Lindop Parent _Student Handbook 2015-2016 - Lindop School District ...

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Aug 7, 2015 - In closing, we would like to share our excitement for the 2015-16 .... the capacity of school teams to pro
 

 

Lindop School District #92

Parent  &  Student   Handbook   2015-­‐2016  School  Year   revised  8/7/2015  

2400  South  18th  Avenue                                   Broadview,  IL  60155   708.345.3110  

Board of Education Officers Princess Dempsey President Tamara Whitfield Vice President Shyrl Griffin Secretary

Members Anissa Cubie Carla Joiner-Herrod Tonya Taylor Penny Williams-Wolford

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Administrative Team Janiece Jackson, Ph.D. Superintendent Sonya Spaulding, Ed.D. Principal Philip Bazile Assistant Principal Joshua Eliscu Director of Technology Dennis Gress Director of Business Operations Melton Hoskins District Secretary Noreen D. Lewis Academic Secretary Cindy Tough Financial Secretary

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Lindop School District 92

2400 South 18th Avenue Broadview, IL 60155 Phone: 708/345-3110 Fax: 708/345-8569

“Committed to Academic Excellence and Achievement”

A MESSAGE FROM THE PRINCIPAL Dear Parents/Guardians, I am truly honored and humbled to serve as the principal of Edmund F. Lindop School. Please know that I, along with the entire faculty and staff, am very excited about the upcoming year. This year, we will continue our focus on achieving our vision for excellence. We have set high expectations for our students, and we truly believe that every child can achieve success. We will accomplish this goal by working closely together to ensure that every child receives an education that meets the highest standards of excellence. In an effort to accomplish our goal of academic excellence and achievement, student growth, excellent teaching, professional growth, and district support will lead us. Together, we will make decisions that are in the best interest of our children through the examination of data and peer collaboration. We will continue to build on the tradition of enriching our students’ academic experiences by integrating technology, art, music, physical education, projects, guest speakers, and field trips into the school day. We will strive to focus on new ways to accomplish our vision statement: “Committed to Academic Excellence and Achievement”. In our continued efforts to raise the bar on academic achievement, there will be a paramount focus on reading, reading across all disciplines, and math. We will make every effort to accomplish this by working closely together to ensure that our students receive the very best education. In addition to focusing on academics and enrichment, Lindop School will continue its commitment to the social and emotional growth of our students by incorporating Positive Interventions and Supports (PBIS), our school-wide management system, and the Character Counts program that promotes positive character building. This year, we will place a high priority on building the confidence of our students so that they put forth their best effort and work hard to achieve their goals. To show our commitment to academic excellence and achievement, we will continue to review, develop, and implement curriculum designed to prepare our students for success in the 21st century using the Common Core State Standards. To increase our momentum, our Professional Learning Community will focus on a positive approach to data analysis and intervention services and ensure that we serve our gifted and talented population. Additionally, we will create and enforce policies and procedures to improve the operations of the school, efficiency of the staff, and the safety of all. In closing, we would like to share our excitement for the 2015-16 school year. We want to reaffirm our commitment to utilizing our resources to ensure our shared vision. If we all support one another, we will make significant progress on our commitment to maintaining HIGH ACADEMIC AND ACHIEVING STANDARDS for our school . Sincerely, Dr. Sonya Spaulding, Principal 3

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TABLE  OF  CONTENTS   STUDENT EXPECTATIONS & SUPPORTS Hallway Expectations Bathroom Expectations Café Expectations Café Procedure & Behavior Expectations Playground Behavior Expectation “Hands Off” –“Anti-Bullying” Tiger Paw Incentives & School-wide Celebrations Lindop School District 92 Dress Code Consequences for Violating Dress Code Consequences for Inappropriate Behaviors Code of Conduct Obligation to Serve Consequences

9 9 10 10 11 11 12 14 16 17 18 20 24

STUDENT RIGHTS & RESPONSIBILITIES Student Bicycles Student Rollerblades, Skateboards Heelys Student Items Not Allowed at School Back Packs Aerosol Sprays Smart or Cell Phones Lockers Lost or Damaged Textbooks Lost & Found School Supplies Classroom Rules and Expectations 8th Grade Eligibility Criteria 8th Grade Eligibility Criteria Agreement Slip

25 25 25 26 26 26 26 26 27 27 27 28 28

PARENT RIGHTS & RESPONSIBILITIES Enrollment Communication Student Records

29 30 32

CURRICULUM & LITERACY INSTRUCTION Strategies for Helping Your Child Literacy & Common Core Standards Kindergarten Expectations First Grade Expectations Second Grade Expectations Third Grade Expectations Fourth Grade Expectations Fifth Grade Expectations

33 33 34 35 35 36 37 38

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Sixth Grade Expectations Seventh Grade Expectations Eighth Grade Expectations Grading Weighting Scale for Grades Homework and Home Learning Time Accepting Late Assignments Due to Suspensions Dues to Absences Missing Assignments Honor Roll Midterm Progress Reports, Trimester Report Cards Open House Parent/Guardian-Teacher Conferences Promotion Policy Student Recognition Student Athletic Eligibility Participator Spectator Field Trips

39 41 42 42 43 43 43 43 43 43 44 44 45 45 45 45 46

STUDENT SERVICES English Language Learners Speech/Language & Special Education Services Academic Support Program Extra-Curricular and After-school Activities Social & Emotional Development Grade Level Intervention Team Morning Tutoring Breakfast & Lunch Nutrition Programs

47 47 47 47 47 48 48 48

TECHNOLOGY EQUIPMENT & USE Student Use

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ATTENDANCE Absences Tardiness Excused Absences Excused Absences from Physical Education Absence from Class Early Dismissal of a Student Early Dismissal for School Improvement Activities

51 51 51 51 52 52 52

STUDENT SAFETY Emergency School Closing

53

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Arrival & Dismissal Before School Playground Supervision Walkers Traffic Guidelines Crossing Guards Entrance/Exit Doors Medications Illness/Accident Procedures Insurance Staying After-school Evacuation Drill Lockdown Bus Evacuation Fire Drills Tornado Drills Building Security Illinois Sex Offender Registry Mandated Reporting of Suspected Child Abuse Child Abuse Sexual Harassment

53 53 53 53 53 54 54 54 55 55 56 56 56 56 56 56 56 56 56 57

DISTRICT POLICIES & PROCEDURES Rights Against Discrimination Drugs/Alcohol and Tobacco Policy Resolution of Parent/Guardian Concerns Lindop Board of Education Policies

58 58 58 59

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  STUDENT  EXPECTATIONS  &  SUPPORT   Each year we welcome hundreds of students into Lindop School. Our chief desire is to prepare them academically and socially for the challenges they will face in high school, college and ultimately as productive and successful adults. As such, administrators and staff must create a school climate that holds high expectations and a standard of excellence for us and for our students. Success in school not only requires that you realize academic expectations, but behavioral ones as well. How you behave affects how well you learn and can affect the learning of everyone in your classroom. We expect that you know what acceptable behavior is and apply this in every part of your school day. In order to improve the school climate at Lindop, we have selected a nationally recognized research-based program called Positive Behavioral Interventions and Supports, (P.B.I.S.). P.B.I.S. is a program that enhances the capacity of school teams to provide the best behavior supports for all students. Likewise, it supports social competences and academic achievement by implementing effective intervention strategies. Such interventions include social skills training, academic curricular restructuring, and behaviorally based interventions. Schools that implement P.B.I.S. effectively have shown reductions in the number of discipline referrals, reductions in the number of in-school and out-of-school suspensions, enhanced school safety, school climate, and documented increased student achievement. Acceptable behavior is behavior that does not interfere with • your own learning; • the right of other students to learn; • the right and responsibility of your teachers to instruct the class and promote learning; • the safety of yourself and others. Acceptable behavior is to be shown everywhere in school, on school grounds, and outside the school when you are involved in school-related activities, and in the Broadview Community (e.g., assemblies, field trips, sporting events). We expect you to be worthy of the respect of others at all times. You are to show respect for the property, rights and privileges of others, just as you expect and appreciate this respect from others. Teachers expect that you are Respectable, Responsible and Accountable: • Be responsible for knowing and following all school expectations. • Show respect and courtesy through words and actions toward all adults and peers. • Behave in a manner that does not interfere with your own learning, other students’ learning, or with teacher instruction. • Respect school property. • Solve problems with classmates in a peaceful manner. • Use appropriate language when communicating with others (written or oral). • Attend school regularly, on time, and come prepared to learn. • Dress for success by dressing in accordance to the school dress code. • Accept consequences for your actions or behavior. You and your parents/guardians can expect that teachers: 8

• • • • •

Model the above expectations. Enforce all school expectations fairly and consistently. Show respect and courtesy through words and actions. Conduct classes in a positive and professional manner. Provide supervision in all areas of the school and on school grounds to ensure everyone’s safety.

It is important for you to know that you have rights. We want to protect your rights. At the same time, you also have the responsibility to respect the rights of others. You have the right to learn... and the responsibility not to interfere with other’s rights to learn. You have the right to your feelings... and the responsibility to move beyond your feelings and the appropriate action to care about the feelings of others. You have the right to your own opinions... and the responsibility to listen to the opinion of others. You have the right to have friends... and a responsibility to present yourself in a friendly manner. You have a right to make your own decisions... and the responsibility to accept the consequences of that decision, whether they are good or bad. You have a right to your own attitude... and the responsibility to adjust it if it keeps you from making progress. You have the right to make mistakes... and the responsibility to learn from your mistakes and to correct them. The following are the school wide expectations for the hallway, bathroom, café and playground. All behaviors will be in accordance with our Lindop school pledge where students are expected to be: Respectful, Responsible and Accountable.

Hallway Expectations: Respectful • Take appropriate amount of space • 3rd tile from the wall • Straight lines Responsible • Control noise volume • Leave a space between you and the person in front of you • Hands and feet to self Accountable 9



When in line or walking to class uphold “hands off” policy

Bathroom Expectations: Respectful • Walk to the bathroom stalls • Patiently wait your turn in line Responsible • Use 1 pump of soap and 2 pulls on the paper towels • Throw paper towel in the trash • Pick up your mess Accountable • Use 6-inch voice • Keep hands and feet to self

Café Expectations: Entering Respectful ü Enter quietly, and proceed to get your lunch from the serving area ü Use appropriate language such as “please” and “thank you”

Responsible ü Remain in line until you receive your lunch and you are seated ü Remain in your seat for the duration of the lunch period

Eating Respectful ü Control noise volume, Use a 6inch voice when speaking to classmates and lunch staff

Leaving Respectful ü Stay seated and quiet until you are dismissed ü Quietly exit the café in a line with your class

ü Use your manners; do not talk with your mouth full ü Keep hands and feet to yourself Responsible ü Keep floors and tables clean by keeping your wrappers and food on your tray ü Throw out garbage when receptacles are brought to you

ü Have your lunch card 10

Responsible ü Dispose of food and garbage when receptacles are brought to you in a timely fashion

ü Clean up spills or ask for help from lunch staff

ready

Accountable

ü Raise your hand for assistance and permission Accountable

ü Sit only at your assigned homeroom’s table

ü Eat ONLY your own food

Accountable ü Exit quietly and in a line when leaving the lunch room

ü Finish all of your food in a timely manner

Café Procedures and Behavior Expectations (Procedures and expectations are subject to change as we implement reflective practices and make adjustments when necessary.) • Students will enter the lunchroom as if they were entering a restaurant – quietly walking to the serving area and then to their assigned table. Students will quickly find a place to sit and remain at the assigned table for the entire lunch period. • Students bringing lunch baskets to the cafe should take care when assigned to carry the basket, avoiding contact with people and other objects. • Students may have pleasant, quiet conversations with their friends in the immediate seating area. Loud yelling across the lunchroom is not allowed. • Students should raise their hand if they need assistance and should always remain in their seats. • At the end of the lunch period, lunch supervisors will bring the garbage receptacle to the table to assist students with emptying their garbage. • Students are expected to clean their area prior to exiting the café. This cleanup effort should include the floor beneath their seat and table. A lunch supervisor will check to ensure that students have not left any trash in the surrounding area. • Students are only allowed to leave the lunchroom with permission of an adult. Bathroom privileges are limited to emergencies only. • Students will place their lunch bags/boxes in the class baskets as they are dismissed to go outside. Baskets will be lined up in a designated area until recess is over. Baskets will be returned to classroom by a designated individual. • No students are permitted to be in the halls or return to their lockers during the lunch period.

Playground Behavior Expectations • •



Students will show respect for others and follow instructions given by all adults supervising the playground. Students will not play roughly on the playground. Students should keep hands and feet to themselves. Students are to use all equipment properly, as intended; including balls. Slides are used in down direction only. In case of an accident where a student needs medical attention, the child is to be escorted to the nurse’s office by an adult. 11

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• • •

Students are to stop playing immediately upon hearing the bell or whistle and line up in a safe and orderly manner. Students are not to leave the play area for any reason without the permission of a supervisor. For example, if a ball goes over the fence, the student must receive permission from an adult before going to retrieve the ball. Students will not use inappropriate language at any time on the playground. Students are not allowed to enter the school without a supervisor’s permission. Students will leave all unsafe objects at home, and not play with rocks, gravel, bark, sand, sticks, or other dangerous objects.

Lindop School is a “HANDS OFF” School and “ANTI-BULLYING” School Email anonymous bullying tips to [email protected]

Anti-Bullying Online Form – www.lindop92.net Anti-Bullying Phone - (612) 3LINDOP or 612-354-6367 Our goal at Lindop is to create a positive learning environment in which students feel safe, both, emotionally and physically. Inappropriate touch is an unwelcome sexual or gender-based conduct (either physical or verbal) that is sufficiently severe, persistent or pervasive so as to limit a student’s ability to participate in or benefit from the educational program or which creates a hostile or abusive school environment. There will be a zero tolerance policy for inappropriate touch. Therefore, students must refrain from touching others in any aggressive manner. The Hands Off policy restricts all “play fighting”, pushing, shoving, kicking, tripping, hitting, slapping and other forms of harmful touch. A physical or verbal aggression is not appropriate in the school setting. Students will be expected to not inflict harm upon others. Bullying includes cyber-bullying and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed towards a student or students that has or can be reasonably predicted to have the effect of one or more of the following Likewise in compliance with anti-Cyberbullying efforts, students are discouraged from sending threatening texts, posting disparaging posts on social network sites, emails or any communication that alters the pictures of classmates. Cyber-bullying means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photo-electronic system, or photo-optical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. Cyber-bullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or 12

impersonation creates any of the effects enumerated in the definition of bullying per Section 27-23.7of the School Code (105 5/27-23.7). Students who feel threatened or bullied should: 1. Inform an adult. It is important to tell an adult if you feel threatened or in danger. Contact a school teacher/staff or administrator and always inform your parent if you are being bullied. 2. Save the Evidence. Save all e-mail and text messages, as well as records of chat or IM sessions. Download all Web pages. This should be done in all cases. 3. Try to identify the Cyberbully. Identification could require some detective work. Look for clues wherever the cyberbully is posting. Remember, a cyberbully may impersonate someone else or could be a proxy cyberbully. You may not need to know the identity of the cyberbully to take some actions. 4. Contact the Police. If the cyberbullying appears to be a crime, contact the police. Criminal cyberbullying involves threats of violence, coercion, obscene or harassing text messages, harassment or stalking, hate or bias crimes, creating or sending sexually explicit pictures, sexual exploitation, or taking a picture of someone in a private place. Here is a way to remember some alternative strategies.

