Students who are excused from participation in physical education for medical reasons must satisfy the physical education requirement by successful completion of classes in adapted physical education. An application form is available in the Health Office.

Consequences of Defaulting on the Waiver

In the event that the student does not participate in the interscholastic sport or band activity for which a waiver is granted, the student is responsible for fulfilling the district’s graduation requirement for physical education.

If the student drops a course, for which P.E. was waived, prior to the end of either the first or third quarter, the course will be deleted from the student’s permanent record and the student remains responsible for fulfilling the district’s graduation requirement for physical education by taking an additional semester of P.E.

If the student drops a course during either the second or fourth nine-week period, a failure for the course will be recorded on the student’s permanent record but the student will not be required to take an additional semester of physical education to fulfill the district’s graduation requirement.

A cafeteria is maintained for the benefit of students. A debit card program is available to all students. Through participation in the subsidized National School Lunch and Special Milk Programs, it is possible for hot lunches and milk to be served at a reasonable cost to students.

The Illinois High School Association (IHSA) has posted a training video regarding hands-on CPR and AED’s. It can be found here. Parents, students, and staff are encouraged to view it.

The Cashier’s Office provides a variety of items for student purchase including: P.E. uniforms, locks and workbooks. Hours will be posted on the cashier’s window at the beginning of school. All items for sale in the cashier’s office must be paid in full at time of purchase.

A student with a disability who has an Individualized Education Program prescribing special education, transition planning, transition services, or related services beyond the student’s 4 years of high school qualifies for a certificate of completion after the student has completed 4 years of high school. The student is encouraged to participate in the graduation ceremony of his or her high school graduation class. The building administration shall provide timely written notice of this opportunity to students with disabilities and their parents/guardians.

Students who have completed all graduation requirements are encouraged to participate in commencement exercises. Students who elect mid-year graduation may choose to participate in a mid-term commencement ceremony or the Spring commencement exercises if they desire. Students who elect mid-year graduation are not eligible for continual participation in D230 co-curricular activities past the mid-year graduation date. Students who elect to participate in commencement exercises will be required to adhere to all rules and regulations. The district reserves the right to remove the privilege of a student’s participation in a commencement exercise for gross misconduct.

Compulsory School Attendance (Policy 7:70)

Compulsory School Attendance (Policy 7:70)
Whoever has custody or control of a child between the ages of 6 and 17 years of age (unless the child has graduated from high school) must cause the child to attend the district school wherein the child is assigned, except as provided by State law.

Attendance (7:70 AP 1)

It is the expectation of D230 that every student will be punctual and present each day.  Regular daily attendance by students is important for student success.  Students with irregular attendance patterns may find it difficult to be successful in classes and may be subject to a loss of graduation credits.  As a result, it is extremely important that the parent(s)/guardian(s) assure the student’s academic growth and success by emphasizing the need for the student to be punctual and in attendance each day.   

Attendance Interventions

D230 is committed to proactively honor and recognize our students attending full days of school on a regular basis as defined as 95% or better, cumulatively.   Additionally, D230 is committed to ensuring strong communication with our students and their parent(s)/guardian(s).  Parent(s)/Guardian(s) will be notified every time their student is absent.  Meetings with parent(s)/guardian(s),  students, and D230 staff will be required as students reach identified criteria to implement appropriate supports.

Perfect Attendance

A perfect attendance award is presented to those students who complete four years of high school with no absences, including valid absences.  Any questions regarding absences should be addressed to the Dean’s Office within 10 days of the end of a specific grading period.

Classification of Absences

Valid Absence- an absence, all or partial day, that is called in by a parent/guardian with a valid cause of the day of the absence

• According to the Illinois School Code, the only legal reasons why a student may be absent from school are as follows:
• Illness
• Death in the immediate family
• Observation of a religious holiday 
• Family emergency
• Circumstances that cause reasonable concern to the parent/guardian for the student’s safety or health, 
• other situations beyond the control of the student as approved by the principal or designee.

Truancy- an absence, all or partial day, in which the student did not have parent/guardian permission to be absent from school or if a student left school without permission. Truancy may result in school discipline. 

Participation in school-approved activities DOES NOT count against a student’s attendance.  School-approved activities include:

• School Sponsored Field trips
• College visits (up to three times a year)
• Guidance appointments
• Administrative reasons

Calling in a Student Absence

On the day of a student’s absence, the parent/guardian is required to call the Attendance Office in the morning and relay the following information: 

• Student’s name and ID number
• The name of the person calling and the relationship to the student.  Calls will only be accepted from parent(s)/guardian(s) who are designated as such in the student’s personal file
• The reason for the absence
• The approximate length of the absence

Sandburg 708-671-3195 or 708-671-3196
Stagg 708-974-7500
Andrew 708-342-5895 or 708-342-5896

If a student is absent for 2 or more days in succession, the parent/guardian should call each day unless the school has been informed of an extended absence. 

If the parent(s)/guardian(s) does not notify the school of the student’s absence, the student will be considered truant until notification is received and may be issued consequences. 

Off Campus Pass 

In order to leave school before the end of his/her scheduled school day, a student must obtain an Off-Campus Pass from the Attendance Office prior to leaving campus. A parent/guardian must contact the Attendance Office with the student’s name/ID number, date the student will need to leave campus, and the time the student will be off-campus. Off campus passes should only be used for unavoidable appointments that can only be scheduled during school hours. 

Absence for a Partial Day

A student who becomes ill during the school day will be sent home by the School Nurse with parent(s)/guardian(s) approval.

*Please note, D230 administration may request a written doctor’s excuse listing the exact dates of medical absences when patterns of absence or concerns are identified.

Make-up Work (6:290 AP 1)

Students who are absent are allowed to make up work and tests from the absence for full credit.

• Students are responsible to acquire and complete all make-up work, tests, and quizzes missed due to absence
• Two days for each day of absence are allowed for the completion of make-up work, tests, and quizzes, but shall not exceed a total of six school days
• Assignments given before the day(s) of absence, or due during the absence, are due upon the student’s return to class.
• If a test was scheduled for the day(s) a student was absent or had been announced to the student before the day(s) of absence, the student will take the test upon his/her return to school

Tardy Procedure 
A student is considered tardy if they have not crossed the threshold of the classroom door when the bell rings. If a student is more than five minutes late for class and the lateness is unexcused or unauthorized, the student will be counted as truant. Tardies are cumulative per semester.

