Curriculum & Instruction

Overview

The Office of Curriculum and Instruction supports student and adult learners’ acquisition of the knowledge and skills to empower every learner to achieve personal excellence. This work creates and sustains the systems that foster continuous learning which support teaching for deeper learning. These systems are:

Curriculum Development which provides a guaranteed and viable curriculum.
Professional learning that focuses on content and impactful practices in instruction and assessment.
Intensive instruction to support diverse learners through the following programs: English Learners, Bilingual Instruction, Reading Intervention Support, and Summer Success.
Curriculum embedded instructional technology and mobile learning to support learners as they acquire the important skills of communicating clearly to a variety of audiences, collaborating with others, and persevering with challenging work.
Literacy/Learning Innovation Hubs to support development of research skills, teach instructional technology use, promote literacy and provide print and digital resources for students.
Balanced assessment system that collects a variety of information providing a holistic picture of student achievement that is multifaceted and focused on student growth
District and school improvement processes to support continuous improvement.

As a result, Lake Zurich Community Unit School District 95 has an infrastructure to ensure the success of educators and their students.

District 95 Instructional Model

Program Services

Overview

The District 95 Office of Curriculum and Instruction coordinates resources, programs, and support services to meet the diverse educational needs of our students. These services includes programs for accelerated learners, English Learners, and intervention services for reading support. In addition, the curriculum office coordinates instructional print and digital resources available for teachers and students through classrooms and our Library Media Centers. Extended learning opportunities are available through summer school offerings*.

*Title I programs are available only in Title I schools for identified students.

District 95 Programs

English Learner/Bilingual

Background

Over the past few years, District 95 has witnessed a significant rise in the number of English Learners, reflecting the growing cultural diversity within our community. In response to this positive change, Lake Zurich takes great pride in offering comprehensive support systems to ensure that every student's educational journey is both enriching and successful. To address our English Learners' unique needs, we have implemented a comprehensive Transitional Program of Instruction (TPI) across all schools. Additionally, qualifying schools in our district also provide specialized Transitional Bilingual Education (TBE) programs in Spanish, Polish, and Russian, designed to foster language proficiency and cultural understanding. At District 95, we embrace the students' linguistic and cultural diversity, valuing each unique perspective as we strive for academic excellence and prepare our students to succeed in an interconnected global society.

Programs

Programs

Transitional Program of Instruction (TPI) Programs

The Transitional Program of Instruction (TPI) at District 95 is a comprehensive and targeted educational program designed to assist students whose home language is other than English in attaining English language proficiency. This program supports English Learners (ELs) as they make the transition toward English language proficiency and academic success. The program is implemented across all schools within the district, ensuring that all ELs receive the necessary assistance to thrive in their educational journey. This program is offered when there are 19 or fewer ELs from the same language background at a school.

Transitional Bilingual Education (TBE) Full-Time Program

The Transitional Bilingual Education (TBE) program is a specialized educational approach designed to support English Learners (ELs) with the same language background in schools. It becomes mandatory when there are 20 or more ELs from a specific language background, but it can also be offered to smaller groups of ELs if deemed beneficial. The program includes English as a Second Language (ESL) instruction alongside core academic subjects taught in both English and the students' home language. There are two variations of the TBE program: full-time TBE, where native language instruction is provided for all core subjects, including language arts, math, science, and social studies, in addition to ESL; and part-time TBE, which is available to students who meet specific criteria and only receive some components of the full-time program based on their educational needs, with at least ESL instruction being provided. The TBE program aims to facilitate a smooth transition for ELs into mainstream education by utilizing their native language as a foundation for learning while gradually incorporating English language skills.

Transitional Bilingual Program (Self-contained) TBE Program Components

Instruction in English and the home language of the student for all core subjects
Language Arts in the student's home language (teaching the student how to read and write in his/her home language)
Instruction in English as a second language (ESL), which must be aligned to the Illinois English Language Development Standards
Instruction in the history and culture of the native land of the student or their parents and of the United States

Program Integration - In courses of subjects in which languages is not essential to an understanding of the subject matter, including, but not necessarily limited to, art, music, physical education, students of limited English proficiency shall participate fully with their English-speaking classmates.

Biliteracy is the goal of the District 95 TBE program.

Early Admission to Kindergarten

Lake Zurich Community Unit School District 95 (CUSD 95) has established procedures to allow for requests from parents for early admission into kindergarten for children whose fifth birthday falls between the State of Illinois requirement of September 1 and District 95’s deadline of October 31. It is recognized that social, emotional, physical and intellectual readiness for kindergarten varies from child to child at a given chronological age and that some children are ready for kindergarten earlier than others.

Preliminary Criteria for Early Admission into Kindergarten

1. The child must live within the Lake Zurich Community Unit School District 95 (CUSD 95) boundaries and turn five years old after September 1st and before November 1st of the ensuing school year.

2. Parents must submit the following completed paperwork by April 1st prior to the school year to initiate the process. (Documents are below)

Early Admission into Kindergarten Parent Request Form
Teacher Interview Questionnaire for Kindergarten
Parent Interview Questionnaire for Kindergarten
The child’s birth certificate
If available, previous testing data or additional information to support the request

3. Residents new to CUSD 95 after April 1st should contact the building office of elementary school that the child will attend as soon as possible to make arrangements for testing.

4. Paperwork should be submitted to the building office of elementary school the child will attend. If you are unsure as to which school your child will attend, contact the CUSD 95 Transportation Department at 847-438-2834.

5. The child will need to attend the district Kindergarten screening as well as complete additional assessments administered by the school psychologist. Should the child demonstrate advanced academic achievement he/she will become eligible for further testing. The parent will be then be contacted by the District 95 Psychologist to schedule additional testing. The cost for additional testing is $150 for the initial session, and if the child qualifies, an additional $200 for a second and final session.

6. After testing has been completed, the CUSD 95 Psychologist will contact the parent with a decision on the child’s eligibility for early entrance into Kindergarten.

Early Admission to First Grade

Lake Zurich Community Unit School District 95 (CUSD 95) has established procedures to allow for requests from parents for early admission into first grade for children whose sixth birthday falls between the State of Illinois requirement of September 1 and District 95’s deadline of December 31st. It is recognized that social, emotional, physical and intellectual readiness for first grade varies from child to child at a given chronological age and that some children are ready for first grade earlier than others.

Preliminary criteria for Early Admission into First Grade

1. The child must live within the Lake Zurich Community Unit School District 95 (CUSD 95) boundaries and turn six years old after September 1st and before January 1st of the ensuing school year.

2. The child must have attended a non-public pre-school and kindergarten, and been taught by an appropriately certified teacher.

3. Parents must submit the following completed paperwork by May 1st prior to the school year to initiate the process. (Documents are below)

Early Admission into First Grade Parent Request form
Teacher Interview Questionnaire for First Grade form
Parent Interview Questionnaire for First Grade form
The child’s birth certificate
If available, previous testing data or additional information to support the request

4. Residents new to CUSD 95 after May 1st should contact their local elementary school office as soon as possible to make arrangements for testing.

5. Paperwork should be submitted to your local elementary school office. If you are unsure as to which school your child will attend, contact the CUSD 95 Transportation Department at 847-438-2834.

6. The child will be scheduled for preliminary testing at the elementary school during the month of May. Should the child pass this testing phase the parent(s) will be contacted regarding further testing. The cost for additional testing is $150 for the initial session, and if the child qualifies, an additional $200 for a second and final session.

7. Upon completion of testing, the parent will be contacted with a decision on the child’s eligibility for early entrance into First Grade.

Literacy & Innovation

The District 95 Literacy/Learning and Innovation Hubs prepare students for future experiences by empowering every learner to achieve personal excellence through inquiry, creativity, innovation, and global collaboration while providing flexible learning spaces that inspire student self-direction and enrich the reading lives of the school community.

Each school in District 95 is equipped with a newly upgraded Literacy/Learning and Innovation Hub. Each Hub is managed by a Library Media Specialist, with the support of a library assistant.

At the elementary school level, the Library Media Specialist delivers weekly classes aimed at cultivating library and research abilities, as well as skills in computer science and digital literacy. Every student in grades K-4 engages in computer science instruction through the Nationally Recognized Project Lead the Way (PLTW) curriculum. PLTW™ ensures students learn in creative and meaningful ways while also meeting Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and technology standards. The computer science-focused modules and emphasis on computational thinking develop students' problem-solving skills, logical-reasoning skills, and perseverance through lessons as they use devices to test their ideas. In addition, they deliver our elementary entrepreneurship program, FreshINCedu™, to all of our 5th graders.

