Meeting Agenda Board of Education ♦ Niles Township High Schools ♦ District 219 April 2, 2013
I. Call to Order and Roll Call (7:45 p.m.) II. Closed Session To discuss the appointment, employment, compensation, discipline, performance, or dismissal of employees, collective bargaining, purchase of property, security procedures, student disciplinary cases, the placement of individual students in special education programs and other matters related to individual students and pending litigation. III. Pledge of Allegiance IV. Changes / Additions to the Agenda V. Audience to Visitors (on agenda items only) VI. Student Representative Comments Niles North – Yuliya Yukhvidin Niles West - Lyba Zia VII. Community Representative Comments VIII. Approval of Consent Agenda − Monthly Bills and Payroll − Personnel* − Minutes of the March 11, 2013 Board of Education Meeting-Open and Closed* − GlobalScholar EXCEED RTI Implementation − Acceptance of Donation – Observatory West − Day Care Agreement – NTFT and Children’s Learning World IX. Superintendent’s Report Principals’ Report X. Board Members’ Comments XI. Board Committee Reports XII. Business − Policy and Procedural Changes – 2nd Reading (Discussion and Action) − Graduation Calendar 2014-15 (Discussion and Action) − Board Meeting Dates (Discussion and Action) − Student Fees (Discussion and Action) − Explore Score Data (Discussion) − Comprehensive Annual Financial Report (Discussion and Action) XIII. Old Business XIV. New Business XV. Audience to Visitors (on items related to District business) XVI. Information Items − Freedom of Information Act Requests XVII. Closed Session (if needed) XVIII. Adjournment *Denotes items for Board members only Upcoming Board of Education Meeting Dates Monday, May 6, 2013
03/26/13 12:33 PM
School Board Niles Township District 219, Cook County, Illinois MINUTES Monday, March 11, 2013 The meeting was held in the Board Room of the District Office located at 7700 Gross Point Road, Skokie, Illinois. I. Call to Order and Roll Call Board President Robert Silverman called the meeting to order at 6:30 p.m. Board Members present at roll call: Sheri Doniger, Carlton Evans, Jeffrey Greenspan, Robert Silverman, Eileen Valfer. Absent: Ruth Klint, Lynda Smith II. Closed Session It was moved by VALFER and seconded by EVANS to recess into closed session to discuss the appointment, employment, compensation, discipline, performance, or dismissal of employees, collective bargaining, purchase of property, security procedures, student disciplinary cases, the placement of individual students in special education programs and other matters related to individual students and pending litigation. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. The Board recessed into closed session at 6:35 p.m. III. Open Session It was moved by DONIGER and seconded by EVANS to return to open session. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. IV. Recall to Order Mr. Silverman recalled the meeting to order at 7:58 p.m. The Pledge was recited. V. Changes / Additions to the Agenda Added to the Consent Agenda were the Green Personnel Handout and Student Discipline Case No. 2013-S04. VI. Audience to Visitors (on agenda items only) No one asked to speak. VII. Student Representative Comments Niles West - Lyba Zia The Orchesis performance was phenomenal. DECA won State competition and 25 students qualified for Nationals in California. Niles West qualified for the IHSA State Science Fair competition and two finalists will be going to ISEF (International Science and Engineering Fair) in Phoenix in May. Upcoming events include an Art Show, Showcase of Bands, Festival of Orchestra and the Science Olympiad. Due to snow, Breakfast with the Board was canceled and is rescheduled for April 3. VIII. Community Representative Comments No one asked to speak.
Meeting Minutes of March 11, 2013
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IX. Approval of Consent Agenda It was moved by DONIGER and seconded by VALFER to approve the Consent Agenda as amended. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. Included in the Consent Agenda were: − Monthly Bills and Payroll in the amount of $8,567,130.42. − Personnel − Approved the following certified staff leave of absence for the 2013-2014 school year: POSITION/LOCATION TYPE OF LEAVE LEAVE FTE NAME Foster, Carrie Special Education – Central Family Care – Unpaid .2 Koch-Matalas, Amy Special Education – North Family Care – Unpaid 1/28/2013 – 1/16/2014 Protus-Edelstein, Science – West Family Care – Unpaid .25 Cindy .40 Rusk, Daniel Mathematics – West Family Care – Unpaid − Approved the resignation of the following certified staff: NAME POSITION EFFECTIVE Zussman, Eva Mathematics / North 6/7/2013 Whitefield, Elliot Special Education / West 6/7/2013 − Approved the retirement of the following support staff: NAME POSITION Neitlich, Debbie Executive Secretary for Fine Arts/North
EFFECTIVE 6/30/2017
− Approved the employment of the following part-time/temporary staff for the 2012-13 school year: NAME POSITION/LOCATION RATE DATE Bhaila, Mustafa Textbook Center / North $8.25/Hr. 3/11/2013 Cardona, Emily Science Lab Assistant / West $8.25/Hr. 3/11/2013 Howe, George Weight Room / West $12.00/Hr. 6/10/2013 Textbook Center / North $8.25/Hr. 3/11/2013 Kreisheh, Maggie Oline, William Weight Room / West $12.00/Hr. 6/10/2013 Patel, Riyaben Main Office Student Asst. / West $8.25/Hr. 3/11/2013 Pusateri, Amanda Stagehand / West $8.25/Hr. 3/11/2013 Siroko, Josh Weight Room / West $12.00/Hr. 6/10/2013 Thai, Adam Main Office Student Clerk / West $8.25/Hr. 3/11/2013 Zafar, Bisma Textbook Center / North $8.25/Hr. 3/11/2013 Nissan, Ashour Textbook Center / North $8.25/Hr. 3/11/2013 −
Approved administrative and associate contracts for the following administrators for the 2013-2014 school year: NAME POSITION SALARY EFFECTIVE Babakhani, Antwan Dean of Students, 195 days $97,185.00 7/1/2013-6/30/2015 Brown, Henry Dean of Students, 195 days $106,253.40 7/1/2013-6/30/2015 Deeney, Joseph Legal Associate, 260 days $91,800.00 7/1/2013-6/30/2015 Edelson, Lisa Education to Career Coordinator, 152 $55,941.73 7/1/2013-6/30/2015 days $114,509.76 7/1/2013-6/30/2015 Frampton, John Niles Central Principal, 205 days Griffin, Kendall Assistant Principal for Operations, 260 $127,617.00 7/1/2013-6/30/2015 days Assistant Athletic Director, 260 days $69,647.89 7/1/2013-6/30/2015 Laux, Terri Lothian, Rebecca Director of Programming & Applications $109,350.52 7/1/2013-6/30/2015 Services, 260 days Maniscalco, Dominico Human Resource Generalist, 260 days $75,043.50 7/1/2013-6/30/2014
Meeting Minutes of March 11, 2013
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Murphy, Edmund Orlove, Seth Pinkard, Michele Roloff, Anne
$138,947.89 $71,450.00 $62,914.50 $166,361.00
7/1/2013-6/30/2014 7/1/2013-6/30/2014 7/1/2013-6/30/2014 7/1/2013-6/30/2015
Rull, Kristine
Director of Foreign Language, 205 days Aquatics Director, 260 days Payroll Coordinator, 260 days Assistant Superintendent for Curriculum and Instruction, 260 days Chief Financial Officer, 260 days
$169,950.00
7/1/2013-6/30/2015
Stephenson, Joaquin Tinsley, Alana Vogler, Dale
Director of Physical Welfare, 205 days Associate Dean, 260 days Director of Human Resources, 260 days
$105,000.00 $59,000.00 $140,143.00
7/1/2013-6/30/2015 7/1/2013-6/30/2014 7/1/2013-6/30/2015
Walls, Lanee Wojtulewicz, Megan
Director of Special Education, 205 days Associate Dean, 260 Days
$112,530.00 $75,000.00
7/1/2013-6/30/2015 7/1/2013-6/30/2014
− Approved the employment of the following support staff for the 2012-2013 school year: POSITION FTE EFFECTIVE NAME Kaczynski, Erik Para Math– P1 / Step 1, 186 days 1.0 3/18/2013 − Approved the following support staff leave of absence for the 2013-2014 school year: NAME POSITION/LOCATION TYPE OF LEAVE LEAVE FTE Karottu, Aby Paraprofessional, Special Ed / West Continued Education 1.0 (first semester only) − Approved the following employment actions: CASE # DISCIPLINARY ACTION 2013-E02 Suspension without pay one (1) day 2013-E03 Suspension without pay two (2) days
EFFECTIVE 3/13/2013 3/13&14/2013
− Approved the employment of the following stipend positions for the 2012-2013 school year: NILES WEST NAME Boys Soccer, Assistant *Porter, Christine (.25) Girls Basketball, Assistant *Anderson, Chamissa (.25) Science Olympiad, Assistant Crowe, Kevin (.5) *Indicates not a District 219 employee −
Approved the employment of the following substitute teacher for the 2012-2013 school year: Nissenberg, Heather
− Approved the Minutes of the February 11, 2013 Board of Education Meeting-Open and Closed sessions. − Student Discipline Case No. 2013-S03 Accepted the hearing officer’s report and approved the Stay of Recommendation to Expel providing the student attends Ombudsman until the end of the 2012-2013 school year. Student is not allowed on the premises of grounds of either Niles West or Niles North High Schools. − Student Discipline Case No. 2013-S04 Accepted the hearing officer’s report and approved the Stay of Recommendation to Expel providing the student attends Ombudsman through two calendar years and obtains enough credits to graduate. Student is not allowed on the premises of grounds of either Niles West or Niles North High Schools. − Donation Accepted the monetary donation of $500 from Chess-Ed for the Niles West Chess Team. − Proposed FY14 Budget Calendar Authorized the Business Office to begin preparation of the FY2014 budget in tentative form and adopted the Proposed FY2014 Budget Calendar as presented, subject to any changes in Board meeting dates. − Sungard Pentamation Upgrade Authorized the purchase of the Pentamation Systems eFinance Plus at a cost not to exceed $40,626. Meeting Minutes of March 11, 2013
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− Extended Warranty for Dell Servers – March 2013 Authorized the purchase of Extended Warranty for Dell Servers at a cost not to exceed $27,657.25. X. Superintendent’s Report Dr. Gatta announced that the second town Hall Meeting would be held at 7 pm on Wednesday, March 13. This would be the Superintendent’s Finance Address to the community. School Fees would also be addressed. The third town hall meeting will take place on Thursday, April 4 at 7 pm. The topic is Raising Teens? We’ve
got Answers.