• 1-4: Teacher notice to student of tardy
• 5: 1 hour detention
• 6-7: 2 detentions
• 8-9: 3 - 6 detentions
• 10+:Dean issued consequences (i.e. loss of privileges, detention, in-school suspension, out of school suspension)

Truancy (7:70 AP 2)
A student who is absent from school without the knowledge and permission of the school authorities and his/her parent(s)/guardian(s) will be considered truant. If a student leaves school during the day, without permission of the Dean or School Nurse, he/she will be considered truant. Once students are identified as truant, positive supports will be put into place to assist students to increase attendance.  Supports may include interventions through the PPS department or referrals to appropriate outside agencies. Consequences may also be considered.

Period Truancy
A period truancy is defined as an unexcused or unauthorized absence from a class, including tardiness, exceeding five minutes.

All Day Truancy
All day truancy is any student’s absence from school without the prior notification of the school authorities by parent(s)/guardian(s).

*Please note, D230 administration may request a written doctor’s excuse listing the exact dates of medical absences when patterns of absence or concerns are identified.

Course Credit for High School Diploma (6:315)

The normal course load for any one academic year consists of five academic courses plus Physical Education, Period 2, and lunch. Early release schedules are limited to students in approved school-sponsored programs such as Cooperative Education.

Athletes and students participating in competitive co-curriculars should consult the Athletic Eligibility Guidelines under the Athletic Section of the handbook. This outlines course loads necessary to qualify or participate in Illinois High School Association affiliated contests and activities and the NCAA Clearinghouse.

Credit for Proficiency (Policy 6:320)

Classification of students as freshman, sophomore, junior or senior year students will be based on years of attendance.

From time-to-time, military recruiters and postsecondary educational institutions request the names, telephone numbers, and addresses of our secondary students. The school must provide this information unless the parent(s)/guardian(s) request that it not be disclosed without prior consent. If you do not want military recruiters or institutions of higher learning to be given your secondary school student’s name, address, and telephone number, parents must indicate this decision as part of the summer online registration process.

According to Illinois School Code, each student must receive a passing grade in at least 8 academic courses during the previous 2 semesters prior to enrolling in a driver education course, or the student shall not be permitted to enroll in the course. In rare cases, after consulting with faculty and staff, the Superintendent may waive this requirement. The same law applies to students who choose commercial driving schools. If a student has not met this requirement before taking the behind-the-wheel course at a driving school, the student will not receive a waiver afterwards.

All students are encouraged to attend high school for four full years in order to take advantage of complete program offerings and enrichment courses. Students may apply to their counselor for early graduation upon completion of 6 or more semesters of school attendance and when they have met all graduation requirements. Permission for early graduation may be granted to a student by the Board of Education upon the recommendation of the Superintendent.

In summary, students will be permitted to graduate early, but in no fewer than three years, provided that the following conditions are met:

1. Requirements for graduation, as established by the Board of Education, have been achieved.
2. Written parental approval has been obtained.
3. Proper application, notification and counseling through the guidance department has been completed.

The deadline dates for approval of early graduation are: January graduation - by August 15th, Spring graduation - by December 15th. 
In addition, all students must take the state-mandated assessments as a condition of receiving a regular high school diploma unless the student is exempted for the following reasons:

1. The student’s individualized educational program developed under Article 14 of the School Code identifies the state-mandated assessment as inappropriate for the student; or
2. The student is exempt due to the student’s lack of English language proficiency; or
3.  The student is enrolled in a program of Adult and Continuing Education as defined in the Adult Education Act (6:300)

When a student is unable to walk up or down stairs because of a health problem or injury, an elevator key and or pass can be obtained from the nurse as needed. If a student fails to return the key when it is no longer needed, or if the key is lost, then a fee will be assessed to the student.

To enroll in District 230 a parent or legal guardian must provide the following items:

1. A certified or registered birth certificate for the student.
2. Proof of residency within the District by providing the required number of documents from each of the following categories: (required annually)

Category I (one document required)

• Most recent property tax bill and proof of payment, e.g. canceled check or form 1098 (homeowners)
• Current mortgage statement or closing documents from home purchased within past two months
• Signed and dated lease and proof of last month’s payment, e.g. canceled check or receipts (renters). Lease must be valid on the first day of the new school year.
• Letter from manager and proof of last month’s payment, e.g. canceled check or receipt (trailer park residents)

Category II (3 documents showing proper address are required)

• Driver’s license or State ID card
• Vehicle registration
• Most recent cable television bill
• Current public aid card with name and current address
• Current homeowners/renters insurance policy and premium payment receipt
• Most recent gas bill
• Most recent electric bill
• Most recent water bill

Military Personnel (must provide one of the following within 60 days after the date of student’s initial enrollment)

• Postmarked mail addressed to military personnel
• Lease agreement for occupancy
• Proof of ownership of the residence

Persons seeking to enroll a student must, if one exists, present court order, agreement, judgment, or decree that awards or gives custody of the child to any person (including divorce decrees that award custody of the child to one or both parents).

IMPORTANT:

The School District reserves the right to evaluate the evidence presented, and merely presenting the items listed in this Procedure does not guarantee admission.  Should the District determine that a child is not a resident of the district, 7:60 Notice of Non-Residency Student Not Enrolled will be completed and mailed to the parent/guardian attempting to enroll the child.  

WARNING:

If a student is determined to be a nonresident of the District for whom tuition must be charged, the persons enrolling the student are liable for non-resident tuition from the date the student began attending a District school as a non-resident.

A person who knowingly enrolls or attempts to enroll in this School District on a tuition-free basis a student known by that person to be a nonresident of the District is guilty of a Class C misdemeanor, except in very limited situations as defined in State law (105 ILCS 5/10-20.12b(e).

