|
Forbes |
Dear Parents and Guardians:
My name is Dustin Bevard, and I will be joining the Creve Coeur School District as the Assistant Principal at Parkview Middle School this fall. I would like everyone to know that I'm very excited to be a part of this excellent district, and I am eager to begin my new role at Parkview.
To tell you about myself, I am a graduate of East Peoria Community High School. Additionally, I hold a B.S in Elementary Education from Eureka College and a M.A. in Educational Leadership from Aurora University. For the past twelve years, I have served as a 7th grade English Language Arts teacher with the Germantown Hills School District.
I have been married to my wonderful wife, Heather, for the past ten years We are blessed with two amazing sons who bring us a wealth of joy and happiness: Hunter and Jackson. Hunter is a sophomore at Metamora High School, and Jackson is in the 3rd grade at Germantown Hills.
I have a passion for working with middle school students, and I enjoy both the opportunities and challenges that come from working with adolescent students. I have a deep interest in literacy, and I am especially excited to work with the staff in developing new initiatives to enhance student growth in reading and writing.
As an administrator, I am a strong believer in an open door policy. Education is a community endeavor, and I encourage all parents and students to feel free to discuss any needs and/or concerns you might have to help make Parkview an even greater place for learning.
Thank you for giving me the opportunity to be a part of this community and to serve you and your children. I am truly looking forward to the journey ahead.
Sincerely,
Dustin Bevard
My name is Dustin Bevard, and I will be joining the Creve Coeur School District as the Assistant Principal at Parkview Middle School this fall. I would like everyone to know that I'm very excited to be a part of this excellent district, and I am eager to begin my new role at Parkview.
To tell you about myself, I am a graduate of East Peoria Community High School. Additionally, I hold a B.S in Elementary Education from Eureka College and a M.A. in Educational Leadership from Aurora University. For the past twelve years, I have served as a 7th grade English Language Arts teacher with the Germantown Hills School District.
I have been married to my wonderful wife, Heather, for the past ten years We are blessed with two amazing sons who bring us a wealth of joy and happiness: Hunter and Jackson. Hunter is a sophomore at Metamora High School, and Jackson is in the 3rd grade at Germantown Hills.
I have a passion for working with middle school students, and I enjoy both the opportunities and challenges that come from working with adolescent students. I have a deep interest in literacy, and I am especially excited to work with the staff in developing new initiatives to enhance student growth in reading and writing.
As an administrator, I am a strong believer in an open door policy. Education is a community endeavor, and I encourage all parents and students to feel free to discuss any needs and/or concerns you might have to help make Parkview an even greater place for learning.
Thank you for giving me the opportunity to be a part of this community and to serve you and your children. I am truly looking forward to the journey ahead.
Sincerely,
Dustin Bevard
Dear Parents & Guardians:
My name is Steven K. Johnson, the Principal at Parkview Middle School. It is my privilege and honor to join Parkview Middle School and the Creve Coeur School District #76. I am looking forward to an exciting year of learning and growing with our students and working with our professional staff and you, and parents, guardians, and community members.
My main goal is to ensure that every student is provided the highest quality of education possible in a safe and supportive learning environment. Working together as a team with our staff and parents, I am committed to helping every student achieve their very best. Every student at Parkview Middle School is valued and worthy of our best effort.
In order to accomplish this goal, we will be working in a “Proud, Positive & Powerful” manner. This manner includes (4) basic ideals : Attendance, Attitude, Academics, and Activities. I will be spending a considerable amount of time discussing and implementing these concepts into what we are already doing at Parkview Middle School. I sincerely believe that by adhering to the basic ideas embedded in these four concepts, our students will become well-rounded individuals and ready for the next phase, high school. When we, as adults and role models, also adhere to these concepts, our students will better see the value of these concepts.
I am very passionate about the middle school years. Most of my teaching and administrative years have been working with students and staff of this age group. This is an important and critical time of transition—moving from the elementary experience and preparing for the bigger challenge of high school. What happens during these few short years will have a lasting impression on their development and growth.
As we progress this school year, communication is very important. I want to encourage you to contact your child’s teacher if you have a question about your child’s classroom. If you have a question about our school’s overall program, please contact me directly. Again, it is my privilege and honor to join Parkview Middle School and Creve Coeur School District #76.
