SECTION 6
INSTRUCTION
(policy numbers without corresponding policies are intentional
and are available for future policy assignment)
Philosophy and Goals
6-10 Educational Philosophy and Objectives
6-15 Goals and Objectives
Educational Calendar and Organization
6-20 School Year Calendar and Day
6-30 Organization of Instruction
Curriculum
6-40
6-50
6-60
6-70
6-80
6-90
6-100
Curriculum Development
(Open)
Curriculum Content
Teaching About Religions
Teaching About Controversial Issues
Social and Emotional Development
Experiments Upon or Dissection of Animals
Special Programs
6-110 Truant's Alternative and Optional Education Programs
6-120 Special Education
6-130 Programs for the Gifted
6-140 Remedial Instruction
6-150 Home and Hospital Instruction
6-160 Limited English Proficient Students
6-170 Compensatory Instructional Services
6-180 Extended Instructional Programs
6-190 Extracurricular and Co-Curricular Activities
Instructional Resources
6-200 Instructional Arrangements
6-210 Instructional Materials
6-220 Instructional Materials Selection and Adoption
6-230 Library Resource Center
6-240 Field Trips (Excursions)
6-250 Community Resource Persons and Volunteers
6-255 Assemblies and Ceremonies
6-260 Complaints About Curriculum, Instructional Materials, and
Programs
Guidance and Counseling
6-270 Guidance and Counseling Program
6-275 Distribution of Student Surveys
Achievement
6-280
6-290
6-300
6-305
6-310
6-330
6-340
Grading and Promotion
Homework
Graduation Requirements
Participation in Graduation Ceremony
Credit for Alternative Courses and Programs
Awards and Scholarships
Student Testing and Assessment Programs
Board of Education Policy 6-10
Page 1 of 2
INSTRUCTION
EDUCATIONAL PHILOSOPHY AND OBJECTIVES
The District’s educational program will seek to provide an opportunity for each student to
develop to his or her maximum potential by:
1.
helping the student strive for excellence and instilling in the student a
desire to reach the limit of his or her potential;
2.
developing the fundamental skills which will provide a basis for life long
learning; and
3.
stimulating intellectual curiosity and growth;
4.
fostering self-discovery, self-awareness, and self-discipline;
5.
helping the student develop sensitivity to the needs and values of others, a
respect for individual and group differences, and elimination of prejudice;
6.
developing an awareness of and appreciation for cultural diversity;
7.
providing fundamental career concepts and skills;
8.
promoting the development of responsible citizens.
To this end, the Board of Education has established a Statement of Philosophy (Policy
1.30) and a Statement of Objectives (Policy 3.10).
The administrative staff is responsible for apprising the Board of Education of the
educational program’s current and future status. The Superintendent and designees
should prepare periodic reports to the Board that include:
Policy 6-10
Page 2 of 2
1.
a review and evaluation of the present curriculum;
2.
a projection of curriculum and resources needs;
3.
an evaluation of, and plan to eliminate any sexual, cultural, ethnic, or
religious bias that may be present in the curriculum or instructional
materials and methods;
4.
a plan for new or revised implementation; and
5.
a review of present and future facility needs.
Cross References: Policy 1.30, Policy 2.90, Policy 3.10
Adopted: 11/21/94
Affirmed: 4/17/2006
Board of Education Policy 6-15
Page 1 of 1
INSTRUCTION
GOALS AND OBJECTIVES
Goals for Learning
The Board of Education gives priority to providing the resources required to create an
exemplary educational program through which students learn in areas necessary to their
continuing development. The Superintendent and staff shall develop, maintain and
implement a plan which complies with State requirements for delineating appropriate
learning objectives, establishing goals for excellence, and assessing student progress
toward those goals. The District will report publicly about its objectives, assessment
results, expectations for student achievement, and plans for improvement.
The Board of Education, Administration, faculty, staff, parents and community are
committed to designing an educational program consistent with New Trier’s Mission,
Statement of Philosophy, Beliefs, and the Strategic Planning Objectives listed below:
OBJECTIVES: The following statements are commitments of the District to achieve
specific, measurable results:





The New Trier community will continue to support academic performance at the
highest levels consistent with our tradition of excellence.
All students will explore their individual aspirations, talents, and interests and set
meaningful goals so they can confidently pursue their dreams.
All students will demonstrate that they are making meaningful connections among
their high school learning experiences: academic, social, and personal.
All students will consistently demonstrate ethical conduct and global citizenship.
All students will make choices that will promote a healthy, balanced life.
Legal References: 105 ILCS 5/2-3.63, 5/2-3.64 and 5/27-1
23 Ill. Admin. Code 1.30 and 210
Adopted: 10/17/94
Revised: 11/20/2006
Board of Education Policy 6-20
Page 1 of 1
INSTRUCTION
SCHOOL YEAR CALENDAR AND DAY
School Calendar
Each school year, as early as possible, the Board of Education will adopt and disseminate
a school calendar for the following year. This calendar will be developed in cooperation
with the Township elementary sender school districts. Every effort will be made to
produce a common school calendar for the Township. The calendar will show the first
day of school, the final day of school, all days requiring student attendance, all teacher
institute days, winter vacation, spring vacation, all legal holidays and all special school
holidays. The school calendar shall have at least 187 days including five emergency days.
School Day
The Board will establish the length of the school day with the recommendation of the
Superintendent and in accordance with State law requirements.
