Supports for Students

21st Century Learning Skills

District 15's commitment to a technology-rich learning environment enables students to engage, question, and create, fostering essential 21st-century skills like communication, collaboration, and creativity across cultural and digital divides. Embracing Dr. Michael Wesch's concept of being "knowledge-ABLE," we empower students to use technology for finding, analyzing, and evaluation information. This approach helps them make sense of the world, unlocking their passions and potential in a digital landscape.

Library Resource

Growing a passion for reading, accessing and analyzing information, inspiring curiosity and imagination, and acquiring in-demand skills ... these are the actions that allow our students to become thoughtful and engaged citizens equipped to navigate a world full of increasingly complex information.

The goal of the library is to prepare students for school, career and life; and take learning to a place that is authentically connected to the world outside of school.

Librarian Innovation Teachers foster student agency, demonstrate a commitment to modern literacy, and work effectively to teach students to think critically about the world around them.

Library resources include collections that represent a wide range of perspectives, cultures, interests and information; digital learning tools; and STEM/Makerspace materials.

District 15's school library collections are, and have always been, viewable to District 15 students and their parents/guardians. Each school year, students are taught how to access the online library catalog system, Destiny Discover. Students use their clever badge to access their school's library collection. Parents may also access their child’s library collection with their children. If a parent experiences difficulty finding their school’s library collection link, please contact your school's librarian for assistance.

Our library spaces are being renovated with new shelving, flexible seating, paint and lighting. As of this school year, fifteen out of twenty libraries have been completed.

Library Media Resource Objection

The District’s Instructional and Library Program supports the rights and responsibilities regarding free speech both written and oral. This is balanced with ensuring that each material's voice and content is aligned with the developmental understandings and perspectives of students. Consistent with Board Policy 6:230, Library Media Program, parents of directly affected students may complete the Library Complaint Form to express a concern regarding the appropriateness of particular material which students may choose to engage with/read. Teachers/librarians will not remove any books or library materials without District Office approval.

SORA - Digital & Audio Books

SORA - Digital & Audio Books

Thank you to the Palatine Public Library for their collaboration and partnership. Our District 15 students are now able to access SORA, free digital and audio books.

Meet Sora: An ebook and audiobook app for students from OverDrive

Getting Started with Sora

Students will need to set up their SORA account before they are able to borrow a audio or ebook. Here are Step by Step Directions for how to set up a D15 Student SORA account.

SORA Getting Started Guide

Other step-by-step guides that could assist with setting up student accounts.

Students PreK-3 (English)
Students PreK-3 (Spanish)
Students 4-8 (English)
Students 4-8 (Spanish)

Exploring and Managing SORA

Digital Citizenship

Media and technology are at the center of children’s lives every day and District 15 is committed to supporting positive student digital experiences. District 15’s Digital Citizenship curriculum empowers students to think critically, behave safely, and participate responsibly in their digital world. These future ready skills are essential for students to harness their full learning potential. Each monthly lesson provides student-centered, media-rich materials that emphasize skill building, critical thinking, ethical discussion, media creation, and decision making to students in all grade levels. Students are also taught what to do when they see something or interact with something online, or in a text message that makes them feel uncomfortable.

Visit the Technology page for more information.

Technology in the Classroom

District 15 provides a 21st century learning environment with technology resources to enhance student learning. All classroom teachers use ceiling-mounted LCD projectors or interactive flat panel displays, document cameras, and laptop computers to access interactive instructional materials. All classrooms have access to mobile devices with a wide range of applications for learning and assessment. Since we are a Google Apps for Education district, all students in District 15 have a Google account, where they can utilize cloud-based storage to create and save their work. A 1:1 Chromebook program for students in all grade levels has been implemented with the K-2 Chromebooks being stored in charging carts overnight and 3-8 grades taking the device home every day.

Visit the Technology page for more information.

