Teaching & Learning

Bensenville School District 2 has emerged as leaders across the state in transforming learning to the Illinois Learning Standards.

Guiding Principles for Academic Goals in Learning

The child is at the heart of all decisions.
High expectations for growth for all students guide the learning process.
Curriculum is designed so clear, consistent, rigorous standards exist about what all students should know, understand, and be able to do across grades and disciplines.
21st century skills of communication, collaboration, critical thinking, and creative thinking are integrated within the curriculum.
Local and state assessments are aligned with their purpose and use, and students are provided with ongoing feedback about their progress and are involved in self-assessment and goal setting.
All students are provided with equal educational opportunities. District 2 will provide an educational climate and culture free of bias concerning the protected classifications identified in Policy 7:10, Equal Educational Opportunities.

Philosophy of Differentiation

A key component to implementing the Illinois Learning Standards is adopting a teaching philosophy of differentiation.

Priority Initiatives for Teaching and Learning

Focus on Standards/Essential Understandings: Align with Illinois Learning Standards.
Focus on Formative Assessment: Align with the state’s Every Student Succeeds Act (ESSA) accountability system with an emphasis on formative assessment.
Focus on Data-Driven Decision Making: Ongoing analysis of data for instructional planning.
Focus on Shared, Systemic, Strategic, Sustainable, Evidence-Based Strategies: Address both the adaptive challenges and technical procedures for change.

MORE INFO: Teaching & Learning

Contact Information

Contact Information - Teaching & Learning

Dr. Anne Paonessa
Assistant Superintendent of Teaching and Learning
PH: 630-766-5940 ext. 1105
FX: 630-766-6099
Email: apaonessa@bsd2.org

Dr. Rubi Ortiz
Curriculum Director
PH: 630-766-5940 ext. 1118
FX: 630-766-6099
Email: rortiz@bsd2.org

Shannon Steen
MTSS/Assessment Coordinator
PH: 630-766-5940 ext. 1116
FX: 630-766-6099
Email: ssteen@bsd2.org

Linda Szwankowski
Grant Reporting Manager
PH: 630-766-5940 ext. 1111
FX: 630-766-6099
Email: lszwankowski@bsd2.org

Chloe Johnson
Administrative Assistant for Teaching & Learning
PH: 630-766-5940 ext. 1124
FX: 630-766-6099
Email: cjohnson@bsd2.org

Educational Administration Center
210 S. Church Rd.
Bensenville, IL 60106

Monday-Friday
7:30 a.m.-4 p.m.

Accelerated Curriculum & Enrichment (ACE)

Mission Statement

To provide flexible and innovative teaching and learning environments where students have the opportunity to delve deeper into the content of the curriculum, experience different processes of learning, and facilitate exploration and discovery at appropriate levels.

Core Beliefs

We believe that a student’s talents manifest themselves in multiple ways across all cultural and economic strata and at different times during a student’s academic journey.

We believe that all students should be educated and nurtured in a climate where their talents and potential are valued and fostered.

We believe that all students should be supported and challenged by a program of study with rigorous and relevant curriculum so that students can achieve at levels commensurate with their intellect and ability and reach their full potential.

We believe that all students who exhibit exceptional intellect or who perform, or have demonstrated the potential to perform, at superior levels when compared to others of their age, experience, and/or environment in academic disciplines should have advanced learning opportunities available to them.

ACE Students Defined in BSD2

Students, children, or youth who give evidence of high achievement capability in areas such as intellectuals in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

MORE INFO: Accelerated Curriculum & Enrichment (ACE)

ACE Identification

ACE Resources

Math Acceleration Transition Plan

Year	2022-2023	2023-2024	2024-2025
Grade3	3rd + .5 4th	3rd + .5 4th	3rd + .5 4th
Grade 4	4th + .5 5th	.5 4th + 5th	.5 4th + 5th
Grade 5	5th + .5 6th	.5 5th + 6th	6th
Grade 6	6th + .5 7th	.5 6th + 7th	7th
Grade 7	.8 7th + .5 8th	.5 7th + 8th	8th
Grade 8	8th + Algebra	.5 8th + Algebra	Algebra

Assessment of Learning

District 2 builds a firm foundation with a valid and reliable balanced assessment system that includes varied and multiple measures for determining students’ learning progressions, including student self-assessment. In addition to the daily formative assessments that teachers administer to determine students’ in-the-moment needs, the following identifies a broad range of assessments:

Type I - Illinois Assessment of Readiness (IAR), NWEA MAP Growth: MAP Growth is a dynamic adaptive assessment that measures your students’ achievement and growth in K–8 math and reading. MAP Growth is used to understand how your student is performing and to inform classroom instructional strategies and next steps.
Type II - District-level: Any assessment collaboratively developed or adopted, approved for use by the District, and used on a District-wide basis by all teachers in a given grade or subject area.

Standardized Testing

According to Public Act 99-590 that was signed into law on July 22, 2017, each Illinois School District is required to communicate the standardized tests administered to its students.

MORE INFO: Assessment of Learning

Illinois ACCESS 2 0 Testing

English Learners (EL) are tested on English language proficiency to determine eligibility for EL services.ACCESS is taken annually by English learners in kindergarten through grade 12 to assess and monitor their progress towards English proficiency. Educators use ACCESS results to make decisions about students' English academic language and to facilitate next steps in their language development.

WIDA Parent Resources: ACCESS for ELLs - English

WIDA Parent Resources: ACCESS for ELLs - Spanish

WIDA Parent Resources: ACCESS for ELLs - Additional Languages

Illinois Assessment of Readiness (IAR)

IAR is a state-mandated assessment. It is designed to measure if students are on track for college and career readiness. IAR asks students to demonstrate critical-thinking and problem-solving skills in an in-depth manner. Students are asked to answer various types of questions, show their work, and explain their reasoning. All students in Grades 3-8 are tested in reading and mathematics in late spring.

CLICK HERE FOR IAR PARENT RESOURCES.

IAR Resources

Illinois Science Assessment

The District is required by state testing laws to administer a science assessment to its fifth- and eighth-grade students. This assessment is generally administered in the spring in an online format and is aligned to the Illinois Learning Standards for Science incorporating the Next Generation Science Standards (NGSS), which were adopted in 2014.