Principals’ Report Dr. McTague highlighted athletics and fine arts events. He stated that Dan Horyn was chosen for the MIT Inspirational teacher award. Mr. Osburn gave updates on academics, athletics and fine arts. He invited everyone to attend Sing Strong, an international a cappella group, to perform and conduct workshops. He then highlighted Lyba Zia for being chosen as a Moose Youth for Illinois winner participating in national competition. XI. Board Members’ Comments Mr. Greenspan and Dr. Doniger presented at the Green Schools Conference. The video used for their presentation was shown. Mr. Evans said Breakfast with the Board at Niles North was great, he got to tour the building and watched the basketball team. Mr. Silverman also attended Breakfast with the Board at Niles North and was very impressed with the questions and conversation. He also stated the Niles West play, The Importance of being Earnest, was great. XII. Board Committee Reports Policy Committee: Dr. Doniger stated there was a first and second reading being presented. Facility Committee: Mr. Greenspan stated items under discussion are traffic study at Niles West, the Observatory which is on tonight’s agenda and the development of a new five-year capital plan. XIII. Business − Policy and Procedural Changes – 2nd Reading It was moved by DONIGER and seconded by EVANS to approve the Policy and Procedural changes presented for second reading. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. Included in the second reading: Number Name 2:20 Powers and Duties of the Board of Education 2:20-E Exhibit: Waiver and Modification Request Process 2:125 Board Member Expenses 2:260-AP Administrative Procedure: Guidelines for Investigating Complaints and Allegations of Misconduct 2:260-AP1 Administrative Procedure: Nondiscrimination Coordinator and Complaint Manager 4:60-AP1 Administrative Procedure: Purchases 5:280 Duties and Qualifications 6:60 Curriculum Content 6:280-AP3 Administrative Procedure: Grading Meeting Minutes of March 11, 2013
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6:310-E5 7:20 7:50-E1 7:180 7:180-AP1 (NEW) 7:325-E3 7:340 7:340-AP 7:340-E1 7:340-E2 7:340-E3 7:340-E4 7:340-E5 7:340-AP2 (NEW) 7:340-AP2,E1 (NEW) 8:40-AP2
Exhibit: Off-Campus Research Authorization Harassment of Students Prohibited Exhibit: Birth Certificate Affidavit Preventing Bullying, Intimidation and Harassment Administrative Procedure: Mandatory Reporting of Hazing Exhibit: Fund-Raising Final Accounting and Evaluation Report Student Records Administrative Procedure: School Student Records Exhibit: Notice to Parent(s)/Guardian(s) and Students of Their Rights Concerning a Student’s School Records Exhibit: Consent for Release of Student Records Exhibit: Using a Photograph or Video Recording of a Student Exhibit: Parent Letter on Release of Student Information to the Military Exhibit: Parent Letter on Release of Student Information to Postsecondary Educational Institutions Administrative Procedure: Storage and Destruction of School Student Records Exhibit: Letter Containing Schedule for Destruction of School Student Records Administrative Procedures: Admission to Athletic Events
− Policy and Procedural Changes – 1st Reading Discussion ensued regarding changing the grade point system from eight points to four points. Mr. Jerry Pope, District 219’s National College Advisor, explained that using the eight point system has been detrimental to our students applying for college admission as the colleges and universities use the four point system and do not understand the eight point system. His presentation clarified the reason for the requested change. He also explained that the plan is to start recalculating all student grades on the four point scale beginning next year. − Technology Purchase for Board Goal #3-Class of 2017 Mr. Ballard, District 219’s Chief Technology Officer, stated that in accordance with the Board of Education’s third goal, Anywhere/Anytime Learning to engage students in anywhere/anytime learning by providing laptop computers to expand their learning opportunities. He highlighted the reasons for having all students using the same device. The Technology Department reviewed and tested specifications of several different mobile devices and recommends the Samsung Chromebook. It was moved by DONIGER and seconded by GREENSPAN to approve the purchase of Samsung Chromebooks and bags for a total cost not to exceed $291,250. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. − Observatory at Niles West It was moved by VALER and seconded by DONGIER to approve the construction of an observatory at Niles West during the summer of 2013, contingent upon the donation of $70,000 from community member John Slater. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. XIV. Old Business There was no old business. XV. New Business There was no new business. Meeting Minutes of March 11, 2013
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XVI. Audience to Visitors (on items related to District business) No one asked to speak. XVII. Information Items: − Freedom of Information Act Requests There were no requests for information. − The Monthly Financial Report was reviewed. XVIII. Adjournment It was moved by DONIGER and seconded by VALFER to adjourn the meeting. A roll call vote was taken. Voting Aye: Doniger, Evans, Greenspan, Silverman, Valfer. The motion carried. The meeting adjourned at 9:30 p.m.
President
Meeting Minutes of March 11, 2013
Secretary
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Office of the Superintendent Date:
April 2, 2013
To: From: Subject:
Board of Education Dr. Nanciann Gatta Day Care Facility
MOTION: I move the Board of Education approve the agreements with the Niles Township Federation of Teachers and Children’s Learning World regarding day care facilities at Niles North and Niles West.
POLICY AND PROCEDURAL CHANGES: SECOND READING April 2, 2013 Board of Education Meeting All recommended changes have been reviewed by the Board on first reading March 11, 2013. Section 3 (School Administration) Number 3:20
Name Organizational Chart
Proposed Change Updated based on Administrative recommendation
Section 4 (Operational Services) Number Name 4:160-AP1 Administrative Procedure: Environmental Quality of Buildings and Grounds
Proposed Change Nonsubstantively updated.
Section 5 (Personnel) Number 5:20-AP1
Name Administrative Procedure: Sample Questions for Conducting the Internal Sexual Harassment in the Workplace Investigation 5:40 Communicable and Chronic Infectious Disease 5:170-AP1 Administrative Procedure: Copyright Compliance
Proposed Change Nonsubstantively updated.
Update to legal references. Nonsubstantively updated. Deletion of incorrect reference to Appendix.
Section 6 (Instruction) Number 6:282 6:300 6:310
Name Weighted and Unweighted Grades and Grade Point Averages Graduation Requirements
Proposed Change Updated to reflect administrative recommendation for change. Updated to reflect requirement of 3 years of science. Credit for Alternative Courses and Updated to exclude Illinois Virtual High School Programs, and Course from the limit of outside credits which may be Substitutions counted toward a student’s high school diploma.
Section 8 (Community Relations) Number 8:30
Name Visitors to and Conduct on School Property
Proposed Change Nonsubstantively updated.
Niles Township High School District 219
3:20 Page 1 of 1
General School Administration Organizational Chart ȱ Current Org Chart See Proposed Org Chart on next page
ȱ ȱ
Niles Township High School District 219
3:20 Page 1 of 1
ȱ Proposed Org Chart
ȱ ADOPTED:
October 18, 2010
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4:160-AP1 Page 1 of 4
Operational Services Administrative Procedure: Environmental Quality of Buildings and Grounds A hazardous and/or infectious material is any substances, or mixture of substances, that constitute a fire, explosive, reactive, or health hazard. The following are examples of such materials: •
Any item contained in the definition of “toxic substance” in the Toxic Substances Disclosure to Employees Act (820 ILCS 255/) • An item or surface that has the presence of, or may reasonably be anticipated to have the presence of, blood or other bodily fluids • Non-building related asbestos materials • Lead and lead compounds (included in school supplies, i.e., art supplies, ceramic glazes) • Compressed gases (natural gas); and explosive (hydrogen), poisonous (chlorine), or toxic gases (gases such as carbon monoxide) • Solvents (gasoline, turpentine, mineral spirits, alcohol, carbon tetrachloride) • Liquids, compounds, solids or other hazardous chemicals which might be toxic, poisonous or cause serious bodily injury • Materials required to be labeled by the Department of Agriculture or the EPA (pesticides, algaecide, rodenticide, bactericides) • Regulated underground storage tank hazardous materials (including diesel fuel, regular and unleaded gasoline, oil (both new and used), and propylene glycol) The Director of Buildings and Grounds Facility Manager is responsible for compliance with State and federal law, including the Toxic Substances Disclosure to Employees Act (820 ILCS 255/1), and shall: 1. Maintain a perpetual inventory of hazardous materials. 2. Make available inventory lists to the appropriate police, fire, and emergency service agencies. 3. Compile Material Safety Data Sheets (MSDS) for each toxic substance used, produced, or stored which an employee may be exposed, and display them in a prominent area, prior to ordering or receiving a toxic substance. The data sheets will be maintained and updated when necessary. 4. Submit to the Director of the Illinois Department of Labor, as required, an alphabetized list of substances, compounds, or mixtures for which the District has acquired a MSDS. 5. Make available MSDS to all persons requesting the information. 6. Store hazardous or toxic materials in compliance with local, State, and federal law. Storage containers must be labeled with the chemical name and appropriate warning hazards and stored in a location that limits the risk presented by the materials. Containers must be stored in a limitedaccess area. 7. Transport hazardous materials in a manner that poses the least possible risk to persons and the environment and that is in compliance with local, State, and federal law. 8. Classify hazardous materials as current inventory, waste, excess, or surplus. Dispose of hazardous materials in accordance with local, State, and federal law. 9. Post information regarding employee rights under the Act on employee bulletin boards throughout the District. 10. Provide an education and in-service training program with respect to all toxic substances to which employees are routinely exposed in the course of employment. Standards for Alignment with USGBC The Director of Buildings and Grounds shall implement financially sound, water-conserving and energyefficient measures, procedures and environmentally preferred practices, as defined by the current edition
Niles Township High School District 219
4:160-AP1 Page 2 of 4 of the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design for Existing Buildings, Operations and Maintenance (LEED-EBOM) green building rating system. Pesticide Application on School Grounds The Director of Buildings and Grounds Facility Manager is responsible for compliance with the Lawn Care Products Application and Notice Act (415 ILCS 65/3, amended by P.A. 96-424) and shall : 1. Provide an annual schedule of pesticide application to the Principal of each District building. 2. In coordination with the Principal, notify employees and students and their parents/guardians in each building. The notification must: a. Be provided at least 4 business days before a pesticide application on school grounds. b. Be written or by telephone. If written, the notice may be included in newsletters, calendars, or other correspondence currently being published., c. Identify the intended date of the application., d. Provide the name and telephone contact number for the Director of Buildings and Grounds Facility Manager or other school personnel responsible for the pesticide program. An exception to this notification is permitted if there is an imminent threat to health or property, in which case, the Lawn Care Products Application and Notice Act shall control. If such a situation arises, the Director Buildings and Grounds Supervisor must sign a statement describing the circumstances that gave rise to the health threat and ensure that written or telephonic notice is provided as soon as practicable. Standards for Alignment with USGBC Implement financially sound, water-conserving and energy-efficient measures, procedures and environmentally preferred practices, as defined by the current edition of the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design for Existing Buildings, Operations and Maintenance (LEED-EBOM) green building rating system Pesticide Application in School Buildings and Structures The Director of Buildings and Grounds Facility Manager is responsible for the District’s integrated pest management program and the District’s compliance with the requirements in the Structural Pest Control Act (225 ILCS 235/, reenacted by P.A. 96-473) and shall: 1. Provide an annual schedule of pesticide application to the Principalsupervisor of each District building. 2. In coordination with the supervisor of each District building (including each Building Principal): a. Maintain a registry of all employees and parents/guardians of students. b. Notify those employees and parents/guardians before pesticides are applied in or on each building. The notification must: i.
