Parent-Handbook-2019-2020-4

Total Page:16

File Type:pdf, Size:1020Kb

Parent-Handbook-2019-2020-4 2019-2020 Recognized by The Illinois State Board of Education and AdvancEd NCA CASI/SACS CASI (North Central Association of Public and Private Schools and Colleges) 7350 W. 93rd Street, Bridgeview, IL 60455 Phone (708) 599-4100 Fax (708) 599-1588 www.Universalschool.org TABLE OF CONTENTS I. HISTORY OF UNIVERSAL SCHOOL ................................................................................................... 3 II. PHILOSOPHY OF UNIVERSAL SCHOOL .......................................................................................... 4 III. UNIVERSAL SCHOOL ANTICIPATED CALENDAR AND HOLIDAYS ........................................ 5 IV. ADMISSION POLICIES ....................................................................................................................... 6 V. ACADEMIC POLICIES ......................................................................................................................... 9 A. HOMEWORK POLICY: ................................................................................................................. 9 B. GRADUATION REQUIREMENTS: .............................................................................................11 C. VALEDICTORIAN: .......................................................................................................................13 D. ADD/DROP POLICY: ....................................................................................................................13 E. EARLY GRADUATION: ...............................................................................................................13 F. TRANSFER CREDITS: ..................................................................................................................14 G. INDEPENDENT STUDY CREDITS: ............................................................................................14 H. STUDENT GUIDANCE SERVICES: ............................................................................................14 I. PROMOTION AND RETENTION POLICY: ................................................................................15 ACADEMIC ACCELERATION FOR NEWLY ADMITTED STUDENTS ...........................................15 K. ACADEMIC PROBATION POLICY: ...........................................................................................15 L. REPORT CARD PICK-UP .............................................................................................................16 M. GRADING POLICY: ......................................................................................................................16 N. HOMEWORK/TEST MAKE-UP POLICY: ...................................................................................17 O. SEMESTER EXAMS: ....................................................................................................................17 P. REGULAR COURSES: ..................................................................................................................17 Q. HONOR COURSES: ......................................................................................................................17 R. POLICY FOR ADVANCED PLACEMENT COURSES: .............................................................17 S. WEIGHTED GRADES: ..................................................................................................................18 T. GRADING SCALE: ........................................................................................................................19 ST TH U. HIGH HONOR AND HONOR ROLL: (1 – 12 GRADE) ........................................................19 VI. UNIVERSAL SCHOOL INSTRUCTIONAL PROGRAMS AND SERVICES ..................................19 I. INSTRUCTIONAL PROGRAMS: PHILOSOPHY AND CURRICULUM .........................................19 VII. HEALTH ISSUES AND POLICIES .....................................................................................................39 A. Health Records .......................................................................................................................................39 B. Health Safety Policies .............................................................................................................................40 C. School Exclusion Policy for Communicable Illness ...............................................................................40 D. Emergency Policies ................................................................................................................................40 ACCIDENTS .................................................................................................................................41 CONCUSSIONS ...........................................................................................................................41 FIRE AND TORNADOS ..............................................................................................................41 BUS EVACUATION DRILL ........................................................................................................41 LOCK- DOWN DRILL .................................................................................................................41 PERSONAL SAFETY ..................................................................................................................41 EMERGENCY SCHOOL CLOSING ...........................................................................................42 VIII. DISCIPLINE AND ATTENDANCE POLICY ..................................................................................42 A. ATTENDANCE ..............................................................................................................................42 1. Drop off and pick up:...........................................................................................................................42 2. Tardies: ................................................................................................................................................42 3. Absences: ..............................................................................................................................................43 th th 8 -12 Grade Absences: ............................................................................................................................43 4. Early Dismissal: ...................................................................................................................................44 IX. DISCIPLINE/PBIS POLICY ............................................................................................................44 