Legal Reference:
Adopted: 10/17/94
Affirmed: 4/17/2006
Revised: 02/21/2012
105 ILCS 5/10-19
105 ILCS 5/24-1
23 Ill. Admin. Code, § 1.420
Board of Education Policy 6-30
Page 1 of 1
INSTRUCTION
ORGANIZATION OF INSTRUCTION
New Trier Township High School District 203 has instructional levels for grades 9
through 12. The grouping and housing of instructional levels in school facilities shall be
according to plans developed by the Superintendent and approved by the Board of
Education.
Students, for instructional purposes, may be placed in groups within the school which do
not necessarily follow grade level designations. For purposes of attendance reporting and
other records, however, each student must be identified as to grade-level placement.
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-40
Page 1 of 1
INSTRUCTION
CURRICULUM DEVELOPMENT
Adoption
The Board of Education is responsible for curriculum adoption and must approve all
significant changes, including the adoption of new textbooks and new courses, before
such changes are made. The Superintendent is responsible for making curriculum
recommendations to the Board.
Design and Content
The curriculum shall be designed to accomplish the District’s learning objectives and
goals.
Development
The Superintendent shall direct the Assistant Superintendent for Curriculum and
Instruction to implement a curriculum development program 1.) to monitor the current
curriculum and suggest changes to make the curriculum more effective, 2.) to take
advantage of improved teaching methods and materials, and 3.) to be responsive to social
change, technological developments, the rapid expansion of knowledge, student needs,
and community expectations.
The Superintendent may establish a Faculty Curriculum Council to assist in the
curriculum development program.
Curriculum Guide and Course Outline
The Program of Studies shall be printed each year and be made readily available to
students and parents. This publication shall contain a listing and description of each
course offered. It shall also include explanations of grading and ability grouping
practices, the adviser system, guidance, other services available to students and additional
information deemed useful to students and parents.
Legal References: 105 ILCS 5/10-20.8
105 ILCS 5/10-19
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-60
Page 1 of 2
INSTRUCTION
CURRICULUM CONTENT
The curriculum shall contain instruction on subjects required by State statute or
regulation, including the state-required courses of study in core subjects, character values,
citizenship, and ethical conduct. In conjunction with the state mandated subjects, New
Trier requires students to accumulate a minimum of 19 credits from courses taken in the
following subjects:
1.
English – 4 credits (4 years)
2.
Mathematics – 3 credits (3 years) including algebra and geometry
3.
Social Studies – 2 credits (2 years), including World History and U.S.
History
4.
Science – 2 credits (2 years) including Biology and Physical Science
Students enrolled in courses where dissection is part of the curriculum will
be given an alternative project should they object to the participation in, or
observance of, the dissection. The alternative project will be nonpunitive
and will be reasonably chosen to provide the student, through means other
than dissection, with knowledge similar to that expected to be gained by
those students who participate in the dissection.
5.
Kinetic Wellness – 2 credits (4 years)
6.
Driver Education - .25 credit (1 semester, if taken at New Trier)
Students otherwise eligible to take a driver education course must receive
a passing grade in at least eight courses during the previous two semesters
before enrolling in the course. This requirement may be waived by the
Superintendent or chief administrator of a non-public high school if he or
she believes a waiver to be in the student’s best interest.
7.
Fine and/or Practical Arts (2 semesters)
8.
Consumer Education
Policy 6-60
Page 2 of 2.
Legal References: 105 ILCS 5/27-3, 5/27-5, 5/27-6, 5/27-12.1, 5/27-13.1, 5/27-20.3,
5/27- 20.4, 5/27-20.5, 5/27-21, 5/27-23, 5/27-23.4, 5/27-24.2, 435/0.01 and 110/3
Adopted: 10/17/94
Revised: 11/20/2006
Board of Education Policy 6-70
Page 1 of 1
INSTRUCTION
TEACHING ABOUT RELIGIONS
The District’s curriculum may include the study of religions as ancillary to studies of
human history and development and of various national, cultural, and ethnic groups. The
study of religions shall give neither preferential nor derogatory treatment to any single
religious belief or to religion in general. The study of religions shall be treated as an
academic subject with no emphasis on the advancement or practice of religion. The
Superintendent shall direct the high school administration to develop guidelines for the
study of religions and displays of religious objects and symbols.
Legal References:
Adopted: 10/17/94
Affirmed: 4/17/2006
School District of Abington Twp. v. Schempp, 374 U.S. 203
(1963) Allegheny County v. Pittsburgh ACLU, 446 A.2d 334,
appeal after remand 471 A.2d 128, cert. denied, 488 U.S. 815
(1989)
Board of Education Policy 6-80
Page 1 of 1
INSTRUCTION
TEACHING ABOUT CONTROVERSIAL ISSUES
The Board of Education believes that the discussion of controversial issues should be age
appropriate, serve an educational purpose, be consistent with the curriculum, and present
a balanced view.
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-90
Page 1 of 1
INSTRUCTION
SOCIAL AND EMOTIONAL DEVELOPMENT
Student social and emotional development shall be incorporated in the District’s
educational program and shall be consistent with the social and emotional development
standards contained in the Illinois Learning Standards. The objectives for addressing the
needs of students for social and emotional development through the educational programs
are to:
1. Enhance students’ school readiness, academic success, and use of good
citizenship skills;
2. Foster a safe, supportive learning environment where students feel respected
and valued;
3. Teach social and emotional skills to all students; and
4. Partner with families and the community to promote students’ social and
emotional development.
The Superintendent will develop procedures for implementation of this policy.
Legal Ref.: Children’s Mental Health Act of 2003, 405 ILCS 49/1 et seq.
