The arts curriculum encourages the development of creative skills, the ability to see and think through relationships of color, perspective, and aesthetics, and the capacity for individual expression through various artistic media, music, and drama. We offer experiences in visual art, drama, music, home arts, and integrated computer technology throughout grades K-8.
Students in grades K - 4 have music and art at scheduled weekly times throughout the school year. Students in grades 5 and 6 have music, art, drama, and STEM for 18 weeks on a rotating basis. Students in grades 7 and 8 participate in Creative Arts. In 7th and 8th grade Creative Arts meet daily and run on a 12 week rotation. Created Arts include visual art, speech and drama, home arts, digital media, and STEM (Science, Technology, Engineering, and Math). Performing Arts, comprised of Band, Orchestra, or Chorus, meet three times per week for the full year.
Group instruction in instrumental music begins in grade four with string instruments and in grade five with band instruments. Students in grades 4 and 5 receive weekly group lessons and weekly full ensemble rehearsals. Students in grades 6, 7, and 8 receive weekly group lessons and daily ensemble rehearsals. We send a detailed letter regarding the band and orchestra program to all parents in the spring. Chorus is offered as an after school self-funded program in grades 3 and 4. In grades 5 - 8, chorus is offered during the school day.
There are many opportunities for additional experiences in fine arts before and after school through school-sponsored activities and through self-funded programs such as Brainstormers.These opportunities may include jazz band, show choir, pops orchestra, drama, and various music ensembles.
District 67 offers a comprehensive school library program that enhances the delivery of the Information Literacy curriculum. Students in grades K - 4 receive instruction in the effective use of information tools, led by the Information Literacy Instructors (ILIs). Students develop the foundational skills for understanding how to effectively access, utilize, and manipulate information. The information literacy skills directly relate to content area curriculum and to classroom assignments. Students in grades 5 - 8 utilize and refine their information literacy skills, as well as further develop the skills of evaluating, synthesizing, and presenting information. Grade 5 - 8 information literacy instruction occurs through collaborative lessons taught by the media specialist and/or the classroom teacher.
The descriptions that follow offer a portrait of students who master the Common Core State Standards in English Language Arts. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. (Descriptions are from www.corestandards.org.)
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
The Common Core State Standards - Standards for Mathematical Practice
describe habits of mind that mathematics educators at all levels should
seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in
mathematics education. Below are the eight Standards for Mathematical
Practice; for more information on each one, visit www.corestandards.org.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
At each grade level, students practice skills and deepen conceptual understanding in each of the five mathematical domains:
- Counting and Cardinality
- Operations and Algebraic Thinking
- Number and Operations in Base Ten
- Measurement and Data
New Math Course Sequence - 2015-16 School Year
Our new course sequence is based on the concept of readiness. Students will be challenged in the appropriate course when they demonstrate they are ready for the next set of content and skills. Our courses are now titled by the content students will learn. We will no longer call courses by Core, Explore, and Quest (with the exception of two 8th grade courses during the 2015-2016 school year). Our approach is to label the courses instead of the students. We are aware that students may currently identify themselves by the level of course they are in, and we feel this is potentially harmful to their self esteem and academic identity. By renaming the courses, we are addressing this concern and more clearly articulating what content is taught in each course. Finally, all of our courses will now be fully aligned to the Common Core State Standards (CCSS) in Mathematics. In summary, every student will have access to the same rigorous coursework; students will take each course as they demonstrate readiness. For more information, please click on one of the links below.
Math Course Sequence
K-5 Math Resources
D67 Math Specialists Website
Math Learning Center - Bridges Support for Parents
Fluency Without Fear
Lake Forest School District 67 utilizes the Framework for K - 12 Science Education and the Next Generation Science Standards (NGSS) as the foundation for its science curriculum. This inquiry-based framework provides a more coherent progression aimed at overall scientific literacy with instruction focused on a smaller set of ideas and an eye on what the student should have already learned and what they will learn at the next level. For more information, visit www.nextgenscience.org
The Emotional Wellness Program operates under the core belief that all adults who come into contact with our students have a profound impact on their development as individuals. When schools effectively promote positive character development, they actually see strong academic benefits. We know successes in life and personal wellness are linked to a set of relational skills that truly can be modeled, practiced, and encouraged each day. Lake Forest School District 67 prioritizes the following five areas of social, emotional, and character development: teamwork, caring, honesty/integrity, respect, and responsibility. With a true spirit of collaboration between school staff, parents, and the community, we can guide our students toward reaching their unique potentials. The district has a robust plan to prevent bullying, as well as specific intervention procedures for when it occurs. Comprehensive, research-based prevention programs are used district-wide to promote pro-social behaviors.
Social Studies is the integrated study of social relationships and the functioning of society; it draws on topics from history, government, economics, civics, sociology, geography, and anthropology. Social studies provides students with the opportunity to interact with others while acquiring the knowledge and skills to solve problems and to make informed and reasoned decisions for one’s self as well as for the public good.
