District 211

Academy- North

2007-2008 School Year

This handbook is intended to give parents and students an overview of District 211 Academy- North alternative therapeutic day school.

Each student’s IEP reflects the services and goals that are provided on an individual basis. The District 211 discipline guidelines provide the official document for student behavior expectations and consequences. However, due to the unique program needs of the District 211 Academy- North students, it was necessary to create this supplement to the District 211 guidelines.

The mission of Township High School District 211 is to serve the educational needs of the community by developing and implementing quality programs which challenge students to achieve their potential to become contributing, informed citizens capable of meeting the demands of a changing world.

The mission of District 211 Academy- North is to establish a positive and supportive learning community in which we strive to foster the consistent fulfillment of high academic and behavioral expectations. We will facilitate the growth of positive peer and adult relationships, appropriate social skills, and the acceptance of personal responsibility for behaviors and choices. We are committed to bolster students’ pride in the school, community, and themselves, and to promote the development and achievement of short and long-term goals. We expect that all members of the learning community will facilitate student transition into productive and constructive adulthood.

The vision of the District 211 Academy-North centers on a model of resilience, which is the ability to rebound, recover, and overcome life obstacles. The skills and attitudes developed by being resilient help prepare students for success. Some of those key elements for success are fostered in an environment that promotes the following:

These three elements help students realize their strengths, enhance their development, guide them toward positive choices, and find direction for their futures beyond high school.

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Academy North’s emphasis includes these objectives:

District 211 Academy-North consists of 6 fulltime, certified special education teachers, and a part-time vocational teacher. The clinical team includes the program administrator, two school social workers, a school psychologist, school nurse, police consultant, and the district-wide school psychologist. 10 teacher assistants also provide academic and behavioral support services for students.

To increase schedule flexibility, maximize class time, and allow for off-campus physical education, the students will follow a modified block schedule. Everyday students will receive a twenty-five minute lunch, four academic courses, and daily instruction in an elective for developing life skills. The courses students take during their 6^th period will be taught in 100 minute block periods every other day. Some students may have two 100 minute block periods a day. Students will receive Physical Education every other day during one of these periods. Out of the 180 day school year, students will follow the "A" and "B" schedules for 90 days each.

As a parent of a child who will be receiving special education services, you have certain rights which are safeguarded by state and federal statute. At each IEP meeting, you will receive "An Explanation of Procedural Safeguards" information sheet which describes your rights in detail. This information can also be available at any time by contacting the school.

There will be an annual IEP meeting for each student to access progress toward meeting the goals and objectives stated in his/her IEP. Additional meetings may be scheduled throughout the school year as needed.

The parents are expected to be aware and knowledgeable of the following:

Students will have the option of purchasing meals, or the parents/guardians can apply for free or reduced meal eligibility. When purchasing meals, students must purchase meals in advance. The meals will be prepaid one month in advance.

If you purchase meals and your child will be absent, you must call District 211 Academy-North and notify them of the absence no later than 8 a.m. or the meal will be charged to the student’s account.

Nearing the end of the month you will receive a notice reminding you of the need to pre-pay for the next mouth’s meals.

If you decide not to purchase meals for month from the district, your child will need to bring a lunch. Students will be able to store food or drinks each day in a refrigerator. Microwaves will be available for heating food.

Free or reduced-price meals are available to students whose families meet Federal guidelines. Applications for meal benefits are mailed to families each summer. Additional forms are available from the school. Application for meal benefits must be made each year. Questions about the program should be directed to Ruth Jonen, the Director of Food Services, at the G.A. McElroy Administration Center, (847) 755-6680.

Students are required to carry a current school I.D. card at all times. They must show or provide the card upon the request of a staff member, including bus drivers. The card must be shown when entering a bus, checking out media materials, and when entering or leaving the school.

Each student will be assigned a school locker. Lockers are not to be shared, and locker combinations should be kept confidential. A student has no reasonable expectation of privacy in a school locker or in the personal effects left therein and has the responsibility to store only those items needed for school or school related activities, and non-school related activities as long as items are neither harmful of illegal.

School officials will periodically inspect all lockers for reasons of health, safety, and for recovery of property which are not to be in lockers, or for other reasons in their discretion. Lockers may be searched only by authority of the program administrator and, in his discretion, in the presence of the student to whom the locker is assigned.