Adopted: 12/13/2004
Affirmed: 4/17/2006
Revised: 2/21/2012
ADMINISTRATIVE PROCEDURES FOR RESPONDING TO STUDENTS WITH
SOCIAL, EMOTIONAL, OR MENTAL HEALTH PROBLEMS
1.
Student Support Team
Each building principal shall annually appoint a Round Table and Teacher
Assistance Team (TAT) that shall have the tasks described in this Administrative
Procedure. Team members must be school staff members who are qualified by
professional certification, licensing, or experience to address issues concerning
students who may have social, emotional, or mental health problems. As needed
on a case-by-case basis, the student support team may request the involvement of
the building principal, relevant teachers, and the parents/guardians. Records
produced and shared among team members may be subject to laws governing
student records. Confidential information given by a student to a therapist is
governed by the Mental Health and Developmental Disabilities Confidentiality
Act, 740 ILCS 110/1 et seq.
2.
Request for Assistance
Team members, parents, or interested third parties may refer a student suspected
of having social, emotional, or mental health problems and are not currently
subject to an individual education program or Section 504 plan to the buildingbased student support team. The student support team will review information
about a referred student, including prior interventions, and determine which, if
any, interventions are appropriate including possible referral for an evaluation to
determine eligibility for special education and related services. The student
support team may offer strategies to a referred student’s classroom teachers and
parents/guardians about ways they can manage, address, and/or enhance the
student’s social and emotional development and mental health. In addition, the
student support team may recommend coordinated educational, social work,
school counseling, and/or student assistance services within the school as well as
referrals to outside agencies. These interventions may be provided without
referring the student for special education services and do not initiate the district’s
special education evaluation timelines. These interventions cannot preclude or
delay special education referral when the student support team determines that the
student performance data suggests such a referral would be appropriate. The use
of these interventions shall not be used to inhibit the right of a parent to request a
special education evaluation of their child. The school district retains the right to
accept or reject a special education referral by any person on behalf of a student.
See 6:120-AP, Special Education Procedures Assuring the Implementation of
Comprehensive Programming for Children with Disabilities and Suspect
Disabilities.
3.
School Counseling, Social Work and Psychological Services
The student support team may request school counselors, social workers,
psychologists, and school nurses to provide support and consultation to teachers
and school staff about strategies to promote the social and emotional development
and mental health of all students. They may also be requested to provide
screening and early detection approaches to identify students with social,
emotional, and mental health problems.
4.
School and Community Linkages
When possible, the student support team shall seek to establish linkages and
partnerships with diverse community organizations to provide a coordinated
approach to addressing children’s social and emotional development and mental
health needs.
Board of Education Policy 6-100
Page 1 of 1
INSTRUCTION
EXPERIMENTS UPON OR DISSECTION OF ANIMALS
Experiments on living animals is prohibited. The dissection of dead animals or parts of
dead animals shall be allowed in the classroom only when the dissection exercise
contributes to or is a part of an illustration of pertinent study materials.
Students who have moral objections to dissecting animals will be excused from
classroom attendance without penalty during times when such activities are taking place.
Alternative instructional programs and classroom attendance shall be arranged by the
classroom teacher, with the Assistant Superintendent for Curriculum and Instruction’s
approval, for the students.
Legal Reference: 105 ILCS 5/27-14
Adopted: 10/17/94
Revised: 4/17/2006
Board of Education Policy 6-110
Page 1 of 1
INSTRUCTION
TRUANT’S ALTERNATIVE AND OPTIONAL EDUCATION PROGRAMS
Supportive services may be offered to a student who is experiencing an attendance
problem, including:
1. parent-teacher conferences
2. counseling services by social workers
3. counseling services by psychologists
4. psychological testing
5. alternative educational programs
6. alternative school placement
7. community agency services
The Superintendent is authorized to apply for a grant for the purpose of offering an
alternative educational program for truants and to plan and implement such a program.
The student who chooses an alternative education program shall meet with the Principal
or designee and appropriate staff for the purpose of developing an individualized optional
education plan. The truant student’s parents/guardians shall participate in the planning
sessions unless the truant student is 18 years or older.
Legal References: 105 ILCS 5/2-3.66, 5/26-2a and 5/26-14
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-120
Page 1 of 1
INSTRUCTION
SPECIAL EDUCATION
The District shall provide free appropriate public education in the least restrictive
environment to all children with disabilities residing within the District, as defined in The
School Code of Illinois and in the Individuals With Disabilities Education Act residing
within the District.
The District shall develop procedures for identification, evaluation, placement, and
delivery of services to children with disabilities as provided in the Illinois State Board of
Education’s Rules and Regulations to Govern the Administration of Special Education.
Such procedures shall be filed with the Illinois State Board of Education as required by
law.
Legal References:
Adoption:
Revised:
Individuals With Disabilities Education Act,
20 U.S.C. 1400, et seq.
105 ILCS 5/14-1.01 et seq.
State Board of Education Rules and Regulations to Govern the
Administration of Special Education
10/17/94
4/17/2006
Board of Education Policy 6-130
Page 1 of 2
INSTRUCTION
PROGRAMS FOR THE GIFTED
To the extent possible within the resources available, all gifted and talented students shall
have an opportunity to participate in appropriate educational programs.
The term “gifted and talented students” means students whose mental development is
accelerated beyond the average or who have demonstrated a specific aptitude or talent to
the extent they need and can benefit from specially planned educational services. “Gifted
and talented students” include students with exceptional ability in academic subjects,
high level thought processes, divergent thinking, creativity, and the arts.
The Board authorizes the Superintendent to provide a gifted program which includes:
1.