Academic Interventions

Students come to school with varying levels of readiness. Our commitment to daily instruction designed by staff in reading, math, science, and social studies ensures all learners are motivated, engaged, and growing to mastery. Specialized services are offered to students in need of additional support to reach proficiency. Work is ongoing to ensure resources and teaching methods meet diverse student needs and align with Illinois Learning Standards.

Multi-Tiered System of Supports (MTSS)

District 15 is committed to helping all students be successful learners. As part of that commitment, our district uses a structure known as Multi-Tiered Systems of Support (MTSS). Multi-Tiered System of Support (MTSS) is a layered continuum of academic and behavioral support that meets ALL learners’ needs.

In a multi-tiered system of instruction and support, teachers provide quality instruction across three tiers that is universally designed, differentiated, culturally and linguistically responsive, and aligned to grade-level content standards. MTSS is a framework that provides equitable access to high-quality, grade-level academic and behavioral instruction and supports for all students.

This process allows all schools to provide students across the continuum of need with a variety of academic and behavioral supports based upon their specific learning needs. These supports are organized into three levels referred to as “Tiers.” This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom.

Tier 1 is the high quality instruction provided by general education teachers that all students receive as part of their regular school day. We call this core instruction.
Tier 2 interventions are provided when District-based assessments indicate that a student needs additional academic support. Classroom teachers and/or other school staff work together to provide this support to small groups of students. This support is provided in regular time increments referred to as an intervention cycle and occurs during a designated time within a school day.
Tier 3 support incorporates problem solving structures and supports to address needs not met in Tier 1 or Tier 2 interventions.

Positive Behavior Interventions and Supports (PBIS)

District 15 implements PBIS, Positive Behavioral Interventions and Supports, a district-wide prevention process for creating and maintaining school environments that are predictable, consistent, safe, and positive.

PBIS focuses on preventative teaching and promoting positive behavior for all students. It includes universal structures for the school and classroom, a process for acknowledging positive behavior, and a process for correcting inappropriate behavior.

Visit the Student Mental Health & Behavioral Support page for more information

Reading Consultant Specialists

Classroom teachers are the critical component for effective literacy instruction. Each school in the district also has a reading specialist(s) on staff to provide additional support and expertise. The reading specialist supports classroom literacy instruction and serves as a resource to all teachers in a building.

District level literacy coordinators provide resources, training and support for teachers while continually assessing student needs, determining best practices, and evaluating current research to be sure that District 15 students are receiving the best possible instruction.

Reading Intervention Programs

Most District 15 students successfully learn to read in a regular classroom environment. For some students, learning to read may require an additional layer of support. The district proactively addresses the needs of these students at all grade levels through the use of the Leveled Literacy Interventions System (LLI) and through the use of Soluciones for our multilingual students in grades K-2.

The Fountas & Pinnell Leveled Literacy Intervention System (LLI)

Leveled Literacy Intervention (LLI) is an intensive, small-group, supplementary literacy intervention for students who may need an additional layer of support. The goal of LLI is to advance the literacy behaviors of students.

The LLI systems are designed to:

Deepen and expand comprehension
Increase the variety and amount of text that students can successfully read
Build knowledge while keeping students engaged
Aid students in becoming manipulators of words
Capture student’s thinking through writing about reading

Soluciones

A research-based literacy solution for students who need additional support or intervention, Soluciones has been carefully developed to correlate with all aspects of a comprehensive literacy program, to close literacy gaps for students who need additional support beyond the classroom walls, and to build knowledge and respect for the Hispanic culture.

The components of Soluciones have been crafted to:

Support high-quality reading instruction using authentic Spanish texts
Emphasize comprehensible input in the areas of listening and reading
Emphasize comprehensible output in the areas of speaking and writing
Provides explicit phonemic awareness, phonics and vocabulary instruction
Includes both reading and writing output

Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy. Students in grades K-2 receive a systematic program in critical foundational skills, emphasizing:

Phonemic awareness
Phonics/ word study
High-frequency word study
Reading fluency
Vocabulary
Comprehension strategies
Handwriting
Spelling

Just Words is a multisensory decoding and spelling program for students in grades 4–5. It is designed for students who can benefit from the targeted word study focus.