For middle and high school students, the Hub is an essential resource that supports both teachers and students with their curriculum. Lake Zurich High School, in particular, boasts a newly refurbished two-story Learning and Innovation Hub. This hub includes a makerspace area that provides students with access to a variety of advanced tools and technologies, including 3D printers, a laser cutter, podcasting equipment, and AR/VR goggles. The space also offers BreakoutEDU kits, puzzles, games, and various consumable materials for creating and making. These resources are designed to foster creativity and innovation, offering students hands-on experience with cutting-edge equipment and engaging activities. A Learning and Innovation Specialist is available to aid teachers and students in enhancing literacy, conducting research, and developing innovative projects. The Hub also serves as a central location for presentations, meetings, and testing, as well as supporting various subjects from all departments.

Across all education levels, we carefully select and verify materials to ensure they foster literacy and offer sufficient research resources for students.

Click here to learn more about the Lake Zurich Community Unit School District 95 Collection Development Procedure.

Elementary Programming

Every student in grades K-5 engages in computer science instruction through the Project Lead the Way (PLTW) curriculum. PLTW ensures students learn in creative and meaningful ways while also meeting Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and technology standards. The computer science-focused modules and emphasis on computational thinking develop students' problem-solving skills, logical-reasoning skills, and perseverance. Lessons as they use devices to test their ideas.

Kindergarten: Animals and Algorithyms

Students explore the nature of computers and the ways humans control and use technology. Starting with an unplugged activity, students learn about the sequential nature of computer programs. Students are inspired by a story in which Angelina, Mylo, and Suzi make videos to teach preschoolers about animals in their habitats. Then, students work in small groups to design and program a simple digital animation about an animal in its habitat.

First Grade: Animated Storytelling

Students explore the sequential nature of computer programs through hands-on activities, both with and without a digital device. They explore the basic fundamentals of programming using ScratchJr, a block-based programming language to create their own projects. The “Use-Modify-Create” framework strengthens programming skills as students use a practice program, modify the program, and then create their own program according to the constraints provided.

Applying skills and knowledge learned from the activities and projects in this module, students work together to design and program a digital animated story to share with members of their community.

Second Grade: Grids and Games

In this module, students explore the sequential nature of computer programs through hands-on activities, both with and without a digital device. In a life-size board game, students write a program using directional cards and repeat loops to program Rosie the Robotic Dog to move through a maze. Then, students develop an understanding of computer science, computer scientists, and the impacts of computing.

After building an understanding of computer science, students create programs using a block-based programming language. Students follow the Use-Modify-Create Framework to write programs with sequences, loops, and triggers. Applying skills and knowledge learned from the activities and project, students work together to design and program a game that can be played on a digital device.

Third Grade: Programming Patterns

Students explore control structures such as events, loops, and conditionals. These structures specify the sequence in which instructions are executed within a program. Starting with computer-free activities and progressing to programming in a block-based language on a device, students learn how to think computationally about a program. In the design problem, Angelina, Mylo, and Suzi are challenged to use computer programming to write a story with different endings. Combining their writing and programming skills, students develop interactive stories on a device with multiple plots.

Fourth Grade: Input/Output Computer Systems

In this exploration of how computers work, students are encouraged to make analogies between the parts of the human body and the parts that make up a computer. Students investigate reaction time as a measure of nervous system function. After Mylo suffers a concussion, his friends become interested in how to diagnose concussions and create a reaction-time computer program to assess a baseline before a concussion occurs. Students apply what they have learned to build their own reaction-time measurement devices on tablets.

FreshINCedu

Library Media Specialists introduce our 5th-grade students to entrepreneurship through the FreshINCedu™ curriculum.

In teams, students progress through the milestones of starting up a new business: they identify a problem to solve, create a product concept using recycled materials, pitch their idea, sell their product in an e-commerce marketplace, and evaluate the performance of their business idea. With the involvement of mentors and volunteers from the local community, students experience authentic learning, providing them an opportunity to feel empowered as entrepreneurs.

FreshINC™ aligns with standards for ELA, Math, and Social Studies frameworks.

Literacy and Innovation Hub procedures vary by grade level. Please visit your child’s school webpage to find more information about specific procedures and related resources.

Reading Services

Lake Zurich CUSD 95 offers a range of reading supports and interventions for students identified as striving readers. Students in grades K-11 are monitored for reading progress using district identified benchmarks and local assessments. Interventions are implemented to address the needs of those who are not making adequate reading progress.

The first step to providing support for a striving reader is through classroom support. These interventions occur in the child’s classroom as teachers identify that a child is struggling and support the child’s learning through increased re-teaching of reading skills and strategies through small group and individual instruction during class time.

For students who need more support, interventions for grades K-5 include additional instructional time with a certified reading specialist provided in a small group using the evidence-based Literacy Intervention program.

For students who need intensive instructional support, interventions for K-8 include additional instructional time with a certified reading specialist in small groups with a 1:6 teacher to student ratio for Tier II, and a 1:3, or less, ratio for Tier III. Teacher to student ratios are higher at the high school level as students receive additional instruction through a Reading Strategies course.

Students receiving interventions are progress monitored on a biweekly basis using a combination of running records, comprehension interviews, and literacy behavior checklists.

Students are considered for release of services if after receiving reading interventions, they score at or above the 30th percentile as measured by NWEA MAP reading assessments or are reading at benchmark level as measured by Fountas and Pinnell BAS.

Title 1

Title I Information

What is Title I?

Title I is a federally funded education program that provides supplemental funds to assist eligible schools in achieving their educational goals. Established under the Elementary and Secondary Education Act of 1965 as Amended, this program allocates funds to school districts nationwide based on the number of low-income families in each district. Schools use Title I funds to enhance the academic achievement of students, with a focus on narrowing the achievement gap between high-performing and low-performing students.

An educationally disadvantaged student is defined as one whose educational readiness or achievement is below average for their age or grade level literacy (reading, writing, speaking, listening )and/or mathematics and who may also be eligible to participate in the national free or reduced–price lunch program.

How are the funds used?

Lake Zurich Schools qualifying for Title I funds implement a Schoolwide program, allowing each school flexibility in using these funds to improve instruction for all students. Title I funds are integrated with other district, state, and federal resources to enhance overall student achievement. Examples of how Title I funds are utilized include purchasing supplemental classroom materials, providing professional development for teachers, and offering parent education and family programs.

What do I know about my child's teacher?

The federal education law called the Elementary and Secondary Education Act (ESEA) requires that all parents in a Title I school be notified and given the opportunity to request information about the professional qualifications of classroom teachers instructing their child. If you are interested in this information, you may send your request to the building principal who will provide a response.

Curriculum Development

A challenging, rigorous curriculum is created when it is …

developed by a diverse team of teachers and administrators representing all grade levels and buildings.
aligned to the district mission, state and national standards.
articulated preK-12.
designed for effective implementation in the time available.

Although flexible to meet the needs of each discipline, the curriculum development process has four major phases: Research and Focus; Curriculum Design; Professional Development and Refinement of the Curriculum; and Implementation.

I. Revise & Adopt

In this phase, teacher teams review and refine the written curriculum to ensure alignment with district priorities and student needs. This includes:

Reviewing and updating unit plans, assessments, and proficiency scales
Evaluating current instructional resources and identifying potential new primary or supplementary resources
Ensuring a clear progression of skills and knowledge across grade levels
Clarifying expectations for student learning through aligned assessments
Identifying professional learning needed to support Implementation

II. Implement

In this phase, the written curriculum is put into practice in classrooms. Teachers begin using updated units, assessments, and resources, while receiving support through instructional coaching, professional learning, and collaboration with internal and external partners. Ongoing feedback is gathered to monitor implementation and inform future curriculum revisions and professional development.

III. Monitor (2 years)

During this phase, teachers provide feedback on the curriculum’s effectiveness, including needed adjustments to scope and sequence.Benchmark and common assessment data are analyzed to identify instructional strengths and gaps. This information is used to guide ongoing curriculum refinement and to inform targeted professional development at the building or district level.

IV. Review

In this phase, the committee examines national and state standards, current research, and best practices to clarify expectations for student learning at each grade level. Gaps between current practice and desired outcomes are identified, and a shared vision for teaching and learning in District 95 is established. The committee also evaluated the effectiveness of the current curriculum by analyzing student performance data - including assessments, grades and standardized tests - to determine its impact and inform next steps.

Professional Development

Overview

Lake Zurich Community Unit School District 95 promotes continuous learning through ongoing, job-embedded professional development. Quality professional development expands the capacity of the learning community by providing school staff with the content, process, knowledge, and skills to help all students achieve the District’s learner objectives as well as the mission.

Lake Zurich CUSD 95’s goals are to:

Provide effective professional development linked to the District’s mission and school improvement goals by focusing on specific content knowledge and impactful instructional strategies.
Promote continuous learning across all levels of education for the entire learning community and to ensure that such learning is incorporated into the teaching and learning process.
Provide effective professional development that is continuous over time, research-based, and culturally relevant.