st th A. ELEMENTARY (1 – 5 Grade) .......................................................................................................44 th th B. MIDDLE SCHOOL DISCIPLINE POLICY (6 – 8 Grade) ............................................................47 i Universal School Parent and Student Handbook RV 2/21/2020 C. HIGH SCHOOL DISCIPLINE POLICY...........................................................................................50 DETENTION/SATURDAY DETENTIONS ................................................................................62 SUSPENSION ...............................................................................................................................62 EXCESSIVE CLASSROOM DISRUPTION POLICY ................................................................62 GRIEVANCE PROCEDURE .......................................................................................................63 DISCIPLINARY PROBATION ....................................................................................................63 EXPULSION PROCEDURES ......................................................................................................64 CELL PHONES AND OTHER ELECTRONIC DEVICES .........................................................64 ANTI-BULLYING POLICY .........................................................................................................66 X. STUDENT WELFARE-CHILD ABUSE POLICY ................................................................................72 XI. UNIFORM POLICY FOR STUDENTS ...............................................................................................74 UNIFORM SPECIFICATIONS MIDDLE/HS GIRLS & BOYS .................................................................76 XII. STUDENT DRIVING POLICY ............................................................................................................77 XIII. STUDENT LOCKERS POLICY..........................................................................................................78 XIV. COMMUNICATION ...........................................................................................................................78 XV. EXTRACURRICULAR ACTIVITIES ...............................................................................................79 XVI. FIELD TRIPS ....................................................................................................................................80 XVII. FUNDRAISING ...............................................................................................................................80 XVIII. PARENT ORGANIZATIONS .......................................................................................................81 XIX. VOLUNTEER PROGRAM ..............................................................................................................81 XX. STUDENT RECORDS .......................................................................................................................82
Recommended publications
  • A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students
    Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 1 Susan G. Assouline, Nicholas Colangelo, and Joyce VanTassel-Baska Mary Sharp, Writing Consultant Belin-Blank Center, College of Education, University of Iowa Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 1 Susan G. Assouline, Nicholas Colangelo, and Joyce VanTassel-Baska Mary Sharp, Writing Consultant The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education University of Iowa Dedicated to the memory of: Julian C. Stanley, Johns Hopkins University, founder of the Talent Search Model and the Study of Mathematically Precocious Youth and James J. Gallagher, University of North CarolinaChapel Hill, pioneer in educational policy related to special and gifted education Their scholarship and advocacy for the intervention of acceleration positively impacts the lives of tens of thousands of students and their families and educators. ©2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development Endorsed by the National Association for Gifted Children, 1331 H Street, NW, Suite 1001, Washington, DC 20005 ISBN: 978-0-9961603-1-5 Designed by Benson and Hepker Design, Iowa City, Iowa Cover art by Robyn Hepker Published by The Belin-Blank Center, Iowa City, Iowa Printed at Colorweb Printing, Cedar Rapids, Iowa April 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 800.336.6463 www.education.uiowa.edu/belinblank www.accelerationinstitute.org www.nationdeceived.org www.nationempowered.org A Nation Empowered Evidence Trumps the Excuses Holding Back America’s Brightest Students Volume 1 Acknowledgements.
    [Show full text]
  • Admission to Australian Universities for Accelerated Students
    Admission to Australian Universities for Accelerated Students: Issues of Access, Attitude and Adjustment. Marie Young Bachelor of Arts (Monash University), Diploma of Education (Monash University), Master of Education (University of New South Wales). A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy, School of Education, University of New South Wales. 2010 2 Publications The following article is based on Phase 1 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2007). The state of early tertiary admission in Australia: 2000 to present. Australasian Journal of Gifted Education, 16 (2), 15-25. The following article is based on Phase 2 of the thesis: Young, M., Rogers, K. B., & Ayres, P. (2009). Getting in: Australian university decision-making processes when gifted learners apply for early admission. Australasian Journal of Gifted Education, 18(2), 43-54. 3 Abstract University admission is a significant issue for gifted students who have been accelerated. This study explored access to Australian universities for accelerated students, examined the attitude of Australian universities to admission of accelerated students, and investigated issues of accelerated students’ adjustment to university. There is little research in Australia on these issues. In Phase 1 of the study, information about early admission, dual enrolment, minimum admission age, and admission of students younger than 17 years to Australian universities was collected and summarised. In Phase 2 personnel from 11 Australian universities were interviewed about the decision- making process which allowed such students to gain admission earlier than usual. Issues of support, advertising and national coordination were also examined. Phase 3 focused on interviews with 12 accelerated students concerning their adjustment to university, and any hurdles they identified.
