Parent'&'Student' Handbook'

Lindop School District #92

Parent'&'Student' Handbook' 201342014'School'Year'

2400$South$18th$Avenue$$$$$$$$$$$$$$$$$ Broadview,$IL$60155$ 708.345.3110$

! Board of Education Officers Carla Joiner-Herrod President Narvin Muhammad Vice President Penny Williams-Wolford Secretary

Members Princess Dempsey Rebecca Josefek Tonya Taylor Tamara Whitfield

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Administrative Team J. Kamala Buckner, Ph.D. Interim Superintendent Sonya Spaulding, Ed.D. Principal/Assistant Superintendent Joshua Eliscu Director of Technology Dennis Gress Director of Business Operations Assistant Principal George Huff, Jr. Evangeline Jones District Secretary Noreen D. Lewis Educational Administrative Assistant Cindy Tough Financial Administrative Assistant

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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 learn and achieve. 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, 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 fort 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 to 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 2013-14 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 toward our commitment to becoming a high achieving school. Sincerely, Sonya Spaulding, Principal/Asst. Superintendent

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TABLE!OF!CONTENTS! STUDENT EXPECTATIONS & SUPPORTS Hallway Expectations Bathroom Expectations Café Expectations “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

10 11 11 13 14 16 17 18

STUDENT RIGHTS & RESPONSIBILITIES Student Bicycles Student Rollerblades, Skateboards Heelys Student Items Not Allowed at School Smart & Cell Phones Lockers Lost or Damaged Textbooks Lost & Found School Supplies Classroom Rules and Expectations

21 21 21 21 22 22 22 22 22

PARENT RIGHTS & RESPONSIBILITIES Enrollment Communication Student Records

23 24 26

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 Sixth Grade Expectations Seventh Grade Expectations Eighth Grade Expectations Grading Weighting Scale for Grades Homework and Home Learning Time

27 27 28 29 30 31 32 33 34 35 36 37 37 37

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Accepting Late Assignments Due to Suspensions Dues to Absences Missing Assignments Honor Roll Midterm Progress Reports Open House Trimester Report Cards Parent/Guardian-Teacher Conferences Promotion Policy Student Recognition Student Athletic Eligibility Participator Spectator Field Trips Anticipated Field Trips

38 38 38 38 39 39 40 40 40 40 40 41 41 41 41 41

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 Breakfast & Lunch Nutrition Programs

42 42 42 42 42 43 43

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

46 46 46 46 47 47 47

STUDENT SAFETY Emergency School Closing Arrival & Dismissal Before School Playground Supervision Walkers Traffic Guidelines Crossing Guards

48 48 48 48 49 7

Entrance/Exit Doors Medications Illness/Accident Procedures Insurance Staying After-school Evacuation Drill Lockdown Bus Evacuation Fire Drills Tornado Drills Illinois Sex Offender Registry Building Security Mandated Reporting of Suspected Child Abuse Child Abuse Sexual Harassment

49 49 49 50 50 50 50 51 51 51 51 51 51 51 52

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

53 53 53

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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 Illinois Standards Achievement Tests (I.S.A.T.) scores. 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: • Model the above expectations. • Enforce all school expectations fairly and consistently. • Show respect and courtesy through words and actions. 9

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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 • When in line or walking to class uphold “hands off” policy 10

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 ! Enter quietly, and proceed to get your lunch from the serving area ! Use appropriate language such as “please” and “thank you”

Responsible ! Remain in line until you receive your lunch and you are seated ! Remain in your seat for the duration of the lunch period ! Have your lunch card ready

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

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

! Use your manners; do not talk with your mouth full ! Keep hands and feet to yourself Responsible ! Keep floors and tables clean by keeping your wrappers and food on your tray ! Throw out garbage when receptacles are brought to you ! Clean up spills or ask for help from lunch 11

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

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Accountable

! Raise your hand for assistance and permission Accountable

! Sit only at your assigned homeroom’s table

! Eat ONLY your own food

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

! 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 • •

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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. Students are to stop playing immediately upon hearing the bell or whistle and line up in a safe and orderly manner. 12

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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] Students thrive when parents, teachers, community members, school board members and administrators work toward common goals. Optimal teaching and learning takes place in a safe, orderly environment. Our mission is to provide a high quality education that inspires each student to become a self-disciplined, passionate lifelong-learner who is equipped to flourish in an ever changing global society. This is achieved through partnerships based on mutual respect and shared accountability. Our goal at Lindop is to create a positive learning environment in which students feel safe, both, emotionally and physically. An 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. 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: 13

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; 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.

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

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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).

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Trimester Celebrations – Students who have completed an entire quarter 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).

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Tiger Paw Store – Students may purchase items from the Tiger Paw Store during their lunch period on a daily basis.