An identification system which identifies gifted and talented students early
in their schooling experience;
2.
An identification system based upon multiple techniques which ensure all
students equal access to gifted and talented programs, regardless of social,
economic, linguistic and ethnic background;
3.
Educational programs which include access at all grade levels and which
encompass all of the fundamental areas of learning;
4.
Educational programs which provide for continuity among grade levels
with programs consistent with the District’s long-range goals;
5.
Qualified instructional and administrative personnel with appropriate
knowledge, training and experience to implement the program;
6.
Staff development programs being made available which address the need
for all teachers to be knowledgeable about the characteristics and learning
needs of gifted and talented students;
7.
Procedures to foster cooperative relationships among classroom teachers,
parents, and the teachers assigned to the gifted program;
Policy 6-130
Page 2 of 2
8.
Procedures to foster parental involvement in all aspects of the program;
9.
Procedures to continually evaluate the placement and progress of students
in the gifted program with periodic progress reports issued to parents.
Legal Reference: 105 ILCS 5/14A-1 et seq.
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-140
Page 1 of 1
INSTRUCTION
REMEDIAL INSTRUCTION
Students who, by teacher judgment and assessment results, demonstrate a proficiency
level one or more grades below current placement shall be provided an individual
remediation plan developed by the District in consultation with a parent/guardian.
The Superintendent or designee shall approve the criteria for eligibility for these services,
the procedures for referral and admission, and the guidelines under which the programs
will operate. The programs shall meet the standards of the Illinois State Board of
Education and shall qualify for State aid where appropriate.
Legal Reference: 105 ILCS 5/2-3.64(b)
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-150
Page 1 of 1
INSTRUCTION
HOME AND HOSPITAL INSTRUCTION
A student absent from school for more than two consecutive weeks because of health or
physical impairment will be provided the services of a certified teacher in the home or
hospital. Appropriate educational services shall begin as soon as eligibility has been
established with a written statement from a licensed medical examiner and a written
parental or guardian request filed in the Director of Special Education’s Office.
Instructional time will be provided for a minimum of five clock hours per week on days
when school is normally in session. Periodic conferences will be held between
appropriate school personnel, parents/guardians and hospital staff to coordinate course
work and facilitate the student’s return to school.
Legal References:
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Rules and Regulations to Govern the Administration and
Operation of Special Education; 23 Ill. Admin. Code, 236,
Subpart G, 226-355 105 ILCS 5/10-22.6(a)
Board of Education Policy 6-160
Page 1 of 2
INSTRUCTION
LIMITED ENGLISH PROFICIENT STUDENTS
Development and Maintenance of a Program for Limited English Proficiency
Students
The Superintendent or designee shall develop and maintain a program for students having
limited English proficiency (LEP) that shall:
1.
Appropriately identify students with LEP;
2.
To the extent applicable, comply with all State laws, rules and regulations
regarding Transitional Bilingual Educational program (TBE) and
Transitional Program of Instruction (TPI);
3.
To the extent applicable, comply with any federal laws and requirements
for the receipt of federal grant money for LEP students;
4.
Determine the appropriate instructional environment for or instructional
assistance required by each LEP student; and
5.
Annually assess the English proficiency of each LEP student and monitor
his or her progress in order to determine readiness for a mainstream
classroom environment without the need for additional instructional
assistance.
LEP Parental Involvement
As soon as possible upon the students’ identification for participation in a LEP program,
but in no event more than 30 days thereafter, a School District representative, designated
by the Superintendent, shall notify the parents and guardians of such students of the
identification and shall schedule individual meetings with each of them. At that meeting,
the School District representative shall provide the following information to the parents
and guardians:
Policy 6-160
Page 2 of 2
1.
The nature of the LEP instructional program and the reason(s) for their
child’s LEP identification;
2.
Their child’s level of English proficiency;
3.
The method of instruction and/or the type of assistance to be provided;
4.
How the LEP program will meet their child’s needs (and if applicable,
how it will do so consistent with their child’s Individual Education Plan);
and
5.
The specific requirements for measuring the child’s progress and for
terminating their child’s participation in the LEP program and how their
child’s progress will be reported to them.
At each meeting, the parent and guardians shall be given an opportunity to provide input
into the proposed scope and nature of their child’s LEP program and shall be given the
option of not having their child participate in the proposed LEP Program. The parents
and guardians shall also be informed that they may elect to discontinue the program
and/or assistance at any time by providing the School District with written notice of their
desire to do so.
Legal References:
105 ILCS 5/14C-7
§ 1112 AND § 3302 of the No Child Left Behind Act of 2001
105 ILCS 5/14-8.02.
Adopted: 4/17/2006
Revised: 2/21/2012
Board of Education Policy 6-170
Page 1 of 1
INSTRUCTION
COMPENSATORY INSTRUCTIONAL SERVICES
Compensatory instructional services and activities shall be designed to improve the level
of proficiency in identified basic skills of students whose academic, social, or
environmental needs prevent them from succeeding in regular school programs and to
prevent their regression in such skills when regular programs are not in session.
Equal Education Opportunities
All persons within the District between the ages of 14.5 and 21 shall be afforded the right
and opportunity to an equal education. No student shall be excluded, segregated or
discriminated against in the District’s educational environment for reasons of race, color,
national origin, sex, economic status, disability, religion or religious affiliation.
