COMMUNITY CONSOLIDATED SCHOOL DISTRICT 62
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Board of Education
Schedule of Regular Meetings

May 2016 through April 2017

Download Printed Version


    2016
  • Monday, May 16
  • Monday, June 20
  • Monday, July 18
  • Monday, August 15
  • Monday, September 19
  • Monday, October 17
  • Monday, November 21
  • Monday, December 19

    2017
  • Tuesday, January 17
  • Tuesday, February 21
  • Monday, March 13
  • Monday, April 17

Unless notified to the contrary, all meetings will be held at 7:00 p.m. in the Boardroom at Forest Elementary School, 1375 Fifth Avenue, Des Plaines, IL 60016


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Guiding Principles for Teaching and Learning



BOARD RESOLUTION - January 2007, Download PDF
GUIDING PRINCIPLES FOR TEACHING AND LEARNING, Download PDF



Students will demonstrate competency in
the following basic literacies:
Digital-Age Literacies
Inventive Thinking
Effective Communication
High Productivity
References

Adapted from enGauge® 21st Century Skills: Literacy in the Digital Age, copyright 2003 by the North Central Regional Educational Laboratory and the Metiri Group.


Digital-Age Literacies

Basic Literacy
  • Language proficiency - Meet the following standards in the context of traditional and media-based prose, documents, and communication venues encountered in everyday living
    • Reading
    • Writing
    • Listening
    • Speaking
  • Numeracy - Meet the following standards in the context of traditional and media-based prose, documents, and communication venues encountered in everyday living
    • Arithmetic computing
    • Mathematical reasoning and problem solving
  • Information and technological literacy - Meet the following standards in the context of traditional and media-based prose, documents, and communication venues encountered in everyday living
    • Recognize when information is needed
    • Locate information
    • Evaluate all forms of information
    • Synthesize and use information effectively
Scientific Literacy
  • Demonstrate knowledge and understanding of scientific concepts and processes required for participation in a Digital Age society
  • Ask, find, or determine answers to questions derived from curiosity about everyday experiences
  • Describe, explain, and predict natural phenomena
  • Read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions
  • Identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed
  • Evaluate the quality of scientific information on the basis of its source and the methods used to generate it
  • Demonstrate the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately
Economic Literacy
  • Evaluate costs, benefits, and the limitations of resources, using this knowledge to make informed choices as consumers, producers, savers, investors, and citizens
  • Evaluate different methods for allocating goods and services by comparing the costs and benefits of each method
  • Identify economic incentives that affect people's behavior and explain how incentives affect their own behavior
  • Understand how competition, trade barriers, shortages and surpluses, and the interaction between buyers and sellers can influence prices
  • Describe the roles of various public and private economic institutions, including the Federal Reserve
  • Understand the basics of income and its distribution, interest rates, inflation, unemployment, investment, and risk
  • Identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs
  • Understand the value of entrepreneurialism and the roles of small and large businesses in the U.S. economy
Technological Literacy
  • Demonstrate a sound conceptual understanding of the nature of technology systems and view themselves as proficient users of these systems
  • Understand and model positive, ethical use of technology in both social and personal contexts
  • Use a variety of technology tools in effective ways to increase creative productivity
  • Use communication tools to reach out to the world beyond the classroom and communicate ideas in powerful ways
  • Use technology effectively to access, evaluate, process and synthesize information from a variety of sources
  • Use technology to identify and solve complex problems in real world contexts
Visual Literacy
  • Understand basic elements of visual design, technique, and media
  • Aware of emotional, psychological, physiological, and cognitive influences in perceptions of visuals
  • Comprehend representational, explanatory, abstract, and symbolic images
  • Interpret visuals produced or displayed through electronic media
  • Are informed viewers, critics, and consumers of visual information
  • Are knowledgeable designers, composers, and producers of visual information
  • Are effective visual communicators
  • Are expressive, innovative visual thinkers and successful problem solvers
Information Literacy
  • Before accessing information
    • Determine what is known and what is needed for problem-solving
    • Identify different sources of information, including text, people, video, audio, and databases
    • Prioritize sources based on credibility and relevance
  • When accessing information
    • Identify and retrieve relevant information from sources; use technology to enhance searching
    • Revise information-gathering strategies that prove to be ineffective
    • Understand how information retrieved does or does not address original problem
    • Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation
  • After information is extracted
    • Use retrieved information to accomplish a specific purpose
    • Present information clearly and persuasively using a range of technology tools and media
    • Evaluate the processes and products of these activities, including resulting social consequences
Multicultural Literacy
  • Value diversity
    • Aware of how cultural beliefs, values, and sensibilities affect the way they and others think and behave
    • Appreciate and accept similarities and differences in beliefs, appearances, and lifestyles
    • Understand how technology impacts culture
  • Exhibit an informed sensitivity
    • Know the history of both mainstream and non-mainstream American cultures
    • Understand the perspectives of other cultural groups
    • Sensitive to issues of bias, racism, prejudice, and stereotyping
  • Actively engage with/in other cultures
    • Work toward becoming bilingual/multilingual
    • Communicate, interact, and work with individuals from other cultural groups, using technology where appropriate
    • Familiar with cultural norms of technology environments and are able to interact successfully in such environments
Global Awareness
  • Knowledgeable about the connectedness of the nations of the world historically, politically, economically, technologically, socially, linguistically and ecologically
  • Understand that these interconnections can have both positive benefits and negative consequences
  • Understand the role of the United States in international policies and international relations
  • Able to recognize, analyze and evaluate major trends in global relations and the interconnections of these trends with both their local and national communities
  • Understand how national cultural differences impact the interpretation of events at the global level
  • Understand the impact of ideology and culture on national decisions about access to and use of technology
  • Participate in the global society by staying current with international news and by participating in the democratic process


