Curriculum & Instruction
The vision for teaching and learning in School District 129 is for all learners to embrace the complexity, curiosity, and joy of learning! The term “learners” is intended to include not only our students, but also our teachers, support staff, administrators, and families alike. Together as a learning community, we value and are committed to learning, challenge, and dialogue. Most importantly, we believe that learning is inherently joyful, which means it is not always easy. True joy often comes out of great struggle and challenge, and we find strength in knowing that we are in it together. We are excited to have you and your child join us on our journey to deep learning!
- Curriculum Overview (Elementary)
- Curriculum Overview (6-12)
- Multi-Tiered Systems of Supports
- Curriculum Objection Request Form
- Early Entrance - Kindergarten
- Early Entrance - 1st Grade
Curriculum Overview (Elementary)
Curriculum Overview (6-12)
Multi-Tiered Systems of Supports
MULTI-TIERED SYSTEMS OF SUPPORTS
In District 129, all students have an opportunity to achieve academic, social, and emotional success in a nurturing and safe environment through a proactive systematic approach. A Multi-Tiered System of Supports (MTSS) aligns programs, practices, and strategies for all students to increase academic performance, establish a positive school culture, and enhance social emotional learning.
There are 3 Essential Components of MTSS:
School Wide Assessment System
Collaborative Problem Solving
Tiered Instruction
MTSS Guiding Principles
Supports All Learners Today
o Every student should have access to meaningful instruction.
o The primary outcome is to increase the success of students in the most responsive way possible.
Requires Collaborative Problem Solving
o MTSS supports the efforts of problem-solving teams to take meaningful action.
o We have tiered supports, not tiered students.
Relies on Effective Assessment
o Both external and classroom-based measures are critical to the process.
o We value the Identification and development of critical areas of growth.
Curriculum Objection Request Form
Early Entrance - Kindergarten
Early Entrance - Kindergarten Information Sheet
West Aurora School District 129 follows Illinois law which specifies that to enter kindergarten, children must be five years of age by September 1st of their kindergarten year. However, it is recognized that social, emotional, physical and intellectual readiness for kindergarten varies from child to child and that some children are ready for kindergarten earlier than others.
The decision for a child to enter school early can have a profound effect on his or her academic and social performance for the remainder of the child’s school career. It is a decision that needs to be taken very seriously. Research indicates that early entrance and/or early reading ability is not a predictor of success in school. In fact, children with strong early reading skills often plateau by third grade. Children who enter kindergarten early may demonstrate social or emotional difficulties due to their relative immaturity. As they progress through school, children who are young for their grade level may have more difficulty fitting in with their peers in social situations. They are less likely to excel in sports because of their age and/or their smaller size. These and other possible effects of being younger than others in their classes should be considered carefully. Very few children screened meet the criteria to enter kindergarten early.
Requesting Early Entrance
Parents/guardians wishing to apply for early entrance for their child must contact the Registration office to schedule an Early Entrance Observation and complete an Early Kindergarten Entrance Request Form. The district administration may consider early entrance if a child meets the early entrance criteria.
Criteria for Early Entrance to Kindergarten
- Children must demonstrate pre-academic/academic skills above average when compared to the skills of the majority of entering kindergartners, based on an Early Entrance Observation in all of the areas listed below:
- Early literacy skills
- Basic mathematical skills
- Emergent writing skills (the ability to clearly express thoughts and ideas orally)
- Fine motor development including the ability to grip pencil correctly, tracing within lines with reasonable accuracy, and cutting with scissors.
- Children must demonstrate socialization and behavioral skills more advanced than the majority of entering kindergartners, based upon results of the parent questionnaire and the Early Entrance Observation. Students must perform at this high level in all critical areas:
- Ability to separate easily from parent
- Ability to focus attention for appropriate amount of time during learning tasks
- Ability to complete tasks in reasonable amount of time
- Ability to transition easily from task to task
- Willingness to participate, share and cooperate in groups
- Relative ease in socializing with peers
- Ability to communicate clearly with teachers and peers.
Final Decision
The determination for eligibility for early entrance to kindergarten is made by a decision of the District Office. This determination is considered final. Results and the final determination will be shared with parents and the home school principal. The Executive Director of Elementary Teaching and Learning is responsible for making the final decision, taking into consideration the child’s academic performance and social-emotional development.
Early Entrance - 1st Grade
Early Entrance - Grade 1 Information Sheet
West Aurora School District 129 follows Illinois law which specifies that a child entering first grade must be six years of age on or before September 1 of that school term. Based upon an assessment of the child’s readiness, a child will be allowed to attend first grade if he or she attended non-public preschool, continued his or her education at that school through kindergarten, and was taught in kindergarten by an appropriately licensed teacher, or demonstrates readiness skills appropriate for grade 1.
The decision for a child to enter school early can have a profound effect on his or her academic and social performance for the remainder of the child’s school career. It is a decision that needs to be taken very seriously. Research indicates that early entrance and/or early reading ability is not a predictor of success in school. In fact, children with strong early reading skills often plateau by third grade. Children who enter first grade early may demonstrate social or emotional difficulties due to their relative immaturity. As they progress through school, children who are young for their grade level may have more difficulty fitting in with their peers in social situations. They are less likely to excel in sports because of their age and/or their smaller size. These and other possible effects of being younger than others in their classes should be considered carefully. Very few children screened meet the criteria to enter first grade early.
Requesting Early Entrance
Parents/guardians wishing to apply for early entrance for their child must contact the Registration office to schedule an Early Entrance Observation and complete an Early First Grade Entrance Request Form. The district administration may consider early entrance if a child meets the early entrance criteria.
Criteria for Early Entrance to First grade
- Children must demonstrate academic skills above average when compared to the skills of the majority of entering first graders, based on an Early Entrance Observation in all of the areas listed below:
- Literacy skills
- Mathematical skills
- Writing skills (the ability to clearly express thoughts and ideas orally and in writing appropriate to grade 1)
- Children must demonstrate socialization and behavioral skills more advanced than the majority of entering first graders, based upon results of the parent questionnaire and the Early Entrance Observation. Students must perform at this high level in all critical areas:
- Ability to separate easily from parent
- Ability to focus attention for appropriate amount of time during learning tasks
- Ability to complete tasks in reasonable amount of time
- Ability to transition easily from task to task
- Willingness to participate, share and cooperate in groups
- Relative ease in socializing with peers
- Ability to communicate clearly with teachers and peers.
Final Decision
The determination for eligibility for early entrance to first grade is made by a decision of the District Office. This determination is considered final. Results and the final determination will be shared with parents and the home school principal. The Executive Director of Elementary Teaching is responsible for making the final decision, taking into consideration the child’s academic performance and social-emotional development.
- Curriculum & Instruction Directors
- Elementary Department Administrators
- Secondary Department Administrators
Curriculum & Instruction Directors
Elementary Department Administrators
Secondary Department Administrators