Legal References:
105 ILCS 5/10-20.12
105 ILCS 5/10-22.5
105 ILCS 5/10-22.19
Title VI of the Civil Rights Act of 1964
Education Consolidation and Improvement Act of 1981
20 U.S.C. § 2701 et seq.
Cross Reference: Policy 7.10
Adopted: 3/18/85
Revised: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-180
Page 1 of 1
INSTRUCTION
EXTENDED INSTRUCTIONAL PROGRAMS
Before and After-School Programs
The Superintendent is authorized to direct the establishment and implementation of the
following programs in accordance with State law:
1.
2.
3.
4.
5.
6.
7.
tutorial program;
adult educational program;
pre-apprenticeship programs;
outdoor education program;
summer school;
independent study;
chemically dependent program for students who are, or whose
parents/guardians are, chemically dependent.
Legal References:
Adopted: 10/17/94
Affirmed: 4/17/2006
105 ILCS 5/10-22.20, 5/10-22.20b, 5/10-22.20c, 5/10-22.22a,
5/10-22.29, 5/10-22.33A, 5/27-22.2 and 110/3
23 Ill. Admin. Code, §§ 1.450(b) and 1.458
Board of Education Policy 6-190
Page 1 of 1
INSTRUCTION
EXTRACURRICULAR AND CO-CURRICULAR ACTIVITIES
The Superintendent shall submit newly-recommended extracurricular and co-curricular
activities to the Board of Education for approval. Board approval is contingent upon the
following:
1.
The activity will contribute to the leadership abilities, social well-being,
self-realization, good citizenship, or general growth of members and is
desired by the student body.
2. Membership is limited to students currently enrolled in the District.
3. Fees must be reasonable and may not exceed the actual cost of operation.
Selection of members or participants is at the discretion of the sponsors or coaches,
provided that the selection criteria conform to the District’s policies. Students must
satisfy all academic standards and must comply with the activity’s rules and any student
conduct codes.
The Athletic Director and Activities Coordinator are responsible for the scheduling and
announcing of student extracurricular and co-curricular activities.
Non-school sponsored student groups are governed by the District’s policy on
community use of school facilities. (Policy 8.20)
Cross References: Policy 7.300, Policy 8.20
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-200
Page 1 of 1
INSTRUCTION
INSTRUCTIONAL ARRANGEMENTS
Grouping for Instruction
Grouping within a school or within a classroom is the responsibility of the Principal, with
input provided by the respective staff. The aim of grouping is to place each student in an
appropriate and comfortable learning situation.
Class Size
The Superintendent shall work with the Principals and school administration in
establishing a reasonable teacher-student ratio in each class.
Team Teaching
Teachers may team teach upon the approval of the Superintendent or designee.
Individualized Instruction
Provision for individual differences shall be given high priority in planning the
instructional program, in choosing teaching methods and materials, and in evaluating
results.
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-210
Page 1 of 1
INSTRUCTION
INSTRUCTIONAL MATERIALS
All District classrooms and learning centers are equipped with an evenly-proportioned,
wide assortment of teaching tools, textbooks, workbooks, audio-visual materials, and
equipment selected to meet the students’ needs. Instructional materials should provide
quality learning experiences for students.
The Superintendent shall establish and maintain a process for the budgeting and selection
of instructional materials. The approval of all selections shall be the responsibility of the
Superintendent or a designee. A list of basic and supplementary instructional materials
used in the District shall be revised periodically by building administrators under the
direction of the Superintendent and shall be made available to the Board of Education and
professional staff as a reference.
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-220
Page 1 of 1
INSTRUCTION
INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION
The freedom of the faculty to select textbooks, library books and other instructional
materials is a professional privilege. Board of Education policy supports academic
freedom as basic to both democracy and public education.
The Board expresses good faith in the faculty’s capacity to select educational materials
using professional judgment. Textbooks shall be adopted consistent with provisions of
The School Code of Illinois.
With respect to the selection of textbooks for adoption in courses of instruction, the
Board approves the following principles and procedures:
a.
Textbooks will be selected on the basis of their merit as aids to instruction
in specific courses, as judged by the department concerned and approved
by the department chair and the Assistant Superintendent for Curriculum
and Instruction, for recommendation by the Superintendent for approval
by the Board.
b.
Books for the courses taught by an individual teacher will also be
submitted for review and recommendation to the department chair and
Assistant Superintendent for Curriculum and Instruction, for approval by
the Board.
c.
Optional readings and supplementary materials will be selected by the
individual teacher through consultation with the department chair and
Assistant Superintendent for Curriculum and Instruction.
As for adverse criticism of approved books, and petitions for censorship, removal or
expurgation of content deemed by a critic or critics to be offensive on moral political,
religious or other grounds, Board Policy 6-260 (Complaints About Curriculum,
Instructional Materials, and Programs) will be followed.
Legal Reference: 105 ILCS 5/28-1 et seq., Cross Reference: Policy 6-260
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-230
Page 1 of 2
INSTRUCTION
LIBRARY RESOURCE CENTER
The Library Resource Center shall serve as a multimedia center which shall provide
resources to students and professional staff.
Since by law only the Board of Education can adopt textbooks and approve library
purchases, the final responsibility for approval of selections rests with the Board. In
delegating responsibility to the professional staff, the Board recognizes and approves the
following procedures and principles:
1.
With respect to the selection of library materials, the Board accepts the
definition of the school library’s responsibility (as described in the
“Library Bill of Rights” of the American Association of School
Librarians):
a.
“To provide materials that will enrich and support the curriculum,
taking into consideration the varied interests, abilities and maturity
levels of the pupils served.
b.
To provide materials that will stimulate growth in factual
knowledge, literary appreciation, aesthetic values and ethical
standards.
c.
To provide a background of information which will enable pupils
to make intelligent judgments in their daily life.
d.