Professional Development Offered

District 95 offers professional development for teachers through the following structures.

Curriculum Committees

Focus: Direct training/Curriculum development/Cohort Support/Instructional Planning

We aim to form curriculum committees that include one teacher per grade level from each building, along with specialists in the content area, as well as representatives from Special Education and Multilingual Learners. These committees function as collaborative cohorts, working together to design modules, units, lessons, and assessments that support student understanding and mastery of essential knowledge and skills, aligned with district and/or state standards. In addition, the committees identify effective instructional strategies and techniques to enhance student achievement. During the initial phases of development, these committees typically meet on a monthly basis.

Institute Day Strands

Focus: Sustained Professional Development

Effective curriculum implementation relies on a coherent and well-structured professional development plan. Teachers participate in learning experiences aligned with the D95 Strategic Plan and both district- and building-level school improvement goals. Professional development is delivered through a variety of formats, including Teacher Institute Days, Inservice Days, Early Release Days, consultant-led sessions, workshops, and self-paced learning opportunities.

Early Release Days

Professional Learning Communities

Focus: Job embedded professional development/collaboration

Job-alike teachers form a professional learning community that meets regularly to collaborate toward a shared curricular-focused vision. These teachers support and work with one another to address the following questions:

What evidence do we have the students are achieving?
What instructional practices would further enhance student learning?
How do we support and meet the learning needs of all students?

Professional Learning Community teams meet weekly.

Out-of-District Conferences or Workshops

School Improvement Process/Action Planning

Administrator Training

District 95 administrators often lead and participate in the professional development offered to teachers. This necessitates targeted professional development for administrators which is provided through:

Administrator Academy Courses

Annually the District offers a full day Administrator’s Academy course that is aligned to the District Improvement Plan or district goals.

District Leadership Professional Learning Meetings

On a monthly basis during the school year, and on a weekly basis during the summer, the District Leadership team participates in sustained professional development on topics that are aligned to the District Improvement Plan or district goals.

Mentor Program

The mentoring program is grounded in authentic and embedded support for new staff to our District. Each new staff member will be appointed a mentor that will thoughtfully and intentionally guide new staff in the professional growth and networking that comes with being new to the education profession and new to our District.

Highlights of the program for New Staff Members:

Differentiated:

Staff is not one size, fits all. We have aligned support to reflect those that come to us with experience or those that come to us new to the profession

1:1 Support:

New members will receive support from a team of people including the Mentor and the Learning Support Coach

Peer Observation:

New members will have the opportunity to observe in other settings

Highlights of the Mentoring Role:

1-2 year commitment (based on years of experience of assigned mentee)
Meets 1-2x/month with the mentee (based on the tier)
Facilitates peer/classroom observations throughout the year
Mentor Website access for mentor monthly meeting resources aligned to the Danielson Framework and the D95 Instructional Model
Mentor training/support
Stipend position

School Improvement Plans

SIP Plans

Overview

School Improvement Plans (SIP), a protocol required by the Illinois State Board of Education since 1987, continues to be a crucial component of planning for improvement and implementing actions to ensure students meet academic growth targets, as well as addressing social-emotional well-being. Without a well-documented plan, schools risk becoming stagnant by not making the changes necessary to keep up with the ever-evolving educational and global landscape. The district’s aim is to ensure a systematic and data-driven approach to school improvement. Through these protocols, the district aims to ensure that the district schools are consistently adapting to best serve the students.

School Improvement Plan Protocols and Processes

While there are many different models available to guide schools in creating and implementing a SIP, all models are centered on the “continuous improvement cycle.” The cycle begins with a review of both qualitative and quantitative data, followed by creating measurable goals designed to increase proficiency and growth, designing actions that will be implemented, and finally establishing a timeline to review new data and update plans as needed. This cycle is driven by an established team of educators at each building, who lead the school improvement process.

During the summer, SIP teams participate in a district-led data review meeting:

A comprehensive review of state and local assessment data, as well as 5Essentials data, designed to identify the greatest area of need.
The creation of building-level measurable goals and plans that support the entire student population, grade level, subject area, and student groups. Plans are designed for each level's specific areas of need.
Strategies and action steps are designed to support the goals identified in the areas of Math, English Language Arts (ELA), and Social-Emotional Learning (SEL).
Building-level administration and grade levels or departments collaborate with members of the Curriculum and Instruction Department to analyze multiple pieces of data, and to discuss resources that may be needed to meet the goals.
Partnership with other schools to collaborate, share, and plan for students across the district is encouraged.

This model has three distinct cycles.

Cycle One: June through September

The first cycle typically begins in June with a data retreat meeting and concludes in September. During this period, building-level teams work with members of the Curriculum and Instruction Department and complete several components of the process. Cycle one consists of the following:

• Building SIP teams present their plan to the district administration; the presentation included their plan’s goals, strategies, and action steps.

• District administration provides the team feedback, and discusses any additional support needed to implement the plan.

Cycle Two: October through January

During the second cycle of the process, schools implement the action plan. They meet frequently to review formative and summative data and adjust the plan as needed. Cycle two consists of the following:

• Principals present their SIP plans to the Lake Zurich Board of Education.

• School Improvement Plans are shared with the public via the district’s website.

• In January, building-level teams meet with the district-level team to share an update; data is reviewed and celebrated, and adjustments are made based on student data.

Cycle Three: February through May

Cycle three takes place during the final months of the school year. During this time teachers continue to implement the SIP, review current data, and make additional adjustments, as warranted. Cycle three consists of the following:

• Building-level teams meet with the district–level team to share an update and final thoughts; final data is reviewed and celebrated, and initial steps in planning for the following year take place.

Final Thoughts

District 95 has shown consistent improvement in student outcomes as reflected in Illinois Readiness Assessment and Measures for Academic Progress data. Moreover, the district employs a robust school improvement process aimed at identifying and addressing priority areas of focus annually, utilizing evidence-based practices, strategies, and resources. District 95 remains dedicated to advancing this process to benefit students, staff, and families alike.

View Plans

Please click here to view individual building School Improvement Plans. If you have trouble accessing or reviewing these plans, please contact us at Feedback@lz95.org for alternate formats.

Assessments

An assessment system is like a photo album. Each assessment, like a single photograph, captures a single moment in time. It is the collection that provides a complete view of an experience or an individual."

Balanced Assessment System
District 95 Assessments

Balanced Assessment System

A Balanced Assessment System provides information to a variety of people for a variety of purposes.

Standardized tests such as Illinois Assessment of Readiness (IAR), Advanced Placement (AP), and PACT/ACT help the district answer the question, “Are our students meeting standards?” Data from these assessments assist in guiding our school improvement decisions.

Benchmark/Diagnostic assessments such as NWEA’s Measures of Academic Progress (MAP), CogAT, and TOMAGS, as well as common grade level assessments, provide information about which standards our students are consistently mastering and which students may need support. In addition, data from these assessments support placement and school improvement decisions.

Formative assessments such as observations, student conferences, homework, and quizzes allow students, teachers and parents to understand where the student is now on the learning progression. Teachers use this data to determine what comes next.

Teachers, students, parents, and district decision makers need multiple data points to make decisions. Having multiple assessments is integral to continuous improvement. Every individual in District 95 uses assessment data to answer the questions: How am I (are we) doing? Where am I (are we) going? How can I (we) do better? An assessment system is like a photo album. Each assessment, like a single photograph, captures a single moment in time. It is the collection that provides a complete view of an experience or an individual.

Most importantly, students need to use the data to guide their learning. Research is clear that assessment capable learners have a higher rate of learning (Hattie 2012). Students need summative assessments to tell them how much they have learned at a given point in time (assessment of learning) and feedback on their current performance so they understand what they need to do to increase their learning (assessment for learning).

District 95 Assessments

Below are the state standardized tests and local assessments used by the district.

ACCESS

Assessing Comprehension and Communication in English Language Learners

https://www.wida.us/assessment/ACCESS/

Purpose

A criterion referenced English language proficiency test designed to measure English language learners' social and academic proficiency in English. It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains.

CogAT

Cognitive Abilities Test

https://www.riversideinsights.com/solutions/cogat

Purpose

To provide a description of the student’s own cognitive resources for learning. CogAT measures general reasoning and problem-solving skills and indicates how well the student uses these skills to solve verbal, quantitative, and nonverbal problems. It provides a picture of the student’s reasoning strength and weakness.

