Student Handbook

Children of families residing within the boundaries of District 65 are eligible to attend a District 65 school on a tuition-free basis. Proof of residency is required at registration and re-registration. 

More information about residency requirements, including required verification documents, residency affidavits, and verification procedures, is available on the Student Registration section of our website.

The parent/guardian of a child in a temporary living situation may register the child in the school the child was attending when the child became displaced or in the local attendance area school based on where the child is currently living. For more information, please contact the registration team at (847) 859-8065 or the District’s Homeless Liaison at (847) 859-8128 or mvtransition@district65.net.

Students transferring into the District must be in “good standing” at their previous school. Students on suspension or expulsion must serve the entire term of any suspension or expulsion prior to registering in a District school. All appropriate transfer documents must be complete before the student can begin attending school.

Families of children home schooled or children attending private or parochial schools may enroll their children on a part-time basis if the child meets residency requirements, when space permits, and if the principal of the school was notified prior to May 1 of the previous school year. Students accepted for partial enrollment must comply with discipline and attendance requirements. Student fees are prorated based on the number of classes the student attends.

Non-resident students may attend District schools upon approval of a request for non-resident admission. Approval is subject to the following approval is subject to Board Policy 7:60 - Residence.

Any family who moves during the school year is required to provide three residency verification documents to registrationinfo@district65.net.

Children of families who move within the school year may complete the year at their current attendance area school. The following year, the student will automatically be assigned to their local area school and notified at the end of the school year. If the move is to a new attendance area within the District, and the family wishes for the child to change schools during the year, they must contact the Director of Student Assignments (847) 859-8065.

Children of families who move outside the District within a school year may continue to attend their current school, tuition-free, for the remainder of the school year. If residency change is due to military obligations of the person with legal custody for the child, the child may maintain his/her/their residence for the purpose of registration and enrollment as determined prior to the military obligation if a request is made in writing.

All school-age children within District 65 geographic boundaries are assigned an attendance area elementary and middle school. Magnet Schools and selective enrollment programs are available through the District’s lottery application process. This is a random lottery for seats at specialized school programs. New and current students may apply for the lottery depending on the program. 

Transportation will not be provided for students who receive a magnet school or selective enrollment program placement. If you are unable to transport your child to school or make arrangements for them to get to and from school safely, we ask that you please refrain from accepting the offer. Transportation for magnet school students is in accordance with the criteria defined in District 65 Board of Education policy (section 4 - 4:112).

It may be possible that a magnet school or selective enrollment seat is rescinded, with ample notice, due to poor student attendance, excessive absences, or in the event that the student’s learning or social emotional needs may be better served in another environment. 

Siblings of students currently enrolled in a magnet school or selective enrollment program and students residing in the attendance areas of the school in which that program is operated will be given preference in the application. 

District 65 offers two distinct academic programs and two magnet schools serving students in grades K-8. Please visit our District website to learn more about selective enrollment options to learn about our Two-Way Immersion Program (TWI), our African-Centered Curriculum Program (ACC), and our magnet schools, Dr. Bessie Rhodes School of Global Studies and Dr. Martin Luther King Jr. Literary & Fine Arts School.

Please refer to our District website to learn about our magnet schools.

Magnet schools offer an option for families who prefer an integrated K-8 experience for their children and want to select a school with a particular academic focus.

Dr. Bessie Rhodes School of Global Studies strives to equip young people with the skills to become outstanding global citizens who will contribute to and thrive in a dynamic and diverse world. Bessie Rhodes has an intimate school community with two classes per grade level and an average student-to-teacher ratio of 20-to-1.

Dr. Martin Luther King, Jr. Literary and Fine Arts School strives for all students to experience a dynamic education that focuses on fine and performing arts and emphasizes literature and writing. There are three classrooms per grade level.

Permissive transfers provide families with the opportunity to apply for a school outside of their neighborhood attendance area. This process is designed for students who may be better accommodated by the education program at another school or extenuating circumstances. Consideration also takes into account space utilization and the racial balance of the school in question. Students who attend a school on a permissive transfer are not eligible for transportation (bus) services.  A parent/guardian is required to re-apply for a permissive transfer when their student enters sixth grade. A seat is not guaranteed within the feeder pattern of the elementary school assigned under the permissive transfer. All requests must apply through the permissive transfer application. 

Permissive Transfer Request Form (English)
Permissive Transfer Request Form (Spanish)

Students are provided the required curricular textbooks free of charge, and expected to use care in handling these books and other school supplies and materials. In the event of lost, stolen, or damaged textbooks, replacement costs may be assessed. Fees for consumables, such as workbooks, newspapers, or novels may be requested by a classroom or program. An instructional supply fee covers the cost of instructional supplies for K-8 grade students.
 
Participation fees are collected for items that include physical education uniforms (middle school), outdoor education, graduation fees, or school field trips. Scholarships may be available for some participation fees. Families interested in scholarships may request information from the school.

Fees for registration or school age child care may be paid in cash (in person), check, money order, or credit card at the Joseph E. Hill Education Center, 1500 McDaniel Avenue, or may be paid online. Credit card payments may also be made over the phone by calling 847-859-8015.

Fees for District programs and services are waived for families qualifying for free lunch. Families who do not qualify for free lunch but cannot pay the fee because of special circumstances may request a waiver of fees or establish a payment plan. For more information about student fees, balance inquiries, requests for a payment plan or waiver, and payment options, please contact Financial Services at (847) 859-8040.

District 65’s Nutrition Services Department offers nutritious meals to promote the growth and development of every student. All schools offer freshly prepared, balanced lunches daily. Sack lunches are available to all students for field trip days. Our breakfasts provide a healthy start to the school day and are offered at all schools. Please refer to the District website for information on meal prices, payment options, and menus.
 
Students purchasing lunch, milk or additional a la carte items should use MySchoolBucks to fund their lunch accounts. Money (cash or checks made out to “D65 Nutrition Services”) can also be brought to school with students and given to their homeroom teachers. Middle school students can make deposits to their accounts when they come through the lunch line. In order to minimize wait time in lunch lines, no change will be given at the middle school level. All funds will be processed as a deposit to the lunch account. 

Students carrying negative account balances from prior years will NOT be allowed to purchase a la carte items. For more information about menus, nutrition, free and reduced-price meal applications or online prepayment for milk or a la carte items, please visit the Nutrition Services website.

All families are encouraged to apply for free and reduced-price meal benefits. The application can be found at district65.net/mealapps beginning August 1. Completed applications will be processed within 10 days. Approval and denial letters are emailed to the address on file. 

There are many benefits beyond meals such as free or reduced-price student fees, summer camp, internet access, and more. Please hold on to your approval letter for future use in accessing these benefits.

If you or someone you know needs help with an application, please call Nutrition Services at 847-859-8130, or email at nutritionservices@district65.net.

Please visit the Nutrition Services website.

We know that families need flexibility and support beyond the regular school day. We are pleased to offer parents/guardians with two options for before and after-school childcare for students in kindergarten through fifth grade. These include our D65 School Age Child Care (SACC) program and Right at School (RAS) childcare. Both offer high quality programming, flexible care options, and competitive pricing.

Programming for both options is available at all D65 elementary and magnet schools. For convenience, both programs are offered onsite so that students may seamlessly transition before and after the school day. Please note that transportation is not available for either program. Learn more about either program.

Field trips are encouraged when the experience is an integral part of the school curriculum and/or contributes to the District’s educational goals. Recreational class trips are permissible provided they do not interfere with the District’s educational goals. For a student to be eligible, families must consent in writing and are responsible for payment of all entrance fees, food, lodging, or other costs, including transportation fees, except that the District will pay such costs for students who qualify for free lunch. Non-participating students shall be provided an alternative experience. 

Free transportation is available for elementary students who live outside of walk areas and who (1) reside 1.5 miles or more from their attendance-area school or (2) reside where walking to school constitutes a serious hazard due to vehicular traffic or rail crossings in accordance with criteria identified by the Illinois Department of Transportation (IDOT), and where adequate public transportation is not available. Student transportation services are available for all eligible students.
 
Free transportation and vehicle adaptations, where necessary, are available for students with special needs as written in the students’ Individualized Education Program (IEP). Free transportation is available for English-language learner (ELL) students enrolled in bilingual education programs located at a school other than the child’s regular attendance-area school.
 
Transportation is available on a fee basis for students who live outside of walk areas and who (1) attend magnet schools, (2) are enrolled in Two Way Immersion-English speaking (TWI-E) or (3) enrolled in African Centered Curriculum (ACC). Students eligible for free or reduced-price meals are also eligible for free or reduced-price transportation. Families who are not eligible for free or reduced-price meals and who are unable to pay transportation fees, may apply for a full or partial administrative waiver. Payment plans can also be arranged through the Business Department.
 
No transportation service is available for students attending school on a permissive transfer.
 
Students who use District transportation services also are eligible to participate in the busing services provided for after-school activities when a request is made by the Principal and approved by the Assistant Superintendent of Business Services/School Treasurer CSBO. The district may provide transportation to/from school-sponsored activities. Families are encouraged to check with the school to verify available transportation services for those activities.
 
District 65 contracts with outside vendors for student transportation services. The provider for eligible riders is Student Transportation of America (Positive Connections). Parents/guardians are always welcome to call the bus company at (847) 492-0115, especially if they are asking about items that may have been left behind on a bus.
 
For more information, please visit the Transportation Services website. Transportation Services can also be reached at (847) 859-8160 or by sending an email to transportation@district65.net. Parents and guardians are encouraged to call the Transportation Department directly with questions or concerns regarding bus stops, bus routes, or bus drivers.
 
Qualified children enrolled in the Head Start program are also eligible for transportation. Transportation services are provided through District 65 as part of the Head Start grant and are subject to change according to the contract agreement made with the district. Questions regarding this service may be directed to the Early Childhood Office at (847) 859-8300.
 
No school employee may transport students in school or private vehicles unless authorized by the administration.
 
Families who drive their children to school are reminded to use designated pick up and drop off areas at school and that district policy prohibits idling of cars or buses for periods of time longer than necessary to pick up and drop off students.

The Health Services Department is responsible for developing and supervising health procedures that comply with Illinois School Code and Student Health and Health Services policies. Each school has a health office staffed with an individual certified in both CPR/AED and First Aid, and all schools have an AED on site. Adopted policies and established procedures for accident and emergency response are available in the Health Office. 

Health Office personnel provide assistance with first aid, administer medication to students, and notify the Director of Health  Services, parents/guardians, and/or school principal in the event of health problems or injuries at school. Health Office personnel also assist with screenings and other special health needs/concerns.  

For information regarding health requirements and forms, our Resource Guide for Supporting Students with Life-Threatening Allergies, and other helpful resources, please refer to the Health Services website.

Illinois law requires that school districts have on file medical verification of certain immunizations for students that are entering school. Immunization dates and records must be submitted on the Child Health Exam form, signed, stamped, and dated by the health care provider. A complete list of immunization requirements is available on the IDPH website and on our D65 Health Services website.
 
Proof is required of a physical examination dated no earlier than one year prior to a student entering kindergarten or sixth grade, for all students enrolling in an Illinois school for the first time, and for all students enrolling from outside the state or country. The physical exam and state-mandated immunizations must be recorded on the Illinois Certificate of Child Health Examination form, available from the District or school health office.  Unless an exemption applies, the failure to comply with the above requirements by October 1 of the current school year will result in the student’s exclusion from school until the required health forms are provided. 
 
Proof of an eye examination is required by October 15 of the current school year for students entering kindergarten or an Illinois school for the first time. The examination record must have been completed within one year prior to the start of school. 
 
Proof of a dental examination is required by May 15 of the current school year for students entering kindergarten, second, or sixth grades. The examination record must have been completed within 18 months prior to that date. Forms are available from the District or school health office.
 