Handle your angry feelings – they are normal. Allow time to cool off. Never strike out in anger, physically or verbally. Decide what to do. Say what’s on your mind in an appropriate manner by using “I” statements. Own up to your part of the problem. Find a workable solution. Fighting does not solve problems, it escalates them. Each year Lindop implements an anti-bullying prevention program. The program has three objectives to help reduce incidents related to bullying. The three objectives are to: 1. Focus on a group of identified “at risk” students who have displayed bullying behavior in the past; 2. Provide education to 7th and 8th grade student about bullying and abusive relationships; 3. Develop a school-wide campaign against bullying led by a committee of teachers. The Broadview Police Department collaborates with the Administration of Lindop to support the bullying prevention legislation. To this end, there will be a zero tolerance policy for bullying. Therefore, students must refrain from using any aggressive strategies to intimidate or humiliate another student. The anti-bullying policy also includes and restricts all teasing, taunting, shoving, kicking, tripping, hitting, slapping and other forms of harmful behavior or contact. Also, this includes verbal threats and creating a hostile environment for another student. The Lindop Board of Education and Administrative team pledge to foster an environment in which: • • • • • •

all constituents work together as a team to ensure respect for self, others and the environment; there is a focus on responsibility and accountability; students excel academically and love to come to school; teachers are successful and love to come to work; parents feel welcome and supported; neighbors view us as a “lighthouse of learning” and the “hub” of the community;

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administrators understand the significance of safety and security as it relates to achievement; Lindop’s Board of Education establishes policies that support best practices.

Character Counts Lindop is a Character Counts school! Character Counts is aligned with and supports P.B.I.S. The six pillars of character will be emphasized throughout the school year. A pillar of Character Counts will be highlighted each month: August & September October November/December January & February March April & May

Citizenship Respect Caring Fairness Trustworthiness Responsibility

TIGER PAW INCENTIVES & SCHOOL-WIDE CELEBRATIONS A Tiger Paw is a tangible reward given to students demonstrating positive behavior. Teachers/Staff should consider ways to use the Tiger Paws in their classrooms so that students realize the value of exhibiting expected behaviors. An important component of PBIS is to establish school-wide acknowledgment systems. Lindop students are regularly given opportunities to redeem Tiger Paws for prizes, parties, and items in the Tiger Paw Store. Most half-days on the school calendar are set aside for students to participate in Tiger Paw parties and quarterly celebrations. Teachers play a vital role in encouraging positive behaviors. It is important that they recognize when students are being respectable, responsible and accountable. There are a variety of positive rewards that teachers may offer: 1. Verbal praise (to the student or parents, positive phone calls home). 2. Written praise (certificate or other award form). 3. Regular distribution of Tiger Paws to all deserving students. The following is a description of how students may utilize Tiger Paws throughout the school year. •

Tiger Paw Parties - Students may purchase admittance by having the required amount of tiger paws to attend the party. Students must have their names on their ticket and may only use their ticket to purchase admittance.



Monthly Raffles – Students may enter their Tiger Paws into the raffle drums for an opportunity to win the monthly raffle. Prizes include gift cards to McDonald’s and GameStop. (All tickets will be disposed of each month after the drawing).



Trimester Celebrations – Students who have completed an entire trimester with zero referrals, detentions or out-of-school suspensions will be invited to attend this celebration (data from SWIS will be used to determine participants, no Tiger Paws are needed).



Tiger Paw Store – Students may purchase items from the Tiger Paw Store during their lunch period on designated days.

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PBIS Calendar of Events 2015-2016 Friday

August 28th

Friday: SIP Day Friday

September 18th September 25th

Friday: SIP Day

October 30th

Friday

November 20th

Friday: Early Dismissal Friday: SIP Day Friday

December 18th January 16th January 29th

Wednesday

February 25th

Friday: SIP Day Thursday Friday: SIP Day Friday

March 18th March 31st April 22nd April 29th

Friday: SIP Day

May 20th

Friday: Last Day, Early Dismissal

May 26th

Tiger Paw Raffles *In the café during each lunch period Anti-Bullying Assemblies Tiger Paw Raffles Tiger Paw Parties Tiger Paw Raffles Trimester 1 Celebration & Tiger Paw Raffles *students with zero referrals from trimester 1 invited Tiger Paw Raffles Spelling Bee Tiger Paw Raffles Trimester 2 Celebration *students with zero referrals from trimester 2 invited Tiger Paw Raffles PBIS Assemblies Tiger Paw Raffles Career Day & Tiger Paw Parties Tiger Paw Raffles Trimester 3 Celebration *students with zero referrals from trimester 3 invited Last Day of School J Field Day

 

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Lindop  School  District  92  Dress  Code   Students must maintain appropriate dress and grooming standards while attending school. For the safety of the educational process, the dress code will be enforced with all students and will be in effect Monday through Friday and during all school activities. The only exceptions to this rule are “Spirit Days” when students may wear jerseys and other Lindop colored clothing. Article of Clothing Shirts

Slacks

Dresses Skirts Jumpers

Shoes Earrings

Hair and Haircuts

Miscellaneous Inappropriate Items

Appropriate

Inappropriate

Any color or patterned dress shirt, polo shirt or blouse with or without a collar. Any color or patterned turtleneck, shirt or sweater. Shirttails that go below the “bottom” are to be tucked in to the pants or skirt. Shirttails that do not go below the “bottom” can be tucked in or not.

Sleeveless-shirts or spaghetti strap tank-tops. Shirts that are sheer, revealing, low scoop necklines, tight or form fitting. Shirts that do not cover the midriff. Overly large clothing that would permit hidden items. Jerseys are not to be worn. Hooded items are permitted. Hoods, however, are not to be worn inside the school building. Jeans with holes or slashes, wherein the skin is visible. Sweat pants, jogging suits, jersey pants/shorts, stretch pants, jeggings, leggings, and yoga pants Pants/slacks/shorts that do not fit or aren’t worn properly at the waist. Pants that are overly tight. Spaghetti strap dresses, backless dresses or low scoop necklines, dresses, skirts or jumpers shorter than mid-thigh.

Solid color, patterns, or jeans must fit and be worn at the waist and with a belt. Shorts (mid-thigh length) may be worn in August/September and May/June (May 1st).

Any color or pattern, dresses do not need a collar. Tights (leggings) may be worn underneath dresses, skirts or jumpers. Dresses and skirts must be mid-thigh length. Dress shoes, sandals, gym shoes Heelys, flip-flops, slippers Neither boys nor girls are permitted to wear piercings in their noses, eyebrows, lips, chins, cheeks, tongues or other visible body parts; nor are boys permitted to wear earrings in their ears. Students are not permitted to wear curlers/rollers or scarves to school. It has come to our attention that some of the designs and symbols cut into boys’ hair are gang related. As such students are not permitted to have their first, middle or last name, nicknames, initials, designs, symbols, zigzag lines, arrows, Mohawks, etc. cut into their hair, nor designer parts, logos, or rubber-band hairstyles that cause extreme disruptions to the learning environment. Eyebrow clippings, do rags, head bandannas, stocking caps, or shower caps are not acceptable either. Hats, scarves, sweat-bands, hoods, or other head coverings worn inside the building unless worn for religious purposes. Clothing that suggests or displays drug/alcohol/tobacco related themes, offensive language (i.e. profanity) or offensive scenes/pictures, draping jean chains, or any other clothing or items not deemed appropriate for school. 16

Consequences  for  Violating  Dress  Code   District policy stipulates that students wear clothes deemed appropriate for school. Research has indicated that there is a direct correlation between students’ attire and their classroom behavior, attitude and achievement (Sommers, 2001 & Nicholson, 2007). Current styles are accepted, but clothing should be appropriate for the school setting. Students in third through eighth grade who violate the dress code policy will receive the following consequences: 1. First violation: Teacher issues verbal warning and provides the student with the opportunity to self-correct (i.e. obtain clothing from locker, phone parent to request change of clothing, removal of article). The student will complete a student reflection regarding proper attire for Lindop School. 2. Second violation: Send student to the office. (A phone contact will be made by the administrator and attire will be corrected). 3. Chronic dress code violators will be dealt with by an administrator. *If students in pre-kindergarten through second grade violate the dress code, the teacher will contact the parent and determine appropriate consequences. Chronic violators will be referred to an administrator.*

  “What a strange power there is in clothing.” ~Isaac Bashevis Singer “Know, first, who you are; and then adorn yourself accordingly.” ~Epictetus

 

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Consequences  for  Inappropriate  Behaviors     Misbehavior  is  a  matter  of  choice.  Choosing  to  disrupt  class  infringes  upon  the  right  of  the  teacher  to   teach   and   the   rights   of   other   students   in   the   class   to   learn.   Even   those   disruptions   that   appear   minor   in   nature  seriously  interfere  with  the  educational  process.  Classroom  teachers  function  in  loco  parentis  or   “in  the  place  of  a  parent”;  as  such  they  are  empowered  to  issue  consequences  to  students  who  disrupt   classwork   or   are   involved   in   substantial   disorder   or   invasion   of   the   rights   of   others   to   learn.   No   consequences   issued   should   violate   students’   civil   liberties.     Student   consequences   will   be   issued   and   determined  based  on  the  group  of  the  behavior  (see  Code  of  Conduct).       Teacher/Parent/Student  Conference   If   behaviors   persist,   a   conference   (face-­‐to-­‐face)   should   occur,   wherein   the   teacher   shares   concerns   with   the   student’s   parents   in   order   to   gain   insight,   receive   suggestions,   and   confront   the   problem   in   a   cooperative,   supportive   effort.     An   administrator   may   be   present;   the   conference   often   results   in   a   behavior   contract,   and   increased   communication   between   school   and   home.   The   behavior   contract   outlines  specific  rewards  and  consequences  designed  to  change  the  student’s  behavior  in  the  teacher’s   classroom.     After-­‐School  Detention   Students   will   be   issued   an   after-­‐school   detention   for   inappropriate   behaviors.   The   detention   must   be   served  after  school  on  that  day  or  the  next  school  day  following  the  date  issued.  If  a  student  is  absent   from  school  on  the  days  following  receipt  of  a  detention,  the  detention  is  to  be  served  the  first  day  upon   returning   to   school.     Failure   to   serve   a   detention   within   the   required   two   days   will   result   in   an   out– school   suspension   (OSS)   or   other   appropriate   consequence   at   the   discretion   of   the   administrator   for   refusal   to   comply   with   the   school   rule   regarding   detentions.   Detentions   are   to   be   served   after   school   from  3:30-­‐4:30  pm.  Alternative  arrangements  are  not  available  due  to  supervisory  responsibilities.       Social  Probation   The   school   administration   considers   social   probation   a   serious   consequence.   Students   on   social   probation  will  not  be  allowed  to  attend  or  participate  in  any  before  or  after  school  activities  for  a  period   of  time  determined  by  the  school  administration.  Students  who  have  been  assigned  social  probation  will   lose   all   of   their   special   privileges.   These   privileges   include,   but   are   not   limited   to,   attendance   at,   or   participation  in:  Student  Council  functions,  concerts/musicals,  sports  and  other  intramural  programs  or   clubs,   PTSO   programs,   band,   field   trips,   and   assemblies.     These   special   privileges   that   are   lost   do   not   include   participation   in   after-­‐school   activities   which   affect   the   students’   grade   such   as   science   fair   preparation.    Students  are  expected  to  participate  in  these  academic  requirements  while  assigned  social   probation  unless  told  otherwise  by  the  administration.       Out-­‐of-­‐School  Suspension  (OSS)   One   of   the   interventions   that   may   be   assigned   by   the   administration   is   the   Out-­‐of-­‐School   Suspension   (OSS).  The  student  serves  the  consequence  for  repeated  flagrant  misconduct  or  gross  disobedience  in  or   out   of   the   school   setting   (see   inappropriate   behaviors   listed   in   groups   3   –   6).     While   serving   OSS   all   privileges  are  suspended  and  the  student  may  not  enter  the  school  grounds  or  premises  for  any  reason   during   the   period   of   the   suspension   without   the   prior   direct   consent   of   the   Principal   or   Assistant   Principal.   Students   will   be   allowed   to   make   up   the   work   that   is   missed.   The   student   is   responsible   for   18

obtaining  the  missing  assignments  and  turning  them  in  on  the  due  date  designated  by  the  teacher.  The   expectation   is   that   students   shall   be   completing   class   assignments   while   serving   the   suspension   and   therefore,  all  assignments  are  due  within  the  number  of  days  equivalent  to  the  days  of  suspension.     Referral  to  Alternative  School  Setting   The   student   may   be   transferred   to   an   alternative   school   for   a   specified   period   of   time.     Alternative   schools  address  the  educational  needs  of  students  who  are  re-­‐enrolling  in  school  and  those  referred  by   the  principal  due  to  disruptive  behavior  (e.g.  Regional  Safe  School).  They  use  low  teacher-­‐student  ratios,   comprehensive  support  services,  behavioral  interventions,  and  a  specialized  curriculum.     Expulsion   The   student   will   be   removed   from   school   for   11   days   or   more   up   to   a   maximum   of   two   school   years.   (This  requires  a  formal  due  process  hearing  including  written  notification  of  charges.)    Only  the  Board  of   Education  has  the  authority  to  expel  a  student  from  school.    If  a  student  consistently  refuses  to  conform   to   school   policies   and   regulations,   presents   a   danger   to   others   or   severely   disrupts   the   educational   process,   the   Principal   may   recommend   to   the   Superintendent   that   the   student   be   expelled   from   school.     The   Superintendent   will   notify   the   Board   if   he/she   is   in   agreement   with   the   recommendation.     The   Board   will   set   a   date   for   a   hearing   with   the   parent   and   the   student   to   take   action   on   the   recommendation.         Due  Process   To   ensure   that   the   student   receives   fair   treatment   consistent   with   federal   and   state   laws,   student   suspensions  or  recommendations  for  expulsion  must  be  made  in  accordance  with  the  due  process  rights   of  the  individual.    Upon  request  of  the  parent,  a  review  of  the  incident  will  be  held  with  the  Principal.    In   addition,   the   Superintendent   or   School   Board   may   review   the   case   and   appoint   a   hearing   officer   to   represent  the  School  Board.    After  the  hearing,  or  upon  receipt  of  the  written  report  from  the  hearing   officer,  the  Board  may  take  such  action  as  it  finds  appropriate.                                                     Search  and  Seizure   An  administrator,  or  other  designated  school  official,  may  conduct  a  search  of  any  student,  and/or  that   student's  possessions  or  network  profile,  whenever  that  school  official  has  reasonable  cause  to  believe   the   student   is   in   possession   of   any   stolen,   illegal   object(s),   controlled   substance(s),   or   other   objects   detrimental   to   the   health,   safety,   or   welfare   of   the   educational   process,   other   students,   or   other   school   personnel.  Any  search  authorized  under  this  policy  must  be  reasonable  in  scope  and  limited  to  searching   network   profile,   school   lockers   and   ordering   the   student   to   empty   pockets,   purses,   backpacks,   book   bags,   or   other   personal   articles.   Failure   to   comply   with   the   request   under   this   procedure   will   be   considered  as  insubordination.     Threats  and  Safe  School   With   the   recent   publicized   episodes   of   violence   in   some   schools   across   the   nation,   we   intend   to   take   irresponsible   threats   seriously.   We   caution   all   students   that   threats   may   result   in   serious   disciplinary   consequences.   Police   investigation,   arrest,   suspension,   and   recommendation   for   expulsion   may   be   warranted.         19

Acts  of  Disobedience  or  Misconduct   Disobedience   or   misconduct   shall   include   any   conduct,   behavior,   or   activity   which   causes   or   may   reasonably  lead  school  authorities  to  forecast  substantial  injury,  disruption,  or  interference  with  school   activities   or   the   rights   of   other   students   or   school   personnel.   Disobedience   or   misconduct   may   occur   on   school   grounds,   on   a   school   bus,   or   at   a   school   function   or   outside   the   school   grounds,   provided,   however,   that   a   direct   relationship   exists   between   the   conduct   of   the   student   and   the   school's   educational   function.   Students   guilty   of   disobedience   or   misconduct   may   be   subject   to   disciplinary   consequences  up  to  and  including  expulsion.      