MAP

Northwest Evaluation Association Measures of Academic Progress

https://www.nwea.org/map-growth/

Purpose

The MAP tests are a computerized, adaptive assessment administered in the subject areas of reading and math. MAP tests are based on a continuum of skills and assist teachers in identifying the instructional level of the student while also provide context for determining where a student is performing in relation to standards and national norms. The MAP assessment is used to:

Identify the grade level skills and concepts individual students have learned;
Monitor academic growth over time;
Provide data for classroom, school, and district decision-making; and
Identify students for appropriate instructional programs

Horizons

Purpose

The Horizon Education practice Pre-ACT & ACT tests are a computerized assessment administered in the subject areas of reading, math, science, and English. The practice Pre-ACT and ACT tests are based on the measurement and analysis of students’ college & career readiness over time. Students in grades eight, nine, ten, and eleven will take these assessments. The assessments are used to:

Identify student progress towards college & career readiness;
Monitor academic growth over time;
Provide data for classroom, school, and district decision-making;
Identify students for appropriate instructional programs

TOMAGS

Test of Mathematical Abilities for Gifted Students

Purpose

The TOMAGS is a standardized, norm-referenced test designed to assess mathematical talent in students 6 through 12 years of age. TOMAGS requires students to use mathematical reasoning and problem-solving skills to understand how to communicate mathematically to solve problems. Results from the assessment are used to identify students who have talent in mathematics.

AP

Advanced Placement

https://apstudents.collegeboard.org

Purpose

Advanced Placement (AP) courses allow high school students to get a taste of college level work, while learning the necessary academic skills for college success. AP tests provide students an opportunity to earn college credit, while still in high school. Some colleges allow students to bypass introductory level courses if they performed well on a corresponding AP test.

PSAT/NMQST

IAR

Illinois Assessment of Readiness

https://www.isbe.net/iar

Purpose

The Illinois Assessment of Readiness is a federally required measure of student mastery of the Illinois Learning Standards in English language arts and mathematics in grades 3 through 8 -- and their readiness for what’s next. The assessment contains questions to test students’ knowledge of key concepts and critical thinking, reasoning, research, communication, and problem solving skills. The data is used to show how much students’ have grown and what standards they have mastered in order to improve instruction and support student learning.

Illinois Science Assessment (ISA)

Pre-ACT8/9, Pre-ACT10, ACT

The ACT Suite of Assessments is given to all students in grades 9th through 11th every spring as a federally required measure of student mastery of the Illinois Learning Standards. The test contains questions on English, reading, math, and science. The ACT Suite of Assessment will be used to meet the federally required measure for Evidenced Based Reading & Writing, Math and Science.

Testing Schedule

Curriculum Resources

AI Guidance Document

Introduction to AI in Education

Artificial Intelligence (AI) has emerged as a transformative tool in education, offering unique opportunities to enhance personalized learning, improve instructional efficiency, and increase student engagement. As AI technology becomes increasingly integrated into the world, Lake Zurich District 95 is committed to its responsible use, ensuring it aligns with our district's mission and upholds our core values. This guidance document is designed to support all members of the District 95 community—including teachers, administrators, students, and families—by providing clear direction on how to thoughtfully and equitably incorporate AI into our educational environment.

The document outlines guidelines for responsible AI use that reflect Lake Zurich District 95’s mission to “empower every learner to achieve personal excellence.” Grounded in the Empower95 Strategic Plan, the guidance aims to ensure that AI serves as a valuable resource to enhance learning, foster digital literacy, and maintain the integrity of our educational practices.

Vision for AI in Lake Zurich District 95

Our vision for AI integration focuses on preparing students for a world where technology and human innovation are deeply interconnected. AI’s role in our schools is to enhance—not replace—the teaching and learning experience, empowering every student to explore their potential through ethically guided and thoughtfully implemented AI applications.

Through this vision, Lake Zurich District 95 is committed to fostering an educational environment where AI supports our community’s aspirations, reinforces ethical practices, and equips students to become responsible, innovative citizens in an ever-evolving technological landscape.

Core Principles and Values

The integration of AI in Lake Zurich District 95 is rooted in our Empower95 Strategic Plan and guided by the district’s core values: Academic Excellence, Accountability, Collaboration, Equity, Integrity, Perseverance, and Respect. These principles ensure that every AI initiative is designed to enrich the learning experience while safeguarding the well-being, diversity, and growth of our community. Our district’s vision, as represented by the Portrait of a Graduate, highlights five key characteristics that each student should embody, shaping our responsible approach to AI integration:

Effective Communicator

Encouraging active listening, meaningful expression, and responsible use of information generated by AI, helping students develop the skills to assess and articulate AI insights effectively.

Global Citizen

Promoting cultural competence and environmental responsibility, AI tools will empower students to contribute thoughtfully to both local and global communities.

Advocate for Self & Others

Embedding inclusiveness, empathy, and respect into AI usage, we emphasize the importance of social-emotional competence and the ethical impact of technology on our school environment and society.

Future-Ready

Preparing students for success in a digitally driven world, AI supports academic readiness, digital literacy, and collaborative problem-solving, equipping students with skills for future careers and lifelong learning.

Growth-Oriented

Fostering resilience, curiosity, and adaptability, AI will encourage students to explore, innovate, and embrace learning opportunities, especially those that challenge them to think critically about technology.

Guiding Principles for AI Use

Through these guiding principles, Lake Zurich District 95 ensures that AI integration aligns with our mission, supports our educational vision, and empowers every member of our community to engage with AI safely, ethically, and effectively.

Equity & Accessibility

AI will be used to provide equal access to educational resources, empowering all students, regardless of background. The district is committed to selecting AI tools that promote inclusivity and are accessible to all, helping to narrow any digital divides.

Privacy & Data Security

Protecting the privacy and security of student and staff data is a top priority. Every AI tool used in the district complies with federal, state, and district data protection policies, ensuring that personal information is secure, responsibly managed, and used solely for educational purposes.

Transparency & Accountability

We will maintain regular communication about District 95's AI practices, including ongoing assessments and updates on the use of AI tools.

Ethical Considerations & Bias Prevention

Recognizing the potential for bias in AI, the district carefully selects tools that align with our values of fairness and inclusivity. Educators will receive training to recognize and mitigate bias in AI-generated content, ensuring AI recommendations reflect equitable and ethical practices.

Promoting Digital Citizenship & Critical Thinking

AI is a valuable tool for fostering digital citizenship, helping students learn to interact responsibly with technology. D95 is committed to equipping students with critical thinking skills to evaluate AI outputs thoughtfully and navigate AI’s role in society.

Teacher & Student Agency

While AI enhances learning, educators and students remain at the heart of the decision-making process. AI is used as a supportive tool, not a replacement, ensuring that both teachers and students maintain ownership of learning and instructional choices.

Goals of the Guidance Document

This guidance document provides tailored support for each stakeholder group within Lake Zurich District 95, establishing clear goals to promote responsible and effective AI use. These goals are designed to help each group understand their role in integrating AI while upholding our district’s mission to empower every learner and advance our vision for a digitally literate, ethically aware, and future-ready community.

Together, these goals create a unified approach to AI integration across Lake Zurich District 95, ensuring that AI is used thoughtfully to enhance education, maintain a safe learning environment, and prepare students for a future shaped by technology and ethical decision-making.

General Guidance

What is AI and Why is it Important in Education?

Artificial Intelligence (AI) refers to technology that enables machines to perform tasks typically requiring human intelligence, such as recognizing patterns, making predictions, and generating content. In an educational setting, AI can support personalized learning, assist with instructional planning, and provide adaptive resources tailored to individual student needs. In Lake Zurich District 95, we view AI as a tool that enhances educational opportunities and prepares students for a digitally connected future. Thoughtful integration of AI allows us to:

Equip students with the skills needed to thrive in a technologically advanced world.
Support teachers in delivering differentiated, data iinformed instruction.
Engage our community in responsible, ethical interactions with digital tools.

Role of AI in Supporting District Values and Vision

These guidelines ensure that AI integration aligns with Lake Zurich District 959s values and strategic vision, supporting:

Collaboration

Fostering interdependent teamwork by facilitating communication, providing real-time insights, and creating collaborative project spaces.

Integrity & Accountability

Upholding ethical standards in AI use to ensure it serves the educational needs of all students.

Academic Excellence and Perseverance

Offering high-quality, personalized learning experiences that help every student achieve their potential.

Guidance for Teachers

As educators, teachers play a central role in ensuring that AI enhances student learning while aligning with Lake Zurich District 95’s commitment to academic excellence, equity, and personal growth. AI offers powerful tools that can support differentiated instruction, streamline lesson planning, and meet diverse learning needs. This section outlines practices for integrating AI into teaching and the classroom.

Modeling Acceptable Use

Ensuring the Use of Approved EdTech Tools

When integrating technology into instruction to meet District 95-approved curriculum goals, teachers will consult the Edtech tools in use across the district, including AI tools listed in the District 95 Edtech database (LearnPlatform).