When it is necessary for a student to take medication at school (including but not limited to pharmaceuticals, asthma inhalers, epinephrine auto-injectors, etc.), families must complete and return a Medication Request Form (M-145). School personnel can administer medication only when ordered by a physician. Medication ordered by a physician and labeled by a pharmacist also requires authorization from the parent/guardian to administer at school. Parent/guardian instructions must match information on the pharmacy label. Requests to administer over-the-counter medications must be accompanied by a request signed by the parent/guardian and physician. All medication must be in the original container with the original label. All schools have the ability to store medications that require refrigeration.
 
Note: Medication Request Forms must be renewed for every school year and all medications must be picked up from the School Health Office by the last day of school or they will be disposed of by the Director of Health Services. 

An excuse from physical education classes must be in writing and accompanied by a written recommendation from the physician with a clearance to return date.

District 65 follows updated guidelines from the Center for Disease Control (CDC), American Academy of Pediatrics (AAP), National Association of School Nurses (NASN), American School Health Association (ASHA), and other recognized experts who recommend that students with eggs and/or head lice remain in school. When lice are found, the student’s family will be informed.

Health Office staff will follow up to make sure the child is treated appropriately. If the student is not treated appropriately, the child will not be able to come to school. Visit the Health Services lice procedures web page for more information.

Parents/guardians are required to report any incidence of communicable disease to the school health office personnel. Communicable disease information which may also include those who may have been in contact with an infected individual will be released to the local health department as required by the Illinois Department of Public Health. Students with chronic communicable disease have all rights, privileges and services provided by law and Board policies and the District’s obligation to safeguard these rights while managing health and safety for all District students.
 
A student known to have a chronic communicable disease will be evaluated to determine whether there is a high risk of spread of disease. The School Communicable Disease Review team works with local, regional, or state health officials, the family physician, the student, the student’s teacher, and the student’s parent/guardian to establish the most appropriate educational program.

Vision screenings are done annually for students in preschool, special education, kindergarten, second, and eighth grade, as well as for students new to the District. Hearing screenings are done annually for students in preschool, special education, kindergarten, first, second, third, and eighth grade. Either screening also may be requested by a parent or teacher.

District 65’s wellness policy, district wellness council, and school wellness teams promote healthy eating, physical activity, nutrition education, and wellness. Families and students are welcome and invited to participate in the school wellness teams that help organize site-based activities and events to promote wellness goals. Families are asked to select healthy, store-bought and labeled, offerings for school snacks and school-sponsored events, including fundraisers. All food served to students must meet the U.S. Department of Agriculture’s Nutrition Smart Snacks rules. These nutrition guidelines can be found in District 65’s Wellness Policy or online. More information is available on the district website.

When a child has a fever, severe coughing, red and running eyes, sore throat, swollen glands in the neck, skin rash, unusual pallor, dizziness or faintness, nausea and vomiting, diarrhea, aches (such as earache, backache, stomach ache) or severe pain anywhere, these are signs of illness and the child should be kept home from school. If a student is at school and not feeling well enough to stay, the Health Office personnel will notify the parent/guardian who will be expected to take the child out of school for at least that day.  

The parent/guardian must be available or name a responsible adult who will be available to pick up their student. Note: A student with a fever cannot return to school until the child is fever-free for 24 hours without the use of medication.

Attending school every day is an important part of a successful school experience. Any person having custody or control of a child who is enrolled in grades kindergarten through 12 in the public school shall cause the child to attend the public school in the district wherein he/she/they resides when it is in session during the regular school term, unless the child is excused under paragraph 2, 3, 4, 5, or 6 of Section 26-1 of this Code (105 ILCS 5/26-2). Parents/guardians are responsible for ensuring that their child attends school and must authorize any absences from school, notifying the school in advance or at the time of the student’s absence.

D65 recognizes six reasons for an absence to be considered excused: 

• Student illness
  • This includes mental or behavioral health (As of January 1, 2022, absences can be attributed to mental or behavioral health for up to five days based on Public Act 102-0321). 
• Observance of a religious holiday (absence note required)
• Death in the immediate family
• Family emergency
• Circumstances which cause reasonable concern to the parent for their child's safety or health (must be approved by the principal)
• Other situations beyond the control of the student (as determined by principal)

When your student must stay home from school, follow D65 procedures to notify the school and provide a valid explanation so your student is not considered truant.

When a student misses school and the student's family/guardian has not communicated a valid reason for the absence to the school, the student is considered truant.

If a child will be absent, their parent/guardian is required to call the school and report the absence by providing the name of child, grade, homeroom teacher, and reason for absence. To report an absence, please call the main number of the school and follow the automated reporting instructions. The parent/guardian must call before 10 a.m. the following day to excuse the absence. If no contact is made with the parent/guardian, the absence will be recorded as unexcused. When a student returns to school, a note explaining the absence should be sent with the child.
 
If a student will be absent for one week or more, families should communicate with the classroom teacher to arrange for completion of missed classroom work and assignments. Teachers are only required to provide assignments during excused absences and suspensions.  Excessive absences and tardies will be called to the attention of the parent/guardian through automatically generated attendance notices and addressed by school and district staff. If a student is excessively absent whether excused or unexcused, district interventions may occur to address the student’s attendance. Students who are absent 10% or more of the time during a calendar school year are considered chronically absent. 
 
Students are permitted to leave during the regular school day only when authorized by the Principal after receipt of a written note from their parent/guardian requesting permission for the student to leave, and when the student is picked up from the school office.
 
Parents/guardians provide emergency contact information at registration, including the person(s) to contact in the event of their child’s illness or absence. Please ensure that contact information, including emergency contacts, is kept current. Changes in address or emergency contact information may be updated in the Parent Portal, sent via email to registrationinfo@district65.net, or shared with the school office.

Families can plan vacation travel and other commitments during holidays and on other non-attendance dates. For non-attendance dates during the school year, view the District 65 Calendar.

If a physician anticipates that a student will miss 10 days of school or that the student has a chronic medical condition that will cause the student to have sporadic attendance, home hospital tutoring may be provided. Parents must obtain a written request using the Illinois State Board of Education Medical Certification for Home/Hospital Instruction form from the family physician for these services. Tutoring by a certified teacher for a minimum of five hours per week can be provided. The tutor will collaborate with the child’s teacher(s) to ensure appropriate instruction and assignments are provided during this time. For more information, please contact the Student Services Department at (847) 859-8090.

Continuous daily attendance is necessary for overall student success in school. District 65 is committed to all of our students having a 95% or higher attendance rate. Parents/guardians are expected to stay in communication when a student is out for any reason. When attendance issues arise interventions will take place to support improving student attendance.  
 
In the State of Illinois when a student has (9) or more unexcused absences the student is considered chronically truant.  When a student has (18) or more absences, excused or unexcused, the student is considered chronically absent. District 65 communicates with parents/guardians regarding their child’s absences via emailed attendance notices during the school year.  

If a student’s attendance does not improve after notices have been sent, the following interventions may take place; a follow up phone call, a parent/staff meeting held at school, school or a referral to the North Cook Regional Office of Education Truancy Officer.

District 65 makes every attempt to hold school on scheduled days. In the event an emergency requires closing school early after the school day begins, parents/guardians will be notified. No child will be released early unless permission is granted. 

In addition to parent/guardian notification, the Evanston and Skokie police departments and news media will be notified of early dismissal. Sufficient personnel will remain on site to supervise children who are unable to go home. In the event of an unscheduled early dismissal or if a decision is made to cancel school before the school day begins or to delay the start of school (e.g., inclement weather) parents/guardians will be notified via automated voice calls (please keep your contact information up-to-date), email, text message, website and social media posting. Also, stay tuned to local television or radio broadcasts in addition to local news sources.
 
In the event an emergency condition makes it necessary for a school or schools to extend the school day, children will be kept at school until it is deemed safe to dismiss. Parents/guardians will receive notice of the decision.
 
In the event of a school emergency evacuation, students will be moved to a secure site and will be released to a parent, stepparent, guardian, custodian or emergency contact listed in the student’s official record (unless there is an unexpired Court Order prohibiting contact with that person). Release will occur upon presentation of a valid picture ID with the name and address as it appears on file with District 65. Families are responsible for updating contact information in the student’s record via the parent portal site.
 
Students practice evacuation, lockdown, and other emergency drills, including bus evacuation drills each year. Each school has an emergency/crisis response plan on file at the school and meets with local area first-responders to review, coordinate efforts and prepare for a disaster/crisis at an individual school, multiple schools, or community-wide.

If appropriate based upon weather conditions, the Superintendent may decide to delay the start of the school day by two hours. If this occurs, all schools in the district will open for students two hours after their normal start time, and will dismiss at the regular time. 

Busing will be provided to students on an adjusted schedule with all morning pick-up times delayed by two hours (e.g., if the regularly scheduled pick-up time is 8 a.m. the adjusted pick-up time will be 9:30 a.m.). Please ensure your child is at their bus stop two hours after their normal pick-up time. Morning preschool classes at JEH, before-school classes, and before-school childcare will be canceled if there is a late start to the school day. 

No transportation to or from ETHS will be provided on Late Start days. In the event of a late start, families will be notified via phone and email. This information will also be posted on the District website and social media pages.

Emergency contact information is provided at registration and kept on file in the school office and must be kept current. A change of phone number or email may be provided by the parent/guardian through the Parent Portal, via email to registrationinfo@district65.net, or provided to the school office. 

Scheduled parent/caregiver-teacher conferences occur in October and February. Parents/guardians are also encouraged to call or meet with their child’s teacher whenever questions arise or there is a need to discuss their child’s progress.

District 65 uses federal Title I program resources at schools eligible for additional support to address the needs of students in those buildings. This program provides additional reading and/or mathematics for students in need of extra help as well as provide resources to benefit the entire school community. Other resources provided through Title I include summer school programs, social emotional development, classroom supplies and parent engagement activities. If you have questions about Title I at your child’s school, please inquire with the school’s principal.

Each school has an active parent-teacher association comprised of family, faculty and staff volunteers with officers elected by its membership that meets on a regular basis to exchange ideas and concerns related to children, family, and school. Local PTAs facilitate parental involvement in school and work closely with the school principal to plan, promote, and host a number of events, fundraising activities, and school improvement projects throughout the year that support the school. Many PTAs have pages on the school website and maintain listservs to keep parents/guardians and alumni informed about important happenings at the school. 
 
Local school PTAs and the ETHS PTSA are members of the Evanston/Skokie PTA Council that serves as the umbrella association for District 65 and District 202 PTA’s and PTSA’s. According to the PTA Council website, ptacouncil.org, the role of the Council is to gather and disseminate information among member PTAs from local, district, state and national school PTAs, from the school boards and District administrators, provide a venue for networking and idea exchange, and produce parent/community programs. 

To ensure the safety of school personnel and students, all visitors are required to report to the main office, produce a form of personal identification, sign in, and receive a Visitor Identification Badge which must be worn during the visit. Visitors must report to the main office to sign out. Persons on school property without permission will be directed to leave and may be subject to criminal prosecution.
 
The District promotes mutual respect, civility, and orderly conduct among employees, parent/guardian(s), and the public. More detailed information about behavioral expectations while on school property is available in School Board Policy 8:30 – Visitors and Conduct on School Property (see District website for more information and the complete policy). Failure to observe the behavioral expectations on school or District property may result in ejection and denied admission to future events or meetings for up to one calendar year.
 
State law prohibits a child sex offender from being present on school property or loitering within 500 feet of school property when persons under the age of 18 are present, unless the offender:

1. Is a 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 conferences 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 or promotion and notifies the 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 or Board President shall provide the details of the offender’s upcoming visit to the Principal.

In all cases, the Superintendent, or a designee who is a certified employee, shall supervise a child sex offender whenever the offender is in a child’s vicinity.

KIDS is a research-based observational assessment tool for teachers to document and reflect on the learning, development, and readiness of all children in kindergarten. KIDS aligns with the Illinois Early Learning and Development Standards. KIDS assesses students on 14 measures including Approach to Learning, SEL, Foundational Literacy and Cognitive Math.

