Educational Programs & Services

A teacher, as the term is used in this policy, refers to a District employee who is required to be licensed under State law. The following teacher qualifications apply: 1. Have a valid Illinois Professional Educator License issued by the State Superintendent of Education with the required endorsements as provided in the School Code. 2. Provide the District Office with a complete transcript of credits earned in institutions of higher education. 3. On or before September 1 of each year, unless otherwise provided in an applicable collective bargaining agreement, provide the District Office with a transcript of any credits earned since the date the last transcript was filed. 4. Notify the Superintendent of any change in the teacher’s transcript. All teachers working in a program supported with federal funds under Title I, Part A must meet applicable State certification and licensure requirements. (5:190)

Administrators and teachers work together to place children appropriately, taking into account class size, student needs, special needs, and classroom balance. Therefore, requests for a specific teacher are not invited. Principals are always available to discuss how to best assess and meet individual learning needs.

If you wish to address a concern, start with the person closest to the issue; for example, for classroom issues, first talk with the teacher. From there, contact the principal. If you feel dissatisfied with the response at the building level or have a district-wide concern, contact the appropriate district-level administrator. If your issue remains unresolved, bring the matter before the Board of Education either in writing or in person at a BOE meeting. In addition, individuals who are not satisfied after following the channels of authority may be able to file a grievance under the Uniform Grievance Procedure. (2:260)

School-sponsored activities include activities sanctioned by the district through granting of a stipend to a sponsor and club activities which have received the written approval of the superintendent and are sponsored by a staff volunteer, after consideration of the recommendation of the principal. No other activities will be considered school-sponsored. Students must satisfy all attendance and academic standards and comply with activity rules and students code of conduct. (6:190) (7:300)

Erin’s Law was passed in January 2013 and requires all public schools to implement age-appropriate, prevention-oriented sexual abuse and assault awareness and prevention education for students in early childhood through twelfth grades. All District 41 employees are state-mandated reporters and are required to report allegations of abuse and/or neglect to the Illinois Department of Children and Family Services (DCFS).

Parents can help students recognize and respond to unsafe situations. Parents should be available and children should know that no topic is “off limits” for discussion with parents. Additionally, parents should:

• Talk to children about touching safety, private areas, and secrets

• Empower children to say “no”, even to non-sexual touches if it makes the child uncomfortable

• Be aware of who their child is spending time with

• Monitor their child’s use of technology, as well as watch and listen to children’s behavior while on devices.

Be aware of warning signs of abuse:

• Sudden nightmares or sleep problems 

• Mood swings: rage, fear, withdrawal 

• Changes in eating habits, such as loss of appetite 

• New or unusual fears or specific people or places 

• Changes in school performance or attendance 

• Suddenly has money, toys or gifts without reason 

• Reference to self as dirty, repulsive, or bad 

• Lack of personal care or hygiene 

• Risk-taking behaviors 

• Inappropriate sexual behaviors

Faith’s Law is named after a prevention advocate and child sexual abuse survivor from Illinois who pushed for changes to state laws related to educator sexual misconduct in K-12 schools. These legislative acts established a definition of sexual misconduct and outlined a number of prevention requirements for schools.

The Illinois State Board of Education (ISBE) provides and maintains the Faith’s Law Resource Guide for pupils, parents/guardians, and teachers, which has sexual abuse responses and prevention resources available in their community. Also included is the contact information of entities that provide services for victims of child sexual abuse and their families. To address the Board’s obligation to increase awareness and knowledge of these issues, all employees are expected to maintain professional and appropriate conduct as outlined in Board Policy 5:120 Employee Ethics; Code of Professional Conduct; and Conflict of Interest. Sexual misconduct is defined as, “Any act, including, but not limited to, any verbal, nonverbal, written, or electronic communication or physical activity, by an employee or agent of the school district, charter school or nonpublic school with direct contact with a student that is directed toward or with a student to establish a romantic or sexual relationship with the student. Such an act includes, but is not limited to, any of the following: A sexual or romantic invitation. Dating or soliciting a date. Engaging in sexualized or romantic dialog. Making sexually suggestive comments that are directed toward or with a student. Self-disclosure or physical exposure of a sexual, romantic, or erotic nature. A sexual, indecent, romantic, or erotic contact with a student.”