To provide materials on opposing sides* of controversial issues so
that young citizens may develop under guidance the practice of
critical reading and thinking.
___________________________
* The presentation of a “side” of a controversial issue should be in the spirit and
by the rules of responsible advocacy. (We charge the faculty with the obligation to help our students
identify arguments or preachments which are demonstrably unbalanced by bias, hate, calumny, distortion
of facts, or ignorance of or indifference to the laws of evidence and the requirements of proof.)
Policy 6-230
Page 2 of 2
e.
To provide materials representative of the many religious, ethnic
and cultural groups and their contributions to our American
heritage.
f.
2.
To place principle above personal opinion and reason above
prejudice in the selection of materials of the highest quality in
order to assure a comprehensive collection appropriate for the
users of the library.”
With respect to the procedures of selection, the Board approves the
following practices;
a.
Continuing consultation between and among librarians, department
heads, the Assistant Superintendent for Curriculum and Instruction
as curriculum chair, and key specialists of the teaching faculty.
b.
Attendance by designated library staff members at all academic
department meetings, to keep continuously informed of teaching
aims and content.
c.
Evaluation of textbook bibliographies by both teachers and
librarian to select supplementary reading.
d.
Thorough examination and evaluation of every book or other
instructional materials by a librarian, teacher, (or both) before it is
added to the library.
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
________________________________________________________________________
_
Board of Education Policy 6-240
Page 1 of 2
INSTRUCTION
FIELD TRIPS AND TOURS
The Board of Education encourages field trips and tours when they are an integral part of
the school curriculum and contribute to the District’s desired educational goals. A school
field trip is defined as one or more students leaving the school campus under the
sponsorship of the school and supervision of school employees for educational purposes.
Tours are defined as trips that require one or more overnight stay(s).
School field trips and tours must be authorized by the Superintendent or a designee upon
written application. Authorization shall be based on the following considerations:
1.
Classroom instruction has priority;
2.
Trips and activities requiring absence from class or requiring a
commitment of District resources must be of substantial educational value
and merit;
3.
The safety and welfare of individual students is a primary consideration;
and
4.
Informed parental permission must be obtained in writing prior to the trip
or tour.
The administration shall prepare guidelines to ensure effective implementation of this
policy. The District shall inform participants that it retains the right to cancel trips should
it appear that the safety and welfare of students require it.
The District shall furnish adult supervision for student trips or tours, including trips to
other schools or locations for competitions. All students participating in such trips are
required to travel as a group under the supervision of a faculty or staff member, unless
specifically excused by the trip supervisor.
Policy 6-240
Page 2 of 2
Because trips and tours are considered part of the total school program, all school rules
and students behavior codes apply. Misconduct on a school field trip or tour will result in
disciplinary action.
All direct costs of the trip or tour, such as fees, food, lodging and transportation, shall be
assumed by the student, unless otherwise stipulated by the Board, provided that no
student shall be excluded from any trip, which is required or a customary part of a class
or extracurricular activity, because of lack of funds.
The Board also recognizes that students may participate in activities that involve District
faculty but are not sponsored by the District. The District shall take appropriate steps to
learn of such situations and to communicate to students and parents the District’s nonsponsorship. Faculty or staff who are involved in trips or tours that are not sponsored by
the District are required to inform the Superintendent or designee of such involvement
and to comply with any applicable District guidelines.
Privately arranged trips, including those led by District staff members, shall not be
represented as or construed to be sponsored by the District or school. The District does
not provide liability protection for privately arranged trips and is not responsible for any
damages arising from them.
Adopted: 10/17/94
Amended: 7/28/03
Affirmed: 4/17/2006
Revised: 11/18/2013
Board of Education Policy 6-250
Page 1 of 1
INSTRUCTION
COMMUNITY RESOURCE PERSONS AND VOLUNTEERS
The Board of Education welcomes talented individuals with skills, knowledge, services,
and time to share with District students.
The Board also encourages participation of individuals and groups to perform appropriate
tasks during and after-school hours under the supervision of professional personnel, in
accordance with State law.
Legal References: 105 ILCS 5/10-22.34 and 5.10-22.34b
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-255
Page 1 of 1
INSTRUCTION
ASSEMBLIES AND CEREMONIES
Assemblies and ceremonies must be approved by the Principal and be consistent with the
District’s educational objectives and goals.
Cross References: Policy 1.30, Policy 3.10, Policy 6-10
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-260
Page 1 of 1
INSTRUCTION
COMPLAINTS ABOUT CURRICULUM,
INSTRUCTIONAL MATERIALS, AND PROGRAMS
Persons with complaints about curriculum, instructional materials, and programs should
express their objection(s) in writing to the Assistant Superintendent for Curriculum and
Instruction and follow the District’s “Uniform Grievance Procedure” (Policy 2.260).
Parents/guardians may request that their child be exempt from using a particular
instructional material or program by completing a “Curriculum Objection form”
developed by the administration and following the District’s “uniform Grievance
Procedure.”
Cross References: Policy 6-220, Policy 2.260
Adopted 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-270
Page 1 of 1
INSTRUCTION
GUIDANCE AND COUNSELING PROGRAM
New Trier Township High School District 203 will provide a guidance program that will
assist every student. Under the Principal’s leadership, the Assistant Principal for Student
Services at the Winnetka Campus and the Assistant Principal at the Northfield Campus
will direct the District’s guidance program which includes the Advisory System, PostHigh School Counseling Department and other related services.
