Returning Student Registration now open
On April 3, all families were sent an email from District 45 outlining the steps for registering their child(ren) for the 2024-25 school year. If you have multiple children in the district, you should have received a separate email for each child. If you did not receive the email, please reach out to your child’s school to confirm we have your correct contact information. You should also check your junk/spam folders. If you know your child will not be returning to their school next year, please help us plan for next year by reaching out to the office to let them know.
2024-25 Kindergarten Registration
Registration for 2024-25 District 45 Kindergarten is open. Please contact the school where your child will be enrolled for more information and to schedule a time to submit your documents.
See more information about 2024-25 Kindergarten Registration.
| Required Components | Steps to Complete Action Item | Action Item | Timeline | Responsible Party |
| Provide details of a plan to support a vision for cultural change that reinforces the following: A) Explain how the entity plans to adopt and utilize positive behavioral interventions and support rather than physical restraint, time out, and isolated time out; | October, January, and March Institute Days; Monthly Learning Labs; Quarterly MTSS Behavior team meetings | Three Institute Days will be dedicated to the remaining Responsive Classroom training. Monthly Learning Labs at each building where coaches and PPS staff observe, collect data, and provide feedback on implementation. | October, January, and March Institute Days; Monthly Learning Labs; Quarterly MTSS Behavior team meetings | Director of Learning and Director of Student Services |
| B) Identify effective ways/best practices to deescalate situations to avoid physical restraint, time out, and isolated time out; | All buildings will incorporate the SEL curriculum fully by the end of the 23-24 school year. | Restorative practices are incorporated in both RULER and Responsive Classroom approaches. | On-going | Director of Learning, Director of Student Services, and PPS Staff |
| C) Describe how the entity will utilize crisis intervention techniques as an alternative to physical restraint, time out, and isolated time out; and | Each building identifies team members. Teams complete training through SASED cooperative. | CPI training which includes trauma informed and restorative practices. | Yearly | Building Administrators and Director of Student Services |
| D) Describe the entity’s plan to utilize debriefing meetings to reassess what occurred and why it occurred and to think through ways to prevent use of intervention the next time. | Teams complete process and paperwork and meet following each incident. Parents will be included in meetings to discuss next steps. | Teams meet following incidents to debrief, review plans, and inform next steps to avoid further incidents. Parent meetings offered. | On-going | PPS Staff, Coordinator of Student Services, Director of Student Services |
| E) Include action step(s) that describe procedures to ensure that appropriate school personnel are fully informed of the student’s history, including any history of physical or sexual abuse, and other relevant medical/mental health information. Such disclosures of student information must be consistent with federal and state laws and rules governing student confidentiality and privacy rights. | If/when creating individual student plans, team will ensure appropriate school personnel are fully informed of the student's history, including any history of physical or sexual abuse and other relevant medical and mental health information. | Share relevant information with appropriate personnel at the beginning of school year, to the extent such impacts behavior management, de-escalation, crisis response, etc. Information should be relevant to the setting and the type of interactions that the staff will have with the student. | On-going | Director of Student Services, Coordinator of Student Services, and PPS Staff |
| F) Identify steps to develop individualized student plans as required by PA 102-0339. Plans should be separate and apart from a student IEP or 504 Plan. | Utilize district forms and parent notification process to create a plan to decrease further incidents. | Following debriefing or the requested parent meeting, teams will develop a plan to reduce further incidents. | On-going | Building administrators and PPS staff |
| G) Describe how the information will be made available to parents for review. | Process and paperwork found on internal site; Plan posted on website | Phone calls, documentation forms, and meetings as needed | On-going | Director and Coordinator of Student Services; Teams |
| H) Describe a modification process (as necessary) to satisfy aforementioned goals. | Review RTO data and plan | Parent Teacher Advisory Committee Meetings | Quarterly | PTAC, Director of Student Services |