Article 700 – Student Goals

Students – Equity
Student Goals

The students of Prairie Central CUSD #8 will endeavor to meet Illinois Learning Standards and Illinois Learning Standards Incorporating the Common Core, as written and assessed by the Illinois State Board of Education.

POLICY ADOPTED: October 7, 1985
POLICY AMENDED: October 17, 2013

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Article 700.01 – Student Equal Educational Opportunities

Students – Equity
Student Equal Educational Opportunities

Equal educational and extracurricular opportunities shall be available for all students without regard to color, race, nationality, religion, sex, sexual orientation, ancestry, age, physical and or mental disability, gender identity, status of being homeless, order of protection status, actual or potential marital or parental status, including pregnancy. Further, the District will not knowingly enter into agreements with any entity or any individual that discriminates against students on the basis of sex or any other protected status, except that the District remains viewpoint neutral when granting access to school facilities under Board policy 830, Community Relations Community Use of School Facilities. Any student may file a discrimination grievance by using Board policy 296, Public Complaints and Uniform Grievance Procedure.

Sex Equity
No student shall, based on sex, sexual orientation, or gender identity be denied equal access to programs, activities, services, or benefits or be limited in the exercise of any right, privilege, advantage, or denied equal access to educational and extracurricular programs and activities.

Any student may file a sex equity complaint by using the Board policy 296, Public Complaints and Uniform Grievance Procedure.  A student may appeal the School Board’s resolution of the complaint to the Regional Superintendent of Schools (pursuant to 105 ILCS 5/3-10) and, thereafter, to the State Superintendent of Education (pursuant to 105 ILCS 5/2-3.8).

Administrative Implementation
The Superintendent shall appoint a Nondiscrimination Coordinator. The Superintendent and Building Principal shall use reasonable measures to inform staff members and students of this policy and grievance procedure.

LEGAL REF.: 42 U.S.C. §11431 et seq., McKinney Homeless Assistance Act.
20 U.S.C. §1681 et seq., 34 C.F.R. Part 106; Title IX of the Educational Amendments.
29 U.S.C. §791 et seq., Rehabilitation Act of 1973.
775 ILCS 35/5, Religious Freedom Restoration Act.
Ill. Constitution, Art. I, §18.
Good News Club v. Milford Central School, 121 S.Ct. 2093 (2001).
105 ILCS 5/3.25b, 3.25d(b), 10-20.12, 10-22.5, and 27-1.
775 ILCS 5/1-101 et seq., Illinois Human Rights Act.
23 Ill.Admin.Code §1.240 and Part 200.

POLICY APPROVED: January 19, 2006
POLICY AMENDED:  October 17, 2013

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Article 700.01-AP – Administrative Procedure – Equal Educational Opportunities

Students – Equity
Administrative Procedure – Equal Educational Opportunities

This procedure’s accommodation and support guidelines advance the District’s goals of (1) providing all students equal access to a safe, non-hostile learning environment, and (2) implementing risk management controls in a developing and unsettled area of the law in which the federal Office of Civil Rights and Department of Justice have issued guidance.

While there is no mandate requiring procedures for accommodating transgender students or gender non-conforming students, this procedure guides school officials through the: (1) application of State and federal anti-discrimination laws to this student population, and (2) common needs in which transgender or gender non-conforming students may request accommodations and support at school. This procedure applies to all school activities, school-provided transportation, and school-sponsored events regardless of where they occur.

The Building Principal, Nondiscrimination Coordinator, and/or Complaint Manager, with input from others as appropriate, will implement this procedure. They will work with each transgender or gender non-conforming student, and as appropriate with the student’s parent(s)/guardian(s), to manage a student’s accommodations and supports on a case-by-case basis. The Board Attorney will be consulted concerning legal compliance.

Gender-Based Discrimination Is Prohibited
School districts must provide equal educational opportunities to transgender students and gender non-conforming students. Under State law, sex discrimination extends to claims of discrimination based on sexual orientation and gender identity. 775 ILCS 5/5-101(11); 23 Ill.Admin.Code §1.240. The Ill. Human Rights Act defines sexual orientation as the “actual or perceived heterosexuality, homosexuality, bisexuality, or gender related identity, whether or not traditionally associated with the person’s designated sex at birth.” 775 ILCS 5/1-103(O-1). The Act permits schools to maintain single-sex facilities that are distinctly private in nature, e.g., restrooms and locker rooms. 775 ILCS 5/5-103.

Federal law prohibits exclusion and discrimination on the basis of sex. 20 U.S.C. §1681(a), Title IX of the Education Amendments of 1972. According to the U.S. Department of Education’s Office for Civil Rights (OCR) and the U.S. Department of Justice, Title IX protects lesbian, gay, bisexual, and transgender students, from gender discrimination.

School Board policy 700.01, Equal Educational Opportunities, recognizes the legal requirements described above. This procedure’s guidance on accommodating transgender students or gender non-conforming students is based on OCR pronouncements. See the last section, Resources.

Gender-Based Bullying and/or Harassment Is Prohibited
The laws prohibiting gender discrimination require the District to protect transgender students and gender non-conforming students from bullying and harassment by other students. According to the federal Office of Civil Rights, a school district is responsible for damages suffered by a student who was the victim of protected-class harassment: (1) that is severe, pervasive, or persistent; (2) about which school officials knew or should have known; and (3) that interferes with or limits a student’s participation in or benefit from services, activities, or opportunities offered by the school.

The School Code prohibits bullying on the basis of actual or perceived sexual orientation, gender-related identity or expression, and/or association with a person or group with one of the aforementioned actual or perceived characteristics. 105 ILCS 5/27-23.7(a). The Board policy on bullying and the District’s suite of bullying prevention materials must be used to address and resolve peer bullying and harassment of transgender or gender non-conforming students. See 710.07, Prevention of and Response to Bullying, Intimidation, and Harassment.

Terminology and Definitions
The District uses the following terms and definitions when discussing accommodations for a transgender student or gender non-conforming student (from the Arcadia Resolution Agreement, 7-24-2013, www.justice.gov/crt/about/edu/documents/arcadiaagree.pdf). NOTE: Definitions are not intended to label students, but rather to assist with understanding.

Gender-based discrimination is a form of sex discrimination, and refers to differential treatment or harassment of a student based on the student’s sex, including gender identity, gender expression, and non-conformity with gender stereotypes, that results in the denial or limitation of education services, benefits, or opportunities. Conduct may constitute gender-based discrimination regardless of the actual or perceived sex, gender identity, or sexual orientation of the persons experiencing or engaging in the conduct.

Sex assigned at birth and assigned sex refers to the gender designation listed on one’s original birth certificate.

Gender expression refers to external cues that one uses to represent or communicate one’s gender to others, such as behavior, clothing, hairstyles, activities, voice, mannerisms, or body characteristics.

Gender identity refers to one’s internal sense of gender, which may be different from one’s assigned sex, and which is consistently and uniformly asserted, or for which there is other evidence that the gender identity is sincerely held as part of the student’s core identity.

Transgender describes an individual whose gender identity is different from the individual’s assigned sex. Transgender boy and transgender male refer to an individual assigned the female sex at birth who has a male gender identity. An individual can express or assert a transgender gender identity in a variety of ways, which may but do not always include specific medical treatments or procedures. Medical treatments or procedures are not considered a prerequisite for one’s recognition as transgender. For purposes of this procedure, a transgender student is a student who consistently and uniformly asserts a gender identity different from the student’s assigned sex, or for whom there is documented legal or medical evidence that the gender identity is sincerely held as part of the student’s core identity.

Gender transition refers to the experience by which a transgender person goes from living and identifying as one’s assigned sex to living and identifying as the sex consistent with one’s gender identity. A gender transition often includes a social transition, during which an individual begins to live and identify as the sex consistent with the individual’s gender identity, with or without certain medical treatments or procedures.

Gender stereotypes refers to stereotypical notions of masculinity and femininity, including expectations of how boys or girls represent or communicate one’s gender to others, such as behavior, clothing, hairstyles, activities, voice, mannerisms, or body characteristics.

Gender non-conformity refers to one’s gender expression, gender characteristics, or gender identity that does not conform to gender stereotypes.

Facilities refers to facilities and accommodations used by students at school or during school-sponsored activities and trips, and include, but are not limited to, restrooms, locker rooms, and overnight facilities.

Relevant Board Policies for Accommodations, Supports, and Inclusion of Transgender or Gender Non-Conforming Students
296, Uniform Grievance Procedure, contains the process for an individual to seek resolution of a complaint. A student may use this policy to complain about bullying. The District Complaint Manager shall address the complaint promptly and equitably.

627, Student Social and Emotional Development, requires that social and emotional learning be incorporated into the District’s curriculum and other educational programs.

700.01, Equal Educational Opportunities, requires that equal educational and extracurricular opportunities be available to all students without regard to, among other protected statuses, sex, sexual orientation, and gender identity.

703, Harassment of Students Prohibited, prohibits any person from harassing, intimidating, or bullying a student based on an actual or perceived characteristic that is identified in the policy including, among other protected statuses, sex, sexual orientation, and gender identity.

710, Student Rights and Responsibilities, recognizes that all students are entitled to rights protected by the U.S. and Illinois Constitutions and laws for persons of their age and maturity in a school setting.