NWEA MAP Testing

BSD2 students take NWEA MAP tests in reading and math three times a year: fall, winter and spring.

These are adaptive tests that adjust to the student’s learning level based on the answers the student provided to previous questions. As a student continues to respond to the test, the test automatically adjusts its difficulty level to meet the student where they are at.

The MAP assessments are used to help teachers understand what each student knows so that they can set goals to improve their academic growth throughout the year. The results from these assessments help us know what students are ready to learn.

Your child’s school and/or teacher will send information home to let you know when their classes will take these assessments.

MAP Resources

BSD2 Standardized Assessment Calendars

BSD2 CARE Volunteer Program

CARE stands for Cultivating Academic Readiness and Excellence

Cultivating Academic Readiness and Excellence is a volunteer program in which members of the District 2 community volunteer to help students refine skills they’re being taught by their classroom teachers. CARE volunteers give just one hour of their time each week to mentor K-8 students in reading, writing, math, science, social studies and other subjects.

On average, around 300 CARE volunteers provided approximately 7,000 hours of academic support. Together, they make a difference in the lives of more than 2,000 BSD2 students.

To volunteer with Cultivating Academic Readiness and Excellence or for more information, please contact Lara Schwarz, CARE Coordinator & Community Liaison, at 630-766-2605, ext. 3202 or lschwarz@bsd2.org.

MORE INFO: BSD2 CARE Volunteer Program

Contact Information

Contact Information - BSD2 CARE Volunteer Program

Lara Schwarz
CARE Coordinator & Community Liaison
630-766-2605 ext. 3202
lschwarz@bsd2.org

Sue Vitale
Blackhawk Middle School CARE Facilitator
630-766-2601 ext. 2195
svitale@bsd2.org

Laura Butz
Tioga School CARE Facilitator
630-766-2602 ext. 4401
lbutz@bsd2.org

Lisa Simoncelli
W.A. Johnson School CARE Facilitator
630-766-2605 ext. 3102
lsimoncelli@bsd2.org

CARE Volunteer Responsibilities

A CARE volunteer's responsibilities include:

Committing to a minimum of one hour a day per week.
Working with small groups of students following the instruction provided by the classroom teacher.
Contributing to a positive, friendly, and supportive environment in which the student can enjoy learning.
Motivating students to do their best.
Helping the student stay on task.
Making sure the student is an active participant in the learning. Stop and ask questions to draw the student out. Reward the student by listening to them with focused interest.
Praising students by acknowledging specific positive behaviors.
Keeping information about students confidential.
Working closely with the CARE facilitators and asking questions or discussing concerns when appropriate.
Remaining faithful and responsible in attendance. Let the CARE facilitator and teacher know if you are unable to be there on your scheduled day.
Enjoying the experience as you change the life of young boys and girls through volunteering.

CARE Forms

Curriculum & Standards

Curriculum Components

Curriculum is made up of three components:

Learning Targets: Often referred to as standards. This is what students will learn.
Assessment: Methods for determining if students are learning.
Instruction: How we ensure learning occurs through differentiation.

This section of the website provides brief descriptions of the general instruction programs District 2 children are offered.

Student Programs

Click the tabs below for brief description of what District 2 children are offered.

MORE INFO: Curriculum & Standards

English & Language Arts

In English and language arts (ELA), students learn to read and write. Along with stories and literature, they read non-fiction texts that provide facts and background knowledge in areas including science and social studies. They read challenging texts and are asked more questions that will require them to refer back to what they have read and to use higher-order thinking skills to make meaning. There is also an emphasis on building a strong vocabulary so students can read and understand challenging material.

Reading Intervention Programs

District 2 has reading specialists working at all of its schools in partnership with the classroom teachers in supporting student’s literacy needs.

ELA Standards

English & Language Arts Learning Standards

Field Trips

Field trips are an opportunity for teachers to extend our students' learning beyond the four walls of our classrooms. Field trips are connected to the units and topics students are studying. Students must abide by all school policies during transportation and during field-trip activities, and shall treat all field trip locations as though they are school grounds. Failure to abide by school rules and/or location rules during a field trip may subject the student to discipline. All students who wish to attend a field trip must receive written permission from a parent or guardian with authority to give permission. Students may be prohibited from attending field trips for any of the following reasons:

Failure to receive appropriate permission from parent/guardian or teacher;
Failure to complete appropriate coursework;
Behavioral or safety concerns;
Denial of permission from administration;
Other reasons as determined by the school.

Fine Arts

Students in Grades K-8 are taught by fine arts specialists who extend student knowledge, understanding, and appreciation for the various art forms. In kindergarten, music is used to support student literacy development, build social interaction, and coordinate movement skills. In Grades 1-8, students are given opportunities to listen, improvise, compose, and perform music. In visual arts (Grades K-8), students are taught drawing, painting, sculpture, graphics, and various types of media.

Visual Arts

In visual arts, students in Grades K-8 are taught drawing, painting, sculpture, graphics, and various types of media. Art is a rotation in the middle school's Encore program. Encore art students conduct art research and create an artifact or image. They also learn how to read a painting based on the elements of art.

Music

In kindergarten, music is used to support student literacy development, build social interaction, and coordinate movement skills. In Grades 1-8, students are given opportunities to listen, improvise, compose, and perform music. Music is a rotation in the middle school's Encore program. Encore music students discover the evolution of “pop” music, exploring how music has changed and evolved into current pop music. They also compose songs and music and create rhythms using instruments, iPads, and additional electronics.

Instrumental Music

A band program is provided for students in Grades 5-8. Band gives students an opportunity to develop, enrich, and refine instrumental performing skills. Public performances are part of the program. Grades 4-5 have opportunities to participate in chorus, hand chimes, Orff Club and Music Makers.

Chorus

Grades 3-5 and middle school students are given the opportunity to develop and refine their vocal skills through participation in a mixed chorus. Public performances are scheduled during the school year.

FIne Arts Standards

Fine Arts Learning Standards

Health Education

Parents/guardians may request the opportunity to preview all materials used for instructional purposes on AIDS, family life instruction, sex abuse, anabolic steroids, or organ/tissue transplantation. Parents/guardians will be given at least five days written notice before instruction on avoiding sex abuse begins.