Fountas & Pinnell Leveled Literacy Intervention System (LLI) is an intensive, small-group, supplementary literacy intervention for students who find reading and writing difficult. The goal of LLI is to lift the literacy achievement of students who are not achieving grade-level expectations in reading.

El camino al éxito (K-1) is a Spanish Phonics Curriculum for Early Reading. The program develops phonological awareness and phonics skills so that students can decode and read syllables and words.

El próximo paso al éxito (1-2) is a is a Spanish Phonics program that develops phonological awareness and phonics skills so that students can decode and read syllables, words, and high-frequency words with automaticity and apply these skills to reading decodable text.

Soluciones (K-2) is a Spanish literacy intervention that accelerates students’ access to complex text using authentic Spanish resources.

Bridges Intervention provides targeted instruction and assessment for essential mathematics skills and concepts. A strengths-based approach builds on each student’s abilities—starting with manipulatives, then moving to two-dimensional representations and mental images.

RtI (Response to Intervention)

An important change has occurred in how schools think about students who need extra help to learn grade-level curriculum. They are now using a multi-step process called Response to Intervention (RtI) to address student learning difficulties within the general education setting before mild problems become significant ones.

While RtI is being used in math, and some schools are using the process to address student behavioral issues, it is primarily being applied to the area of reading because reading is the essential skill upon which school success lies.

Levels of Intervention

RtI offers three tiers of instruction that can be provided to students to help them achieve. These tiers of services vary in intensity to address individual students’ needs, with each tier representing an additional layer of support that’s targeted to enhance and develop specific skills a student is struggling to grasp.

Levels of Intervention

Tier 1—Universal

Core Instruction and Classroom Support (approximately 80-90% of students)
Most students are performing at or above grade level and fall within Tier 1, meaning their needs are met through the differentiated instruction called for within the core curriculum.

Tier 2—Strategic/Targeted

Supplemental Group Instruction (approximately 15-25% of students)
For students who fall within Tier 2, core instruction provided by the general classroom teacher is not enough for them to achieve the minimum levels of expected performance. So instruction at this level is intended to help students catch up and master specific grade-level skills. This instruction typically amounts to an extra 30 minutes a day of additional support provided to small groups of students who are struggling to grasp similar skills, and it is provided in addition to the time devoted to the regular classroom program.

Tier 3—Intensive

Intensive Individualized Instruction (approximately 5-7% of students)
Even after receiving Tier 2 interventions, a small percentage of students may continue to have considerable difficulty and need more time and support to master certain skills. At Tier 3, students might receive up to an extra hour of intervention each day in addition to regular classroom instruction. Group sizes are very small so that individual needs can be addressed by the interventionist. Some children who need this level of support may be eligible for special education because they are determined to have a disability.

Progress Monitoring

A vitally important part of RtI is progress monitoring, which is the gathering and evaluating of information about student progress at regular intervals. All students are assessed three times per year to check their progress. If students participate in Tier 2 or Tier 3 interventions, their progress is measured more frequently to be sure that the additional instruction is resulting in improved performance.

If a student is making good progress, he or she can advance out of the intervention. If the data shows that a student continues to struggle or does not make progress, the student would then be considered for a more intensive program.

Intervention Plans

Intervention plans include information about the type of intervention being used, the length of time that will be allowed for it to have a positive effect before moving to the next tier of intervention, and how progress will be measured.

District 15 uses a team-based problem-solving framework to structure thinking and decision-making about student progress and to develop intervention plans. This problem-solving framework asks four questions throughout the process, which involves close collaboration among staff:

1.    What is the problem?
2.    Why is it happening?
3.    What should be done about it?
4.    Did it work?

The answer to the “why” question can be related to the curriculum, but can also include environmental factors and characteristics of the individual learner.