The guidance program will assist students to recognize career options consistent with
their abilities, interests and personal values. Students shall be encouraged to seek the help
of counselors to develop specific curriculum goals which conform to the student’s career
objectives.
Students will have the opportunity to receive career-oriented information.
Representatives from colleges and universities, occupational training institutions and
career oriented recruiters, including the military, may be given access to the school
campus in order to provide students and parents/guardians with information.
Legal References: 23 Ill. Admin. Code §§ 1.420(q) and 1.420(b)
Adopted: 10/17/94
Revised: 4/17/2006
Board of Education Policy 6-275
Page 1 of 2
INSTRUCTION
DISTRIBUTION OF STUDENT SURVEYS
1.
Third-Party Student Surveys and Questionnaires
Third party student surveys and questionnaires are those that are created by a
person or entity other than a District official, staff member, or student. Third party
student surveys and questionnaires shall be administered at the discretion of the
Superintendent and only when they serve to advance the District’s educational objectives.
Notice will be provided to parents prior to the administration of third party surveys or
questionnaires and parents will, upon their request, be permitted to inspect the survey or
questionnaire within a reasonable time of their request.
2.
Surveys Requesting Personal Information
No student shall be required, as part of any applicable program, to submit to a
District or third-party survey, analysis or evaluation that reveals the following
information without prior written consent of his/her parent guardian:








Political affiliations or beliefs of the student of his/her parent/guardian;
Mental or psychological problems of a student or his/her family;
Behavior or attitudes about sex;
Illegal, anti-social, self-incriminating, or demeaning behavior;
Critical appraisals of other individuals with whom students have close family
relationships;
Legally recognized privileged or analogous relationships, such as those with
lawyers, physicians, and ministers;
Religious practices, affiliations or beliefs of the student or his/her
parents/guardians; or
Income (other than required to determine eligibility for participation in a program
or for receiving financial assistance under such program)
School staff shall not disclose the identity of any student who, upon written consent
of the parent/guardian, completes any survey or evaluation regarding the above items.
Policy 6.275
2 of 2
Notice will be provided to parents prior to the administration of surveys or
questionnaires concerning the above information and parents, upon their request, will
be permitted to inspect the survey or questionnaire within a reasonable time of their
request.
Legal Reference: 20 U.S.C. § 123h
Adopted: 4/17/2006
Board of Education Policy 6-280
Page 1 of 2
INSTRUCTION
GRADING AND PROMOTION
The administration and professional staff shall establish a system of grading, develop
procedures for reporting academic achievement to parents and students, and determine
when the requirements for promotion and graduation have been met.
Every teacher shall maintain an evaluation record for each student assigned to the teacher
and shall administer the approved grading system.
The teacher has the responsibility and right to determine grades and other evaluations of
students within the grading policies of the District based upon his or her professional
judgment of available criteria pertinent to any given subject area or activity for which he
or she is responsible. The final grade assigned by the teacher cannot be changed unless a
District administrator first notifies the teacher concerning the nature and reasons for such
change. The reasons for which a student’s grade may be changed include, but are not
limited to:
1.
A miscalculation of test scores;
2.
A technical error in assigning a particular grade or score;
3.
An inappropriate grading system used to determine the grade; or
4.
An inappropriate grade based on an appropriate grading system.
The Superintendent, or designee, shall promulgate administrative procedures
implementing this policy. The administrative procedures may provide for additional
reasons for grade changes and shall provide a procedure through which requests for grade
changes may be made. Should a grade change be made, the change shall be reflected in
the grade or evaluation record maintained by the teacher. The change must be made by
the administrator authorizing the change, who must initial the grade or evaluation record
to indicate his or her approval of and responsibility for the change.
The Board of Education delegates to the Superintendent, or designee, the authority to
determine if students are qualified for promotion to the next higher grade level, in
Policy 6-280
Page 2 of 2
compliance with relevant law. Students shall not be promoted to the next higher grade
level based upon age or any other social reasons not related to the academic performance
of the student. Decisions to promote or retain students in any classes shall be based on
successful completion of the curriculum, attendance, performance based on Illinois Goals
and Assessment Program tests, the Iowa Test of Basic Skills, or other testing or any other
criteria established by the school board. Students who do not qualify for promotion to the
next higher grade level shall be provided remedial assistance and may be retained in the
grade. The administrative procedures implementing this policy shall include a procedure
through which parents may challenge a determination regarding a student’s qualification
for promotion.
Legal References: 105 ILCS 5/2-3.64, 5/10-20.9a, 5/10-21.8 and 5/27-27
23 Ill. Admin. Code, ch. 1, section 1.440
Adopted: 10/17/94
Adopted: 8/24/98
Affirmed: 4/17/2006
Revised: 2/21/2012
Amended: 2/18/2014
Board of Education Policy 6-290
Page 1 of 1
INSTRUCTION
HOMEWORK
Teachers may give homework to students to aid in the students’ educational
development. Homework should be an application or adaptation of a classroom
experience and should not be assigned for disciplinary purposes.
Adopted: 10/17/94
Affirmed: 4/17/2006
Board of Education Policy 6-300
Page 1 of 2
INSTRUCTION
GRADUATION REQUIREMENTS
Preparation for specific personal, vocational or college interests requires careful planning
of the individual’s course of study. Students should avail themselves of the opportunity
to take as many academic and enrichment courses as their abilities will permit. Students
interested in highly competitive colleges should give special attention to three- or fouryear sequences in mathematics, science and foreign languages. The post-high school
counseling staff stands ready to help students plan their high school education.