For Better Schools,
Steven K. Johnson
My name is Steven K. Johnson, the Principal at Parkview Middle School. It is my privilege and honor to join Parkview Middle School and the Creve Coeur School District #76. I am looking forward to an exciting year of learning and growing with our students and working with our professional staff and you, and parents, guardians, and community members.
My main goal is to ensure that every student is provided the highest quality of education possible in a safe and supportive learning environment. Working together as a team with our staff and parents, I am committed to helping every student achieve their very best. Every student at Parkview Middle School is valued and worthy of our best effort.
In order to accomplish this goal, we will be working in a “Proud, Positive & Powerful” manner. This manner includes (4) basic ideals : Attendance, Attitude, Academics, and Activities. I will be spending a considerable amount of time discussing and implementing these concepts into what we are already doing at Parkview Middle School. I sincerely believe that by adhering to the basic ideas embedded in these four concepts, our students will become well-rounded individuals and ready for the next phase, high school. When we, as adults and role models, also adhere to these concepts, our students will better see the value of these concepts.
I am very passionate about the middle school years. Most of my teaching and administrative years have been working with students and staff of this age group. This is an important and critical time of transition—moving from the elementary experience and preparing for the bigger challenge of high school. What happens during these few short years will have a lasting impression on their development and growth.
As we progress this school year, communication is very important. I want to encourage you to contact your child’s teacher if you have a question about your child’s classroom. If you have a question about our school’s overall program, please contact me directly. Again, it is my privilege and honor to join Parkview Middle School and Creve Coeur School District #76.
For Better Schools,
Steven K. Johnson
2019-2020 Bus Routes
(as of 8/14/19)
(as of 8/14/19)
Kathy Whittles, Kathy Behm, Pam Bohm, Dawn Burkiett,
Diane Donald, Michelle Davis, Michelle Hill, Deb Worent
from left to right
Diane Donald, Michelle Davis, Michelle Hill, Deb Worent
from left to right
Volunteer Guidelines
Volunteer Code of Conduct
Volunteer Application
WHEN: 8:15 AM – 9:00 AM NOVEMBER 9, 2016
WHERE: PARKVIEW JUNIOR HIGH
We are looking forward to recognizing our Veterans as well as those currently serving in our Nation's Military and their families.
We will be providing breakfast for our Veterans from 8:15 am - 9:00 am in the cafeteria.
We will then conduct an assembly in the gymnasium from 9:00 am - 9:30 am.
Please click on the link below and fill out the page. Please bring or send it to Parkview School. This will help us to be accurate for the breakfast and the assembly.
THANK YOU VERY MUCH!
(click here for form)
WHERE: PARKVIEW JUNIOR HIGH
We are looking forward to recognizing our Veterans as well as those currently serving in our Nation's Military and their families.
We will be providing breakfast for our Veterans from 8:15 am - 9:00 am in the cafeteria.
We will then conduct an assembly in the gymnasium from 9:00 am - 9:30 am.
Please click on the link below and fill out the page. Please bring or send it to Parkview School. This will help us to be accurate for the breakfast and the assembly.
THANK YOU VERY MUCH!
(click here for form)
Prevention of and Response to 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, national origin, military status, unfavorable discharge status from the military service, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, or actual or potential marital or parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations:
1. During any school-sponsored education program or activity.
2. While in school, on school property, on school buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school-sponsored or school-sanctioned events or activities.
3. Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment.
4. Through the transmission of information from a computer that is accessed at a nonschool-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by 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 nurses, cafeteria workers, custodians, bus drivers, playground supervisors and school secretaries.
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. Using the definition of bullying as provided in this policy, the Superintendent or designee shall emphasize to the school community that: (a) the District prohibits bullying, and (b) all students should conduct themselves with a proper regard for the rights and welfare of other students. This may include a process for commending or acknowledging students for demonstrating appropriate behavior.
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:
Mr. Shayne Aldridge, Superintendent
Name
300 North Highland Avenue, Creve Coeur, IL 61610
Address
saldridge@cc76.k12.il.us
Email
(309) 698-3600
Telephone
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:
a. 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.
b. Involving appropriate school support personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.
c. Notifying the Building Principal or school administrator or designee of the reported incident of bullying as soon as possible after the report is received.
d. 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:
a. The frequency of victimization;
b. Student, staff, and family observations of safety at a school;
c. Identification of areas of a school where bullying occurs;
d. The types of bullying utilized; and
e. Bystander intervention or participation.