Parent Participation

Parent participation is an important part of the RtI process. At each level of the three-tiered model, regular parent-teacher communication is a key to success. Some ways for parents to get and stay involved include:

attending school functions such as parent-teacher conferences or “Back-to School” nights;
getting to know their child’s teacher and his or her expectations for student progress; and
asking questions about how their child’s needs are being met, and following up with supportive activities at home.

Response to Intervention in D15

Community Consolidated School District 15 is committed to ensuring each child makes significant academic progress. To do this, we continuously review information that tells us how each child is progressing and provide early intervening services as needed. This process is called Response to Intervention. While the specific details will vary between District 15 schools, the general standards and principles are the same across the District. Look inside to see how this process can help your child achieve in school.

ASSESSING YOUR CHILD’S PROGRESS

In District 15, academic skills of all students in Grades K-8 are assessed at least three times a year. Teachers review the test results to identify struggling students throughout the year.

WHEN DOES A STUDENT NEED ADDITIONAL INSTRUCTION?

School teams use academic, behavior, and attendance data to decide which students are doing well in the standard classroom program, which students may need supplemental instruction, and which students may need individualized instruction.

When students receive supplemental small group or individualized instruction, we check their progress frequently. We use decision rules to look at student progress and decide if a student needs a different kind of instruction. The key is to make changes when current instruction is not sufficient for a child.

When our data shows that a child is not making satisfactory progress in the standard classroom program, we provide small group interventions. If, after a period of instruction, there is still a concern, we plan an individualized intervention. Parents are encouraged to participate in this process.

During small group intervention, we assess student progress at least twice a month. During individualized intervention, we assess progress approximately once a week. If a student makes limited progress during individualized instruction, we may ask parents for permission to conduct an individual evaluation. This evaluation might result in identification of a learning disability. No evaluation would be conducted without parents’ written consent.

PARENTS ARE ESSENTIAL TO CHILDREN’S SUCCESS IN SCHOOL

Education is a partnership between home and school. If your child needs supplemental instruction, we will describe that instruction to you. We will also ask you to tell us anything you think may affect your child’s learning. For example, it is important for us to know if a child has missed a lot of school, experienced a trauma, or is having problems with friends at school. Any of these issues may affect a student’s progress and if we know about them, we can design an intervention more effectively.

We value parent involvement at every level and encourage you to partner with us. A good partnership includes good communication. Please feel free to call, write a note, or e-mail if you have concerns or questions about your child’s education or if you would like to provide extra practice at home.

WHEN CHILDREN CONTINUE TO HAVE DIFFICULTY

The school will tell you if your child begins to make sufficient progress, or if your child continues to have difficulty. If you and the school have tried several interventions and progress remains limited, you may be asked to give consent for an evaluation. The purpose of this evaluation is to determine what your child’s educational needs are and to consider if he or she might have a learning disability.

IF THERE ARE CONCERNS ABOUT YOUR CHILD’S PROGRESS, THIS IS WHAT WE DO IN DISTRICT 15:

We work diligently to support students needs EARLY.

First:, we do something extra in the classroom (e.g., re-teaching, supplemental curriculum, extra practice).
Next, we try interventions, such as small groups and additional time for instruction, sometimes with an ELL teacher, a reading specialist, or a learning specialist.
If the student has not made adequate gains, we meet to do problem solving to determine what else might be provided to help your child progress.

You are encouraged to participate in this process at any time. Parental involvement in a student’s education has been proven to be highly effective in improving classroom performance.

If you would like further information or want to discuss your child’s progress, please contact your child’s teacher or an administrator in your child’s school.

Summer School

In an effort to be responsive to the growing needs of our students, District 15 has, over the past several years, updated and expanded its summer offerings for students in grades 1 through 7. Each of the District’s summer programs are funded by Federal Grant dollars and target students that show the largest level of academic and experiential needs.

Historically, there have been two District 15 summer programs: the Extended School Year (ESY) and the Title 1 Summer Blast (T1SB).