The regular school day at DISTRICT 211 ACADEMY- NORTH is

District 211 Academy- North will follow the school calendar of Township High School District 211 (A copy of the calendar is within this manual).

Daily attendance at school is required by state law. Success in school is linked closely with being in the classroom, joining in class discussion, and doing work on a regular basis. Only in the classroom can students take full advantage of classmates’ ideas, teacher explanation of assignments, and other material that enriches learning. There is no way to duplicate the classroom experience after a student has been absent.

While daily attendance is required, students may occasionally miss school for the following reasons:

Parents are urged to schedule doctor/dentist appointments after 3:15 P.M. or on non-attendance school days. Work hours for those students with jobs should not be scheduled before the end of the established school day.

For information contact High School District 211 announcement line: (847) 755-6635. A severe storm or other emergency may require school to be closed. Generally a decision to close school will be made by 6 a.m.

Tardies will be viewed as behavior patterns, not as isolated incidents. In order to maximize instructional time, students are expected to be in their homeroom before 9:15 A.M. Tardy students must report to the school office for an admit slip. Any tardy that is to be excused must be approved by the program administrator or designee.

The parent/legal guardian should call the school at (847) 755-6700 to report student absences no later than 10:00 A.M. on the day of the absence. We have staff available to receive calls from Spanish-speaking parents. Parents are encouraged to leave a voicemail during non-school hours. For students in the pre-paid lunch program, the parent/legal guardian needs to contact the school before 8:00 AM to avoid being charged for that day’s meals.

While daily attendance is required, students may occasionally miss school for the following reasons:

The program administrator or designee will determine whether or not an absence is to be excused.

Students are truant when they are absent from classes or school without permission. Truancy will be considered as an unsuccessful day as explained in the level/point system. Chronic truants under the age of 17 may be reported to the Cook County Truancy Officer. A chronic truant is a student who is absent without valid cause for 10% or more of the previous 180 regular attendance days. Effective July 1, 2007, state law now authorizes the Secretary of State to cancel the driving privileges, including instruction permits, of students under the age of 18 who are certified as chronic or habitual truants or who drop out of school. Students who do not have a driver’s license or instruction permit at the time he or she is certified as truant or drops out of school will be prohibited from obtaining a license or permit.

To discourage student truancy and encourage students to attend school, we have devised the following steps to be taken, which are adapted from the District 211 policy. These incidents will be tracked per semester.

The District 211 Academy- North teaching staff consists of six certified special education teachers and one additional vocational teacher, who is at the school part-time. All teachers concentrate in one area of expertise in the academic curriculum. Students move between classes of the 6 teachers for each of the subjects. In addition to the certified teacher staff, 10 teacher assistants help students and teachers in the classroom and throughout the school.

The school year is divided into four quarters, each nine weeks in length. Students are graded and receive report cards on a quarterly basis.

In order to receive a passing grade (D- or better), students have to have achieved at least a 60% on their assignments and attended at least 60% of the school days. If both of those conditions are met, the teacher will average the points students have earned in three categories:

The chart below illustrates how these factors will influence student grades.

Most semester grades are determined by averaging the two quarter grades and a semester examination grade. Each quarter grade represents 40% of the semester average and the semester assessment represents 20%. In some designated courses, there is a final project and no examination; in those courses, each nine-week grade represents 50% of the semester grade. Only semester grades are recorded on a student’s permanent record; the quarter grades are progress reports.

The following is an explanation of the grading scale used on report cards:

Graduation requirements are the same at District 211 Academy- North as they are for all District 211 schools. To graduate a student must:

4. Pass a qualifying examination on:

While at Academy-North, students are provided with textbooks and other curriculum workbooks. These books are checked out to the student and the student is responsible for them throughout his/her placement at Academy-North. The student is responsible for returning the textbooks/workbooks or other materials that belong to the appropriate teachers at the home school. It is not District 211 Academy- North’s responsibility to return these materials. Failure to return textbook materials to the appropriate school may result in fines and the school may withhold the student’s report card until the fines are paid.