Field trips are permissible when the experiences are an integral part of the school curriculum and/or contribute to the district’s educational goals. Field trips allow students the opportunity to take part in experiences not available to them in the school settings. The following factors are analyzed when determining whether to approve a field trip: educational value, student safety, parent concerns, heightened security alerts, and liability concerns. Field trip days are school days, and students should dress and behave accordingly. Additional expectations may be communicated to parents and students prior to certain field trips. Any field trip may be canceled without notice due to danger to students, staff or chaperones or any other stated reason. Monies deposited may be forfeited. (6:240)

Each school has a Library Media Center that provides a variety of multimedia resources to students and professional staff. Materials provide students with educational resources on a variety of levels of difficulty and formats, with diversity of appeal, allowing for the presentation of many different points of view. There is a process by which parents may request library materials to be reconsidered for inclusion. Students may check out books from the library learning centers. Fines are not charged for overdue books but a child may not check out any new books until overdue books are returned. Children are responsible for the materials they borrow—if lost or damaged, the cash value for replacement will be required. (6:230)

Children are supervised during lunch and regular recess and during physical education classes. They are expected to observe the same behavioral rules on the playground as they would in the school. The district strives to prevent injury to children on the playground and while students are going to and from school. Elementary students must dress appropriately for the weather, because they will be outdoors for play except in very cold or inclement weather. During the winter season, students must wear boots and snow pants if they wish to play in the snow outside of the blacktop area.

District 41 uses a standards-based reporting system and parents have access to an online portal with information about student progress, including periodic report cards. Hard copies are mailed to parents upon request.

Please plan your child’s departure time so that arrival at school will be no earlier than 10 minutes before the first bell, as supervision is not provided before that time.
Pre-K Schedule
AM: 8:45 AM - 11:15 AM
PM: 12:40 PM - 3:10 PM
Kindergarten Center Schedule
Start time: 8:15 am End time 3:15 pm
Kindergarten ½ Day Schedule
Morning: 8:30 to 11:30 am Afternoon: 12:30 to 3:30 pm
1st - 5th Grade Elementary Schedule
Start Time: 8:30 am End Time: 3:30 pm
6th - 8th Grade - Junior High School Schedule
Start Time: 8:30 am End Time: 3:30 pm

Glen Ellyn District 41 is committed to providing a learning environment that supports and promotes wellness, good nutrition, and an active lifestyle. The district wellness policy was developed based on feedback from the School Wellness Committee and PTA representatives. (6:50)

In grades pre-K through 8, age appropriate sexual abuse and assault awareness and prevention education shall be included in a child sexual abuse prevention program. Through grade 5, the comprehensive health education program will provide one to four ageappropriate instructional sessions per school year to instruct students to (a) recognize and report sexual abuse, and (b) focus on methods to reduce students’ vulnerability to sexual abuse.
Warning signs in children with adolescents of possible child sexual abuse:
Children often show us rather than tell us that something is upsetting them. There may be many reasons for changes in their behavior, but if we notice a combination of worrying signs it may be time to call for help or advice. What to watch out for in children:
• Acting out in an inappropriate sexual way with toys or objects
• Nightmares, sleeping problems • Becoming withdrawn or very clingy
• Becoming unusually secretive
• Sudden unexplained personality changes, mood swings and seeming insecure
• Regressing to younger behaviors, e.g. bedwetting
• Unaccountable fear of particular places or people
• Outburst of anger
• Changes in eating habits
• New adult words for body parts and no obvious source
• Talk of a new, older friend and unexplained money or gifts
• Self-mutilation (cutting or burning) in adolescents
• Physical signs, such as unexplained soreness or bruises around genitals or mouth, sexually transmitted diseases, pregnancy
• Running away
• Not wanting to be alone with a particular child or young person
Any one sign doesn’t mean that a child was or is being sexually abused, but the presence of several suggests that you should begin to ask questions and consider seeking help. Keep in mind that some of these signs can emerge at times of stress such as:
• During a divorce
• Death of a family member or pet
• Problems at school or with friends
• Other anxiety-inducing or traumatic events
• Physical warning signs: Physical signs of sexual abuse are rare; however, if you see these signs, take your child to a doctor. Your doctor can help you understand what may be happening and test for sexually transmitted diseases.
• Pain, discoloration, bleeding or discharges in genitals, anus or mouth
• Persistent or recurring pain during urination and bowel movements
• Wetting and soiling accidents unrelated to toilet training
If sexual abuse is suspected, contact the Department of Children and Family Services at 800-252-2873. The Children’s Advocacy Center of DuPage County may also be a resource at 630-407-2750. For support and counseling, contact the Executive Director of Student Services Molly Victor. (4:165)