To graduate, New Trier High School students must have a minimum of 19 credits; of
these 19 credits the following subject areas are required:
English
4 credits
(4 years)
Physical Education/Health
2 credits
(4 years)
Mathematics
3 credits
(3 years)
Including Algebra I and
1 year-long course with geometry content
Social Studies
U.S. History
World History
1 credit
1 credit
(1 year)
(1 year)
Science
Biological Science
Physical Science
1 credit
1 credit
(1 year)
(1 year)
Policy 6.300
Page 2 of 2
Fine and/or Practical Arts
This requirement is satisfied by earning at least two semesters of credit from one or more
of the following departments: Applied Arts, Art, Business, Media, Speech, and Theatre,
and Music. Courses taken to fulfill any other graduation requirement (such as dance for
kinetic wellness) may not be used to fulfill this requirement.
Consumer Education
Students must take a course in Consumer Education. The New Trier courses that satisfy
the Consumer Education requirement are detailed each year in the Program of Studies.
Driver Education
The Driver Education requirement may be satisfied by completing the Driver Education
course or by completing a classroom course of at least 30 clock hours with a statecertified commercial driving school.
Civics
Starting with the graduating class of 2020, students must take one semester of a course
meeting the state’s Civics requirement. Each year, the Program of Studies will have a list
of New trier courses that meet this requirement.
State Testing Requirements
In addition to fulfilling the above requirements, in order to obtain a District diploma,
students must take the tests as required by Illinois School Code.
Legal Reference:
105ILCS 5/27-22; 105 ILCS 5/2-3.64
Adopted: 10/17/94
Adopted: 8/24/98
Amended: 8/23/04
Affirmed: 4/17/2006
Revised: 2/21/2012
Revised: 11/16/2015
Board of Education Policy 6-305
Page 1 of 1
INSTRUCTION
PARTICIPATION IN GRADUATION CEREMONY
A Student Eligible To Receive Special Education Services Pursuant To The Individuals
with Disabilities Education Act, 20 U.S.C. 1400, et seq., who will have completed four
years of high school at the end of a school year, may participate in the high school
graduation ceremony with his/her graduating class. If the student’s individualized
education program prescribes that the student is entitled to continue to receive special
education, transition planning or services and/or other related services beyond the
student’s four years of high school, he/she may receive a certificate of completion in lieu
of a diploma during the graduation ceremony. Students with disabilities and their
parents/guardians shall be given timely and meaningful notice of this policy.
Students participating in the District’s graduation ceremony pursuant to this policy are
subject to all relevant federal and State laws and Board of Education policies regarding
graduation conduct.
The Superintendent is directed to implement any procedures necessary to implement this
policy.
Legal Reference:
Adopted: 4/17/2006
105 ILCS5/14-16
Board of Education Policy 6-310
Page 1 of 1
INSTRUCTION
CREDIT FOR ALTERNATIVE COURSES AND PROGRAMS
With the prior approval of the administration, credit toward graduation may be granted to
the student who has successfully completed a correspondence course from an institution
accredited by the North Central Association of Colleges and Secondary Schools. Credit
may also be allowed, subject to review by the administration and approved by the Board
of Education for life experiences and non-formal educational endeavors. Further, credit
may be earned by passing proficiency examinations approved for use by the Illinois State
Board of Education in accordance with Policy 6-320. An aggregate total of 5 credits
towards graduation will be awarded to students for participation in these activities.
However, certain exceptions to this credit ceiling may be approved by the Board upon
recommendation of the Superintendent.
Legal References: 105ILCS 5/27-12.123
Ill. Admin. Code, §§ 1.450©, 1.460 and 1.470
Cross Reference: Policy 6-320
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-330
Page 1 of 1
INSTRUCTION
AWARDS AND SCHOLARSHIPS
The Superintendent or designee will develop and implement the criteria and procedures
for presenting awards, honors, and scholarships to students for outstanding scholarship
and distinguished service in District activities.
All awards, honors, and scholarships shall be conferred to students under the direction
and supervision of the Principals and with the approval of the Superintendent.
The selection of the recipients is under the guidance and control of a committee
appointed by the Principals and approval by the Superintendent.
Cross References: Policy 4.210, Policy 4.220
Adopted: 10/17/94
Amended: 8/23/04
Affirmed: 4/17/2006
Board of Education Policy 6-340
Page 1 of 1
INSTRUCTION
STUDENT TESTING AND ASSESSMENT PROGRAM
The District student assessment program provides information for determining individual
student achievement and guidance needs, curriculum and instruction effectiveness, as
well as school performance measured against District student learning objectives and
state-wide norms.
The student assessment program shall be developed by the Superintendent and approved
by the Board of Education. The program will:
1. Use appropriate assessment methods and instruments. It may include norm and
criterion-referenced achievement tests, aptitude tests, proficiency tests, and
teacher-developed tests;
2. Be uniformly applied to all students required to be tested;
3. Conform to the schedule required by State law and State Board of Education
rules. It may include testing of students in grades not required by State law to be
tested;
4. Emphasize the code of ethics for test administration.
The Superintendent shall maintain descriptions of the District’s assessment procedures
and copies of District-wide instruments.
Test results shall be recorded in the student’s temporary school record and are available
only to the student, the student’s parents/guardians, and school personnel directly
involved with the student’s educational program. Overall student assessment data on tests
required by State law will be aggregated by the District and reported, along with other
information, on the District’s annual report card.
Legal References: 105 ILCS 5/2-3.63, 5/2-3.64, 5/10-17a and 5/27-1
Adopted: 10/17/94
Affirmed: 4/17/2006
Revised: 2/21/2012