PBIS Calendar of Events 2013-2014 Friday

August 30th

Tiger Paw Raffles *In the café during each lunch period

Wednesday: SIP Day Friday Thursday: SIP

September 18th September 27th October 31st

Anti-Bullying Assemblies Tiger Paw Raffles Tiger Paw Parties Tiger Paw Raffles

Friday

November 8th

Trimester 1 Celebration *students with zero referrals from trimester 1 invited

Friday Friday: Early Dismissal Friday: SIP Day Friday Friday: SIP Day

November 22nd December 20th January 17th January 31st February 14th

Tiger Paw Raffles Tiger Paw Raffles Spelling Bee & Tiger Paw Parties Tiger Paw Raffles Trimester 2 Celebration *students with zero referrals from trimester 2 invited

Wednesday Friday: SIP Day

February 26th March 21st

Tiger Paw Raffles Career Day & PBIS Assemblies Tiger Paw Raffles

Thursday: SIP Day Wednesday Friday: SIP Day

April 17th April 30th May 16th

Tiger Paw Parties Tiger Paw Raffles Trimester 3 Celebration *students with zero referrals from trimester 3 invited

Friday: Last Day, Early Dismissal

May 30th

Last Day of School " Field Day Tiger Paw Raffles

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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.*

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“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!(faceGtoGface)!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.! ! After7School!Detention! Students! will! be! issued! an! afterGschool! 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!3:20G4:20!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! afterGschool! 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.!! ! Out7of7School!Suspension!(OSS)! One! of! the! interventions! that! may! be! assigned! by! the! administration! is! the! OutGofGSchool! 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!reGenrolling!in!school!and!those!referred!by! the!principal!due!to!disruptive!behavior!(e.g.!Regional!Safe!School).!They!use!low!teacherGstudent!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.!! $

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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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

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 Body Deodorant or Sprays For safety purposes, spray deodorant or body sprays are 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.

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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.

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.

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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. 23

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

FEES

PE UNIFORMS

K-3 4-5 6-8

$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. 24

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, 2013 and February 27, 2014. 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. Volunteering 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. To volunteer in your child’s classroom or chaperone a field trip, you must have cleared a current fingerprinting & background check. 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 25

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. Kiousis’ 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. 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. 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. 26

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.

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

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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. Word list.

G. Listening and Speaking • • • •

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.

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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. Word list.

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.

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Second Grade Accomplishments Student Literacy Expectations

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. Word list.

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.

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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. 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. • Word list. 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.

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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. 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. • Word list. 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.

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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. 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. Word list.

• • • 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.

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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. 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. Word list.

• • • 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. Contributes meaningfully and politely to small and large group discussions with relevant responses, and respectful listening behaviors.

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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. • • • • • • • • • D. • • • • • • • •

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. Word list. 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.

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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. • Word list. 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. 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.

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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 will be reviewed with the students and parents at the beginning of the school year. 3. Report cards in grades K–2 will use a skills-based grading system, which is more developmentally appropriate than letter grades. Students will be graded as 3 = Secure/Proficient, consistently demonstrating skill, 2 = Developing/Apprentice, progressing toward skill, and 1 = Beginning/Novice, skill not yet demonstrated. 4. Report cards in grades K- 8 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. A grade of “Incomplete” is given instead of a trimester grade when the student has outstanding work due to recent absences. The incomplete work must be made up within two weeks of the completion of the grading period or the child’s return to school. 6. 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. 7. 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 K – 8th) Each quarter, teachers should ensure that a minimum of ten grades exist for 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: • Assessments and Projects 40% (We encourage differentiation of assessments to address various learning styles and strengths.) • Participation & Class Work 50% • Homework 10%

Homework and Home Learning Time 1. Homework is part of the District’s instructional program and has the overarching goal of increasing student achievement. Homework is assigned to further a student’s educational development and is an application or adaption of a classroom experience. Homework is used to reinforce and apply 37

previously covered concepts, principles and skills. It is to be an application or adaptation of a classroom experience, of appropriate frequency and length, and not to be assigned for disciplinary purposes. Moreover, homework serves as a communication link between the school and parents/guardians. It encourages independent thought, self-direction and self-discipline and must be meaningful, purposeful and engaging work. 2. 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 3. 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. 4. Each grade level, in collaboration with the administration, will be responsible for defining its homework guidelines and practices. 5. 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. 6. 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. 7. 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. 8. Homework Hotline is an automated system whereby students may call to obtain his/her daily homework assignments.

Accepting Late Assignments •

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. When a student receives an out-of-school suspension, he/she will be required to carry all of their textbooks home. Upon returning from outschool suspension, students will be expected to hand in their work and receive full credit for all assignments completed during their suspension. 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).

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•

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) 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. ! •

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$$ September$27,$2013$$ Distributed!to!students!on!! October!11,!2013! ! Midterm$–$2$ December$20,$2013$ Distributed!to!students!on!! January!17,!2014! ! Midterm$–$3$ April$4,$2014$ Distributed!to!students!! on!April!17,!2014!