Additional programs supporting multilingual students have been added over recent years. These programs include our Bilingual Math and Literacy Camp, our ESL for Newcomers Camp, and our Dual Language Culture Camp.

Our programs are scheduled strategically such that parents may also enroll their children in popular summer programs provided by their area Park District Programs.

Below is a brief description of each of District 15’s summer options.

Title 1 Summer Blast

June 8 - July 2, 2026 (Monday-Thursday, no school June 18)

Held at Lake Louise Elementary School and Walter R. Sundling Middle School

This program provides a Math, Literacy, and experiential Science, Technology Engineering, and Math (STEM) exploration for eligible students. This program targets students who are at high levels of academic risk by providing 4 hours of daily instruction for 16 days in June and July. This program focuses on students with limited financial resources that also display additional needs that may affect their learning during the regular school year. Students are taught by District 15 teachers and enrollment averages around 1,000 students per summer.

Extended School Year (ESY)

June 8 - July 2, 2026 (Monday-Thursday, no school June 18)

ESY Resource held at Lake Louise Elementary School and Walter R. Sundling Middle School; ESY Self Contained held at Jane Addams Elementary School

Students who have IEPs may be eligible for summer programming, also called Extended School Year (ESY). A student’s IEP team, including their parents/guardians, collaboratively make the determination if a student is eligible for summer services based on the nature and severity of the student’s disability and factors including regression and recoupment of skills and learning. ESY includes half-day programming in the summer to support the maintenance of skills and learning for eligible students with IEPs.

Spanish Bilingual Summer Camp (Bilingual Math & Literacy Camp)

June 8 - July 2, 2026 (Monday-Thursday, no school June 18)

Held at Lake Louise Elementary School and Walter R. Sundling Middle School

This program provides 3 hours of math and literacy instruction 4 days a week for a total of 16 days. Bilingual students who are not yet at grade level are invited to participate. Students engage in targeted practice of essential skills through games, assemblies, and real-world applications of math and literacy skills.

ESL for Newcomers Summer Camp

June 8 - July 2, 2026 (Monday-Thursday, no school June 18)

Held at Winston Campus Middle School

This program provides 3 hours of English language development instruction 4 days a week for a total of 16 days. Students who are our newest arrivals to the United States are invited to participate. Students engage in experiential learning through science, math, and literacy activities especially designed to facilitate language learning and build students’ confidence in reading, writing, speaking, and listening in English.

Dual Language Culture Camp

July 13-16, 2026 (Monday-Thursday), from 1-4 p.m.

Held at Jane Addams Elementary School

Grade K-5 students currently enrolled in our Dual Language program at Jane Addams, Kimball Hill, or Winston Campus come together for one week to explore and ENJOY Spanish-speaking cultures from different regions of the world at our Dual Language Culture Camp, held July 13-16, 2026, at Jane Addams Elementary School. Students participate in literacy and cultural experiences while also developing the third pillar of Dual Language education, which is socio-cultural competence. Visit the Dual Language webpage for more information.

Accelerated Academic Programs

Tailored instruction emphasizes independent and complex project management. Advanced Math and English courses challenge high-achieving students, preparing them for honors-level high school classes.

Academically Talented & Gifted (ATG) / Accelerated Programs
Accelerated Placement (Early Entrance, Grade Skipping, or Accelerated Placement)

Academically Talented & Gifted (ATG) / Accelerated Programs

Community Consolidated School District 15 seeks to support the personal and academic growth of its students. For students who show very advanced academic and intellectual talents, this support may include subject or grade acceleration at the student’s school or selection for enrollment into a self-contained gifted program classroom. Gifted program classrooms are specially designed to address students whose needs cannot be addressed with subject or grade acceleration at the student’s school. Selection for placement into gifted program classrooms is rigorous.