A erson who knowingly or willfully presents to the School District any false information regarding the residency of a student for the purpose of enabling that student to attend any school in that District without the payment of a nonresident tuition charge is guilty of a Class C misdemeanor (105 ILCS 5/10-20.12b(f).

Violators of the CHSD 230 residency requirements will be prosecuted to the fullest extent of the law.

3. Physical Examination and Immunization Requirements.
The School Code of Illinois, Section 27-8 and District 230 Policy 7:100 require adherence to the following health standards established by the Department of Public Health and District 230 will strictly enforce these requirements:

• All students entering high school for the first time must have a complete physical examination reported on the specific State of Illinois “Certificate of Child Health Exam” form, signed by a licensed physician, Advanced Practice Nurse, or Physician’s Assistant. This includes all freshmen and transfer students.
• All immunization dates since birth must include the month, day, and year recorded on the top portion of the physical exam form. Immunizations must meet required standards set by the Illinois Department of Public Health. Required immunizations are:
  • Three of more doses of Tetanus, Diphtheria, Pertussis (DPT/Tdap/TD)-one dose must be Tdap.
  • Two doses of MMR (Measles, Mumps, Rubella) vaccine are required. The first dose must be given on or after the student’s first birthday.
  • Three or more doses of Polio vaccine with the last dose given on or after the student’s 4th birthday.
  • Three doses of Hepatitis B (at approved intervals).
  • Two doses of Varicella vaccine are required. (The first dose must be given on or after the student’s 1st birthday). If the student had Chickenpox Disease, the month and year must be documented.
  • One dose of Meningococal vaccine on or after 11th birthday for freshman.
  • One dose of Meningococal vaccine on or after 16th birthday for incoming seniors.
  • Students with religious exemption must have the Illinois Certificate of Religious Exemption Form completed by their physician.
  • Asthma Action Plan required from doctor for all asthmatic students each school year.
• Dental and eye examinations are strongly recommended.
• The health of your children is as important to us as their progress in school. Please make arrangements with your family physician, clinic, and dentist to have the necessary examinations obtained so that your children may receive their schedules on registration day. SCHEDULES WILL NOT BE DISTRIBUTED WITHOUT PROPER PHYSICAL AND IMMUNIZATIONS DOCUMENTATION.
• All student health records must be complete prior to the first date of school.
• School nurses will have access to an online database through the Illinois Department of Public Health to assist with verification of student immunization information.

Violators of the CHSD 230 residency requirements will be prosecuted to the fullest extent of the law.

Financial aid information such as that listed below is distributed each year to all seniors. This information is also available to any interested students, parents, or community members.

1. The State of Illinois Student Aid Programs
2. Illinois Monetary Awards
3. General Assembly Awards
4. Special Education Grants
5. ocational Rehabilitation Grants
6. Veterans Military Service Scholarships
7. Special Education Teacher Awards
8. Children of Veterans Awards
9. National Merit Scholarships - These awards are based on test results from the National Merit Scholarship Qualifying Test. Grants vary according to the need to the student.
10. Local Scholarships - These awards are given each year by various clubs and organizations in the area. Applications are available in the Guidance Office usually in February. Interviews are also held by the various groups.

Students interested in securing scholarships or awards listed above, or who are interested in financial aid in general, should contact the Guidance Department to check out eligibility requirements and to obtain applications.

Course Requirements for Graduation (6:300 E3)
Classes meet for 18 weeks and earn ½ credit.

Specific credit requirements for CHSD230 include:

4 English
3 Mathematics #
2 Science
.5 American Government ^
1 U.S. History
.5 Social Studies
.5 Health
.5 Consumer Education *
1 Art, World Language, Music, Business, Applied Tech or Family & Consumer Science
5 Electives
3.5 Physical Education (7 semesters)
21.5 TOTAL
25 Service Learning

For the class of 2020 and beyond-one year credit must be Math 1 and one year credit must be Math 2.

^ A passing grade in American Government indicates successful completion of the Constitution and Civics requirement.

* Consumer Education – The Consumer Education requirement may be filled by completing Consumer Economics, General Business, Economics or AP Microeconomics or AP Microeconomics.

Consolidated High School District 230 does not discriminate on the basis of color, race, sex, nationality, religion, religious affiliation, disability, or any other unlawful basis of discrimination, as defined by the Illinois Human Rights Act and all other applicable laws in providing academic and co-curricular opportunities.

Guidance counselors in District 230 follow a specific sequence of activities, instruction, and discussions with students built on standards developed by the American School Counselor Association and our students needs. These standards cover the academic, personal/social and career development of each student.

Following is the calendar of activities planned for each grade level of students in order for students to see the entire Guidance program. Counselors will meet with students individually and in small groups, or present information to an entire class at one time. As the years progress, it will be noticed that the guidance department will spend more time with certain groups of students depending on their year in school due to deadlines related to various events and programs. Parents are encouraged to inquire about and discuss these activities with their child.

We encourage you to contact your child’s counselor if you have any questions about this program or the services your child receives or if your student has experienced any circumstantial changes.

Description of Activities

Freshmen – Semester 1

• Adjusting to High School & Intro to the Guidance Dept.
• Signing up to see counselors/how to, when to, & why
• Review High School expectations
  • Career Cruising
  • Organization skills/study skills
  • Homework/expectations
  • Preparing for high school classes
  • Extracurricular activities
  • Pass grade options – student handbook
  • Importance of using planner
• Individual appointments as necessary in response to student needs

Freshmen – Semester 2

• Review Individual Career Plan
  
  • 4-year plan
  • Graduation requirements
  • Class percentiles
• Introduce Standardized Test Interpretation
  • Review the Educational Planning and Assessment System results - PSAT 8/9 and ISA
• Discuss post high school plans
  
  • Military
  • Apprentice
  • Vocational
  • 2-year college
  • 4-year college
• Introduce Registration process
  
  • Pass out registration sheets, course selection guide, & discuss registration process
  • Review graduation requirements for college/non college bound
  • Explain pre-requisites and teacher recommendations for courses
  • Provide overview of classes
  • Discuss summer school opportunities
  • Review four-year plan and relation to potential courses
  • Review Individual Career Plan
  • Revisit Standardized Test Scores