High school students are expected to be prepared for school with appropriate materials. The following is a suggested list of materials that would be important to have while at District 211 Academy- North:

Three (3) Sets of dividers for binders

District 211 Academy- North provides additional supports for students to help them grow academically and to help them develop emotionally and physically healthy lifestyles. Through consulting with staff and providing individual and group counseling, the student services personnel assist students in addressing the issues that prevented them from experiencing success in the regular high school setting.

Conducts psychological evaluations and interprets results for students, parents, and staff. The psychologist also provides counseling and helps locate outside referral agencies.

Provides individual, group, and family counseling and serves as a liaison between the school and community agencies.

The nurse provides health services within legal guidelines. A student who is ill may receive permission from the teacher and go to the nurse’s office. If the student must be sent home, a parent, guardian, or other responsible adult must give permission through the nurse’s office for the student to leave school. No student who is ill may leave school without permission of the nurse or program administrator in the nurse’s absence.

A student who is ill and absent from school due to a communicable disease must see the nurse before returning to classes. Some communicable diseases require a doctor’s release when the student returns to school.

Prescription and non-prescription medications will be given according to High School District 211 medication policy. A signed authorization from the student’s physician and parent must be on file in health services office. Medication must be brought to the school in the original packing and given to the nurse.

A police consultant, a sworn police officer with the local police department, is assigned to each school. All police matters which occur at school are handled by the police consultant. The consultant’s primary function is prevention of juvenile delinquency through classroom lectures and individual counseling. Students or staff members who experience thefts, vandalism, or related problems while at school should notify the police consultant.

Behavioral interventions undertaken by staff are meant to maximize the learning for all students, including particular students engaging in behaviors that interrupt their learning or that of others. Interventions will minimize the duration and frequency of time spent outside of the classroom.

In order for all students to benefit from instruction, certain basic, baseline expectations must be fulfilled. Teachers will expect that students are able to:

If they are unable to meet these expectations, staff will attempt to intervene to help them reach the baseline classroom expectations. If students are unable to respond positively to interventions within the classroom, students will not remain in class. Staff will then attempt to intervene with students outside the classroom. The student intervention process below describes the steps staff will take to address student behavior falling outside the behavioral expectations.

Students are encouraged to remain in the classroom and attempt to resolve issues with the least amount of disruption to the class. However, students may need time away from the classroom in order to be ready to learn. When students are not fulfilling school expectations, students and staff should progress through the levels of behavioral interventions:

The point and level system communicates the expectations for students. Staff will indicate how closely their behavior reflects those expectations based upon a uniform point sheet. Students will be working to achieve points that determine their position within a 4-step level system.

Self time-outs can be taken by the student in the secondary class room by self-request and permission from the teacher or the teacher assistant. Self-time outs are viewed by staff as responsible steps made by students to manage their behavior.

Each classroom has a secondary room which can be used to remove the student from the rest of the class without removal from the classroom. This room provides the student an opportunity to deescalate from the problem situation with assistance from classroom staff. Ultimately, students can use this room as their first chance to correct problem behaviors.

Staff will attempt to engage the student in a private conversation before removing the student from the classroom for a more extended period of time. Staff will request that the student either step into the secondary room or just outside the classroom so that they can have a conversation. During the conversation the staff and student will attempt to problem-solve the disruptive or inappropriate behavior. When staff and student come to an understanding of the expectations, the student will return to the lesson.

The TAC room, located outside of the classroom, is used to help the student manage behavior in a more intensive, therapeutic manner. Students will have access to additional school staff, including social workers, psychologists, the program administrator, and police consultant, in order to process, understand, and correct their problem behaviors. At this point, therapists can introduce interventions which can be utilized by the students to prevent further disturbances in the classroom.

The purpose of a TAC is to enable the student to resolve problematic behaviors. The only materials students should have in TAC are a pen or pencil and a TAC form. Belongings should be kept inside the classroom while the student is in the TAC room. A minimum of 10 minutes and a maximum of 20 minutes is optimal for a TAC intervention. During this time, the student should complete the TAC form and/or process the situation with staff. The student’s assigned therapist will be informed and may initiate further intervention, especially if the student has required two or more TAC’s.