Code  of  Conduct  

Categories  of  Offenses     The   following   should   not   be   interpreted   as   being   the   only   offenses   for   which   disciplinary   actions   may   be   taken.  Any  behavior  or  attempt  of  any  of  the  prohibited  activities,  whether  or  not  on  school  property,  that  is   not  conducive  to  a  healthy  school  environment  or  could  pose  a  danger  to  oneself  or  others,  will  be  dealt  with   according  to  administrator  discretion.     Unacceptable  Student     Behavior  

Options  of  Disciplinary     Consequences  

  GROUP  1  -­‐  INAPPROPRIATE  BEHAVIORS  

  1-­‐1   1-­‐2   1-­‐3   1-­‐4   1-­‐5   1-­‐6   1-­‐7  

Running  and/or  making  excessive  noise  in  the  hall  or  building.     Coming  to  class  unprepared  with  the  necessary  books,  supplies,  and   homework,  pen,  pencil,  paper,  book,  etc.   Leaving  the  classroom,  wandering  the  halls  or  going  to  the  bathroom   without  permission   Disrespect/Insubordination  (interrupts  instruction,  is  rude  and  non-­‐ responsive  to  teacher  directions  or  classroom  rules).   Loitering  in  the  hallway,  failing  to  attend  class  without  a  valid  excuse  for   tardiness.   Persistent  tardiness  to  school  or  class.          3  Tardies  =  Detention   Food,  gum,  candy,  soda  at  unauthorized  places  and/or  times.  

   

     

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K  –  3  Grade   4  –  8  Grade   Verbal  Warning   Written  Reflection   Teacher/Student  Conference   Lunch  Detention   Teacher/Student/Parent  Conference  

After-­‐School  Detention   Social  Probation   Confiscation  of  article   Out-­‐of-­‐School-­‐Suspension  1  day   (Other  consequences  may  be  issued  at  the   discretion  of  an  administrator)  

   

Code   2-­‐1   2-­‐2   2-­‐3  

GROUP  2  -­‐  INAPPROPRIATE  BEHAVIORS     Description   Encouraging   or   coaxing   individuals   to   fight/failing   to   inform   adult   authority.   Initiating   or   participating   in   any   unacceptable   physical   actions,   including  pushing,  and/or  horse-­‐playing.   Exhibiting   or   publishing   any   profane,   obscene,   indecent,   immoral,   libelous,  or  offensive  written  materials,  language  or  gestures.  

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K  –  3  Grade   4  –  8  Grade   Verbal  Warning   Written  Reflection   Teacher/Student  Conference   Lunch  Detention   Teacher/Student/Parent  Conference   After-­‐School  Detention   Social  Probation  

2-­‐4   2-­‐5  

2-­‐6  

Defying,   disobeying   or   exhibiting   blatant   disrespect   towards   the   authority  of  school  personnel.   Using  the  Lindop  Network  for  the  purpose  of  accessing  non-­‐educational   materials.     A   non-­‐educational   material   includes   but   isn’t   limited   to,   games   and   other   non-­‐offensive   materials.     Disciplinary   actions   regarding  network  privileges  only  apply  to  network  offenses.   Possessing,   activating   or   using   non-­‐authorized   electronic   devices   on   school   grounds   This   includes   but   is   not   limited   to   cell   phones,   Smart   Phones,  MP3  players,  tablets  etc.  

Confiscation  of  article   Out-­‐of-­‐School-­‐Suspension  1  day   Suspension  of  LN  use  for  1  day   (Other  consequences  may  be  issued  at  the   discretion  of  an  administrator)  

   

        GROUP  3  -­‐  INAPPROPRIATE  BEHAVIORS     Code     3-­‐1  

3-­‐2   3-­‐3     3-­‐4  

3-­‐5     **3-­‐6  

3-­‐7   3-­‐8   3-­‐9  

3-­‐10   3-­‐11   3-­‐12     3-­‐13     **  

Description   Exhibiting   disruptive   behavior   on   the   school   bus,   during   field   trips   or   school   related   activities   away   from   school   (i.e.   away   games,   meets).     Student   behavior   during   all   aspects   of   off-­‐campus   trips   is   governed   by   school  rules.   Cutting  Class  –  not  attending  class  that  student  is  scheduled  to  attend.   Fighting  -­‐  two  people,  no  injuries.   Using   profane,   obscene,   indecent,   and   immoral   or   seriously   offensive   language   and   gestures,   propositions,   behavior,   or   harassment   based   on   race,  color,  national  origin,  sex,  gender,  sexual  orientation,  age,  religion,   or  disability.   Threatening  to  fight  or  physical  aggression  by  hitting,  pushing,  bitting  or   verbal  intimidation.   Committing   forgery,   making   prank   phone   calls;   The   act   of   falsely   using   the  name  of  any  other  person  or  falsifying  time,  dates,  grades,  addresses   or   other   data   on   school   forms,   IPads,   Chrome   books,   computers   or   on   the   telephone.   Plagiarizing,   cheating   and/or   copying   the   work   of   another   student   or   other  source.   Instigating  a  fight  through  hearsay.    Rallying  for  and  being  an  audience  to   a  fight  or  violence.   Intimidating or Bullying behaviors either in person or with the use of electronic devices (**cyber-bullying). Receiver feels it was minor in nature.   Possessing   or   using   laser   pointers   on   school   grounds   with/without   batteries.   Violating   the   Lindop   dress   code.     All   pants   must   be   worn   at   the   waist   Undergarments  must  be  covered  at  all  times.  (Reference  page  16-­‐17).   Throwing  of  Items/Objects  –  includes  but  not  limited  to  food,  snowballs,   or  other  ordinary  objects.   Using  the  LINDOP  Network  or  any  Information  Technology  Device  for  any   unauthorized  purpose.    May  include  overriding  firewall  to  access  websites   otherwise  blocked  by  network  filter.   Inappropriate   Behaviors   marked   with   two   asterisks   indicate   that   the   school  may  use  its  discretion  in  notifying  police  about  the  incident.  Police   notification  is  not  required  for  these  Inappropriate  Behaviors.  

   

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K  –  3  Grade   4  –  8  Grade   Verbal  Warning     Written     Reflection   Teacher/Student/Parent  Conference   Social  Probation   Detention   After-­‐School   (recess,  lunch,   Detention   and  office)   Out-­‐of-­‐School-­‐Suspension  1-­‐3  days   Suspension  of  LN   Suspension  of  LN   use  for  1-­‐3  days   use  for  2-­‐3  days   Dress  Code  Consequences  include   but  are  not  limited  to  the   following:   1. Cover-­‐up/change  of  clothes   2. Parent  contact   3. Repeated  offenses  may   result  in  further  disciplinary   consequences  such  as   detention  or  in-­‐school   suspension.   Repeated  violations  of  unacceptable   behaviors  in  Group  3  of  the  Code  of   Conduct  may  result  in  a  referral  for   an  expulsion  hearing  or  placement   of  student  in  alternative  setting.   (Other  consequences  may  be  issued   at  the  discretion  of  an   administrator)    

    GROUP  4  -­‐  INAPPROPRIATE  BEHAVIORS     Code   Description   **4-­‐1   Activating  a  fire  alarm  falsely  that  does  not  cause  a  school  facility  to  be   evacuated  or  does  not  cause  emergency  services  to  be  notified.   **4-­‐2   Shaking  down,  threating,  forcing  someone  to  do  or  supply  something   under  pressure  for  fear  of  consequences.   **4-­‐3   Physically  attacking  (assault)  or  beating  up  someone  who  is  not  fighting   back  (no  injuries).     **4-­‐4   Damaging,  wrecking,  breaking,  smashing  or  defacing  property  that  is  not   the  student’s  own  (vandalism)  resulting  in  damages  not  exceeding  $500.   **4-­‐5   Horse  Playing/  Fighting  -­‐  more  than  two  people  and/or  involves  injury  or   injuries.   **4-­‐6   Stealing  or  possessing  stolen  property  not  exceeding  $150  in  value   (taking,  removing,  or  possessing,  without  permission,  property  belonging   to  others).   4-­‐7   Displaying  inappropriate  affection:  Embracing,  kissing,  or  caressing   another  in  a  situation  or  other  circumstances  deemed  inappropriate.     Likewise  the  unsolicited  but  undeterred  physical  contact  between   students  (i.e.  hitting  on  the  butt  and  laughing).   4-­‐8   Invading  privacy:  Any  invasion  of  privacy  of  another,  including  but  not   limited  to  searching  someone’s  locker  or  backpack.   **4-­‐9   Displaying  disorderly  conduct  –  uncontrollable,  unruly,  riotous,  wild,   rowdy  and  unmanageable  behavior.   *4-­‐10   Knowingly  or  intentionally  using  the  LINDOP  Network  or  Information   Technology  Devices  to  spread  viruses  to  the  LINDOP  Network.   4-­‐11   Possessing  any  dangerous  object  for  purposes  of  this  Code.   4-­‐12   Possessing,  selling,  purchasing,  using  or  transferring  tobacco  products,   matches,  cigarette  lighters,  or  rolling  papers.   **4-­‐13   Leaving  the  school  without  permission.   4-­‐14   “Horse-­‐playing  or  initiating  physical  contact  that  causes  or  results  in   physical  injury.”   *   Inappropriate  Behaviors  marked  with  a  single  asterisk  indicate  that  the   school  must  notify  the  police  of  the  incident.   **   Inappropriate  Behaviors  marked  with  two  asterisks  indicate  that  the   school  may  use  its  discretion  in  notifying  police  about  the  incident.  Police   notification  is  not  required  for  these  Inappropriate  Behaviors.  

   

GROUP  5  -­‐  INAPPROPRIATE  BEHAVIORS  

   

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K  –  3  Grade   4  –  8  Grade   Verbal  Warning     Written     Reflection   Teacher/Student/Parent  Conference   Social  Probation   Out-­‐of-­‐School-­‐ Out-­‐of-­‐School-­‐ Suspension  1-­‐5   Suspension  3-­‐5   days   days   Suspension  of  LN   Suspension  of  LN   use  for  up  to  one   use  for  up  to  one   year   year       Consequences  for  Disorderly   Conduct  include  but  are  not  limited   to  the  following:   1. Removal  from  event  (i.e.   basketball  game)   2. Exclusion  –  permanent   prohibition  from  event   Consequences  for  Theft,  Damage  or   possession  of  prohibited  items  in   Group  4,  may  include  but  are  not   limited  to:   1. Restitution   2. Community  Service   Repeated  violations  of  unacceptable   behaviors  in  Group  4  of  the  Code  of   Conduct  may  result  in  a  referral  for   an  expulsion  hearing  or  placement   of  student  in  alternative  setting.   (Other  consequences  may  be  issued   at  the  discretion  of  an   administrator)    

 

  Code   *5-­‐1  

**5-­‐2  

Description   Displaying  gang  affiliation  include,  but  are  not  limited  to:  Playboy  Bunny   insignia,  a  single  glove,  5-­‐  pointed  stars,  crowns,  arrows  or  pitchforks   shaved  into  the  hair  or  otherwise  displayed.  Any  attire,  item,  insignia,  or   symbol,  which  the  administration  has  reasonable  cause  to  believe  is  gang   identifier,  will  be  prohibited  even  if  it  had  not  previously  been  so   designated  in  this  or  any  other  statement  of  policy.   Intimidating  or  Bullying  behaviors  either  in  person  or  with  the  use  of   electronic  devices  (**cyber-­‐bullying).  Receiver  feels  it  was  minor  in   nature.    

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K  –  3  Grade   4  –  8  Grade   Verbal     Warning   Written     Reflection   Teacher/Student/Parent   Conference   Social  Probation   Out-­‐of-­‐School-­‐ Out-­‐of-­‐School-­‐ Suspension  1-­‐ Suspension  5-­‐

*5-­‐3  

Aggravated  assault  –  Provoking,  goading,  forcing  someone,  to  physically   attacking   (assault)   or   beating   up   someone   who   may   or   may   not   be   fighting  back  (with  injuries).     *5-­‐4   Burglary  –  breaking  into  someone’s  property  and  stealing  or  robbing  their   possessions.     *5-­‐5   Theft  or  possession  of  stolen  property  exceeding  $150  in  value.     *5-­‐6   Use   of   intimidation,   credible   threats   of   violence,   coercion,   persistent   severe   bullying   or   **cyber-­‐bullying.     Receiver   is   disturbed/fearful   and   their  life  has  been  disrupted  due  to  bullying.     5-­‐7   Gross   disobedience   to   the   authority   of   school   personnel.   Any   conduct,   behavior,   or   activity   which   causes   or   may   reasonably   lead   school   authorities  to  forecast  substantial  injury,  disruption,  or  interference  with   school  activities  or  the  rights  of  other  students  or  school  personnel.     *5-­‐8   Gang  activity,  including  overt  displays  of  gang  affiliation  –  in  addition  to   or  Gang  activity  including  but  not  limited  to  the  display  or  possession  of   gang   symbols;   soliciting   others   for   membership;   requesting   payment   of   dues,  insurance,  or  other  forms  of  protection  from  any  individual;  use  of   Satanic   references,   drawings,   jewelry,   signs,   hand   signals   or   gestures;   intimidating   or   threatening   any   individual;   and/or   inciting   others   to   participate  in  any  form  of  physical  violence  involving  persons  or  property.     *5-­‐9   Inappropriate  sexual  conduct  –  students  engaging  in  consensual  sexual   acts.     *5-­‐10     Sexual   harassment   -­‐ Unwelcome   sexual   advances,   requests   for   sexual   favors,   and   other   verbal   and   physical   conduct   of   a   sexual   or   sex-­‐based   nature,   imposed   on   the   basis   of   sex,   that   has   the   purpose   or   effect   of   limiting  any  student  in  the  enjoyment  of  any  right,  privilege,  advantage,   or  opportunity  in  the  educational  environment.     *5-­‐11   False   activation   of   a   fire   alarm   which   causes   a   school   facility   to   be   evacuated  or  unauthorized  use  of  fire  extinguisher.     **5-­‐12   Initiating   or   participating   in   any   inappropriate,   minor   physical   contact   with   school   Personnel   (e.g.,   violation   is   a   student   pushing   school   personnel   out   of   the   way   in   order   to   physically   fight   with   another   student).     *5-­‐13   Hacking  into  the  LINDOP  Network  or  use  of  any  computer  or  information   technology   device   to   stalk,   harass,   or   otherwise   intimidate   others,   to   access   student   records   or   other   unauthorized   information,   and/or   to   otherwise  cause  a  security  hazard.     *5-­‐14   Vandalism   or   criminal   damage   to   property   that   results   in   damage   exceeding   $500   or   that   is   done   to   personal   property   belonging   to   any   school  personnel.     5-­‐15   Engaging  in  any  other  illegal  behavior,  which  interferes  with  the  school’s   educational  process.     5-­‐16   “Use  of  intimidation,  credible  threats  of  violence,  coercion,  on  or  off   school  grounds.  Receiver  is  disturbed/fearful  and  their  life  has  been   disrupted.”     5-­‐17   “The  solicitation  of  others  for  participation  or  the  intent  to  participate  in   illegal  activities.  i.e.  drugs,  drinking.”  with  more  than  one  person  involved.     *   Inappropriate  Behaviors  marked  with  a  single  asterisk  indicate  that  the   school  must  notify  the  police  of  the  incident.     **   Inappropriate  Behaviors  marked  with  two  asterisks  indicate  that  the   school  may  use  its  discretion  in  notifying  police  about  the  incident.  Police   notification  is  not  required  for  these  inappropriate  behaviors.    

23

10  days    

10  days   Repeated:   Out-­‐of  School-­‐ Suspension  10   days   Referral  for  Expulsion  or   disciplinary  reassignment   Expulsion   Disciplinary  Reassignment   Recommend  Alternative   Placement  for  period  of   expulsion   Revoked  LN  privileges  for  up  to  2   years   Any  attempt  at  an  illegal   behavior  is  an  illegal  behavior   itself,  and  so  is  included  as   punishable  under  this  code.          