710.08, Student Appearance, prohibits students from dressing or grooming in such a way as to disrupt the educational process, interfere with a positive teaching/learning climate, or compromise reasonable standards of health, safety, and decency.

70.07, Prevention of and Response to Bullying, Intimidation, and Harassment, contains the comprehensive structure for the District’s bullying prevention program.

720.01, Student Support Services, directs the Superintendent to develop protocols for responding to students’ social, emotional, or mental health problems that impact learning.

733, Student Use of Buildings – Equal Access, grants student-initiated groups or clubs the free use of school premises for their meetings, under specified conditions.

735, Student Records, contains the comprehensive structure for managing school student records, keeping them confidential, and providing access as allowed or required.

Common Needs for Transgender or Gender Non-Conforming Students; Accommodations and Supports
The goal of an accommodation is to allow a transgender or gender non-conforming student to equally participate in educational and extracurricular opportunities. The right of transgender students to accommodations is generally found in legislation (Illinois Human Rights Act and Title IX) but has not been fully interpreted by the courts. Determining appropriate accommodations is difficult because school officials must balance the rights of transgender or gender non-conforming students to freedom from discrimination and freedom of expression with the rights of other students to freedoms of religion and expression. The Board Attorney is an indispensable member of the team that will identify accommodations for a specific student.

This list is not exhaustive, and each student’s request must be managed on a case-by-case basis. A particular student may not be interested in an accommodation for each item listed. Seek the Board Attorney’s advice concerning the scope and extent of accommodations.

  1. Gender transition
  2. Names and pronouns
  3. School student records
  4. Student privacy and confidentiality
  5. Access to gender-segregated areas (e.g. locker rooms and restrooms)
  6. Sports and physical education classes – participation in competitive athletic activities and contact sports is resolved pursuant to IHSA policy #34, Policy and School Recommendations for Transgender Participation,
    www.ihsa.org/AbouttheIHSA/ConstitutionBylawsPolicies.aspx
  7. Dress codes
  8. Gender segregation in other areas (e.g., class discussions and field trips)

Training for School Staff Members
When and where appropriate, professional development for staff members should include opportunities to gain a better understanding of equal educational opportunity laws, gender identity, gender expression, and gender diversity; the development of gender identity in children and adolescents; developmentally appropriate strategies for communicating with students and parents/guardians about issues related to gender identity; gender-affirming approaches to ensuring the safety and support of transgender students and gender non-conforming students; developmentally appropriate strategies for preventing and intervening in bullying incidents; and Board policies regarding bullying, discrimination, and student privacy.

Resources
Dealing with Legal Matters Surrounding Students’ Sexual Orientation and Gender Identity, published by the National School Board Association and other participating organizations, April 2013, at www.nsba.org/sites/default/files/reports/Dealing%20with%20Legal%20Matters%20Surrounding%20Students%E2%80%99%20Sexual%20Orientation%20and%20Gender%20Identity.pdf.

Massachusetts Department of Elementary and Secondary Education, Guidance for Massachusetts Public Schools Creating a Safe and Supportive School Environment Nondiscrimination on the Basis of Gender Identity (undated), at

www.doe.mass.edu/ssce/GenderIdentity.pdf.

OCR Dear Colleague Letter, harassment and bullying (2010), at

www2.ed.gov/about/offices/list/ocr/letters/colleague-201010.html.

OCR Guidance on Responsibilities of Schools to Address Sexual Violence, Other Forms of Sex Discrimination (2014) at www.ed.gov/news/press-releases/guidance-issued-responsibilities-schools-address-sexual-violence-other-forms-sex.

OCR and DOJ Consent Decrees and Resolution Agreements:

www2.ed.gov/about/offices/list/ocr/docs/investigations/05115901.html (Anoka-Hennepin School District, MN, 3-5-2012).

www2.ed.gov/about/offices/list/ocr/docs/investigations/09111031.html (Tehachapi Unified School District, CA, 7-7-2011).

www.justice.gov/crt/about/edu/documents/arcadiaagree.pdf (Arcadia Unified School District, CA, 7-24-2013).

Executive Order No. 11,246, 30 FR 12319, 12935, 3 CFR, 1964-1965 Comp., p. 339, (1965), as amended on July 21, 2014, prohibits discrimination by the federal government or federal contractors on the basis of sexual orientation or gender identity. The Secretary of Labor was directed to prepare implementing regulations within 90 days (or by 10-19-2014).

The School Leaders Risk Management Association. District Transgender and Gender Non-conforming Student Practice and Policy, May 2014 (Copyright – Chicago: Brokers Risk Placement Service, Inc., 2014).

Which Way to the Restroom? Respecting the Rights of Transgender Youth in the School System. April 2012 (Copyright – National School Boards Association), Grant Bowers and Wendy Lopez, at www.nsba.org/sites/default/files/reports/Respecting%20the%20Rights%20of%20Transgender%20Youth%20and%20appendices.pdf.

POLICY APPROVED: April 21, 2016

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Article 701 – Student and Family Privacy Rights

Students – Equity
Student and Family Privacy Rights

Surveys
All surveys requesting personal information from students, as well as any other instrument used to collect personal information from students, must advance or relate to the District’s educational objectives as identified in School Board policy 600, Educational Philosophy and Objectives, or assist students’ career choices. This applies to all surveys, regardless of whether the student answering the questions can be identified and regardless of who created the survey.

Surveys Created by a Third Party
Before a school official or staff member administers or distributes a survey or evaluation created by a third party to a student, the student’s parent(s)/guardian(s) may inspect the survey or evaluation, upon their request and within a reasonable time of their request.

This section 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.

Survey Requesting Personal Information
School officials and staff members shall not request, nor disclose, the identity of any student who completes any survey or evaluation (created by any person or entity, including the 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, affiliations, or beliefs of the student or the 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(s)/guardian(s) may:

  1. Inspect the survey or evaluation upon, and within a reasonable time of, their request, and/or
  2. Refuse to allow their child or ward to participate in the activity described above. The school shall not penalize any student whose parent(s)/guardian(s) exercised this option.

Instructional Material
A student’s parent(s)/guardian(s) may inspect, upon their request, any instructional material used as part of their child/ward’s educational curriculum within a reasonable time of their request.

The term “instructional material” means instructional content that is provided to a student, regardless of its format, printed or representational materials, audio-visual materials, and materials in electronic or digital formats (such as materials accessible through the Internet). The term does not include academic tests or academic assessments.

Physical Exams or Screenings
No school official or staff member shall subject a student to a non-emergency, invasive physical examination or screening as a condition of school attendance. The term invasive physical examination means any medical examination that involves the exposure of private body parts, or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision, or scoliosis screening.

The above paragraph does not apply to any physical examination or screening that:

  1. Is permitted or required by an applicable State law, including physical examinations or screenings that are permitted without parental notification.
  2. Is administered to a student in accordance with the Individuals with Disabilities Education Act (20 U.S.C. §1400 et seq.).
  3. Is otherwise authorized by Board policy.

Selling or Marketing Students’ Personal Information Is Prohibited
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, such as the following:

  1. College or other postsecondary education recruitment, or military recruitment.
  2. Book clubs, magazines, and programs providing access to low-cost literary products.
  3. Curriculum and instructional materials used by elementary schools and secondary schools.
  4. Tests and assessments to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students (or to generate other statistically useful data for the purpose of securing such tests and assessments) and the subsequent analysis and public release of the aggregate data from such tests and assessments.
  5. The sale by students of products or services to raise funds for school-related or education-related activities.
  6. Student recognition programs.

Under no circumstances may a school official or staff member provide a student’s personal information to a business organization or financial institution that issues credit or debit cards.

Notification of Rights and Procedures
The Superintendent or designee shall notify students’ parents/guardians of:

  1. This policy as well as its availability upon request from the general administration office.
  2. How to opt their child or ward out of participation in activities as provided in this policy.
  3. The approximate dates during the school year when a survey requesting personal information, as described above, is scheduled or expected to be scheduled.
  4. How to request access to any survey or other material described in this policy.

This notification shall be given parents/guardians at least annually, at the beginning of the school year, and within a reasonable period after any substantive change in this policy.

The rights provided to parents/guardians in this policy transfer to the student when the student turns 18 years old, or is an emancipated minor.

LEGAL REF.: 20 U.S.C. §1232h, Protection of Pupil Rights.
325 ILCS 17/, Children’s Privacy Protection and Parental Empowerment Act.
105 ILCS 5/10-20.38.

POLICY APPROVED: January 19, 2006
POLICY AMENDED:  January 23, 2014

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Article 701-E – Exhibit – Notification to Parents of Family Privacy Rights

Students – Equity
Exhibit – Notification to Parents of Family Privacy Rights

Date

Re:       Student Survey Participation

Dear Parents:

Your child will be asked to complete a survey as described below:

Survey description:

Survey grade/participants:                              Anticipated Survey date(s):

Parents/guardians may request that their child not participate in surveys that concern one or more of the following eight areas:

  1. Political affiliations or beliefs of the student or student’s parent/guardian;
  2. Mental or psychological problems of the student or student’s family;
  3. Sexual behavior or attitudes;
  4. Illegal, anti-social, self-incriminating, or demeaning behavior;
  5. Critical appraisals of others with whom the student has close family relationships;
  6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
  7. Religious practices, affiliations, or beliefs of the student or parents/guardians; or
  8. Income other than as required by law to determine program eligibility.