Sophomores – Semester 1

• Review Four-year plan/Standardized Test interpretation -
  
  • Review Standards for transition, Predictions related to SAT and ISA Review Individual Career Plan
• Review timetable and plans for college placement examinations and significant tests
  
  • PSAT 10
  • PSAT and National Merit Scholarship Qualifying Test (NMSQT)
  • ACT
  • Advanced Placement (AP) tests
• Schedule individual student appointments as necessary in response to student needs

Sophomores – Semester 2

• Review Four-year plan/Standardized Test interpretation -
  
  • Review Standards for transition, Predictions related to SAT and ISA
  • Review Individual Career Plan and introduce Career Cruising applications
• Review timetable and plans for college placement examinations and significant tests
  
  • PSAT 10
  • PSAT/NMSQT
  • ACT
  • AP tests
• Introduce registration process
  
  • Pass out registration sheets, course selection guide, & discuss registration process
  • Review graduation requirements for college/non college bound
  • Explain pre-requisites and teacher recommendations for courses
  • Overview of classes
  • Discuss summer school opportunities
  • Review four-year plan and potential courses
  • Review Individual Career Plan

Juniors – Semester 1

• Review post high school prep calendar for junior & senior years
• Review four-year plan/graduation vs. college requirements
• Discuss testing: SAT, ACT, AP, PSAT/NMSQT, ISA
• Review Standardized Tests
• Accessing career exploration tools
• Schedule individual student appointments as necessary in response to student needs
• College planning introduction
  
  • Attending the College Fair
  • Attending High School College Night
  • Transcript: how to read, use & obtain it
  • Deciding who will write your recommendations
  • Completing the application process
  • Access to college recruiters
  • Use of college and career materials
  • How to visit & choose a college
  • NCAA Clearinghouse requirements for college athletics
  • Accessing scholarships & financial aid
  • Discussing Moraine Valley options as appropriate
• Prep for 2nd semester standardized tests – SAT
  
  • Discuss importance of tests
  • Review preparation plans for tests
  • Analyzing test scores
  • Review the SAT
• Updating the Good-Student insurance discount
• Send Credit Review Letter at end of first semester

Juniors – Semester 2

• Post high school prep calendar for junior & senior years
• Review four-year plan/graduation vs. college requirements
• Discuss testing: SAT, ACT, AP, PSAT/NMSQT, ISA
• Review Standardized Test
• Prep for 2nd semester standardized tests – SAT, ACT
  
  • Discuss importance of tests
  • Review preparation plans for tests
  • Analyzing test scores
  • Review the SAT
• Conduct credit review and send out letters
• Introduce Registration process - Complete in January
  
  • Pass out registration sheets and discuss registration process
  • Review graduation requirements for college/non college bound
  • Explain pre-requisites and teacher recommendations for courses
  • Overview of classes
  • Discuss summer school opportunities
  • Review four-year plan and potential courses
  • Review Individual Career Plan folder
  • Revisit Standardized Test Scores

Seniors – Semester 1

• Review post-high school prep calendar for junior & senior years
• Review four-year plan/graduation vs. college requirements
• Discuss testing as necessary: ACT, SAT, AP
• Review Standardized Test results – SAT, ACT, and ISA
• Accessing Career exploration tools
• College planning review as necessary
  
  • Attending the College Fair in the Fall
  • Attending High School College Night in the Fall
  • Transcript: how to request, interpret, and use it
  • Deciding who will write your recommendations
  • Completing the application process
  • Access to college recruiters
  • Use of college and career materials
  • Final college selections
  • NCAA Clearinghouse requirements for college athletes
• Send Credit Review Letter or Jeopardy letter as necessary
• Discussing Moraine Valley options as appropriate
• Schedule Individual student appointments as necessary in response to student needs

Seniors – Semester 2

• Discuss testing as necessary: ACT, SAT, AP
• Review Standardized Test Results – SAT, ACT, and ISA
• College planning review as necessary
  
  • Transcript: how to request, interpret, and use it
  • Deciding who will write your recommendations
  • Completing the application process
  • Access to college recruiters
  • Use of Media Center college and career materials
  • Final college selections
  • NCAA Clearinghouse requirements for college athletes
  • Accessing scholarships & financial aid
  • Discussing Moraine Valley options
• Send Credit Review Letter or Jeopardy Letter as necessary
• Review four-year plan/post high school planning: careers, trade schools colleges, military
  
  • Review choices that have been made
  • How to evaluate a college or trade school
  • Deciding who will write your recommendations
  • Completing the application process

The Guidance Department works collaboratively to provide a comprehensive developmental counseling program to all students.

• To assist students in successfully navigating the high school process while helping to prepare them for post-secondary options
• To advocate for students by acting as liaison to all academic departments, school services and the community
• To provide academic advising, career and post-secondary guidance and personal/social support to all students

Contact Information for the Guidance Department is as follows:
Andrew High School: (708) 342-5822
Sandburg High School: (708) 671-3121
Stagg High School: (708) 974-7421

Parents and students are encouraged to contact the Guidance Office to inform the student’s counselor of significant life changes, concerns, or crises. Support services can assist students in these situations.

Guidance and counseling services are available for every student to encourage and assist in planning educational programs to address student skills, motivation, and interests.

A second function of the school counselor is to help students with post-high school planning. Using a variety of school resources, students are assisted in planning for educational, vocational and other growth experiences beyond high school. The counselor also works to encourage the appropriate social and emotional development of students and to facilitate communication between parents, students, school personnel, and the community.

A student who is absent from school for an extended period of time or ongoing intermittent absences because of a medical condition may be eligible for instruction in the student’s home or hospital. The student’s physician must document the need for services by completing the form available from the guidance counselor. When homebound is approved as the most appropriate educational service, instruction will begin. Upon receiving a physician’s release to return to school, the parent should contact the student’s guidance counselor to schedule a re-entry meeting. Students returning to school after homebound instruction must report to the Nurses’ office before going to class and present a physician’s medical release allowing the student to participate in school.

Honors and Advanced Placement classes are available to all District 230 students. Questions about the Honors/Advanced Placement program should be referred to the Division Chair of the department.