Any student who requires three TAC’s has demonstrated difficulty adhering to the baseline expectations of the program. They require additional support and supervision to gain from instruction and prevent them from further disruption to the classrooms. Students who receive three TACs will be assigned to the intensive support classroom (ISC), which is described below. They will receive instruction from their regular teachers within ISC.

The Intensive Support Classroom provides a separate learning environment for students whose social, emotional or behavioral needs require even more support and supervision than the general Academy-North program offers. These students have demonstrated a pattern of not being able to meet minimum (or baseline) expectations of the program. While in ISC, students will focus their attention on developing skills for meeting academic requirements, improving social interaction, and developing abilities to manage their behaviors to a level where they are meeting the baseline expectations of the program.

Students are placed in the ISC under four circumstances:

The components of the intervention are as follows:

Name: Date: / / Period: 1 2 3 L 4 5 6

Block Day: A B ISC:r Y r N Sent by:

Number of times in TAC Room today: 1* 2** 3*** 4

Clinician Notified:*

What was/were the at risk behavior(s) that led you to leave the classroom?

r AGG- aggression r HAR-harassment r MAN-manipulate r PST – point sheet r THR - throw

r ARG- argue r IN-Inappropriate r NC-name call r RAC – racial r TRE- threat

r CHE- cheating r IN-C-inapp. contact r NFD-not foll dir. r SC- staff call

r DES- destroy r IN-S-inapp. to staff r OFT – off task r STL - steal

r DIS-disrupt r INF-interfere r OL – off limits r SWR – swear

r GS-gang r LY - lying r PRV -provoke r TD –talk of drugs

Explanation: ________________________________________________________________________________________________

What were you thinking right before the problem behavior(s)?

________________________________________________________________________

On a scale from 1-10 how did you feel right before the problem behavior?

1 2 3 4 5 6 7 8 9 10 (1=worst, 10=best)

On the same scale, how do you feel right now?

1 2 3 4 5 6 7 8 9 10 (1=worst, 10=best)

What has changed between how you felt before and how you feel now?

________________________________________________________________________

If you face the same situation again, how will you handle it differently?

________________________________________________________________________

What will you do upon returning to class?

________________________________________________________________________

It is the policy of DISTRICT 211 ACADEMY- NORTH to manage student behavior through positive means and through systematic steps that will eliminate the need for physical management. However, under circumstances where imminent danger to other students, staff, and/or self exists, physical management will be utilized until the student can maintain safety. When physical management techniques are employed, staff will use the minimal amount of force necessary to control the student, ensure student/staff safety, and protect property.

Circumstances requiring the physical management of a student include, but are not limited to the following:

Physical management interventions include the following procedures: physical guidance, physical blocking, physical assistance, and physical hold. All DISTRICT 211 ACADEMY- NORTH staff are trained in the proper, safe uses of physical management under the Crisis Prevention Institute model.

When a student has been physically managed, the parent/guardian will be contacted by the program administrator or designee on the same school day. If the parent/guardian cannot be reached, a notice will be sent to the home on the same school day.

Students earn points based on positive behavior and the completion of academics. Points are earned throughout the day.

Students can earn points each period up to 100 points in a day. This number will be used to average the students’ daily points in order to create a percentage that will measure student growth.

A student can earn points in four categories. The categories and definitions are:

There will be 4 levels on the point system. Every period of attendance, students can earn points that will allow them to advance on the level system. Each level carries with it a set of expectations. As students move up in the level systems, the expectations and potential incentives also increase. For example, while a student on Level 1 may only need to earn 60 points, or 60% of the points in a day, the student will not be able to take advantages of all the privileges available for a Level 4 student. The level criteria are described below.

Students will need to reach the following expectations to advance a level.

Students will drop a complete level for any of the following incidents. The level drop will be in addition to any disciplinary actions determined by the building or district administration.

Bonus points will be awarded to students that take pride in their opportunities to grow and seek opportunities to maintain success.

Students can earn bonus points in three ways.

When a student achieves Level 4 status and is passing all academic subjects with a "C" average, he/she will be eligible to start a home school reintegration plan as described below.

The student must first request a meeting with his/her teacher and therapist to discuss the possibility of developing a home school reintegration plan. If the teacher and therapist agree with the request, it will be reviewed in a team meeting, which will include the homeroom teacher, school psychologist, P.E. teacher, social worker, and school program administrator.