No student shall be required to take or participate in any class or course on AIDS, family life instruction, sex abuse, or organ/tissue transplantation if the student’s parent/guardian submits a written objection to the school’s principal. Refusal to take or participate in any such course or program shall not be reason for disciplinary action or academic penalty.

PE/Health Standards

PE/Health Learning Standards

Homework

“Homework should be a risk-free chance to experiment with new skills, a chance for students to apply new learning so they can find out what they really do understand and can return to class to ask questions about what was not understood” (Carr & Farr, 2001).

Homework is critically important so teachers can learn what students know, understand, and are able to do in order to plan instruction accordingly. Homework informs learning.

Grade-level and department teachers collaborate to determine what is appropriate in regard to time and homework. At home, monitor your child’s approach to homework. If frustration sets in, have your child write down what is confusing and bring the assignment to the teacher the next day. Remember, this process informs the teacher about what to do next for a student. If you sense that your child needs more at-home practice or extension, contact the classroom teacher to determine the best homework fit.

Homework is not assigned over breaks per Board of Education policy. When a student has an extended absence, the family should reach out to the child's teacher(s) about work that was missed.

It is the student’s responsibility to obtain all homework assignments and make arrangements to complete any tests and projects that are missed due to absences. Work needs to be made up in a timely manner based upon the number of days absent.

Learning Centers

The learning center is an essential component of the instructional program. A District librarian ensures a high-quality library media program, and works with two learning center assistants at each school to oversee the day-to-day operation and management of the learning center. Students have access to a varied and engaging book, magazine, and video collection, as well as updated technology to reinforce media and information literacy. The District also employs instructional technology specialists, whose focus is collaborating with classroom teachers to effectively integrate 21st century learning and teaching into the instructional program.

Mathematics

In mathematics, teachers concentrate on teaching a more focused set of major math concepts and skills. This allows students time to master key math concepts and skills in a more organized way throughout the year and from one grade to the next. Teachers use rich and challenging math content to engage students in solving real-world problems and to reason logically in order to inspire greater interest in mathematics. Conversations about math and collaboration with peers is another component of engaging, hands-on math instruction that builds conceptual understanding.

Math Intervention Programs

District 2 has math interventionists that work in all schools. These individuals partner with classroom teachers to support students' instructional needs in math.

Find It Fast!

Math Learning Standards

Physical Education

Physical education is taught in a developmentally planned and sequential curriculum that fosters the development of movement skills, enhances health-related fitness, increases students’ knowledge, offers direct opportunities to learn how to work cooperatively in a group setting, and encourages healthy habits and attitudes for a healthy lifestyle. Health and safety are also studied.

Unless otherwise exempted, all students are required to participate daily in P.E. class. A student may be excused from P.E. due to physical limitations or illness up to three days with a note from the student’s parent(s)/guardian(s). Any illness or injury requiring more than three days exclusion from participation must be accompanied by a physician’s note stating the reason for the excuse and the length of time the excuse will run. A student who is excused from participating in P.E. may receive alternative assignments relative to the current topic and may not participate in outdoor recess to prevent the student from exceeding physical limitations.

PE/Health Standards

PE/Health Learning Standards

Reading and Math Intervention Programs

District 2 has reading and math specialists working at all of its schools in partnership with the classroom teachers in supporting student’s literacy or math needs. These specialists use intervention programs to help address their identified needs. The specialists also assess the students' progress and growth toward meeting grade level standards.

Recess

Robotics

Robotics is a rotation in the middle school's Encore program. In sixth grade, students learn the basic concepts of programming computational thinking, and apply mathematical logic to solve problems involving robots. In seventh grade, students learn intermediate concepts of programming while using mathematics and computational thinking to solve problems that model real-life scenarios. In eighth grade, students learn higher-level concepts of programming and apply their learning to solve problems with their robots. Eighth-grade students must reason abstractly and identify patterns to better understand systems and develop solutions to problems based on evidence and data.

Science

Illinois’ current science standards became effective in February 2014 and are based on the Next Generation Science Standards. These standards focus on the big ideas in science, and emphasize the common practices that scientists use every day, such as planning investigations, developing models, and designing solutions. They encourage students to learn the processes of science in a deep, meaningful way through first-hand investigative experiences, instead of just memorizing facts for a test.

Hands-on experimentation and instruction are used to give students scientific knowledge and skills in the areas of earth, life, and physical science. Building upon students' natural curiosity about the world around them, students become engaged in lessons which explore science standards as well as integrate reading and math. Our science classes help our students to become problem solvers and to ask questions prompted by their observations. Proper safety procedures are followed including use of protective goggles and availability of eye wash stations within the middle school.

Science Standards

Science Learning Standards

Social Emotional Learning

Elementary students will participate in a 30-minute class each week that focuses on social-emotional learning. In 6-8th grades, SEL lessons are provided through Advisory classes.

SEL is when we:

develop self-awareness skills
develop self-management skills
demonstrate social awareness skills
demonstrate decision-making and communication skills

Together, these skills help us to learn, maintain positive relationships, and achieve success in our school, community, and personal lives.

During this class, students will learn ways to recognize, report, and refuse bullying, through a Bullying Prevention Unit. Students will learn ways to stay safe through a Child Protection Unit. While participating in lessons from an elementary classroom unit, students will learn skills for learning, empathy, emotion management, and problem solving. A lesson to meet Anne Marie’s Law and the Drug and Awareness and Prevention state mandates will also be taught during the SEL special.

During the year, parents will be provided with important information on how to use SEL at home with their children. Some of these resources will include:

Homelinks: A take-home worksheet with follow-up activities that go along with the topics taught in class.
Website: A website will show parents how to use the tools their children are learning in SEL class.
Presentations: Parents will be invited to join their children and learn more about specific SEL topics throughout the year.

Social Science

Illinois Social Science Standards became effective in July 2021. Learning experiences in history, geography, and economics are provided to children in the District 2 social science program. Children study citizenship, community, cultures, freedom and justice, government, human rights, and natural and human resources.

In addition, all schools hold an educational program on the United States Constitution on Constitution Day each September 17 to commemorate the September 17, 1787, signing of the Constitution.