Be provided at least 2 business days before a pesticide application in or on school buildings.
ii. Be written. The notice may be included in newsletters, bulletins, calendars, or other correspondence currently being published. iii. Identify the intended date of the application. iv. Provide the name and telephone contact number for the Director of Buildings and Grounds Supervisor or other school personnel responsible for the pesticide program. An exception to this notification is permitted if there is an imminent threat to health or property, in which case the Structural Pest Control Act shall control. If such a situation arises, the Director of Buildings and Grounds Facilities Manager must sign a statement describing the circumstances that gave rise to the health threat and ensure that written notice is provided as soon as practicable.
Niles Township High School District 219
4:160-AP1 Page 3 of 4 The Building Facilities Manager is responsible for the District’s integrated pest management program and the District’s compliance with the Structural Pest Control Act (225 ILCS 235/, reenacted by P.A. 96-473). Standards for Alignment with USGBC Implement financially sound, water-conserving and energy-efficient measures, procedures and environmentally preferred practices, as defined by the current edition of the U.S. Green Building Council’s (USGBC) Leadership in Energy and Environmental Design for Existing Buildings, Operations and Maintenance (LEED-EBOM) green building rating system. Applicable if the Superintendent determines that an integrated pest management program is economically feasible: The Director of Buildings and Grounds Facility Manager or designee shall: (1) develop and implement a program incorporating the Department of Public Health guidelines; (2) notify the Department, on forms provided by the Department, that a program is being implemented; (3) repeat the notification every 5 years after the initial notification; and (4) keep copies of all notification and all written integrated pest management program plans. Applicable if the Superintendent determines that adopting an integrated pest management program is not economically feasible because such adoption would result in an increase in pest control costs: The Director of Buildings and Grounds Facility Manager or designee shall:; (1) notify the Department, on forms provided, by the Department, that the development and implementation of an integrated pest management program is not economically feasible; (2) include in the notification the projected pest control costs for the term of the pest control program and projected costs for implementing a program for that same time period; (3) repeat this notification every 5 years after the initial notification until a program is developed and implemented; and (4) attend a training course, approved by the Department, on integrated pest management and repeat attendance every 5 years thereafter until a program is developed and implemented in the schools. The Director of Buildings and Grounds Facility Manager or designee shall maintain copies of all notifications that are required by the Structural Pest Control Act and provide the Building Principal(s) or designee(s) sufficient information to allow him/her/them to inform all parents/guardians and school employees at least once each school year that the District has met its notification requirements. Training and Necessary Equipment Each Building Principal and non-certificated staff supervisor shall ensure that all staff members under his or her supervision receive training on the safe handling and use of hazardous materials as required by 105 ILCS 5/10-20.17a.. Emergency response and evacuation plans must be a part of the training. Before an employee is given an assignment where contact with blood or bodily fluids or other hazardous material is likely, the Director of Buildings and Grounds Facility Manager or designee must provide the employee with the necessary training, including training in the universal precautions and other infection control measures to prevent the transmission of communicable diseases and/or to reduce potential health hazards as required by 23 Ill.Admin.Code §1.330. The Assistant Superintendent for Human Resources shall maintain an attendance record of an employee’s participation in the training. Substitute Non-Hazardous Materials District staff shall comply with State law governing toxic art supplies in schools, 105 ILCS 135/. This includes substituting non-hazardous material for hazardous substances whenever possible and minimize the quantity of hazardous substances stored in school facilities. Material containing toxic substances may be used only if properly labeled according to State law. Infectious Materials The Director of Buildings and Grounds Facility Manager shall prepare and distribute to all employees an Occupational Exposure Control Plan to eliminate or minimize occupational exposure to potentially
Niles Township High School District 219
4:160-AP1 Page 4 of 4 infectious materials. The Plan shall comply with the Bloodborne Pathogens Standards adopted by State and federal regulatory agencies and an updated copy given to the Superintendent annually. The Plan shall address the following issues: 1. Exposure determination. Positions that do not subject the employee to occupational exposure are exempt from the Plan and the Standards generally. 2. i-Implementation schedule specifying how and when risks are to be reduced. The Standards are very specific on risks reduction, e.g., Universal Precautions must be followed; engineering and work practice controls are specified (handwashing, restricted food areas); personal protection equipment must be provided; housekeeping requirements are specified (regulated waste disposal and laundry); vaccination requirements (all employees who have occupational exposure must be offered, at employer expense, the hepatitis B vaccine and vaccination series); communication of hazards to employees through labeling and training; and recordkeeping. 3. Process for ensuring that all medical evaluations and procedures, including the hepatitis B vaccine and vaccination series and post-exposure evaluation and follow-up, are available as required by law. 4. Procedures for evaluating an exposure incident. Emergency Response Plan The Director of Buildings and Grounds Facility Manager shall ensure that proper procedures for the cleanup of potentially hazardous material spills are followed including the following: 1. A building custodian will be responsible for the actual cleanup, 2. Personal protective equipment, chemical neutralization kits, and absorbent material will be available in each building at all times, and 3. Spill residue will be placed in containers designated for such purpose and disposed of in compliance with local, State, and federal law. Evacuation The Building Principal shall ensure compliance with the School Safety Drill Act, 105 ILCS 128/. This includes, among other things, ensuring that evacuation rules are posted in each room and that they are discussed with each class using the room during the first days of the school year. The rules indicate the primary and alternate exits and the evacuation area to which students should proceed upon leaving the building. The Building Principal shall conduct evacuation drills according to Board policy 4:170, Safety, and administrative procedure 4:170-AP1, Comprehensive Safety and Crisis Program. LEGAL REF:
29 C.F.R. Part 1910.1030, as adopted by the Illinois Department of Labor, 56 Ill.Admin.Code §350.30280. 105 ILCS 5/10-20.17a, Hazardous Materials Training; 5/10-20.46, Compliance with Chemical Safety Acts; 135/, Toxic Art Supplies in School Act; and 140/, Green Cleaning School Act. 225 ILCS 235/1, Structural Pest Control Act. 415 ILCS 65/3, Lawn Care Products Application and Notice Act. 820 ILCS 255/ Toxic Substances Disclosure to Employees Act. 23 Ill.Admin.Code §1.330 Hazardous Materials Training. 56 Ill.Admin.Code Part 205, Toxic Substances Disclosure to Employees.
Board Review: April 19, 2010
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General Personnel Administrative ProcedureResource: Sample Questions for Conducting the Internal Sexual Harassment in the Workplace Investigation Introduction The Grievance Coordinator, Complaint Manager, or other person charged with conducting the internal sexual harassment investigation for a School District must ascertain whether the sexual conduct is unwelcome and whether it affects a term or condition of employment. 29 C.F.R. § 1604.11(a). The questions that follow are designed to help the investigator uncover the evidence relevant to these inquiries. They are not all-inclusive and the exact questions must be designed for the specific allegations in each case. I.
Is the Conduct Complained of Unwelcome Sexual Conduct? "Unwelcome sexual conduct" is that verbal or physical sexual conduct which the employee did not solicit or incite and that which the employee regarded as undesirable or offensive. Hensen v. City of Dundee, 682 F.2d 897 (11th Cir. 1982). It is difficult to discern because the line between welcome and unwelcome sexual conduct is often quite fuzzy. The EEOC evaluates the issue of welcomeness in sexual harassment cases on a case-by-case basis. It looks at the record as a whole, considering the totality of the circumstances. The wise investigator will do the same. Below are sample questions that can be used to formulate actual questions for this part of the investigation. 1.
Who is the alleged sexual harasser? What is his/her name? Is he/she a co-worker or a supervisor?
2.
Is the sexual conduct complained of verbal or physical?
3.
If physical, describe with specificity the nature of the physical conduct, including where the complainant was touched, when, how often, how he/she was approached, who witnessed the physical conduct, and where was the complainant when the conduct took place?
4.
Was medical treatment required? If so, when was he/she treated, how often, by whom, where was he/she treated, and what was the diagnosis?
5.
If medical treatment was not required, was a contemporaneous complaint or protest made to anyone employed by the District or to anyone else? If so, to whom did he/she complain, when was the complaint made, what was stated therein and were there any witnesses to this or these complaints?
6.
If the unwelcome conduct was verbal, what was stated, when, how often, where were the parties when the statements were made, and who witnessed the statements being made?
7.
Was medical treatment required to address the impact of the verbal conduct? If so, when was he/she treated, how often, by whom, where was he/she treated, and what was the diagnosis?
8.
If medical treatment was not required to address the impact of the verbal conduct, was a contemporaneous complaint or protest made to anyone employed by the employer or to anyone else? If so, to whom did he/she complain, when was the complaint made, what was stated therein and were there any witnesses to this or these complaints?
Niles Township High School District 219
9.
5:20-AP1 Page 2 of 4
What was the complainant's response to the physical or verbal conduct? Did he/she tell him/her to stop? Did he/she complain to others about his/her behavior? Did he/she ask co-workers, supervisors or managers to make the harassment stop? If so, obtain all relevant details.
10. Did the complainant engage in any conduct with the alleged harasser that could have encouraged his/her behavior? If so, what was the conduct, when and where did it occur, how often and who witnessed it? 11. Did the complainant and the alleged harasser have a prior consensual relationship? If so, how long did it last and when did that relationship end? 12. Did the complainant make the alleged harasser aware at the point when the sexual advances became unwelcome? If so, when, how was this done, what was communicated to the alleged harasser, and were there any witnesses? 13. Did the complainant complain about the harassment to the alleged harasser, his/her supervisors, other managers or others? If so, when were the complaints made, what was said, who was present, and what was the response to each complaint? 14. If no complaints about the alleged harassment were made, why not? 15. What other actions, if any, did the complainant take to indicate to the alleged harasser that his/her conduct was unwelcome? 16. Did the complainant engage in any conduct which elicited the unwelcome conduct of the alleged harasser? For example, how did he/she demean him or herself in the workplace, how did he/she dress, did he/she use sexual and provocative language, did he/she engage in sexually provocative conduct, and was this conduct directed towards the alleged harasser? 17. If they lack knowledge about the harassment, did co-workers, supervisors or managers notice any changes in charging party's behavior at work or in the alleged harasser's treatment of the charging party? 18. Has the alleged harasser been accused of sexual harassment by other employees? If so, when, and were the allegations investigated? If so, what was the result of the investigation, and what was management's response, i.e., what remedy was imposed? II. Did The Work Environment Become Hostile? To ascertain whether unwelcome sexual conduct rises to the level of a "hostile environment" in violation of Title VII, the major inquiry is whether the conduct "unreasonably interferes with an individual's performance" or creates "an intimidating, hostile, or offensive working environment." 29 C.F.R. § 1601.11(a)3. Thus, trivial or annoying conduct such as sexual flirtation or innuendo or vulgar language would probably not establish a hostile environment. The challenged conduct must substantially affect the work environment of a reasonable person for a violation to be found. Harris v. Forklift Systems, 114 S.Ct. 367 (1993), Zabkowicz v. West Bend Co., 589 F.Supp. 780, 784 (E.D. Wisc. 1984). In hostile environment cases, employers are liable where they knew or should have known of the alleged misconduct. In addition to the questions in I. above, ask the following additional questions for this part of the inquiry: 1.