The school will not penalize any student whose parent/guardian exercises this option.  In addition, a parent/guardian may review surveys asking questions about the above areas as well as other instructional materials.  School Board policy 701, Student and Family Privacy Rights, contains a more thorough explanation of these rights and may be obtained from the Building Principal.

Opt-Out Instructions  (Note:  This notice and opt-out right transfers from parents/guardians to any student who is 18 years old.)

If you do not want your child to participate in this activity, contact your child’s Building Principal no later than                         .  If we do not hear from you by this date, we will assume that you do not object to having your child participate in the surveys described above.

Request to Review
If you wish to review any survey instrument or instructional material, please submit your request to the Building Principal.  You will be notified of the time and place where you may review these materials.

Building Principal contact information:

POLICY APPROVED: January 19, 2006
POLICY AMENDED:  January 23, 2014

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Article 703 – Harassment of Students Prohibited

Students – Equity
Harassment of Students Prohibited

Bullying, Intimidation, and Harassment Prohibited
No person, including a District employee or agent, or student, shall harass, intimidate, or bully a student on the basis of actual or perceived: race; color; nationality; 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; 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. The District will not tolerate harassing, intimidating conduct, or bullying whether verbal, physical, or visual, that affects the tangible benefits of education, that unreasonably interferes with a student’s educational performance, or that creates an intimidating, hostile, or offensive educational environment. 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.

It shall be a violation of this policy for any student, teacher, administrator or other school personnel of the District to harass a student, teacher, administrator or other school personnel through conduct or communication of a sexual nature or regarding religion, race, color, national origin, disability, sexual orientation or other protected class as defined by this policy.  For purposes of this policy, school personnel include school board members, school employees, agents, volunteers, contractors or persons subject to the supervision and control of the District.

It shall be a violation of this policy for any student, teacher, administrator or other school personnel of the District to inflict, threaten to inflict, or attempt to inflict violence against a student, teacher, administrator or other school personnel based upon the person’s religion, race, color, national origin, disability, sexual orientation or other protected class as defined by this policy.

This policy shall be implemented so as to prohibit harassment in the school environment, including all academic, extra-curricular and school-sponsored activities.

Complaints of harassment, intimidation or bullying are handled according to the provisions on harassment below.

The District will act to investigate all complaints, formal or informal, verbal or written, of prohibited harassment, and to discipline or take appropriate action against any student, teacher, administrator, or other school personnel who is found to have violated this policy.

    1. Sexual Harassment Prohibited
      Sexual harassment of students is prohibited. Any person, including a district employee or agent, or student, engages in sexual harassment whenever he or she makes sexual advances, requests sexual favors, and engages in 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.

    2. Racial Harassment Prohibited
      Racial harassment consists of physical or verbal conduct related to an individual’s race when the conduct is sufficiently severe, persistent or pervasive that it:

      1. Has the purpose or effect of creating an intimidating, hostile or offensive working or academic environment;
      2. Has the purpose or effect of substantially or unreasonably interfering with an individual’s work or academic performance; or
      3. Otherwise adversely affects an individual’s employment or academic opportunities.

      Examples of conduct which may constitute harassment because of race include:  graffiti containing racially offensive language; name-calling, jokes or rumors; threatening or intimidating conduct directed at another person because of the other’s race; notes or cartoons; racial slurs, negative stereotypes, and hostile acts which are based upon another’s race; written or graphic material containing racial comments or stereotypes which is posted or circulated and which is aimed at degrading individuals or members of protected classes; a physical act or aggression or assault upon another because of, or in a manner reasonably related to, race; and other kinds of aggressive conduct such as theft or damage to property which is motivated by race.

    3. Other Harassment Prohibited
      Harassment based on any other protected class consists of physical or verbal conduct related to an individual’s membership in that protected class, including but not limited to the individual’s national origin, disability or sexual orientation, when the conduct is sufficiently severe, persistent or pervasive that it:

      1. Has the purpose or effect of creating an intimidating, hostile or offensive working or academic environment;
      2. Has the purpose or effect of substantially or unreasonably interfering with an individual’s work or academic performance; or
      3. Otherwise adversely affects an individual’s employment or academic opportunities.

      Examples of harassment include the same examples in B (Racial Harassment Prohibited) above, when based upon an individual’s membership in a protected class.

    4. Reporting Instances of Harassment
      “Harassment” under this policy shall include any harassment based upon an individual’s membership in a protected class by a student, teacher, administrator or other school personnel, or by any other person who is participating in, observing or otherwise engaged in activities, including sporting events and other extra-curricular activities, under the auspices of the District.Students who believe they are victims of harassment or have witnessed harassment are encouraged to discuss the matter with the Nondiscrimination Coordinator, Building Principal, Assistant Building Principal, Dean of Students, or a Complaint Manager. A student may choose to report 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 by another student shall be referred to the Building Principal, Assistant Building Principal, or Dean of Students for appropriate action.In addition, any teacher, administrator or other school personnel who has witnessed or receives notice that a student has or may have been the victim of harassment is required to immediately report the alleged acts to an appropriate District official designated by this policy.The Superintendent shall insert into this policy the names, addresses, and telephone numbers of the District’s current Nondiscrimination Coordinator and Complaint Managers. At least one of these individuals will be female, and at least one will be male.Nondiscrimination Coordinator:
      NameDr. John Capasso, Superintendent
      AddressPrairie Central CUSD #8, 605 N. Seventh
      City, State, ZIPFairbury, IL 61739
      Telephone(815) 692-2504
      Complaint Managers:
      NameDaniel Groce, PrincipalPaula Crane, Principal
      AddressPrimary West School, 700 S. DivisionPrairie Central Elementary, 600 S. First Street
      City, State, ZIPChenoa, IL 61726Fairbury, IL 61739
      Telephone(815) 945-2971(815) 692-2623
      The Superintendent shall use reasonable measures to inform staff members and students of this policy, such as, by including it in the appropriate handbooks and developing a method of discussing this policy with students and employees.
      In addition, the District shall undertake an annual assessment of the effectiveness of its anti-harassment efforts. That annual assessment shall include a review of policy, procedures, training, implementation and any reports of harassment made during the previous year. The assessment shall be conducted by the Superintendent, in conjunction with the Nondiscrimination Coordinator (if other than the Superintendent), Complaint Manager(s) and any other administrator designated by the Superintendent. This assessment shall include, at minimum:
      -A report and recommendations from the Student/Parent Handbook committee
      -Student and parent surveys to identify concerns
      -A review of all reports of harassment and the responses thereto
      -An evaluation and analysis of the data collected, including any proposed recommendations for improvement
      The Nondiscrimination Coordinator shall make a written report of the assessment and evaluation of the District’s anti-harassment efforts, which shall be maintained by the District.
    5. Investigation
      Upon receipt of a report or complaint alleging harassment, the Complaint Manager shall immediately notify the Nondiscrimination Coordinator, without screening or investigating the report. The Complaint Manager shall then also immediately undertake or authorize an investigation. The investigation may be conducted by other District officials or by a third party designated by the District. The District will not allow conflicts of interest, real or perceived, in the investigation of such complaints. Upon receipt of a complaint and while the investigation is pending, the District may take such interim measures as may be necessary and appropriate to protect the person complaining of harassment, including “no contact” orders against the alleged perpetrator.
      The investigation may consist of personal interviews with the complainant, the individual against whom the complaint is filed, and others who have knowledge of the alleged incident or circumstances giving rise to the complaint. The investigation may also consist of the evaluation of any other information or documents which may be relevant to the particular allegations. In determining whether the conduct constitutes a violation of this policy, the District shall consider:
      -the nature of the behavior
      -how often the conduct occurred
      -whether there were past incidents or past continuing patterns of behavior
      -the relationship between the parties involved
      -the race, sex, age or other status of the victim
      -the identity of the perpetrator, including whether the perpetrator was in a position of power over the student allegedly subjected to harassment
      -the number of alleged harassers
      -the age of the harasser
      -where the harassment occurred
      -whether there have been other incidents in the school involving the same or other students
      -whether the conduct adversely affected the student’s education or educational environment
      -the context in which the alleged incidents occurred
      Whether a particular action or incident constitutes a violation of this policy requires a determination based on all the facts and surrounding circumstances and shall be based upon a preponderance of the evidence (i.e. a determination that the harassment is more likely than not to have occurred).
      The investigation shall be completed no later than ten (10) school days from the receipt of the report. The Complaint Manager shall make a written report to the Nondiscrimination Coordinator upon completion of the investigation. If the complaint involves the Nondiscrimination Coordinator, the report may be filed directly with the Board of Education. The report shall include a determination of whether the allegations have been substantiated as factual and whether they appear to be violations of this policy. The written report shall be maintained by the District for at least five (5) years. The Nondiscrimination Coordinator shall be responsible for maintaining these records.
    6. School District Action
      Upon receipt of the report of the Complaint Manager that a violation has occurred, the District will take prompt, appropriate formal or informal action to address, and where appropriate, remediate the violation. Appropriate actions may include but are not limited to counseling, awareness training, parent-teacher conferences, warning, suspension, expulsion, transfer, remediation, exclusion from activities, termination or discharge. District action taken for violation of this policy shall be consistent with the requirements of applicable collective bargaining agreements, state and federal law, and District policies for violations of a similar nature or similar degree of severity. In determining what is an appropriate response to a finding that harassment in violation of this policy has occurred, the District shall consider:
      -what response is most likely to end any ongoing harassment
      -whether a particular response is likely to deter similar future conduct by the harasser or others
      -the amount and kind of harm suffered by the victim of the harassment
      -the identity of the party who engaged in the harassing conduct
      -whether the harassment was engaged in by school personnel, and if so, the District will also consider how it can best remediate the effects of the harassment.
      Any person making a knowingly false accusation regarding prohibited conduct will likewise be subject to disciplinary action up to and including discharge, with regard to employees, or suspension and expulsion, with regard to students.
      Submission of a good faith complaint or report of harassment will not affect the complainant or reporter’s future employment, grades, learning or working environment or work assignments. The District will discipline or otherwise take appropriate action against any student, teacher, administrator or other school personnel who retaliates against any person who reports an alleged incident of harassment, or any person who testifies, assists or participates in a proceeding, investigation or hearing relating to such harassment. Retaliation includes, but is not limited to, any form of intimidation, reprisal or harassment.