The curriculum also includes a unit of instruction on the Holocaust and crimes of genocide, including Nazi atrocities of 1933-1945, Armenian genocide, the famine/genocide in Ukraine, and more recent atrocities in Cambodia, Bosnia, Rwanda, and Sudan.

In all schools, the curriculum includes a unit of instruction on the history, struggles, and contributions of women, and a unit of instruction on Black History, including the history of the African slave trade, slavery in America, and the vestiges of slavery in this country, as well as the struggles and contributions of African-Americans.

The social science curriculum also meets the Illinois Teaching Equitable Asian American Community History (TEAACH) Act that requires that students learn about the contributions of Asian Americans to the economic, cultural, social, and political development of the United States.

Social Science Standards

Social Science Learning Standards

Spanish

All sixth-grade students receive an Encore rotation of Spanish, and students in Grades 7-8 may choose Spanish as an elective. In seventh grade, Spanish students cover greetings and basic conversational Spanish, people, descriptions, daily activities, sports, food and restaurants, and Latin American countries and culture. In eighth grade, Spanish students discover Hispanic culture through virtual trips to Mexico, Chile, and Argentina, and they learn vocabulary and phrases related to activities at home, sports, going on vacation, purchasing food at restaurants, and shopping at the mall.

Foreign Language Standards

Foreign Language Learning Standards

STEAM & STEM Lab

Students in Grades K-5 will participate in a STEAM class (Science, Technology Engineering, Art and Math) during their specials rotation. Each week, students will have a hands-on opportunity to engage in problem-based learning that includes developing an engineering mindset and approach to problem solving. Students in Grades 3-5 will also be working within a computer science program.

STEM Lab (Science, Technology, Engineering & Math) is a rotation in the middle school's Encore program. The goal of STEM Lab is to foster a learning environment in which students are guided to produce original ideas, objects, and structures according to certain specifications using concepts and skills from math, science, and technology. STEM Lab is meant to empower students with the tools, resources, and freedom necessary to grow their capacity for creativity and their critical thinking, problem-solving, and collaboration skills. Each grade level has a unique theme and mini-units:

Sixth Grade: STEM Overview and Gaming
Seventh Grade: The Environment
Eighth Grade: Physics

Summer School

Summer School Program

Data from interventions and assessments given throughout the school year will help identify students that would benefit the most from the summer school programs. District 2 teachers teach the summer program. They focus on fluency, phonics, and comprehension to help students become proficient readers at their grade level. Students will also take part in a writer’s workshop to develop their skills as authors. Students learn essential skills in math, as well, to support their success at the next grade level.

Dual Language & Multilingual Education

District 2 offers English language and/or native language instruction to all English Learners (EL) who are eligible to receive these services. Students who speak a language other than English, or live in a home where a language other than English is spoken, are identified through the home language survey. These students are screened to determine their English language proficiency level. This screening assessment takes place no later than 30 days after the beginning of the school year or 14 days after a student's enrollment-based eligibility detailed on the chart below. Screening results are shared with the parents/guardians. EL students are taught in English and their native language according to state requirements based on the number of students that speak the language at each school.

Click here for more information on ACCESS.

Illinois ACCESS 2.0 Testing

All EL students within the state of Illinois are tested on English language proficiency to determine their eligibility for EL services, and to monitor their English language development.

WIDA Parent Resources: ACCESS for ELLs - English

WIDA Parent Resources: ACCESS for ELLs - Spanish

WIDA PARENT RESOURCES: ACCESS FOR ELLS - ADDITIONAL LANGUAGES

EL Screening Criteria

Kindergarten - First Semester
- Screener: WIDA
- Minimum Score for English Proficiency: 5.0 Oral Composite
Kindergarten - Second Semester
- Screener: WIDA
- Minimum Score for English Proficiency: 5.0 Overall Composite
First Grade - First Semester
- Screener: WIDA
- Minimum Score for English Proficiency: 4.2 Literacy Composite
First Grade - Second Semester (and beyond)
- Screener: WIDA
- Minimum Score for English Proficiency: 5.0 Overall Composite

A student who scores at or above a 4.8 composite on the Illinois-mandated ACCESS assessment exits language services and will be monitored for two years.

Exit Criteria

English Learner (EL) students must meet the State of Illinois English proficiency criteria in order to be transitioned from Transitional Bilingual Education (TBE) or the Transitional Program of Instruction (TPI). Students exit from EL program support upon meeting a 4.8 overall composite on ACCESS.

Parents are sent a letter from the District informing them that their child met the designated 4.8 State of Illinois English proficiency criteria. Parents are given an option to deny their child’s exit from EL program services if the child meets the exit criteria prior to the entitlement of three years in the EL program.

Parent Notification Letters

Parent notification letters and program descriptions are mailed to parents/guardians of all English Learner (EL) students at the beginning of each year to share the type of and description of the EL program that is being provided for their child. EL program screener scores or the previous year’s ACCESS scores are also included in this mailing.

Parents may refuse language support if their child is eligible for services through signing an EL Program Services Refusal Form. However, this does not relinquish the district from its obligation to provide a meaningful education to the student and to continue to annually assess the student’s language proficiency with the ACCESS for ELLs.

MORE INFO: Dual Language & Multilingual Education

Contact Information

Transitional Programs for English Learners

EL students are taught in English and native language according to state requirements based on the number of students that speak the language at each school.

Transitional Bilingual Education (TBE)

This is a state-mandated program for a school with 20 or more EL students of the same language background. (Pre-Kindergarten is counted separately from Grades K-5.) TBE programs require native-language instruction in core subjects, as well as English as a Second Language (ESL) instruction with the goal of developing English.

Transitional Program of Instruction (TPI)

This is a state-mandated program for a school with 19 or less EL students of the same language background. Some native-language may be used in instruction. ESL is the primary instructional methodology. TPI students receive instructional support through an ESL-certified teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency.

Pre-Kindergarten

TPI students in Pre-K classrooms receive instructional support through the ESL-endorsed classroom teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency.

TBE students in Pre-K classrooms receive instructional support through the bilingual-endorsed classroom teacher. The District’s core curriculum is taught using a simultaneous bi-literacy approach. Building on the strengths of two languages supports students’ bilingualism.