Inventive Thinking

Adaptability and Managing of Complexity
  • When dealing with change
    • Positive about change and recognize the gains that might result from it
    • Adapt to change quickly and calmly, without idealizing earlier methods and ideas
  • When faced with complex problems or multiple goals
    • Think about problems from multiple perspectives; understand they can be solved using different strategies and can involve more than one solution
    • Anticipate contingencies and handle them with confidence
    • Look for and correct problems as they occur; abandon strategies that prove to be ineffective
    • Manage multiple goals and set sub-goals in service of larger ones; stay focused under pressure and keep sight of "the big picture"
  • Use self-management strategies to
    • Allocate time and resources
    • Remain organized
    • Accountable for meeting goals
    • Strive towards goals despite obstacles
    • Understand the components of relevant systems
    • Reflect on lessons learned from past behaviors, and use these insights to help plan future endeavors
Self-Direction
  • In the planning phase
    • Set goals
    • Plan strategically
    • Believe in their abilities
  • During learning activities
    • Work to reach goals
    • Develop interest in their work
    • Focus and maintain their attention
    • Constantly teach self
    • Monitor own performance
    • Seek help when needed
  • Upon completion
    • Evaluate their work
    • Understand that hard work and perseverance breed success
    • Maintain positive self-image of self as learner
    • Use what is learned to adapt to new situations
Curiosity
  • Display personal characteristics
    • React positively to novel elements in the environment and often seek new experiences
    • Demonstrate tolerance of ambiguity and less anxious in uncertain situations than children who are not curious
    • Explore novel elements in the environment by moving toward, manipulating, or asking questions about those elements
    • Persist in examining new elements in order know more about them
  • Approach learning in unique ways
    • Often learn more than is required
    • Look for patterns or engage in hypothesis testing
    • Stumble upon topics that prompt spontaneous inquiry
    • Make an active attempt to learn about and keep abreast of novel ideas and current events
    • Motivated to learn intrinsically rather than extrinsically
Creativity
  • Exhibit innovation and risk-taking
    • Produce original, unique, and cogent ideas, phrases, and products
    • Exhibit expertise in at least one domain
    • Take risks and excel despite mistakes
  • Intrinsically motivated
    • Exhibit curiosity, inquisitiveness, wonder, and excitement
    • Flexible and adaptable
    • Immersed in challenging learning for intrinsic reasons
    • Tolerate ambiguity well and respond with spontaneity and ingenuity
  • Exhibit complex personalities
    • Energetic, yet able to quietly contemplate ideas
    • Divergent thinkers, yet able to think convergently at appropriate times
    • Playful, yet disciplined and able to persevere
    • Imaginative, yet rooted in reality
    • Extroverted, yet able to be introspective
    • Passionate and committed to learning, yet analytical and objective
    • Driven and aggressive, yet sensitive
Risk-Taking
  • Are willing to tackle challenging tasks, even when success is uncertain
  • Choose tasks involving reasonable or intermediate risk rather than excessive risk
  • Share and advocate ideas, even when those ideas are unconventional
  • Willing to hold work or thinking to critical appraisal and amend thinking when successfully challenged
  • Willing to be incorrect and willingly take on tasks that might result in errors
Higher-Order Thinking and Sound Reasoning
  • Identify the essential elements in a problem as well as the interaction between those elements; use electronic tools to facilitate analysis
  • Assign relative values to essential elements of a problem and use those values to rank elements in meaningful ways; assess similarities and differences in problems and their elements
  • Construct relationships between the essential elements of a problem that provide insight into it; extract implications and conclusions from facts, premises, or data
  • Create and apply criteria to gauge the strengths, limitations, and value of information, data, and solutions in productive ways
  • Build new solutions through novel combinations of existing information