What effect, if any, did the alleged harassment have upon the complainant's ability to perform his/her job?
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2.
What effect, if any, did the alleged harassment have upon the complainant's mental or physical health or well-being?
3.
What was the sexual character of the work environment before the complainant entered the environment? Were sexual comments and actions common? If so, what types, when did they occur? Who was involved? Were supervisors involved or just co-workers?
4.
Did the character of the workplace change after complainant joined the workplace? If so, how? What was complainant's behavior? How did the accused and other co-workers or supervisors respond to complainant's behavior?
5.
Was the complaint of verbal or physical behavior directed at persons other than complainant? If so, who were they? What conduct was directed towards them, when, how frequently, who was present, where did it occur and who witnessed it? How did these persons react to the physical or verbal conduct?
6.
Did the alleged harasser single out the charging party? If so, how, when, where, and why?
7.
Did others join in perpetrating the harassment? If so, who? What was done; when, where, who witnessed the conduct, and were others harassed too?
8.
If the complaint of conduct was verbal, what were the remarks? Were they hostile and derogatory? What was the frequency and context of the comments? Were the parties in or out of the workplace when the comments were made?
9.
Was the alleged harassment observed by supervisors, managers, or other co-workers? If so, by whom, when, where, and what was observed?
10. Was the alleged harassment observed by former employees or others outside the workplace? If so, by whom, when, where, and what was seen? III. Was The Harassment Quid Pro Quo? In order to properly ascertain the employer's liability for sexual harassment, it is important to distinguish between hostile environment cases and those involving quid pro quo harassment. An employer will always be held responsible for acts of quid pro quo harassment since this conduct occurs in situations in which a supervisor is exercising authority over terms and conditions of employment granted to him/her by his/her employer. In quid pr quo cases, employers are liable if they did not take definite and prompt action to stop the harassment once they learned of it. In addition to the questions in I. above, ask the following questions for this part of the inquiry: 1.
What sexual conduct is the supervisor accused of? When, where, how often did it occur, and who observed?
2.
Was the supervisor asked by the complainant to stop? If so, when, where, how often, and who observed?
3.
If a complaint of the alleged harassment by the supervisor was made to another supervisor or managerial employee, what acts, if any, did he or she take to stop the on-going harassment?
4.
If no complaint was made, did the complainant's behavior change in any way that would have put management on notice that he/she was being sexually harassed?
5.
If no complaint was made, did the complainant's co-workers engage in any conduct that would have put management on notice that he/she was being sexually harassed?
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6.
How was the complainant's employment affected by the alleged supervisor's harassment? Was he/she denied a salary increase, a promotion, a job transfer, etc.? If so, when?
7.
Was the complainant treated differently from similarly situated employees in regard to the denied salary increase, promotion, job transfer, etc.? If so, who was treated differently by this same supervisor and why?
8.
Were the supervisor's sexual attentions to other employees different from those directed to the complainant? If so, how? Who witnessed these differences?
9.
Was anything done by management to stop the supervisor's misconduct? If so, what, when, and was this communicated to the victim?
10. Did the alleged misconduct occur on or off the employee's premises? Were there any witnesses? If so, who and what was observed?
Board Review: February 23, 2004
Niles Township High School District 219
5:40 Page 1 of 1
General Personnel Communicable and Chronic Infectious Disease The Superintendent shall develop and implement procedures for managing known or suspected cases of a communicable and chronic infectious disease involving District employees that are consistent with State and federal law, Illinois Department of Public Health rules, and Board of Education policies. An employee with a communicable or chronic infectious disease is encouraged to inform the Superintendent or designee immediately and grant consent to being monitored by the Assistant Superintendent for Human Resources and the school health personnel. The Assistant Superintendent for Human Resources provides information and recommendation to the Superintendent or designee concerning the employee’s conditions of employment and necessary accommodations. The Assistant Superintendent for Human Resources and the school health personnel shall hold the employee's medical condition and records in strictest confidence, except to the extent allowed by law.
An employee with a communicable or chronic infectious disease will be permitted to retain his or her position whenever, after reasonable accommodations and without undue hardship, there is no substantial risk of transmission of the disease to others, provided an employee is able to continue to perform the position's essential functions. An employee with a communicable and chronic infectious disease remains subject to the Board of Education’s employment policies including sick and/or other leave, physical examinations, temporary and permanent disability, and termination. LEGAL REF.:
Americans With Disabilities Act, 42 U.S.C. § 12101 et seq.; 2934 C.F.R. §1630.1 et seq. Rehabilitation Act of 1973, 29 U.S.C. § 791.; 3429 C.F.R. §104.1 et seq. Personnel Record Review Act, 820 ILCS 40/.1 et seq. Department of Public Health Act, 20 ILCS 2305/6. 105 ILCS 5/24-5. Control of Communicable Diseases, 77 Ill.Admin.Code Part 690.
CROSS REF.:
2:150 (committees), 5:30 (hiring process and criteria), 5:180 (temporary illness or temporary incapacity)
ADOPTED:
November 20, 2006
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General Personnel Administrative Procedure: Copyright Compliance These guidelines help staff members determine if they may use non-original work freely or whether permission is needed to use or copy it. Whenever a staff member is uncertain, has questions, or needs permission from a copyright-owner to use or copy a work, he or she should contact the Superintendent or designee. Appendix 1 is a Fair Use Assessment Factors Checklist. Appendix 2 contains use resources available online: 1. Is the work copyright protected? A “no” means you may use the work freely; a “yes” or uncertain answer means you should proceed with the second query. a. No, if it is in the public domain. (See Appendix A.) b. No, if it is a U.S. Government publication. c. No, if it is an idea or method described in copyrighted work. d. The presence of a copyright notice is not determinative. e. Yes, almost all other works. 2. Do you want to exercise one of the copyright owner’s exclusive rights? A “yes” or uncertain answer means you should proceed with the third query. a. Yes, if you plan to copy the work. b. Yes, if you plan to use the work as the basis for a new work. c. Yes, if you plan to electronically distribute or publish copies. d. Yes, if you plan to perform music or drama, recite prose or poetry, or if you plan to play a video and/or audio digital tape recording or a CD-ROM or DVD. e. Yes, if the plan is to publicly display the work. 3. Does your planned use of the work require the copyright owner’s permission? A “no” means you may use the work, provided that any copies contain the copyright notice as it appears in the original work; a “yes” or uncertain answer means you should contact the Superintendent or designee. a. No, if your planned use of printed work is within the “fair use” exception as defined in 17 U.S.C. § 107. See Appendix 1. b. No, if your planned use of the work is within the “library’s special rules” exception as defined in 17 U.S.C. § 108. •
A library may make a single copy (containing the notice of copyright present on the original work) for the purpose of archiving lost, stolen, damaged, or deteriorating works.
•
A library may make a single copy containing the copyright notice for a student or staff member at no more than the actual cost of photocopying, provided that the library finds that the copyrighted work cannot be obtained elsewhere at a fair price.
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c. No, if your planned use of the work is within the “educational performances and displays” exception as defined in 17 U.S.C. § 110. Performances by teachers or students are permitted as part of a teaching activity in a classroom or instructional setting. All other performances require permission from the copyright owner. d. No, if you plan to use it in an overhead or opaque projector for instructional purposes. e. No, if you plan to copy and use music for academic purposes, other than performance. f.
Yes, notwithstanding the above, if you plan to create anthologies, compilations, or collective works.
g. Yes, notwithstanding the above, if copies will be "consumed" during the course. "Consumable" works include: workbooks, exercises, standardized tests, test booklets, and answer sheets. h. Yes, notwithstanding the above, if you plan to substitute copies for the purchase of the work; likewise, if you yearly copy the same item. i.
You must receive permission from the Superintendent or designee before showing the off-air recording of television programs, video rentals, or videos purchased for home use. You must follow any applicable license agreements.
j.
You must receive permission from the Superintendent or designee before using any nonDistrict-owned software and/or CD-ROM or DVD products in District-owned equipment. No one may install or download any program on District-owned equipment without the Superintendent or designee’s permission.
k. You must follow licensing agreements applicable to District-owned software and CD-ROM or DVD products. •
Licensing agreements with the manufacturer and vendor shall be followed.
•
Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school equipment, to avoid the installation of privately purchased software on school equipment, and to avoid the use of single copy software or CD-ROM products across a network with multiple users unless the applicable license agreement permits.
•
A back-up copy shall be purchased for use as a replacement when a program is lost or damaged. If the vendor is not able to supply such, the district shall make a back-up program in accordance with the terms of the applicable licensing agreement or 17 U.S.C. § 117. Appendix 1: Copyright Fair Use Assessment Factors Checklist
Purpose and Character of Use of Copyrighted Work Use this checklist to analyze whether material falls under the fair use doctrine. Factors favoring fair use will generally indicate that material may be used without seeking permission from the copyright owner. Factors opposing fair use require permission to reprint or adapt the material from the copyright owner. If a copyright owner is known, always request permission before using any material.
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Favoring Fair Use
Opposing Fair Use
Teaching
Commercial activity - gain of financial rewards form use; e.g., sale of goods, services; advertising; fundraising, etc.
Research/Scholarship/Academics
Profiting from use
Nonprofit educational institution
Bad-faith behavior; e.g., misrepresentation of intended use
Criticism
Denying credit to original author or artist
Comment
Entertainment
News reporting Used to create something new Restricted access given Parody
Nature of Copyrighted Work Used Favoring Fair Use
Opposing Fair Use
Published work
Unpublished work
Factual or nonfiction based
Highly creative work (art, music, novel)
Out of print work
Fiction
Amount and Substantiality of Copyrighted Work Used Favoring Fair Use
Opposing Fair Use
Small amount used
Large portion or whole work used
Portion used not central or significant to entire work
Portion used is the heart of the work
Impact on Market of Copyrighted Work Favoring Fair Use
Opposing Fair Use
User owns lawfully acquired/purchased copy
Could replace sale of copyrighted work
One or few copies made
Significantly impairs market/potential market of copyrighted work or derivative work
No significant effect on market/potential market for copyrighted work
Reasonable available licensing mechanisms
No similar product marketed by copyright holder
Affordable permission to use copyrighted work available
No ready licensing or permission mechanism
Numerous copies made
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Adapted with permission from Steven Mandell; © 2006 Mandell Menkes LLC. All Rights Reserved.