The evaluation process may use relevant data and information that the District already collects for other purposes. The Superintendent or designee must post the information developed as a result of the policy evaluation on the District’s website, or if a website is not available, the information must be provided to school administrators, Board members, school personnel, parents/guardians, and students.
12. The Superintendent or designee shall fully implement the Board policies, including without limitation, the following:
a. 2:260, Uniform Grievance Procedure. A student may use this policy to complain about bullying.
b. 6:60, Curriculum Content. Bullying prevention and character instruction is provided in all grades in accordance with State law.
c. 6:65, Student Social and Emotional Development. Student social and emotional development is incorporated into the District’s educational program as required by State law.
d. 6:235, 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.
e. 7:20, 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).
f. 7:185, 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.
g. 7:190, Student Discipline. This policy prohibits, and provides consequences for, hazing, bullying, or other aggressive behaviors, or urging other students to engage in such conduct.
h. 7:310, 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.
13. The Superintendent or designee shall fully inform staff members of the District’s goal to prevent students from engaging in bullying and the measures being used to accomplish it. This includes each of the following:
a. Communicating the District’s expectation and State law requirement that teachers and other certificated or licensed employees maintain discipline.
b. Establishing the expectation that staff members: (1) intervene immediately to stop a bullying incident that they witness or immediately contact building security and/or law enforcement if the incident involves a weapon or other illegal activity, (2) report bullying, whether they witness it or not, to an administrator, and (3) inform the administration of locations on school grounds where additional supervision or monitoring may be needed to prevent bullying.
c. Where appropriate in the staff development program, providing strategies to staff members to effectively prevent bullying and intervene when it occurs.
GAL 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.
CROSS REF.: 2:240 (Board Policy Development), 2:260 (Uniform Grievance Procedure), 4:170 (Safety), 5:230 (Maintaining Student Discipline), 6:60 (Curriculum Content), 6:65 (Student Social and Emotional Development), 6:235 (Access to Electronic Networks), 7:20 (Harassment of Students Prohibited), 7:185 (Teen Dating Violence Prohibited), 7:190 (Student Discipline), 7:220 (Bus Conduct), 7:230 (Misconduct by Students with Disabilities), 7:240 (Conduct Code for Participants in Extracurricular Activities), 7:285 (Food Allergy Management Program), 7:310 (Restrictions on Publications)
BOE Approved: April 15, 2015
Bullying on the basis of actual or perceived race, color, national origin, military status, unfavorable discharge status from the military service, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, or actual or potential marital or parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations:
1. During any school-sponsored education program or activity.
2. While in school, on school property, on school buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school-sponsored or school-sanctioned events or activities.
3. Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment.
4. Through the transmission of information from a computer that is accessed at a nonschool-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by 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 nurses, cafeteria workers, custodians, bus drivers, playground supervisors and school secretaries.
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. Using the definition of bullying as provided in this policy, the Superintendent or designee shall emphasize to the school community that: (a) the District prohibits bullying, and (b) all students should conduct themselves with a proper regard for the rights and welfare of other students. This may include a process for commending or acknowledging students for demonstrating appropriate behavior.
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:
Mr. Shayne Aldridge, Superintendent
Name
300 North Highland Avenue, Creve Coeur, IL 61610
Address
saldridge@cc76.k12.il.us
(309) 698-3600
Telephone
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:
a. 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.
b. Involving appropriate school support personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.
c. Notifying the Building Principal or school administrator or designee of the reported incident of bullying as soon as possible after the report is received.
d. 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:
a. The frequency of victimization;
b. Student, staff, and family observations of safety at a school;
c. Identification of areas of a school where bullying occurs;
d. The types of bullying utilized; and
e. Bystander intervention or participation.
The evaluation process may use relevant data and information that the District already collects for other purposes. The Superintendent or designee must post the information developed as a result of the policy evaluation on the District’s website, or if a website is not available, the information must be provided to school administrators, Board members, school personnel, parents/guardians, and students.
