The Niles City School District has been involved in extensive school-wide PBIS training. The framework is designed to create effective systems to teaching while addressing academic, behavioral, and social-emotional skills within buildings. The systematic approach is geared towards positive communications and practices improving outcomes for ALL students through a multi-tiered system of support (MTSS). Each building has developed their own behavior matrix for students. This information can be found on building webpages.

 

The process focuses on four integrated elements:

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The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended, provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to ensure that all children meet challenging state academic standards.

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This program is intended to increase student academic achievement by improving the quality of teachers and principals by: 

Title II, Part A provides agencies with the flexibility to use these funds to create ways to address challenges to teacher quality, whether they concern teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the need for more capable principals and assistant principals to serve as effective school leaders.

This program is designed to improve the education of limited English proficient children and youth by helping them learn English and meet challenging state academic content and student academic achievement standards. The program provides enhanced instructional opportunities for immigrant children and youth. Funds are distributed to states based on a formula that takes into account the number of immigrant and limited English proficient students in each state. States must develop annual measurable achievement objectives for limited English proficient students that measure their success in achieving English language proficiency and meeting challenging state academic content and achievement standards. Schools use these funds to implement language instruction educational programs designed to help limited English proficient students achieve these standards.