LEGAL REF.: 20 U.S.C. §1681 et seq., Title IX of the Educational Amendments. 34 C.F.R. Part 106. 105 ILCS 5/10-20.12, 10-22.5, 5/27-1, and 5/27-23.7. 775 ILCS 5/1-101 et seq., Illinois Human Rights Act. 23 Ill.Admin.Code §1.240 and Part 200. Davis v. Monroe County Board of Education, 119 S.Ct. 1661 (1999). Franklin v. Gwinnett Co. Public Schools, 112 S.Ct. 1028 (1992). Gebser v. Lago Vista Independent School District, 118 S.Ct. 1989 (1998). West v. Derby Unified School District No. 260, 206 F.3d 1358 (10th Cir., 2000).

ADOPTED: February, 2000
AMENDED: October 17, 2013
AMENDED: June 16, 2016

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Article 703-AP – Administrative Procedure – Harassment of Students Prohibited

Students – Equity
Administrative Procedure – Harassment of Students Prohibited

The intent of this procedure is to (1) inform the Building Principal of specific steps to prevent harassment of students, and (2) inform staff members of the appropriate response to allegations of harassment. See the U.S. Department of Education’s pamphlet, Sexual Harassment: It’s Not Academic, ed.gov/about/offices/list/ocr/docs/ocrshpam.html.

ActorAction
Building Principal or DesigneeInforms staff members and students that the District prohibits harassment of students. Distributes or references School Board policies, 703, Harassment of Students Prohibited, and 296, Uniform Grievance Procedure using various methods. Takes measures to prevent harassment of students, which may include:

  1. Conducts periodic harassment awareness training for all school staff, including administrators, teachers, and guidance counselors.

  2. Conducts periodic age-appropriate harassment awareness training for students.

  3. Provides a means for students to learn and discuss what constitutes harassment and how to respond to it in the school setting.

  4. Surveys students to determine if harassment is occurring at school.

  5. Conducts periodic harassment awareness training for parents/guardians.

  6. Works with parents/guardians and students to develop and implement age-appropriate, effective measures for addressing harassment.

  7. Determines when extra supervision and precaution should be taken, such as, when: two or more students seem to be in conflict with each other; there have been previous incidents of harassment, sexual assaults, threats, or bullying around perceived sexual orientation; or a specific student has had multiple disciplinary violations.

  8. Has a process in place to: (1) inform a staff member when a student that he or she supervises has a history of violent or sexually inappropriate behavior, and (2) keep such a student constantly supervised.

  9. Regularly trains staff members regarding: (1) their classroom and non-classroom supervisory responsibilities, e.g., during a school-sponsored event, before and after school, while students wait for the school bus, between classes, during lunch, and at recess, (2) behaviors that may be an indicator of sexual or physical violence against another student, and (3) what to do when they observe an unusual and disruptive student.

  10. Identifies areas in the school building that are isolated (e.g., restrooms, locker rooms, hallways while classes are in session, stairwells, and empty rooms) and take extra steps to make them safe.

  11. Immediately notifies the police and relevant parents/guardians when an assault or attempted assault has occurred.

Nondiscrimination Coordinator and/or Grievance Complaint ManagerThoroughly and promptly investigates allegations of harassment by:

  1. Distributing Board policy 296, Uniform Grievance Procedure, to any person upon request;

  2. Following Board policy 296, Uniform Grievance Procedure;

  3. Notifying a student’s parents/guardians that they may attend any investigatory meetings in which their child is present;

  4. Keeping the complaining parents/guardians informed of any investigation’s progress; and

  5. Keeping confidential all information about an investigation and the statements of students and other witnesses. The Superintendent shall be kept informed of an investigation’s progress.

All District Staff MembersImmediately report to the Illinois Department of Children and Family Services any situation that provides you with reasonable cause to believe that a child may be an abused child or a neglected child. Promptly notify the Superintendent and Building Principal that you made a report.

APPROVED: October 17, 2013

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Article 705 – Attendance and Truancy

Students – Attendance
Attendance and Truancy

Compulsory School Attendance
This policy applies to individuals who have custody or control of a child:  (a) between the ages of 7 and 17 years of age (unless the child has graduated from high school), or (b) who is enrolled in any of grades, kindergarten through 12, in the public school regardless of age.  These individuals must cause the child to attend the District school wherein the child is assigned, except as provided herein or by State law.  Subject to specific requirements in State law, the following children are not required to attend public school:  (1) any child attending a private school (including a home school) or parochial school, (2) any child who is physically or mentally unable to attend school (including a pregnant student suffering medical complications as certified by her physician), (3) any child lawfully and necessarily employed, (4) any child over 12 and under 14 years of age while in confirmation classes, (5) any child absent because his or her religion forbids secular activity on a particular day, and (6) any child 16 years of age or older who is employed and is enrolled in a graduation incentives program.

The parent/guardian of a student who is enrolled must authorize all absences from school and notify the school in advance or at the time of the student’s absence.  A valid cause for absence includes illness, observance of a religious holiday, death in the immediate family, family emergency, other situations beyond the control of the student, other circumstances that cause reasonable concern to the parent/guardian for the student’s safety or health, or other reason as approved by the Superintendent or designee.

Absenteeism and Truancy Program
The Superintendent or designee shall manage an absenteeism and truancy program in accordance with the School Code and School Board policy.  The program shall include but not be limited to:

  1. A protocol for excusing a student from attendance who is necessarily and lawfully employed. The Superintendent or designee is authorized to determine when the student’s absence is justified.
  2. A process to telephone, within 2 hours after the first class, the parents/guardians of students in grade 8 or below who are absent without prior parent/guardian notification.
  3. A process to identify and track students who are truants, chronic or habitual truants, or truant minors as defined in the School Code, Section 26-2a.
  4. Methods for identifying the cause(s) of a student’s unexcused absenteeism, including interviews with the student, his or her parent(s)/guardian(s), and staff members or other people who may have information.
  5. The identification of supportive services that may be offered to truant or chronically truant students, including parent-teacher conferences, student and/or family counseling, or information about community agency services. See Board policy 629, Programs for Students At Risk of Academic Failure.
  6. A process to request the assistance and resources of outside agencies, such as, the juvenile officer of the local police department or the truant office of the appropriate Regional Office of Education, if truancy continues after supportive services have been offered.
  7. A protocol for cooperating with non-District agencies including County or municipal authorities, the Regional Superintendent, truant officers, the Community Truancy Review Board, and a comprehensive community based youth service agency. Any disclosure of school student records must be consistent with Board policy 735, Student Records, as well as State and federal law concerning school student records.
  8. An acknowledgement that no punitive action, including out-of-school suspensions, expulsions, or court action, shall be taken against a chronic truant for his or her truancy unless available supportive services and other school resources have been provided to the student.
  9. The criteria to determine whether a student’s non-attendance is due to extraordinary circumstances shall include economic or medical necessity or family hardship and such other criteria that the Superintendent believes qualifies.
  10. A process for a 17 year old resident to participate in the District’s various programs and resources for truants. The student must provide documentation of his/her dropout status for the previous 6 months. A request from an individual 19 years of age or older to re-enroll after having dropped out of school is handled according to provisions in 750, School Admissions and Student Transfer.
  11. A process for the temporary exclusion of a student 17 years of age or older for failing to meet minimum academic or attendance standards according to provisions in State law. A parent/guardian has the right to appeal a decision to exclude a student.

LEGAL REF.: 105 ILCS 5/26-1 through 16.
705 ILCS 405/3-33.5.
23 Ill.Admin.Code §§1.242 and 1.290.

POLICY ADOPTED:   October 7, 1985
POLICY AMENDED:  January 19, 2006
POLICY AMENDED:  December 19, 2013

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Article 705-AP – Administrative Procedure – Attendance and Truancy

Students – Attendance
Administrative Procedure – Attendance and Truancy

Student Handbooks will describe attendance procedures in more detail.  Listed below and attached are correspondences parents will receive at appropriate absence intervals.

    1. Parent Letter Outlining Attendance Program. This letter is included in the registration packet.
    2. Attendance Documentation. This log will document and date each contact made between school and parent.  Contacts may include letters, questionnaires, phone calls, electronic communications, face-to-face discussions, and other correspondence.  Contact documentation will be maintained in the student’s attendance file.