The State of Illinois uses the Illinois Assessment of Readiness for state accountability purposes and to provide teachers and parents with information about students’ progress toward attaining skills and knowledge specified in the Common Core State Standards. This computer-based assessment measures students’ acquisition of knowledge and development of skills in the areas of English language arts/literacy and mathematics. Students in grades three through eight are tested in the spring. Results will be shared with families once they become available.

The DLM alternative assessment lets students for whom the Illinois Assessment of Readiness is not appropriate, even with accommodations, show what they know in ways that traditional multiple-choice tests cannot. Students whose individualized education plans specify that DLM should be used in place of the Illinois Assessment of Readiness are tested in the spring. Students in grades three through eleven are tested in English Language Arts and Math. In addition, students in fifth, eighth, and eleventh grade are tested in Science. Results will be shared with families once they become available.

The State of Illinois uses the ISA for state accountability purposes and to provide teachers and parents with information about students’ progress toward attaining skills and knowledge specified in the Next Generation Science Standards. This computer-based assessment measures students’ acquisition of knowledge and development of skills in science. Students in grades five and eight are tested in the spring. Results will be shared with families once they become available.

The ACCESS measures English language proficiency, including listening comprehension, speaking, reading and writing skills for English Learners (ELs) in grades K-8. All students who have limited English proficiency are tested until they reach a score prescribed by the state as having achieved English language proficiency. An Alternate ACCESS for ELs is available for students with the most significant cognitive disabilities who cannot meaningfully participate in the standard ACCESS assessment, even with accommodations.

MAP is administered in grades kindergarten through eight during the fall, winter, and spring and is used to help inform differentiated classroom instruction practices and to measure student academic growth. MAP results are available to classroom teachers online. Printed copies of individual student results are made available to parents.

Students in grades 3-8 (4-8 for aerobic capacity) will be tested in fall and spring to determine their level of physical fitness in the following areas: aerobic capacity, flexibility, muscular endurance and muscular strength. Fitness testing can help students identify their fitness levels and set goals for improvement. 
 
State law also requires the district to report spring data, in aggregate only, to the State Board of Education for each of the four tests outlined above. No individual student data is reported to the State. Instead, the district reports the following for grades 5 and 7: the number of students tested by grade and gender identity, the number of students that achieved a healthy fitness zone by grade and gender identity, and the number of students that were identified as needing improvement by grade and gender identity. 

Illinois School Code requires instruction in history and social studies courses which analyze the principles of representative government, the Constitution of both the United States and the State of Illinois, and the proper use of the flag. The teaching of history includes study of the roles and contributions of members of ethnic groups and genders in the history of this country and state. No student is certified for graduation without passing an examination upon such subjects. Students are tested in the fall of seventh grade at the conclusion of the constitution unit.

Report cards inform students and their parents/guardians about academic and personal expectations, strengths, challenges, progress, and concerns. They are issued and sent home at the end of each trimester. The report card is not a stand-alone instrument. It should be used in conjunction with parent-teacher conference information, student work, assessment data, and other communications between the family and the teacher.

Annually the State of Illinois issues a report card for the District and each of its schools that provide demographic information, assessment results, teacher experience, and comparison data for all State of Illinois schools. The previous year report cards are available on the District website and at www.illinoisreportcard.com. The most current year’s report card will be available on October 30.

District 65’s educational professionals help students experience a high quality curriculum focused on the demands of grade level state standards while using what we know about students' knowledge and skills to provide the necessary scaffolds and differentiation to support learning for each student.
 

PRE K – IL EARLY LEARNING STANDARDS	KINDERGARTEN – SECOND	THIRD-FIFTH	SIXTH	SEVENTH - EIGHTH
Literacy	Literacy	Literacy	Literacy	Literacy
Mathematics	Mathematics	Mathematics	Mathematics	Mathematics
Science	Science and Computational Science (2nd)	Science and Computational Science (3rd and 5th)	Science	Science
Social Studies	Social Studies	Social Studies	Social Studies	Social Studies
Music and Art	Fine Arts: Art, Music, and Drama	Fine Arts: Art, Music, and Drama	Fine Arts: Art, Media Arts, Drama, and Music	Fine Arts: Art, Drama, Music
Library	Library	Library	Advisory, AVID, Spanish Literacy and Language Arts	World Language, AVID, Spanish Literacy and Language Arts
Social Emotional Learning	Social Emotional Learning/Equity(K-1st)	Social Emotional Learning/Equity (4th)	Social Emotional Learning (embedded in Advisory)	Social Emotional Learning (embedded in courses)
Physical Education	Physical Education	Physical Education	Physical Education	Physical Education

 

Most District 65 students receive instruction in general education classrooms, where instruction is differentiated to meet student needs across a spectrum of learning abilities. The District embraces a philosophy of inclusion for all students, including students with disabilities (see special education information in this Handbook).
 
Online links to textbook series, student curricular resources, and more information is available on the District website.
 

Bilingual education programs serve students from many different language backgrounds. The District’s bilingual education programs are established in accordance with state guidelines and offer resident English Learners (ELs)  an opportunity to develop high levels of academic attainment in English and meet the same academic content and student academic achievement standards that all children are expected to attain. Parents/guardians of ELs will be:  (1) given an opportunity to provide input to the program, and (2) provided notice about their child’s placement in and information about the District’s EB programs. Please check out the Multilingual Team website for more information on the different Bilingual Education programs. 

The Individuals with Disabilities Act (IDEA) provides for a free, appropriate public education (FAPE) for all individuals with disabilities from the ages of 3 through 21. District 65 provides and maintains appropriate and effective educational programs for every child with a disability between age three until graduation from 8th grade (or up to age 15 if the child has not graduated from 8th grade, is enrolled in the District, and requires special education and related services to address any adverse effect of the disability on the child’s right to a FAPE).
 
Children with disabilities served by District 65 must possess a disability according to exceptionality: visual impairment, hearing impairment, orthopedic impairment, speech and/or language impairments, specific learning disability, cognitive disability, developmental disability, other health impairments, autism, traumatic brain injury, emotional disturbance, multiple disabilities, and/or deaf-blindness.
 
Public schools are required to determine eligibility for special education services through a Case Study Evaluation. When a child qualifies for services, the school’s evaluation team develops an individualized education plan (IEP) that enables the child to be involved in and progress in the general education curriculum. The IEP includes the child’s strengths and needs, annual goals, short term benchmarks, appropriate special education and related services, and appropriate education placement in the Least Restrictive Environment (LRE).
 
District 65 is committed to providing services in the least restrictive environment (LRE) for all students. Efforts are made to consider and provide special education services, as appropriate, within the general education environment. These services are determined on an individual basis at the student’s IEP meeting. Itinerant services are available to qualifying students, including: speech and language, psychological support, social work, health, hearing and vision, adaptive PE, occupational and physical therapies, and special transportation.

More information is available from the Student Services Department by calling (847) 859-8090 or the Student Services section of the District website.

Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 plans ensure that the child with a disability has equal access to an education. The child who is found eligible may receive a plan that provides accommodations and/or modifications within the school or classroom.
 
For more information, please contact the school or the Student Services Department at (847) 859-8090. 

Any record containing personally identifiable information or other information that would link the document to an individual student is a school student record if maintained by the District, except (1) information kept in the sole possession of a school staff member and not revealed to any other person except a temporary substitute teacher, provided the records are destroyed not later than the student’s graduation or withdrawal from the school, and (2) information kept by law enforcement officials working in the school.

Permanent records, which contain biographical information and academic transcripts, are kept in the District for 60 years after the student has transferred, graduated or permanently withdrawn from school. Temporary records, which include all other relevant information not in the permanent records, are kept by the District for five years after a student graduates or transfers. Click here for more specifics of the categorizations of temporary versus permanent records.

Parents/guardians may challenge the accuracy, relevance, or propriety of any entry in a student record except for academic grades and references to expulsions or out-of-school suspensions.

Requests for a hearing to challenge a record must be made in writing and Request to Inspect, Copy, or Challenge forms are available. Completed forms should be given to the school principal if the student is currently enrolled in the District or to Registration Office staff if the student is no longer enrolled in the District.
 
An informal conference will be scheduled within 15 days of receipt of the request for a hearing.  If the challenge is not resolved at the informal conference, formal procedures will be initiated.

Possible outcomes regarding the challenged contents include retention of the content, removal of the content, or the content being changed, clarified, or added. Parents/guardians may insert in their child’s record a statement of reasonable length setting forth their position on any disputed information contained within the record.
 
The results of the formal hearing may be appealed through the Regional Superintendent.

Parents/guardians can release their child’s records by providing written consent designating to whom the records may be released, the reason for release, and the specific records to be released. Requests must be made in writing using a Consent to Release Records forms. Completed forms should be given to the school principal if the student is currently enrolled in the District. If the student is no longer enrolled in the District, please complete the online records request form. By law, the records department has up to 10 business days, after receipt by the records custodian, to complete the request.  The deadline/timeframe may be extended under certain qualifying situations." 

The records of a student can be transferred from school to school in which the student has enrolled or intends to enroll upon request of the new school or the student and upon consent by or notice to the parent.

District 65 has an agreement with Evanston Township High School (ETHS) for graduating 8th graders and students enrolled in certain courses at ETHS to send student information, including: basic identifying information, family background information, program participation, attendance information, 7th and 8th grade report card information, state assessment and achievement test results from both 7th and 8th grades, health records and health-related information, student intervention plans from 7th and 8th grades, special education files and/or bilingual information if applicable, and teacher recommendations. 

If a child is to attend a high school other than ETHS, the parent/guardian must complete the Consent to Release Records form indicating where the records should be sent. This form is available in the school office.
 
There are some situations when the District will release student records without parental consent.  For example, if required to do so by law or pursuant to a court order.  In each such case, the parent/guardian will receive written notice of the release and an opportunity to inspect, copy or challenge the records to be released.   
In the case of an emergency (i.e., a clear and significant threat to the health or safety of a student or other individual), information may be released without parental consent.  The parent will be  notified no later than the next school day after the information is released. Parents/guardians will  be informed of the date of release, the person, agency, or organization receiving the information, and the purpose of the release.
 
Information may be released without parental/guardian consent or notification in the following situations:

1. Employees or officials of the District or the State Board of Education who have a current educational or administrative interest in the student;
2. Any person for research, statistical reporting, or planning purposes provided it is permissible and undertaken in accordance with the Family Educational Rights and Privacy Act and no student or parent can be identified from the information;
3. Juvenile authorities when necessary for the discharge of their official duties who request information prior to the adjudication of the student and who certify in writing that the information will not be disclosed to any other party except as provided under law or order of court;
4. A governmental agency or social service agency contracted by a governmental agency in furtherance of an investigation of a student’s school attendance pursuant to the compulsory student attendance laws provided the records are released to an employee or agent designated by the agency;
5. Reciprocal reporting committee members under narrow circumstances specified in the Student Records Act;
6. To the state Board or another state government agency but only to the extent that the release is consistent with the Family Educational Rights and Privacy Act. 

No person may condition the granting or withholding of any right, privilege or benefits, or make as a condition of employment, credit or insurance the securing by any individual of any information from a student’s temporary record that the individual may obtain through the exercise of any right secured under the Student Records Act.

Temporary records are maintained for five years after a student leaves the District and the permanent records are maintained for sixty years. Prior to a student’s transfer or withdrawal from the District, the parent/guardian shall sign a Notification of Records Destruction form stating when the student’s records are to be destroyed. Families with graduating 8th graders will receive a notification letter by email or mail. The parent/guardian or eligible student has the right to copy the contents of the student’s records prior to their destruction. Temporary records that are of continued assistance to a student with disabilities may be transferred after five years to the parent/guardian or eligible student.

According to the Family Educational Rights and Privacy Act and School Code, the District may release directory information to the public, as permitted by law, but a parent/guardian has the right to object to such disclosure of their child’s information.
 
Directory information is limited to student name, address, gender, grade level, date and birthplace, yearbook photo, and parent/guardian name(s) and address(es), email address(es), phone number(s), and information in relation to school sponsored activities and sports, dates of school attendance, and academic awards, degrees, or honors.
 