SCHOOL ACCIDENT INSURANCE POLICY is offered to students each year at a nominal fee. While the insurance is not compulsory PARENTS SHOULD REALIZE THAT THEY ACCEPT FULL FINANCIAL RESPONSIBILITY FOR ACCIDENTS TO THEIR CHILD WHILE THE STUDENT IS ON SCHOOL PROPERTY, INCLUDING AMBULANCE TRANSPORTS.

The PPS Intervention Room is intended to offer Response to Intervention Tier 2 interventions, available period by period, or all day, for at-risk students and/or for students who struggle with social and emotional needs. The purpose of this program is to provide non-traditional learners with relevant opportunities required to develop the academic, college-career readiness, social, emotional, and behavioral skills necessary for a successful post-secondary transition. It is also intended to provide non-exclusionary discipline measures.

The Media Center plays an integral part in the school’s educational curriculum. In addition to providing recreational reading, the Media Center offers a variety of resources for all students and staff. The media staff is available to assist students with their educational needs. In addition, the media specialists assist staff with planning and delivering instruction. The media center strives to provide:
-A supportive learning environment where students can share and seek ideas;
-A variety of materials to support literacy, critical thinking, research and technology;
-A creative space to empower students to be independent and efficient lifelong learners;
-Group and individual support to meet students’ learning goals.

Media Center Expectations:
-Media resources are a part of the school and the District’s property; books should be returned in a timely manner. If books and/or materials are not returned, the student’s account will be charged for the replacement cost at the end of every school year.
-Students are expected to provide a pass from a teacher if coming into media during an assigned class period.
Students must use their ID to check-in to the media center and to check-out resources.
-Students are expected to behave appropriately in the media center and follow school rules.

Medication (Policy 7:270)

The School Nurse is available on a full-time basis to help students with their health problems, including:

1. Personal health conferences may be held with individual students at the student’s request, teacher’s request, or as the nurse deems necessary.
2. Tests for vision and hearing are done annually for transfer students, students receiving special education services, on a referral by teachers, or at the request of any student who feels he/she has a visual or hearing problem. Should there be any indication for further examination, notification is sent to the parents advising consultation with their family physician. Parent should notify the school nurse if they do not want their student tested.
3. Standard first aid is available to those students who become ill or injured while at school. However, first aid is immediate and temporary care. Care beyond first aid must be provided by the parents or family physician.

If students have questions concerning their health, they should make arrangements to see the nurse. However, the student should remember that there are appropriate times to see the nurse and certain procedures to be followed:

• Get a pass from the teacher.
• Use good judgment as to the time to come to the Nurse’s Office.
• Come in for first-aid immediately following an injury that occurs at school, especially in physical education class.

Period 2 is designed to offer all students an opportunity to develop a positive long-term relationship with at least one adult in their school building. Period 2 will offer students both an advisory curriculum on assigned days and an opportunity for intervention or enrichment on opposing assigned days. Period 2 will not occur on late start Wednesdays or weather-related late starts.

When a health care provider removes a student from physical education class, he or she must also provide a re-entry note unless a specific time-frame is provided. A student may be required to submit an updated doctor’s note for an ongoing medical condition. A student may also be excused from participating in physical education class for a maximum of two days with a parent note.

District 230 promotes proactive behavior for all students and staff.  Specifically, three points of emphasis focusing on proactive behavior have been identified-Positive Choices, Personal Responsibility, and Building and Maintaining Positive Relationships. These points of emphasis are the result of a collaborative effort with D230 School Board, staff, students, parents, and community members. They are aligned with the Illinois State Board of Education’s Social and Emotional Learning Standards and are the foundation of Period 2.

Specific learning targets for the points of emphasis include:

Positive Choices

• I will maintain a healthy lifestyle in order to achieve personal and academic goals
• I will think about how my actions impact my well-being and the well-being of others
• I will evaluate options and demonstrate good decision-making skills in my personal life, my school, and my community
• I will advocate for my needs and the needs of others respectfully
• I will create a positive school culture by getting involved in school and community programs
• I will identify and utilize resources available at my school and in my community for myself and others

Personal Responsibility

• I will think before I act
• I will come to school ready to learn, prepared, and on time
• I will use technology and social media appropriately
• I will set personal and academic goals for myself and problem-solve obstacles along the way
• I will seek help for myself or my peers in times of need or distress
• I will utilize appropriate coping strategies when dealing with stress and anxiety

Building and Maintaining Positive Relationships

• I will use effective communication including appropriate language, tone, and volume
• I will solve problems peacefully
• I will develop and implement strategies for collaborating with peers and adults
• I will recognize and respect the feelings and perspectives of others
• I will learn about and respect different cultures and social groups
• I will build a supportive relationship with at least one adult in my school

The school psychologist is a support person for students and staff. The services provided include: evaluation of and recommendations regarding learning or behavioral difficulties of students to determine whether they might benefit from a special program or service; counseling of students; staff and parent conferences and consultations; referrals outside of school; and annual review of the placement of students in special programs or services.

All inquiries regarding school psychological services should begin by contacting the student’s guidance counselor. This contact can be made by the student, teachers, or by the student’s parents/guardians. The Pupil Personnel Services (PPS) Team must review all referrals for evaluation or assessment. This team will determine the appropriate action to address concerns regarding a student’s academic, behavioral, or emotional growth.

To address and accommodate the needs of all students, CHSD 230 provides a comprehensive Student Services Program that features an integrated system of support. Interventions are coordinated and communicated between home, school, and in some cases outside agencies, and are designed to assist students with their academic progress, personal/social development and career planning needs. The goal of the delivery model is to integrate services to students in the following areas:

1. Academic/Career Guidance Services
2. Support Services (including crisis intervention, PPS team, community outreach)
3. Discipline Services
4. Special Education
5. Student Assistance Program (substance abuse)
6. Alternative Education Opportunities

Convicted Child Sex Offender; Screening Notification Policy 4:175

We are providing this information as part of our ongoing efforts to work in partnership with parents and the community to keep our students safe.
A listing of registered sex offenders is available to the public at the following web site: www.isp.state.il.us/sor.