(Other  consequences  may  be  issued  at   the  discretion  of  an  administrator)  

 

     

Code   *6-­‐1  

*6-­‐2   *6-­‐3   *6-­‐4  

*6-­‐5  

*6-­‐6  

*6-­‐7   *6-­‐8  

GROUP  6  -­‐  INAPPROPRIATE  BEHAVIORS     Discipline   Using  possessing,  and/or  concealing  a  firearm/destructive  device  or  other   weapon  or  “look-­‐alikes”  of  weapons  as  defined  in  this  Code,  or  use  or   intent  to  use  any  other  object  to  inflict  bodily  harm.     Intentionally  causing  or  attempting  to  cause  all  or  a  portion  of  the   LINDOP  Network  to  become  inoperable.     Arson  –  attempting  to  start  a  fire  or  combine  fire-­‐starting  materials  that   are  flammable,  and/or  combustible  in  nature.     Explosives   -­‐ Possession,   sale,   purchase,   use,   transfer   or   attempt   to   transfer   ammunition,   explosives,   bullets,   fireworks   or   other   flammable   substances   not   authorized   by   school   personnel.   This   definition   includes   any   component   of   an   explosive   or   incendiary   device,   e.g.,   schematic   or   other   drawing,   ignition   agent,   container,   wiring,   etc.,   when   it   is   reasonably   determined   that   the   component   was   intended   to   be   used   as   part  of  an  explosive  or  incendiary  device.       Bomb  threat  –  to  warn,  intimidate  or  threateningly  speak  of  blasting,   exploding,  attacking  the  school  building,  staff  and  or  property  of  Lindop   School.   Use,  possession,  sale,  or  delivery  of  alcohol,  illegal  drugs,  narcotics,   controlled  substances,  “look-­‐alikes”  of  such  substances,  or  contraband,  or   use  of  any  other  substance  for  the  purpose  of  intoxication.   Sex  violations  or  aiding  and  abetting  in  the  commission  of  a  sex  violation.   Weapons  -­‐  Possession,  use,  control  or  transfer  of  a  weapon.  Weapons   include,  but  are  not  limited  to:     1. Guns,  explosive  devices,  any  other  item  that  is  typically  used  to   cause  bodily  harm  or  defined  by  law  to  be  a  weapon,  including   but  not  limited  to  knives,  brass  knuckles,  or  billy  clubs;     2. Items  such  as  baseball  bats,  pipes,  bottles,  locks,  sticks,   compasses,  pencils  and  pens  if  used,  or  attempted  to  be  used,  to   cause  bodily  harm;     3. Look-­‐alike  weapons.  

 

   

rd

th

th

K  –  3  Grade   4  –  8  Grade   Out-­‐of-­‐School     Out-­‐of-­‐School   Suspension   Suspension   1  -­‐10  days   10  days   Expulsion  for  a  period  of  not  less   than  one  calendar  year,  or  as   modified  on  a  case-­‐by-­‐case  review   by  the  District  Superintendent  or   designee.    During  expulsion,  the   student  may  be  recommended  for   placement  in  an  Alternative  Safe   School.   For   first-­‐time   offenses   of   Group   6   Inappropriate  Behaviors  by  students   in   the   sixth   grade   or   above   and   which  do  not  involve  violence  or  the   threat   of   violence   or   the   use,   possession,  and/or  concealment  of  a   firearm/destructive   device,   or   the   sale   or   delivery   of   illegal   substances,   a   student   may   be   recommended   by   the   expulsion   hearing   officer   to   attend  Alternative  Placement  in  lieu   of   expulsion   if   he   or   she   has   no   prior   Group  5  or  Group  6  violations  during   the  previous  nine  months.   *   Inappropriate   Behaviors   marked   with   a   single   asterisk   indicate   that   the  school  must  notify  the  police  of   the  incident.          

The   Board   of   Education   believes   that   weapons   and   other   dangerous   objects   in   school   district   facilities   cause   material   and   substantial   disruption   to   the   school   environment   and   present   a   threat   to   the   life,   health   and   safety   of   students,  employees  and  visitors  on  school  district  property.  Accordingly,  the  possession,  use,  control  or  transfer  of   knives,  guns,  explosives,  firearms  or  other  weapons  or  dangerous  instruments  will  be prohibited  on  school  buses,  in   school  buildings,  and  on  school  grounds,  at  any  school-­‐sponsored  activity  or  event,  and  at  any  activity  or  event  that   bears  a  reasonable  relationship  to  school.    If  a  student  sees  a  weapon  on  school  property  or  on  a  school  bus,  the   child   should   never   touch   the   weapon.   That   child   must   go   immediately   to   an   adult   and   inform   them   about   the   location  of  the  weapon.    All  cases  involving  a  weapon  shall  be  handled  in  accordance  to  the  Illinois  School  Code,  105   ILC5  5/10-­‐22.6.  

 

Obligations  to  Serve  Consequences     There  is  an  inherent  relationship  between  issuing  consequences  and  the  serving  of  them.    Students  are   expected   to   take   responsibility   for   their   actions.     Accepting   the   results   of   poor   choices   and   taking   the   steps   to   correct   them   is   a   part   of   Lindop’s   Character   Counts   program   and   PBIS   principles.     Everyone   24

makes  mistakes!    The  goal  is  to  learn  from  them  and  become  a  better  person  as  a  result.    The  first  step  is   to  take  ownership.    The  next  step  is  to  accepting  the  consequences  as  outlined  in  our  Code  of  Conduct.     Failure  to  do  so  only  exacerbates  the  situation  and  delays  the  learning  process.    It  is  vital  that  parents   support  our  efforts  to  help  children  learn  from  their  mistakes.       1. Failure  to  serve  a  detention  within  the  required  two  days  will  result  in  a  one  day  out  of  school   suspension  (OSS)  or  other  appropriate  consequence  at  the  discretion  of  the  administrator  for   refusal   to   comply   with   the   school   rule   regarding   detentions.   Administration   will   contact   the   student's  parent  prior  to  the  date  of  the  assigned  OSS  is  assigned.     2. Detention   periods   must   be   used   for   the   purpose   of   reflection   and/or   independent   study   or   reading  school-­‐related  material.  Students  must  bring  their  homework  as  well.   3. Detentions   are   to   be   served   after   school   from   3:30-­‐4:30   pm   and   3:30-­‐5:30pm   for   middle   school   students.   Alternative   arrangements   are   not   available   due   to   supervisory   responsibilities.   Parents   shall   be   responsible   for   insuring   that   their   child   attends   if   he/she   is   assigned.   4. A   student   may   lose   their   privileges   to   attend   or   participate   in   Student Council functions, concerts/musicals, sports and other intramural programs or clubs, band, field trips and assemblies at the discretion of administrators and/or as a result of classroom teacher’s management plan.  

  STUDENTS’  RIGHTS  &  RESPONSIBILITIES   Student Bicycles Students in grades three through eight may ride their bicycles to school. Students must obtain a Bicycle Permission Form from the office. Bicycles must be parked and locked at the bike racks. Bicycle racks are located on the East side of the building. Students are not to ride their bicycles on school property, once on school grounds, students are to walk their bikes to the bike racks.

Student Roller Blades, Skateboards & Heelys Students are not to bring their skateboards, scooters, roller blades, or Heelys on school grounds. Skateboards, roller blades, and Heelys are to be kept at home.

Items Not Allowed for Use on School Grounds

Items Not Allowed at School

Gum Radios CD/Cassette players/MP3 player/iPods Smart or Cell phones/Beepers/Pagers/PDA Walkie talkies Video games or hand-held electronic games Any other electronic devices

Knives (toy, look-alike, or real) Guns or pellets(toy, look-alike, or real) Any potentially dangerous article that could be used as a weapon Drugs, alcohol, tobacco products and/or paraphernalia Lighters or matches Firecrackers or “poppers” Fireworks including any other item(s) deemed inappropriate for school 25

Teachers are to confiscate any unauthorized radio, CD/cassette player, electronic beeper, cellular phone, walkie-talkie, pager, video game, hand-held game, toy etc. brought to school by students. These items should be turned in to the office for safekeeping until the parent can come to pick up the item. The secretary will contact the parent to notify them of the confiscated item.  

Backpacks For health and safety reasons, students will not be allowed to carry backpacks, knapsacks or other bags throughout the building during the regular school day.

Aerosol Sprays For safety purposes, aerosol spray cans of any kind are strictly prohibited.

Smart or Cell Phones Lindop administrators understand that parental communication with their students during after school hours is essential to ensuring their child’s safety. Therefore students are allowed to bring cellular phones to school. However, students requiring cellular phones should keep them turned off, in the student’s lockers in their book bag, and only use them off campus. Any cellular phones visible or being used on school grounds before, during, or after school will be confiscated and retrieved only by the student’s parent/guardian. After the second violation, cellular phones will be returned to the parent/guardian at the end of that school year.

Lockers Beginning in sixth grade, your child will be issued a locker with a combination padlock. We urge you to discuss with your child the importance of keeping his/her locker combination confidential so other students are unable to open his/her locker. We strongly discourage students from bringing valuables and/or large sums of money to school. Security is not guaranteed as lockers are left open, students know one another’s combinations, etc. Lindop School will not take responsibility for lost or stolen items. Lockers are furnished as a convenience to students and remain the property of the school. The cost for lost locks is $10.00. When there is reasonable cause to believe that locker contents threaten the safety, health, or welfare of students, or includes stolen property, or contraband, a student’s locker may be searched by a school official.

Lost or Damaged Textbooks Your child is responsible for maintaining his/her textbooks in the same condition, not beyond normal wear-and-tear, as when they were initially issued. If your child receives a damaged book at the time of issue, he/she must report the damage to the teacher. At the conclusion of the school year, the school will levy a fine to your child if any issued book has excessive damage. If your child loses a textbook, he/she is required to reimburse the school for this textbook: 1 year old total cost 2 years old 80% of original cost 3 years old 60% of original cost 4 + years old 30% of original cost • If your child has incurred a fine or fee, an obligation card stating the amount owed and the reason for the fine/fee will be sent home. • Any outstanding obligations must be paid before the school will release the third trimester report card or before registration for the subsequent year. 26

Lost and Found A “lost and found” container is maintained in the hallway outside of the cafeteria. If your child has lost something he/she may check the “lost and found” before school, at lunch, or after school. You are also encouraged to check the “lost and found,” while in the building. Small items like jewelry, keys, and glasses are kept in the main office. At the end of each quarter the lost and found items are displayed. Items not claimed at this time will be donated to a charity or discarded.

School Supplies Lindop School provides a list of necessary school supplies for your child. School supply lists will be made available during registration. Additional supply lists can be obtained from the school office.

Classroom Rules & Expectations All classroom teachers have developed guidelines and practices agreed upon by the students, teachers and administrators. Procedures are practiced during the first few days of school. We ask that parents encourage students to follow the guidelines and expectations set forth for a safe and highly productive learning environment.

 

27

8th Grade Eligibility Criteria The 8th Grade year is a very special time for Lindop students. Teachers will be preparing for 8th grade graduation activities such as the field trip out-of-state, graduation ceremony, and the graduation dinner dance. In anticipation of these events, we want to clearly communicate the criteria for earning an invitation to participate; participation in these events is considered a privilege and must be earned by meeting the expectations. The expectations are as follows: 1. Earn the trust & recommendation of the 8th Grade staff including Specials teachers 2. Maintain acceptable behavior during the school year (Cumulative, leading up to the event)

• •

Any child with an Office Discipline Referral, during his/her 8th grade year, must meet the approval of the 8th grade team and Administration to maintain eligibility Any child that receives a suspension from Groups 4, 5 or 6 is at risk for losing the privileges mentioned above.

3. Earn acceptable grades during the school year (Most recent Progress Report – even if report comes after a field trip cut-off date)

• • •

Possess a least a 2.5 cumulative grade point average for the year No U’s No more than 2 D’s

4. Attend school on the day of the Dinner dance. Students who do not attend school this day or are signed out prior to 1:00 p.m. will not be allowed to attend the dinner dance.

______________________________________________________________ 8th Grade Eligibility Criteria Agreement Slip The signatures below indicate that my child and I understand the 8th Grade Eligibility Criteria for Lindop Students as well as all the expectations outlined in the Code of Conduct. We agree to abide by the positive expectations so that my child may earn participation in the 8th grade field trip, dinner dance and graduation ceremony. Likewise, it is understood that there are fees associated with each of the aforementioned events and that this agreement is completely separate from those obligations. (Cut and return to homeroom teacher) Student Signature ___________________________________ Date ______________________ Parent Signature____________________________________ Date ______________________ Homeroom (circle)

Mrs. Holmes

Ms. Vakselis

    28

Ms. Kiousis

PARENTS’  RIGHTS  &  RESPONSIBILITIES   Enrollment Only the parent or legal guardian may enroll a child in school. Legal guardianship papers must be presented at the time of registration and will be placed in the child’s cumulative file. You are required to enroll your child and have all of the necessary paperwork completed, before school begins, to ensure that he/she does not miss any learning time. In addition to the school enrollment forms, verification of physical examinations and inoculations, proof of residency, and a copy of your child’s birth certificate are required before your child will be considered fully registered. If your child is transferring in from an instate school the Illinois Student Transfer form must be provided so records can be obtained from the previous school. If your child is coming from out-of-state, a Release of Records form must be submitted and signed. If your child is new to Lindop School, his/her classroom teacher and/or a reading specialist will give him a reading assessment within the first few weeks of school. This information will be shared with your child’s teacher to guide appropriate instruction. Age Requirements • Kindergarten: To be eligible to enter kindergarten your child must be five years of age on or before September 1 of the current year. • First Grade: To be eligible to enter first grade your child must be six years of age on or before September 1 of the current year. Birth Certificate • You must present an original birth certificate (to be photocopied and returned to you) at the time of initial registration. • Kindergarten and first grade students will not be permitted to start school without presentation of an original birth certificate. • For new students in grades 2-8, an original birth certificate must be presented within 30 days of starting school. • If an original birth certificate is not provided within this 30-day period, Lindop School is required to notify the Illinois State Police. Physical Examinations State law requires physical examinations for students entering school for the first time, upon entrance into sixth grade, or for any student transferring into the school from out-of-state. The physical examination must be conducted by a licensed physician and must include verification of the State’s inoculation requirements. The Department of Public Health requires evidence of immunity against Poliomyelitis, Diphtheria, Tetanus, Whooping cough, Measles, Rubella (German measles), Mumps, Varicella, and Hepatitis B. Public schools are mandated to exclude children from school until proof of immunization is presented. Students transferring into school from out-of-state have a period of 30 calendar days to meet the inoculation requirements. Dental and vision examinations are strongly recommended before entrance into kindergarten. Dental examinations are strongly recommended for entrance into sixth grade. Students transferring into school from an Illinois public school, in grades not requiring a physical examination, must present a copy of their most recent required school physical examination and inoculation record at registration. Students not meeting this requirement will not be permitted to attend school. Parents with medical or religious objections to having their child inoculated may be exempt upon proper notification to the Superintendent. 29

Proof of Residence • At the time of registration, you must supply proof of current residency by specific items requested through the new residency policy. Such items include any two of the following: Current Telephone Bill, Gas, Water, and Electric. In addition, to a Mortgage Closing Statement, Broadview Tax Bill, and Lease for Rental Property Insurance Policy. • Parents who provide falsified information in order to register their child at Lindop School will be investigated. • It is a Class C Misdemeanor, punishable by a $500 fine and up to 30 days in jail, to provide false information in order to register non-resident students. • Persons who register non-resident students are also liable for the per capita tuition charge which is upwards of $10,000. Fees & Obligations

GRADES K-3 4-5 6-8

FEES

PE UNIFORMS

$75 $100 $125

Required for grades 6-8 SM-XL $20 XXL $25 XXXL $25

A full refund will be given to you if you withdraw your child from school before the second Friday in September. A half refund will be given if the withdrawal occurs before November 4, 2011. No refunds will be given for withdrawals after the first trimester. Any outstanding financial obligations will result in your child’s report card being withheld. If you are financially unable to submit the material fee for your child, you may formally apply for a waiver. Please talk to the principal regarding an optional payment procedure. As of August 2007 Lindop no longer accepts personal checks. Fees do not include 8th grade graduation fee of $125. The $30 Technology Fee for students in grades 3rd – 8th may not be waived.