    [Show full text]
  • A Nation Deceived: How Schools Hold Back America’S Brightest Students a Nation Deceived
    A Nation Deceived: How Schools Hold Back America’s Brightest Students A Nation Deceived The Templeton National Report on Acceleration What Parents, Teachers and Other Professionals Nicholas Colangelo Should Know Susan G. Assouline Miraca U. M. Gross About the October 2004 Templeton National Report on Acceleration The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development College of Education, The University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 November 26, 2005 800.336.6463 http://www.nationdeceived.org Presenters Background • Debbi Andrews, MD • Debra Arnison Sutton • summit on acceleration at University of Iowa in • parent • parent May 2003 formulate national report on acceleration • Developmental • AABC/EABC member pediatrician, U of Alberta • involved in developing • what schools need to know in order to make the • involved in multi- Alberta Education's “The best decisions about educating highly capable disciplinary Journey: A Handbook for students developmental Parents of Children Who assessment of children Are Gifted and Talented” • A Nation Deceived: How Schools Hold Back with special needs, America’s Brightest Students including gifted 3 4 Background Background •alarm to schools on the need to provide • tackles current misconceptions about acceleration accelerative experiences for brightest students and dispels their impact through •solid research base over last 50 years – research continuously demonstrates positive impacts of – examples of effective practice
    [Show full text]
  • Education Booklet.Indd
    Education Courses 2006 Faculty of Education, Health and Professional Studies Education Courses 2006 Students should read this guide in conjunction with the All Faculties Enrolment Guide and Schedule of Units 2006, available at www.une.edu.au/studentcentre/schedules.htm September 2005 1 Faculty of Education, Health and Professional Studies Student Centre The University of New England NSW 2351 Australia Phone 02 6773 4444 Fax 02 6773 4400 Email [email protected] Prepared by Information Integrity, Student Centre, The University of New England NSW 2351 Australia The information contained in this Guide was correct at the time of printing. Details may be subject to change. 2 Education Courses 2006 Contents Introduction/Message from the Dean ..................................................... 4 The University of New England .............................................................. 4 The School of Education ........................................................................ 4 Admission and Enrolment ..................................................................... 5 Course Coordinators .............................................................................. 6 General Information - In-Service/Pre-Service Teaching Courses ................ 7 Guidelines for Admission Requirements for Bachelor of Teaching (Primary) ......................................................... 8 Guidelines for Secondary Teaching Subject Areas for the Graduate Diploma in Education and Bachelor of Teaching (Secondary) ............... 9 Pre-Service/Undergraduate
    [Show full text]
  • Acceleration of Gifted Students Frequently Asked Questions October 2007 (Last Reviewed 12/16/11)
    Acceleration of Gifted Students Frequently Asked Questions October 2007 (last reviewed 12/16/11) No bird flies too high if he soars with his own wings. -Ralph Waldo Emerson What is acceleration? Acceleration is an intervention that moves students through an educational program at a more rapid rate than their age-mates. The goal of acceleration is to tailor the level and complexity of the curriculum to the ability and academic readiness of individual children (Colangelo et al., 2004). What are the benefits of acceleration? Research indicates that students who are properly accelerated benefit significantly, both academically and emotionally. Accelerated gifted and talented students and other high ability students perform at higher levels on achievement tests and are less likely to become bored and disinterested in school than similarly able students who are not accelerated. Why is acceleration important? When the level of instruction is not rigorous and expectations are low, gifted learners may settle into patterns of underachievement. These students are at risk of developing poor organizational/study skills and far worse, may not reach their full potential. Are schools required to accelerate instruction to meet a student’s needs? Yes, districts are required to have procedures in place for the academic acceleration of gifted and talented students that include an assessment of students' readiness and motivation for acceleration and a match between the curriculum and the students' academic needs. Furthermore, every Minnesota child is entitled to an appropriate and challenging education. Who determines whether a student should be accelerated? The decision to accelerate a student is a local decision.
