives.

•

Ask your children what they like to do and help them look for ways that their interests can be reflected in a career choice.

•

Help your children decide which program is the best fit for them in District 205

•

elp your children get information about high school courses in District 205 they will need to take in order to enroll in college or a post-secondary training program.

Evaluation Tools

STEM Summer Gifted Program

Dr. Jerry Doss, Assistant Superintendent

48 44

Program Description The Gifted STEM program is an outstanding opportunity for District 205 incoming freshmen, and 8th grade honors students to develop and demonstrate their leadership skills and academic achievement. Stem students will participate in a rigorous academic curriculum while covering topics in Mathematics, Science, Technology, and Engineering. This program is designed to motivate and steer our students into the career fields of STEM. This can only be accomplished if we expose students to higher-level math courses so they will be ready for the rigor of college-level math. This program is designed to inspire confidence in math so that, students will be encouraged to excel in their studies and explore a variety of technical fields that are directly transferable to the workforce.

Currently, we have students that enter our honors program with scores in the range of 18-21 whereas other high school honor students are entering with 22-25 scores. Thus putting them behind their peers. Minorities veer away from STEM courses due to poor math performance consequently undermining minority children to pursue college level engineering and science courses. Our goal is to prepare minority students to be well equipped in math and science to be able to comprehend college level concepts.

Overall projected enrollment for the gifted program is 60 students. Students will be given an entrance exam as well as a post exam. Admittance will be based on their exam scores. Moreover, this data will be used to determine needs and growth of the students to prepare them for our AP and IB programs. As well as motivate them into the diverse field of STEM. We want the students to understand how valuable STEM and college can be in future. College graduates overall make 84 percent more over a lifetime than those with only high school diplomas. However, STEM workers can expect higher salaries. We want students to see the benefits that STEM can offer and give them a chance to get hands-on experience.

With the major growth in science and engineering, itâ&#x20AC;&#x2122;s imperative that we provide our students with a strong math curriculum. Most prepared students arrive in college with credit for at least the first semester of calculus, if not both semesters. Our District 205 students that start 9th grade with Algebra will never make it to Calculus, but a student that starts as a freshman in Geometry with the right acceleration might. It is our hope that the accelerated student will get to Calculus as an 11th grade student. This is why the STEM Program is incorporating a Pre-Calculus class this summer.

Program Description continued

Gifted STEM Trail Blazers

This course will be for high school students who want to improve their Algebra I and II skills as well as their understanding of the fundamentals required for Calculus. Students will learn exponents, multiplication of algebraic expressions, factoring algebraic expressions, working with algebraic fractions, proportionality, rates of change, and more.

These gifted students will be in a Cohort study where they will be tracked and monitored throughout their high school placement.

The Robotics program will consist of the following topics. This will give the kids a snap shot of the engineering world. It will allow students to do a daily activity and a culminating project at the end of each week.

1.)

Introduction to Engineering

2.)

Mechanical Engineering

3.)

Civil/architectural Engineering

4.) Electrical

5.) Robotics

6.) Computer

Vision The STEM Summer Gifted Program will provide a diverse set of opportunities designed to engage girls and minorities in the STEM subjects.

Mission The STEM Summer Gifted Program will address the proficient gap in mathematic with minorities and provide students a rigorous, interdisciplinary learning environment focused on math, science, technology and engineering.

50 46

Program Goals The program will promote a collaborative culture of ethical and innovative problem solving. All stakeholders will engage in fostering positive relationships between students, parents, and schools for all aspects of student learning and development. The Program Coordinator will review student pre and post-test assessments (This data will be used to determine needs and growth of the students to prepare them for our AP and IB programs throughout the district). The Math Team will provide support for increasing a student’s accountability for achievement and success during the school year. The Robotics Team will also provide expose to STEM fields through professionals from local industries who supplement the real-world aspect of the curriculum.