Hadley students have opportunities to participate in sports as part of the Illinois Prairie Athletic Conference. Student athletes are required to submit the Athletic Code Participation Consent/Waiver Form, a current signed Physical Exam Form, and an activity fee. For more information about Hadley athletics, visit the Hadley website.

District 41 is committed to continuous improvement and shared decision-making through its Teams for Excellence (TFE), members of which include teachers, administrators, support staff, and board members. The teams are: The Continuous Improvement Team (CIT), and the Building Leadership Team (BLT) at each school. Among the responsibilities of the TFEs are alignment of district and school initiatives with the district Vision, Mission and Strategic Plan; supporting, monitoring and reporting progress; developing and monitoring curriculum and professional development; and other activities that support continuous improvement of student achievement.

Glen Ellyn School District 41 is committed to a policy of nondiscrimination and equal opportunity in its education programs and activities and employment. The District complies with all laws and applicable regulations that prohibit discrimination, harassment, and retaliation by and in the District, including the following:
1. Title II of the Americans with Disabilities Act
2. Title IX of the Education Amendments of 1972
3. Section 504 of the Rehabilitation Act of 1973
4. Title VI of the Civil Rights Act, 42 U.S.C. § 2000d et seq.
5. Title VII of the Civil Rights Act, 42 U.S.C. § 2000e et seq.
6. The Age Discrimination in Employment Act of 1967
7. The State Officials and Employees Ethics Act
8. The Illinois Human Rights Act
9. Sections 10-22.5, 27-1, and 20.60 of the School Code and 23 Illinois Administrative Code Part 200
10. Victims’ Economic Security and Safety Act, 820 ILCS 108/
11. Illinois Equal Pay Act of 2003, 820 ILCS 112/
12. Illinois Genetic Information Privacy Act (GINA), 410 ILCS 513/ and Title II of the Genetic Information Nondiscrimination Act (GINA), 42 U.S.C. § 2000ff et seq.
13. Employee Credit Privacy Act, 820 ILCS 70/ Further, the District will not knowingly enter into agreements with any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District remains viewpoint neutral when granting access to school facilities under Board policy 8:20, Community Use of School Facilities. Any student may file a discrimination grievance by using the Uniform Grievance Procedure as noted in Board policy 2:260.
Title IX Coordinator and District 41 Non-discrimination Coordinator contact info: David Bruno dbruno@d41. org 630-534-7569. All employees receive Title IX training upon hire, then annually thereafter. Employees are trained on the following topics: • The school’s obligation to address sex discrimination in its educational programs and activities; • The scope of conduct that constitutes Title IX sex discrimination, including sex-based harassment; • The employee’s responsibility to provide a student or guardian with the Title IX coordinator’s contact and other information upon notice of a student’s pregnancy; and • The employee’s responsibility to notify the Title IX coordinator and/or provide the coordinator’s contact information upon notice of sexual misconduct, depending on the employee’s role and the level of their institution

The district develops plans for students who are at risk of academic failure which may include a variety of assessments and educational and support services. (6:110)

If a student is having academic, behavioral or social difficulties, school teams will engage in collaborative problem solving through a Multi-Tiered System of Supports (MTSS). In the MTSS framework, appropriate resources are allocated in accordance with students’ needs. This framework is usually shown as a multi-tiered model that involves intensified instruction and interventions through the tiers. The level of intensity of instruction and interventions a student receives is determined by how he or she responds to the intervention and the overall level of need.