If approved, the student will be given a sample plan outlining example goals for a possible reintegration to the student’s home school. Students must be informed that successful completion of the plan does not mean an automatic reintegration to the home school. The achievement of meaningful, internalized change is a very difficult and long process. In making the final decision the staff must consider whether apparent changes in surface behavior reflect an internal change.

The student and his/her therapist will then develop a home school reintegration plan containing individualized and standard goals which specify the criteria that the student must meet in order to be considered for reintegration to the home school.

The standard goals will include:

The plan should go into effect no later than the second Monday of an academic quarter. For example, a student can achieve Level 4 status near the end of the first quarter and begin to develop the home school reintegration plan with the Academy- North staff. At the beginning of the second quarter, the plan would go into effect. Over the course of the 2^nd quarter, the student must fulfill the requirements of the plan while at Academy-North. The student is required to comply with the terms of the home school reintegration plan in order to begin reintegration to the home school at the beginning of the 2^nd semester.

Upon successful completion of the plan the student, with assistance from his/her therapist will make a presentation to the student’s staff team using the following questions:

After receiving a positive recommendation from the staff team, the therapist will arrange for an I.E.P. staffing where the final placement recommendation is determined. Home school staff and parent/guardian will be present at this meeting. The student may be asked to respond to all or some of the questions that were presented in the team meeting. The I.E.P. team will recommend a plan of how the student will reintegrate back to the home school. Reintegration most often will take place in the beginning of an academic semester.

The following chart demonstrates the normal sequence of the home school reintegration plan.

Students will wear the District 211 Academy- North school uniform when on District 211 property and throughout the school day. The school uniform consists of a navy blue t-shirt, a white t-shirt with the Academy-North logo, a navy polo shirt, and a navy sweatshirt. Students should not wear jackets, non-uniform sweatshirts, or hooded sweatshirts (i.e. "hoodies") over their school uniforms. The Academy- North school uniform is the only shirt that students can bring to school. Other than outerwear, all other shirts are not allowed in school. Students who refuse to comply with the following guidelines will be subject to disciplinary action including not earning points, an assigned after-school detention, and/or suspension.

Students not conforming to dress code will need to change into the school uniform for the day. If students arrive to school without their uniform, they will need to obtain a rental uniform from their homeroom teacher, who will note the rental on the attendance form.

The homeroom teacher will collect a $1.00 rental fee or deduct 50 bonus points each time a loaner school uniform is used. Before the student leaves for the day, the loaned uniform must be returned to the homeroom teacher in the condition in which it was given to the student. If the uniform is defaced, torn, or altered, the student will be charged the cost of a new uniform item.

Students’ dress and grooming must not disrupt the educational process, interfere with the maintenance of a positive learning climate, or compromise reasonable standards of health, safety, and decency. Specifically, the following is prohibited at school or at school sponsored events:

Students who do not comply with the student appearance policy are subject to disciplinary action. If a student wears hats or clothing in violation of the student appearance policy, he or she will turn the item over to the police consultant. The police consultant will return the item either directly to the student at the end of the school day or to the parent. Depending on the severity of the offense, the number of offenses, and the interference or threat of interference with the operation of the school or the safety and security of students or staff, students may be warned, asked to change the objectionable clothing, suspended from school pending a parent conference, and/or recommended for expulsion. As used in this policy, the word "clothing" includes accessories such as rings, earrings, necklaces, purses, backpack, chains, and shoes.

The Superintendent or Designee may develop administrative regulations and/or school rules which facilitate implementation of this policy, including identification of particular types of clothing deemed to violate this policy.

Transportation is considered to be part of the school day. All students must take the transportation provided by the school. Students are not allowed to be transported to or from school by someone other than the child’s parent unless this transportation has been approved by the program administrator or designee. Alternate transportation must be arranged with the approval of the program administrator. To make other arrangements for transportation, please contact the school at least one day prior to the need for alternate transportation.