Setting Clear Expectations

Teachers will define acceptable uses of AI for different assignments, using the AI Assignment Parameters (Red-Yellow-Green AI Usage Guidelines) from the Teacher Package to communicate expectations.

Modeling Academic Integrity

Teachers should model ethical AI use by demonstrating citation practices and emphasizing the importance of original work.

Encouraging Reflection

Teachers will encourage students to reflect on their AI use, helping them evaluate whether AI tools genuinely support their learning goals.

Personalizing Learning

Supporting Individual Learning Paths

AI can tailor learning experiences by adapting content to each student’s needs, interests, and abilities. Teachers can use AI tools to create differentiated paths, allowing students to progress at their own pace and providing additional support or challenge as needed.

Integrating AI Learning Progressions

Teachers can reference the Learning Progressions for AI in D95 (found in the Teacher Package) to align AI use with students’ grade levels and cognitive development.

Encouraging Growth

Teachers can incorporate AI tools that scaffold learning for students requiring extra support while offering advanced material for those ready for more challenging content. This approach fosters autonomy and growth, aligning with our values of inclusivity and excellence.

Enhancing Engagement and Interaction

Enhancing Engagement and Interaction

AI can make learning more interactive through simulations, games, and adaptive quizzes. By diversifying instructional methods, teachers can engage students in new and creative ways, helping them become active participants in their education.

Bolstering Responsive Instruction

AI offers varied interactions with content, including visual, auditory, and hands-on options. This approach can meet students where they are, supporting Lake Zurich's goals of inclusivity and adaptability in the classroom.

Supporting Data Driven Instruction

Supporting Data-Driven Instruction

Real-Time Insights

Some AI tools provide insights into student performance, allowing teachers to monitor progress and identify areas for intervention. By leveraging these insights, teachers can make data-informed instructional decisions and offer timely feedback.

Enhancing Formative Assessment

AI-generated data can evaluate understanding in real-time, guiding future lessons and helping students master concepts. AI supports formative assessments, providing teachers with valuable information to improve student outcomes.

Developing Students' AI Literacy

Teaching Ethical & Responsible AI Use

AI equips students with basic principles of digital citizenship and AI ethics, including responsible use, privacy awareness, and recognizing bias. Access to safe AI practices allows students to engage in discussions about AI's role in society, its benefits, and its limitations, fostering critical thinking skills.

Encouraging Critical Thinking

Evaluating AI-generated content thoughtfully teaches students to question sources, cross-reference information, and consider the context of AI outputs. This approach develops a goal-oriented mindset and critical literacy.

Embedding AI Literacy Across Subjects

Integrate AI concepts into various subjects. For example, in ELA, students can analyze AI-generated text for tone and accuracy; in social studies, they can explore AI's impact across industries. By embedding AI literacy, students gain a well-rounded understanding of AI's relevance. See more examples in the Teacher Package.

Professional Development and Continuous Learning

District-Supported AI Training

Lake Zurich District 95 provides ongoing professional learning opportunities focused on AI applications. Training sessions introduce key concepts, ethical considerations, and effective strategies for classroom integration.

AI Taskforce Collaboration

The district's AI Taskforce supports, shares best practices, and explores new AI tools aligned with district values. Collaborating with the task force helps teachers stay informed and refine their approaches to AI use.

Accessing the AI in D95 Course

Teachers can expand their AI knowledge through the Canvas D95 AI Course, designed to support professional learning about AI integration in education.

Guidance for Administrators

As leaders, administrators play a critical role in guiding the responsible use of AI across Lake Zurich District 95. Through strategic oversight, clear communication, and support for ethical practices, administrators ensure that AI serves as a valuable tool for learning while upholding the district’s values.

Fostering a Culture of Collaboration & Openness

Engaging Stakeholders

Promote a collaborative environment by actively involving teachers, students, and families in discussions about AI’s role in education. Create opportunities for feedback, address concerns, and encourage input from all stakeholders to build trust.

Recognizing Innovation in AI Use

Encourage innovative, responsible ways to integrate AI into learning. Recognize and celebrate examples where AI enhances learning, fostering an atmosphere of shared growth and experimentation.

Managing AI-Related Risks

Implementing a Risk Assessment Framework

In collaboration with IT, utilize

frameworks such as the National

Institute of Standards and

Technology (NIST) AI Risk

Management Framework to

assess potential risks related to

security and privacy.

Evaluating Ethical Use

Collaborate in assessing the impact of new AI applications to ensure they meet district standards for ethical use and identify any potential concerns.

Monitoring Compliance & Effectiveness

Develop procedures to monitor AI tools for ongoing compliance and effectiveness. Establish a process for evaluating AI’s impact on student learning and identifying areas for improvement.

Ensuring Data Privacy, Compliance, & Transparency

Adhering to Privacy Laws & Standards

Work closely with IT to ensure all AI tools comply with federal and state regulations, including FERPA, CIPA, COPPA, and SOPPA. Conduct regular audits to verify that data privacy standards are met.

Communicating with Stakeholders

Maintain transparency by communicating AI policies to families, students, and staff. Provide information on the data AI tools collect, how it is used, and the district’s efforts to safeguard privacy. Host sessions, distribute FAQs, or share online resources to foster trust and address questions.

Supporting Professional Growth & Capacity Building

Providing Professional Development for Educators

Facilitate ongoing professional development to include AI use, digital literacy, and ethical technology practices. Training sessions enable educators to leverage AI effectively and responsibly, ensuring alignment with district values and educational goals.

Building Administrative Knowledge & Leadership

Equip administrators with knowledge about AI and digital citizenship. Engage in workshops, training, and collaborative discussions to model responsible AI use and advocate for informed and balanced AI integration.

Guidance for Students

AI is a powerful tool that supports learning and helps students develop essential skills for a technology-driven world. This guidance offers age-appropriate advice on using AI responsibly, fostering a safe, ethical, and growth-oriented experience for students at all levels in Lake Zurich District 95. All students are expected to adhere to guidelines for acceptable use, maintain academic integrity, and follow ethical AI practices.

Elementary
Secondary

Elementary

Pre-K to 2nd Grade: Introduction to AI and Digital Safety

Understanding AI as a Learning Helper

AI is like a smart helper that can suggest ideas, find pictures, or answer questions. It’s a tool that helps us learn and have fun in safe, guided ways.

Protecting Personal Information

Keep personal information private. Only share your name or other details with a grown-up's permission. Always ask for help when using new technology.

Being Kind and Responsible

When using technology, treat others with kindness. AI tools are here to help us, and we should use them in ways that make everyone feel safe and welcome.

3rd to 5th Grade: Building Digital Citizenship and Responsible AI Use

Understanding AI as a Learning Assistant

AI is a tool that can learn from data to help us, whether it's through practice activities, games, or research. It's like a helpful assistant that supports us in our learning.

Protecting Privacy and Showing Respect Online

Protect your personal information (like your full name, age, and address), and be respectful in all online interactions.

Developing Critical Thinking with AI

Not everything AI suggests is always right. Practice asking questions, cross-checking information, and using AI to support, not replace, your own ideas and work.

Secondary

6-8 Grade: Developing AI Literacy and Critical Thinking

Understanding How AI Works

AI analyzes data to make predictions or give suggestions. Learning the basics of how AI works helps you use it effectively and responsibly.

Evaluating AI Outputs

AI isn't perfect. Practice critical thinking by questioning AI suggestions, verifying facts, and checking with other sources to ensure accuracy. This skill will be important as AI becomes part of everyday life.

Building Ethical Awareness

Consider the impact of AI on people and communities. AI tools can sometimes reflect biases, so it's important to think about fairness and inclusivity as you interact with them.

9-12 Grade: Advanced AI Literacy, Digital Citizenship, and Future-Ready Skills

Deepening Understanding of AI

AI is used widely across industries, from healthcare to business. Developing an understanding of AI's applications helps you make informed choices about using it responsibly and prepares you for future career paths.

Practicing Critical Evaluation and Ethical Use

Use AI thoughtfully by evaluating the reliability, accuracy, and potential biases of information. Respect digital privacy - both your own and others' - by being mindful of the data you share and how it's used.

Preparing for the Future with AI Skills

Embrace AI as a tool for problem-solving, innovation, and collaboration. Build digital literacy skills to prepare for college, careers, and responsible citizenship in a digitally connected world.

Student Engagement and Feedback

Sharing Your Experiences

Student experiences with AI are valuable. When teachers ask for feedback, share your opinions on how AI tools help you learn and any concerns you may have. Your insights help shape how AI is used in our district.