Effective Communication

Teaming and Collaboration
  • Personally
    • Willing and able to take on different roles and tasks within the group to accomplish shared ends
    • Open and honest with ideas, concerns, and values
    • Act as leaders as well as followers
    • Apply collaborative skills to a variety of situations
    • Reflect on group interactions after collaborative activities; use experiences to make future collaboration more productive
  • Interpersonally
    • Commit to a shared goal and accept responsibility for group work toward that goal
    • Work to match tasks to team member abilities, expanding team membership when necessary
    • Share personal understandings and resources with other group members
    • Listen respectfully and objectively; offer constructive feedback
    • Interactively design and redesign solutions through honest debate, disagreement, discussion, research, and development
Interpersonal Skills
  • Aware of and able to manage their own emotions, strengths, and limits during both face-to-face and virtual interactions
  • Able to manage their behavior during social interactions
  • Able to align their goals to the goals of others during collaborative activities
  • Understand and positively manage the emotions of others in both face-to-face and virtual environments: empathize with others; are sensitive to their needs and to the forces that shape the way they feel and behave; enhance their strengths and abilities
  • Manage conflict effectively by devising win-win solutions; constructively influence the behavior of others; use effective communication and persuasive strategies, listen well
Personal Responsibility
  • Acknowledge that access to technology is a privilege, not a right, and as such warrants adherence to protocols and ethics
  • Practice responsible use of technology systems, information, and technology
  • Understand the global implications of personal actions within the World Wide Web system
  • Set, prioritize, and meet personal as well as civic, family, and work-related goals; maintain a focus on important goals in spite of obstacles
  • Balance personal, civic, family, and work demands
Civic Responsibility
  • Recognize the importance of citizens’ access to and use of information in a democratic society
  • Pursue technology-related public policy that promotes ethical behavior, maintains personal privacy, and protects intellectual property as it recognizes and manages the inherent risks and ethical dilemmas raised by innovation
  • Actively engage in public discourse and raise public awareness on ethical issues raised by new, emerging technologies
  • Promote positive technological changes that advance the public good
Interactive Communication
  • When selecting modes of interaction
    • Consider features, conventions, and etiquette of interactive electronic environments
    • Choose media and processes appropriate to purpose and audience
    • Seek out and interact with virtual communities of interest (formal and informal learning)
  • During interaction
    • Use a range of expression (voice, video, text, image, etc.) to maximize the impact of a medium or online environment
    • Work in synchronous modes, are comfortable with immediacy of interaction, engaging in appropriate give-and-take and effectively interpreting and providing emotional cues to enhance electronic communications
    • Manage high-volume electronic communication efficiently and effectively
    • Listen well, seek mutual understanding, welcome full sharing of information, and consider others’ views before commenting
    • Exhibit personally responsible behavior, especially in situations of anonymity


High Productivity

Prioritizing, Planning, and Managing for Results
  • Able to frame meaningful questions that provide clear direction to planning processes
  • Spend a considerable amount of "up-front" time reflecting on these questions and developing a specific plan that is likely to lead to a solution
  • Anticipate obstacles and plan accordingly, sustaining interest and effort in the face of complexity
  • Exhibit positive leadership traits; cause others to act in accordance with a plan
  • Utilize time and resources efficiently and effectively
  • Monitor progress effectively throughout the implementation of the plan
  • Self-evaluate
Effective Use of Real-World Tools
  • Understand the value of tools for a particular field and are comfortable using these tools
  • Enhance learning about content areas through both general technology tools and those specific to a field of study
  • Use the real-world tools of field practitioners as a bridge between the theory and practice
  • Document resultant products and, when appropriate, write technical manuals to guide use and possibly continued development of the work by others
Ability to Produce Relevant, High-Quality Products
  • Ensure that content is accurate, balanced, carefully researched, and well-documented (application of information literacy)
  • Strategically use a variety of media (text, video, audio) and technology tools to add value to their products
  • Skillfully integrate and apply technological, information, and visual literacies to generate "knowledge products"
  • Create "knowledge products" that have significance beyond the classroom walls
  • Understand both the utility of the products created and the way they meet the needs or demands of the original problem
  • Have internal standards for high quality products, and routinely use these standards to test and evaluate products and the processes that led to them


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Board of Education

Stephanie Duckmann, President
James Poskozim, Vice President
Ronald Burton, Member
Raymond Imig, Member
Brian Inzerello, Member
Sharon Lynch, Member
Beth Morley, Member

Margaret Goodchild,
Secretary to the Board of Education


In accordance with Public Act 98-0930, you may contact Board of Education members directly via email boe@d62.org.


Board Doc – 7.20: Harassment of Students Prohibited


FOIA – Requests under the Illinois Freedom of Information Act (FOIA) may be sent via email to FOIA@d62.org.


For meeting times and dates, please call the Leon Smaage Administration Center at 847-824-1136


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Leon Smaage
Administration Center

777 East Algonquin Road
Des Plaines, IL 60016-6281
847-824-1136