(Beginning of school year)

    1. Request for Verification of Illness. If a letter was sent to the parent in the previous school year requesting a physician’s documentation for absences to be considered excused, this letter may be re-sent to the parents during the first week of school.  A student’s attendance history and other factors are considered before making this request.

(Beginning of school year)

  1. Notice of Concern – Last Year’s Absenteeism. This letter is sent the first week of school to all students who missed ten (10) days or more the previous school year.
  2. Notice of Concern – Absenteeism. This letter is sent when there is concern about a student’s absences.
  3. Questionnaire. This questionnaire asks for input from the parent concerning the student’s absences and offers meetings/conferences with the parent and/or student.
  4. Reminder to Complete Attendance Questionnaire. If the questionnaire is not completed, this reminder letter is sent.
  5. Request for Physician Verification of Illness. This letter may be sent to a parent once the student has missed six (6) days of school.  The student’s attendance history and other factors are usually considered before making this request.
  6. Reminder of Request for Physician Verification. This letter is sent when a student continues to have unexcused absences due to no physician’s verification.
  7. Report Card Insert (Quarterly). This letter is a quarterly insert in the report card if a student has missed 5% or more of the total number of attendance days and/or if the student has accumulated nine (9) or more unexcused absence days.  This letter informs the parent of the number of absences (excused and unexcused) a student has.
  8. Regional Office of Education Initial Truancy Report. This report may be completed if a student has three unexcused absences.  When referral is made, a Notice is sent to parents.
  9. Referral Notice to Family. This letter is sent when referral report is made to the ROE.
  10. Regional Office of Education Report of Non-Compliance with School Attendance Law. This report is completed after a student has unexcused absences for 5% or more of the previous 180 school days.

POLICY APPROVED:  August, 2003
POLICY AMENDED:  December 19, 2013

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Article 705-AP-E1 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #1

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #1

NEED RIGHT FILE

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Article 705-AP-E2 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #2

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #2

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Article 705-AP-E3 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #3

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #3

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Article 705-AP-E4 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #4

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #4

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Article 705-AP-E5 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #5

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #5

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Article 705-AP-E6 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #6

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #6

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Article 705-AP-E7 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #7

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #7

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Article 705-AP-E8 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #8

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #8

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Article 705-AP-E9 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #9

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #9

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Article 705-AP-E10 – Administrative Procedure – Exhibit – Attendance and Truancy Letter #10

Students – Attendance
Administrative Procedure – Exhibit – Attendance and Truancy Letter #10

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Article 705-AP-E11 – Administrative Procedure – Exhibit – ROE Request for Truancy Services #11

Students – Attendance
Administrative Procedure – Exhibit – ROE Request for Truancy Services #11

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Article 705-AP-E12 – Administrative Procedure – Exhibit – Absence and Truancy Letter #12

Students – Attendance
Administrative Procedure – Exhibit – Absence and Truancy Letter #12

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Article 705-AP-E13 – Administrative Procedure – Exhibit – ROE Report of Non-Compliance with School Attendance Law #13

Students – Attendance
Administrative Procedure – Exhibit – ROE Report of Non-Compliance with School Attendance Law #13

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Article 708 – Release Time for Religious Instruction or Observance

Students – Attendance
Release Time for Religious Instruction or Observance

Religious Observance
A student shall be released from school, as an excused absence to observe a religious holiday or for religious instruction. The parent(s)/guardian(s) must give written notice to the building principal at least five (5) calendar days before the student’s anticipated absence(s).
This notice shall satisfy the District’s requirement for a written excuse when the student returns to school.
The Superintendent shall develop and distribute to teachers appropriate procedures regarding student absences for a religious reasons and include a list of religious holidays on which a students shall be excused from school attendance, how teachers are notified of a student’s impending absence, and the State law requirement that teachers provide the student an equivalent opportunity to make up any examination, study, or work requirement.

LEGAL REF.: Religious Freedom Restoration Act, 775 ILCS 35/5.
105 ILCS 5/26-1 and 5/26-2b.

POLICY APPROVED: January 19, 2006 POLICY AMENDED: August 21, 2014

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Article 709 – Release During School Hours

Students – Attendance
Release During School Hours

For safety and security reasons, a prior written or oral consent of a student’s custodial parent/guardian is required before a student is released during school hours: (1) at any time before the regular dismissal time or at any time before school is otherwise officially closed, and/or (2) to any person other than a custodial parent/guardian.

Early Dismissal Announcement
The Superintendent or designee shall make reasonable efforts to issue an announcement whenever it is necessary to close school early due to inclement weather or other reason.

POLICY APPROVED: January 19, 2006
POLICY AMENDED: August 21, 2014

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Article 709.01 – Health, Eye, and Dental Examinations; Immunizations; and Exclusion of Students

Students – Attendance
Health, Eye, and Dental Examinations; Immunizations; and Exclusion of Students

Required Health Examinations and Immunizations
A student’s parent(s)/guardian(s) shall present proof that the student received a health examination and the immunizations against, and screenings for, preventable communicable diseases, as required by the Illinois Department of Public Health, within one year prior to:

  1. Entering kindergarten or the first grade;
  2. Entering the sixth and ninth grades; and
  3. Enrolling in an Illinois school, regardless of the student’s grade (including nursery school, special education, headstart programs operated by elementary or secondary schools, and students transferring into Illinois from out-of-state or out-of-country).

As required by State law:

  1. Health examinations must be performed by a physician licensed to practice medicine in all of its branches, an advanced practice nurse who has a written collaborative agreement with a collaborating physician authorizing the advanced practice nurse to perform health examinations, or a physician assistant who has been delegated the performance of health examinations by a supervising physician.
  2. A diabetes screening must be included as a required part of each health examination; diabetes testing is not required.
  3. Before admission and in conjunction with required physical examinations, parents/guardians of children between the ages of 6 months and 6 years must provide a statement from a physician that their child was “risk-assessed” or screened for lead poisoning.
  4. The Department of Public Health will provide all female students entering sixth grade and their parents/guardians information about the link between human papilloma virus (HPV) and cervical cancer and the availability of the HPV vaccine.

Unless an exemption or extension applies, the failure to comply with the above requirements by October 15 of the current school year will result in the student’s exclusion from school until the required health forms are presented to the District. New students who register after October 15 of the current school year shall have 30 days following registration to comply with the health examination and immunization regulations. If a medical reason prevents a student from receiving a required immunization by October 15, the student must present, by October 15, an immunization schedule and a statement of the medical reasons causing the delay. The schedule and statement of medical reasons must be signed by the physician, advanced practice nurse, physician assistant, or local health department responsible for administering the immunizations.

Until June 30, 2015, a student transferring from out-of-state who does not have the required proof of immunizations by October 15 may attend classes only if he or she has proof that an appointment for the required vaccinations is scheduled with a party authorized to submit proof of the required vaccinations. If the required proof of vaccination is not submitted within 30 days after the student is permitted to attend classes, the student may no longer attend classes until proof of the vaccinations is properly submitted.

Eye Examination
Parents/guardians are encouraged to have their children undergo an eye examination whenever health examinations are required.

Parents/guardians of students entering kindergarten or an Illinois school for the first time shall present proof before October 15 of the current school year that the student received an eye examination within one year prior to entry of kindergarten or the school.  A physician licensed to practice medicine in all of its branches or a licensed optometrist must perform the required eye examination.

If a student fails to present proof by October 15, the school may hold the student’s report card until the student presents proof: (1) of a completed eye examination, or (2) that an eye examination will take place within 60 days after October 15. The Superintendent or designee shall ensure that parents/guardians are notified of this eye examination requirement in compliance with the rules of the Department of Public Health.  Schools shall not exclude a student from attending school due to failure to obtain an eye examination.

Dental Examination
All children in kindergarten and the second and sixth grades must present proof of having been examined by a licensed dentist before May 15 of the current school year in accordance with rules adopted by the Illinois Department of Public Health.

If a child in the second or sixth grade fails to present proof by May 15, the school may hold the child’s report card until the child presents proof:  (1) of a completed dental examination, or (2) that a dental examination will take place within 60 days after May 15.  The Superintendent or designee shall ensure that parents/guardians are notified of this dental examination requirement at least 60 days before May 15 of each school year.

Exemptions
In accordance with rules adopted by the Illinois Department of Public Health, a student will be exempted from this policy’s requirements for:

  1. Religious or medical grounds if the student’s parents/guardians present to the Superintendent a signed statement explaining the objection;
  2. Health examination or immunization requirements on medical grounds if a physician provides written verification;
  3. Eye examination requirement if the student’s parents/guardians show an undue burden or lack of access to a physician licensed to practice medicine in all of its branches who provides eye examinations or a licensed optometrist; or
  4. Dental examination requirement if the student’s parents/guardians show an undue burden or a lack of access to a dentist.

Homeless Child
Any homeless child shall be immediately admitted, even if the child or child’s parent/guardian is unable to produce immunization and health records normally required for enrollment. School Board policy 630.12, Education of Homeless Children, governs the enrollment of homeless children.