Appendix 2: Copyright Resource List U.S. Copyright Office www.copyright.gov Copyright Act, as amended, Title 17 of the United States Code www.copyright.gov/title17/92chap1.html Copyright Term and the Public Domain in the United States; updated every Jan. 1. www.copyright.cornell.edu/resources/publicdomain.cfm Cornell University Copyright Information Center Circular 21: Reproductions of Copyrighted Works by Educators and Librarians www.copyright.gov/circs/circ21.pdf U.S. Copyright Office Agreement on Guidelines for Classroom Copying in Not-For-Profit Educational Institutions with Respect to Books and Periodicals (see Circular 21: Reproductions of Copyrighted Works by Educators and Librarians, page 6) www.copyright.gov/circs/circ21.pdf TEACH Act (Technology, Education, and Copyright Harmonization Act of 2002) The TEACH Act and some Frequently Asked Questions www.ala.org/ala/issuesadvocacy/copyright/teachact/faq.cfm TEACH ACT - Amended Section 110(2) Comparison Chart, Sections 110(1)-(2) www.unc.edu/~unclng/TEACH.htm The University of North Carolina at Chapel Hill WIPO (World Intellectual Property Organization) www.wipo.org MPAA (Motion Picture Association of America) www.mpaa.org iCopyright.com (Automated copyright licensing system for digital content) www.icopyright.com Permissions Group (Negotiation of rights and fees for the use of copyrighted material in and for all media) www.permissionsgroup.com SIIA (Software & Information Industry Association) www.spa.org CCC Copyright Clearance Center (Copyright permission for publications worldwide) www.copyright.com ASCAP (American Society of Composers, Authors and Publishers) www.ascap.com BMI (Broadcast Music Inc.) www.bmi.com
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SESAC, Inc. (A performing rights organization) www.sesac.com The Harry Fox Agency, Inc. (Licensing agency for U.S. music publishers) www.harryfox.com The Authors Registry (Maintains an extensive directory of authors) www.authorsregistry.org Copyright & Fair Use (Stanford University Libraries) fairuse.stanford.edu/ Copyright Society of the USA www.csusa.org The Copyright (Copyright Registration and Information Resource) www.benedict.com Crash Course in Copyright University of Texas copyright.lib.utexas.edu/Kohn on Music Licensing www.kohnmusic.com National Writers Union www.nwu.org Poets & Writers, Inc. www.pw.org Project Gutenberg (Internet's oldest producer of FREE electronic books (eBooks or eTexts) www.promo.net/pg WATCH: Writers and Their Copyright Holders tyler.hrc.utexas.edu/ World Intellectual Property Organization www.wipo.int/portal/index.html.en
Board Review: October 24, 2011
Niles Township High School District 219
6:282 Page 1 of 2
Instruction Weighted and Unweighted Grades and Grade Point Averages 1.
1.
2.
1.
Weighting of Courses All courses except Driver Education and audited courses will be evaluated and placed in one of the four levels listed below:
Level
A
B
C
D
F
II
5.00
4.00
3.00
1.50
0
III
6.00
5.00
4.00
2.00
0
IV
7.00
6.00
5.00
2.50
0
V
8.00
7.00
6.00
3.00
0
Calculating Weighted GPA All courses with the exception of Driver Education and audited courses will be included in weighted GPA. Calculating Unweighted GPA All courses with the exception of Driver Education and audited courses will be included in unweighted GPA per the following schedule.
A
B
C
D
F
4.00
3.00
2.00
1.00
0
Letter grades are assigned a different point value at each class level as follows, with the College Prep/General Education courses serving as our standard: Level Gen Ed/College Prep Honors AP
A 4.0 4.5 5
B 3.0 3.5 4
C 2.0 2.5 3
D 1.0 1.5 2
F 0 0 0
A weighted and an unweighted grade point average are calculated for each student, every semester. All courses are included in these averages except for driver education, correspondence courses, pass/fail courses, audit and independent study courses, and courses taken as part of an exchange program. 3.2. Grandfathering Beginning with the graduating class of 2014, class ranking will no longer be used. Weighted and unweighted grade point averages will appear on the transcript. Beginning with the graduating class of 2015, PE will be included in the weighted and unweighted grade point average. 4.3. Rank in Class For the classes of 2012 & 2013 the following applies:
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Rank in class shall be calculated on both weighted and unweighted grade point averages and both ranks will appear on the transcript. The weighted rank will be used to determine class valedictorian and salutatorian.
5.4. Rank in Class for Early Graduation For the classes of 2012 & 2013 the following applies: Students who graduate early will retain, for the permanent records, the rank-in-class computed for their grade level at the time of their graduation. Those students who complete their work early will not be included in the ranking when their class graduates. 6.5. Rank in Class for Transfer Courses For the classes of 2012 & 2013 the following applies: a. "Transfer Courses" are defined as any courses taken outside of District 219 for which credit can be accepted. Class ranks will be based only on courses taken in District 219. Students must attend school full time (300 minute day) in District 219 for at least four (4) semesters in order to be included in the class rank and to qualify for the valedictorian or salutatorian position. Students with fewer than four (4) semesters of coursework taken in District 219 will not be included in, nor receive a class rank. An explanation will be noted on the student’s transcript.
b.
Course titles, grades and credits for transfer courses shall appear on the transcript. However, no quality points (i.e., grade weight) shall be assigned to these courses which would be calculated in the weighted grade point average. The exception shall be special education students placed through a Multidisciplinary Conference decision at an attendance center outside of District 219. These students' courses shall be transferred to District 219 along with quality points which shall be calculated in the weighted grade point average.
CROSS REF.:
7:40 (Nonpublic School Students)
ADOPTED:
April 3, 2012
Niles Township High School District 219
6:300 Page 1 of 2
Instruction Graduation Requirements To graduate from high school, unless otherwise exempted (e.g., students with Individualized Educational Programs), each student is responsible for successful completion of:
1. Four years of language arts, including a year of American literature and the writing of a research paper; 2. Two years of writing intensive courses, one of which must be English and the other of which may be English or any other subject. When applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements.; 3. Three years of mathematics, one of which must be Algebra I and one of which must include geometry content.; 3.4. Beginning with the class of 2016, one semester of Public Speaking. This requirement may be met by and course designated as “fulfills the Public Speaking requirement” in the student course book; 4.5. Beginning with the class of 2017, threeTwo years of science, to including Biology, Chemistry and Physicse one year of physical science and one year of life science; 5.6. Three years of social studies, to include one year of United States history and American government, one year of world cultures, and one semester of western civilization; 6.7. One year chosen from fine arts or applied sciences and technology; 7.8. One semester of physical education for each semester of enrollment, including health embedded in Sophomore physical education; 8.9. Annual Internet Safety instruction according to 105 ILCS 5/27-13.3.; 9.10. Beginning with the class of 2013, oOne or two years of reading for students who score below district expectations on a standardized assessment, as defined in administrative procedures; 10.11.
One semester of consumer education or a passing grade on the State test; and
11.12. Other credit sufficient to meet the 36 credit minimum requirement for graduation (in addition to physical education credits).; 12.13. Take the Prairie State Achievement Examination, unless the student: (a) is exempt according to 105 ILCS 5/2-3.64.; 13.14. In addition, no student shall receive a certificate of graduation without passing a satisfactory examination on patriotism and principles of representative government, proper use of the flag, methods of voting and the Pledge of Allegiance. The Superintendent or designee is responsible for: 1. Maintaining a description of all course offerings that comply with the above graduation requirements; 2. Notifying students and their parent(s)/guardian(s) of graduation requirements;
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3. Developing the criteria for passing an examination on patriotism and principles of representative government, proper use of the flag, methods of voting, and the Pledge of Allegiance,; 4. Complying with State law requirements for students who transfer during their senior year because their parent(s)/guardian(s) are on active military duty. This includes making reasonable adjustments to ensure graduation if possible, or efforts to ensure that the original (transferor) school district issues the student a diploma.; 5. Taking all other actions to implement this policy. Early Graduation The Superintendent or designee shall implement procedures for students to graduate early, provided they finish six (6) semesters of high school and meet all graduation requirements. Certificate of Completion A student with a disability who has an IEP prescribing special education, transition planning, transition services, or related services beyond the student’s four (4) years of high school, qualifies for a certificate of completion after the student has completed four (4) years of high school. The student is encouraged to participate in the graduation ceremony of his or her high school graduation class. The Superintendent or designee shall provide timely written notice of this requirement to children with disabilities and their parent(s)/guardian(s). Veterans of World War II the Korean Conflict or the Vietnam Conflict Upon application, an honorably discharged veteran of World War II the Korean Conflict, or the Vietnam Conflict will be awarded a diploma, provided that he or she: (1) resided within an area currently within the District at the time he or she left high school, (2) left high school before graduating in order to serve in the U.S. Armed Forces, and (3) has not received a high school diploma or General Educational Development (GED) diploma. LEGAL REF.: 105 ILCS 5/2-3.64, 5/22-27, 5/27-3, 5/27-22 and 5/27-22.10. 23 Ill.Admin.Code § 1.440. CROSS REF.: 6:30 (organization of instruction), 6:320 (credit for proficiency), 7:50 (school admissions and student transfers to and from non-district schools) ADOPTED:
March 21, 2011
Niles Township High School District 219
6:310 Page 1 of 3
Instruction Credit For Alternative Courses and Programs, and Course Substitutions Credits accepted from outside District 219 (e.g., correspondence courses, on-line, virtual courses, other distance learning courses, college courses, summer school courses from other districts) will be treated as transfer courses (receiving a grade and credit, but not counting in the student's grade point average) unless otherwise noted. Correspondence, On-line, Virtual, Other Distance Learning Courses A student enrolled in a correspondence, on-line, virtual, or other distance learning course (including traditional as well as computer-based courses) may receive high school credit for work completed, provided: 1. Consideration to enroll in these courses for credit toward graduation must be approved in advance by the Assistant Principal for Pupil Personnel Services. 2. The course is given by an institution accredited by the North Central Association of Colleges and Secondary Schools or approved by the Assistant Superintendent of Curriculum and Instruction. 3. The student (or parents/guardians) assumes responsibility for all fees or other costs such as, but not limited to, tuition, textbooks, transportation, and housing. Exceptions must be approved in advance by the District 219 Board of Education. 4. The course is approved in advance by the Guidance Counselor and the Director of Instruction. 5. A maximum of 6 units of credit may be counted toward a student's high school diploma. This credit limit does not apply to classes taken through the Illinois Virtual High School. Exchange Programs District students participating in a foreign exchange program will receive high school credit for courses that meet the criteria established in the District curriculum and that are pre-approved by the Assistant Principal for Pupil Personnel Services. International study course work not meeting District requirements may be placed in the student's permanent record and recorded as an international study experience. Summer School A student will receive high school credit for successfully completing any out-of-district summer school course provided: 1. It is offered by an institution accredited by the North Central Association of Colleges and Secondary Schools. 2. The student (parents/guardians) assumes all responsibility for fees or other costs such as, but not limited to, tuition, textbooks, transportation, and housing. 3. The course is not offered in the District 219 summer school, or if offered, the student is unable to enroll and the Assistant Principal for Pupil Personnel Services has approved request. 4. The course is approved in advance by the Director of Instruction.
