COMMUNITY CONNECTIONS
Message From Superintendent Dr. Keisha Campbell
As we continue this journey together, I am excited to share some wonderful highlights from our this edition of Community Connections. Guided by our District 205 Strategic Priorities, we remain dedicated to fostering student growth, promoting a positive learning environment, ensuring responsible financial and operational stewardship, and strengthening community outreach and engagement. This issue showcases key initiatives that support our students, staff, and families while reinforcing our commitment to innovation, collaboration, and excellence in education.
One of the significant transitions ahead is the shift from the state’s SAT to the ACT as Illinois’ official college entrance exam. Recognizing this change, we are focused on equipping our students with the tools and strategies they need to succeed, ensuring they are prepared for this new chapter.
Additionally, we celebrate the power of creativity through Visual Arts across District 205. From elementary to high school, our students are expressing themselves through a variety of artistic mediums, fostering both imagination and skill. These programs highlight the important role of the arts in developing well-rounded learners.
We are also excited about the renovations at Churchville Middle School’s auditorium. This revitalized space will serve as a hub for student performances, assemblies, and community events, reinforcing our commitment to providing high-quality facilities that support student expression and engagement.
A new addition to the newsletter is our Parent Educator Corner, a valuable resource that offers meaningful insights and guidance to support student learning and wellbeing. By strengthening the connection between home and the classroom, we continue to prioritize the success of every child in District 205.
I invite you to explore these updates and more in Community Connections. Together, we are shaping a dynamic and inspiring future for all students in District 205.
With appreciation for your continued partnership,
Summer Programming is Open
5Essentials Survey
Registration Information
Register for the 2025-2026 School Year! Returning District 205 students, including Madison Early Childhood Center students entering kindergarten, must complete Returning Student Registration through PowerSchool. New students, including incoming early childhood students, should follow the New Student Registration steps and provide required residency and health documents. Visit the Student Registration page on the website for detailed instructions, required forms, and verification guidelines.
SAT to ACT: Data Driven Approach to Student Success at York High School
This school year, Illinois high school students, including those at York High School, are taking the ACT instead of the SAT as the statewide college entrance exam. The Illinois State Board of Education (ISBE) awarded a sixyear contract to ACT, citing cost-effectiveness, technical advancements, and a commitment to diversity as key reasons for the shift.
The transition brings significant benefits to students, including the addition of a Science section, eliminating the need for a separate Illinois Science Assessment for 11th graders. The ACT, a nationally recognized exam, measures student proficiency in English, Math, Reading, Science, and an optional Writing section, offering a well-rounded assessment of college readiness.
York High School has embraced this change with a comprehensive approach designed to ensure students are fully prepared for success. Under the leadership of Principal Dr. Jessica Hurt, the school has adapted its curriculum, provided targeted teacher training, and implemented student-focused strategies to support the transition.
Recognizing that a change of this magnitude requires careful planning and collaboration, York High School began preparing for the transition to the ACT last school year.
“The district office has done a really nice job in getting us support,” Dr. Hurt said. “We partnered with a third-party company, Academic Approach, and started working with them at the end of last school year. We wanted to ensure our curriculum leaders and teachers fully understood the nuances of the ACT and could adjust instruction accordingly.”
York implemented ACT-specific professional development for teachers across core departments, ensuring that English, Math, Science, and Social Studies instruction aligned with ACT expectations.
“We don’t want anything to be a surprise for students when they take the ACT,” Dr. Hurt explained. “That’s why we’ve been so intentional about integrating ACTstyle questions and test-taking strategies into our daily instruction. When students encounter the test, we want them to feel completely familiar and confident.”
One key area of focus has been grammar and writing skills, which play a major role in the ACT’s English section.
“Yes, we teach grammar, but the ACT has specific expectations,” Dr. Hurt said. “We’ve refined our English 11 curriculum to ensure our students master those discrete skills, eliminating any gaps in knowledge before they take the test.”
To set students up for success, District 205 administered the PreACT in October. This assessment provided valuable baseline data to inform instruction and set growth goals for the spring ACT exam. Dr. Jacob Wertz, Director of Research and Program Analysis for D205, emphasized how this data allows the district to make more accurate projections.
“The PreACT is a critical tool because it gives us a preview of where our students stand before taking the ACT in the spring,” Dr. Wertz said. “ACT has a well-researched scoring model, and we use that data to estimate how much growth we expect in the months leading up to the test.”
Each PreACT score report includes a projected ACT score range, allowing students and educators to target specific areas for improvement.
“For example, if a student scores a 21 in Math on the PreACT, our data suggests they are likely to score between 23 and 26 on the actual ACT,” Dr. Wertz explained. “That tells us whether a student is on track, and it allows our teachers to fine-tune instruction to maximize student potential.”
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The PreACT data is also being used to guide classroom instruction.“We analyze the data to pinpoint trends,” Dr. Wertz said. “If we notice that a large percentage of students struggled with a particular skill—like scientific reasoning or punctuation rules—we can adjust instruction and provide targeted support well before the ACT.”