LEGAL REF.:  McKinney Homeless Assistance Act, 42 U.S.C. §11431 et seq.
105 ILCS 5/27-8.1 and 45/1-20.                                               410 ILCS 45/7.1 and 315/2e.
23 Ill.Admin.Code §1.530.
77 Ill.Admin.Code Part 665.

POLICY APPROVED: August 21, 2014

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Article 710 – Student Rights and Responsibilities

Students – Rights and Responsibilities
Student Rights and Responsibilities

All students are entitled to enjoy the rights protected by the U.S. and Illinois Constitutions and laws for persons of their age and maturity in a school setting. These rights include the right to voluntarily engage in individually initiated, non-disruptive prayer that, consistent with the Free Exercise and Establishment Clauses of the U.S. and Illinois Constitutions, is not sponsored, promoted, or endorsed in any manner by the school or any school employee. Students should exercise these rights reasonably and avoid violating the rights of others. Students who violate the rights of others or violate District policies or rules will be subject to disciplinary measures.

LEGAL REF.: 20 U.S.C. §7904.
105 ILCS 20/5.
Tinker v. Des Moines Independent School District, 89 S.Ct. 733 (1969).

POLICY APPROVED: January 19, 2006
POLICY AMENDED: January 23, 2014

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Article 710.03 – Search and Seizure

Students – Rights and Responsibilities
Search and Seizure

In order 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.

School Property and Equipment as well as Personal Effects Left There by Students
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 to 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.

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.

Students
School authorities may 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 objective and not excessively intrusive in light of the student’s age and sex, and the nature of the infraction.

When feasible, the search should be conducted as follows:

  1. Outside the view of others, including students,
  2. In the presence of a school administrator or adult witness, and
  3. 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.

Seizure of Property
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.

LEGAL REF.: 105 ILCS 5/10-20.14, 5/10-22.6, and 5/10-22.10a.
Cornfield v. Consolidated High School Dist. No. 230, 991 F.2d 1316 (7th Cir., 1993).
People v. Dilworth, 661 N.E.2d 310 (Ill., 1996), cert. denied, 116 S.Ct. 1692 (1996).
People v. Pruitt, 662 N.E. 2d 540 (Ill.App.1, 1996), app. denied, 667 N.E. 2d 1061 (Ill.App.1, 1996).
T.L.O. v. New Jersey, 105 S.Ct. 733 (1985).
Vernonia School Dist. 47J v. Acton, 115 S.Ct. 2386 (1995).
Safford Unified School Dist. No. 1 v. Redding, 129 S. Ct. 2633 (2009).

POLICY APPROVED: January 19, 2006
POLICY AMENDED: January 23, 2014

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Article 710.03-AP – Administrative Procedure – Use of Metal Detectors for Student Safety

Students – Rights and Responsibilities
Administrative Procedure – Use of Metal Detectors for Student Safety

Nothing in this procedure shall limit the authority of school officials to search a student in accordance with School Board policy, 710.03, Search and Seizure.  All property removed as a result of this procedure that may be legitimately brought onto District property will be returned to the individual.  Property removed from a student, possession of which is violation of Board policy, shall be confiscated and the student disciplined in accordance with the Board policy.

Students who fail to cooperate with school personnel performing their duties may be subject to discipline for insubordination.  Individuals who fail to cooperate will be asked to leave District property.

Metal Detectors

Metal detectors may be used when any one of the following occurs:  (1) the administration has reasonable suspicion that a weapon is in the possession of unidentified students, (2) when weapons or dangerous objects were found at school, on school property, or in the vicinity of a school, (3) when violence involving weapons has occurred at a school or on school property, at school functions, or in a school’s vicinity, or (4) when a mass search takes place according to the District’s standards for when and how metal detector searches are to be conducted. The Building Principal shall obtain the Superintendent’s permission before using a metal detector.  The reasons supporting the use of a metal detector shall be documented.

Signs will be posted to inform individuals that they will be required to submit to a screening for metal as a condition of entering District property.  The screening will be conducted by District staff who may be assisted by law enforcement officials.

An individual will be asked to remove metal objects from his or her person prior to use of a metal detecting device.  If, after the removal of metal objects, the metal detector activates, the individual may be subjected to a pat-down search.

School personnel may inspect the contents of any briefcase, knapsack, purse, or parcel that activates the metal detector for the limited purpose of determining whether a weapon is concealed therein.

Pat-Down Search

When possible, the pat-down search will be conducted by school personnel of the same sex as that of the individual.

A pat-down search conducted by school personnel shall be a limited to clothing for the purpose of discovering items that may have activated the metal detecting device.

If the school personnel conducting a pat-down search feels an object that may have activated the metal detecting device or be other prohibited contraband, the individual will be asked to remove it.

POLICY APPROVED: January 23, 2014

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Article 710.03-E – Exhibit – Letter to Parents/Guardians Regarding the Right to Privacy in the School Setting Act

Students – Rights and Responsibilities
Exhibit – Letter to Parents/Guardians Regarding the Right to Privacy in the School Setting Act

On District letterhead

Re: Access to Student Social Networking Passwords and Websites for Violations of School Rules or Procedures

Dear Parent(s)/Guardian(s):

If your child has an account on a social networking website, e.g., Facebook, Instagram, Twitter, ask.fm, etc., please be aware that State law requires school authorities to notify you that your child may be asked to provide his or her password for these accounts to school officials in certain circumstances. Social networking website means an Internet-based service that allows students to: (1) construct a public or semi-public profile within a bounded system created by the service; (2) create a list of other users with whom they share a connection within the system; and (3) view and navigate their list of connections and those made by others within the system.

School authorities may require a student or his or her parent/guardian to provide a password or other related account information in order to gain access to his/her account or profile on a social networking website if school authorities have reasonable cause to believe that a student’s account on a social networking website contains evidence that a student has violated a school disciplinary rule or procedure.
Please contact the school if you have any questions.

Sincerely,

Building Principal

POLICY APPROVED: August 21, 2014

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Article 710.04 – Agency and Police Interviews

Students – Rights and Responsibilities
Agency and Police Interviews

The Superintendent shall manage requests by agency officials or police officers to interview students at school through procedures that: (1) recognize individual student rights and privacy, (2) minimize potential disruption, (3) foster a cooperative relationship with public agencies and law enforcement, and (4) comply with State law.

LEGAL REF.: 55 ILCS 80/, Children’s Advocacy Center Act.
325 ILCS 5/, Abused and Neglected Child Reporting Act.
720 ILCS 5/31-1 et seq., Interference with Public Officers Act.
725 ILCS 120/, Rights of Crime Victims and Witnesses Act.

POLICY APPROVED: August 20, 2001
POLICY AMENDED: January 23, 2014

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Article 710.04-AP – Administrative Procedure – Agency and Police Interviews

Students – Rights and Responsibilities
Administrative Procedure – Agency and Police Interviews

These procedures should be used in conjunction with the Ill. Council of School Attorneys’ Guidelines for Interview of Students which is available at: www.iasb.com/law/icsaguidelines.cfm.

Interviews by Police

  1. The Building Principal will check the police officer’s credentials and any legal papers, such as, warrants for arrest, search warrants, or subpoenas to be served.
  2. Interviews of minor students without permission of the parents/guardians are not permitted unless a legal process is presented or in emergency situations, which could include assertion of probable cause for arrest. The Building Principal will attempt to contact the student’s parent/guardian, and inform him or her that the student is subject to an interview. In extreme emergency situations, DCFS employees, law enforcement personnel, or treating physicians may, in effecting temporary protective custody, request that the District not notify parents until the child’s safety is ensured. The Building Principal should ask that such a request be made in writing. If possible, the parent/guardian will be given the opportunity to be present and be represented by legal counsel at his or her own expense.
  3. Interviews will be conducted in a private setting. If a parent/guardian is absent, the Building Principal and one other adult witness, selected by the Building Principal, will be present during the interview.
  4. Interview proceedings will be documented in writing for inclusion in the student’s temporary records.
  5. No minor student shall be removed from the school by the police officer without the consent of a parent/guardian, except upon service of a valid warrant of arrest, in cases of warrantless temporary protective custody or when probable cause for arrest exists. When a police officer has no warrant and asserts that probable cause exists, the Building Principal shall inform the police officer that removal of the student from the school will occur in the least disruptive setting as determined by the Building Principal. If a parent/guardian is absent, the Building Principal and one other adult witness, selected by the Building Principal, will be present during the removal of the student from the school building.

Interviews by the Illinois Department of Children and Family Services (DCFS)

  1. The Building Principal will check the agent’s credentials and any papers pertaining to a legal process.
  2. The Building Principal will attempt to contact the student’s parent/guardian and inform him or her that the student is subject to an interview, if appropriate.
  3. If the DCFS agent does not want parents/guardians notified or present during the interview, this stipulation should be in writing and signed by the DCFS agent.
  4. Interviews will be conducted in a private setting. If a parent/guardian is absent, the Building Principal and one other adult witness, a member of the District staff, will be present during the interview.
  5. The student may be removed from school by the DCFS agent if circumstances warrant. A local law enforcement agency officer, designated DCFS employee, or a physician treating a child may take or retain temporary protective custody of the child without the consent of the person responsible for the child’s welfare, if: (1) he or she has reason to believe that the child’s circumstances or conditions are such that continuing in his or her place of residence or in the care and custody of the person responsible for the child’s welfare, presents an imminent danger to that child’s life or health; (2) the person responsible for the child’s welfare is unavailable or has been asked and does not consent to the child’s removal from his or her custody; or (3) there is not time to apply for a court order under the Juvenile Court Act for temporary custody of the child. The person taking or retaining a child in temporary protective custody shall immediately make every reasonable effort to notify the person responsible for the child’s welfare and shall immediately notify the Department.
  6. No District employee may act as a DCFS agent.