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College Classes Courses taken at community colleges that are approved for dual credit will count in the student's GPA calculation, provided they are taken while a student is enrolled in District 219. A student who successfully completes college courses may receive high school credit, provided: 1. The student is a junior or senior in good academic standing. 2. The course is not offered in the high school curriculum, or if offered, the Assistant Principal for Pupil Personnel Services has approved this request. 3. The course is approved in advance by the Director of Instruction. 4. The student (parents/guardians) assumes all responsibility for fees or other costs such as, but not limited to, tuition, textbooks, transportation, and housing. 5. A maximum of 6 units of credit may be counted toward the requirements for a student's high school graduation.
Dual Credit Courses A student who successfully completes a dual credit course may receive credit at both the college and high school level. Foreign Language Courses A student will receive recognition on the student's transcript by studying foreign language in an approved ethnic school program, provided such program meets the minimum standards established by the State Board of Education and the program is approved in advance by the Director of Foreign Languages. Military Service
The School Board may accept military service experience as credit toward graduation, provided the student making the request has a recommendation from the U.S. Commission of Accreditation of Service Experiences. The student seeking credit shall supply any documents or transcripts necessary to support the request. Youth Apprenticeship Vocational Education Program (Tech Prep) Students participating in the Youth Apprenticeship Vocational Education Program (Tech Prep) may earn credit toward graduation for work-related training received at work-based learning sites. Substitutions for Physical Education and Other Required Courses A.
A student in grades 9-12 may satisfy one or more high school courses (including physical education) or graduation requirements by successfully completing related vocational or technical education courses if: 1. The Building Principal approves the substitution and the vocational or technical education course is completely described in curriculum material along with its relationship to the required course; 2. The course includes at least 50% of the content of the required course; and 3. The student's parent(s)/guardian(s) request and approve the substitution in writing on forms provided by the District.
Niles Township High School District 219 B.
6:310 Page 3 of 3
A student in grades 11-12, unless otherwise stated, may submit a written request to the Building Principal to be excused from physical education courses for the reasons stated below. The Superintendent or designee shall maintain records showing that the criteria set forth in this policy were applied to the student’s individual circumstances: 1. Ongoing participation in an interscholastic athletic program; or 2. Enrollment in academic classes that are required for admission to an institution of higher learning; or 3. Enrollment in academic classes that are required for graduation from high school, provided that failure to take such classes will result in the student being unable to graduate
A student in grades 3-12 who is eligible for special education may be excused from physical education courses if: 1.
The student’s parent/guardian agrees that the student must utilize the time set aside for physical education to receive special education, support services or
2.
The student’s individualized education program team determines that the student must utilize the time set aside for physical education to receive special education support and services.
The agreement or determination must be made a part of the individualized education program. A student requiring adapted physical education must receive that service in accordance with the student’s individualized education program. Director of Physical Welfare shall maintain records showing that they applied the stated criteria to the student's individual circumstances. LEGAL REF.:
105 ILCS 5/2-3.44, 5/2-3.108, 5/2-3.115, 5/10-22.43a, 5/27-6, 5/27-22.3, and 5/27-22.05 23 Ill. Admin. Code §§1.420(p), 1.1440(j), and 4.450(c).
CROSS REF.:
6:180 (extended instructional programs), 6:300 (graduation requirements), 6:320 (credit for proficiency), 7:30 (student assignment and intra-district transfer) 7:260 (exemption from physical activity)
ADOPTED:
March 22, 2010
Niles Township High School District 219
8:30 Page 1 of 2
Community Relations Visitors to and Conduct oOn School Property For purposes of this policy, “school property” means school buildings, District buildings not being used as a school, vehicles used for school purposes, any location during a school athletic and other school sponsored event, and school grounds. Visitors are welcome on school property, provided their presence will not be disruptive. All visitors must initially report to the main entrance security desk and produce current identification and register their vehicle. Any person wishing to confer with a staff member should contact that staff member by telephone or email to make an appointment. Conferences with teachers are held, to the extent possible, outside school hours or during the teacher’s conference/preparation period.
Requests to access a school building, facility, and/or educational program, or to interview personnel or a student for purposes of assessing the student’s special education needs, should be made at the appropriate building. Access shall be facilitated according to guidelines from the Superintendent or designee. All requests to access a school building shall be made a minimum of five days prior to access, unless there is an emergency situation. District 219 expects mutual respect, civility, and orderly conduct among all individuals on school property or at a school event. No person on school property or at a school event shall: 1. Strike, injure, threaten, harass, or intimidate a staff member, a Board of Education member, sports official or coach, or any other person; 2. Behave in an unsportsmanlike manner, or use vulgar or obscene language; 3. Posses a weapon, any object that can reasonably be considered a weapon or looks like a weapon, or any dangerous device; 4. Damage or threaten to damage another's property; 5. Damage or deface District 219 property; 6. Violate any Illinois law or town or county ordinance; 7. Smoke or otherwise use tobacco products; 8. Consume, possess, distribute, or be under the influence of alcoholic beverages or illegal drugs; 9. Impede, delay, disrupt, or otherwise interfere with any school activity or function (including using cellular phones in a disruptive manner); 10. Enter upon any portion of school premises at any time for purposes other than those that are lawful and authorized by the Board of Education; 11. Operate a motor vehicle (a) in a risky or reckless manner, (b) in excess of 20 miles per hour, or (c) in violation of an authorized District employee’s directive; 12. Engage in any risky behavior, including roller-blading, roller-skating, or skateboarding; or 13. Violate other District policies or regulations, or a directive from an security officer or authorized District employee; or 14. Engage in any conduct that interferes with, disrupts, or adversely affects the District or a School function.
Niles Township High School District 219
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Convicted Child Sex Offender State law prohibits a child sex offender from being present on school property or loitering on a public way within 500 feet of school property when persons under the age of 18 are present, unless the offender is: 1. Is Aa parent/guardian of a student attending the school and the parent/guardian is: (i) attending a conference at the school with school personnel to discuss the progress of his or her child academically or socially, (ii) participating in child review conference in which evaluation and placement decisions may be made with respect to his or her child regarding special education services, or (iii) attending conferences to discuss other student issues concerning his or her child such as retention and promotion and notifies the Building Principal of his or her presence at the school; or, 2. Has permission to be present from the Board of Education, Superintendent or Superintendent’s designee. If permission is granted, the Superintendent will designate an employee to supervise the sex offender while present during the approved activity. Enforcement
Any staff member may request identification from any person on school property; refusal to provide such information is a criminal act. The Building Principal or designee shall seek the immediate removal of any person who refuses to provide requested identification. Any person who engages in conduct prohibited by this policy may be ejected from school property. The person is also subject to being denied admission to school events or meetings for up to one calendar year. Procedures to Deny Future Admission to School Events or Meetings: Before any student, parent or immediate family member may be denied admission to school events or meetings as provided in this policy, the person has a right to a hearing before the Board of Education. The Superintendent may refuse the person admission pending such hearing. The Superintendent or designee must provide the person with a hearing notice, delivered or sent by certified mail with return receipt requested, at least 10 days before the Board hearing date. The hearing notice must contain: 1. The date, time, and place of the Board hearing;, 2. A description of the prohibited conduct;, 3. The proposed time period that admission to school events will be denied;, and 4. Instructions on how to waive a hearing. LEGAL REF.:
Nuding v. Cerro Gordo Community Unit School Dist., 730 N.E.2d 96 (Ill.App.4, 2000). Pro-Children Act of 1994, 20 U.S.C. § 7181 et seq.. 105 ILCS 5/10-20.5b,5/24-24, and 5/24-25. 720 ILCS 5/11-9.3.
CROSS REF.:
4:170 (safety), 6:120 (education of children with disabilities), 6:250 (community resource persons and volunteers), 7:190 (student discipline), 8:20 (community use of school facilities)
ADOPTED:
October 18, 2010
Office of the Superintendent Date:
April 2, 2013
To: From: Subject:
Board of Education Dr. Nanciann Gatta 2014‐15 School Calendar
We are in the process of putting together the marking periods, exams, parent/teacher conferences, etc. for the 2014-15 School year. All of the aforementioned events will change due to the new calendar that starts earlier in August and ends Memorial Day weekend. Two subsequent events that we need to schedule are prom and graduation. Beginning with the 14-15 school year, all students will take final examinations together second semester the week before Memorial Day weekend, probably Tuesday, Wednesday and Thursday. We would like the Board’s approval to host both proms on Friday of Memorial Day weekend with graduation on Sunday. I have a request into Northwestern for the Sunday of Memorial Day weekend 2015. I have learned that it traditionally has not been booked by another event. The schools I referred to in the Friday letter book in the first weekend in June, not Memorial Day weekend. However, if Northwestern is not available, the administration would like to host the graduations in our school stadiums (and gymnasium/auditorium if raining). We would like direction from the Board to go ahead in planning the 14-15 calendar with these dates solidified, location to be determined.
MOTION: I move the proms for Niles West and Niles North for the graduating class of 2015 be held on the Friday of Memorial Day (May 22, 2015) weekend, and the graduation ceremonies for both schools on the Sunday of Memorial Day weekend 2015 (May 24, 2015) .
NILES TOWNSHIP HIGH SCHOOLS 2014-15 School Calendar Opening/Closing Days of School Tuesday, August 12, 2014 Thursday, May 21, 2015
August 2014 S
M
T
W
T
3 10 17 24 31
4
5 12 19 26
6 13 20 27
7 14 21 28
18 25
F 1 8 15 22 29
S 2 9 16 23 30
September 2014 S 7 14 21 28
M 8 15 22 29
T 2 9 16 23 30
W 3 10 17 24
T 4 11 18
F 5 12 19 26
S 6 13 20 27
October 2014 S
M
T
5 12 19 26
6 13 20 27
7 14 21 28
W 1 8 15 22 29
T 2 9 16 23 30
F 3 10 17 24
S 4 11 18 25
Student Non Attendance Days ( ) Monday, August 11 Monday, September 1 Thursday, September 25 Friday, October 31 Wednesday, November 26 Thursday, November 27 Friday, November 28 Monday, December 22Friday, January 2 Monday, January 19 Monday, February 16 Friday, February 27 Monday, March 23Friday, March 27 Friday, April 3 Monday, May 25
M
T
W
T
F
2 9 16 23 30
3 10 17 24
4 11 18 25
5 12 19
6 13 20
7 14 21
S 1 8 15 22 29
December 2014 7 14 21 28
T 2 9 16
W 3 10 17
T 4 11 18
February 2015 S 1 8 15 22
M 2 9 23
T 3 10 17 24
W 4 11 18 25
T 5 12 19 26
F 6 13 20
S 7 14 21 28
March 2015 S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Martin Luther King Day Presidents’ Day Township Teacher Institute Spring Break (5 days)
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
No School Memorial Day
April 2015 W 1 8 15 22 29
T 2 9 16 23 30
F
S 4 11 18 25
S
M
T
5 12 19 26
6 13 20 27
7 14 21 28
10 17 24
May 2015
S
M 1 8 15
Teacher Institute Opening Day Labor Day No School Teacher Institute No School Thanksgiving No School Winter Break (10 days)
Additional information regarding exams, parent/teacher conferences, etc. is forthcoming.