12. The Superintendent or designee shall fully implement the Board policies, including without limitation, the following:
a. 2:260, Uniform Grievance Procedure. A student may use this policy to complain about bullying.
b. 6:60, Curriculum Content. Bullying prevention and character instruction is provided in all grades in accordance with State law.
c. 6:65, Student Social and Emotional Development. Student social and emotional development is incorporated into the District’s educational program as required by State law.
d. 6:235, 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.
e. 7:20, 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).
f. 7:185, 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.
g. 7:190, Student Discipline. This policy prohibits, and provides consequences for, hazing, bullying, or other aggressive behaviors, or urging other students to engage in such conduct.
h. 7:310, 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.
13. The Superintendent or designee shall fully inform staff members of the District’s goal to prevent students from engaging in bullying and the measures being used to accomplish it. This includes each of the following:
a. Communicating the District’s expectation and State law requirement that teachers and other certificated or licensed employees maintain discipline.
b. Establishing the expectation that staff members: (1) intervene immediately to stop a bullying incident that they witness or immediately contact building security and/or law enforcement if the incident involves a weapon or other illegal activity, (2) report bullying, whether they witness it or not, to an administrator, and (3) inform the administration of locations on school grounds where additional supervision or monitoring may be needed to prevent bullying.
c. Where appropriate in the staff development program, providing strategies to staff members to effectively prevent bullying and intervene when it occurs.
GAL 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.
CROSS REF.: 2:240 (Board Policy Development), 2:260 (Uniform Grievance Procedure), 4:170 (Safety), 5:230 (Maintaining Student Discipline), 6:60 (Curriculum Content), 6:65 (Student Social and Emotional Development), 6:235 (Access to Electronic Networks), 7:20 (Harassment of Students Prohibited), 7:185 (Teen Dating Violence Prohibited), 7:190 (Student Discipline), 7:220 (Bus Conduct), 7:230 (Misconduct by Students with Disabilities), 7:240 (Conduct Code for Participants in Extracurricular Activities), 7:285 (Food Allergy Management Program), 7:310 (Restrictions on Publications)
BOE Approved: April 15, 2015
Nutrition Nuggets
Food and Fitness for a Healthy Child
A good start
Did you know that breakfast is the most important meal of your child's day? It provides the nutrients and energy he needs to concentrate in school. Research even shows that kids who eat breakfast get better grades, pay more attention in class, and behave better. Help your child begin his day on the right foot.
Make Time
Set the alarm to allow 10-15 unhurried minutes for breakfast. Suggest several healthy breakfast items, and let your child choose. Tip: If your child doesn't like to make decisions first thing in the morning, give him breakfast choices the night before.
Make it healthy
Give your child a mix of protein (such as milk, eggs, cheese, or meat) and carbohydrates (whole-grain cereal, fruit, or whole-wheat bread). The carbohydrates boost energy and help your child jump-start his day, while the protein keeps his body going strong until lunchtime.
Make it kid-friendly
These quick breakfasts are sure to bring and early-morning smile to your youngster's face:
Did you know that breakfast is the most important meal of your child's day? It provides the nutrients and energy he needs to concentrate in school. Research even shows that kids who eat breakfast get better grades, pay more attention in class, and behave better. Help your child begin his day on the right foot.
Make Time
Set the alarm to allow 10-15 unhurried minutes for breakfast. Suggest several healthy breakfast items, and let your child choose. Tip: If your child doesn't like to make decisions first thing in the morning, give him breakfast choices the night before.
Make it healthy
Give your child a mix of protein (such as milk, eggs, cheese, or meat) and carbohydrates (whole-grain cereal, fruit, or whole-wheat bread). The carbohydrates boost energy and help your child jump-start his day, while the protein keeps his body going strong until lunchtime.
Make it kid-friendly
These quick breakfasts are sure to bring and early-morning smile to your youngster's face:
- Egg in a Basket: Cover a frying pan with no-fat cooking spray. Tear a hole out of a slice of whole-wheat bread, put the slice in the pan, and crack an egg into the hole. Cook two minutes, flip, and cook until the egg is set and lightly browned.
- Waffle Wonder: Toast a whole-grain frozen waffle. Put sliced strawberries around the edge and fill with a handful of blueberries. Serve with a side of low-fat flavored cottage cheese or yogurt.
Family meals
Do your kids rush through dinner and bolt from the table? Try these ideas to build quality family time into your dinner hour.