LEGAL REF.: 55 ILCS 80/1 et seq., Children’s Advocacy Center Act.
325 ILCS 5/1 et seq., Abused and Neglected Child Reporting Act.
720 ILCS 5/31-1 et seq., Interference with Public Officers Act.
725 ILCS 120/1 et seq., Rights of Crime Victims and Witnesses Act.

POLICY APPROVED: August 21, 2014

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Article 710.06 – Student Discipline

Students – Rights and Responsibilities
Student Discipline

!!THIS SECTION -710.06- IS MISSING AND MAY NEED TO BE REMOVED!!

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Article 710.07 – Preventing Bullying, Intimidation, and Harassment

Students – Rights and Responsibilities
Preventing Bullying, Intimidation, and Harassment

Bullying, intimidation, and harassment diminish a student’s ability to learn and a school’s ability to educate. 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, nationality, 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 the School District or school if the bullying causes a substantial disruption to the educational process or orderly operation of a school. This paragraph (item #4) applies only when a school administrator or teacher receives a report that bullying through this means has occurred; it does not require staff members to monitor any nonschool-related activity, function, or program.

Definitions from Section 27-23.7 of the School Code (105 ILCS 5/27-23.7)

Bullying includes cyber-bullying 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.

Cyber-bullying means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photo-electronic system, or photo-optical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. Cyber-bullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition of bullying. Cyber-bullying also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying.

Restorative measures means a continuum of school-based alternatives to exclusionary discipline, such as suspensions and expulsions, that: (i) are adapted to the particular needs of the school and community, (ii) contribute to maintaining school safety, (iii) protect the integrity of a positive and productive learning climate, (iv) teach students the personal and interpersonal skills they will need to be successful in school and society, (v) serve to build and restore relationships among students, families, schools, and communities, and (vi) reduce the likelihood of future disruption by balancing accountability with an understanding of students’ behavioral health needs in order to keep students in school.

School personnel means persons employed by, on contract with, or who volunteer in a school district, including without limitation school and school district administrators, teachers, school guidance counselors, school social workers, school counselors, school psychologists, school nurses, cafeteria workers, custodians, bus drivers, school resource officers, and security guards.

Bullying Prevention and Response Plan

The Superintendent or designee shall develop and maintain a bullying prevention and response plan that advances the District’s goal of providing all students with a safe learning environment free of bullying and harassment. This plan must be consistent with the requirements listed below; each numbered requirement, 1-12, corresponds with the same number in the list of required policy components in 105 ILCS 5/27-23.7(b) 1-12.

    1. The District uses the definition of bullying as provided in this policy.
    2. Bullying is contrary to State law and the policy of this District. However, nothing in the District’s bullying prevention and response plan is intended to infringe upon any right to exercise free expression or the free exercise of religion or religiously based views protected under the First Amendment to the U.S. Constitution or under Section 3 of Article I of the Illinois Constitution.
    3. Students are encouraged to immediately report bullying. A report may be made orally or in writing to the District Complaint Manager or any staff member with whom the student is comfortable speaking. Anyone, including staff members and parents/guardians, who has information about actual or threatened bullying is encouraged to report it to the District Complaint Manager or any staff member. Anonymous reports are also accepted.
      Complaint Manager:
      NameJohn Capasso, Superintendent
      AddressPrairie Central Unit Office, 605 N. Seventh Street
      City, State, ZIPFairbury, IL 61739
      Telephone(815) 692-2504
    4. Consistent with federal and State laws and rules governing student privacy rights, the Superintendent or designee shall promptly inform the parent(s)/guardian(s) of every student involved in an alleged incident of bullying and discuss, as appropriate, the availability of social work services, counseling, school psychological services, other interventions, and restorative measures.
    5. The Superintendent or designee shall promptly investigate and address reports of bullying, by, among other things:
      1. Making all reasonable efforts to complete the investigation within 10 school days after the date the report of a bullying incident was received and taking into consideration additional relevant information received during the course of the investigation about the reported bullying incident.
      2. Involving appropriate school support personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.
      3. Notifying the Building Principal or school administrator or designee of the reported incident of bullying as soon as possible after the report is received.
      4. Consistent with federal and State laws and rules governing student privacy rights, providing parents/guardians of the students who are parties to the investigation information about the investigation and an opportunity to meet with the Building Principal or school administrator or his or her designee to discuss the investigation, the findings of the investigation, and the actions taken to address the reported incident of bullying.

      The Superintendent or designee shall investigate whether a reported incident of bullying is within the permissible scope of the District’s jurisdiction and shall require that the District provide the victim with information regarding services that are available within the District and community, such as counseling, support services, and other programs.

    6. The Superintendent or designee shall use interventions to address bullying, that may include, but are not limited to, school social work services, restorative measures, social-emotional skill building, counseling, school psychological services, and community-based services.
    7. A reprisal or retaliation against any person who reports an act of bullying is prohibited. A student’s act of reprisal or retaliation will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
    8. A student will not be punished for reporting bullying or supplying information, even if the District’s investigation concludes that no bullying occurred. However, knowingly making a false accusation or providing knowingly false information will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
    9. The District’s bullying prevention and response plan must be based on the engagement of a range of school stakeholders, including students and parents/guardians.
    10. The Superintendent or designee shall post this policy on the District’s Internet website, if any, and include it in the student handbook, and, where applicable, post it where other policies, rules, and standards of conduct are currently posted. The policy must also be distributed annually to parents/guardians, students, and school personnel, including new employees when hired.
    11. The Superintendent or designee shall assist the Board with its evaluation and assessment of this policy’s outcomes and effectiveness. This process shall include, without limitation:
      1. The frequency of victimization;
      2. Student, staff, and family observations of safety at a school;
      3. Identification of areas of a school where bullying occurs;
      4. The types of bullying utilized; and
      5. Bystander intervention or participation.
    12. The Superintendent or designee shall fully implement the Board policies, including without limitation, the following:
      1. 296, Public Complaints & Uniform Grievance Procedure. A student may use this policy to complain about bullying.
      2. 626, Curriculum Content. Bullying prevention and character instruction is provided in all grades in accordance with State law.
      3. 627, Student Social and Emotional Development. Student social and emotional development is incorporated into the District’s educational program as required by State law.
      4. 623, Access to Electronic Networks. This policy states that the use of the District’s electronic networks is limited to: (1) support of education and/or research, or (2) a legitimate business use.
      5. 703, Harassment of Students Prohibited. This policy prohibits any person from harassing, intimidating, or bullying a student based on an identified actual or perceived characteristic (the list of characteristics in 7:20 is the same as the list in this policy).
      6. 712, Teen Dating Violence Prohibited. This policy prohibits teen dating violence on school property, at school sponsored activities, and in vehicles used for school-provided transportation.
      7. 715.01, Student Behavior. This policy prohibits, and provides consequences for, hazing, bullying, or other aggressive behaviors, or urging other students to engage in such conduct.
      8. 737, Restrictions on Publications. This policy prohibits students from and provides consequences for: (1) accessing and/or distributing at school any written, printed, or electronic material, including material from the Internet, that will cause substantial disruption of the proper and orderly operation and discipline of the school or school activities, and (2) creating and/or distributing written, printed, or electronic material, including photographic material and blogs, that causes substantial disruption to school operations or interferes with the rights of other students or staff members.

LEGAL REF.:  405 ILCS 49/, Children’s Mental Health Act.
105 ILCS 5/10-20.14, 5/24-24, and 5/27-23.7.
23 Ill.Admin.Code §§1.240 and §1.280.

POLICY APPROVED: January 23, 2014

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Article 710.07-AP1 – Administrative Procedure – Preventing Bullying, Intimidation, and Harassment

Students – Rights and Responsibilities
Administrative Procedure – Preventing Bullying, Intimidation, and Harassment

The strategic components for integrating an anti-bullying program into the District’s existing policies and procedures are listed below. Each component lists specific implementation steps along with resources and accompanying exhibits. The Superintendent or designee, at the District-level, or the Building Principal or designee, at the Building-level, is responsible for the integration of these components. Use the local conditions of the community and other available resources to determine the best implementation methods. At times, support from the School Violence Prevention Team (see 465-AP7, E3, Targeted School Violence Prevention Program) may be appropriate as bullying and threats of school violence often arise from the same behavior pattern(s), i.e., interpersonal aggression.

Preventing Bullying and School Violence

  1. Review 710.07-AP1, E1, Resource Guide for Bullying and School Violence Prevention.
  2. Assess the District’s Conditions for Development and Learning. Below are resources that discuss and provide information about how to implement school climate measurement instruments:

Identifying Bullying and School Violence

  1. Post 710.07-AP1, E2, Be a Hero by Reporting Bullying and School Violence, in school buildings, student handbooks, online, etc.
  2. Train staff to recognize and accept reports of bullying and school violence, 710.07-AP1, E3, Memo to Staff Regarding Bullying and School Violence.
  3. Inform parents about the District’s anti-bullying program, 710.07-AP1, E4, Memo to Parents/Guardians Regarding Bullying and School Violence.
  4. Inform students how to make a report, i.e., complete and submit 710.07-AP1, E5, Report Form for Bullying and School Violence.