The Privacy of Student Information section on the registration form speaks to the release of Directory Information. Families who do not want the District to disclose their child’s directory information must indicate ‘no’ on the form. Consent can be changed at any time by contacting the Student Assignment, Registration and Records Department at registrationinfo@district65.net.

As outlined in School Board Policy 7:15 Student and Family Privacy Rights, any survey requesting personal information from students or used to collect personal information from students, regardless of whether the student answering the questions can be personally identified and regardless of who created the survey, must advance or relate to the District’s educational objectives and in accordance with the board policy must have prior approval. 

Before a school official or staff member administers or distributes a survey or evaluation created by a third party to a student, parent/guardian may inspect the survey or evaluation, upon their request and within a reasonable timeframe of request. This applies to every survey: (1) that is created by a person or entity other than a District official, staff member, or student, (2) regardless of whether the student answering the questions can be identified, and (3) regardless of the subject matter of the questions.

School officials and staff members will not request, nor disclose, the identity of any student who completes any survey or evaluation (created by any person or entity, including the school or District) containing one or more of the following items: (1) political affiliations or beliefs of the student or the student’s parent/guardian; (2) mental or psychological problems of the student or the student’s family; (3) behavior or attitudes about sex; (4) illegal, anti-social, self-incriminating, or demeaning behavior; (5) critical appraisals of other individuals with whom students have close family relationships; (6) legally recognized privileged or analogous relationships such as those with lawyers, physicians, and ministers; (7) religious practices, affiliation, or beliefs of the student or student’s parent/guardian; (8) income other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program. 

The student’s parent/guardian may inspect the survey or evaluation instrument upon request and refuse to allow their child to participate in the survey. The school will not penalize any student whose parent/guardian exercises this option.

No school official or staff member shall market or sell personal information concerning students (or otherwise provide that information to others for that purpose). The term “personal information” means individually identifiable information including: (1) a student or parent's first and last name, (2) a home or other physical address (including street name and the name of the city or town), (3) a telephone number, (4) a Social Security identification number or (5) driver’s license number or State identification card.

The above paragraph does not apply: (1) if the student’s parent(s)/guardian(s) have consented; or (2) to the collection, disclosure or, use of personal information collected from students for the exclusive purpose of developing, evaluating or providing educational products or services for, or to, students or educational institutions.

Parents/guardians will be notified in advance of any activities set forth above, in which personal information is collected or used, as described above, and how to inspect any materials.  Additionally, parents will be notified in advance of any survey in which personal information, as described above, is scheduled or expected to be scheduled and how to request access to the survey.  Parents/guardians will have the right to “opt out”:  (1) activities involving collection, disclosure, or use of personal information obtained from students for the purpose of marketing or selling or otherwise distributing the information to others or (2) any survey requesting personal information (as described above), regardless of funding.

A student’s parent may inspect, upon their request, any instructional material used as part of their child’s educational curriculum, within a reasonable time of their request.

Any parent/guardian or eligible student who believes their rights have been violated should notify the District’s Director of Research, Accountability, and Data.

Students will be provided instruction about appropriate online behavior, including, but not limited to (1) interacting with other individuals on social networking websites and in chat rooms, and (2) cyber-bullying awareness and response.
 
Appropriate Internet access is the shared responsibility of the school, the student, and the family. At the time of registration, parents and guardians must acknowledge that they have read and discussed the Acceptable Use Handbook with their child. The Handbook is available on the District website under the ‘Families’ tab.
 
Parents/guardians are responsible for their children’s out-of-school access to online resources. In the event such out-of-school actions have an adverse impact on the culture or climate at school, the District reserves the right to act in accordance with District policies and rules. These include consequences identified if a student or staff member engages in, hazing, harassment, bullying, or other inappropriate or prohibited behavior.
 
Students using District-provided digital tools and resources must have an approved account and be supervised by District 65 professional staff. The digital tools and resources are used for learning purposes and are district approved learning platforms that may collect information but the information collected is protected by data privacy agreements secured by District 65 and in alignment with all legal requirements. Students using Internet access are responsible for appropriate online behavior. They are expected to respect and take care of hardware and software provided for their use. Intentional damage to equipment, software, or the network will result in disciplinary action and charges for repair or replacement to the student’s family.
 
Disciplinary consequences for violations of expected behaviors and use of District and school networked information are outlined in this student handbook.

District 65 Middle School students access their classroom content through the use of their iPads daily.  It is expected that iPads are fully charged and brought to and from school daily.    

If an iPad is damaged, students must immediately inform their advisory or content area teacher. The teacher will then follow the procedures outlined in the District's Device Protection Plan & Replacement Procedure by contacting D65 Technology Services.

Expectations:

• iPads are essential learning tools and must be brought to school daily, fully charged.
• Use iPads only for teacher-directed activities.
• Playing games or listening to music during instruction is not allowed.
• Only district-approved apps may be installed and used on iPads.
• The camera and video tools are for academic use only.
• Handle and store iPads responsibly.
• Keep iPads connected to Bluetooth, not in Airplane mode.
• Screens must be off, and cases closed while walking in the halls.
• Bring iPads to each class but store them in lockers during lunch/recess. Use in PE only if requested by the teacher.
• Never place iPads on the floor; keep them on a table, desk, or counter.
• Students may not touch another student’s iPad.
• iPads are not allowed in locker rooms or restrooms.

Individuals who require assistance or services due to a disability are asked to notify the Superintendent or Principal in advance of a school visit. Notification, including what services are required, is requested as far in advance as possible of the school-sponsored function, program, or meeting. Individuals who have a disability who allege a violation of the Board’s policy or federal law may report such alleged violation to the Superintendent, as the Title II Coordinator of the ADA, or by filing a grievance under the Uniform Grievance Procedures. The ADA complaint manager can be reached at (847) 859-8090.

District 65 completed its required annual notification to the Illinois Department of Public Health of inspections and management plans for asbestos-containing materials. All schools are monitored with six-month inspections. The U.S. Environmental Protection Agency, Asbestos Hazard Emergency Response Act requires a three-year inspection. The last inspection was conducted in 2016. Copies of the reports and management plans are available to review at all schools and the District’s Buildings & Grounds facility at 2017 Greenleaf Street, Evanston.

In accordance with (225 ILCS 235/10.2) (from Ch. 111.5, par. 2210.2) and the Illinois Department of Public Health, Evanston/Skokie District 65  complies with Integrated Pest Management under the Illinois Structural Pest Control Act. Those who wish to register for Notice of Pest Control Treatment may do so by contacting the District’s Buildings and Grounds Facility at (847) 424-2420.

District 65’s middle school curriculum includes sex education, family life instruction, and how to recognize and avoid sexual abuse. This curriculum is designed to promote a wholesome and comprehensive understanding of emotional, psychological, physiological, hygienic and social responsibility aspects of family life. Parents/guardians may request to examine the instructional materials and course outline for this/these class(es) and/or may request that the District waive class attendance by their child in courses relates to comprehensive sex education.

Public school choice and/or supplementary educational services, including tutoring, are no longer required under the state and federal accountability system due to an approved statewide waiver.  Families are still provided with limited school choice and specialized behavioral and academic programs as described in the Curriculum, Instruction and Special Programs section of this handbook. Pursuant to School Board policy, no individual private tutoring is provided in school buildings except as required by law. No student shall be excused from school for tutoring, and no teacher shall privately tutor a student who attends the school in which the teacher works (Policy 5:202).

Parents/guardians may request information about the professional qualifications of a teacher instructing their child, including: (a) whether the teacher has met state certification requirements; (b) whether the teacher is teaching under an emergency or provisional certificate; (c) the teacher’s college major and whether the teacher has any other advanced degree, and if so, the subject of the degree(s), and (d) whether teacher aides/paraprofessionals provide services to their child, and if so, their qualifications. Requests may be made at school or to the Human Resources Department, and a response will be provided within ten days.

Any student, parent/guardian, employee, or community member who believes that the Board of Education, its employees, or agents have violated his/her/their rights guaranteed by state or federal constitution, state or federal statute, School Board policy, or other Acts or provisions specifically outlined in School Board Policy 2:260 shall notify one of the District Complaint Managers: Tiffany Taylor, 1500 McDaniel Avenue, Evanston, IL 60201 (847) 859-8021 or Sabine Champagne, 1500 McDaniel Avenue, Evanston, IL 60201 (847) 859-8136. More information about how to file a complaint and the uniform grievance procedures are outlined in School Board Policy 2:260, available in Section 2 of the Board Policy Manual online.

Our district  takes a preventive, positive approach to discipline rather than focusing exclusively on “punishment.” We respond to misbehavior with interventions and consequences aimed at teaching alternative expected positive behaviors, understanding and addressing the root causes of the behavior, resolving conflicts, meeting students’ needs and keeping students in school. We take deliberate steps to create a positive school climate in which every student can learn, fully engage in a rigorous curriculum, and feel safe, nurtured, and welcome. In our district or school, we utilize school discipline as an opportunity for teaching, repairing relationships and fostering growth among the whole school community. 

Our philosophy is non-punitive, holistic, and inclusive of multiple, diverse perspectives. We use a restorative discipline approach that emphasizes relationships and community above rules and regulations. This is not a “soft” response to behavior that is not conducive to the classroom environment, nor does it fail to hold students accountable. Rather, restorative discipline helps students understand the impact of their behavior both on themselves and on others. Students also learn social and emotional skills to help them respond differently in the future. Through the use of restorative discipline, we resolve conflicts, encourage our school community members to take responsibility for their behavior, repair any harm done, restore relationships, and reintegrate students into the school community. 

We use schoolwide discipline policies developed and revised with meaningful input by the school community to create a positive and inclusive school climate for everyone. We are committed to applying school discipline policies and practices in a fair and equitable manner so as not to disproportionately impact students of color, students with disabilities, LGBTQ+ students, students with limited English proficiency, or other at-risk students that have been historically marginalized in schools.

• Enhance classroom and school environments by focusing on developing shared values and norms, relationships, communication and responsibility among all school members.
• Promote students’ social and emotional development such as self-awareness, empathy, communication, responsible decision-making, and positive relationship building.
• Develop students’ language, critical thinking and problem-solving skills as well as their ability to engage in civic and peaceful dialogue to effectively manage tension and conflict.   
• Improve students’ engagement in learning, behavior and overall classroom management.
• Increase safety and social order in school buildings by decreasing conflict, de-escalating volatile situations, and promoting a sense of collective responsibility for students’ well-being. 
• Decrease disciplinary issues and disruptions, and serve as an alternative to potentially harmful exclusionary practices such as suspension and expulsion.

	PUNITIVE DISCIPLINE	RESTORATIVE DISCIPLINE
MISBEHAVIOR IS DEFINED AS	Breaking school rules, disobeying authority.	Harm done to one person or group to another.
THE PROCESS RELIES ON	Authority figure establishing what rules are broken and who’s to blamer.	Everyone works together to build relationships, problem solve, support and achieve a mutually-desired outcome.
ACCOUNTABILITY DEFINED AS	Receiving punishment.	Understanding the impact of one’s actions, taking responsibility for choices, repairing harm and restoring the community.
GOAL OF THE RESPONSE	Shame, discomfort, unpleasantness, or pain to deter and discontinue.	Meaningful restitution to reconcile and prevent from re-offending.
EFFECTS OF THE RESPONSE	Short term-behaviors often stop in the moment but return once punishment is over.	Long-term – students learn critical pro-social skills that serve them in school, college, career, and life-opportunities.