November 2014
S
First day of school – ½ day Last day of school
F 5 12 19
S 6 13 20 27
PROM Dates for 2015 Friday, May 22, 2015 North Friday, May 22, 2015 West Graduation Dates for 2015 Sunday, May 24, 2015 North Sunday, May 24, 2015 West
S
M
T
W
T
F 1 8 15
S 2 9 16 23 30
3 10 17 24 31
4 11 18
5 12 19
6 13 20
7 14 21
W 3 10 17 24
T 4 11 18 25
F 5 12 19 26
S 6 13 20 27
W 1 8 15 22 29
T 2 9 16 23 30
F 3 10 17 24 31
S 4 11 18 25
June 2015 S 7 14 21 28
M 1 8 15 22 29
T 2 9 16 23 30
July 2015
January 2015 S
M
T
W
T
F
4 11 18 25
5 12
6 13 20 27
7 14 21 28
8 15 22 29
9 16 23 30
26
S 3 10 16 24 31
S
M
T
5 12 19 26
6 13 20 27
7 14 21 28
Emergency Days may be used as school days if school closes unexpectedly during the regular school year.
Office of the Superintendent Date:
April 2, 2013
To: From: Subject:
Board of Education Dr. Nanciann Gatta Board Meeting Dates 2013‐14
Attached is a calendar of recommended Board meeting dates from June 2014 to April 2015.
MOTION: posted.
I move the Board of Education Meeting dates from June 2014 to April 15 be approved and
Proposed Board of Education Meeting Dates May 2013 through April 2014
Board Meeting Dates
May 2013 S
M
T
5 12 19 26
6 13 20 µ
7 14 21 28
W 1 8 15 22 29
T 2 9 16 23 30
F 3 10 17 24 31
S 4 11 18 25
June 2013 S 2 9 16 23 30
M
T
W
T
F
3
4
5
6
7
9
9
9
9
9
17 24
18 25
19 26
20 27
21 28
S 1 8 15 22 29
7 14 21 28
M 1 8 15 22 29
T 2 9 16 23 30
W 3 10 17 24 31
T 4 11 18 25
F 5 12 19 26
S 6 13 20 27
August 2013 S
M
T
W
4 11 18 25
5 12 µ
6 13 20 27
7 14 21 28
26
T 1 8 15 22 29
F 2 9 16 23 30
S 3 10 17 24 31
September 2013 S 1 8 15 22 29
Opening/Closing Days of School Tuesday, August 20, 2013 Thursday, June 5, 2014
July 2013 S
Monday, May 6, 2013 (approved) Monday, June 3, 2013 Monday, July 8, 2013 Monday, August 5, 2013 Monday, August 26, 2013 Monday, September 23, 2013 Monday, October 21, 2013 Monday, November 18, 2013 Monday, December 16, 2013 Monday, January 13, 2014 Monday, February 10, 2014 Monday, March 10, 2014 Monday, April 7, 2014
M µ 9 16 23 30
T 3 10 17 24
W 4 11 18 25
T µ 12 19 26
F 6 13 20 27
S 7 14 21 28
First day of school – ½ day Last day of school
Student Non Attendance Days (µ Monday, August 19 Monday, September 2 Thursday, September 5 Monday, October 14 Tuesday, October 15 Thursday, October 31 Monday, November 11 Wednesday, November 27 Thursday, November 28 Friday, November 29 Monday, December 23 – Friday, January 3 Friday, January 17 Monday, January 20 Monday, February 17 Friday, February 28 Monday, March 24– Friday, March 28 Friday, April 18 Monday, May 26 Graduation Dates for 2014 Wednesday, May 28 Thursday, May 29
Teacher Institute Opening Day Labor Day No School Columbus Day No School Teacher Institute Veterans Day No School Thanksgiving No School Winter Break (10 days) Day Off Between Semesters Martin Luther King Day Presidents’ Day Township Teacher Institute Spring Break (5 days) No School Memorial Day
Niles West Niles North
November 2013 S
M
T
W
T
3 10 17 24
4 µ
5 12 19 26
6 13 20 µ
7 14 21 µ
18 25
F 1 8 15 22 µ
S 2 9 16 23 30
T 5 12 19 µ
F 6 13 20 µ
S 7 14 21 28
S 4 11 18 25
December 2013 S 1 8 15 22 29
M 2 9 16 µ µ
T 3 10 17 µ µ
W 4 11 18 µ
January 2014 S
M
T
W µ
T µ
F µ
5 12 19 26
6 13 µ
7 14 21 28
8 15 22 29
9 16 23 30
10 µ 24 31
27
February 2014 S
M
T
W
T
F
2 9 16 23
3 10 µ
4 11 18 25
5 12 19 26
6 13 20 27
7 14 21 µ
24
S 1 8 15 22
March 2014 S
M
T
W
T
F
S
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18 µ
19 µ
20 µ
21 µ
22
23
17 µ
30
31
W 2 9 16 23 30
T 3 10 17 24
F 4 11 µ
S 5 12 19 26
1
29
April 2014 October 2013 S
M
6 13 20 27
7 µ
T 1 8 µ
21 28
22 29
W 2 9 16 23 30
T 3 10 17 24 µ
F 4 11 18 25
S 5 12 19 26
S
M
6 13 20 27
7 14 21 28
T 1 8 15 22 29
25
9Emergency Days may be used as school days if school closes unexpectedly during the regular school year.
EXPLORE Score Data D219 administers the EPAS program (Education Planning and Assessment System), published by ACT. The EPAS program is administered in the following manner in D219: • • • •
EXPLORE test for all 8th grade students in November of 8th grade; PLAN test to all 9th grade students in April of the Freshman year; IACT (retired ACT test) to all 10th grade students in April of their Sophomore year; ACT is administered as part of the Prairie State Achievement Exam in April of the Junior year.
EPAS data is carefully tracked and monitored, and is displayed in each student’s ILP to chart progress towards College Readiness. ACT has defined specific College Readiness Benchmark scores that students should attain prior to entering college. The Benchmark scores represent the level of achievement required for students to have a 50% chance of obtaining a B or higher, or a 75% chance of obtaining a C or better in corresponding credit‐bearing first‐year college courses. These college courses include English composition, college algebra, introductory social science courses, and biology. As defined by ACT, the College Readiness Benchmarks are: • • • •
English – 18 Mathematics – 22 Reading – 21 Science – 24
As the EXPLORE test is the first in the series of the EPAS exams, we use this as an important step in determining a student’s High School Readiness, as well as student placement in 9th grade. We monitor student progress from the EXPLORE to the PLAN, to IACT and then the ACT throughout their high school experience. In addition to College Readiness Benchmarks, ACT has defined benchmark scores for both the EXPLORE and the PLAN tests to ensure that students are progressing on a track to college readiness. The minimum EXPLORE College Readiness Benchmarks are: • • • •
English – 13 Mathematics – 17 Reading – 15 Science – 20
We consider these scores to be the minimum targets for students to demonstrate High School Readiness.
How are our students demonstrating high school readiness? The following table shows the average EXPLORE scores from the classes of 2012 through 2017. EXPLORE Score averages, classes 2012‐2017 Graduation class 2012 2013 2014 2015 2016 2017
English 15.79 15.24 15.30 15.36 15.76 15.61
Math 16.88 16.64 16.65 16.36 16.68 16.64
Reading 15.68 15.56 15.47 15.37 15.58 15.72
Science 17.69 17.39 17.21 17.53 17.77 17.93
Composite 16.63 16.38 16.34 15.80 16.08 16.60
Although there are slight variations in scores, they remain relatively stable, with slight increases and decreases in scores. This table shows the percentage of students who are High School Ready, meaning that they meet the aforementioned minimum EXPLORE College Readiness Benchmarks. Percentage of students meeting EXPLORE College Readiness Benchmarks, classes 2012‐2017 Graduation class 2012 2013 2014 2015 2016 2017
English 82% 78% 80% 78% 79% 74%
Math 69% 51% 59% 58% 56% 51%
Reading 68% 62% 62% 61% 60% 56%
Science 46% 33% 38% 37% 29% 27%
The following table shows the percentage of students meeting EXPLORE College Readiness Benchmarks for the class of 2017, as broken down by sender district. District
Junior High
67 68 69 70 71 72 73 73.5 74 TOTALS
Golf Old Orchard Lincoln Parkview Culver Fairview S. E. Prairie McCracken Lincoln Hall
8th grade number 55 197 184 109 70 72 66 118 150 1,021
ENGLISH % HS ready 78% 70% 64% 79% 70% 86% 73% 74% 81% 74%
MATH % HS ready 65% 53% 36% 42% 61% 50% 50% 57% 63% 51%
READING % HS ready 73% 59% 39% 58% 65% 53% 52% 58% 61% 56%
SCIENCE % HS ready 33% 30% 19% 23% 24% 28% 33% 31% 23% 27%
We know that the above two tables show that some of these percentages are cause for concern. In Math, for example, just over half (51% in total for the class of 2017) of incoming freshman students are considered to be high‐school ready. We are addressing these issues in a number of ways. In addition to administering the EPAS program, we have conducted Growth Profile studies in the areas of Mathematics, Reading, and Science. These reports utilize EPAS and student achievement data to provide us with information on how students place initially in D219, how they progress in their coursework, and how they move from one level to another. This has been the basis of our growth model using locally normed data. As a result of these Growth Profile studies, we have begun major changes to our curriculum. All three reports showed very poor success and College Readiness rates among students who are placed below typical freshman entry level courses, such as lower levels of Algebra, English, and Biology. We have removed lower math courses and put in place strategic summer Algebra programs, as well as the Algebra Extension course, which provide interventions and assistance to students who are not yet on track to meet College Readiness Benchmarks. In addition, we changed the Freshman English course sequencing to follow a similar format, and we have begun to make changes in the Science offerings as well. These changes are now occurring beyond the freshman level, into sophomore and junior years. How are we working with the sender districts to ensure that all students are high school ready? With the advent of the new Common Core State Standards in Reading Literacy and Mathematics, the new Next Generation Science Standards, and new and more rigorous assessments to begin in 2014‐15, curricula at all grade levels are being examined to ensure proper alignment to these new standards. Fortunately at the high school level, the ACT College Readiness Standards are highly aligned to the new Common Core Standards. They are less aligned at the elementary level. The nine township sender districts are faced with the responsibility of educating our students throughout their K‐8 experience. Due to the recent release of the new Common Core State Standards and subsequent new assessments beginning in 2014‐15, the township schools have launched a new curricular effort to align student learning to the new Common Core Standards. The Next Generation Science Standards are still very new, but the township, including D219, is examining these standards to determine alignment and rigor at all levels. Conclusions We continue to collaborate and communicate with our sender districts in these areas. We communicate to both parents and students the importance of high school and college readiness for future success. We understand and respect the task in the elementary system of preparing students for high school, and we will continue to work collaboratively to ensure that all students are prepared for the rigors of high school and beyond. The EXPLORE test provides us with important data about a student’s preparedness for high school, and helps guide us to implement appropriate interventions to ensure future success and college readiness for all our students.