    [Show full text]
  • Introductory Information & General Notices 1.30
    Table of Contents Chapter 1 - Introductory Information & General Notices 1.30 - General School Information 1.35 - School Hours, Arrival/Departure Procedures 1.36 - Returning to School After Hours 1.40 - Visitors 1.50 - Equal Opportunity and Sex Equity 1.55 - Student, Parent, Teacher Rights and Responsibilities 1.60 - Animals on School Property 1.70 - School Volunteers 1.80 - Gifts 1.84 - Birthdays 1.85 - Treats and Snacks 1.86 - Awards 1.87 - Parent Organizations 1.88 - Building Usage 1.89 - Lost and Found 1.90 - Emergency School Closings 1.91 - Textbook /Library Book Procedures 1.92 - Telephone Use 1.93 - Collection of Money 1.95 - Communications 1.100 - Video and Audio Monitoring System 1.110 - Accommodating Individuals with Disabilities 1.120 - Students with Food Allergies 1.130 - Care of Students with Diabetes 1.140 - Suicide and Depression Awareness and Prevention Chapter 2 - Attendance, Instruction, Promotion & Graduation 2.10 - Attendance 2.20 - Student Absences 2.30 - Release Time for Religious Instruction & Observance 2.40 - Make-Up Work 2.50 - Truancy 2.60 - Grading & Promotion 2.65 - Instructional Programs and Placements 2.70 - Homework 2.100 - Home and Hospital Instruction Chapter 3 - Registration, Student Fees and Meal Costs 3.00 - Registration 3.10 - Fees, Fines & Charges; Waiver of Student Fees 3.20 - School Lunch Program 1 Chapter 4 - Transportation & Parking 4.10 - Bus Transportation 4.15 - Bus Conduct 4.20 - Parking [K-8] 4.30 - Other Forms of Student Transportation Chapter 5 - Health and Safety 5.10 - Immunization, Health,
    [Show full text]
  • A Nation Empowered: Evidence Trumps the Excuses Holding Back America’S Brightest Students Acknowledgements
    Empowered A Nation Evidence Trumps the Excuses Holding Back America’s Brightest Students VOLUME 2 Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik Editors Belin-Blank Center, College of Education, University of Iowa Endorsed by the National Association for Gifted Children 1331 H Street NW, Suite 1001, Washington, DC 20005 (202) 785-468, www.nagc.org © 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifed Education and Talent Development Designed by Fusionfarm, Cedar Rapids, Iowa Cover art by Robyn Hepker, Benson & Hepker Design, Iowa City Published at Colorweb Printing, Cedar Rapids, Iowa April 2015 The Connie Belin & Jacqueline N. Blank International Center for Gifed Education and Talent Development College of Education The University of Iowa 600 Blank Honors Center Iowa City, Iowa 52242-0454 800-336-6463 http://www.education.uiowa.edu/belinblank http://nationempowered.org ISBN: 978-0-9961603-0-8 A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students Acknowledgements ............................................................................................................ iii Introduction ................................................................................................................... 1 Susan G. Assouline, Nicholas Colangelo, Joyce VanTassel-Baska, and Ann Lupkowski-Shoplik General Topics 7 Chapter 1: Types of Acceleration: Dimensions and Issues .........................................................................9 W.
    [Show full text]
  • The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study
    International Education Studies; Vol. 13, No. 8; 2020 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The Whole Grade Acceleration Policy in the Kingdom of Saudi Arabia and the State of Massachusetts, USA—An Analytical Comparative Study Abdulhamid Alarfaj1 & Reem Abdul Latif Al-Omair2 1 Special Education Department, Education School, King Faisal University, Saudi Arabia 2 Faculty of Education, King Faisal University, Saudi Arabia Correspondence: Abdulhamid Alarfaj, Special Education Department, Education School, King Faisal University, Saudi Arabia. Received: February 9, 2020 Accepted: March 14, 2020 Online Published: July 23, 2020 doi:10.5539/ies.v13n8p55 URL: https://doi.org/10.5539/ies.v13n8p55 Abstract The research aims, through a comparative analytical study, to unveil whether there is an actual whole-grade acceleration policy in the kingdom of Saudi Arabia (KSA) if compared with that applied at Massachusetts, USA. Adopting such a policy secures the right of the gifted student to grow academically in proportion with his peculiar potentials. The research adopts the comparative analytical method (qualitative) using two tools: document analysis and semi-structured interview. The sample of the study comprised two education supervisors in charge of acceleration system in the department of the gifted in KSA and school principals applying the system in the state of Massachusetts. The foremost result, which the study came up to, was that the Saudi educational system has a comprehensive written acceleration
    [Show full text]
  • Guidelines for Accelerated Progression
    2000247 Accelerated Progression 22/8/00 10:47 AM Page 1 Guidelines for Accelerated Progression (Revised 2000) 2000247 Accelerated Progression 22/8/00 10:47 AM Page 2 © 2000 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only; • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW; • to acknowledge that the Material is provided by the Board of Studies NSW; • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee; • to include this copyright notice in any copy made; • not to modify the Material or any part of the Material without the express prior written permission of the Board of Studies NSW.