District 41 provides instruction, programs, and services such as translation and interpretation to prepare students with limited English to succeed in school and to help their families.

District 41’s curriculum is based on academic standards of what children should know and be able to do, and contains instruction on subjects as follows:
Curricula for grades K-5:
• Literacy, Math, Science, Social Science
• Art, Music, and Digital Literacy Services weekly
• Physical Education
• Dual-Language (Spanish) option
• District-wide Foreign Language in Elementary School (FLES) (Spanish) begins in first grade
Curricula for grades 6-8:
• Language Arts, Math, Science, Social Science, and Health Education
• Physical Education
• Exploratory opportunities at the Junior High level including Foreign Language, Technology, Art, Music, and Family and Consumer Science as well as a number of choice classes based on student interests aligned with the curriculum.

In addition to the basic curriculum, District 41 offers many programs and services to meet the continuum of student learning needs. Anyone may inspect any textbook or instructional materials. (6:210)

Students in the Dual Language Program will be bilingual, biliterate, and bicultural. Students will develop high levels of proficiency in reading, writing, listening and speaking in both Spanish and English. Students spend the day together learning a comprehensive and rigorous curriculum in which students receive instruction in both languages through specific content areas. In addition, the program cultivates a lifelong love for language learning and an appreciation for cultural diversity.

E-learning will be implemented when weather or other circumstances requiring a shift to virtual learning can be anticipated ahead of time. If advance planning is not feasible, an emergency day will be called, and the missed day will be added to the end of the school year.

An English Learner (EL) is any child for whom English is not the first/primary language and whose mastery of the English language is in development. English proficiency is evaluated by state and classroom assessments, assignments, teacher observations and parent and student input. Students in the ESL program focus on the development of both social and academic language in all four language domains: Listening, Speaking, Reading, and Writing. Students receive at least 30 minutes of EL instruction daily to ensure mastery of the English Language Proficiency Standards so they can succeed in school and life. Parents/guardians are given an opportunity to provide input to the program, and provide notification regarding their child’s placement in, and information about, the district’s English Language program. (6:160)

Students develop proficient communicative competence in the target language through integrated thematic instruction. Students will embrace diverse cultural perspectives. Students spend 30 minutes a day in a Spanish immersion program beginning in first grade that builds on topics and context that are relevant to the students’ grade level learning.

The health program for all grades includes developmentally appropriate information on human ecology and health, human growth and development, avoiding abduction, child sexual abuse, sexual abstinence, prevention and control of disease, and the Abandoned Newborn Infant Protection Act, as well as information about cancer, and information on where to go for help. Please review Administrative Procedure 6:60 AP for a complete list of the comprehensive health educational programs. Students are not required to take any class on HIV, family life instruction, sex abuse, or organ/tissue transplantation, if the parent/guardian submits a written objection to the principal. Parents/guardians of students in grades kindergarten through 8 will be given at least five days written notice before instruction on avoiding sex abuse begins.

Homework is part of the District’s instructional program and has the overarching goal of increasing student achievement. Homework is assigned to further a student’s educational development and is an application or adaptation of a classroom experience. Homework is for reinforcing skills and is not graded. (6:290)

Instructional technology is the use of digital tools, like laptops, tablets, apps, or online platforms, to support teaching and learning. Instructional technology aims to use devices in ways that make learning more engaging and effective for students. 

Chromebooks will be utilized in the following way:
Grades 1-3 Chromebooks stay at school.
Grades 4-5 Chromebooks go home as needed for specific purposes.
For grades 4 and 5, the expectation is that Chromebooks will not go home on a daily basis, but they may be sent home when there is a clear instructional purpose connected to classroom learning.
Grades 6-8 No Chromebooks at lunch (working lunch will remain).

The district houses a Kindergarten Center that offers a full-day kindergarten program. District 41 also offers half-day kindergarten at the elementary schools with a program that fulfills the district’s curriculum goals and objectives and the requirements of state law. In accordance with state law, children must be five by Sept. 1 of the school year they enter kindergarten, although there is an exception request process for early entrance based upon an assessment of the child’s readiness.