Appendix The appendix to this report shows the last 3 graduating classes have a greater percentage of students who graduate college ready than the percentage of students entering D219 as high school ready.
Percentage of Students meeting College Readiness Benchmarks on the PSAE‐ACT Percentage of EXPLORE High School Readiness Broken down by sender district High School Readiness Benchmark Criteria: English = 13; Math = 17; Reading = 15; Science = 20 College Readiness Benchmark Criteria: English = 18; Math = 22; Reading = 21; Science = 24
Class of 2011 District
Junior High
ENGLISH
MATH
READING
SCIENCE
% High School Ready
% College Ready
% High School Ready
% College % High Ready School Ready
% College % High Ready School Ready
% College Ready
67
Golf
60%
65%
39%
45%
41%
45%
19%
29%
68
Old Orchard
74%
74%
49%
49%
50%
56%
16%
58%
69
Lincoln
61%
69%
44%
47%
36%
43%
16%
33%
70
Parkview
74%
83%
50%
63%
70%
58%
21%
33%
71
Culver
84%
86%
57%
49%
63%
57%
16%
37%
72
Fairview
77%
78%
49%
67%
58%
56%
19%
46%
73
East Prairie
71%
75%
44%
50%
47%
60%
18%
37%
73.5
McCracken
68%
61%
48%
50%
46%
50%
21%
28%
74
Lincoln Hall
77%
75%
51%
49%
50%
54%
23%
37%
76%
77%
51%
51%
53%
53%
20%
35%
ALL township Non‐sender N/A Dist. students
41%
35%
34%
22%
Class of 2012
District
Junior High
ENGLISH
MATH
READING
SCIENCE
% High School Ready
% College Ready
% High School Ready
% College % High Ready School Ready
% College % High Ready School Ready
% College Ready
67
Golf
64%
65%
44%
45%
42%
45%
19%
29%
68
Old Orchard
68%
67%
51%
55%
50%
42%
27%
40%
69
Lincoln
68%
68%
45%
55%
45%
49%
16%
41%
70
Parkview
73%
78%
40%
51%
58%
53%
19%
36%
71
Culver
71%
77%
66%
67%
62%
58%
32%
50%
72
Fairview
84%
76%
57%
63%
65%
56%
32%
55%
73
East Prairie
59%
66%
37%
55%
49%
53%
22%
40%
73.5
McCracken
66%
76%
62%
58%
48%
52%
21%
40%
74
Lincoln Hall
74%
73%
58%
65%
54%
57%
26%
44%
76%
77%
57%
60%
56%
55%
26%
43%
ALL township Non‐sender N/A Dist. students
38%
38%
34%
26%
Class of 2013
District
Junior High
ENGLISH
MATH
READING
SCIENCE
% High School Ready
% College Ready
% High School Ready
% College % High Ready School Ready
% College % High Ready School Ready
% College Ready
67
Golf
75%
82%
52%
53%
59%
58%
29%
45%
68
Old Orchard
65%
69%
46%
47%
49%
49%
19%
35%
69
Lincoln
59%
67%
36%
44%
50%
43%
15%
35%
70
Parkview
77%
79%
45%
57%
61%
59%
29%
44%
71
Culver
87%
88%
54%
61%
70%
59%
24%
41%
72
Fairview
84%
78%
65%
57%
71%
55%
22%
42%
73
East Prairie
71%
78%
63%
51%
49%
41%
14%
25%
73.5
McCracken
79%
85%
57%
61%
54%
53%
17%
41%
74
Lincoln Hall
72%
80%
49%
54%
55%
57%
26%
45%
72%
77%
49%
53%
55%
52%
21%
40%
ALL township Non‐sender N/A Dist. students
47%
32%
28%
19%
Observations based on above data • • • • • •
Students who are not originally from one of our nine sender districts perform significantly lower than students from the sender districts. The percentage of students who are college ready based on the English Subtest is much higher than any of the other subtests. College Readiness for Math and Reading, while much below the percentages for English, remained relatively consistent over the 4 graduating classes. Science continues to be the lowest in terms of College Readiness. While the bar is set high at 24, the percentages are low in many cases. There is a lot of fluctuation among districts and graduating classes. It is difficult to determine if the data broken down by district is useful, due to the fluctuations and lack of consistency. In virtually all cases, college readiness levels are higher than high school readiness levels.
ACT EXPLORE score High School Readiness by township sender district Percentage of students meeting EXPLORE College Readiness Benchmarks for the class of 2016 District
Junior High
67 68 69 70 71 72 73 73.5 74 TOTALS
Golf Old Orchard Lincoln Parkview Culver Fairview S. E. Prairie McCracken Lincoln Hall
8th grade number 59 234 175 104 72 77 43 150 152 1,097
ENGLISH % HS ready 88% 65% 68% 79% 72% 82% 72% 73% 83% 73%
MATH % HS ready 61% 47% 42% 58% 43% 53% 56% 61% 57% 52%
READING % HS ready 64% 48% 49% 61% 53% 60% 56% 60% 65% 56%
SCIENCE % HS ready 34% 23% 22% 25% 22% 23% 26% 25% 30% 25%
Percentage of students meeting EXPLORE College Readiness Benchmarks for the class of 2017 District
Junior High
67 68 69 70 71 72 73 73.5 74 TOTALS
Golf Old Orchard Lincoln Parkview Culver Fairview S. E. Prairie McCracken Lincoln Hall
8th grade number 55 197 184 109 70 72 66 118 150 1,021
ENGLISH % HS ready 78% 70% 64% 79% 70% 86% 73% 74% 81% 74%
MATH % HS ready 65% 53% 36% 42% 61% 50% 50% 57% 63% 51%
READING % HS ready 73% 59% 39% 58% 65% 53% 52% 58% 61% 56%
SCIENCE % HS ready 33% 30% 19% 23% 24% 28% 33% 31% 23% 27%
Percentage of Students meeting College Readiness Benchmarks on the PSAE-ACT Percentage of EXPLORE High School Readiness Broken down by sender district
High School Readiness Benchmark Criteria: English = 13; Math = 17; Reading = 15; Science = 20 College Readiness Benchmark Criteria: English = 18; Math = 22; Reading = 21; Science = 24
Class of 2011 District
Junior High
ENGLISH
MATH
READING
SCIENCE
% High School Ready
% College Ready
% High School Ready
% College % High Ready School Ready
% College % High Ready School Ready
% College Ready
67
Golf
60%
65%
39%
45%
41%
45%
19%
29%
68
Old Orchard
74%
74%
49%
49%
50%
56%
16%
58%
69
Lincoln
61%
69%
44%
47%
36%
43%
16%
33%
70
Parkview
74%
83%
50%
63%
70%
58%
21%
33%
71
Culver
84%
86%
57%
49%
63%
57%
16%
37%
72
Fairview
77%
78%
49%
67%
58%
56%
19%
46%
73
East Prairie
71%
75%
44%
50%
47%
60%
18%
37%
73.5
McCracken
68%
61%
48%
50%
46%
50%
21%
28%
74
Lincoln Hall
77%
75%
51%
49%
50%
54%
23%
37%
76%
77%
51%
51%
53%
53%
20%
35%
ALL township Non-sender N/A Dist. students
41%
35%
34%
22%
Class of 2012 District
Junior High
ENGLISH
MATH
READING
SCIENCE
% High School Ready
% College Ready
% High School Ready
% College % High Ready School Ready
% College % High Ready School Ready
% College Ready
67
Golf
64%
65%
44%
45%
42%
45%
19%
29%
68
Old Orchard
68%
67%
51%
55%
50%
42%
27%
40%
69
Lincoln
68%
68%
45%
55%
45%
49%
16%
41%
70
Parkview
73%
78%
40%
51%
58%
53%
19%
36%
71
Culver
71%
77%
66%
67%
62%
58%
32%
50%
72
Fairview
84%
76%
57%
63%
65%
56%
32%
55%
73
East Prairie
59%
66%
37%
55%
49%
53%
22%
40%
73.5
McCracken
66%
76%
62%
58%
48%
52%
21%
40%
74
Lincoln Hall
74%
73%
58%
65%
54%
57%
26%
44%
76%
77%
57%
60%
56%
55%
26%
43%
ALL township Non-sender N/A Dist. students
38%
38%
34%
26%
Class of 2013 District
Junior High
ENGLISH
MATH
READING
SCIENCE
% High School Ready
% College Ready
% High School Ready
% College % High Ready School Ready
% College % High Ready School Ready
% College Ready
67
Golf
75%
82%
52%
53%
59%
58%
29%
45%
68
Old Orchard
65%
69%
46%
47%
49%
49%
19%
35%
69
Lincoln
59%
67%
36%
44%
50%
43%
15%
35%
70
Parkview
77%
79%
45%
57%
61%
59%
29%
44%
71
Culver
87%
88%
54%
61%
70%
59%
24%
41%
72
Fairview
84%
78%
65%
57%
71%
55%
22%
42%
73
East Prairie
71%
78%
63%
51%
49%
41%
14%
25%
73.5
McCracken
79%
85%
57%
61%
54%
53%
17%
41%
74
Lincoln Hall
72%
80%
49%
54%
55%
57%
26%
45%
72%
77%
49%
53%
55%
52%
21%
40%
ALL township Non-sender N/A Dist. students
47%
32%
28%
19%
Observations based on above data • Students who are not originally from one of our nine sender districts perform significantly lower than students from the sender districts. • The percentage of students who are college ready based on the English Subtest is much higher than any of the other subtests. • College Readiness for Math and Reading, while much below the percentages for English, remained relatively consistent over the 4 graduating classes. • Science continues to be the lowest in terms of College Readiness. While the bar is set high at 24, the percentages are low in many cases. • There is a lot of fluctuation among districts and graduating classes. It is difficult to determine if the data broken down by district is useful, due to the fluctuations and lack of consistency. • In virtually all cases, college readiness levels are higher than high school readiness levels.