Keep the conversation light
Focus on the events of the day or fun weekend plans ahead. Of course, praising your children for a job well done at school or home is always welcome!
Take turns
Ask each person to tell one interesting thing he or she learned during the day. That includes you, too. You might mention something you read in the newspaper or learned about at work.
Play a game
Try the "name game." Start with the name of someone famous (George Washington). Go around the table, taking turns calling out another well-known person or character with the same first or last name (Curious George, George Washington Carver).
Do your kids rush through dinner and bolt from the table? Try these ideas to build quality family time into your dinner hour.
Keep the conversation light
Focus on the events of the day or fun weekend plans ahead. Of course, praising your children for a job well done at school or home is always welcome!
Take turns
Ask each person to tell one interesting thing he or she learned during the day. That includes you, too. You might mention something you read in the newspaper or learned about at work.
Play a game
Try the "name game." Start with the name of someone famous (George Washington). Go around the table, taking turns calling out another well-known person or character with the same first or last name (Curious George, George Washington Carver).
School Environment Matters: 5Essentials Survey
Students, parents, and teachers: Tell us your thoughts about school climate and learning conditions
Creve Coeur School District #76 will join the Illinois State Board of Education (ISBE) in the third statewide survey of school climate and learning conditions. The survey provides a unique opportunity for teachers, students, and parents to help us improve our schools. From now through March 13, teachers, students, and parents are asked to take a 20-minute research-based survey to help identify strengths and weaknesses in our schools' learning environments. This survey is as an opportunity for us to reflect on our progress since the last survey in 2013.
The Illinois 5Essentials Survey attempts to give a comprehensive snapshot of our schools' organizational culture in an individualized report measuring five "essential" areas that research shows are critical for school success:
Twenty years of University of Chicago research in more than 400 schools has shown that schools strong in at least three of the 5Essentials were 10 times more likely to make substantial gains in improving student reading and math than schools that were weak in three Essential areas. Those differences remain true even after controlling for student and school characteristics, including poverty, race, gender, and neighborhood characteristics. Strength in the Essentials components correlate with increased teacher retention and student attendance. The 5Essentials Reports demonstrate what what teachers and students say about their schools can serve as important indicators for school success. State Superintendent of Education Christopher A. Koch said, "The Illinois 5Essentials Survey provides an important chance for schools to check in with their communities and gather critical feedback to inform district improvement efforts."
We will receive our 5Essentials Report in May 2015. The survey results will be reported publically on the 2015 State School Report Card website in the fall. On behalf of the Illinois State Board of Education, UChicago Impact is providing Illinois 5Essentials Survey to schools statewide. We are encouraging teachers, students, and parents to complete the Illinois 5Essentials Survey online.
Click HERE to take the survey. https://illinois.5-essentials.org.
Sincerely,
Shayne L. Aldridge, Superintendent
The Illinois 5Essentials Survey attempts to give a comprehensive snapshot of our schools' organizational culture in an individualized report measuring five "essential" areas that research shows are critical for school success:
- Effective Leaders
- Collaborative teachers
- Involved Families
- Supportive Environment
- Ambitious Instruction
Twenty years of University of Chicago research in more than 400 schools has shown that schools strong in at least three of the 5Essentials were 10 times more likely to make substantial gains in improving student reading and math than schools that were weak in three Essential areas. Those differences remain true even after controlling for student and school characteristics, including poverty, race, gender, and neighborhood characteristics. Strength in the Essentials components correlate with increased teacher retention and student attendance. The 5Essentials Reports demonstrate what what teachers and students say about their schools can serve as important indicators for school success. State Superintendent of Education Christopher A. Koch said, "The Illinois 5Essentials Survey provides an important chance for schools to check in with their communities and gather critical feedback to inform district improvement efforts."
We will receive our 5Essentials Report in May 2015. The survey results will be reported publically on the 2015 State School Report Card website in the fall. On behalf of the Illinois State Board of Education, UChicago Impact is providing Illinois 5Essentials Survey to schools statewide. We are encouraging teachers, students, and parents to complete the Illinois 5Essentials Survey online.
Click HERE to take the survey. https://illinois.5-essentials.org.