York’s partnership with Academic Approach ensures that this data is used to create customized learning plans for students.
“We don’t just use the data to assess where students are— we use it to improve where they will be,” Dr. Wertz added.
York recognizes that test-taking is a skill in itself, and that’s why the school is offering a full-length practice ACT in March to further prepare students.
“The biggest feedback we received from students after the PreACT was concern about pacing,” Dr. Hurt said. “The ACT moves quickly, and the best way to adjust is through repeated exposure. The more students practice, the more confident they will feel on test day.”
To provide additional support, York expanded its free ACT prep courses, both in-person and virtual, based on PreACT results.
“We recognized early on that students would need different levels of support to adjust to the ACT. That’s why we’ve offered ACT prep classes tailored to different score bands, giving students access to in-person and virtual prep sessions through Academic Approach,” Dr. Hurt said.
Dr. Wertz added that York’s instructional approach is backed by strong research on student growth.
“One of the most powerful metrics we track is not just proficiency, but growth,” Dr. Wertz said. “We want to see students improving their scores at a faster rate than national trends predict. That’s how we measure instructional impact.”
While the ACT is an important milestone, York High School is committed to long-term academic success beyond standardized testing.
“We never want to teach to the test, but we do want to ensure our students have the knowledge and skills they need to succeed,” Dr. Hurt said. “The ACT is one tool that helps measure their readiness for college, but our focus is on providing a well-rounded education that prepares students for whatever path they choose.”
Dr. Wertz emphasized that York evaluates student success using multiple measures.
“Beyond ACT data, we also look at performance in AP courses, dual-credit programs, and curriculum-based assessments,” Dr. Wertz said. “That gives us a more complete picture of each student’s academic journey.”
York’s leadership team is also thinking ahead to future classes, ensuring that younger students—freshmen and sophomores—are also well-prepared for the ACT by administering PreACT assessments every spring.
“For our freshmen and sophomores, this is just the beginning,” Dr. Hurt said. “By the time they reach 11th grade, they will have multiple years of ACT-style exposure, giving them an advantage before they take the test for college admissions.”
Dr. Wertz agreed, noting that York’s approach will create sustained success over time.
“We are developing a long-term data model that tracks student growth from freshman year to graduation,” Dr. Wertz said. “This allows us to predict trends, adjust instruction, and ensure that every student is positioned for success.”
With a strong support system, dedicated educators, and a research-backed approach, York High School is ensuring students are not only prepared for the ACT but also equipped with the skills needed for lifelong achievement.
“We know that this transition has been an adjustment for students and families, but we’ve been proactive in providing resources to support them. The district recognized this as a potential challenge and made sure that we had everything in place to help our students succeed,” Dr. Hurt said.
By leveraging data-driven insights, expert instruction, and targeted student support, York is not just helping students succeed on the ACT—it is creating a culture of continuous growth that will benefit students well beyond their high school years.
Scan the QR code with your phone to watch the Board of Education Presentation on the ACT
Finding Their Creative Voice: How D205 Students Discover and Nurture Their Passion for Visual Arts
For many students in Elmhurst District 205, the journey into visual arts starts in elementary school, where they first experiment with colors, textures, and different mediums. As they progress through the years, their skills and artistic confidence grow, culminating in the advanced studios at York High School, where they have the mentorship, resources, and freedom to explore their creativity and develop their unique artistic voices.
“We have a variety of art courses,” said York High School art teacher Renee Kuharchuk. “Our beginning courses are pretty open-ended in terms of the options that students have. We offer different painting courses like acrylic, watercolor, and oil, as well as drawing. Then we have our digital courses, which include animation, photography, and digital art and design. For students who enjoy working in three dimensions, we have ceramics, sculpture, and even metalsmithing, where they can create jewelry or metalbased projects.”
As students advance, they get more freedom to explore their own artistic ideas and develop their personal styles.
“In our advanced classes, students aren’t just following assignments—they’re really starting to explore their own creativity,” she continued. “Instead of everyone working on the same prompt, they get to push their own concepts and figure out what excites them artistically. Once they get to AP-level courses, it’s all about their own ideas. They’re taking complete ownership of their art, which is what we ultimately want for them—to be independent, confident artists.”
That creative process starts early in D205. At the elementary level, students are introduced to a broad range of artistic mediums—painting, drawing, sculpting, and even printmaking—giving them the chance to experiment and discover what excites them most. Fischer Elementary
art teacher Laura Calderisi sees these early years as an important time for students to develop a sense of artistic curiosity.
“One of the best parts of my job is that I get to see students from kindergarten all the way through fifth grade,” Calderisi said. “When they first come in as kindergartners, they’re just exploring, playing, and figuring things out. But by the time they’re in fourth or fifth grade, they start recognizing the skills they’ve been developing over the years. They walk in, see the materials, and immediately know what they want to do. That kind of growth is amazing to see.”
She recalled how students build confidence as they become more comfortable with different mediums.