Accelerated Placement (Early Entrance, Grade Skipping, or Accelerated Placement)

District 15 offers early entrance to Kindergarten or Grade 1 and grade acceleration for higher grades or single subjects to support students who are academically and intellectually advanced for their age. These options are designed for children who are ready to take on the rigor of coursework typically reserved for older peers.

Acceleration may involve:

Early entrance (Kindergarten or Grade 1)
Whole grade acceleration (e.g., moving directly from Grade 3 to Grade 4)
Single-subject acceleration (e.g., advanced math only)

Click here for information about:

Early Entrance and Grade Acceleration

Mental Health & Socio-Emotional Learning

Teachers incorporate vital skills like self-awareness, emotional management, friendship building, conflict resolution, and responsible decision-making into lessons. Our teachers are equipped with the tools to build students' academic capacity while validating and affirming home language and culture. We are committed to creating school communities where all learners feel safe, supported, and connected.

Champs: Classwide Positive Behavior Support

Cultural Linguistic Responsiveness Teaching (CLR)

Cultural Linguistic Responsiveness Teaching (CLR) is understanding and appreciating home and school culture. CLR is also creating a space where all feel safe and connected.

Focusing on values over rules helps to strengthen a community. Often, children perceive rules as them being told what to do. Values, on the other hand, can be created together by all members of a unit. Discussing values allows everyone to feel more ownership and is a great way to make a family connection stronger.

Visit the Cultural Linguistics and Responsiveness (CLR) page for more information

Erika's Lighthouse: Mental Health, Depression, and Suicide Prevention Awareness Program

District 15 addresses suicide and depression awareness in conjunction with Board of Education Policy 7:290 Suicide and Depression Awareness and Prevention, to provide students, parents/guardians and employees with practices and procedures for early identification and referral of students possibly at risk of suicide.

The Mental Health Awareness program will begin in October and November for students in Grades 5-8. Students receive information about good mental health through the Erika's Lighthouse Mental Health Awareness program. This program is used to raise awareness about depression, mental health, suicide prevention, and breaking down the stigma surrounding mental health. Students will learn how to seek help if they are concerned about themselves or a friend.

Visit the Erika's Lighthouse page for more information

Erin's Law: Child Sexual Abuse Prevention & Personal Safety

Each school year, District 15 implements a child sexual abuse and grooming behavior prevention program that helps prepare students and staff to identify and respond to warning signs of suspected child sexual abuse, how to identify grooming behaviors that may be related to possible sexual abuse, and how to report child sexual abuse. The prevention program is developmentally appropriate, is implemented by teachers and school mental health professionals in each classroom, and is consistent with the Erin’s law requirement in Illinois. Information about this prevention program can be found below. Each year, parents/guardians are notified of the prevention program’s implementation. Parents/guardians may contact their school principal should they wish to remove their student from participating in this program.

Visit Erin's Law for more information

Mental Health & Social-Emotional Learning

The Department of District Improvement and Data includes a comprehensive system of support for student social, emotional, and behavioral well-being in all District 15 buildings. This system is led by the Director of Comprehensive Student Mental Health and two Social and Emotional Coordinators, and includes a cross-departmental effort.

The main features of this support system includes the training and use of social and emotional learning curriculum, school-based positive behavior support for students, bully prevention and response procedures, and restorative and trauma informed practices. Direct support to improve classroom- or school-level student wellness or positive behavior is also provided to school or grade level teams. Tiered intervention offerings are provided to support student needs.

Comprehensive systems of supports for student social, emotional, and behavioral services include:
- Social and emotional learning curriculum
- Positive behavior supports
- Bully prevention and response
- Restorative practices
- Trauma informed practices
- Tiered intervention offerings
- Wraparound

Visit the Student Mental Health & Behavioral Support page for more information

Positive Behavior Interventions and Supports (PBIS)

Visit the Student Mental Health & Behavioral Support page for more information

Response to Intervention (RTI)

Levels of Intervention

Tier 1—Universal

Tier 2—Strategic/Targeted

Tier 3—Intensive

Progress Monitoring

Intervention Plans

1.    What is the problem?
2.    Why is it happening?
3.    What should be done about it?
4.    Did it work?

The answer to the “why” question can be related to the curriculum, but can also include environmental factors and characteristics of the individual learner.