Trimester!Due!Dates! Trimester$–$1$ November$6,$2013$ Distributed!at!Parent/Teacher!Conferences!! from!1G8pm!on!November!25,!2013! ! Trimester$–$2$ February$13,$2014$ Distributed!at!Parent/Teacher!Conferences!! from!1G8pm!on!February!27,!2014! ! Trimester$Q3$$ May$17,$2014$ Distributed!to!students!on!the!last!day!of!school!! on!May!30,!2014!!

Awards'Assemblies:!!Trimester!1:!Nov.!22nd,!Trimester!2:!March!17th,!Trimester!3:!May!29th!! 39

Open House Open House for all Lindop students will be on Tuesday, September 10, 2013. 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. (Everyone)

6:30 – 7:00 p.m.

General session in gym

(Teachers)

7:00 – 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 25, 2013 Trimester – 2: February 27, 2014 Trimester -3: Distributed to students on the last day of school

Promotion Policy • • •

• •

• •

In compliance with State law, the Lindop School Board 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 strong 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 tutorial on a daily basis. The parent of the student will be informed and a plan agreed upon to encourage student to put forth greater effort towards achievement. 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. MAP tests allow with other assessments will be considered in determining readiness for promotion.

Student Recognition Students will be recognized for their honor roll, attendance, achievement and participation in extracurricular activities, athletics, band, choir, Lindop Spelling Bee, 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. 40

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 2.5 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 week. If at any time an athlete’s GPA drops below a 2.5, 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. Anticipated Field Trips - 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 3.0 by the end of Trimester 2 (February 13th) will not be invited to attend the trip to Springfield or to Washington D.C.

! ! ! ! ! ! 41

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 a before school a remediation program targeting students in grades K8 who are struggling to obtain a “B” average. Students are recommended to academic support sessions by their teacher/s. The program operates for one hour before school Monday through Thursday until the student raises their grade to a “B” 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 teach in alignment w/CCSS. Teachers should make every effort to encourage parental support but cannot mandate student participation.

Extra-Curricular and Before-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. Potentially some 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 # Lindop School employs a full-time Social Worker to provide social and emotional assistance for IEPs and support to students, parents and staff.

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

# 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 (GLITs) 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.

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

10:56am – 11:36am 11:38am – 12:18pm 12:20pm – 1:00pm

You may www.lindop92.net 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. All orders must be placed online. No orders or payments will be taken at school. 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. 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.

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All documents must be saved under students’ network accounts.

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

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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. If your child experiences frequent non-excused absence you will receive a Truancy Notice from the criteria set forth by West 40.

Tardiness Your child will be considered tardy if he/she is not in his/her first period classroom between 8:30 and 8:40 a.m. If your child arrives after 8:40 a.m. he/she is considered “tardy” and should enter the 4th/5th grade door and obtain a 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 West Cook County Regional 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: Wednesday, August 21, 2013 - Dismissal at 1:30pm – 1st DAY OF SCHOOL Wednesday, September 18, 2013 – Dismissal at 11:45am Thursday, October 31, 2013 – Dismissal at 11:45am Friday, December 20, 2013 - Dismissal at 1:30pm Friday, January 17, 2014 – Dismissal at 11:45am Friday, February 14, 2014 – Dismissal at 11:45am Friday, March 21, 2014 – Dismissal at 11:45am Thursday, April 17, 2014 – Dismissal at 11:45am Friday, May 16, 2014 – Dismissal at 11:45am Friday, May 30, 2014 – 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 8:15 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 8:15 a.m. Only on days of inclement weather or upon special requests by teachers will your child be allowed to enter the building before 8:30 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 8:30 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 25 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 – 9:00 a.m. and 3:00 – 4:00 a.m., 15th 48

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. Only students who arrive to school after 8:40 a.m. or have an early dismissal will enter/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 – 9:00 a.m. and 3:00 – 4:00 a.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 8:00 to 8:50 a.m. and from 3:10 to 3:35 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 8:40 a.m. or having an early dismissal should enter/exit from the main office door (North 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 49

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 district 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 Broadview fire department, located at 14th Street and 25th Avenue. Grades will follow in order (eighth grade, seventh grade, sixth grade, etc.). When students arrive at the fire department, 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 is unsafe to return, parents will be notified and directed to pick students up at the fire department.

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. Lindop administration is worker closing with the Broadview Police Department to develop drills & procedures in the event of an intruder or other emergency. The police maybe present during these preannounced drills. 50

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 The Lindop administration works closely with the Broadview Fire Department to develop drills and procedures in the event of a fire or other emergency. 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 is not permitted to allow 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 24hour 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/. There is a link to this site located on the Lindop website.

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 they will consult with the health aide, the social worker, and 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, parent 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: ! Title II of the American with Disabilities Act; ! Title IX of the Education Amendments of 1972; ! Section 504 of the Rehabilitation Act of 1973; ! 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; ! The misuse of funds received for services to improve educational opportunities for educationally disadvantaged or deprived children; or ! 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: •

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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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