Preparing for the Future with AI Skills

Embrace AI as a tool for problem-solving, innovation, and collaboration. Build digital literacy skills to prepare for college, careers, and responsible citizenship in a digitally connected world.

Acceptable Use, Academic Integrity, and Ethical AI Practices

To ensure AI is used as a positive and supportive tool within Lake Zurich District 95, students, teachers, and staff must adhere to guidelines for acceptable use, uphold academic integrity, and engage with AI responsibly and ethically, in accordance with the Student Acceptable Use Policy and the District 95 Student Code of Conduct. (See the Parent-Student Handbook)

Acceptable Use of AI Tools

AI As a Learning Partner

AI tools should support learning, not replace personal effort or critical thinking. AI may be used to generate ideas, assist with research, and provide tutoring support, but students must ensure that their own thoughts and creativity drive their learning.

Guidance From Teachers

Teachers will specify when, how, and for which assignments AI may be used. Students are expected to follow these guidelines and check with teachers if unsure about using AI for specific tasks. This will be included on the class syllabus as appropriate.

Transparency & Citation

When using AI-generated content, students must give credit just as they would with any other source. Proper attribution maintains transparency and respects intellectual property.

Appropriate Use

AI is an educational technology and must be used in compliance with district policies and expectations outlined in the student handbook. It is prohibited to use AI products to threaten, bully, harass, or discriminate against others. See the Parent-Student Handbook for further details.

Academic Integrity

Originality of Work

Students should avoid submitting AI-generated content as their own original work unless explicitly approved by their teacher. The district upholds high standards for academic honesty, and students are encouraged to use AI to enhance—not shortcut—their understanding.

Avoiding Overreliance

Relying too heavily on AI can hinder personal growth. Students are encouraged to use AI tools thoughtfully, ensuring they contribute their unique perspectives and understanding.

Preventing Plagiarism

All AI-generated text, ideas, or images must be cited appropriately. Teachers will guide students on proper citation practices for AI, and students should be honest about their use of AI tools in assignments.

Infractions

Violations will be subject to disciplinary action as outlined in the Parent-Student Handbook.

Ethical AI Practices

Positive & Respectful Use

AI should never be used for harmful purposes, such as impersonation, harassment, or academic dishonesty. Students are expected to interact with AI tools in ways that reflect the district’s values of respect and integrity.

Respecting Privacy

Students should never input personal or sensitive information into AI tools to protect their own and others’ privacy. All AI interactions must align with district privacy policies.

Recognizing Bias & Evaluating Content

AI tools can sometimes contain biases. Students are encouraged to question and verify AI-generated information, developing critical thinking skills and practicing digital citizenship.

Guidance for Families

As technology continues to shape the world, AI is becoming an integral part of education. In Lake Zurich District 95, AI is used to support personalized learning, enhance teaching practices, and prepare students for a future in which AI will likely play a central role. This section provides families with essential information to help them understand how AI supports student learning, protects privacy, and fosters ethical technology use.

Understanding AI's Role in Lake Zurich District 95

Educational Support & Personalization

AI tools help tailor learning experiences to meet individual student needs, making learning more engaging and accessible. Families can be assured that AI supports student learning, and enhances classroom interactions with adaptive resources and personalized content, but does not replace teachers.

Privacy & Safety: Protecting Your Child's Data

Compliance with Privacy Laws

Lake Zurich District 95 complies with all federal and state laws on student privacy, including COPPA, FERPA, and SOPPA. These laws govern how student information is handled, ensuring it is responsibly managed and used only for educational purposes.

Data Security & Monitoring

The district follows strict data security measures and regularly monitors AI tools to ensure compliance. These measures are in place to safeguard student information and maintain privacy while preventing unauthorized access.

Supporting Responsible AI Use at Home

Encourage Critical Thinking

Discuss with your child the importance of questioning and verifying information, especially when using AI tools that generate content or suggest answers. Emphasize that AI is a helpful tool but is not always accurate and should be used thoughtfully. For younger children, families are encouraged to explore AI tools together, discussing their purpose and modeling responsible usage.

Promote Digital Citizenship

Reinforce values of respect, empathy, and integrity in your child's online interactions. Remind them that AI tools should be used in ways that are kind and considerate of others, maintaining Lake Zurich's values even outside of school.

Safeguarding Personal Information

Teach your child to avoid sharing personal or sensitive information with AI tools, and remind them that maintaining privacy is essential, even in a trusted educational environment.

Staying Informed & Engaged with District AI Initiatives

Review District Resources & Communications

Stay informed by reviewing newsletters, website updates, and other District 95 communications. These resources keep families updated on AI implementation and any policy or tool updates.

Provide Feedback

The district values family input in shaping our approach to AI in education. Families are encouraged to participate in surveys, attend discussion forums, and connect with district staff to share their experiences, suggestions, and concerns.

Evaluation

As technology and educational needs evolve, it is essential for Lake Zurich District 95 to continually assess and improve AI practices. This commitment to evaluation ensures that AI use remains safe, effective, and aligned with the district’s values, goals, and educational mission.

Monitoring and Evaluation

Collecting Feedback From Stakeholders

The district values input from all members of our community—students, teachers, administrators, and families—in shaping AI practices. Regular feedback opportunities, such as surveys, focus groups, and discussions, allow stakeholders to share their experiences, concerns, and suggestions.

Transparent Reporting & Updates

The district is committed to transparent reporting on AI-related initiatives and updates. Regular reports, which may include summaries of evaluation findings, new AI tools, and updates on data privacy practices, keep our community informed. Edtech tools in use across the district, including AI tools, are listed in the District 95 Edtech database (LearnPlatform).

Continuous Improvement and Adaptation

Ongoing Professional Development

As AI tools evolve, so too must our skills and knowledge. The district offers continuous professional development and training to help educators stay current on best practices for AI use, data privacy, and digital citizenship.

Review & Revision of AI Guidance and Practices

The district periodically reviews and updates AI guidance to reflect the latest educational and technological insights. Any changes are communicated clearly to staff, students, and families, reinforcing our commitment to transparency and responsible AI use.

By prioritizing evaluation, feedback, and continuous improvement, Lake Zurich District 95 is dedicated to creating a learning environment where AI serves as a valuable, ethical, and supportive tool. Together, we can ensure that AI use remains aligned with our district's values, supports meaningful learning, and prepares students for a future shaped by innovation and integrity.

Conclusion & References

As Lake Zurich District 95 embraces the transformative potential of Artificial Intelligence (AI) in education, we remain committed to using this technology responsibly, ethically, and in alignment with our mission to empower every learner to achieve personal excellence. By thoughtfully integrating AI into our schools, we aim to enhance learning experiences, support personalized education, and equip students with the skills they need to navigate a digital future.

This guidance document lays the foundation for how AI will be implemented, evaluated, and adapted across the district. It provides practical guidelines for each stakeholder group—teachers, administrators, students, and families—ensuring that everyone understands their role in making AI a positive and supportive part of our educational environment. Through these collaborative efforts, we aim to create a learning community where AI advances our commitment to student learning.

As we move forward, Lake Zurich District 95 will continue to assess the impact of AI, gather feedback from stakeholders, and make adjustments as needed to uphold our educational mission and values. We recognize that technology will continue to evolve, and we are dedicated to staying informed, adaptable, and true to our core principles as we incorporate AI in ways that serve the best interests of our students. By working together, we can make AI a powerful tool for personal growth, academic achievement, and lifelong learning. Through our shared commitment, we ensure that AI in Lake Zurich District 95 empowers students to succeed academically and become thoughtful, responsible, and engaged citizens in a digitally interconnected world.

References

ChatGPT (2025). OpenAI. Retrieved from https://openai.com

Chicago Public Schools. (2023). AI Guidebook for CPS. Retrieved from www.cps.edu

Code.org, Consortium for School Networking (CoSN), Digital Promise, European EdTech Alliance, Larimore, J., & PACE. (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit

Common Sense Media. (2022). Digital Citizenship and AI Literacy for K-12 Students. Retrieved from www.commonsense.org

Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g; 34 CFR Part 99. U.S. Department of Education. Retrieved from www.ed.gov Future of Privacy Forum (FPF) & The Data Quality Campaign. (2023). Student Privacy and AI in Education: Best Practices for Protecting Student Data. Retrieved from www.fpf.org

Google for Education. (2023). AI and Machine Learning in the Classroom: Best Practices for Educators. Retrieved from edu.google.com International Society for Technology in Education (ISTE) & The Edtech Equity Project. (2023). AI in Education: Principles for Equitable and Ethical Use of Artificial Intelligence in K-12 Schools. Retrieved from www.iste.org

Microsoft Education. (2023). Responsible AI in K-12 Education: Implementation Guide for Schools. Retrieved from www.microsoft.com Miller, M. (2023). AI for Educators. Ditch That Textbook.