Parent Participation

attending school functions such as parent-teacher conferences or “Back-to School” nights;
getting to know their child’s teacher and his or her expectations for student progress; and
asking questions about how their child’s needs are being met, and following up with supportive activities at home.

Response to Intervention in D15

ASSESSING YOUR CHILD’S PROGRESS

In District 15, academic skills of all students in Grades K-8 are assessed at least three times a year. Teachers review the test results to identify struggling students throughout the year.

WHEN DOES A STUDENT NEED ADDITIONAL INSTRUCTION?

PARENTS ARE ESSENTIAL TO CHILDREN’S SUCCESS IN SCHOOL

WHEN CHILDREN CONTINUE TO HAVE DIFFICULTY

IF THERE ARE CONCERNS ABOUT YOUR CHILD’S PROGRESS, THIS IS WHAT WE DO IN DISTRICT 15:

We work diligently to support students needs EARLY.

First:, we do something extra in the classroom (e.g., re-teaching, supplemental curriculum, extra practice).
Next, we try interventions, such as small groups and additional time for instruction, sometimes with an ELL teacher, a reading specialist, or a learning specialist.
If the student has not made adequate gains, we meet to do problem solving to determine what else might be provided to help your child progress.

You are encouraged to participate in this process at any time. Parental involvement in a student’s education has been proven to be highly effective in improving classroom performance.

If you would like further information or want to discuss your child’s progress, please contact your child’s teacher or an administrator in your child’s school.

Restorative and Trauma Informed Practices

Restorative Practices

Restorative practices are an integral part of our approach to fostering a positive and inclusive school environment. These practices focus on building strong relationships and community connections among students, staff, and families. By emphasizing dialogue and understanding, restorative practices help address conflicts and behavioral issues constructively, encouraging students to take responsibility for their actions and repair any harm done. Our district employs various restorative strategies, including restorative circles, peer mediation, and community conferencing, all aimed at reducing disciplinary incidents and promoting equity and inclusion throughout our schools.

Trauma-Informed Practices

Our district is committed to creating a safe and supportive learning environment through trauma-informed practices. Recognizing the impact of trauma on student behavior and learning, we integrate trauma-sensitive approaches into all aspects of our school culture. This includes training staff to recognize and respond to signs of trauma, establishing predictable routines, and building strong, supportive relationships with students. These practices ensure that all students, particularly those who have experienced trauma, feel safe, respected, and supported in their educational journey.

Visit the Student Mental Health & Behavioral Support page for more information

School Counseling Services

School counseling services are available to all students 12 years of age or older without parent/guardian consent per 405 ILCS 5/3-550.

Students are limited to eight (8), 90-minute sessions. No later than the 8th session the counselor, social worker, or psychologist will discuss next steps for continuation of services with the student.

Visit the Educational Services page for more information

Social-Emotional Learning

The Department of Teaching and Learning works with the Educational Services Department to support student social, emotional, and behavioral well-being through a multi-tiered system of support across all District 15 buildings.

The mission of social emotional learning (SEL) in District 15 is for adults and students to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions to achieve school and life success.

Elementary classrooms, K-6, receive daily SEL instruction. SEL instruction nurtures social-emotional competence and school community so all students feel safe, supported, and connected and are better equipped to succeed academically.

Visit the Social-Emotional Learning page for more information

Multilingual Services & Supports

Our dual language programs include a robust continuum of services that focus on enhancing English proficiency in speaking, listening, reading, and writing while also supporting native language mastery. Our Spanish Dual Language program helps students develop bilingualism, biliteracy, and cross-cultural competencies.