Each student is assigned to a bus route. A student may ride only on the bus to which he/she is assigned. Also, they must board and exit the bus at the designated drop-off location. The transportation department requires a 5-school-day waiting period before changes in bus routes can be made. Students are expected to be ready to board their bus on time. Buses will not wait for tardy students. Regular school rules are in effect on the buses. Students engaging in any of the following behaviors are subject to disciplinary action:

All students are to be seated and remain seated while the bus is moving. Continued inappropriate behavior or conduct that endangers the well-being of any student or the driver may result in a suspension from the bus. For the duration of any bus suspension, the student/family is responsible for arranging transportation to and from school. Arrangements should be coordinated with the program administrator.

Academic dishonesty refers to cheating, copying, plagiarizing, or otherwise representing the work of others as one’s own through verbal, written, graphic, electronic, or other means. Forms of academic dishonesty include, but are not limited to, the following:

Students determined to have been academically dishonest are subject to disciplinary action. Depending on the severity of the offense, the number of offenses, the impact on other students and teachers, and/or the curriculum, students may lose credit for a project or test, lose class or course credit, be suspended pending a parent conference, or be recommended for expulsion.

Computers are provided for student use in a variety of applications in the computer lab. Students may use computers for:

Unacceptable uses of the computer network are:

Violations of these conditions or others prescribed by the High School District 211 Computer Acceptable Use Policy may result in a referral to an administrator, suspension of computer privileges, loss of credit, or other disciplinary action if deemed appropriate. The entire Computer Network Use Policy for Students can be viewed online at www.d211.org/studentuse.html.

Students may use the telephone with staff permission for emergency reasons.

Students are not permitted to possess electronic communication devices (e.g., cellular telephones, pagers, personal digital assistants, or any hybrid communication device) while on school property. Cell phones are not allowed in the school building or within school vans. Students should not bring cell phones to school. If students do bring cell phones to school, they will be kept by the police consultant until the end of the school day. If students repeatedly violate this policy, their cell phones will be returned only to a parent or guardian.

Students are not permitted to possess electronic devices (e.g., cd players, mp3 players, radios, and handheld gaming devices) while in District 211 Academy- North. Each time students enter the school building, all electronic equipment will be placed in a bin for inspection while the student passes through the metal detector. Immediately following the metal detector, the student will proceed to his or her locker to store the belongings.

Students who commit acts of vandalism, disruptive behavior and/or engage in gross misconduct will be subject to a range of sanctions and penalties as listed below, up to and including expulsion. Students who commit such behaviors, or act in concert with others who do by arranging, planning, devising, and/or participating in the behavior by mutual understanding and with knowledge and consent, may be subject to any or all of the following disciplinary actions, depending upon the nature and severity of their behaviors:

A fire alarm intentionally set off by a student is a serious offense and endangers the safety of students and employees. A student guilty of such an offense will be recommended for disciplinary action and subject to arrest.

Use of fragrances including perfumes, colognes, and hair sprays can cause difficulties for individuals who suffer from asthma or other respiratory illnesses. Students should minimize use of fragrances and consider others when using these products.

Students may not smoke, possess, or use tobacco or any "look-alike" tobacco substance in any form anywhere on school property, buses, and vans. This policy applies to all tobacco derivatives and applies before, during, and after school hours.

Excessive physical demonstrations of affection are inappropriate in school.

The Board of Education has adopted policies which prohibit sexual harassment in its schools. The policies define forms of verbal or physical sexual conduct which constitute sexual harassment.

The school has a responsibility to provide students with a learning environment free from sexual advances, requests for sexual favors, demeaning or insulting sexual remarks or conduct, and forced physical contact of a sexual nature.

Conduct which has the effect of creating a hostile or offensive environment might include sex-oriented verbal joking, teasing, questions, anecdotes, or offensive personal remarks of a sexual nature. Any student who abuses another student through any sexually harassing conduct or communication shall have violated the policy whether such conduct occurs on school grounds, at school events, or on the school bus. Depending on the incident, violators of the policy can either be suspended from school for a period of up to five (5) days or face expulsion.

A student who feels he or she has been sexually harassed by any person should report the complaint by (1) directly telling the alleged harasser to stop his or her offensive behavior; and/or (2) complaining to a teacher, counselor, or administrator who shall report the matter immediately to the principal. Regardless of how the student chooses to report the alleged sexual harassment, a student’s good faith action in reporting will not adversely affect