Grades K-8

A Spanish-speaking student at beginning levels of English proficiency may be placed in a dual language or a TBE classroom depending on the grade level. TBE students will receive sheltered instruction in their native language as they transition to English.

EL students with more secure levels of English proficiency, or students who speak languages other than Spanish, will be placed in a general education classroom and will receive ESL services through an EL-certified teacher.

The general education classroom teacher and EL specialist teacher are instructional partners that collaborate and plan instruction for EL students. This shared planning ensures the success of English learners both academically and in acquiring the English language. Shared ownership and responsibility of all staff working with the EL student is a key predictor of student success.

Parents/guardians may refuse EL program support if their child is eligible for services by putting their request into writing. The letter needs to include their request to refuse the recommended EL services for their child/children, the date of the request and their signature. They must also discuss this request with an administrator. However, this parental statement does not relinquish the District from its obligation to provide a meaningful education to the student and to continue to annually assess the student’s language proficiency with the ACCESS for ELs. Parents may revoke their refusal of services at any time by writing a letter to request services to be reinstated.

MORE INFO: Transitional Programs for English Learners

Pre-Kindergarten Transitional Programs for English Learners
Grades K-8 Transitional Programs for English Learners

Pre-Kindergarten Transitional Programs for English Learners

TPI students in Pre-Kindergarten classrooms receive instructional support through the ESL-endorsed classroom teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency.

Grades K-8 Transitional Programs for English Learners

Dual Language Program

Program Mission

The mission of Bensenville District 2’s Dual-Language Program is to establish an environment that values multiculturalism and multilingualism, allowing students to excel in a global society.

What is Dual Language?

Dual language is a form of bilingual education in which students are taught literacy and content in two languages. Dual-language programs foster multiculturalism, multilingualism, and high levels of academic achievement through instruction in two languages.

Why Dual Language?

Within dual-language education, students develop high levels of multiculturalism, multilingualism, academic, and cross-cultural competencies through instruction in two languages. The effectiveness of dual language education has been well documented within and outside the United States over the years. For example:

Dual-language programs are the only programs that assist students to fully reach and maintain high levels of achievement in both their first and second languages in all subjects through the end of schooling (Thomas & Collier, 2002).
English learners enrolled in dual-language programs outperform English learners not enrolled in these programs in state assessments, as well as norm-referenced tests (Thomas & Collier, 2017).

Curriculum and Instruction

District 2’s Dual-Language Program follows the same curriculum as its general education classrooms, and also embeds appropriate differentiation for students at various levels of learning. All curriculum aligns to the Illinois Learning Standards and combines foundational skills in all content areas.

The District’s Dual-Language Program follows a 50:50 language allocation model of instruction. Students receive instruction in both English Language Arts and Spanish Language Arts on a daily basis. Additional content areas have specific language allocations in order to meet the 50:50 model.

BSD2 Dual Language Allocation for Grades K-3 (2024-2025)

Spanish Literacy: Spanish
English Literacy: English
Math:
- Grades K-1: Spanish
- Grade 2: Spanish (bridge to English)
- Grade 3: English (bridge to Spanish)
Science: Spanish
Social Science: English
Specials: English
Purposeful Play: English/Spanish
Morning Meeting: Spanish/English - intentional based on Science/Social Science

Bilingual Parent Advisory Committee (BPAC)

School districts that have multilingual education programs must establish Bilingual Parent Advisory Committees (BPAC).

BPAC is composed of parents/guardians of students participating in the District’s Multilingual Education Program and interested members of the community. Two-thirds of the participants of the BPAC must be parents of students in the District’s Multilingual Education Program. All parents/guardians of students in the District’s Multilingual Education Program are invited to become members of the BPAC.

BPAC meets a minimum of four times a year, and participates in the planning, operation, and evaluation of the District’s Multilingual Education Program. BPAC also offers opportunities for parents/guardians to learn how they can become involved in their children’s education.

The purpose of the Bensenville School District 2 Bilingual Parent Advisory Committee is:

To maintain communication between the District and parents/guardians of students in its Multilingual Education Program.
To provide parents/guardians of students in the District’s Multilingual Education Program opportunities to learn about and comment on the program;
To inform parents/guardians about the goals and benefits of bilingualism, biliteracy education, and English as a Second Language (ESL);
To identify themes of interest to parents/guardians; and
To review the annual Multilingual Service Plan

English Language Development Report

The Illinois State Board of Education mandates that districts inform parents of their child’s progress in acquiring English. The ELD report for parents provides parents with information regarding their child’s English language development. It is formatted to be similar to the WIDA “Can-Do” descriptors. The ELD Report is sent home to parents of EL students along with the report card. The English Language Development Report is not a report card but a separate English language proficiency report.

Language Development Standards

Emergency eLearning Plans

Click here for the District's eLearning Plan - English

Click here for the District's eLearning Plan - Spanish

District 2 calls eLearning Days when closing schools due to extreme weather or other emergencies.

Emergency eLearning Days are not “snow days.” Even though buildings are closed, there’s still “school,” as instruction will continue remotely. Attendance will be taken, and students will be engaged in live instruction for the entire five-hour school day.

An eLearning Day counts as a regular school day, and does not require the District to use a built-in emergency day at the end of the school year.

Parents will be notified no later than 6 a.m. if the District is closing its schools and holding an eLearning Day. (No announcement means it will be a normal school day.)

What to do on an Emergency eLearning Day

Emergency eLearning Days will begin an hour later than the normal school day to provide teachers planning time to adjust their instruction for eLearning.

Blackhawk Middle School: instruction begins at 8:50 a.m.
Tioga & W.A. Johnson Schools: instruction begins at 9:40 a.m.

K-8 students should log into their Chromebooks that they already bring home daily, go to their Google Classrooms through their Classlink page, and join eLearning from the Google Meets link(s) posted there.

Pre-Kindergarten students were sent home with a special bag of eLearning materials prior to winter break. Parents should choose three of those activities for the pre-kindergarten student to explore, and should share their child’s eLearning work with their teacher via Seesaw.)

MORE INFO: Emergency eLearning Plans

Emergency eLEarning Day Parent FAQ

Emergency eLearning Day Parent FAQ

What is an eLearning Day?