    [Show full text]
  • University Mentoring Programmes for Gifted High School Students: Satisfaction of Workshops
    sustainability Article University Mentoring Programmes for Gifted High School Students: Satisfaction of Workshops Alba Ibáñez García 1 , Teresa Gallego Álvarez 1 , Mª Dolores García Román 2, Verónica M. Guillén Martín 1 , Diego Tomé Merchán 2 and Serafina Castro Zamudio 3,* 1 Department of Education, Faculty of Education, University of Cantabria, 39005 Santander, Spain; [email protected] (A.I.G.); [email protected] (T.G.Á.); [email protected] (V.M.G.M.) 2 University of Málaga, 29010 Málaga, Spain; [email protected] (M.D.G.R.); [email protected] (D.T.M.) 3 Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Málaga, 29010 Málaga, Spain * Correspondence: [email protected]; Tel.: +34-952132556 Received: 29 May 2020; Accepted: 27 June 2020; Published: 30 June 2020 Abstract: This paper analyses the degree of participant (mentees, mentors, and technical-research team) satisfaction with two university mentoring programmes for pre-university students with high intellectual capacities in Spain. Three versions of a Likert-type scale questionnaire were applied (mentees, mentors, and technical-research team), resulting in a total sample of 43 questionnaires from mentors, 314 from mentees, and 43 from the technical-research team in 43 workshops offered by the GuíaMe-AC-UMA Programme; and 27 questionnaires from mentors, 203 from mentees, and 27 from the technical-research team in the 27 workshops offered by the Amentúrate Programme. The results indicate a high level of satisfaction with the development of the workshops offered by both programmes, on the part of all participants. No significant differences were found in terms of thematic area or gender, although there were differences in age.
    [Show full text]
  • Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject
    Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject 2018 Ann Lupkowski-Shoplik, Ph.D., Wendy A. Behrens, M.A., Ed., & Susan G. Assouline, Ph.D. TABLE OF CONTENTS Contributors and Members of the 2009 and 2018 Teams..............................................................................................ii University of Iowa Belin-Blank Center letter .........................................................................................................................2 National Association for Gifted Children letter ....................................................................................................................3 Council for Exceptional Children—The Association for the Gifted letter ...............................................................4 Council of State Directors of Programs for the Gifted letter .........................................................................................5 Overview of Developing Academic Acceleration Policies: Single Subject and Whole Grade .........................7 Introduction ...........................................................................................................................................................................................8 Categories and Types of Acceleration ....................................................................................................................................9 Recommended Elements of Acceleration Policies .............................................................................................................11
    [Show full text]
  • State Plans for Accelerating Student Learning: a Preliminary Analysis April 21, 2021
    State Plans for Accelerating Student Learning: A Preliminary Analysis April 21, 2021 One year after the COVID-19 pandemic forced state and school leaders across the nation and around the world to immediately close school buildings, the lasting impact on students is increasingly evident: Months of online learning and limited in-person interaction with educators, coaches and mentors have led to gaps in learning, and unknown emotional impacts on millions of K12 students and educators. Experiences of this past year have brought deeper understanding and greater clarity on how best to organize schooling and deliver instruction in a way that minimizes health risks and maximizes learning and engagement. An extraordinary influx of federal education funding is providing ample new resources to reopen school buildings safely, create new student supports and help state leaders make both short- and long-term investments to accelerate student learning and well-being. With these factors in mind, governors and state chiefs are moving quickly to develop plans that include a range of new strategies, targeted interventions and grant programs designed to close achievement gaps and prepare all students in their states for academic success. Council of Chief State School Officers (CCSSO) and National Governors Association (NGA) analyzed emerging state efforts to accelerate student learning this summer and during the 2021-22 school year. We reviewed available state plans, websites, media reports and gubernatorial State of the State addresses for most states.1 Because each state is at different stages in their planning, in many cases, the documents reviewed were initial drafts, plan outlines (with specifics still being developed) or the first in a series of resources being developed.
    [Show full text]