Communication Substantial research exists which encourages continual communication between school leadership and the parent/guardians of students. All families must be involved in their children’s academic progress in order to make their child successful. Parents play a strong role in developing expectations for learning through their communication with their child, their child’s teacher and other school representatives. Lindop School District 92 encourages parents to utilize the following mediums to continually communicate with school representatives: Board of Education If you would like to learn more about Lindop School or about the school district policies, you are invited to attend the Lindop Board of Education meetings. Check the monthly newsletter for dates. You are also welcome to attend any Board of Education committee meetings or Community Advisory committee meetings. Specific dates, times, and locations of these meetings will be announced as they occur. Messages for Students Please try to make all after-school arrangements with your child prior to him/her coming to school. If you must leave a message with your child, after the school day has begun, the front office will deliver a message to your son/daughter before the end of the school day or before you pick him/her up for an early dismissal. Classes will not be interrupted for you to speak with your child unless it is an emergency. 30

Newsletters In addition to any classroom newsletters that may be sent home with your child, you will have access to a monthly school newsletter. Please view the parent newsletter each month online. It will contain a comprehensive list of the events for the upcoming month and other important school information. Parent – Teacher Conferences Open communication between you and your child’s teacher is extremely important for the overall success of your child’s education. You are encouraged to contact your child’s teacher at any time throughout the school year to discuss your child’s progress in school. However, formal Parent – Teacher Conferences are scheduled during the school year. The dates for the Parent – Teacher Conferences are November 25, 2015 and February 25, 2016. The November 25th Parent – Teacher Conference is an opportunity for you to share information with the teacher about your child. Your child’s classroom teacher will be contacting you to schedule a time for the conference. For the remaining Parent Teacher Conference, you are asked to call the office a week prior to these dates to arrange an exact time and date. Because your child will have received his/her report card by this time you are encouraged to bring the report card with you to the conference. Parent Teacher Student Organization The parent liaison and the PTSO actively recruits parents to volunteer in classrooms, assist with field trips and special activities. If you have need for any parent volunteers, for special occasions or on a regular basis, please notify parent coordinator. If you would like to become more involved in Lindop School you are encouraged to join the Lindop School Parent Teacher Student Organization (P.T.S.O.). The P.T.S.O. helps organize school activities for your child, helps to raise funds for the school, and helps to sponsor school and family night activities. A great message can be sent to your child about your investment in his/her education by volunteering in his/her school. A variety of volunteer activities are available at Lindop School: assist in your child’s classroom, assist in the front office or library, volunteer at school activities, participate with the PTSO, sponsor an after-school activity or club, and/or perform clerical duties for the school while staying at home. Visiting the Classroom/School You are always welcome and encouraged to visit your child’s classroom and/or the school. Simply contact the teacher beforehand to make the arrangements. When you come to the school, you must enter through the main door, show a valid identification and register in the office to obtain a visitor’s pass. Please do not bring your preschool child(ren) along when you visit as it can be disruptive. We also ask that you do not engage the teacher in a conversation while visiting the classroom. The teacher must be allowed to present the instruction as needed. Voice Mail During the majority of the school day your child’s teacher will be unavailable for phone calls. If you need to contact your child’s teacher, want to arrange a time to visit the classroom, or need to set up an appointment, please leave a message on the teacher’s voice mail. The teacher will call you back as soon as possible. Homework Hotline Teachers are expected to maintain their homework hotline to reflect current assignments and activities. In addition to the daily homework that has been assigned, parents may want to be reminded of materials students need for special events/projects. Teachers encourage students to utilize the Homework Hotline when they have been absent, suspended or are uncertain of the work assigned. Students and or 31

parents/guardians may call the main number for the homework hotline 708-786-6400----thereafter, enter the teacher’s four-digit homework help extension by replacing the first digit of the teacher’s regular extension with the number “4”. (i.e., Ms. Johnson’s regular extension is 6420 so her homework hotline extension is 4420). Power School Teachers in grades K-8 are expected to update Power School every other week. Parents may review their child’s progress logging on to www.lindop.powerschool.com. All returning students should utilize the same login profile. New students will receive their PowerSchool login before the end of the first trimester.

Student Records The Illinois School Board of Education (www.isbe.net) has clearly outlined complied statutes to direct school districts in the regulations to govern the contents of school student records. To ensure compliance with the said regulations, the following guidelines have been adopted by Lindop School District 92: Access In cases of divorce or separation, both parents shall have access to records unless a court order specifies otherwise. Challenging the Accuracy Parents/guardians may challenge the accuracy, relevance, or propriety of the student record, except with academic grades, by submitting a written request to the Superintendent. Destruction of Records The destruction schedule for student school records as required by rule of the Illinois State Board of Education, Section 375.40(c). As you or your student is permanently withdrawing, transferring, or graduating from this School District, you are notified of the schedule below for destruction of the school records. This schedule complies with the Illinois School Student Records Act, 105 ILCS 10/4(e) and (f), requirements that (1) temporary records be retained for at least 5 years after a student’s transfer, withdrawal, or graduation, and (2) permanent records be retained for at least 60 years after a student’s transfer, withdrawal, or graduation. The parent(s)/guardian(s), or the student if he or she is at least 18 years of age at the time of the request, may request a copy of a record at any time prior to the date of destruction listed on the Lindop School Website. Permanent Records Lindop School maintains permanent records on all district students for 60 years after graduation or from transfer to another school district. Permanent records include basic identification, attendance, academic transcripts, accident/health reports, grades, and record of release of information. Release of Information No information will be released from a student record without the consent of a parent/guardian unless such information is necessary to protect the health of the student, emergency or for another legally required reason. Otherwise, only school employees and State officials are granted appropriate access. The district may release student records to the superintendent or designee of other schools in which the student has enrolled or intends to enroll upon written request from such official. Prior to the release of such records, the district shall inform the parent/guardian of this intended action.

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Right to Inspect Prior to the destruction of any temporary record or the transfer to another school district, the parent/guardian has the right to inspect and copy any information in their child’s records. Parents/guardians may request a copy of any information the school releases. A fee will be assessed for copying expenses. Temporary Records Lindop School also maintains student temporary records for not less than five years after graduation, or transfer. Temporary records include information about family background, school aptitude test scores, achievement test scores, reports of psychological examinations, teacher anecdotal records, discipline information, honors and activities, reports and placement information from a staffing, and any verified information relevant to the child’s education.

CURRICULUM & LITERACY INSTRUCTION Strategies for Helping Your Child Encourage your student to do his/ her homework on a regular basis. Have your child show you his/her mathematics notebook and explain to you what they have been doing in class. Have your child explain to you what each word in the vocabulary section of the notebook means to them. If your child is struggling with any words, together you might look the words up in a dictionary or look through the unit to get a better idea of what each means. Encourage your child by showing him or her that you believe that they can succeed if they try and work hard at the assignments.

Literacy As you know, Lindop School makes literacy instruction a primary focus. To that end, reading specialists red to assist classroom teachers with classroom literacy instruction, as well as individualized student instruction. To continue to support your child’s developing literacy skills, we highly recommend that you provide time on a nightly basis for your child to read, for you to read with your child, and for you to read to your child. At the beginning of the school year, your child’s teacher and/or a reading specialist will conduct a variety of reading assessments to obtain a baseline of where your child’s literacy skills are currently. In addition, at the conclusion of the school year your child will be re-assessed to document the progress he/she made in reading. If you have concerns about your child’s reading skills please consult your child’s teacher. On the following pages you can examine the Literacy Expectations which have been established for each grade level. These are called our grade level Accomplishments because we believe our students can and will accomplish these goals in reading, writing, listening, and speaking.

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Common Core Standards The Illinois State Board of Education has adopted new Math and English Language Arts standards for K-­‐ 12 education known as the New Illinois State Learning Standards Incorporating the Common Core. The goal is to better prepare Illinois students for success in college and the workforce in a competitive global economy. Lindop School has begun taking the necessary steps to ensure successful adoption of these standards across the curriculum for all Lindop students. “The more that you read, the more things you will know. The more that you learn the more places you'll go.” Dr. Seuss

Kindergarten Accomplishments Student Literacy Expectations

A. Phonemic Awareness • • • • • •

Understands that words are composed of speech sounds. Distinguishes beginning consonant sounds. Distinguishes final consonant sounds. Combines sounds into words. Identifies rhyming words. Produces rhyming words.

B. Knowledge of Books • • •

Knows the parts of a book and their function: title page, author, illustrator, and dedication. Tracks left to right, top to bottom. Tracks words one-to-one in a book.

C. Knowledge of Alphabet • •

Recites the letters of the alphabet in sequence. Names upper and lower case letters of alphabet.

D. Beginning Phonics Knowledge and W ord Knowledge •

Understands alphabet principle: A sequence of letter in a written word represents the sequence of sounds (phonemes) in a spoken word. Corresponds sounds to letters of the alphabet. Recognizes some words by sight.

• •

E. Reading Comprehension • • • •

Uses own experiences and picture clues to help predict meaning. Approximates reading by looking at pictures in text and talking about content. Comprehends stories read aloud. Retells a story in sequence; re-enacts or dramatizes parts of stories.

F. Writing and Spelling • • • • • •

Dictates words and stories. Draws a picture that tells a story. Labels picture with semi-phonetic level spelling (some sound/some letter correspondence). Copies upper case and lower case letters of the alphabet. Writes correctly his/her name. Uses conventional spelling with small repertoire of words.

G. Listening and Speaking

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• • • •

Listens attentively and actively to teacher and other students. Follows two-step directions. Expresses ideas, thinks creatively, and organizes information in ways appropriate to kindergarten. Speaks in complete sentences.

First Grade Accomplishments Student Literacy Expectations

A. Phonics and W ord Knowledge • • • • •

Blends or segments phonemes in one-syllable words. Demonstrates phonemic awareness by counting syllables, hearing rhyme, alliteration, onset and rime of sounds in words. Uses letter-sound correspondence to sound out unknown words. Recognizes 100-300 age-appropriate sight words. Uses a variety of decoding strategies (phonics, word patterns, and context clues) to recognize new words in ageappropriate text.

B. Reading Comprehension and Fluency • • • • • • • •

Reads aloud with fluency, accuracy, rhythm, and volume that sound like everyday speech. Uses background knowledge to predict and justify what will happen next in stories. Retells a story with a beginning, middle, and end. Distinguishes between poetry and prose. Describes and compares characters, settings, and events in stories and pictures. Re-enacts and retells stories, songs, poems, and plays. Selects books at an appropriate reading level. Reads independently in a sustained way for a period of time.

C. W riting and Spelling • • • • • • • • • •

Uses age-appropriate pre-writing strategies to generate and organize ideas. Writes simple (subject/verb/complement) sentences. Creates own written texts for others to read (i.e. lists, notes, cards, picture labels). Uses basic punctuation (end marks) and capitalization. Produces a variety of types of compositions (e.g. stories, descriptions, charts, journal entries). Applies new vocabulary to written composition. Uses basic components of writing process (prewriting, drafting, and publishing) to develop narratives. Uses phonetic spelling to attempt unknown words. Spells correctly three and four letter short vowel words. Spells high frequency, phonetically regular long vowel words correctly and some irregular sight words.

D. Listening and Speaking • • • •



Listens and comprehends appropriate content material. Expresses ideas clearly, thinks creatively, and organizes information in ways appropriate to first grade. Speaks in a clear audible voice. Participates in class discussion by contributing ideas and asking questions. Listens and responds politely and appropriately to other speakers.

Second Grade Accomplishments Student Literacy Expectations 35

A. • • • • • •

Phonics and W ord Knowledge Uses phonemic awareness knowledge to identify phonetically regular one and two syllable words: (isolates, blends, substitutes, manipulates letter sounds) Accurately decodes phonetically regular multi-syllable words and nonsense words. Uses a variety of decoding strategies (i.e. word patterns, structural analysis, common endings, vowel spellings) to recognize new words. Recognizes 300-500 age-appropriate sight words. Uses context and previous experience to determine meaning of unfamiliar words in text.

B. • • • • • • • • • • • •

Reading Comprehension and Fluency Reads and comprehends both fiction and nonfiction texts appropriate to second grade. Locates answers to questions before, during, and after reading to clarify understanding. Identifies the author’s purpose and the main idea. Recalls facts and details of texts during and after reading. Discusses similarities in characters and events across stories. Identifies story elements of plot, setting, characters, and events. Connects and compares information across nonfiction selections. Poses possible answers to how, why, and what if questions in nonfiction texts. Identifies and begins to interpret information presented in diagrams, charts, graphs, and maps. Takes part in creative response to text such as dramatizations, oral presentations, fantasy, play, etc. Selects and reads trade books, longer chapter books with few illustrations, appropriate for second grade. Reads age-appropriate material aloud with fluency and accuracy, intonation, and expression in a manner that aids comprehension.

C. • • • • • • • • • • •

W riting and Spelling Writes using complete sentences. Writes a three to five sentence paragraph using proper form (topic sentence, details, and summary sentence). Uses correct punctuation (end marks), grammar, and capitalization in writing. Uses appropriate pre-writing strategies to generate and organize ideas. Begins to evaluate and reflect on own writing and that of others. Writes narrative stories with a beginning, middle, and end. Elaborates and supports written content with facts, details, and description. Uses the writing process to develop a narrative and descriptive piece. Experiments with different forms of creative writing (e.g. song, poetry, short fiction). Uses phonemic clues, and phonetic spelling to spell unfamiliar words. Uses correct spelling of high frequency words previously studied in his/her own writing.

D. • • • • • •

Listening and Speaking Listens and comprehends appropriate content material. Presents information on a single topic in a logical order. Speaks in a clear audible voice. Contributes relevant, appropriate information to discussions. Generates questions gained from experiences (e.g. field trips, visitors, stories, discussion) to gather information. Listens and responds politely and appropriately to speaker through movements, gestures, questions, and retelling.

Third Grade Accomplishments Student Expectations for Literacy

A. • • • •

W ord Analysis and Vocabulary Uses word analysis (root words, inflections, and affixes) to identify words. Uses context clues, word patterns, and structural analysis to recognize new words in age-appropriate material. Uses a variety of resources to clarify meanings of unfamiliar words (dictionary, glossary, and thesaurus). Develops increasing sight vocabulary.

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Infers word meaning from taught roots, prefixes, and suffixes.

B. • • • • • • • •

Reading Comprehension and Fluency Reads age-appropriate material aloud with fluency and accuracy, expression, and intonation. Makes predictions about text events before and during reading and confirms or modifies predictions after reading. Summarizes major points from fiction and nonfiction texts. Uses information from simple tables, maps, and charts, to increase comprehension. Checks and clarifies for understanding (e.g. reread, read ahead, use visual and context clues) during reading. Asks how, why, and what if questions in interpreting nonfiction texts. Distinguishes cause and effect, fact and opinion, main idea and supporting details in interpreting nonfiction texts. Read longer fictional selections and chapter books independently.

C. W riting and Spelling • Constructs complete sentences to express ideas, thoughts and feelings. • Develops well-organized paragraph(s) using proper form (e.g. topic sentence, supporting details, summary / conclusion sentence). • Uses standard written English, including appropriate capitalization, punctuation, and subject/verb agreement. • Writes for a variety of purposes, including narrative, expository, and persuasive structures. • With guidance, uses all stages of the writing process (e.g. prewriting, drafting, revising, editing, and publishing) to develop paragraph(s) with focus, organization, elaboration, and integration. • Presents and discusses own writing with other students. • Responds helpfully to other students’ compositions. • Produces a variety of written work in a variety of formats, including multimedia forms. • Uses a range of vocabulary words to describe events, feelings, and objects. • Correctly spells previously studied words and spelling patterns in own writing. • Uses knowledge of letter-sound relationships to spell unfamiliar words. D. Listening and Speaking • Listens actively and attentively in whole class and small group activities, demonstrated by body language, eye contact, and controlled responses. • Participates actively in class discussions by adding related personal experiences and relevant information. • Formulates relevant and focused questions. • Demonstrates respect for other participants and their ideas. • Speaks in a clear audible voice. • Uses appropriate grammar, word choice, and pacing.