The goal of an eLearning Day is to engage students in learning when school buildings are closed due to extreme weather such as wintry, snowy conditions or other emergencies.

Why would BSD2 use an eLearning Day?

The primary reason for using an eLearning Day is to maintain the momentum of learning. The Illinois State Board of Education (ISBE) established this option for schools who have the ability to provide high-quality instruction electronically in the event of severe weather that would normally require a school day to be canceled. Provided a school can provide five hours of electronic instruction, ISBE will grant the school the ability to provide instruction to students virtually and to count the day as a regular school day rather than using built-in emergency days at the end of the school year.

How will parents and students know if an eLearning Day will be taking place?

Inclement weather cancellations and announcements of eLearning Days will be relayed through emails, text messages, and automated phone calls from the BSD2 notification system, and posted on both the District and school websites. Parents will be notified no later than 6 a.m. if the District is closing its schools and holding an eLearning Day. (No announcement means it will be a normal school day.)

What will an eLearning Day look like?

For students, the day will begin an hour later than normal. This will provide teachers planning time to adapt their lessons for the eLearning format. Students will follow their regular in-person schedule by logging into their Chromebooks, going to their Google Classrooms, and joining eLearning from the Google Meets link(s) posted there. Students will be engaged in live instruction for the entire five-hour school day. Attendance will be taken, and students will then be engaged in live instruction for the entire five-hour school day.

What kinds of activities will my child be doing on an eLearning Day?

The expectation from ISBE is that instruction will continue in the same progression as it would on a regular school day. Thus, depending on the content being covered that day, students may be given information on a topic, assigned activities to practice a skill, collaborate with others on a project, or given an assessment to evaluate learning.

Will attendance be taken on eLearning Days?

Yes, absences will count as teachers will be taking attendance on any eLearning Day the same way they would for an in-person learning day.

What if my child needs help with school work or a technical issue on an eLearning Day?

Content Support: Teachers will be available to support students during live instruction or through email.
Tech Support: Assistance with any technology issues may be reached by contacting members of the District’s technology team:

Tioga School: Val Mrugacz, Technology Support Specialist, 630-521-2352
W.A. Johnson School: Joe West, Technology Support Specialist, 630-521-2348
Blackhawk Middle School: Jesse Delacruz, Technology Support Specialist, 630-521-2347

What if we do not have access to the internet at home?

BSD2 schools are working to identify families that require this support, and supply them with mobile hotspots so their children can participate in instruction during an eLearning Day. If your family is in need of this support and you have not been contacted by your school, please reach out to the school directly with your request.

Emergency eLearning Resources

Emergency eLearning Help Desk

Technology & Online Access Issues

Multi-Tiered Systems of Support (MtSS)

Multi-Tiered System of Support (MtSS). In order to provide the most effective education for ALL children, we believe we must start by providing effective instruction for EACH child. To meet this goal, the District adopted a three-tier approach to instruction. This process, known as Multi-Tiered System of Support (MtSS), started when federal law established these practices as a way to identify and provide early intervention to students in need of additional support. Each tier provides additional instruction beyond the core curriculum. Students needing additional support academically and/or behaviorally will be monitored frequently to ensure students meet grade-level expectations.

Tier I: The classroom teacher differentiates instructional strategies and/or materials to help each child become successful, and monitors progress continually through formative assessment. This might include differentiated work assignments, special seating, conferring, etc.
Tier II: Is additional instruction delivered to students surrounding a targeted skill. Students are monitored towards targeted goals.
Tier III: Is a problem solving, team approach through which students with significant needs are identified, measurable targeted goals are collaboratively planned, intensive interventions are developed, and student progress is continually monitored.

Multi-Tiered System of Support (MtSS) is a process that provides immediate intervention to struggling students at the first indication of failure to learn. Through systematic screening of all students in the early grades, classroom teachers identify those who are not mastering the critical reading skills and provide differentiated intervention to small groups of students.

Continuous progress monitoring of students’ responses to those interventions allows teachers to identify students in need of additional intervention and to adjust instruction accordingly.

Purpose of MtSS

Bensenville School District 2 believes in providing the highest quality of education for every student. In order to provide the most effective education for all children, we believe we must start by providing effective instruction for each child. MtSS is a three-tier approach to instruction that allows us to meet that goal.

MtSS has two overarching goals. The first is to deliver evidence-based interventions, and the second is to use students’ responses to those interventions to determine instructional needs and intensity.

Is the goal of MtSS to identify students for the special education program?

Special education decisions can be a product of these efforts, but not the primary goal. Using MtSS as the database for making that decision, special education services are determined by the student’s rate of response to intervention and the size of the gap that exists between the student and the benchmark. As a result, identification is not about the student’s label, but rather about determining what interventions are most helpful in closing the gap in a timely manner.

Who is responsible for deciding that a student may need support and initiating the MtSS process?

The central principle of the MtSS approach is that it is not one particular person’s responsibility, but everyone’s responsibility. A student’s need for support may be identified from informal observations or a universal screening measure.

Three-Tier Approach

This process, known as Multi-Tiered System of Support (MtSS), started when federal law established these practices as a way to identify and provide early intervention to struggling students. Each tier provides additional support beyond the core curriculum. Students needing additional support academically and/or behaviorally will be monitored frequently to ensure students meet grade level expectations.

The tiers are as follows:

Tier I - The classroom teacher uses different or additional strategies or materials to help each child become successful and reviews progress for 6-8 weeks. This might include differentiated work assignments, special seating, and additional scaffolded supports.
Tier II - The classroom teacher reviews individual academic data and reviews student progress to identify those students in need of specialized support within a specific skill area. The teacher works with the student on a specific learning goal and monitors their progress towards that goal for 8 weeks..
Tier III - More frequent and additional help, which may include altering your child’s schedule for 9-12 weeks, 30 minutes per day, as they work directly with the reading or math interventionist.

Reporting Student Progress

Report card grades are limited to academic factors (tests, quizzes, products, projects, rubric scores). Homework completion, low attendance, and/or inappropriate behavior are examples of nonacademic factors that are reported separately from standards-based grading to inform students and parents/guardians about the importance of developing positive academic effort and behaviors.