Multilingual - English Language Learners

Transitional Program of Instruction (TPI)

When there are 19 or fewer students who qualify for the EL program who speak the same language in one attendance center, the district implements a Transitional Program of Instruction in English using the collaboration model in accordance with ISBE regulations. Core academic subjects are taught in English with non-EL students. Services are provided using specific strategies for ELs in a co-teaching or pull-out model.

The Transitional Program of Instruction is for non-native English speaking students who have difficulty with written or spoken English. The program provides support to help students succeed in academic subjects and learn English. The classes count toward graduation requirements. Students will receive instruction in their home school and home rooms.

Transitional Bilingual Education (TBE)

The Transitional Bilingual Education program is for non-native English speaking students who have difficulty with written or spoken English. The program provides instruction in the student’s native language with transition into English. The program helps students to succeed in academic subjects and learn English.

Visit the Multilingual Programs page for more information

Multilingual - Spanish Dual Language (One-Way) Program

The One-Way (Spanish) Dual Language Program classrooms are composed of only English learners with a spanish home language background, designed to develop students’ fluency and literacy in English and Spanish. The program also helps students to succeed in academic subjects. The program emphasizes the development of full bilingualism. The classes count toward grade promotion and to become bilingual and biliterate.

Visit the Multilingual Programs page for more information

Multilingual - Spanish Dual Language (Two-Way) Program

District 15's Spanish Dual Language (Two-Way) Program is a two-way language immersion where students are taught literacy and curriculum in both Spanish and English beginning in kindergarten and continuing through the completion of Grade 6.

The two-way dual program consists of native speaking Spanish students and students who speak English or another language in the home. The two-way dual program begins in kindergarten with 80% of instruction in Spanish and 20% in English. Each year, Spanish instruction decreases by 10% and English instruction increases by 10% until Grade 3 when each language is taught 50% of the day. This model continues until Grade 6.

The goal of the Dual Language program is to develop bilingualism, biliteracy, academic achievement, and cross-cultural competencies for students. The program is available to incoming kindergarten students who are fully registered with their home school. It is housed at Jane Addams, Kimball Hill, and Winston Campus Elementary Schools.

Visit the Multilingual Programs page for more information

Student Services

Inclusive education means our services address a range of needs, including special education, health services, and support for unhoused families.

Individualized Education Program (IEP)

Students who are eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA) are to be provided a free appropriate public education (FAPE). An Individualized Education Program (IEP) must be developed for each student who is eligible to receive special education and related services under IDEA.

Visit the Special Education Programs and Disability Services page for more information

McKinney Vento (Homeless Students)

If you are experiencing homelessness, Board Policy 6:140 Education of Homeless Students provides that any unhoused child shall be immediately admitted, even if the child or child's parent/guardian is unable to produce records normally required for enrollment. An unhoused child may attend the district school that the child attended when permanently housed or in which the child was last enrolled. An unhoused child living in any district school's attendance area may attend that school.

Visit the McKinney-Vento (Unhoused Students) page for more information

Section 504 Plan Services

Students who do not qualify for an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child 1) has a physical or mental impairment that substantially limits one or more major life activities, 2) has a record of physical or mental impairment, or 3) is regarded as having a physical or mental impairment.

Visit the Special Education Programs and Disability Services page for more information

Special Education Programs and Services for Students with Disabilities

District 15 provides special education programs and services for children with disabilities in compliance with federal and state regulations. These programs and services are provided for students with specific learning disabilities, emotional disabilities, cognitive disabilities, speech/language impairments, orthopedic impairments, health impairments, traumatic brain injuries, autism, hearing impairments, visual impairments, deaf-blindness, developmental delays, or multiple disabilities.

Visit the Special Education Programs and Disability Services page for more information

LEARN15 (District 15 Family Education) is a place where we list all learning opportunities for parents—many delivered in-person, live streamed, or available on demand. Parents have an opportunity to engage with school leaders, educational experts, and other parents.

Check out our upcoming parent learning opportunities and view past event presentations and meeting materials!

Community Resources

Learn more about parent learning opportunities within our community.