Motto Connecting students to STEM education and careers by encouraging them to “#Love What You Do” –Steve Jobs

Admission Criteria

Gifted STEM Trail Blazers

•

All 8th grade students must be enrolled in District 205 feeder schools

•

Incoming 9th graders coming from our feeder schools

•

Copy of latest report Card

•

Completed Teacher Recommendation Form

•

Minimum of B Average (3.0 GPA)

•

No behavior issues/referrals

•

PSAT Score Report

•

Applications available on district website

•

$50.00 Registration fee due May 15, 2017

•

Contact Paula Walker Program Coordinator (708) 225-4212 or email walker.paula@district205.net

48 52

STEM Schedule 7:30 AM - 7:55 AM ....................................................................................................... Dropoff / Breakfast 8:00 AM - 9:00 AM .................................................................................................... Algebra / Chemistry 9:05 AM - 10:05 AM ............................................................................................. Geometry / Chemistry 10:10 AM - 10:25 AM

............................................................................................................................ Break

10:30 AM - 11:30 AM ..................................................................................................... Robotics / Lifeskills 11:35 AM - 11:55 AM 12:00 PM - 1:00 PM 1:00 PM

............................................................................................................................ Lunch ...................................................................................................... Robotics / Lifeskills

................................................................................................................................................. Dismissal

53 01

Individuals With Disabilities Education Act (IDEA) Extended School Year Services Target Students: Freshmen, Sophomores, Juniors, and Seniors

Mr. Tom Porter, Director

54 50

Extended School Year Targeted Students: Freshmen, Sophomores, Juniors, and Seniors Definition - The term extended school year services (ESY) is a part of the Individuals with Disabilities Education Act, specifically, Sec.300.106. This section was added to ensure that students who forget a great deal of what they learn over the long summer break are provided with continuing instruction. The legal definition of extended school year services refers specifically to special education and related services that are provided to a child with a disability, beyond the normal school year of the public agency, and in accordance with the childâ&#x20AC;&#x2122;s IEP.

Purpose Extended school year at Thornwood is for students who have an IEP to maintain the structure, related services, and instructional services that they receive throughout the school year. ESY is held at Thornwood every year because Thornwood is fully accessible to all students.

Who Attends All students that attend the ESY program at Thornwood have an IEP. Most either have an intellectual disability, or are autistic. Some students also have physical or orthopedic impairments. The students who are in the Work Program and in the Adult Transition Program at Thornwood also attend ESY. They are approximately seventy-five students that will be attending this program.

Objectives 1.

Extended School Year

Target Students: All Grades

Students will maintain the skills they learned during the school year in the following areas: Math, Science,

Social Studies, and English.

Students will retain the skills that they learned during the year in the areas of daily living, communication, and

vocational. 3.

Students will maintain a structured routine.

Students will receive the related services as they did throughout the school year, so that regression does not

occur. 5.

Students will participate in community activities to enhance their executive functioning skills.

Students will engage in a daily physical fitness regimen to maintain a healthy living style.

Students will have daily access to their peers and adults to maintain appropriate social relationships in the

school and community setting.

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Adult Transition Program Definition - Under the Individuals with Disabilities Education Act, students are entitled to an extended school year (ESY) if it is determined that a studentâ&#x20AC;&#x2122;s academic and/or social skills may regress as a result of a discontinuation of educational and related services during the summer months.

Purpose The purpose of extended school year in the Adult Transition Program at Thornridge is to ensure that students have a continuum of services similar to those during the regular school year. ESY for the Adult Transition Program is centrally located between the other two high schools in the district. Students have easy access to public transportation at Thornridge. This is important because one of the goals of our program is to ensure that our students learn to take public transportation in order to become more mobile.

Student Population All of the students who attend ESY in the Adult Transition Program have an IEP(Individual Education Plan) and have a specific learning disability, are intellectually disabled or they have autism. Students in this program work in the community or do on-the-job training at Thornridge or Thornton High Schools. There will be approximately sixty students attending the program.

Objectives 1.

Students will continue maintain positive social relationships with their peers and adults.

Students will continue to increase ability to access public transportation.

Students will continue to receive related services during ESY to minimize regression.

Students will continue to access community services that will contribute to a higher level of independence.

Students will continue to participate in physical activities that will contribute to healthy living.

Students will continue to increase vocational skills that will allow them to be more competitive in the work

environment.

57 01

“Summer at PEACE”

T. Cox-Bey, Director

“Summer at PEACE” The “Summer at PEACE” program will combine academic and socio-emotional support to students and their parents/ guardians. The environment will be designed specifically to facilitate student growth in the areas of socio-emotional and intellectual potential, to ensure student success and productivity in society. Parents/guardians will be provided access to proven, research-based strategies to create a safe space within the home and improve the quality of interpersonal communication with their students. The combination of services to the students and parents/ guardians will result in the reduction of students’ oppositional defiant behaviors.