National Institute of Standards and Technology (NIST). (2023). AI Risk Management Framework. Retrieved from www.nist.gov Partnership for AI. (2023). Ethics in AI for Education: Framework for Schools. Retrieved from www.partnershiponai.org

Protection of Pupil Rights Amendment (PPRA), 20 U.S.C. § 1232h; 34 CFR Part 98. U.S. Department of Education. Retrieved from www.ed.gov Student Online Personal Protection Act (SOPPA), Illinois Public Act 101-516. Illinois General Assembly. Retrieved from www.ilga.gov

Triad Community Unit School District #2. (2024). AI Guidance for Responsible Use in Education. Triad CUSD.

UNESCO. (2021). AI and Education: Guidance for Policy Makers. Paris: UNESCO Publishing. Retrieved from www.unesco.org

U.S. Department of Education, Office of Educational Technology. (2023). Guidance, Considerations, & Intentions for the Use of Artificial Intelligence in Schools. Retrieved from edtech.gov/AIguidance

World Economic Forum. (2022). Empowering Students for a Future with AI: A Global Perspective on AI Education. Retrieved from

www.weforum.org

Postsecondary and Career Explorations [PACE] Framework

Illinois PACE Post-Secondary and Career Expectations

Each student should have an individualized learning plan to help make decisions about career and post-secondary (PS) education or training, to plan a course of study and to make financial aid assessments with family members.

By the end of 9th grade	A student should be supported to: complete a career cluster survey complete a career interest survey attend a PS options workshop select course work for PS/career plans aligned with the ISBE College and Career Readiness Indicators enroll as appropriate in early college credit courses outline a plan for community service and extracurricular activities related to PS plans attend a basic financial aid presentation with a trusted adult A student should know: one or two careers for further exploration the relationship between HS coursework, attendance, and grades to PS plans importance of community service and extracurricular activities to PS and career plans general cost ranges of various PS options
By the end of 10th grade	A student should be supported to: visit at least one workplace aligned with career interests participate in activities related to their career cluster of interest select a career area of interest: enroll in career pathway (CP) as available explore opportunities along the Work Based Learning Continuum. connect and build relationships with 2-3 adults to support the PS and career selection process review coursework, and PS/career plans in relation to the ISBE College and Career Readiness Indicators (every year) attend a basic financial aid presentation with a family member A student should know: educational requirements, cost, expected entry level, and midpoint salary for occupations in selected CP skills related to career interests different types of PS credentials and institutions general timing of PS entrance exams and applications benefit of early college credit opportunities to PS access and completion
By the end of 11th grade	A student should be supported to: revisit the career interest survey participate in a mock job interview create a resume and personal statement complete an experience within the Work Based Learning Continuum determine readiness for college-level coursework in math/ELA and enrollment in either “catch up” or “speed up” course complete at least one early college credit opportunity attend a college fair visit at least 3 PS institutions take at least one college entrance exam complete a Postsecondary Plan Workshop A student should know: application deadlines, test timing, cost, and preparation for industry-based certification for CP entrance requirements, including application deadlines, for expected PS programs of study 3-5 match schools, one safety, one reach school for PS program of study negative impact of remediation on PS goals financial aid deadlines for chosen PS options
By the end of 12th grade	A student should be supported to: complete at least two team based challenges obtain an internship opportunity related to the CP if applicable if applicable, receive industry-based certification(s) related to the CP address any remedial needs in math/ELA complete a financial aid offer workshop A student should know: how CP courses and experiences articulate to degree programs at PS options estimated cost of chosen PS options affordability of PS options in relation to expected entry-level career salary and anticipated debt terms and conditions of any scholarship or loan By 12/31 of 12th grade a student should have: completed 3 or more admissions applications to PS institutions ensure all steps in the PS admissions process are completed on time attended a Financial Aid Application completion workshop completed a financial aid application

Printable Version of PACE Framework

High-School-Illinois-PaCE-Framework-07012023 (PDF)

Accelerated Placement

Overview

The Accelerated Placement Act (Public Act 100-0421) is a law that requires Illinois public school districts to automatically enroll students who exceed proficiency standards on a state standardized test, including the IAR, PACT9, PACT10, and the ACT into the next most rigorous course. Students who exceed state standards or score in the top half of the proficient performance level will be automatically enrolled in the most rigorous course at the next grade level. This applies to math, science, English, and social studies courses.

Families of students who fall in the second half of the proficient performance level for meeting state standards will be connected with their student’s high school counselor to discuss the most appropriate placement, which could include a change in the student’s automatic placement. All families have the opportunity to adjust their course placement by completing the opt-in/opt-out waiver during the course registration process.

This legislation intends to ensure students have equitable access to advanced coursework at the high school level.

Lake Zurich High School Accelerated Courses

Math

Core Class	Most Rigorous Class at the Next Level
8th Grade Math	Algebra I & Support Algebra I
Pre-Algebra	Algebra I Honors
Algebra 1 Algebra I - Honors	Geometry Honors
Geometry Geometry - Honors	Algebra 2 Honors
Algebra 2	Pre-Calculus Honors Dual Credit Quantitative Literacy
Algebra 2 - Honors	AP Pre-Calculus Dual Credit Quantitative Literacy
Pre-Calculus Pre-Calculus - Honors AP Pre-Calculus	AP Calculus AB AP Calculus BC AP Statistics Dual Credit Quantitative Literacy
AP Calculus AB	AP Statistics Dual Credit Quantitative Literacy
AP Calculus BC	Multivariable Calculus* Dual Credit Quantitative Literacy AP Statistics

Science

Core Class	Most Rigorous Class at the Next Level
8th Grade Science	Biology - Honors
Biology	Physical Science - Honors Chemistry – Honors (if currently enrolled in or will be concurrently enrolled in Algebra 2)
Biology - Honors	Chemistry - Honors (if currently enrolled in or will be concurrently enrolled in Algebra 2)
Chemistry	Physics - Honors
Chemistry - Honors	AP Physics 1* AP Biology AP Chemistry*
Physical Science or Environmental Science	Chemistry - Honors (if currently enrolled in or will be concurrently enrolled in Algebra 2)
Physical Science - Honors	Chemistry - Honors (if currently enrolled in or will be concurrently enrolled in Algebra 2)
Physics	AP Biology AP Chemistry* AP Physics 1* AP Physics C
Physics - Honors	AP Biology AP Chemistry* AP Physics 1* AP Physics C*

English

Core Class	Most Rigorous Class at the Next Level
8th Grade Language Arts	English I Honors
English I	English II Honors AP Seminar
English I - Honors	AP Seminar
English II	English III Honors American Studies Honors
English II - Honors	AP Language & Composition AP Seminar
AP Seminar	AP Research AP Language & Composition AP Literature & Composition (depending on grade level)
English III/American Studies	Dual Credit English Composition AP Language AP Literature AP Seminar
English III – Honors/American Studies - Honors	Dual Credit English Composition AP Language AP Literature AP Seminar
AP Language & Composition	Dual Credit English Composition AP Literature AP Seminar
AP Research	Dual Credit English Composition AP Language AP Literature

Social Studies

Core Class	Most Rigorous Class at the Next Level
8th Grade Social Studies	World Studies Honors AP World History AP Human Geography
World Studies	AP Human Geography AP European History If a student opts not to take a class their sophomore year, the classes connected to sophomore classes will be considered the next most rigorous class.
World Studies - Honors	AP Human Geography AP European History If a student opts not to take a class their sophomore year, the classes connected to sophomore classes will be considered the next most rigorous class.
Human Geography	United States History – Honors American Studies - Honors
AP Human Geography or AP European History	AP US History
U.S. History	AP U.S. Government

These courses have special requirements or qualifiers. Please refer to the Lake Zurich High School Programs of Study handbook to find further information about these courses including requirements.

Standardized Tests and Cut Scores for Automatic Acceleration for the 25-26 School Year

Current 8th Grade Students	Current 9th Grade Students	Current 10th Grade Students	Current 11th Grade Students
Spring IAR math and reading data from their 7th-grade year.	Spring IAR math and reading data from their 8th-grade year.	PACT9 data from the spring of their 9th-grade year.	PACT10 data from the spring of their 10th-grade year.
ELA: 763 Math: 762	ELA: 769 Math: 767	ELA: 19 Math: 20	ELA: 20 Math: 21

Current 8th Grade Students

Current 9th Grade Students

Current 10th Grade Students

Current 11th Grade Students

Spring IAR math and reading data from their 7th-grade year.

Spring IAR math and reading data from their 8th-grade year.

PACT9 data from the spring of their 9th-grade year.

PACT10 data from the spring of their 10th-grade year.