District 67 embraces the C3 Framework, “the College, Career, and Civic Life (C3) Framework for Social Studies State Standards [that] was developed to serve two audiences: for states to upgrade their state social studies standards, and for practitioners – local school districts, schools, teachers, and curriculum writers – to strengthen their social studies programs. Its objectives are to (1) enhance the rigor of the social studies disciplines, (2) build the critical thinking, problem solving, and participatory skills necessary for students to become engaged citizens, and (3) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.” They also center on the use of questions to spark curiosity, guide instruction, deepen investigations, acquire rigorous content, and apply knowledge and ideas in real world settings to enable students to become active and engaged citizens in the 21st century.” (www.socialstudies.org/c3)
In January 2016, the state of Illinois adopted new Social Studies Standards which are rooted in the C3 standards described above. These standards have an emphasis on inquiry learning through the disciplines of civics, geography, history and economics. Throughout the course of the 2016-17 school year, teachers and administrators will be working to align our curriculum to these standards.
In District 67, we believe that technology is a powerful tool for teaching and learning, essential in our effort to prepare students for success in the 21st century. We intend its use to be integrated into and supportive of every curriculum at all levels of instruction.
Our goal is to develop in our students, through the use of technology: problem solving skills, effective communications skills, the ability to engage in in-depth individual academic exploration, and an understanding of how to effectively access, evaluate, and utilize information.
In order to provide students access to their work from any classroom, all computers are networked. Networking also provides the means for information and communications to flow between classrooms, between buildings, and between District 67 and the world.
In grades 2-4, each child is issued a Chromebook for use at school. This 1:1 access allows teachers to plan learning activities that include research, word processing, use of web-based applications, keyboarding instruction and practice, formative assessment tools, and so much more.
In grades 5-8, students each have a Chromebook to use throughout their middle school experience. Following our District’s 21st Century Learning Initiative, teachers are working together to transform classroom learning to be more student-centered. They are redesigning instructional practices to increase opportunities for engagement, global awareness, creativity, critical thinking, problem solving, and communication to a variety of audiences through a variety of means.
Local Wellness Policy
Lake Forest School District 67 is committed to providing a learning environment that supports and promotes wellness, good nutrition, and an active lifestyle; we recognize the positive relationship between good nutrition, physical activity, and the capacity of students to develop and learn.
The entire school environment, including classroom education, physical education, and meal service shall be aligned with healthy school goals to positively influence students’ beliefs and habits and promote health and wellness, good nutrition, and regular physical activity. In addition, school staff shall be encouraged to model healthy eating and physical activity as a valuable part of daily life.
(Throughout the school year, there are three (3) times where exceptions may be made to the Policy guidelines for celebrations, such as Halloween parties, Winter Holiday parties and Valentines Day parties. During this time, food may be provided to students that does not meet the Wellness Guidelines as long as these foods continue to adhere to and be respectful to the medical needs of students with severe allergies.)
The Wellness Program is a state mandated, fitness-based program for first through eighth grade students. The curriculum concentrates on increasing students’ comprehension and application of fitness and movement concepts. Fitness instruction will teach the students how to apply these concepts so that they improve their personal fitness level as well as their quality of life now and in the future.
The physical education portion of the program at the middle school will consist of heart rate monitored activities, including circuit training, strength training, heart rate training, and other innovative methods to help students improve and maintain their individual fitness level. Students will also be using a personal fitness log to gain knowledge, set personal fitness goals, and monitor progress. During a typical week, fitness-based activities will be the focus of instruction two to three days a week. The remaining days will focus on skill development and modified games related to improving fitness and team building/challenge initiatives.
The program also provides a high level of activity, which encourages problem solving and creativity. The goal is to provide diverse opportunities for individual success, while encouraging all students to work to their maximum potential through encouragement and positive reinforcement. The program promotes the enjoyment of being active while incorporating cooperation, respect, and the acceptance of differing levels of ability and leadership.
Health education incorporates skills, concepts, and ideas that enhance the total well-being of the student. The curriculum includes a balance of the emotional, social, intellectual, and physical aspects of human growth and development. By including Health education at all levels, students receive an early start to recognizing the importance of a healthy lifestyle. It also provides the building blocks for the development of children into capable adults who will make wise and healthy choices throughout their lifetime.
Topics in the Health curriculum include fitness, nutrition, safety education, emotional health, drug/alcohol awareness, human development, and disease prevention.
The study of world language and culture provides students with the communication skills necessary for success in our global society. In District 67, world language instruction focuses on the American Council on the Teaching of Foreign Languages (ACTFL) 5 Cs (http://www.actfl.org/).
Communication – conversing in the target language and understanding thoughts and ideas spoken by people of other cultures
Cultures – comparing and contrasting their own culture with another culture
Connections – applying information and skills acquired in world language class to their studies in other classes
Comparisons – developing a more profound understanding of their own language by studying a world language
Communities – exploring uses of world language outside of the class
Students begin world language instruction in Spanish in second grade with two 30-minute sessions per week. In third and fourth grade, students have three 30-minutes sessions per week.
At Cherokee, students have the option of joining the Mandarin Language Program in kindergarten or first grade. They may choose to continue in the Mandarin program through fourth grade or transfer to Spanish. Students who live in the Sheridan and Everett areas may request a permissive transfer to attend Cherokee for Mandarin instruction. (For more information about permissive transfers, visit the District Policies and Procedures page.)
Students in grades 5 - 8 may choose between French, Latin, Mandarin, and Spanish. Students concentrate on the following skills in their selected language: reading, writing, listening, speaking, culture, decoding, and translating.