Fourth Grade Accomplishments Student Literacy Expectations

A. W ord Analysis and Vocabulary • Uses a combination of word analysis and vocabulary strategies (e.g. phonics, word patterns, structural analysis, context) to identify words. • Uses multiple resources to understand meaning of new words (dictionary, thesaurus, and glossary). • Identifies and uses synonyms and antonyms. • Uses high frequency root words and affixes to understand word meaning. B. • • •

Comprehension and Fluency Reads age-appropriate material aloud with fluency, accuracy, and expressions. Determines literal meaning by using a variety of comprehension skills and strategies. Interprets concepts and makes connections by inference and/or comparison.

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• • • • • •

Uses evidence in text to modify predictions and questions, generate and confirm or reject hypotheses. Identifies and relates events in a text to personal experiences. Reads a wide range of fiction and nonfiction (e.g. books, newspapers, magazines, textbooks, and visual media). Identifies and discusses story elements: themes, plots, subplots, characters, story setting Summarizes and applies information from nonfiction materials. Reads independently for extended periods of time.

C. W riting and Spelling • Combines well-written sentences into a cohesive paragraph (e.g. topic sentence, details, summary/conclusion sentence) and a variety of sentence types. • Uses prewriting strategies to choose a topic and generate ideas with limited teacher assistance. • Organizes paragraph(s) with a clear beginning, middle, and end, appropriate to purpose and audience. • Writes correct standard English conventions, including appropriate subject/verb agreement, and appropriate capitalization and punctuation. • Uses stages of writing process (prewriting, drafting, revising, editing, and publishing) to produce well-developed expository, narrative, and persuasive pieces. • Writes creatively for specified purpose and audience (e.g. short stories, poetry, rap, play, parody). • Uses varied and descriptive vocabulary to enrich written language. • Correctly spells appropriate high-frequency words. • Applies previously learned spelling words in written work. D. • • • • •

Listening and Speaking Formulates relevant and focused questions and answers in a variety of settings. Paraphrases and summarizes the content of both formal and informal presentations and messages. Delivers oral presentation that is coherent, well organized, and rehearsed. Uses spoken language that is clear, audible, and appropriate. Contributes meaningfully and politely to small and large group discussions with relevant responses, and respectful listening behaviors.

Fifth Grade Accomplishments Student Literacy Expectations

A. W ord Analysis and Vocabulary • Uses a combination of word analysis and vocabulary strategies (e.g. phonics, word patterns, structural analysis) to identify words. • Uses multiple resources to understand meaning of new words (dictionary, thesaurus, and glossary). • Uses word origins, and synonyms and antonyms to construct meanings of new words. • Uses high frequency root words and affixes to understand word meaning. • Determines meaning of word in context when word has multiple meanings. B. • • • • • • • • •

Comprehension and Fluency Reads age-appropriate material aloud with fluency, accuracy, and expression. Uses comprehension strategies to enhance literal and inferential understanding of text. Establishes purposes for reading before and during reading. Makes judgments based on prior knowledge during reading. Identifies and relates events in a text to personal experiences. Applies survey strategies to nonfiction materials. Recognizes characteristics of setting and theme. Recognizes characteristics of suspense, rising action, climax, and falling action in story plot. Recognizes literary elements and techniques of various selections.

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• • •

Makes inferences about character traits and checks text for verification. Applies personal background and experience to literary text. Reads independently for extended periods of time.

C. • • • • • •

W riting and Spelling Writes paragraphs that include a variety of sentence types. (i.e. declarative, interrogative, exclamatory, imperative) Develops multi-paragraph compositions that include introduction, first and second level support, and conclusion. Uses transition words to connect ideas. Elaborates ideas through facts, details, description, reasons, and narration. Writes correct Standard English conventions, including appropriate grammar, spelling, capitalization and punctuation. Uses stages of writing process (prewriting, drafting, revising, editing, and publishing) to produce well-developed expository, narrative, and persuasive pieces. Writes creatively for specified purpose and audience (e.g. short story, poetry, rap, play, parody, song, and letter). Uses varied and descriptive vocabulary to enrich written language.

• • D. • • • • •

Listening and Speaking Formulates relevant and focused questions and answers in a variety of settings. Delivers oral presentation that is coherent, well organized, and rehearsed. Uses spoken language that is clear, audible, and appropriate. Paraphrases and summarizes the content of both formal and informal presentations and messages. Contributes meaningfully and politely to small and large group discussions with relevant responses, and respectful listening behaviors.

Sixth Grade Accomplishments Student Literacy Expectations

A. W ord Analysis and Vocabulary • Identifies and applies appropriate word analysis and vocabulary strategies and contextual clues to identify unfamiliar words. • Uses denotation and connotation strategies to determine meanings of words in context. B. • • • • • • • • •

Comprehension and Fluency Reads age-appropriate material aloud with fluency, accuracy, and expression. Uses appropriate questioning strategies before, during, and after reading to understand meaning of text. Applies appropriate reading strategies to fiction and nonfiction texts within and across content areas. Asks and responds to open-ended questions regarding meaning of text. Compares themes, topics, and story elements of various selections. Interprets imagery and figurative language. Confirms, rejects, and modifies questions, predictions, and hypotheses based on evidence in text. Makes inferences and draws conclusions about contexts, events, characters, and settings. Reads independently for extended periods of time and for pleasure.

C. • • • • • •

W riting and Spelling Uses prewriting strategies (e.g. webbing, brainstorming, listing, note taking, and outlining, graphic organizers). Writes paragraphs that include a variety of sentence types (i.e. declarative, interrogative, exclamatory, imperative). Develops multi-paragraph compositions that include introduction, first and second level support, and conclusion. Uses transitional words and phrases to connect and unify key ideas. Elaborates ideas through facts, details, description, reasons, and narration. Establishes and maintains focus within and between paragraphs.

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• • • • D. • • • • •

Writes correct Standard English conventions, including appropriate grammar, spelling, capitalization and punctuation. Uses stages of writing process (prewriting, drafting, revising, editing, and publishing) to produce well-developed expository, narrative, and persuasive pieces. Writes creatively for specified purpose and audience (e.g. short story, poetry, rap, play, parody, song, and letter). Uses varied and descriptive vocabulary to enrich written language. Listening and Speaking Formulates relevant and focused questions and answers in a variety of settings. Delivers oral presentation that is coherent, well organized, and rehearsed. Uses spoken language that is clear, audible, and appropriate. Paraphrases and summarizes the content of both formal and informal presentations. Contributes meaningfully and politely to small and large group discussions with relevant responses, and respectful listening behaviors.

Seventh Grade Accomplishments Student Literacy Expectations

A. W ord Analysis and Vocabulary • Expands listening and reading vocabulary & apply a variety of word meaning strategies for reading. • Assesses author’s word choice and identifies effect of literary device. • Applies word identification strategies (i.e. structural analysis, denotation, connotation, multiple meanings in context, word origin) to enhance reading independence. B. Comprehension and Fluency • Uses skimming to preview reading materials and scanning to see visual patterns and identify text structure before reading. • Demonstrates understanding of text structure through use of graphic organizers and outlining. • Summarizes, infers, and draws conclusions about text, using prior knowledge. • Applies self-monitoring techniques and adjusts rate to increase comprehension. • Identifies story elements, major and secondary themes and topics in text. • Applies appropriate reading strategies (e.g. asks questions, takes notes, summarizes) to fiction and nonfiction texts within and across content areas. • Reads a variety of materials for different viewpoints. • Identifies and understands character, setting, plot, conflict, and major and secondary themes. • Recognizes examples of traditional literature and nonfiction materials. • Recognizes various types of poetry (free verse, haiku, limerick, lyric, and narrative). • Identifies elements of poetry. • Responds to literature through art, drama, music, writing, puppetry, and oral reading. • Selects material of high quality for personal reading. C. • • • • • • • •

W riting and Spelling Uses prewriting strategies (e.g. webbing, brainstorming, listing, note taking, and outlining, graphic organizers). Develops compositions that include a variety of sentence structure and sentence types. Produces writing with appropriate focus, support/elaboration, organization, mechanics/grammar, and integration. Uses transitional words and phrases within and between paragraphs. Edits for correct spelling, punctuation, and capitalization. Edits and revises to maintain a consistent tone and focus throughout a piece of writing. Demonstrates appropriate use of eight parts of speech. Uses writing process (prewriting, drafting, revising, editing, and publishing) to produce well-developed expository, narrative, and persuasive pieces.

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D. • • • • • • • •

Listening and Speaking Listens critically and analytically and recalls content (main idea and details) of message. Infers and draws conclusions, synthesizes, analyzes, and evaluates information in presentations or messages. Delivers oral presentation that is coherent, well organized, and rehearsed. Uses spoken language that is clear, audible, and appropriate. Employs an engaging introduction, appropriate organization, and effective conclusion. Uses physical movements and nonverbal expressions to communicate message. Formulates relevant and focused questions and answers in a variety of settings. Contributes meaningfully and politely to small and large group discussions with relevant responses, and respectful listening behaviors.

Eighth Grade Accomplishments Student Literacy Expectations

A. • • • •

W ord Analysis and Vocabulary Expands listening and reading vocabulary. Applies a variety of word meaning strategies before, during, and after reading. Assesses author’s word choice and identifies effect of literary device. Applies word identification strategies (i.e. structural analysis, denotation, connotation, multiple meanings in context, word origin) to enhance reading independence.

B. Comprehension and Fluency • Uses skimming to preview reading materials and scanning to see visual patterns and identify text structure before reading. • Demonstrates understanding of text structure through use of graphic organizers and outlining. • Summarizes, infers, and draws conclusions about text, using prior knowledge. • Applies self-monitoring techniques and adjusts rate to increase comprehension. • Identifies story elements, major and secondary themes and topics in text. • Applies appropriate reading strategies (e.g. asks questions, takes notes, summarizes) to fiction and nonfiction texts within and across content areas. • Reads a variety of materials for different viewpoints. • Identifies and understands character, setting, plot, conflict, and major and secondary themes. • Recognizes examples of traditional literature and nonfiction materials. • Recognizes various types of poetry (free verse, haiku, limerick, lyric, and narrative). • Identifies elements of poetry. • Responds to literature through art, drama, music, writing, puppetry, and oral reading. • Selects material of high quality for personal reading. C. • • • • • • • •

W riting and Spelling Uses prewriting strategies (e.g. webbing, brainstorming, listing, note taking, and outlining, graphic organizers). Develops compositions that include a variety of sentence structure and sentence types. Produces writing with appropriate focus, support/elaboration, organization, mechanics/grammar, and integration. Uses transitional words and phrases within and between paragraphs. Edits for correct spelling, punctuation, and capitalization. Edits and revises to maintain a consistent tone and focus throughout a piece of writing. Demonstrates appropriate use of eight parts of speech. Uses writing process (prewriting, drafting, revising, editing, and publishing) independently to produce well-developed expository, narrative, and persuasive pieces.

D. • • •

Listening and Speaking Listens critically and analytically. Recalls content (main idea and details) of message. Infers and draws conclusions, synthesizes, analyzes, and evaluates information in presentations or messages.

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• • • • • •

Delivers oral presentation that is coherent, well organized, and rehearsed. Uses spoken language that is clear, audible, and appropriate. Employs an engaging introduction, appropriate organization, and effective conclusion. Uses physical movements and nonverbal expressions to communicate message. Formulates relevant and focused questions and answers in a variety of settings. Contributes meaningfully and politely to small and large group discussions with relevant responses, and respectful listening behaviors.

Grading 1. Grades are to be comprised of a multitude of evaluative data involving the student’s classroom performance. The criteria is to include effort, tests, homework, classroom assignments, participation in classroom activities, and other projects you may use to assess a student’s level of performance. 2. The grading framework should be reviewed with the students and parents at the beginning of the school year. 3. Report cards in grades K–8 will use a skills-based grading system, which is more developmentally appropriate for Common Core Standards. 4. Report cards in grades 3rd through 8th will include letter grades using the following scale: A = 91% and above B = 81 to 90% C = 72 to 80% D = 65 to 71% U = below 65% 5. Grades, given by regular education teachers, of students in special education (“resource”, “mainstreamed” or “included”) are to reflect input given by the child’s special education teacher. Grades for ELL students may be modified to a Pass/Unsatisfactory system if the student does not have command of the English language. Teachers are to consult with the ELL teacher and the Principal regarding individual students. 6. Trimester grading of a student transferring into the district is to be done only if the student has been enrolled for more than 20 school days. For students in school less than 20 school days, teachers are to write in the comments section how the student is making the transition into the school and classroom.

Weighting Scale for Grades

(Grades 3 – 8th) Each trimester, teachers should ensure that a minimum of twelve grades exist from which student grades will be averaged. Students are graded in four categories. Each category is important however, each category bears its own weight. The weighting scale is as follows: Classroom and Content Area Teachers Encore Teachers • Assessments and Projects 40% (We • Assessments and Projects 50% (We encourage differentiation of encourage differentiation of assessments to address various learning assessments to address various learning styles and strengths.) styles and strengths.) • Participation & Classwork 50% • Participation & Classwork 50% • Homework 10% At the beginning of each trimester, teachers are required to submit proof of weighting scales in alignment with administrative audits. Teachers are required to utilize a percentage scale for all assignments. Teachers are not permitted to practice dual-weighting of assignments within each category unless they collaborate with building principal. 42

Homework Homework is to be assigned judiciously and only be work that a student can do independently. It is meant to be practice of a skill already taught and/or mastered. Therefore, the teacher must have allowed for independent practice in class before assigning the skill/material as homework. It is to be an application or adaptation of a classroom experience and not be assigned for disciplinary purposes. Moreover, homework must be meaningful, purposeful and engaging work, not just monotonous repetition. The amount of homework assigned to a student normally increases as students progress through school. The following are time parameters for students in grades K through eight and is the total across subjects: Grades K – 2 20 to 30 minutes Grades 3 – 4 30 to 60 minutes Grades 5 – 6 60 to 90 minutes Grades 7 – 8 90 to 120 minutes 1. It is not feasible to establish rigid time constraints because of the individuality of each child. The time allotments above represent the amount of time spent on all subjects combined. Additional time should be dedicated to develop a daily reading routine. 2. Each grade level, in collaboration with the administration, will be responsible for defining its homework guidelines and practices. 3. A student not completing an assignment due to an absence will have additional days to turn in the homework equal to the number of days of the absence before the homework will be considered late. 4. In addition to PowerSchool updates, teachers are required to contact the parents of students having a D or U average; parents of said students should be contacted via phone or email every 2 weeks. Teachers are asked to maintain a log of telephone contact. Copies of the telephone contact log will be collected monthly and maintained in the office. 5. Homework should be corrected and graded for understanding, not just for completion. The purpose is being certain that students are learning the content and practicing new skills.

Accepting Late Assignments (Homework, projects, or assignments to be completed at home) Due to Suspensions Missing assignments will receive a grade of zero until they have been turned in. All students should be given an opportunity to complete missing work. Upon returning from in-school suspension, students will be expected to hand in their work and receive full credit for all assignments completed during their suspension. When a student receives an out-of-school suspension, he/she will be required to carry all their textbooks home. The student will be responsible for checking the homework hotline and needs to complete all assignments. Students should be prepared to hand in all assignments upon their return; classroom teachers are asked to allow students and additional period of time to complete all missed classroom work and receive full credit for all assignments they completed during their suspension. (Three days out= three days of grace).



Due to Absences Students whose assignments are late due to excused absences are able to make up work without penalty within the number of days absent (two days out= two days of grace).



Missing Assignments (Grades K-8th) 43

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Missing assignments will receive a grade of zero until the assignment has been turned in; unless a student has been absent (see above). All students should be given an opportunity to complete missing assignments. Students with missed assignments will be assigned to lunch and/or after-school academic support, the day the assignment is missed, due and not turned in. The assignments that are completed and turned in by the end of the day will receive a grade no higher than 90%. Missing assignments that are not turned in by the end of the day will receive zero credit. It is the student’s responsibility to attend academic support on the day the assignment is missed. It is the student’s responsibility to turn in any missed assignments by the end of the day. It is the teacher’s responsibility to notify parents when a child is being recommended to after-school academic support. It is the teacher’s responsibility to inform the parent about the missing assignment.  