 

Evanston/Skokie School District 65’s Student Behavior Response Continuum applies to all schools and educational programs within District 65 and will be published and made available to parents and students. We recognize that differences in age, maturity and background require different types of disciplinary action. Classroom teachers will address behavioral issues through activities that may include, but are not limited to, administering in-class consequences, contacting parents/guardians when appropriate, and scheduling conferences with parents/guardians when appropriate. If a student continues to act inappropriately, or when a single action by a student is sufficiently severe, the student will be referred to the student support specialist or administration and may receive additional consequences in accordance with board policy. Disciplinary measures, as detailed herein, may be imposed whenever a student’s conduct is reasonably related to school or school activities, including but not limited to: (1) on, or within sight of, school grounds before, during, or after school hours or at any time; (2) off school grounds at a school-sponsored activity or event, or any activity or event that bears a reasonable relationship to school; (3) traveling to or from school or a school activity, function or event; or (4) anywhere, if the conduct interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including but not limited to, conduct that may reasonably be considered to: (a) be a threat or an attempted intimidation of a staff member; or (b) endanger the health or safety of students, staff or school property. Interventions may be implemented pre-emptively in an effort to prevent an escalation of behavior at school and to ensure a safe, nurturing learning environment for all students.

Supporting positive student behavior requires a high level of commitment from students, parents/guardians, staff, administrators and members of the Board of Education. These stakeholder groups have rights and responsibilities that are designed to reflect both the mutual respect and accountability required of all people involved in supporting student behavior. The rights and responsibilities for each group are outlined in this section.

All students have the right to:

• Learn in a safe and healthy environment that is free of partiality, prejudice, bullying, harassment, and discrimination. 
• Be treated with respect by all regardless of actual or perceived race, color, national origin, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic. 
• Attend school in an environment where personal property is respected
• Receive instruction to learn school behavior expectations and social and emotional skills.
• Be informed of available interventions and supports for academic, behavior, social and emotional growth
• Consistent implementation of the Student Behavior Continuum and district policies

All students have the responsibilities to:

• Contribute to the school community as an active and productive learner. 
• Attend all classes daily and on time. 
• Come to school prepared for learning. 
• Express viewpoints in a respectful and courteous manner. 
• Contribute to an atmosphere that is conducive to learning and free from bias and prejudice. 
• Uphold the rights of and exhibit respect for all school personnel and fellow students, regardless of actual or perceived race, color, national origin, military status, unfavorable discharge status from military service, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, or actual or potential marital or parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristics. 
• Adhere to school wide expectations. 
• Complete schoolwork with integrity and without cheating

All parents/guardians have the right to:

• Be treated with courtesy, respect, and dignity. 
• Feel welcomed, valued, and connected to school staff, and the school community. 
• Receive a copy of the Student and Family Handbook. 
• Work in partnership with school staff to support their child’s learning and healthy development at home and at school.

All parents/guardians have the responsibilities to:

• Engage in regular, two-way, meaningful communication with school staff regarding their child’s academic and behavioral progress. 
• Participate in problem solving with school staff related to their child’s behavior. 
• Advocate for their child and report any unfair treatment to a person in authority. 
• Appeal of an out-of-school suspension. 
  • “Due process” when their child receives an out-of-school suspension or is recommended for expulsion.

All educators have the right to:

• Be treated with courtesy, respect, and dignity. 
• Work in a safe environment that maximizes staff performance and student learning. 
• Access opportunities for professional development and training to assist in creating and maintaining a thriving classroom environment that is respectful, engaging, vibrant, and culturally relevant. 
• Access support for addressing student behavior when such conduct cannot be handled within the classroom environment (Response Level 3 and above).

All educators have the responsibilities to:

• Provide a learning environment that is equitable, inclusive, and focused on the whole child. 
• Demonstrate an understanding of children and their development. 
• Show respect and courtesy to all students, staff, and school visitors. 
• Foster ongoing, positive relationships with all students and families. 
• Establish communication with families that is responsive and collaborative in order to partner regarding student progress in demonstrating positive behaviors. 
• Create a positive classroom and school climate for all students, using effective classroom management strategies. 
• Consistently maintain a school environment that is safe, secure, and provides each student the opportunity to learn. 
• Explicitly teach, acknowledge and reinforce behavior expectations consistently. 

All school administrators have the right to:

• Be treated with courtesy, respect, and dignity 
• Work in a safe environment that maximizes staff performance and student learning. 
• Access support from the District central office to create and maintain a thriving school environment that is respectful, engaging, vibrant, and culturally responsive.

All school administrators have the responsibilities to:

• Show respect and courtesy to all students, staff, and school visitors. 
• Foster ongoing, positive relationships with all students and families. 
• Monitor and assess a school-wide behavior management system. 
• Create a safe and caring school climate that maximizes learning. 
• Welcome parents/guardians as valued partners in their child’s learning. 
  • This includes creating opportunities for regular, two-way communication and active participation at problem-solving meetings by accommodating schedules and meeting language needs. 
• Guide the School-Based Climate and Culture  Teams  in using and reviewing school-wide behavior data and evaluating the effectiveness of behavioral interventions.
  • This includes monitoring data to identify and address disparities amongst student groups. 
• Ensure that all school staff meet the expectations outlined in the section entitled “Teacher/Staff Responsibilities.” 
• Support staff in implementing appropriate behavior interventions. 
• Apply the Student Behavior Continuum in a consistent, fair, and impartial manner. 
• Follow procedures for student removals from the learning environment. 
• Notify parents immediately if a student’s inappropriate behavior results in an out-of-school suspension. 

All district administrators and staff have the right to:

• Be treated with courtesy, respect, and dignity. 
• Work in a safe environment that maximizes staff performance.

All district administrators and staff have the responsibilities to:

• Show respect and courtesy to all students, staff, and school visitors. 
• Provide schools with the necessary resources, professional development, and technical assistance to implement the Student Behavior Continuum. 
• Communicate to all district staff that creating a positive school culture, supporting positive student behavior, and developing appropriate student discipline practices are critical district priorities. 
• Ensure that appropriate data collection, monitoring and evaluation systems are available and utilized at the school and district levels. This includes using disaggregated data to allocate resources to support student behavior as well as evaluating program and staff effectiveness.
• Engage in ongoing monitoring of the implementation of the Student Behavior Continuum and intervene as needed to ensure that it is enforced in a consistent manner.

All Board of Education members have the right to:

• Be treated with courtesy, respect, and dignity. 
• Receive timely and accurate information on the implementation of the Student Behavior Continuum

All Board of Education members have the responsibilities to:

• Show respect and courtesy to all students, staff, and school visitors. 
• Use qualitative and quantitative data to create and evaluate policies that promote thriving school environments that are respectful, engaging, vibrant and culturally relevant.

Within a positive framework for discipline, our district or school provides proactive, differentiated interventions for students. These interventions are aimed at addressing the root causes of students’ behaviors and focus on teaching behaviors rather than excluding students for punishment. Challenging behaviors must be addressed in the context of a comprehensive, multi-level approach to behavior support that is designed to teach, nurture, and encourage positive social behaviors.

We offer academic, behavioral, mental health, and social-emotional interventions and supports for students who have fallen behind academically and/or are being disciplined. We use schoolwide positive behavior support, social-emotional learning, and restorative practices. We employ an “early warning” system to allow us to identify students who are at risk of dropping out or being pushed out of school, using a systematic review of already existing data (e.g. course failures, discipline referrals, and attendance).

We limit the use of out-of-school student discipline to keep students connected to school so that they may graduate to high school prepared to learn and to leave college- and/or career-ready. Every situation will be judged “on the merits” of that situation after gathering and analyzing the facts and surrounding circumstances carefully and objectively. Our schools redirect students to correct inappropriate behavior, teach positive and expected behaviors and minimize the possibility of the behavior escalating or recurring. 

Our district or school recognizes that a safe, civil school environment is necessary for students to learn and achieve. To ensure the physical and emotional safety of all our students, our district  has adopted a bullying prevention policy that is available:on the District 65 website.  As part of that policy, we seek to prevent, respond to, and put an end to bullying behavior by students and adults using interventions and supports that reflect a commitment to our positive discipline philosophy. Our focus is on teaching, rather than punishing, by engaging in restorative practices to repair relationships. We emphasize age-appropriate responses that help educate and rehabilitate the student responsible, while fully addressing the impact of the bullying on the targeted student.

Our goal is to create a safe and supportive environment where all students can develop the academic, social, and emotional skills needed to become engaged citizens. Therefore, we are committed to addressing challenges in student conduct in the most constructive way possible. The goal of school discipline is to be instructional and corrective so as to increase prosocial behavior.

Out-of-school suspensions and expulsions are the most serious form of disciplinary consequence and should be used only as a last resort and for legitimate educational purposes. When an incident occurs, consideration shall be given first as to whether the incident can be appropriately addressed using a restorative practice, through behavior support practices, or through another available, appropriate intervention that will enable the student to remain in school. To prevent students from being excluded from school unnecessarily, school staff must attempt non-exclusionary discipline prior to using out-of-school suspensions or expulsions, except in exigent and emergency situations involving school safety. 

Our discipline approach is tailored to the individual incident and varies in method and severity according to the nature of the behavior, the age and developmental level of the student, and the student’s history of problem behaviors and performance. We use the approach illustrated in the graphic below as a means to identify classroom-based responses or other supports and interventions that can be used instead of suspension or expulsion.

Our District Does Not…

• Use zero-tolerance policies that require school staff to suspend or expel students for certain behaviors except if required by law (for example, for certain offenses involving weapons). This means out-of-school suspension cannot be a minimum or required consequence for any other offense. Therefore, our district or school encourages the use of alternative approaches to zero tolerance. We support staff in delivering alternatives to suspension and expulsion, with a focus on restorative practices and the teaching of desired behaviors that will promote future success.
• Advise or encourage students to leave the school voluntarily in order to avoid formal disciplinary proceedings through either formal or informal “push out” procedures.
• Issue a monetary fee or fine as a disciplinary consequence, although students can be asked to pay for lost, stolen or damaged property.
• Use corporal punishment.
• Use restraint or seclusion for punishment or discipline.

Our district or school limits the number of days the student is removed from school to as few as possible given our philosophy that students should be in school and learning. We provide all students, regardless of background or demographic characteristics, with adequate and meaningful due process prior to excluding a student from school for any length of time. 

School staff should complete the checklist below and consult the Director of Culture & Climate before imposing a suspension or expulsion to determine whether other forms of intervention and support should be attempted first. Suspensions of more than three days are to be used only in certain situations as is defined further below. (See Level 5 Student Behaviors)
 

Disciplinary Checklist: To Be Used Prior to Imposing Suspensions or Expulsions

1. Is the offense eligible for suspension?

Suspension and expulsion are prohibited for:

• being late to school or class or being absent, or
• violating school dress code, cell phone policies or uniform rules.
• staff should be particularly mindful of this standard when imposing out of school discipline for offense categories that rely principally on staff’s subjective interpretation (e.g., insubordinate behavior, defiance, disobedience, or disrespect). 

Long-term suspensions, expulsions and disciplinary removals to alternative schools are allowed only if the student’s continuing presence in school would either:

• pose a threat to the safety of other students, staff or members of the school community OR
• substantially disrupt, impede or interfere with the operation of the school.

Our district  maintains a protocol to determine whether a student poses a threat to school safety or would disrupt the operation of the school. The determination of safety threats is based only on actual risks and objective evidence, and not on stereotypes or generalizations. In making the determination as to whether suspension or expulsion is warranted, school staff should consider the following factors:

• the conduct at issue;
• the root cause of the conduct and whether it has been addressed;
• age of the student and ability to understand consequences;
• capability of the student to carry out the threat;
• student’s discipline history and the frequency of inappropriate behavior;
• credibility of the student and willingness to acknowledge their behavior; and
• effect of the conduct on the school environment.

This is an individualized determination. School staff must make all reasonable efforts to resolve threats and address disruptions without the use of out of school suspensions and expulsions.

School staff should minimize the length of suspensions and expulsions to the extent practicable. 

2. Has school staff exhausted alternatives to suspension and expulsion?

No out-of-school discipline should be employed unless available, appropriate behavioral and disciplinary interventions have been exhausted. Before imposing discipline, school staff must first consider whether a restorative practice or another alternative to suspension or expulsion is an appropriate or available option. This determination should be made as early as possible following the incident.