Reporting student progress is an essential part of the communication and partnership between home and school. It is the District’s responsibility to provide students and parents/guardians with information that accurately reflects a student’s level of performance, progress in meeting academic standards, and habits for school success. The District’s standards-based report card is designed to provide a “snapshot” of grade-level standards, and communicates an individual student’s progress toward independently meeting those expectations over the course of the school year. It also ensures more consistency among expectations from teacher to teacher and from grade to grade, and allows students to be more aware of what is expected of them while working in partnership with their teachers.

MORE INFO: Reporting Student Progress

Grading and Promotion

School report cards are issued to students on a trimester basis. For questions regarding grades, please contact the classroom teacher.

The decision to promote a student to the next grade level is based on successful completion of the curriculum, attendance, performance on standardized tests and other testing. A student will not be promoted based upon age or any other social reason not related to academic performance.

Elementary

Students of all grades receive report cards at regular intervals throughout the school year. Mid-term progress reports supplement the report cards for students in Grades 1-5. Students are evaluated for their academic work, social-emotional development, and work habits. Progress reports for kindergarten students are structured to share information about their progress with parents/guardians at regular intervals.

Middle School

Blackhawk uses three methods when reporting student progress in school to parents/guardians:

The PowerSchool Parent portal provides assignment and assessment information for each course.
Report cards state grades for the grading period and report final grades for the year.
If additional concerns arise, teachers will inform parents/guardians of any areas of concern through a phone call, Kinvolved message, or email. Parent-Teacher Conferences will be held twice a year, fall and spring, and can also be arranged whenever parents/guardians would like to set up an appointment. When requesting a conference, please contact either the teacher or school office at 630-766-2601 between 7 a.m. and 4 p.m.

Parents/guardians may call or email a teacher directly at any time during the year to discuss their child’s progress or any concerns.

Standards-Based Report Cards

Reporting student progress is an essential part of the communication and partnership between home and school. We believe that it is the District’s professional responsibility to provide parents and students with information that accurately reflects a student’s level of performance and progress in meeting academic standards and habits for school success. The District’s new standards-based report card is designed to provide a “snapshot” of grade-level standards, and communicates an individual student’s progress toward independently meeting those expectations over the course of the school year. It also ensures more consistency among expectations from teacher to teacher and from grade to grade, and allows students to be more aware of what is expected of them while working in partnership with their teachers.

Academic Scoring Marks

For each trimester, some curricular content is just being introduced. As a result, students may not receive a “meets” or "exemplary" marking until a subsequent trimester.

E = Exemplary: The student independently extends and applies key concepts, processes, and skills and can transfer this learning to new contexts.
M = Meets: The student demonstrates a solid understanding of key concepts, processes, and skills and can consistently apply this learning.
P = Progressing: The student is progressing toward an understanding of key concepts, processes, and skills with minimal assistance.
B = Beginning: The student is beginning to understand key concepts, processes, and skills with assistance.

Illinois School Report Cards

2024 Illinois School Report Cards

The Illinois State Board of Education annually releases school report cards that show how each school, each district and the state is performing on a wide range of educational goals. The report cards contain information about student academic growth and achievement, student and teacher demographics, enrollment, district-level financial information and information from the Illinois 5Essentials Survey.

Click the links below to view the Illinois Report Cards for Bensenville School District 2 or any of its schools.

Bensenville School District 2 2024 State Report Card

Blackhawk Middle School 2024 State Report Card

Tioga School 2024 State Report Card

W.A. Johnson School 2024 State Report Card

Report Card Schedule

2024-2025 School Year

Trimester I

October 2: Trimester Mid-term
October 9: Progress Report Due
October 11: Progress Report Released
November 18: End of Trimester I
November 25: Grades Due
December 2: Report Cards Released

Trimester II

January 17: Trimester Mid-term
January 24: Progress Report Due
January 28: Progress Report Released
March 5: End of Trimester II
March 13: Grades Due
March 20: Report Cards Released

Trimester III

April 23: Trimester Mid-term
April 30: Progress Report Due
May 2: Progress Report Released
June 3: Grades Due (different from T I & II given that the trimester ends on the last day of student attendance)
June 4: End of Trimester III
June 10: Report Cards(printed)
June 12: Report cards mailed

Technology

Welcome to the BSD2 Technology Page. Please use the tabs below to access information about technology in the District.

MORE INFO: Technology

Contact Information

Instructional Technology

One-on-One Chromebook Program

One-to-One Chromebook Program

District 2's one-to-one program gives all students in grades K-8 access to Chromebooks to use for school work. Students in grades K-8 take the chromebook home each day. The one-to-one Chromebook program prepares students for success in a global, technology-rich learning and working environment.

What is a Chromebook?

A Chromebook is a small laptop specifically designed to access the Internet.

It runs on the Chrome operating system, which resembles the Google Chrome Internet browser.

Through the District’s use of Google Apps for Education, Chromebooks utilize Internet resources, specialized apps, and software for documents, spreadsheets, and presentations similar to Microsoft Office.

BSD2 Chromebook Policies

Chromebook Take-home Policy (English)

Chromebook Take-home Policy (Spanish)

Chromebook Use in the Classroom

The Chromebooks are used as a learning tool across all subject areas. The use of a variety of apps and Internet resources allows students to digitally communicate, collaborate, and create in the classroom. Students are using the Chromebooks to create and publish original work, practice specific skills, research curriculum topics, and explore their own interests.

Chromebook Program Features

All students work through Bensenville District 2’s own Google domain, which has the same filtering safeguards as the District's Internet.
Google does not access data stored on District 2’s Google Drive unless authorized by the District.
The Chromebooks operate in a technology environment similar to what is used in college and in the workplace.
With a one-to-one program, students have increased access to technology and the opportunity to work collaboratively with teachers and classmates.
Student work is saved on Google Drive, which makes it accessible from any computer with an Internet connection. No additional software is required.
Parents can access their child’s work and view content by using their child’s username and password from any Internet-enabled device.
Teachers receive professional development throughout each school year to develop their knowledge and skills in relation to Google Workspace for Education applications.

Frequently Asked Questions About Chromebooks

Does this mean students won’t learn how to write with a pen or pencil anymore?

No, students will still use paper and pencil. They will just spend an increased amount of time typing, which will help them improve their keyboarding skills.

Will my child be learning a different curriculum?