Honor Roll Students in grades three through eight will be recognized for their academic accomplishments at the conclusion of each trimester. Parents will be invited to attend the honors recognition assembly after each trimester. There are two different honor roll statuses: High Honor Roll: Students achieving all A’s in all core academic and specials classes will receive High Honor Roll recognition for their academic accomplishments at the end of each trimester. No B’s, C’s, D’s, or U’s can appear on the trimester grade report. Honor Roll: Students achieving all B’s and higher in all core academic classes and specials classes will receive Honors recognition for their academic accomplishments at the end of each trimester. No C’s, D’s, or U’s can appear on the trimester grade report.

Midterm  Due  Dates   Midterm  –  1       Oct  2,  2015   Distributed  to  students  on     October  9,  2015     Midterm  –  2   January  6,  2016   Distributed  to  students  on     January  15,  2016     Midterm  –  3   March  23,  2016   Distributed  to  students     on  April  1,  2016  

Trimester  Due  Dates   Trimester  –  1   November  12,  2015   Distributed  at  Parent/Teacher  Conferences     from  1-­‐8pm  on  November  23,  2015     Trimester  –  2   February  18,  2016   Distributed  at  Parent/Teacher  Conferences     from  1-­‐8pm  on  February  25,  2016     Trimester-­‐3     May  16,  2016   Distributed  to  students  on  the  last  day  of  school     on  May  26,  2016    

Open House Open House for all Lindop students will be on Thursday, September 17, 2015. The purpose of this night is to inform parents about your curriculum, goals for the students/class and discuss how adults can be utilized in the classrooms. Parents should take the opportunity to understand classroom expectations, homework policy, grading policy, and behavioral expectations and consequences. 44

(Everyone)

6:00 – 6:30 p.m.

General session in gym

(Teachers)

6:30 – 8:00 p.m.

Classroom sessions PreK-8

Parent/Guardian-Teacher Conferences The “traditional” Parent/Guardian-Teacher Conferences will be held following the first and second trimester (for students who need conferences). However, teachers are encouraged to schedule their own parent/guardian conferences, as necessary, throughout the year. Conferences will be convened from 1:00-8:00 p.m. on the following dates: Trimester – 1: November 23, 2015 Trimester – 2: February 25, 2016 Trimester -3: Distributed to students on the last day of school

Promotion Policy • • •





In compliance with State law, the Lindop School has established a student promotion policy pertaining to students’ academic achievement. Students in grades 3rd – 8th must have a cumulative grade average of at least a C which is the equivalent of 2.5 (GPA) including all subject areas. At the end of the first and second trimesters each student’s progress towards the criteria will be examined. If a student is not performing at a level consistent with these criteria he/she will be required to attend the after-school tutorial on a daily basis. At the end of the third trimester, if a student does not meet the promotion criteria but has consistently attended the tutorial he/she will be allowed to attend summer school to work towards promotion. Participation in summer school does not guarantee promotion but promotion will not be considered if student does not attend summer school. A student who does not attend the Tutorial during the year to improve his/her grades will not be allowed to attend summer school to work towards promotion.

Student Recognition Students will be recognized for their honor roll, attendance, achievement and participation in extracurricular activities, athletics, band, choir, Lindop Spelling Bee, Regional Science Fair, service projects and physical fitness. Classroom/homeroom teachers will also recognize students for Most Improved (behavior and/or academics) and for Effort. Throughout the school year students will be recognized and commended for demonstrating the six pillars of character (trustworthiness, respect, responsibility, fairness, caring and citizenship) and for upholding the expectations of all Lindop Students to be Respectful, Responsible and Accountable.

Student Athlete Eligibility Participator - Students participating in athletics must maintain academic eligibility to participate. Athletic eligibility will be established prior to the beginning of the sports season. To meet the academic standards for athletic eligibility, students must maintain a G.P.A. of 3.0 or better in all core subjects. Upon the start of the season, it is the coach’s responsibility to check for student eligibility at the beginning of each week. If an athlete becomes ineligible at that time, he/she will forgo any games that week until he/she has improved their grades and PowerSchool has been checked again at the beginning of the next 45

week. If at any time an athlete’s GPA drops below a 3.0, he/she becomes ineligible. Playing time for the newly eligible athlete will be at the discretion of the coach. Spectator - Upon attending athletic events, students’ G.P.A. and behavioral records will be reviewed. Student must maintain a G.P.A. of 2.5 or better in all core subjects. Likewise, students should not have received any out-of-school suspension and no more than one in-school-suspension. Each quarter students will be given the opportunity to attend events under the same guidelines. During home games/events, please remember that no students will be admitted prior to 4:00 p.m.

Field Trips Field trips are expected to be taken throughout the school year to enrich student understanding of concepts. All field trips will be of educational value and related to the class curriculum. In order to provide adequate supervision, a 1:10 ratio between adults and children should be maintained during field trips. All volunteers who wish to accompany students on class field trips must have a background check performed and approved prior to the field trip. Interested parents should be directed to the district secretary. Students who do not have a signed Field Trip Permission Slip may not go on scheduled field trips. During registration the parent should have signed a yearlong Field Trip Permission Slip for local walking trips. It is the teacher’s responsibility to ensure that each child has a signed separate Field Trip Permission Slip for other scheduled class trips. Teachers planning field trips must confirm that the field trip is scheduled the day before the actual trip. Annual trips include: 7th grade trip to Springfield and the 8th grade trip to Washington D.C. Any student with one out of school suspension, two or more in school suspensions, or a cumulative GPA below a 2.5 by the end of Trimester 2 (February 18th) will not be invited to attend the trip to Springfield or to Washington D.C.

           

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STUDENT  SERVICES   English Language Learners (ELL) 1. Lindop School provides English Language Learners (ELL) services to students whose primary language is other than English. The students are served both on a pull-out and push-in basis and within the regular classroom. 2. All new families will be required to complete a Home Language Checklist at the beginning of the school year to indicate what language(s) are spoken in the home and what language(s) the student speaks and understands.

Speech/Language and Special Education Services 1. Students qualifying for speech and language and/or special education services will be served either in the classroom or on a pullout basis. 2. Each year individual goals and objectives (IEP) are written and reviewed so parents and the school can monitor the student's progress. 3. Special education teachers should collaborate with the general education teachers to modify the curriculum in order meet the child’s needs; teachers should know the contents of the student’s IEP.

Academic Support Program The Academic Support Program is an after school program targeting students in grades 3-8 who are struggling to obtain a “C” average. Students are recommended to academic support sessions by their teacher/s. The program operates for one hour after school Monday through Thursday until the student raises their grade to a “C” or higher. Student progress will be monitored based on bi-weekly PowerSchool reports. The program will be staffed by a teacher who is equipped to tutor in all grades including 7th and 8th grade Math. Teachers should make every effort to encourage parental support but cannot mandate student participation.

Extra-Curricular and After-school Activities Lindop School offers a variety of extra-curricular activities for students in grades five through eight including cheerleading, volleyball, soccer, basketball and track. In addition to athletic activities, students can participate in band, choir, drama, and Student Council. Lindop School may also offer After-School Activities for students of all ages. Some potential activities may include drama, chess, a book club, computer club, and young authors. The After-School Activities will operate on a minimal fee-based structure with school personnel, parents, and community members sponsoring the activities. If you are interested in sponsoring an activity, please contact the assistant principal at 708/345-3110.

Social & Emotional Development Ø Lindop School employs a full-time Social Worker to provide social and emotional assistance on IEPs and support to students, parents and teachers.

Ø Lindop also has a School Psychologist on staff to test students and provide intervention supports to students, parents and teachers.

Ø Lindop has incorporated the Steps to Respect and Voices SEL curriculum for K-5th grade and Second Step for students in grades 6th – 8th.

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Grade Level Intervention Team Grade Level Intervention Team functions as a resource to teachers and parents when they have concerns about a child. The format will be to brainstorm interventions and develop an action plan. The Grade Level Team will: • • • • • •

Focus on data-driven decision making; no one can bring a child issue to the team without data. Discuss presenting concerns (behavioral or academic); Review work samples, classroom and/or school assessments and other presenting data; Brainstorm classroom accommodations, modifications, and instructional strategies; Brainstorm appropriate school, community, and/or home interventions; Develop an action plan, including who will be responsible for the identified strategies, assessments, rating scales, observations, etc., and when the “case” will be reviewed.

The team will be comprised of the principal, school social worker, school psychologist, reading specialists and classroom teachers, or any other appropriate staff members.

Morning Tutoring From time to time, teachers may offer students additional tutoring in the morning before school begins. Students who attend any morning tutorial may not arrive to school earlier than 7:30 am. No student will be allowed to enter the building prior to that time.

Breakfast & Lunch Nutrition Programs Lindop School is proud to serve its students and parents by providing tasty and nutritious meals at a reasonable cost. These programs provide varied, appetizing meals to help our Lindop students receive meals provide at least two-thirds of the Recommended Daily Allowance of nutrients for each child. These nutrients are professionally selected to provide a balanced diet with no "empty calories." Breakfast is served from 8:00 – 8:25 a.m. each morning in the Lindop Café. Students will not be allowed into the building before 8:00 a.m. We have three lunch/recess periods for our students: Kindergarten, First, & Second Third, Fourth, & Fifth Sixth, Seventh, & Eighth

11:30am – 12:10am 12:13am – 12:53pm 12:56pm – 1:36pm

You may order lunches for any day on the menu/calendar by simply completing the proper requirements online at. All information notices will be sent home when your debited account has only five days of meals remaining. New orders will not be accepted if there is a zero balance in your child’s account. Your child does not have to order hot lunch or breakfast every day of the week but may select as many days as he/she desires. If your child orders a hot lunch, he/she will receive a carton of milk with his/her lunch. If your child brings a lunch from home, he/she may purchase milk for a quarter. Please understand that the breakfast and hot lunches are pre-ordered and pre-paid monthly. Consequently, orders must be received at school two full weeks before the first date shown on the menu order form. No orders can be taken after the ordering deadline and no credit will be extended for lunches. If you and your family have qualified for free or reduced price lunches an order form still needs to be completed in order to receive the lunches. If your child forgets his/her lunch a peanut butter and jelly sandwich will be provided for your son/daughter. Parents are not allowed to bring fast food lunches for their child.

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TECHNOLOGY  EQUIPMENT  &  USE   Student Use The purpose of the district computer network is to support education. The computer lab and/or classroom computers are used for supporting the writing process, individual and/or small group enrichment and/or remediation activities, research, acquisition of computer and internet skills, and application of software as part of the curriculum. Network access is a privilege, not a right. Access entails responsibility. All students must sign an Acceptable Use of Technology Form at the beginning of each school year declaring their understanding of the appropriate use guidelines. Students violating the acceptable use policy will have computer access suspended or revoked for periods of time according to the violation. Please refer to Lindop Continuum of Consequences outlined in the Code of Conduct for more details. During registration, parents were asked to indicate whether or not Lindop School can use their child’s name and/or photo for the school website. Teachers should be aware of those students whose pictures can or cannot be used for the school website. This information should be reflected in PowerSchool. •

All students must log in using individual network user names and passwords. Log-ins are not to be shared under any circumstances. Sharing passwords is a violation of the Acceptable Use Policy.



Students are required to adhere to the Acceptable Use Policy (AUP), including but not limited to passwords, appropriate content, etc. Students who violate the AUP will be subject to disciplinary action in line with the Code of Conduct.



All documents must be saved under students’ network accounts.



If a student encounters a problem or damage with his/her computer, he/she must immediately notify the teacher.



Students must adhere to high standards of ethics and conduct while using the Lindop Network.

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ATTENDANCE   Absences The faculty and staff of Lindop School believe that only through regular school attendance and commitment to personal and educational growth can a student achieve maximum benefit from school. An absence is a lost learning opportunity. Unless illness or some serious emergency arises, your child is mandated by law to regularly attend school. If your child is absent from school he/she is not allowed to attend any after-school activity or event on the day(s) of the absence(s) (i.e. basketball practice, plays, musicals/concerts, dances). When your child will be absent from school, please call the school secretary at 708-345-3110 each day your child will be absent. If you have not notified the school of your child’s absence, the school will be contacting you to determine your child’s whereabouts. In the event that you have not notified the school, nor has the school contacted you, you will need to write a note explaining your child’s absence when he/she returns to school. If your child’s illness involves a fever, he/she must remain home until he/she has been fever-free for 24 hours. If the illness is serious enough to require an absence of three or more days, a note from a physician is required before the student is permitted to return to school.

Tardiness Your child will be considered tardy if he/she is not in his/her first period classroom between 8:15 and 8:25 a.m. If your child arrives after 8:25 a.m. he/she is considered “tardy” and should enter the MAIN ENTRANCE door and report to the main office for tardy pass to class. Tardiness shall be excused only for the following reasons: doctor or dentist appointment, bereavement, family emergency, observance of religious holiday, or by written request approved by the Principal. Students in grades three through eight will receive a detention for every three tardies, per trimester. Chronic Truancy will be addressed in accordance to the law, as it is detrimental to your child’s education and may result in a referral to the Cook County truant office.

Excused Absences Absences shall be excused for the following reasons: bereavement, quarantine, family emergencies and observance of religious holidays. An additional exception for excused absences is for 8th grade students who spend a school day shadowing at a high school. These students must schedule a pre and post conference with the principal of Lindop to receive permission and the proper documentation to validate their experiences. Removing a student from school for a family vacation is an unexcused absence and is strongly discouraged. All other absences shall be considered unexcused. Students who are absent shall be allowed to make up any assignments or examinations, without penalty, as long as the work is completed within the same amount of time as the absence. As of July 28, 2011 the definition of “chronic truant” changed in Illinois to: “A student who is absent without valid cause for 5% more of the previous 180 school days”. 105 ILCS 5/26-2a. Conferences with school administrators will take place with parents of students who are chronically absent.

Excused Absence from Physical Education You must provide a written note to have your child excluded from participation in a physical education class. A doctor’s note is required after two consecutive parental requests for exclusion from physical education.

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Absence from Class Students are not to be taken out of specials, i.e., art, music, gym, or computer, in order to work on other studies without the expressed permission from the principal. Band sectionals (i.e. class lessons) are based on a rotating schedule; therefore, band members should not consistently miss the same academic period each week. Tests and other situations in which the classroom teacher deems mandatory will take precedence over the band member’s attendance at a sectional. It is the student’s responsibility to notify the band director of his/her absence in advance.

Early Dismissal of a Student Sometimes the scheduling of a doctor’s appointment or other appointments makes it necessary for you to have your child dismissed early from school. If this is necessary, please send a note to your child’s teacher the morning of the early dismissal. You, or an authorized adult, must come to the school office to pick up your child. Once the school day begins, your child may not leave the school building unless signed out by you, by an adult authorized by you, or when authorized by a school administrator. If your child is dismissed early from school he/she is not allowed to attend any after-school activity or event on the day(s) of the absence(s) (i.e. basketball practice, plays, musicals/concerts, dances).

Early Dismissal for School Improvement Activities On the following days all students will be released early. Teachers will use time to participate in school improvement activities and receive professional development. The dates and times for the early dismissal days are as follows: Friday, September 18, 2015 – Dismissal at 11:45am Friday, October 30, 2015 – Dismissal at 11:45am Friday, December 18, 2015 - Dismissal at 1:30pm Friday, January 15, 2016 – Dismissal at 11:45am Friday, February 12, 2016 – Dismissal at 11:45am Thursday, March 24, 2016 – Dismissal at 11:45am Friday, April 22, 2016 – Dismissal at 11:45am Friday, May 13, 2016 – Dismissal at 11:45am Thursday, May 26, 2015 – Dismissal at 1:30pm LAST DAY OF SCHOOL

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STUDENT  SAFETY   Emergency School Closing In the event of severe weather or other emergency situation, the school may need to be closed. Whenever possible, these decisions will be made prior to the students arriving to school. However, there may be circumstances that prevent advance warning and the school will need to be closed after students have arrived. For these reasons you are asked to have alternative child care arrangements made in anticipation of this possibility. You will receive an Alert Now phone message from the school. In the event of an emergency school closing the following news stations will be notified and will make announcements to the public: Radio: WGN (720AM) and WBBM (780AM) Television: CBS (Channel 2), NBC (Channel 5), WGN (Channel 9) and Fox (Channel 32)

Arrival & Dismissal When students arrive late to school, parents will receive a courtesy phone call to confirm their child’s cause for tardiness. When school representatives notice that your child is not being picked up promptly, parents will receive a phone call. After the third notification, you will be contacted to meet with building administration. Please make every effort to have your child picked up promptly after school dismisses. Lindop administrators understand that emergencies and unforeseen circumstances occur. However, in such instances please contact the main office to communicate an anticipated pick up time for your child.