Our district also considers whether previous interventions have been attempted and must document and evaluate their success. For suspensions of four days or more cumulatively or consecutively, this determination is made by a school-based team composed of, at a minimum, a staff member familiar with the student’s conduct, one of the student’s teachers, and a staff member with mental health expertise. If a student has a disability, the team includes a special education teacher or another staff member who is responsible for implementing the student’s IEP. The student and the student’s parent(s) or guardian(s) should also be included in this process.

Our district refers students to the appropriate services where the behavior results from:

• family situations, trauma, or grief,
• addiction, mental illness, or substance abuse, and/or
• bullying, abuse, or self-defense.

If prior interventions were NOT successful, school staff should consider whether other interventions are available and appropriate. School staff should also consider whether there are academic, behavioral or other grounds that suggest the student may have a disability, and if so, refer the student for a special education screening or evaluation.

If prior interventions were attempted with moderate success, school staff should consider whether the interventions can be enhanced or applied with greater consistency.

If interventions to address the student’s conduct have not been attempted, then the team should determine the appropriate interventions to be attempted and a process for documenting them.

3. Has the student previously violated the school code?

A suspension of more than three days or expulsion cannot be imposed for a first-time offense. The district and school must have first implemented other behavioral interventions and followed the district and school process for documenting when these interventions have been “exhausted.” 

Exceptions to these policies can be made in exigent or emergency circumstances involving school safety with justification and approval by the Superintendent or a designee, together with a showing that there were no appropriate and available interventions.

4. Is suspension or expulsion appropriate given the student’s grade?

For children in preschool, long-term suspensions and expulsions are prohibited without exception. Suspensions of three days or less can be used only as a last resort in extraordinary circumstances where there is a determination of a serious safety threat that cannot otherwise be reduced or eliminated by the provision of reasonable modifications. A mental health consultant or school-based mental health professional with early childhood experience must be engaged to advise on this determination and provide support when needed.

5. Would the student’s continuing presence in school cause a threat to school safety or a disruption to other students’ learning opportunities?

Short-term suspensions are only allowed if the student’s continuing presence in school would pose a threat to school safety or a disruption to other students’ learning opportunities. 

6. Has school staff considered whether the student has a disability and provided all required procedural protections?

• If a student has an Individualized Education Plan (IEP), Section 504 plan, or is currently being evaluated, follow the procedural protections for students with disabilities. 
• If the student does not yet have an IEP or a Section 504 plan, school staff should discuss whether there are academic, behavioral or other grounds that reasonably give rise to a concern that a student may have a disability. This is required by the Child Find provisions of the Individuals with Disabilities Education Act (IDEA). 
• School staff must invite the Department of Human Services to consult on suspensions or expulsions when mental illness might be a factor in the behavior.

The work of Climate and Culture begins with proactive, Tier 1 SEL supports. This includes Tier 1 SEL instruction, school-wide behavioral expectations, classroom interventions as needed, and the use of Branching Minds to report behavior incidents.

Our Tier 1 SEL program is from the company Character Strong. The PreK-5th grade component is called PurposeFull People (PreK-5th Grade) and the 6th-8th grade component is called Character Strong. This program provides direct SEL instruction focused on the SEL competencies of;

• Self-Awareness
• Self-Management
• Responsible Decision-Making
• Relationship Skills
• Social Awareness

This learning is the proactive component of all Climate and Culture work and is directly connected to creating a strong foundation for ALL students for social-emotional learning and behavioral expectations. You can access all resources for Tier 1 SEL instruction HERE.

Responses to behavior and additional behavior intervention support is part of the MTSS framework for all students. Considerations for Tier 2 and Tier 3 intervention support for students requires the review of student data points in order to identify students in need and what area of need they have. Combining this framework with the Behavior Continuum allows stakeholders to have a clear pathway of support for students, and encompasses proactive and reactive measures to student behavior. More information can be found below about how the SEL and Behavior MTSS Framework can be used for students in each school.

If there is an incident, our district or school takes the following steps:

1. Incident Occurs
2. Consider Immediate Classroom-Based or Restorative Interventions

• Consider whether the incident can be appropriately responded to in the classroom, through restorative practices or through school-based interventions, without the need to gather additional information or make disciplinary referrals. Redirect students to correct inappropriate behavior and minimize the likelihood of the behavior escalating or recurring.

3. Gather Information    

• Meet with the student
• Talk to all students, educators, staff, witnesses
• Identify contributory factors
• Consider existing data, like disciplinary referrals and prior interventions attempted
• Communicate with the student's parent or guardian

4. Review the Disciplinary Checklist

• Consider all factors that may have contributed to the incident and whether supports could address those factors without removing the student from school. See the graphic below and the disciplinary checklist.

5. Refer Student to Appropriate Support Services or Restorative Interventions

• Refer student(s) to appropriate services or restorative interventions to assist student(s) in understanding the consequences that result from such conduct. Empower the student to formulate solutions to restore the situation. This process is designed to be cooperative, rather than adversarial. 

6. Document All Interventions & Measures

• Document all positive interventions and other disciplinary measures used in addressing the student’s behavior. Collect data regarding the outcomes of the intervention. Explain which measures worked or have not worked.

7. Impose Exclusionary Discipline Only as a Last Resort

• Impose discipline that takes the student out of the classroom and/or school only as a last resort and when available alternatives have been exhausted. Follow the steps in the due process framework when any exclusionary discipline is being considered.

After an incident, our district or school considers the following factors in analyzing the root causes of an incident and whether supports could address these factors without removing the student from school. 

• Health, mental illness, or undiagnosed disabilities
• Appropriateness of the student's academic placement
• Peer factors, e.g. whether student has been bullying victim
• Prior experiences and exposure to trauma
• Family situations, e.g. homelessness, domestic violence, divorce or separation
• Substance abuse or addiction
• Any other events out of the ordinary
• LGBTQ+ Status
   

School staff must consider a student’s disability and whether the student’s Individualized Education Program (“IEP”) was implemented as one factor in determining the response to any behavior incident. Our district or school has discretion to limit the use of consequences that remove students with disabilities from the classroom, which are otherwise permitted in this Code. School staff should consider whether the student’s needs require individually-tailored positive behavior supports beyond what is outlined in this Code.

Before recommending a consequence, school staff must review a student’s IEP and any Behavior Intervention Plan included in the IEP. If the IEP and this Code conflict, school staff must follow the IEP. School staff may suspend students with disabilities for a total of up to 10 school days in one school year without providing procedural safeguards beyond those that apply to general education students. However, after any discipline incident, school staff should consider whether a student’s behavior is interfering with the student’s learning or the learning of others, and, if so, begin a Functional Behavioral Assessment (FBA) to develop a Behavior Intervention Plan (BIP).

“Students with disabilities” include any student:

• with an Individualized Education Program (IEP);
• with a Section 504 Plan or eligible for a Section 504 plan;
• who is currently being evaluated for an IEP or 504 plan;
• whose parent has requested a special education evaluation; or
• about whom school staff has raised a question about a pattern of behavior or the need for special education services.

When school staff anticipate that a student with a disability may be removed from school more than 10 days in a single year, including through an expulsion or change of placement: 

1. Staff must schedule a Manifestation Determination Review (MDR) meeting with the student’s IEP team within 10 school days of the decision to discipline the student.
2. Staff must provide written and verbal notice to the parent of the intervention or consequence being considered and the date of the MDR meeting. The notice must include a copy of the parent’s procedural safeguards.

The student cannot be removed more than 10 cumulative days for behavior that constitutes a pattern until the MDR has occurred. In-school suspension counts as a day of removal, unless the student continues to receive all services required by the student’s IEP. 
A student who is sent home early for behavior has been “removed” for that entire day. Any partial day counts as a full day for the 10-day rule.

At the MDR, the IEP team must: 

1. Review all relevant information about the student, including the student’s current IEP, any behavior plan, any behavior data, the latest school evaluations, any private evaluations, and any other information provided by the parent or any school staff.
2. Review the behavior the student is accused of committing.
3. Determine if the behavior is a manifestation of the student’s disability. The behavior is a manifestation if:
   1. the conduct in question was caused by the student’s disability or has a direct and substantial relationship to the student’s disability; or 
   2. the conduct in question was the direct result of the school’s failure to implement the student’s IEP. 
4. If the team does not have sufficient data to determine if the behavior is a manifestation, the MDR can be continued to obtain that data, including new evaluations. 
5. No matter the outcome of the MDR, the team must conduct a new functional behavior assessment (FBA) and create a new (or revise an existing) behavior intervention plan (BIP) to address the behavior for which the student is being disciplined. 
6. The team should develop an assessment plan as part of the FBA evaluation. This plan should include a determination of target behaviors, the method of data collection, and a timeframe for completion of the assessment.
7. In order to allow for a reasonable period of data collection, the team should draft an interim BIP. 

If the student’s behavior is a manifestation, the student may not be removed for more than 10 cumulative days, expelled, or subject to disciplinary transfer, and must remain in the student’s educational placement prior to the disciplinary incident.

The D65 Behavior Response Continuum is a guide to assist district staff with determining the level of severity of a student(s)’ behavior and the most effective form of support or intervention in response to this behavior. Below are five important steps to consider when implementing effective responses or interventions for all of our students:

1. Implement responses and interventions that maintain the continuity of students’ instruction and are the most conducive to maintaining their learning environment.
2. Consider use of interventions from all levels of the behavior response continuum.
3. Review and consider a student’s IEP or 504 Plan prior to implementing responses and interventions.
4. Always communicate with parents/guardians about students’ behavior and subsequent interventions.
5. Document behavior in student information system.

 

Level 1 student behavior

Information should be put into Branching Minds by the classroom educator.

DESCRIPTION	Grade band	optional responses
Description of Level 1 student behavior: Not following classroom/ space expectations Cellular device use Examples of Level 1 student behavior: Name calling Inappropriate language Out of the designated learning area in the classroom Negatively impacting someone’s personal space	PreK-2	Reteach expectations (student or class) Ex: “1, 2, 3 magic”  Visual reminders of expectations Posted rules Hand gestures
	3-5	Reteach expectations (student or class) Visual reminders of expectations Posted rules Hand gestures Take a Break
	6-8	Posted rules Restorative Actions- reflection
	Students with IEPs	Use of modeling, role playing Visual supports Reteach of skills/concepts individually Refer to accommodations within IEP

 

 

Level 2 student behavior

Information should be put into Branching Minds by the classroom educator.

DESCRIPTION	Grade band	optional responses
Description of Level 2 student behavior: Repeated or significant incident(s) of not following classroom/space expectations Unexpected behavior towards another student, staff, volunteer, etc. Behavior that’s generally managed with a brief intervention by an adult present in that setting, and may include additional brief contact with support staff. Not following adult directives when given more than 3 times. Academic dishonesty Examples of Level 2 student behavior: Name calling Inappropriate language Out of the designated learning area in the classroom.  Negatively impacting someone’s personal space. Inappropriate use of personal electronic devices. Possession of over-the-counter medication against policy Bullying/cyber-bullying (1x) Discriminatory statements or actions (racial/gender/religious/special needs — based on severity of harm) Propping open secured facility or bus doors Using virtual “Chat” or “Private Chat” feature to make inappropriate comments to another student or staff member	PreK-2	Reteach expectations (individual) Logical consequence Circle- I statements
	3-5	Logical consequence Contact home with student Restorative conversation Give back time
	6-8	Logical consequence Contact home with student Restorative conversation Give back time
	Students with IEPs	Use of modeling, role playing Visual supports Reteach of skills/concepts individually Refer to accommodations within IEP

 

Level 3 student behavior

Information should be put into Branching Minds by the classroom educator and/or Admin.