Sincerely,
Shayne L. Aldridge, Superintendent
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THANK SCHOOL BOARD MEMBERS FOR LENDING A HAND
When it comes to PITCHING IN TO LEND A HAND, school board members are some of the most selfless volunteers around. They are ordinary people and in their everyday lives they might be farmers or bankers, homemakers or doctors, truck drivers or professors, business owners or retirees. The one thing they do have in common is that they serve without expectation of pay for a time-consuming job.
They also have an extraordinary dedication to public education.
Everyone knows that board members attend meetings, but those hours represent just a fraction of the actual time that they devote to leading their districts. They attend extracurricular events to support schools. They attend seminars to learn how to be better board members and, while some of their training is now mandated by law, many of them were spending large amounts of time already learning how to do their job better, whether anyone was keeping track or not. And often they are involved in other community activities, representing themselves, their community and their district. Many of these school- and community-related activities take them away from time that could be spent with their own family.
More than any other public servant, school board members must listen to the voices of their community and then craft a vision, mission and goals for their district to accurately reflect those voices in the design. They must guard two of the community’s most precious resources — their children and their tax dollars — while they create the best educational environment possible with the money available.
Too often communities are quick to criticize school board members without really knowing all the details that went into their decisions. As a result, the efforts of school board members often go unrecognized and unrewarded.
November 15, 2013, has been designated as School Board Members Day in Illinois. This is a time to show appreciation and to begin to better understand how school board members work together to provide leadership for schools.
Help us join with others from throughout Illinois to give a heartfelt “thank you” to the men and women who provide the grassroots governance for public schools. Make a special effort to tell each school board member his or her hard work has been noticed and is very much appreciated.
When it comes to PITCHING IN TO LEND A HAND, school board members are some of the most selfless volunteers around. They are ordinary people and in their everyday lives they might be farmers or bankers, homemakers or doctors, truck drivers or professors, business owners or retirees. The one thing they do have in common is that they serve without expectation of pay for a time-consuming job.
They also have an extraordinary dedication to public education.
Everyone knows that board members attend meetings, but those hours represent just a fraction of the actual time that they devote to leading their districts. They attend extracurricular events to support schools. They attend seminars to learn how to be better board members and, while some of their training is now mandated by law, many of them were spending large amounts of time already learning how to do their job better, whether anyone was keeping track or not. And often they are involved in other community activities, representing themselves, their community and their district. Many of these school- and community-related activities take them away from time that could be spent with their own family.
More than any other public servant, school board members must listen to the voices of their community and then craft a vision, mission and goals for their district to accurately reflect those voices in the design. They must guard two of the community’s most precious resources — their children and their tax dollars — while they create the best educational environment possible with the money available.
Too often communities are quick to criticize school board members without really knowing all the details that went into their decisions. As a result, the efforts of school board members often go unrecognized and unrewarded.
November 15, 2013, has been designated as School Board Members Day in Illinois. This is a time to show appreciation and to begin to better understand how school board members work together to provide leadership for schools.
Help us join with others from throughout Illinois to give a heartfelt “thank you” to the men and women who provide the grassroots governance for public schools. Make a special effort to tell each school board member his or her hard work has been noticed and is very much appreciated.
Creve Coeur District 76 looking for Substitute Teachers.
Employment Application
Instructions for Applying
Employment Application
Instructions for Applying
The School District and the Village of Creve Coeur began our joint construction project called "Safe Routes to School" Wednesday, April 2nd.
The project consists of new sidewalk curb ramps, new School Zone signs, and painting the crosswalks.
So, there will be construction equipment and trucks and workers around and on school property.
This means you may encounter traffic issues, parking problems along Highland and Groveland Avenues, and possible safety issues for students who walk home. Please do your best to be careful and have patience around the construction areas and obey all traffic signals, signs, and workers.
A little inconvenience today will result in a great benefit tomorrow. Thank you and keep our students and the workers safe.
The project consists of new sidewalk curb ramps, new School Zone signs, and painting the crosswalks.
So, there will be construction equipment and trucks and workers around and on school property.
This means you may encounter traffic issues, parking problems along Highland and Groveland Avenues, and possible safety issues for students who walk home. Please do your best to be careful and have patience around the construction areas and obey all traffic signals, signs, and workers.
A little inconvenience today will result in a great benefit tomorrow. Thank you and keep our students and the workers safe.
MTSS
Multi-Tiered System of Support
Multi-Tiered System of Support