“We start with basic watercolor techniques in kindergarten,” she said. “They learn how the paint moves on the paper, how much water to use, and how colors mix. Then, by the time they’re in third or fourth grade, I can just mention a technique, and they already know how to use it because they’ve been practicing it for years.”
By middle school, students begin to refine their artistic interests, taking what they’ve learned in elementary school and applying it in more structured projects. Whether they gravitate toward digital art, ceramics, or traditional painting, they gain a deeper understanding of the creative process and begin to develop their own artistic styles. At York High School, students take that exploration even further.
“In the beginning classes, students are learning fundamental techniques and following structured prompts,” Kuharchuk said. “But as they move into advanced levels, they have more freedom to explore. They start creating work that is truly personal, making decisions about what they want to express. By the time they’re in AP Art, they’re taking full control of their own work and developing
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professional-level portfolios that showcase their creativity and artistic voice.”
For some students, the journey through York’s art program shapes their future careers. Senior Avery Jacobsthal discovered her love for charcoal and colored pencil drawings through York’s art courses and is now planning to pursue a college degree in graphic design.
“In middle school, I was in a character design contest, and I ended up getting first place,” Jacobsthal said. “After that, I took more classes, and once I got to York, I signed myself up for as many art-related things as possible. Right now, I’m in the National Art Honor Society, and that’s helped me push my skills even further.”
Her love for art took on a new direction when she combined it with an advertising class. “I took an advertising class at York and realized I could combine my love for art with business,” she said. “I’ve always loved drawing, but that class showed me how art plays a role in branding, marketing, and design. That’s when I knew I wanted to go into graphic design.”
Junior Delilah Kamins, who dreams of becoming an animator, has had a similar journey of artistic discovery. “I’ve been drawing since I was a little kid,” Kamins said. “I used to make little comic books about my stuffed animals. It’s just always been something that made me happy.”
As she got older, she began exploring digital art and animation.“I’ve definitely gotten better with digital art,” she said. “I’ve started getting inspired by social media and by my friends. Now I love drawing and animating. My teachers always encourage me to keep going, and that encouragement keeps me motivated. The more other people are happy when they see my work, the happier it makes me, and that keeps me creating.”
Beyond the classroom, D205 provides students with numerous opportunities to showcase their work. Students at York participate in the school’s winter and spring art shows, where their creations are displayed in the Commons for the entire community to see.
“We have our art show that we put on as York,” Kuharchuk said. “That is our semester-based show—we have both a winter show and a spring show. It’s the culminating activity that students participate in at the end of the semester. All students who take an art class will have work in that show here at York.”
One of the most prestigious opportunities for York’s artists is the Illinois High School Art Exhibition (IHSAE), where students compete at the state level and have the chance to earn college scholarships.
“Last year, our students were awarded nearly $2 million in scholarships,” Kuharchuk said. “It’s an incredible way for them to be recognized for their hard work and talent. Some students don’t even realize the level of skill they’ve developed until they see their work alongside other top high school artists in Illinois. It’s a moment where they can step back and say, ‘Wow, I really am an artist.’”
For D205 students, visual art is more than an elective—it’s a journey of discovery, a way to express themselves, and a lifelong passion waiting to be explored.
“They do have the opportunity to experience a little of everything,” Calderisi said. “When you get into the upper levels, it’s more, ‘Let’s take a ceramics class, let’s take a basic drawing class.’ Here, they’re able to experience different forms of art—whether it’s clay, painting, printmaking. They get to figure out what excites them, and for some students, that realization can be life-changing.”
Whether students are molding clay, experimenting with a camera, or bringing an animation to life, each creation is a step toward understanding not only art but also themselves. And for those who dream of pursuing art beyond high school, the foundation they build in D205’s art classrooms gives them the confidence and skills to turn their passion into a future.
Scan the QR code with your phone to watch interviews with the teachers, staff and students
CHURCHVILLE AUDITORIUM UPDATE
The newly renovated Churchville Middle School Auditorium is officially open, bringing a modern space for student performances and events. The auditorium made its debut with a Grand Opening Concert, featuring the Churchville Band, Choir, and Orchestra in a Collage-style performance, where each ensemble presented a musical selection. This inaugural event showcased not only the talents of Churchville’s student musicians but also the auditorium’s enhanced acoustics and upgraded facilities. With its stage, lighting, and sound system, the space is already enriching the school’s fine arts programs, providing students with an exceptional venue to learn, perform, and grow.
EXCELLENT EDUCATORS EMPOWER
Meet Kim Neitling! Kim has been a second-grade teacher at Edison Elementary School for 11 years.
Her favorite part of teaching is witnessing those “aha” moments when students light up with understanding. She cherishes Edison’s annual holiday sing-along, where students of all ages come together in a heartwarming tradition. Her advice for future teachers? Be flexible—every day brings new roles and unexpected moments.
Scan the QR code to learn more about what Kim thinks is the best part of serving the students, community and staff of District 205
PARENT EDUCATION CORNER