This information is also available for review at the Administration Center located at 15100 S. 94th Avenue, Orland Park, IL 60462. Please call the Assistant Superintendent for Instructional Services, at 708-745-5214 if you have any questions.

The Consolidated High School District 230 Board of Education recognizes the importance of maintaining a school environment that is free from communicable diseases. It also recognizes that a student with a communicable disease is eligible for all rights, privileges, and services provided by law and the district’s policies. A student with a communicable disease will be dealt with on an individual basis in accordance with Board of Education Policy and specifics detailed in Board procedure 7:280. Copies of this procedure are available upon request from the Health Office.

All three high schools have a Safety and Security Tip Line that is checked on a daily basis by the Deans. The purpose of this 24-hour line is to provide parents and students with an opportunity to leave a message related to Safety and Security with a Dean. If you believe that there is an issue the school officials should know about please call one of the following numbers and leave a message describing the information you have obtained:
• Carl Sandburg High School – (708) 671-3100 x3222
• Amos Alonzo Stagg High School – (708) 974-7400 x7222
• Victor J. Andrew High School – (708) 342-5800 x4222

If your issue is an emergency and requires immediate assistance, call 911.

Schedule changes are made during specified times throughout the school year. During the first five days of each semester, students may elect to change courses if space is available.

Changes to schedules are not intended to be used as a means to change lunch periods, class periods, or instructors. Athletes should be aware of how schedule changes would impact their athletic eligibility.

After the first five days of the semester, students, with staff and parent permission, may elect to drop a class and replace it with a study hall providing that the student is carrying the minimum number of courses to be considered a full-time student. Students who drop a class during the first nine weeks of a semester may be placed in a study hall and will not be permitted to transfer from the dropped class to another class.

During the second nine weeks of a semester, students receive an automatic failing grade in any course that is dropped. Students who have failed a yearlong course the first semester may be placed in a second-semester course if space is available. Seniors will have first priority in such placement. If space is not available in a course, students will be placed in a study hall.

The Guidance Department has financial aid information to assist students and their parents with the important task of financing a college education. This information includes the many scholarships sponsored by clubs, organizations, businesses and foundations. A student guide to Federal financial aid programs is also available. This booklet contains the following information:
1. Federal Student Aid Programs
2. Pell Grants
3. Supplemental Educational Opportunity Grants
4. Stafford/Perkins Loans
5. College Work Study
6. Guaranteed Student Loan and PLUS Loans

A student who becomes ill during the school day should report to the Nurse’s Office. A parent or parent designee will be contacted and must sign out the student if the student is going home. Verbal permission must be obtained if the student will be driving home if parked in the school lot. All other dismissals are handled as off-campus passes through the Attendance Office.

Per the School Safety Act, and Policy 4:170, District 230 students will participate in bus evacuation drills, fire drills, lock down drills, active shooter drills, and severe weather drills on an annual basis. All students should cooperate fully with school personnel in the event of an emergency.

In accordance with 105 ILCS 5/2-3.159 and 23 Ill.Admin.Code &1.442 Consolidated High School District 230 has established a program to recognize high school graduates who attain a high level of proficiency in one or more languages in addition to English by designating on a student’s diploma and transcript a State Seal of Biliteracy or Commendation.

Students in their Senior year of High School can apply for either a Seal or Commendation. In order to obtain a Seal or Commendation, students must meet the following criteria:

SEAL

Earn a 4 or 5 on an Advanced Placement (AP) Test or
Meet assessment criteria as established by ISBE approved language assessment (APPL)

Earn an ACT Composite Score 21 or English Score of 18 or more or Earn a SAT ELA Score of 540 or more or Earn an ACCESS Composite Score of 4.8 or more

COMMENDATION

Earn a 3 on an Advanced Placement (AP) Test or Meet assessment criteria as established by ISBE approved language assessment (APPL)

Earn an ACT Composite Score 21 or English Score of 18 or more or Earn a SAT ELA Score of 540 or more or Earn an ACCESS Literacy Score of 3.5 or more

Depending on the language in which students are applying for the Seal or Commendation, students will be able to fulfill requirements either via District 230 sponsored assessments or ISBE approved assessments coordinated with District approval.

Service Learning (6:300 AP4)

25 hours of Service Learning is a graduation requirement.

• Students may begin earning service hours the first attendance day of 
  their freshman year.
• Service hours should be completed and documented one semester prior
  to graduation
  • Students earning 100 or more hours of service by the end of their 7th semester will be recognized with a teal cord at graduation.
  • Each year students earning more than 100 hours should be recommended for the Cook County Sheriff’s award. Students will be recommended for the award only once in their high school career.
• Transfer students must complete 3 hours of service per semester enrolled in D230 or the entire 24 hours, (25 hours for the class of 2020 and beyond), whichever is less.
  • Transfer students may transfer hours completed from their previous school
• Waivers may be granted to students by the PPS team at each school
  • Students with special education needs that may preclude completion of service learning hours should be analyzed by the IEP team at the annual review and a determination should be written into the students IEP and shared with the Building Administrator in charge of Service Learning for documentation within the student’s profile.
  • Students with hardships should be considered and discussed with the PPS team and a written recommendation shared with the Building Administrator in charge of Service Learning for documentation within the student’s profile.

Service Learning Opportunities

• All projects must be pre-approved by the Building Administrator in charge of Service Learning or their designee prior to a student beginning a project.
• Project lists for activities previously approved will be made available to students in the Service Learning office and on the home school and district websites. These lists will include activities for:
  • School-based projects
  • Co-curricular projects
  • Booster organization projects
  • Job Shadow or Internship opportunities
• Projects not on the list will require pre-approval by the Building Administrator in charge of Service Learning or their designee for approval.
• Projects must:
  • Contribute to the completion of a task, which will benefit the community, needy individuals, groups in the community and/or school-based parent group
  • Not involve direct solicitation of funds nor generate profits for any company. Furthermore, students may not handle monetary transactions nor collect pledges.
  • Not place students in any situation, which would pose a risk to their health or safety.
  • Not place students in a situation that would be inappropriate for their age, background or level of maturity.
  • Not be for a political party, lobbying or special interest group or family member.
  • Be channeled through a community-based program.
  • Not be in the form of worship, but can be with a religiously affiliated organization.