The Preschool Program provides developmentally appropriate experiences for preschool children, their families, and the community. The program is designed to meet the developmental needs of children in a safe and nurturing environment while promoting educational success. District 41 believes in the importance of developing and supporting children’s social-emotional development. The program utilizes materials such as Second Step, Creative Curriculum, Conscious Discipline and Zones of Regulation to support students. These programs in combination with our highly trained staff offer a wide range of support to develop students’ skills for learning, emotional management, friendship skills and problem-solving. In accordance with the State of Illinois Public Act 100-015, the Glen Ellyn District 41 prohibits the practice of expulsion and suspension for early childhood age students (3-5 years of age). As a district, we are committed to working collaboratively with families to ensure success for all students and development abilities. The district Preschool Program is open to three and four year olds who reside in School District 41 and who have been referred to the program following the district’s preschool screening process. The district blended preschool programs combine at-risk, special education, and typically developing tuition-paying students and is taught by a teacher who is certified to teach all groups. The bilingual class is reserved for students in need of a Bilingual (Spanish) classroom setting. Early Childhood Special Education services are provided for eligible children between the ages of three and five. All students must meet the age and eligibility requirements outlined in Board policy 6:30, Organization of Instruction. (6:30)

Promotion or retention decisions are made in the best interests of the student after a careful evaluation of the student’s performance. Consideration is given to the effect of the placement decision on the student’s long-term progress in the educational program. A student shall not be promoted based upon age or any other social reason not related to academic performance. The principal uses the expertise of other professional personnel as appropriate, and includes the parents in conferencing about student placement. For a student with an Individualized Educational Plan (IEP) or a Section 504 plan, the plan determines the standards by which the students will be evaluated regarding promotion and/or retention. (6:280)

District 41 respects the religious beliefs of staff, students and families, but may not promote, sponsor or endorse any religion. Students may have an excused absence to observe a religious holiday or for religious instruction if parents give written notice five days in advance. The curriculum may include study of religions as they relate to geography, history and so forth. Teaching about religion may expose students to religious views, raise awareness and provide information, but may not impose or advance views or be devotional in nature. (6:70, 7:80)

District 41 sets aside half-days each year for staff members to work individually or in groups on matters pertaining to school improvement. The content of the day is approved by the principal. Students in half-day programs (Pre-K and half-day kindergarten) will not attend school on SIP Days; dismissal will be 11:15am for FDK, and 11:30am for grades 1-8. Please refer to the school calendar for the dates of SIP Days.

Each school develops a plan to improve academic achievement. These plans contain district student learning objectives, assessment systems for measuring student progress in the fundamental learning areas, and reporting systems for informing the community and the state of assessment results.

The Illinois State Board of Education compiles School Report Cards comparing results among school districts statewide on academic, financial and other measures. These are posted on www.d41.org as well as on www.isbe.net.

A child’s social and emotional development is an important factor in learning and success and is addressed through our implementation of a universal curriculum for Social Emotional Learning as well as through a variety of tiered social emotional and behavioral supports.

Glen Ellyn District 41 collaborates with parent partners to provide a Free Appropriate Public Education to all students. Inclusivity is at the heart of District 41 for all students, including our students with diverse learning strengths and needs. We know that supporting inclusive practices requires a continuum of services customized to meet the unique needs of students as they engage in the learning process. District 41 strives to create a culture that develops a sense of belonging to all diverse learners and tailors academic, social, and emotional supports to ensure that our students are participating in the rigor of the general education curriculum to the greatest extent possible. The level of services (also known as “placement”) is determined by each student’s IEP team and is designed to reasonably calculate that the student will make progress on the goals and objectives written in the student’s IEP.

General assessments and achievement testing are utilized throughout the district to record student growth, to see how children are achieving in relationship to self and other children, and to inform instruction. District 41 is required by law to administer the Illinois Assessment of Readiness (IAR) and Illinois Science Assessment (ISA). In addition, students who are eligible for EL services are required to take ACCESS and students who meet the special education requirements take the DLM.