ELA: 763

Math: 762

ELA: 769

Math: 767

ELA: 19

Math: 20

ELA: 20

Math: 21

Additional Information

Students will be automatically enrolled in one of the more advanced courses available at the next level for each area they qualify, offering multiple options for increased rigor.
Families must be notified that their student has been placed in honors or AP courses. Communication will be added to StudentVUE/ParentVUE in late Fall and emailed home to parent/guardian.
Students who are selected for automatic advancement can choose to opt-out with parental consent.
- Parents/guardians will be required to complete the LZHS Class Change/Confirmation Form indicating the classes they wish to opt their students out of for the following school year.
All incoming ninth-grade students (current 8th graders) will have access to the most rigorous coursework through honors in English, biology, and world studies.
Supports for students in advanced coursework will include but are not limited to:
- Academic Literacy Center
- Math Lab
- Office Hours
- Executive Functioning groups and other individualized supports facilitated by the Counseling Department

Communication

Emails will be sent to all families explaining the Accelerated Placement Act (APA) and automatic enrollment for students who exceed state standards or are in the top half of the proficient performance level for state assessments.
Students’ placement letters will be placed in StudentVUE and ParentVUE.
District information night will be held each fall, explaining the APA and the potential impact for students.
Families of students who fall in the bottom half of the proficient performance level for state assessments will receive outreach from the high school regarding appropriate placement.
- Families will receive a separate email communication regarding their student’s scores/performance, as well as information on how to enroll their student in the next most rigorous course (based on their performance)
- Those families who do not reply electronically for any subsequent steps (i.e., Google form indicating preferences for advancement for their student) will receive a follow-up phone call to discuss options for their student
ALL families (including the top half of proficient, bottom half of proficient) will receive an explanation of an opt-out or opt-in process if the student and family decide to forgo the advanced class or would like to attend an advanced level class.
An overview of the APA guidelines will be included in principal communications.
All Accelerated Placement Act communications will be posted on the District 95 website.

Resources

Parent/Guardian Nomination Form

Department Staff

Angela Stallion

Asst. Superintendent Curriculum & Instr

School: (847) 540-4953

Aubrey Allen

Director Of Curriculum

School: (847) 540-5489

Katie Dengler

Director Of Curriculum

School: (847) 540-4966

Ali Finn

Exec Dir Of Instruction & Innovation

School: (847) 540-4975

Todd Jakowitsch

Exec Dir Of Curriculum & Assessment

School: (847) 540-4929

Anita Jamnik

Assistant To Curriculm & Instruction

School: (847) 540-4954

Jennifer LaBrie

Teacher On Special Assignment

School: (847) 540-5319

Patricia Linares

Parent Liaison

School: (847) 540-4968

Matt Marston

Teacher On Special Assignment

School: (847) 540-3406

Colleen Seick

Director of Innovation

School: (847) 540-4880

K-12 Core Curricula

Overview of Core Curriculum in D95

The department ensures the development and maintenance of a curriculum that is both guaranteed (consistent across all schools) and viable (aligned with educational standards). This curriculum serves as the foundation for teaching and learning across the district.

ELA

D95 K-12 English Language Arts Learning Experience Summary

In D95, we are committed to providing a comprehensive and rigorous English Language Arts (ELA) experience for all students in grades K-12. Our ELA program is aligned with D95 priority standards and proficiency scales and is supported by high-quality core literacy resources, ensuring that every student develops the literacy skills necessary for academic and lifelong success.

Our curriculum is guided by the Common Core ELA Standards—grounded in research on effective literacy development—and emphasizes four key areas at every grade level:

Reading: Building comprehension, analytical, and critical thinking skills by exploring a wide range of increasingly complex texts, fostering deep understanding of themes, perspectives, and literary devices.
Writing: Developing writing abilities across argumentative, informative/explanatory, and narrative genres, with a focus on clarity, structure, coherence, purpose, and the effective use of evidence.
Speaking and Listening: Strengthening communication and collaboration skills through discussions, debates, presentations, and active listening, promoting respectful dialogue and confident expression.
Language: Mastering grammar, vocabulary, and conventions to enhance clear, precise, and sophisticated communication in both written and spoken forms.

Our Literacy Community

At the heart of our ELA approach is a commitment to nurturing literacy-rich environments where every student feels seen, heard, and valued. Inspired by the Illinois Comprehensive Literacy Plan, we recognize and celebrate the diverse literacy identities and experiences our students bring to the classroom.

We strive to create inclusive communities where students actively engage with texts, express their ideas both orally and in writing, and connect their learning to the world around them. By fostering thoughtful communication, academic curiosity, and collaboration, we empower every student to see themselves as capable readers, writers, speakers, thinkers, and lifelong learners.

Elementary - ELA - Learning Experience Summary

Middle School - ELA - Learning Experience Summary

High School - ELA - Learning Experience Summary

Mathematics

D95 K-12 Math Learning Experience Summary

In D95, we are committed to providing a cohesive and rigorous mathematics experience for all students in grades K-12. Our math program is aligned with D95 priority standards and proficiency scales, and is supported by high-quality core resources to ensure all learners build a strong mathematical foundation.

Across all grade levels, students develop expertise in the Standards for Mathematical Practice from the Common Core State Standards, which are grounded in research on mathematical proficiency. These practices include:

Making sense of problems and persevering in solving them
Reasoning abstractly and quantitatively
Constructing viable arguments and critiquing the reasoning of others
Modeling with mathematics
Using appropriate tools strategically
Attending to precision
Looking for and making use of structure
Looking for and expressing regularity in repeated reasoning

Mathematical Community

We recognize that students arrive with unique math identities and experiences. To foster mathematical growth, our classrooms nurture a sense of community where all students are encouraged to share and develop their mathematical thinking. Students communicate their ideas both orally and in writing, using precise mathematical language. Through collaborative norms and problem-based learning, all students are empowered to see themselves as capable mathematicians, and teachers are supported in building classrooms where everyone contributes to a rich mathematical learning environment.

Elementary - Math - Learning Experience Summary

Middle School - Math - Learning Experience Summary

High School - Math - Learning Experience Summary

Science

D95 K-12 Science Learning Experience Summary

In D95, we are committed to providing a cohesive and rigorous science education for all students in grades K-12. Our science program is aligned with D95 priority standards and the Next Generation Science Standards (NGSS), and is supported by high-quality resources to ensure all learners build a strong foundation in scientific understanding and practice.

Across all grade levels, students engage in three-dimensional science learning as outlined by NGSS:

Disciplinary Core Ideas (DCI): Students build knowledge in life, physical, earth, and space sciences, as well as engineering principles, developing a robust understanding of the natural world and preparing for advanced scientific study.
Science and Engineering Practices (SEP): Learners engage in inquiry by asking questions, making observations, designing experiments, analyzing data, and constructing evidence-based explanations to solve real-world problems.
Crosscutting Concepts (CCC): Students make connections across scientific disciplines by recognizing patterns, understanding systems and interactions, and exploring cause and effect, energy, matter, and change.

Scientific Community

Our science classrooms at every level foster curiosity, collaboration, and a sense of belonging, empowering students to see themselves as scientists and engineers. Through supportive classroom norms and inquiry-based learning, students are encouraged to ask questions, share discoveries, and apply their scientific thinking in new contexts. By nurturing these skills and mindsets, we prepare every student to confidently contribute to scientific understanding and problem-solving in an ever-changing world.

Elementary - Science - Learning Experience Summary

Middle School - Science - Learning Experience Summary

High School - Science - Learning Experience Summary

Social Science

D95 K-12 Social Studies Learning Experience Summary

In D95, we are committed to providing a strong, inquiry-based social studies education for all students in grades K-12, aligned with our district’s priority standards. Our program is designed to help students understand their community, nation, and world, while developing the knowledge, skills, and dispositions necessary for responsible citizenship.

Across all grade levels, students engage in:

Inquiry-Based Learning: Students explore historical and contemporary issues by asking questions, analyzing sources, and constructing evidence-based arguments, fostering curiosity and critical thinking.
Civic and Global Awareness: Learners deepen their understanding of civic responsibilities, human rights, democracy, and cultural diversity, preparing to participate actively in their communities and a global society.
Historical and Geographical Analysis: Students build skills in interpreting maps, data, and events, recognizing patterns and relationships, and making connections across time and place.

Social Studies Community

Our social studies classrooms foster curiosity, discussion, and collaboration. We strive to create inclusive environments where students feel empowered to ask questions, share perspectives, and engage in respectful dialogue. By nurturing critical thinking and civic engagement, we prepare all students to become informed, thoughtful, and active participants in society.

Elementary - Social Science - Learning Experience

Middle School - Social Science - Learning Experience

High School - Social Science - Learning Experience