DESCRIPTION	Grade band	optional responses
Description of Level 3 student behavior: Repeated or significant incident(s) of Level 2 infractions w/in a brief timeframe (i.e. 15 school days). Safety of self, others or the school environment are at-risk. Behaviors targeted at a person(s) that causes harm.  Behaviors interfering with safety equipment. Blatant discriminatory statements/actions. Examples of Level 3 student behavior:  Self-injurious behaviors Eloping off school property Fighting to include any physical behavior towards another student or staff with intent to hurt Physical interaction between students or students and staff that results in harm Threats/intimidation Bullying/cyber-bullying (>1x) Discriminatory statements/actions (race/gender/religion/special needs) Extortion Sexting (on or off school grounds that negatively impacts school environment) Theft or vandalism under $500.00 Property offenses Possession of stolen property Possession or use of prohibited items (see Discipline Policy) Opening, entering or leaving the bus through emergency exit Possession/use of tobacco/vaping or vape on school facilities Transmitting a student’s personal information, work or picture with identifiable information without written parental permission Recording a virtual session without permission Using another person's passwords; trespassing in another person's folders, work or file Students or their caregivers who post, repost, adapt, modify or manipulate an educator or other student's likeness including image, voice, or name	PreK-2	Take a Break in assigned space Restorative Conversation Alternate seating assignment or schedule  Contact home with student Develop safety plan with Admin & team
	3-5	Take a Break in assigned space (in or out of classroom) Restorative Conversation Alternate seating assignment or schedule  Check In Check Out (CICO) Contact home with student Caregiver Conference Develop safety plan with Admin & team
	6-8	Take a Break (in or out of classroom) Restorative Conversation Alternate seating assignment or schedule  CICO Contact home with student Caregiver Conference Develop safety plan with Admin & team
	Students with IEPs	Identify student-specific support needs Reteach of skills/concepts individually Review and/or develop safety plan Review and/or develop a Functional Behavioral Assessment (FBA) Review and/or develop Behavior Intervention Plan (BIP), if needed Review and amend IEP accommodations and services Review and amend IEP goals, as applicable

 

Level 4 student behavior

Information should be put into Branching Minds by the Admin.

DESCRIPTION	Grade band	optional responses
Description of Level 4 student behavior: Repeated or significant incident(s) of Level 3 infractions w/in a brief timeframe (i.e. 15 school days). Behaviors that involve safety issues. Blatant discriminatory statements/actions. Examples of Level 4 student behavior: Evidence of substance impairment or possession Possession or use of prohibited items (see Discipline Policy) Possession of drug paraphernalia Theft or vandalism over $500 Weapon possession Physical interaction between student and adult that results in harm Accessing, uploading, downloading, transmitting, displaying or distributing obscene, abusive, intimidating, threatening, defamatory or sexually explicit material or language or otherwise harassing students or staff	PreK-2	Alternate schedule, seating assignments i.e.: Work-Break schedule Behavior MTSS plan Removal from the situation OR clear the room of other students.
	3-5	Restorative Conference and conversation Removal from the situation OR clear the room of other students. Behavior Contract with identified consequences if behavior continues Behavior MTSS plan Review and/or develop a Functional Behavioral Assessment (FBA) Review and/or develop Behavior Intervention Plan (BIP), if needed
	6-8	Restorative Conference and conversation Removal from the situation OR clear the room of other students. Behavior Contract with identified consequences if behavior continues Behavior MTSS plan Review and/or develop safety plan Review and/or develop a Functional Behavioral Assessment (FBA) Review and/or develop Behavior Intervention Plan (BIP), if needed
	Students with IEPs	Identify student-specific support needs Reteach of skills/concepts individually Review and/or develop Safety Plan Review and/or develop a Functional Behavioral Assessment (FBA) Review and/or develop Behavior Intervention Plan (BIP), if needed Review and amend IEP accommodations and services Review and amend IEP goals, as applicable

 

Level 5 student behavior

Information should be put into Branching Minds by the Admin.

DESCRIPTION	Grade band	optional responses
Description of Level 5 student behavior: Behaviors that require alternative settings and/or emergency placement. Examples of Level 5 student behavior: Weapons use Arson or Fireworks Drug or alcohol sale or intent to sell Sexual assault Severe physical assault Bomb threats Terroristic threats Bombs or incendiaries Robbery Assault Distributing Sexually Inappropriate Photographs of Classmate(s)	PreK-2	Responses will be determined on an individual basis in conjunction with the family/guardian, school administration and district administration. Please review the “Disciplinary Checklist” and consult with the Culture and Climate Department.
	3-5
	6-8
	Students with IEPs

Our district or school implements fair, equitable and transparent due process procedures designed to give the student a full and meaningful opportunity to be heard. Suspensions and expulsions have serious, long-lasting effects on students. When these practices are being considered, schools must follow certain procedures to be sure that the student’s rights are protected. These due process procedures are different depending on whether the student is being suspended or expelled. The chart below lays out the required procedures:

INVESTIGATION	1. School staff must investigate a situation and gather evidence to determine what happened before making any disciplinary decisions or disciplinary referrals. School staff should consider whether the incident in question can be appropriately addressed directly with the student or students involved without making a disciplinary referral.
STUDENT MEETING	2. School staff must give the student involved the opportunity to speak on their own behalf before deciding what violations have been committed and what form of discipline to use. Students shall have the right to remain silent or to speak with their parents, guardians, or an attorney before deciding whether to make a statement. School staff must also make reasonable efforts to speak with the student’s parent before making any determination regarding school discipline.
DISCIPLINARY ALTERNATIVES	3. School staff must utilize the checklist above before moving forward with a suspension or expulsion. School staff must consider and document whether a restorative practice or another intervention or support are available to address the conduct in question before considering exclusionary discipline.
NOTICE TO STUDENT	4. School staff must tell the student specifically the part of the code they are accused of violating, the disciplinary measures the school will take, and the school’s future expectations for the student. The student must be given a reasonable opportunity to respond to the school’s charges.
NOTICE TO PARENTS	5. School staff must provide the parent or guardian with written AND oral notice of the charge, discipline, and parents' and guardians’ rights to hearing and/or appeal. No student shall be sent home before the end of the school day unless the school has established contact with the student’s parent or guardian and provided at least oral notice of the suspension. All notices must: Be sent both by certified and first-class mail, as well as by email if there is an email address on file.  Be provided in the parent’s primary language unless not practicable. At a minimum, notices must be provided in Spanish to parents whose primary language is Spanish. Explain the concern the student is facing, including the excerpt from the school code relevant to the charge. Include contact information at the school for requesting that a meeting or hearing be rescheduled and answering questions.  Include information regarding the parent’s rights to a hearing and appeal and a list of free or low-cost attorneys who provide services in school hearings. Include a statement for the parents and student to sign (if able) acknowledging receipt and understanding of the information in the notice, but must NOT include any statement admitting the student’s fault or waiving rights, including appeal or hearing. For a suspension The notice must: Be sent within 24 hours of a school decision to suspend a student. Include an invitation to the parent or guardian to attend a suspension conference to discuss the proposed suspension at the parent or guardian’s earliest possible availability. Provide a full statement of the reasons for the suspension, not just listing an offense; provide information about the non-exclusionary interventions that were attempted; and describe the alternatives to suspension that were considered and why they were rejected. Explain the terms of the suspension, including number of days, start date, and end date, and provide a justification for the duration of the suspension. Document the support services available during the suspension and the means by which the student will be re-engaged upon return to the school community.  Provide notice of the parent or guardian’s right to review. For an expulsion The notice must: Be sent at least 10 days in advance of the hearing date. Include any supporting evidence that will be introduced at the hearing, including copies of witness statements, investigative reports and video or photographic surveillance or detail how documentation can be readily obtained. Provide an explanation of the structure and format of the hearing. A list of all people who will be present at the hearing must be provided to the parent at least two days in advance of the hearing.
SUSPENSION CONFERENCE	6. Suspension conferences with the parent or guardian must be held as soon as is practicable and convenient for the parent or guardian. The purpose of the conference is to discuss the explanation of the evidence and version of the facts that the school is relying on, the student’s version of the facts and/or explanations for the alleged behavior, the availability of disciplinary alternatives, and whether or not the school’s recommendation is consistent with the requirements of this Code.  The student has the right to bring an attorney or advocate to the conference. For suspensions of four days or more consecutively or cumulatively, school staff must undertake a formal review of attempted interventions and initiation of interventions not yet attempted and share the results of the review with the parent or guardian. After the suspension conference and any required review, the principal or a designee can choose to uphold the suspension or remove any part of the suspension already served from the student’s record and permit the student to return to school. For students with a disability, any suspension days served count against the 10-day limit, even if otherwise removed from the student’s record.
SUSPENSION REVIEW	7. After the school has made a decision to suspend a student, students and their parents or guardians can seek a review of the suspension.  A suspension review is a hearing that takes place before the district’s school board or an impartial hearing officer appointed by the board. If the review is held before a hearing officer, the hearing officer provides a summary of their findings to the board, and the board makes its determination regarding the suspension.  The board must issue a written suspension decision detailing the specific act of gross disobedience or misconduct resulting in the decision to suspend and include a rationale as to the specific duration of the suspension. Even if the suspension has been fully served, the board can still decide to remove the violation from the student’s record.
EXPULSION HEARING	8. In the case of an expulsion, the hearing must take place before the student is expelled from the school. The school bears the burden of proving, by clear and convincing evidence, that the student committed the charged infraction and that expulsion is the only acceptable option. At a hearing, the student and the student’s parent or guardian has the opportunity to present evidence that the student did not violate the code of conduct and/or that there are mitigating factors that mean the student should not be expelled. An expulsion hearing is held before the school board or an impartial hearing officer appointed by the board. The student has the right to bring an attorney or advocate.  School staff must provide sufficient advance notice and flexibility to enable the student’s parent or guardian as well as any attorney or advocate retained by the family to attend the expulsion hearing. School staff should grant at least one opportunity to reschedule a hearing date. The following procedures apply to expulsion hearings: All witnesses shall be required to appear and testify in person, unless the witness is a student and the district and school present evidence that testifying would endanger the student’s safety. Submissions of written or recorded testimony or testimony by phone may be permitted if both parties consent. The student must be given an opportunity to present witnesses or evidence and to cross-examine witnesses.  School staff must make a recording of the proceeding and give the parents or guardians and student a copy. Any written hearing officer recommendation must be provided to the parent or guardian before the final decision by the board of education. The final decision on an expulsion must be made by the board of education based on a review of the evidence and relevant mitigating factors.  In circumstances in which the board is considering a hearing officer’s report, the board must allow the student and/or the student’s parent or guardian an opportunity to address the board in closed session before the school board can decide to expel a student without educational services.  The student and the parent or guardian have a right to notice of the decision as soon as is practicable. The expulsion decision must: Provide a written explanation detailing the reasons for the decision. Detail the specific reasons why removing the student from the learning environment is in the best interest of the school, and the alternatives to expulsion that were considered and why they were rejected.  Include a specific rationale as to the duration of the expulsion. Document the support services available during the duration of the expulsion and the means by which the student will be re-engaged upon return to the school community.

Our district provides alternative educational options during suspension and expulsion. A re-engagement plan should be developed following suspensions greater than four days (cumulatively or consecutively), expulsions, and transfers from alternative settings.