Before School Playground Supervision For safety purposes, children are not to be dropped off or arrive to school before 8:00 a.m., as there will not be adult supervision on the playground until this time. Lindop School will not be liable for damage and/or injury sustained on the playground before 8:00 a.m. Only on days of inclement weather or upon special requests by teachers will your child be allowed to enter the building before 8:00 a.m. Inclement weather is interpreted as rain or temperatures of 20 degrees or colder, after the wind chill has been factored. If your child must enter before 8:00 a.m. he/she must have a pass issued by the supervising teacher and must check in at the primary entrance door.

Walkers If your child walks to school, please review the procedures and expectations for walking to and from school. These guidelines are in place to ensure that Lindop students have a safe passage to and from school: (1) Walk on the sidewalk at all times, (2) Cross only in the crosswalks, and (3) Never walk across the parking lots—parents/guardians are steadily dropping off and picking up other students.

Traffic Guidelines Safety around the school and neighborhood is everybody’s responsibility. Speed limits in school zones are 20 mph. Drive slowly and carefully at all times and abide by the safety regulations. To ensure that all Lindop students arrive safely to school in the morning and leave the school premises at the end of the day in a safe manner, Lindop School has developed specific drop-off and pick-up safety guidelines. We ask that you follow the traffic flow and parking plan every day school is in session. By having your car parked in one of these areas, your child will not need to cross a lane of traffic to enter and/or exit your car, thereby, providing a safer entry into and departure from school. Let us all work together to make our campus as safe as it can be for our most precious commodity, our students! Student drop-off and pick-up will be at the South end of the building (15th Street.) From 8:00 – 8:25 a.m. and 3:25 – 3:45 p.m., 15th 53

Street and 18th Ave. Parents will be allowed to drop-off/pick-up their child(ren) along 15th Street and/or 18th Ave. If parents want to park and walk their child(ren) onto school grounds they must park along 15th or 18th Avenue. All students, with the exception of 4th and 5th grades, will enter and exit at the South end of the building. Students who arrive to school after 8:25 a.m. enter from the tardy door (South end of building). Students who have an early dismissal will exit from the front office (North end of building). Fourth and 5th grade student drop-off and pick-up will be at the North end of the building (14th Street). From 8:00 – 8:25 a.m. and 3:25 – 3:45 p.m., 14th Street and 18th Ave. For the safety of all our children, please do not enter the main parking lot when the barricades are posted.

Crossing Guards

Crossing guards will be stationed at the corner of 14th Street and 17th Avenue, 15th Street and 17th Avenue, and 15th Street and 18th Avenue from 7:50 to 8:25 a.m. and from 3:25 to 3:45 p.m. Please reinforce with your child the importance of crossing at these corners only, and follow the directives of the crossing guards.

Entrance/Exit Doors All students will enter and exit at the South end of the building with the exception of the fourth and fifth grade students. Students in kindergarten – first grade should line up outside of the “primary door”. Students in grades second – third should line up near the Pre-k entrance. Students in grades fourth and fifth will use the front entrance near the office and the middle school students will enter through the “middle school doors.” Kindergarten – fifth grade teachers will meet the students at the door and walk them to their classrooms. Likewise, they will walk the students to the exit at the end of the day. Students arriving to school after 8:25 a.m. or having an early dismissal should enter/exit from the tardy door (South end of building).

Medications Any medication, prescription or over-the-counter, must be dispensed by the school Health Aide or in her absence an authorized agent. Written authorization, indicating proper dosage, time, duration, etc. from the parent and the physician is required for prescription medication. Under no circumstances is your child, or any other student, permitted to have prescription or over-the-counter medications in his/her possession. For over-the-counter medications, a written authorization from you is necessary. Your permission is also required for asthma inhalers whether your child leaves the inhaler at school or takes it home daily. Prescription and over-the-counter medications must be presented to the school in their original containers.

Illness/Accident Procedures Throughout the course of a school day, students are extremely active and injuries are bound to occur. Therefore, it is extremely important that you notify the school of any changes to telephone numbers. If your child is involved in an accident or suffers from a significant illness at school, the school will make every effort to contact you or the emergency contact person listed on the emergency form. In the event of a blow to the head the parent/guardian will be contacted immediately from the nurse’s office. If no one can be reached, your child will be sent home at the usual dismissal time with a notice from the nurse. Unless it is deemed that such action would not be in your child’s best interest, emergency first aid will be administered. The Broadview Paramedics will be called in case of an extreme emergency or for any injury which presents a serious risk to your child’s well being, such as head, neck or back injuries. If necessary, your child will be transported to Loyola Medical Center for treatment. In the case of an illness, your child will be made as comfortable as possible until you or an authorized emergency contact person 54

can come to take your child home. If your child has sustained injuries at home please consult your personal health care provider, as the school is not staffed to provide such services.

Insurance If you would like to obtain insurance for your child, Lindop School can offer two plans for its students. One plan provides 24-hour accident coverage and the other plan offers school-time accident coverage. The insurance company providing this insurance is not affiliated with nor is employed by Lindop School. The insurance information is being provided to you as a service. An insurance brochure and a pay envelope can be obtained in the main office.

Staying After-school Your child is to leave the building and the school grounds promptly at dismissal time unless he/she is involved in an after-school activity or has received permission from a teacher to remain in the building. If your child forgets something at school, he/she must go to the main office to obtain permission to return to the classroom after leaving the building. Throughout the year, teachers or administrators may need to detain students for a short period of time, 10 to 15 minutes, to discuss minor discipline or academic issues. Under these circumstances you may not be notified unless you have previously expressed, to the teacher, the need to know. If your child has been requested to remain after school for longer periods of time, either your child or their teacher will contact you to obtain your permission. If your child wishes to stay after school for any after-school activity he/she should make the necessary arrangements with you before coming to school. Students will not be allowed to call home to make last minute plans.

Evacuation Drill In the event that an evacuation is necessary, “Code Red” will be announced. Teachers are to lead their students out the same assigned doors as they would during a fire drill. Students will be led to their designated locations outside of the building, similar to a fire drill. Teachers should also make sure to take their First Aid kits, class lists, and parent contact information. When outside, attendance should be taken and reported to the marshals in their areas. If students are with an encore teacher, the encore teacher will take the class outside, where they will meet the classroom teacher. Otherwise, all encore th teachers/specialists will report to their designated stations along 14 Street. Once everyone is outside and accounted for, the eighth graders will be directed to start walking to the designated evacuation location. Grades will follow in order (eighth grade, seventh grade, sixth grade, etc.). When students arrive at the designated location, they will be led to the basement where students and teachers will wait quietly for further instructions. When it is deemed safe to return to school, teachers and students will walk back to Lindop. If it unsafe to return, parents will be notified and directed to pick students up at the designated location.

Lockdown Once during the year, there will be a lockdown drill. Office staff will use the intercom to announce “Code Blue”. When that announcement is heard, teachers should immediately lock doors, close windows, and shades and move students to a secure location in the classroom. Students should not be seen from doors or windows. The teacher will place a red paper under the door if a student is unaccounted for, hurt or if there is a classroom emergency. If everyone is in class and all else is fine, teachers will place a green paper under the door. Wait in the secure location until an, all clear message is heard over the intercom.

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Bus Evacuation At the beginning of each school year, students will be trained on how to safely evacuate a bus. Teachers and students will be instructed, by a trained bus driver, on how to safely complete the evacuation procedures.

Fire Drills Throughout the school year the school will conduct announced and unannounced fire drills. There will be at least two fire drills within the first month of school. Teachers are to review with their class the fire drill procedures, emphasizing the importance of taking the procedures seriously. Teachers must be explicit about expectations for student behavior. Each classroom must have displayed, next to each exit, the emergency information exit procedures.

Tornado Drills At least once during the school year there will be a tornado drill. Teachers must review with their class the tornado drill procedures, emphasizing the importance of taking the procedures seriously. Teachers should be explicit about expectations for student behavior.

Building Security Although we encourage visitations from parents/guardians, staff should not permit visitors to enter from entrances other than the main office. Visitors must check in at the main office to obtain a visitor’s pass before going to see a teacher. All visitors must leave a valid ID with the secretaries in the main office prior to being allowed admittance. Visitors observing classroom instruction should not bring any other unauthorized individuals including their children. Lindop School is monitored with 24-hour surveillance security cameras. If anyone notices suspicious behavior on or near the school they should phone or text the anonymous tip line at (612) 3 – LINDOP.

Illinois Sex Offender Registry The Illinois State Police maintains a statewide Sex Offender Database, accessible on the Internet, identifying persons who have been convicted of certain sex offenses and/or crimes against children and must register as a Sex Offender. Parents may access this information at the following website: http://www.isp.state.il.us/sor/

Mandated Reporting of Suspected Child Abuse School employees are mandated by Illinois law and District policy to report all suspected child abuse or neglect to the Department of Child and Family Services (DCFS). If they have cause to believe a child has been abused or neglected please they will consult with the health aide, the social worker, or the principal. A call will then be made to DCFS. At least one staff member designated by the principal must be present when a DCFS staff member interviews a student.

Child Abuse ACKNOWLEDGMENT OF THE STATUTORY REQUIREMENT THAT SCHOOL PERSONNEL REPORT SUSPECTED CASES OF CHILD ABUSE AND NEGLECT, AS SET FORTH IN THE ILLINOIS ABUSE AND NEGLECTED CHILD REPORTING ACT ILL. REV. STAT. 1985, CH. 23, PAR. 2051 ET SEQ.

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Any school personnel, including teachers, administrators, nurses, social workers and psychologists, who have reasonable cause to believe a child, known to them in their professional capacity, may be an abused or neglected child is required by law to immediately report the case to the Department of Child and Family Services (DCFS). An "abused child" is one whose parent, or immediate family member, or other person responsible for the child's welfare, or any individual residing in the same home, or a paramour of the child's parent, inflicts upon or creates a substantial risk of physical or emotional injury to the child, commits a sex offense against the child, or commits torture or inflicts excessive corporal punishment upon the child. A "neglected child" is one whose parent or other person responsible for the child's welfare fails to provide the child with the necessary care and support, such as nourishment, medical care, education as required by law, clothing and shelter, or who is abandoned. A child may not be considered abused or neglected solely because a parent or guardian, in good faith, depends upon spiritual prayer alone for the treatment of disease. A report of suspected child abuse or neglect must be made orally to the DCFS either by calling the statewide 24-hour child abuse hotline number (1-800-252-2873) or by contacting the nearest DCFS office by telephone or in person. The oral report must be confirmed in writing to the appropriate Child Protective Service Unit within 48 hours. School personnel should, but are not required to, inform the school principal that they have reported a suspected abuse or neglect case to DCFS.

Sexual Harassment Sexual harassment is strictly prohibited. An employee, district agent, or student engages in sexual harassment whenever he/she makes unwelcome sexual advances, requests for sexual favors, or engages in other verbal or physical conduct of a sexual or sex-based nature, imposed on the basis of sex that denies or limits the provision of educational aid, benefits, services, or treatment; or that makes such conduct a condition of a student’s academic status, or staff member’s ability to perform; or has the purpose or effect of: • • • • •

substantially interfering with a student’s educational environment; substantially interfering with a staff member’s working environment; creating an intimidating, hostile, or offensive educational environment; depriving a student of educational aid, benefits, services, treatment, or making submission to or rejection of such unwelcome conduct the basis for academic decisions affecting a student or staff member.

The terms “intimidating”, “hostile”, and “offensive” include conduct, which has the effect of humiliation, embarrassment or discomfort. Examples of sexual harassment include unwelcome touching, crude jokes or pictures, discussion of sexual experiences, teasing related to sexual characteristics and spreading rumors related to a person’s alleged sexual activities. Complaints will be kept confidential to the extent possible given the need to investigate.

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DISTRICT  POLICIES  &  PROCEDURES   Rights Against Discrimination Students, parents/guardians, employees or community members may file a complaint with the District’s Complaint Manager, Principal, in accordance with the established grievance procedure, if they believe that the School Board or its employees or agents have violated their rights guaranteed by the State or Federal statute, Board policy, or have a complaint regarding: ü Title II of the American with Disabilities Act; ü Title IX of the Education Amendments of 1972; ü Section 504 of the Rehabilitation Act of 1973; ü Claims of sexual harassment under the Illinois Human Rights Act, Title VII of the Civil Rights Act of 1964, and Title IX of the Education Amendments Act of 1972; ü The misuse of funds received for services to improve educational opportunities for educationally disadvantaged or deprived children; or ü Curriculum, instructional materials, or programs. The Complaint Manager will attempt to resolve the complaint as promptly and equitably as possible.

Drugs/Alcohol and Tobacco Policy The use, possession, distribution, purchases, or selling of illegal drugs or controlled substances, look-alike drugs and drug paraphernalia is strictly prohibited. Students who are under the influence of either drugs or alcohol are not permitted to attend school or school-related activities. Disciplinary action, consistent with local, State and Federal laws, up to and including expulsion will be imposed on students who violate the standards of conduct. Students violating these standards will also be referred to the Broadview Police Department. Information on drug and alcohol counseling and rehabilitation programs is available by calling Pro Care Center, formerly Proviso Family Services, at 708410-0615.

Resolution of Parent/Guardian Concerns If a parent/guardian has a concern regarding the educational experience of his/her child or in how his/her child is being treated at school, the following procedure is recommended: •

• • •

Step One: Bring the concern to the individual most immediately involved in the situation and, therefore, most able to resolve the concern. Under most circumstances, this would be the child’s teacher who is directly responsible for the instructional program. Step Two: If the concern is not resolved by Step One, or if the individual feels it is inappropriate to follow Step One, the concern is to be brought to the Assistant Principal or Principal. Step Three: If the concern is not resolved by Step Two, or if the individual feels it is inappropriate to follow Step Two, the concern should be brought to the Superintendent. Step Four: If the concern is not resolved by Step three, the concern is may be brought to the Board of Education.

In all cases, the individual will be given every opportunity for explanation and presentation of the facts, as he/she perceives them. All concerns will be handled in an expeditious manner. Complaints will be kept confidential to the extent possible given the need to investigate.

 

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Lindop School Board of Education Policies The Lindop Board of Education has adopted policies in alignment with Illinois School Code to ensure the effective implementation of procedures and protocols for creating a safe learning environment for all students. The following policies support the expectations and consequences as outlined in this document and all of the Board Policies are available in an online format on the District’s website: http://www.lindop92.net 2:260 – Uniform Grievance Procedure 5:230 – Maintaining Student Discipline 6:65 – Student Social and Emotional Development 6:110 – Programs for Students At Risk of Academic Failure and/or Dropping Out of School and Graduation Incentives 6:270 – Guidance and Counseling Program 7:20 – Harassment of Students Prohibited 7:70 – Attendance and Truancy 7:130 - Student Rights and Responsibilities 7:140 - Search and Seizure 7:150 – Agency and Police Interviews 7:160 – Student Appearance 7:170 - Vandalism 7:180 - Preventing Bullying, Intimidation, and Harassment 7:190 - Student Discipline 7:200 - Suspension Procedures 7:210 - Expulsion Procedures 7:220 – Bus Conduct 7:230 – Misconduct by Students with Disabilities 7:240 – Conduct Code for Participants in Extracurricular Activities 7:250 – Student Support Services 8:30 – Visitors to and Conduct on School Property

 

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