No, the curriculum and standards taught will be the same across the grade level. Chromebooks are a tool that will be used to deliver the curriculum.

How will you prevent cyberbullying?

Students devices are monitored through the usage of GoGuardian. The same discipline procedures will be enforced as in any other situation of bullying or improper use of technology.

Will information about my child be stored or shared on the Internet?

No, all students are registered with only a username and password. Any content put into Google Apps is safe from other organizations and is fully owned by District 2. Student data is also protected under federal and state privacy laws. Please refer to the Data Privacy Laws page for more details of how your child’s information is being protected.

School Technology Policies & Agreements

Student Data Privacy

Bensenville School District 2 takes the privacy of our students' data seriously. This page intends to make transparent and is working diligently to be compliant with the Student Online Personal Protection Act (SOPPA) when it went into effect on July 1, 2021.

Important Privacy Laws

Family Educational Rights and Privacy Act (FERPA): Governs information in a student’s education record, restricting access and use of student information.
Children’s Online Privacy Protection Act (COPPA): Restricts the collection of personal information from children under 13 by companies operating websites, games, mobile applications, and digital services that are directed to children or that collect personal information from individuals known to be children.
Student Online Personal Protection Act (SOPPA): Guarantees that student data is protected when collected by educational technology companies, and that data is used for beneficial purposes only.
Children’s Internet Protection Act (CIPA): Imposes certain requirements on schools that utilize the federal E-Rate program to receive discounts for internet access and other technology services, or that receive federal grants for other technology expenses.

What is SOPPA?

What happens to the student data that we send to a third party vendor? Information like names, birthdates, etc... may be provided by Bensenville School District 2 to a third party like IXL, NWEA MAP, etc... What protections do those companies have in place to make sure that our student's data is not sold or freely given to others? This is exactly what SOPPA looks to address.

As part of SOPPA, these companies must enter into Data Privacy Agreements (DPA) with each district they work with. These agreements outline what data is stored, how it is protected, what the company can and cannot do with that data, and what they will do in the event of a data breach.

Data Privacy Agreements (DPA)

Bensenville School District 2 leverages LEARN Platform, which is connected to the Student Data Privacy Consortium (SDPC). This group is a unique collaborative of schools, districts, regions, territories and state agencies, policy makers, trade organizations and marketplace providers addressing real-world, adaptable, and implementable solutions to growing data privacy concerns.

Click here to read more about the SDPC.

Through the SDPC, the District enters into contracts with third-party vendors who handle our students' data.

Click here to review District 2's DPAs.

Technology in Classrooms

Technology is everywhere and ever changing in District 2! As students are spending more time on digital devices, our schools prepare them with the tech skills they need, such as internet safety, digital citizenship, and research strategies.

Technology is not a substitute for traditional classroom methods; it is a tool that encourages 21st century learning and develops skills such as collaborating, creating, communicating, and critical thinking.

Tech Integration by Grade Level

Grades Pre-K-1

Students in these classrooms utilize classroom touchscreen Chromebooks. Technology is primarily used to provide students with extra practice for reading, writing, and math skills. Apps such as RazKids and Starfall are used to help students develop phonic skills. Apps such Happy Numbers and ABCya are used to help students develop math skills. Students also use technology to create projects. Some projects include creating animal research books and creating book talk video recordings.

Grades 2-5

Students use Chromebooks to complete their everyday classroom assignments. Google apps such as Google Docs, Presentations, Drawings, and Sheets are used by students to expand their learning and show their understanding. The use of Google apps allows students to also easily collaborate with classmates and teachers as projects are being completed. Google apps are often used to create essays and presentations focused on curriculum topics. Other web resources such as BrainPop, Lexia, myON, and Carnegie Math are also often used to expand students' knowledge on curriculum topics.

Grades 6-8

Students use Chromebooks at school and at home. Google apps are utilized on a daily basis and more in-depth skills are developed. In addition to producing essays and presentations, students often record and create videos and create websites. Students also utilize technology in STEM activities such as coding robots, creating circuits, and viewing augmented reality simulations. Students gain experience with a variety of media and tools that allow them to demonstrate their creativity and develop a wide range of technological skills.

Technology Safety & Digital Citizenship

Tips for Parents

Talk with your students about being safe online and using technology in positive ways.
1. Parents' Ultimate Guides (Common Sense Media)
2. Parenting, Media, and Everything in Between (Common Sense Media)
3. App Info/Reviews (Common Sense Media)
Conversations to have at home about digital citizenship.
1. Digital Citizenship Resources for Family Engagement
2. Keeping Your Students (and Yourself) Safe on Social Media: A Checklist
3. Do's (Not Don'ts) of Technology (see below)
Make use of parental controls
1. Most devices, apps, and website offer parental controls, be sure to enable them on students’ devices at home.

(source: Common Sense Media)

At-Home Digital Citizenship Activities for Families

Digital Skills and Parent Tips for the Online World

Do's of Technology

DO connect with experts via social media
DO cultivate a positive digital presence
DO develop coping skills for any negative experience
DO utilize strong passwords of at least 12 characters
DO recognize phishing emails and online fakes
DO be aware of bias techniques
DO know how to use Google Reverse Image Search and Google Alerts
DO evaluate the source of all messages
DO ask yourself “who’s making money from this message?”
DO recognize your feelings of FOMO (Fear of Missing Out) or Compare & Despair
DO use appropriate manners when communicating online
DO recognize your audience
DO acknowledge copyright restrictions
DO be aware of Terms of Use for apps

(source: Julie Smith, professor at Webster University)

Who do I contact for technology support?

For technology support related to topics such as hardware, device, wi-fi, etc., contact your building's technology support specialist:

Blackhawk: Jesse Delacruz, jdelacruz@bsd2.org or 630-521-2347
Johnson: Joe West, jwest@bsd2.org or 630-521-2348
Tioga: Val Mrugacz, vmrugacz@bsd2.org or 630-521-2352

For instructional technology support related to such topics as help with certain apps or District subscriptions, contact your building's instructional technology specialist:

Blackhawk: Mary Corbett, mcorbett@bsd2.org
Johnson: Mia Gutsell, mgutsell@bsd2.org
Tioga: Gina Guyer, gguyer@bsd2.org