POST-DISCIPLINE

Our district  provides the following services to help the student successfully reenter school and prevent future incidents: i) Exit Counseling and Provision of Academic Work: School counselors will advise the student and the student’s parents or guardian on what recommended steps they should take while the student is out of school to ensure the student’s successful return and prevent future incidents.  School staff must provide all work and arrange make-up test dates in order to allow the student to return to school without further impacting their academic record or graduation. This provision also applies to students who are suspended from bus transportation whose parents cannot arrange alternative transportation.  School staff must provide a list of alternative schools to which the student may transfer during an expulsion. ii) Academic and Behavioral Support Services: Appropriate and available support services must be provided to students who are suspended out of school for four days or more and to students on expulsion. These services can include, but are not limited to: educational services; homework provided; service learning  for students who perform community service while on suspension or expulsion; and referrals to free or low-cost community resources, including providers of substance abuse, mental health, vocational training and mentoring services iii) Entrance Counseling and Re-engagement Planning: School staff will advise the student and their parents on how to catch up to where they should be academically. Schools will convene a meeting with the students and the parents within two days upon return to school from suspension, expulsion or an alternative school setting to develop a plan for ensuring that the student is successfully reintegrated into the school community. In developing a re-engagement plan, the school must consider ways to prevent future school exclusions, forms of restorative action, and supportive intervention to aid in the student’s academic success. iv) Services: School staff will recommend services the school will provide that will help the student return to and succeed in school, such as mediation. v) Check In: School staff will prepare progress reports and check in with students every week for the first month to see if the student is having difficulties re-adjusting socially or academically. Thereafter, the social worker will meet with the student at least once every six months prior to graduation. Social workers should also regularly communicate with the student’s parent or legal guardian regarding the transition process. During these meetings and conversations, the social worker will review whether the present strategies or services are the best way to help the student readjust and prevent the need for further disciplinary measures. If not, the social worker must revise the current plan. vi) Students with Disabilities: Students with disabilities must be provided with an appropriate education in an alternative educational setting during the period of any expulsion. School staff should contact the District Special Education Department to arrange for a prompt educational alternative, generally to start within one week. The parent should be notified of alternative educational services with the notice of expulsion.

We employ a systematic data review process to determine if and where disparities exist, identify any overuse of exclusionary discipline and adjust our practices accordingly. Our district or school regularly collects, analyzes and makes public data on suspensions (in-school and out-of-school), expulsions, and transfer to alternative school settings in lieu of disciplinary action. Data is disaggregated by race/ethnicity, as well as by gender, age, grade level, limited English proficiency, special education status, free lunch eligibility, incident type, discipline duration and other characteristics viewed as important for the particular school context. 

Data is tracked to monitor discipline equity and use of exclusionary discipline and to inform discipline practices and code revisions. Data is made publicly available during the school year; data from the preceding school year is made available during the fall semester. Summaries of the data are also provided to the school board and made public during board meetings.

The District will not tolerate harassing, intimidating conduct, or bullying whether verbal, physical, or visual, that affects tangible benefits of education, that unreasonably interferes with a student’s educational performance, or that creates an intimidating, hostile, or offensive educational environment. Bullying, intimidation, and harassment diminish a student’s ability to learn and a school’s ability to educate. Examples of prohibited conduct include name-calling, using derogatory slurs, stalking, causing psychological harm, threatening or causing physical harm, threatened or actual destruction of property, or wearing or possessing items depicting or implying hatred or prejudice of one of the characteristics stated above. Preventing students from engaging in these disruptive behaviors and providing all students equal access to a safe, non-hostile learning environment are important District goals.

Bullying on the basis of actual or perceived race, color, national origin, military status, unfavorable discharge status from the military service, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, or actual or potential marital or parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations:

1. During any school-sponsored education program or activity.
2. While in school, on school property, on school buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school-sponsored or school-sanctioned events or activities.
3. Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment.
4. Through the transmission of information from a computer that is accessed at a nonschool-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by a school district or school if the bullying causes a substantial disruption to the educational process or orderly operation of a school. This item (4) applies only in cases in which a school administrator or educator receives a report that bullying through this means has occurred and it does not require a district or school to staff or monitor any nonschool-related activity, function, or program.

Bullying includes cyberbullying and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:

1. Placing the student or students in reasonable fear of harm to the student’s or students’ person or property;
2. Causing a substantially detrimental effect on the student’s or students’ physical or mental health;
3. Substantially interfering with the student’s or students’ academic performance; or
4. Substantially interfering with the student’s or students’ ability to participate in or benefit from the services, activities, or privileges provided by a school.

A cell phone may only be used outside the school day. Cell phones used during the school day will be confiscated by the school office and can only be retrieved by the parent/guardian.
 
Note: The school is not responsible for lost or stolen cell phones, digital music players, or other electronic devices.

District 65 prohibits the presence of gangs or gang activity on school property or at school-sponsored events and activities. “Gang” is defined as any group, club, or organization of two or more persons whose purposes include the commission of illegal acts.
 
No students on or about school property or at any school activity, or whenever the student’s conduct is related to a school activity, shall: (1) wear, possess, use, distribute, display or sell any clothing, jewelry, paraphernalia or other items which reasonably could be regarded as gang symbols; commit any act or omission, or use either verbal or nonverbal gestures, or handshakes showing membership or affiliation in gang; or (2) use any speech or commit any act or omission in furtherance of the interest of any gang or gang activity, including but not limited to, soliciting others for membership in any gang; (3) request any person to pay for protection or otherwise intimidate, harass, or threaten any person; (4) commit any other illegal act or other violation of District policies; or (5) incite other students to act with physical violence upon any other person.

School administration may utilize the full range of behavioral supports listed above, including suspension and expulsion, for gross disobedience or misconduct which occurs off school grounds if the conduct interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including but not limited to the conduct that may reasonably be considered to be a threat or attempted intimidation of a student or staff member, or to endanger the health or safety of students, staff, or school property.

To maintain order and security in the schools, school authorities are authorized to conduct reasonable searches of school property and equipment, as well as of students and their personal effects. “School authorities” includes school liaison police officers.
 
The Superintendent may request the assistance of law enforcement officials to conduct inspections and searches of lockers, desks, parking lots, and other school property and equipment for illegal drugs, weapons, or other illegal or dangerous substances or materials, including searches conducted through the use of specially trained dogs. School authorities may:

• Inspect and search school property and equipment owned or controlled by the school (such as lockers, desks, and parking lots), as well as personal effects left there by a student, without notice or the consent of the student. Students have no reasonable expectation of privacy in these places or areas or in their personal effects left there.
• Search a student and/or the student’s personal effects in the student’s possession (such as purses, wallets, knapsacks, book bags, lunch boxes, etc.) when there is a reasonable ground for suspecting that the search will produce evidence the particular student has violated or is violating either the law or the District’s student conduct rules. The search itself must be conducted in a manner that is reasonably related to its objectives and not excessively intrusive in light of the student’s age and sex, and the nature of the infraction.
• Conduct an investigation or require a student to cooperate in an investigation, including requiring a student to share content from a social networking site, if there is specific information indicating that activity on the student’s social networking account violates a school disciplinary rule or policy. School officials may not request or require a student or his/her/their parent/guardian to provide a password or other related account information to gain access to the student’s account or profile on a social networking website.   

When feasible, the search should be conducted as follows:

• outside the view of others, including students;
• in the presence of a school administrator or adult witness; and
• by a certificated employee or liaison police officer of the same sex as the student.

Immediately following a search, a written report shall be made by the school authority who conducted the search, and given to the Superintendent.
 
If a search produces evidence that the student has violated or is violating either the law or the District’s policies or rules, such evidence may be seized and impounded by school authorities, and disciplinary action may be taken. When appropriate, such evidence may be transferred to law enforcement authorities.

Sexual harassment of students is prohibited. Any person, including a District employee or agent, or student, engages in sexual harassment whenever they makes sexual advances, requests sexual favors, and engages in sexting or other verbal or physical conduct of a sexual or sex-based nature, imposed on the basis of sex, that:

1. Denies or limits the provision of educational aid, benefits, services, or treatment; or that makes such conduct a condition of a student's academic status; or
2. Has the purpose or effect of:
   1. Substantially interfering with a student's educational environment;
   2. Creating an intimidating, hostile, or offensive educational environment;
   3. Depriving a student of educational aid, benefits, services, or treatment; or
   4. Making submission to or rejection of such conduct the basis for academic decisions affecting a student.

The terms “intimidating,” “hostile,” and “offensive” include conduct that has the effect of humiliation, embarrassment, or discomfort. Examples of sexual harassment include touching, crude jokes or pictures, discussions of sexual experiences, teasing related to sexual characteristics, and spreading rumors related to a person’s alleged sexual activities.
 
Students are encouraged to report claims or incidences of bullying, harassment, sexual harassment, or any other prohibited conduct to the Nondiscrimination Coordinator named in Policy 2:260, Principal, Assistant Principal, or a Complaint Manager. A student may choose to report an incident to a person of the student's same sex. Complaints will be kept confidential to the extent possible given the need to investigate. Students who make good faith complaints will not be disciplined. An allegation that a student was a victim of any prohibited conduct perpetrated harassed by another student shall be referred to the Principal or Assistant Principal for appropriate action. Any student making a knowingly false accusation regarding prohibited conduct will be subject to disciplinary action up to and including suspension and expulsion.

The following guidelines and consequences apply to all students and bus/cab riders on school grounds, on school transportation, on the way to and from school, and at school sponsored activities and events. Parents/guardians are asked to help children understand the expectations and to discuss the content and consequences with their children to ensure they fully understand the guidelines for student behavior.  Students and parents/guardians sign and return to the school a page to acknowledge receipt of this handbook and their responsibility to become familiar with the contents herein, including these behavioral guidelines.
 
Educators review bus/cab behavior expectations with students. When students fail to abide by these expectations, the bus/cab driver will issue a verbal warning. Continued failure will result in a disciplinary report to the administrator. The school administrator will issue a written warning to the student, and send a follow-up letter to the parent/guardian.
 
Some behaviors are unique to the bus/cab. They are defined in the Violation Consequence Matrix below. Other violations that occur on the bus/cab are not unique to riding the bus/cab and are listed in the general student behavior violation/consequent matrix.
 
All students must follow the District’s School Bus/Cab Safety Guidelines. Students may be suspended from riding the school bus/cab for up to ten (10) consecutive school days for engaging in gross disobedience or misconduct, including, but not limited to, the following:

• Prohibited student conduct as defined in the Board policy regarding student discipline
• Willful injury or threat of injury to a bus/cab driver or to another rider
• Willful and/or repeated defacement of the bus/cab
• Repeated use of profanity
• Repeated willful disobedience of a directive from a bus/cab driver or other supervisor
• Such other behavior as the Superintendent or designee deems to threaten the safe operation of the bus/cab and/or its occupants

District 65 shall comply with IDEA when disciplining students with disabilities.
 
SB 100 provides that it is the responsibility of a “pupil’s parent or guardian to notify school authorities that a pupil suspended from the school bus does not have alternative transportation to school.”
 
Digital cameras may be used on school buses/cabs as necessary in order to monitor conduct and to promote and maintain a safe environment for students and employees. Students are prohibited from tampering with the digital cameras. Violators are subject to discipline in accordance with the Board’s discipline policy and shall reimburse the District for any necessary repairs or replacement. Only persons with a legitimate educational or administrative purpose may view the camera recordings. If the content of a camera recording becomes the subject of a student disciplinary hearing, it will be treated like other evidence in the proceeding.

BUS/CAB VIOLATION CONSEQUENCE MATRIX
CATEGORY I	Consequences:  Verbal or written warning. Repeated violations may result in suspension from the bus/cab for 1-5 days
CATEGORY II	Consequences: First suspension: Suspension from bus/cab for 1-5 days depending on the nature of infraction. Subsequent suspension: Suspension from bus/cab or school for 3-10 days depending on nature of infraction. For all Category II offenses, a bus/cab driver issues a written disciplinary report to the administrator. School administrators will issue written warnings to students and send follow up letters to parent(s)/guardian(s).
CATEGORY III	Consequences: Possible Suspension from bus/cab or school for 1-10 days depending on the nature of infraction. Possible loss of bus/cab privileges for the remainder of the school year. Possible school expulsion. Notification of proper authorities (e.g., police department). School administrators will inform the parent(s)/guardian(s) in writing and via telephone.
OFFENSE	CATEGORY I	CATEGORY II	CATEGORY III
Loud, rowdy or distracting behavior		X
Eating, drinking or gum chewing on the bus/cab	X
Gross misconduct			X
Littering	X
Moving around on the bus/cab	X
Improper use of bus/cab safety equipment	X
Throwing objects inside or outside the bus/cab	X

 

Bus/Cab drivers are required to participate in in-service training that emphasizes bus/cab safety. Each driver will receive a copy of the Bus/Cab Violation Consequence Matrix.