As an integral part of the Pupil Personnel Service Team the school social workers provide auxiliary supportive service to the educational mission of the district. The basic objective, compatible with that of education in general, is to assist students in realizing their learning potential when stress or other social/emotional factors are interfering. Primarily, the social worker’s efforts are directed towards the improvement of the individual’s academic functioning. The initial referral for social work can come from various sources: administrators, teachers, counselors, psychologists, special educators, nurses, parents, and the students themselves. Social workers assess school-related problems and their possible causes. Based on this assessment, recommendations are made which may include: programming modifications, referrals to appropriate community resources, and/or school social work services. School social workers also provide crisis intervention as-needed, and engage in effective problem solving with students when appropriate. Any student in the district may talk to a social worker. Students should go through the guidance department to arrange an appointment.

Speech-Language Services are available for those displaying deficits with communication that adversely affect the student’s academic achievement and/or functional performance and/or ability to establish and maintain social relationships. Speech-Language Pathologists provide services to address the speech, expressive language, receptive language and/or pragmatic/social language needs identified through the evaluation procedures and based on the adverse effect on education. All inquiries regarding school Speech-Language Services should begin by contacting the student’s guidance counselor. This contact can be made by the student, teachers, or by the student’s parents/guardians. The Pupil Personnel Services (PPS) Team must review all referrals for evaluation or assessment. This team will determine the appropriate action to address concerns regarding a student’s communication, academic, behavioral, or emotional growth.

A comprehensive testing program is provided for all students. The purposes of the testing program are to provide students, parents and professional staff members with information concerning student achievement, and interests.

CHSD230 Assessment Plan*

2018 Assessments*                                       Students Assessed       Date
PSAT 8/9                                                       8th Grade                   October/November
PSAT/NMSQT -
     National Merit Scholarship Qualifying Test    11th Grade                  October
SAT**                                                            11th Grade                  April
PSAT 8/9                                                        9th Grade                    April
PSAT 10                                                         10th Grade                   April
Illinois Science Assessment (ISA)*                   Biology                         March/AprilDevelopmental Assets Profile (DAP) 9th - 12th Grade          September
All Services Vocational Aptitude Battery (ASVAB)Interested Students     Fall non-attendance
ACCESS**                                                       English Learners          January - February
5Essentials** - Annually                                   9th - 12th Grade          February - March
Dynamic Learning Maps (DLM)**                       11th Grade - ULTIMA    March - April
ACT - Students must register on their own          11th Grade (voluntary) National Test Dates
End of Year Surveys                                          9th - 12th Grade           April/May
Advanced Placement Tests                                 Advanced Placement Courses May
Illinois Youth Survey - Even numbered school years only Sophomores & Seniors Spring

* Assessments and dates may change due to state or federal mandates
**Assessments are mandated by Illinois School Code

Explanation of Assessments and Surveys

5Essentials (isbe.net/5essentials/default.htm) - The survey identifies five indicators that lead to important student outcomes, including improved attendance and larger test score gains. The five indicators that positively affect school success are:

1. Effective Leaders
2. Collaborative Teachers
3. Involved Families
4. Supportive Environments
5. Ambitious Instruction

Research derived from the Five Essentials for School Success has proven that schools strong on at least 3 of the 5Essentials are 10 times more likely to improve student outcomes.

ACCESS (isbe.net/bilingual/htmls/access.htm) - A standards-based, criterion referenced English language proficiency test designed to measure English language learners’ social and academic proficiency in English. It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains.

ACT (act.org) (American College Testing)- A college admissions test containing questions on English, mathematics, reading, and science. Students will need to register for test dates. The ACT can be used a college entrance exam.

Advanced Placement Tests (apstudent.collegeboard.org)- These tests are offered to students who take high school Advanced Placement courses. Scores range from 1 (low) to 5 (high). Illinois public colleges must award credit for courses where a student earns a 3 or higher. Other colleges may determine if credit can be given or classes that may be waived on the basis of scores earned. Check college catalogs to determine eligibility.

Armed Services Vocational Aptitude Battery (military.com/join-armed-forces/asvab) (ASVAB) - A multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military.

Panorama SEL Assessments 

In attempt to continue to meet the social and emotional needs of all our students, SEL assessments will be administered throughout the year.  The purpose of these assessments will be to assess the overall functioning of our student population, as well as to identify students requiring additional supports.  

Dynamic Learning Maps (DLM) (http://isbe.net/assessment/dlm.htm) - The new DLM alternate assessment system will let students with significant cognitive disabilities show what they know in ways that traditional multiple-choice tests cannot. The DLM system is designed to map a student’s learning throughout the year. The system will use items and tasks that are embedded in day-to-day instruction that are aligned to the common core standards. In this way, testing happens as part of instruction, which both informs teaching and benefits students. An end of the year assessment will be created for states that want to include a summative test in addition to the instructionally embedded system.

End of Year Surveys CHSD 230 developed surveys developed to review key Successful School/Successful Student measures through input from each grade level.

Illinois Youth Survey (iys.cprd.illinois.edu) - The Illinois Department of Human Services (IDHS) has funded the administration of the Illinois Youth Survey (IYS) biennially since 1993. The IYS is a self-report survey administered in school settings and is designed to gather information about a variety of health and social indicators including substance use patterns and attitudes of Illinois youth.

The SAT Suite of Assessments (collegereadiness.collegeboard.org) - An integrated system made up of these tests:

• SAT
• PSAT/NMSQT and PSAT 10
• PSAT 8/9

The tests measure the same skills and knowledge in ways that make sense for different grade levels, so it is easier for students, parents, and educators to monitor student progress. Areas tested include Reading, Writing and Language Content, and Mathematics. The SAT can be used as a college entrance exam.

The Student Assistance Coordinator is an additional support person that specializes in assisting students and families with addiction and rehabilitation. The Student Assistance Coordinator works with students and families in both preventative and reactionary measures and serves as a liaison with outside facilities and supports. Inquiries regarding Student Assistant Coordinator services should begin by contacting the student’s guidance counselor. This contact can be made by students, teachers, deans, or student’s parents/guardians.