Proposed Action The District 205 PEACE Center will provide Curriculum Instruction and Assessment in the areas of Math and English, during the months of June and July. “Summer at PEACE” will be site-based and continue to meet the social-emotional needs of each attending student through ACEs-based strategies, Restorative Justice mindfulness activities, de-escalation techniques, and other research-based strategies. This program will help at-risk students increase math and reading scores while providing them tools to decrease oppositional defiant behaviors.

“Summer at PEACE” will provide parents/guardians with more in-depth exposure to anchor practices of the PEACE Center (restorative practices, peace circles and mindfulness). The program will also connect PEACE Center families (students and parents/guardians) to resources offered by surrounding municipalities, community agencies, and businesses.

Projected Outcomes

“Summer at PEACE”

Increase Math and Reading scores on standardized assessments by 10%

II.

Attain credits towards graduation requirements

III.

Strengthen interpersonal relationships among students and parents/guardians

IV.

Increase student and parent/guardian knowledge of mindfulness, mindful activities and movements,

restorative practices, and reflective processing tools to reduce oppositional defiant behaviors

Create collaboration between PEACE students, their families and surrounding community entities

VI.

Create career education opportunities and partnerships with businesses and corporations in the Chicagoland

area

Program Components “Summer at PEACE” will operate during normal summer hours from 8:00 a.m. to 1:00 p.m., and will include the following: 1. There will be extended days for training and field trips for students and parents/guardians between the hours of 1:00 p.m. and 5:00 p.m. 2. Based on the transcript evaluations conducted by the program counselor, 45 projected students will either take English or Algebra during the summer. 3. Behavioral modification activities will be embedded in each day for 30 minutes. 4. Activities will include mindfulness, character development, team building as well as restorative and reflective processing tools.

Student Assessment Students will be assessed by the use of the Explore exam and/or retired ACT. Pre-assessments and surveys will be given at the beginning of the program, and the post-assessments and surveys will be given at the end of the program. Pre and post socio-emotional survey assessments will be conducted to track behavioral growth for all students attending “Summer of PEACE”.

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Parent Involvement The â&#x20AC;&#x153;Summer at PEACEâ&#x20AC;? program aims to increase parent/guardian knowledge of mindfulness, restorative practices, and reflective processing tools to reduce oppositional defiant behaviors at Iron Oaks or Camp Manitoqua. These skills are research based, proven effective and provide support to families at home or throughout their daily lives. We will create collaboration between PEACE families and surrounding community entities such as local municipalities, organizations and businesses to help reduce violence, bring awareness to PEACE initiatives and help create job opportunities through affiliations like STEP UP.

Parent Calendar Days June 8th:

Family Team Building Activity. Iron Oaks/Camp Manitoqua 2:00 - 6:00 p.m.

June 22nd:

Family Chicago Experience. Chicago Architectural Tour at Navy Pier on Sea Dog 2:00 - 5:00 p.m.

July 13th:

Culminating Family event - Blue Man Group 2:00 - 5:00 p.m.

Summer Band Camp Target Students: Freshmen, Sophomores, Juniors, and Seniors

Mr. Render, Mr. Sanders, Mr. Douglas Band Directors

Mr. Thomas Porter

Director of Special Services

Mr. John Arrington

Director of College & Career School Partnerships

Mr. Robert Penman

Director of Research, Assessment and Quality Analysis

Mr. Toriano Horton

Director of Business Operations

Mr. William Garrett

Manager of Operations

Mrs. Maria Brunson

Director of Information Technology

DISTRICT 205 BOARD OF EDUCATION Mrs. Bernadette Lawrence

Board President

Mr. Ray Banks

Board Vice President

Mrs. Annette Whittington Board Secretary

Mr. Albert Butler Board Member

Ms. Judith Gibbs Board Member

Ms. Nina Graham

Board Member

Ms. Kierra Williams Board Member

#studentcentered SUPPLEMENTAL PROGRAM SERVICES ARE PROVIDED BY VARIOUS STATE AND/OR FEDERAL PROGRAMS TITLE I, TITLE II, TITLE III, IDEA, AND CAREER AND TECHNICAL EDUCATION