Investigating Reports of Bullying and School Violence

  1. Conduct a prompt, thorough and impartial investigation upon receiving a report.
  2. Review the report, i.e., 710.07-AP1, E5, Report Form for Bullying and School Violence.
  3. Interview the listed aggressor(s), target(s) and witnesses using 710.07-AP1, E6, Interview Form for Bullying and School Violence Investigation.

Responding to Bullying and School Violence

  1. Complete 710.07-AP1, E7, Response to Bullying and School Violence.
  2. Notify the District’s Non-Discrimination Coordinator if the findings indicate that the behavior was based upon the protected statuses listed in 703, Harassment of Students Prohibited.
  3. Communicate and partner with the parents/guardians of the students involved. Ask parents/guardians, “How can we help you and your child?”
  4. Stop the behavior(s).
  5. Eliminate any hostile environment(s) and its effects (see Preventing Bullying and School Violence #2, above).
  6. Prevent the bullying from happening again.
  7. Implement appropriate interventions for the target, aggressor, and District.
  8. Address any findings of repeated inaccurate accusations against an alleged-aggressor that are beginning to impede his or her education, e.g., reverse bullying.
  9. Follow-up with target, aggressor and their parent(s)/guardian(s) to ensure subsequent bullying has not occurred and no new concerns have arisen.

POLICY APPROVED: January 23, 2014

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Article 710.07-AP1-E1 – Administrative Procedure – Exhibit – Resource Guide for Bullying and School Violence Prevention

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Resource Guide for Bullying and School Violence Prevention

General Resources

ISBE’s School Bullying Prevention Task Force Report:
www.isbe.state.il.us/SBPTF/pdf/sbptf_report_030111.pdf.

Resources section of the website managed by the U.S. Department of Health & Human Services:
www.stopbullying.gov/index.html.

Bullying in Schools – Cops – Department of Justice:
www.cops.usdoj.gov/Publications/e07063414-guide.pdf.

Restorative Discipline Resources

Positive Behavior Intervention & Supports (PBIS):
www.pbis.org/school/default.aspx.

Social and Emotional Learning Standards:
www.isbe.net/ils/social_emotional/standards.htm.

Dignity in Schools:
www.dignityinschools.org/files/DRAFT_Model_Code.pdf.

Conditions for Development and Learning; Data Collection Resources

Centers for Disease Control and Prevention (CDC)’s Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools:
www.cdc.gov/violenceprevention/pdf/bullyCompendiumbk-a.pdf.

Safe Supportive Learning’s School Climate Measurement Compendium:
http://safesupportiveschools.ed.gov/index.php?id=133.

Positive Behavior Intervention & Supports (PBIS):
www.pbis.org/school/default.aspx.

CDC’s Youth Violence: Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools – Second Edition:
www.cdc.gov/ViolencePrevention/pub/measuring_violence.html.

CDC’s Intimate Partner Violence and Sexual Violence Victimization Assessment Instruments for Use in Healthcare Settings, Version 1:
www.cdc.gov/ncipc/pub-res/images/ipvandsvscreening.pdf.

World Health Organization (WHO) Information Series on School Health’s Document 10, Creating an Environment for Emotional and Social Well-Being:
www.who.int/school_youth_health/media/en/sch_childfriendly_03_v2.pdf.

POLICY APPROVED: January 23, 2014

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Article 710.07-AP1-E2 – Administrative Procedure – Exhibit – Be a Hero by Reporting Bullying and School Violence

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Be a Hero by Reporting Bullying and School Violence
[table “reportingbullying” not found /]

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Article 710.07-AP1-E3 – Administrative Procedure – Exhibit – Memo to Staff Regarding Bullying and School Violence

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Memo to Staff Regarding Bullying and School Violence

PRAIRIE CENTRAL COMMUNITY UNIT SCHOOL DISTRICT NUMBER 8

Date

Re: Bullying

All staff members:

Please join me in stopping and preventing student bullying in our school. The purpose of this letter is to introduce you to our three-pronged approach that will help accomplish this goal.

First – If a student reports bullying or school violence to you, respond immediately and with compassion. Ask for the basic facts (who-what-when-where). You will need to evaluate the situation to determine if an immediate referral to my office is needed. Give the student our form for reporting bullying, 710.07-AP1, E5, Report Form for Bullying and School Violence.

Second – Provide me your feedback and concerns. Do you know of any bullying hot spots that need additional supervision or monitoring? Are there known bullies or targets of bullying?

Third – Intervene immediately to stop a bullying incident. When teachers or adults ignore bullying, students interpret it as acceptable behavior. Immediately contact building security and or law enforcement if the incident involves a weapon or other illegal activity.

Bullying is defined in the School Board policy as follows:

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

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

Bullying, intimidation, and/or harassment may take various forms, including without limitation: threats, stalking, physical violence, sexual harassment, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying.

The Board’s entire policy 710.07, Preventing Bullying, Intimidation, and Harassment, may be found on the District’s website. Please let me know if you have any questions or concerns.

Sincerely,

Building Principal

POLICY APPROVED: January 23, 2014

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Article 710.07-AP1-E4 – Administrative Procedure – Exhibit – Memo to Parents/Guardians Regarding Bullying and School Violence

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Memo to Parents/Guardians Regarding Bullying and School Violence

PRAIRIE CENTRAL COMMUNITY UNIT SCHOOL DISTRICT NUMBER 8

 

Date

Re: Bullying

Dear Parents/Guardians:

At our school, bullying of any kind, by any person, is unacceptable. All students should be free from worries about being bullied. Students who bully others must be taught other, appropriate ways of interacting with peers. The purpose of this letter is to provide you with information concerning the School District’s anti-bullying program and to encourage you to help us identify students who are being bullied.

The School Board policy on bullying begins with this goals statement:

Bullying, intimidation, and harassment diminish a student’s ability to learn and a school’s ability to educate. Preventing students from engaging in these disruptive behaviors is an important District goal.

Bullying is defined as follows:

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

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

Bullying, intimidation, and/or harassment may take various forms, including without limitation: threats, stalking, physical violence, sexual harassment, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying.

I asked our school staff members to respond immediately and with compassion to a student who reports bullying or school violence. After evaluating the situation to determine if an immediate referral to my office is needed, a staff member will give the student our form for reporting bullying, 710.07-AP1, E5, Report Form for Bullying and School Violence. I will inform you whenever your child is involved in a bullying report.

I also asked our staff members for their feedback and concerns specifically regarding locations that may be bullying hot spots needing additional supervision or monitoring or if there are any known bullies or targets of bullying in our building. I want to ask you to do the same thing. Please inform me if you know of any bullying hot spots in or around our school, or if you are aware of a known bully or target of bullying.

Finally, I requested our staff members to intervene immediately to stop a bullying incident. They will immediately contact building security and or law enforcement if the incident involves a weapon or other illegal activity.

Below are some of the signs that a young person is being bullied:

  • Does not want to go to school and refuses to explain the reason
  • Talks about not having any friends
  • Has unexplained bruises, cuts, scratches, or abrasions
  • Has unexplained damage to clothing, possessions, books, etc.
  • Frequently loses money or possessions
  • Loses interest in school and/or has declining grades
  • Becomes withdrawn and/or has stress or depression symptoms

These signs do not necessarily mean your child is being bullied, but if present, ask your child whether he or she is being bullied.

Please let me know if you have any questions or concerns.

Sincerely,

Building Principal

POLICY APPROVED: January 23, 2014

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Article 710.07-AP1-E5 – Administrative Procedure – Exhibit – Report Form for Bullying and School Violence

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Report Form for Bullying and School Violence

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Article 710.07-AP1-E6 – Administrative Procedure – Exhibit – Interview Form for Bullying and School Violence Investigation

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Interview Form for Bullying and School Violence Investigation

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Article 710.07-AP1-E7 – Administrative Procedure – Exhibit – Response to Bullying and School Violence

Students – Rights and Responsibilities
Administrative Procedure – Exhibit – Response to Bullying and School Violence

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Article 710.08 – Student Appearance

Students – Rights and Responsibilities
Student Appearance

A student’s appearance, including dress and grooming, must not disrupt the educational process, interfere with the maintenance of a positive teaching/learning climate, or compromise reasonable standards of health, safety, and decency. Procedures for handling students who dress or groom inappropriately will be developed by the Superintendent and included in the Student Handbook.

LEGAL REF.: 105 ILCS 5/10-22.25b.
Tinker v. Des Moines Independent School Dist., 89 S.Ct. 733 (1969).

POLICY APPROVED: June 2, 1986 POLICY AMENDED: January 23, 2014

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Article 710.10 – Vandalism

Students – Rights and Responsibilities
Vandalism

The School Board will seek restitution from students and their parents/guardians for vandalism or other student acts that cause damage to school property.

LEGAL REF.: 740 ILCS 115/.

POLICY APPROVED: June 2, 1986 POLICY AMENDED: January 23, 2014

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Article 712 – Teen Dating Violence Prohibited

Students – Rights and Responsibilities
Teen Dating Violence Prohibited