The District 230 Student Services model is aligned with The National Standards for School Counseling Programs. These standards coordinate goals, expectations, support systems and experiences for students, parents, and staff to engage in conversations about expectations for students’ academic success and the role of Student Services programs in enhancing student learning to the fullest extent.

Staff involved in the Student Services team includes:

• Associate Principal
• Guidance Director and Counselors
• Special Education Directors
• Psychologists
• Social Workers
• Nurses
• Student Assistance Coordinators
• Head Deans and Deans
• Regular Education and Special Education Staff (as needed)

See Policy 6:310

The credits of students who transfer to District 230 from schools that are recognized by the State Board of Education and/or accredited by the North Central Association or comparable associations will be honored. The Director of Guidance will evaluate transfer courses that are not offered in the District 230 curriculum. No credit will be granted toward graduation requirements for courses in religious or Bible studies.

Students transferring into District 230 are encouraged to do so either prior to the start of the school year or as early in a new semester as possible. Students transferring in later than two weeks into a semester are at risk of not earning full credit for coursework - especially if they do not have current grades in progress from their former school. Students enrolling later than two weeks into the second semester of their senior year are at particular risk of not receiving full credit for courses and/or not meeting District 230 graduation requirements. Graduation may be delayed in order for students to finish coursework in summer school or the following school year.

IHSA has very strict policies governing student participation in IHSA sponsored athletics and activities. For any transfer students intending to participate in IHSA sponsored activities and athletics, a further investigation may need to occur to determine eligibility. Please contact the Athletic Director if you have additional questions.

For more information, please refer to Policy 7:50.

Students who will be transferring out of District 230 must have their parent sign the appropriate paperwork before the transfer can be facilitated.

The Building Principal shall distribute the following rules to all students. Those students not qualifying for school bus transportation to and from school should receive a copy because they may from time-to-time be transported to school activities by school bus.
1. Dress properly for the weather. Make sure all drawstrings, ties, straps, etc. on all clothing, backpacks and other items, are shortened or removed to lessen the likelihood of them getting caught in bus doors, railings or aisles.
2. Arrive on time at the bus stop and stay away from the street while waiting for the bus.
3. Stay away from the bus until it stops completely and the driver signals you to board. Enter in single file without pushing. Always use the handrail.
4. Take a seat right away and remain seated facing forward. Keep your hands, arms, and head inside the bus.
5. Help keep the bus neat and clean. Keep belongings out of the aisle and away from emergency exits. Eating and drinking are not allowed on the bus.
6. Always listen to the driver’s instructions. Be courteous to the driver and other students. Sit with your hands to yourself and avoid making noises that would distract the driver or bother other passengers. Remain seated, keeping your hands, arms, and head inside the bus at all times.
7. Wait until the bus pulls to a complete stop before standing up. Use the handrail when exiting the bus.
8. Stay out of the danger zone next to the bus where the driver may have difficulty seeing you. Take five giant steps away from the bus and out of the danger zone, until you can see the driver and the driver sees you. Never crawl under a bus.
9. If you must cross the street after you get off the bus, wait for the driver’s signal and then cross in front of the bus. Cross the street only after checking both ways for traffic.
10. Never run back to the bus, even if you dropped or forgot something.

Student Parking and Driving
Seniors with 14.125 credits and who have completed Service Learning requirements will be permitted to apply for a permit to park on school grounds. A School Board approved fee will be assessed for students issued a permanent parking sticker. Students who commute between two campuses will pay for a permit at their home school. A $5.00 replacement fee will be assessed if stickers are lost. The parking sticker must be permanently displayed on the vehicle, and students may then park only in the designated area for students.
When a student requires a temporary parking privilege a parent must make the request by calling the Deans’ office at least one day in advance. Students will be assessed a $3.00 temporary parking fee. Students must park in designated “student parking” spaces and school officials may search cars on school property if the officials have reasonable suspicion that the car contains contraband material or substances.

Students who are on Deans’ probation may have their permits revoked. Students who are on extended or administrative probation will have their permits revoked.

Upon application, an honorably discharged veteran of World War II or the Korean Conflict, or Vietnam will be awarded a diploma, provided that he or she: (1) resided within an area currently within the District at the time he or she left high school, (2) left high school before graduating in order to serve in the U.S. Armed Forces, and (3) has not received a high school diploma or General Educational Development (GED).

Students whose parents are unable to afford student fees or whose parents are active in the military may receive a waiver of fees, including lock rental and physical education towel rental charges. However, these students are not exempt from charges for lost and damaged books, locks, materials, supplies, and equipment. Applications for fee waivers may be submitted by a student’s parent(s)/guardian(s) who have been assessed a fee on a Fee Waiver Application Form available from the Building Principal.
A student shall be eligible for a fee waiver when the student is currently eligible for free lunches or breakfasts or the student or student’s family is currently receiving aid under Article IV of The Illinois Public Aid Code (Aid to Families with Dependent Children). The Building Principal will give additional consideration where one or more of the following factors are present:

• Illness in the family;
• Unusual expenses such as fire, flood, storm damage, etc.;
• Seasonal unemployment;
• Emergency situations.

The parent(s)/guardian(s) shall submit written evidence of eligibility for waiver of the student’s fee.

Students who withdraw or are dropped from school during the first nine weeks of a semester will not be penalized. All courses will be removed from their records. Students who withdraw or are dropped from school during the last nine weeks of a semester will receive an “F” grade for courses in which they are enrolled unless the withdrawal is for medical or other compelling reasons, in which case no grades will be recorded.

Work permits may be applied for in the Guidance Office. If a student is under age 16, he/she will need to provide the following:

1. Birth Certificate
2. Statement of intention to employ signed by the prospective employer specifying what work you are doing and the title of the job.
3. Proof of physical exam completed within one year prior to application and signed by your physician or the school nurse.
4. Social Security number.
5. According to law, a parent, guardian, or custodian must accompany the minor when applying. Application should be made at least 48 hours prior to issuing the form.

Certain occupations are ineligible for work permits. Questions or concerns should be directed to the Guidance Office.