ERIC SOLORIO ACADEMY HIGH SCHOOL
An AUSL Network Teacher Training Academy
3500 W. NORMAN BOBINS PLACE – CHICAGO, IL 60632
Office 773/535-9070 Fax 773/535-9073
Víctor Iturralde
Rosa Jiménez
Principal
Johanna Klinsky
Assistant Principals
ERIC SOLORIO ACADEMY HIGH SCHOOL
STAFF HANDBOOK
This handbook is split into two sections. The first is the Student Guidelines Section and the second is the
Teacher Expectations Section. The student guidelines are included so that all teachers and staff are aware
of what the expectations are for students. It is important that students understand that all Solorio staff will
hold them to the same guidelines and expectations.
TABLE OF CONTENTS
Section A: Student Guidelines
● Uniform Policy
● Attendance and Tardies: Arrival and Tardies
● Discipline Guidelines: Removing from the learning environment, uniform infractions, disrespect,
skipping, cell phone policy, social probation, senior “citizenship”, public displays of affection,
miscellaneous
● Registration Guidelines
Section B: Staff Guidelines
● First Week Guidelines: Student schedules and admittance into class and attendance
● Professional Responsibilities: Reflecting on teaching and learning, maintaining accurate records,
communicating with families, growing and developing professionally, and demonstrating
professionalism.
● Staff Conduct with Students: Being alone with students, employing students, home visits,
transportation of students, online contact with students, non-harassment of students, physical
contact with students, and incident reports
● Policies for Instruction: Planning and preparation, the classroom environment, instruction, extra
credit, late work, and student absences/make-up work
● Students with Special Needs and Co-teaching
● Student Referrals: Counseling, Social work and special education
● Hallways, Rooms, and the Campus: Room expectations, hallways and common areas, students in
the hallways, unknown persons in the hallways
● Campus Sponsored Events: Field study guidelines, field study “dead zones”, social events,
assemblies and student performances, fundraisers, and fee/cash collections
● Distribution of Medicines
● Mandatory Reporter Policy
● Discipline Policy and Procedures
● Emergency Procedures: Evacuation, lock-down, shelter in place, all clear, exposure control plan,
and first aid and CPR
● Anti-Bullying and Harassment Policy: Scope, definitions, intervening, and consequences
● Miscellaneous: Benefits, hours of work, salary schedule, leave, etc...
● Information Technology Acceptable Use Policy: Use of technology resources, right of account
Equipping students with the discipline, knowledge, & skills necessary to graduate from
review, violation of policy, and policy acknowledgement
Handbook Acknowledgement Form
Section A: Student Guidelines
UNIFORM POLICY
Students ARE EXPECTED TO ENTER the building IN FULL UNIFORM. Students should not
leave uniform items in lockers as they are expected to be in full uniform prior to passing through
the metal detectors.
The uniform consists of the following items…
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Official Solorio Polo/Sweatshirt
Sweatshirt must be of the same color as the polo. Any long sleeve shirts worn under the polo
must be the same color as the polo. Any cardigan sweaters worn over the polo must be of the
same color as the polo and MUST allow for the Solorio emblem to be visible. Pullover sweaters
are NOT allowed as they cover up the Solorio emblem.
○ 9th graders wear maroon
○ 10th graders wear charcoal gray
○ 11th graders wear navy blue
○ 12th graders wear white
■ Students may wear hoodies and/or any Solorio Spirit top on Fridays.
Khaki dress pants (beige)
○ Pants may not be too loose (baggy).
○ Pants may not be too tight (No spandex/leggings/jeggings are allowed).
○ No Jean material pants (even if they are beige).
○ Pants must be secured at the waist (Undergarments should not be visible).
■ List of acceptable pants is available in the main office.
■ If student comes into the building wearing pants not on the approved list or illfitting pants , we (school personnel) reserve the right to purchase the correct
pants for the student and charge the purchase price to the parent’s account.
Solorio Polo must be tucked in at the waist.
Solid black shoes. (Every visible part of the shoe must be solid black… including the sole).
No facial piercings
Boys… No earrings on ears (This includes gauges).
Girls… No distracting earrings (No gauges).
Solorio ID must be worn at all times (around the neck with a Solorio lanyard).
○ Students who come to school without their ID will be provided with a Temp ID and
charged a $1.00 fee per day.
ATTENDANCE AND TARDIES
Equipping students with the discipline, knowledge, & skills necessary to graduate from
Arrival to school:
● The school building opens at 6:15am. Students are not allowed into the building until 6:15am. All
students must go through the metal detectors and/or be screened by Security personnel prior to
being allowed access to the building.
● Attendance:
○ Students are expected to be in school EVERY day unless there is a VALID reason
for an absence. Students who are not consistently in class risk failing their courses
due to absences. Per CPS High School Promotion Policy (Section:605.1 Board
Report: 04-0128-PO1):
○ “The Chicago Board of Education also recognizes that students must attend classes in order to
achieve their highest levels of learning. Therefore, students who fail or refuse to attend their
classes may not receive the course credits necessary for promotion into the next high school grade.
This promotion policy requires that the city’s high school students demonstrate genuine academic
achievement and a commitment to learning in order to make progress toward earning their high
school diplomas… Students must attend their classes in order to learn and retain course
subject matter. Consequently, students’ success in earning credits towards promotion
shall be determined by attendance in class as well as by performance on academic
assignments. Therefore, students who have unexcused absences in 20% or more of the
classes in a particular course during the period for which a unit of credit is earned shall
not pass the course and shall receive no credit towards promotion.” (If you would like a
copy of the CPS Promotion Policy, you can request one in the Main Office and it will be
provided.)
Tardies:
● Students must arrive to school and to all classes on time.
○ 10 tardies to school will equal 3 hour after school detention.
■ Failure to serve the 3 hour after school detention will equal an in school
suspension until the 3 hour detention is served.
○ 6 tardies to class will equal a 1 hour after school detention
■ Failure to serve the 1 hour after school detention will result in a 3 hour after
school detention.
■ Failure to serve the 3 hour after school detention by the end of the week will
equal an in school suspension until the 3 hour detention is served.
○ Tardies to school/class of more than 20 minutes will result in the student not being
allowed to go to that class.
■ The student will put him/herself at risk of failing that class due to absences.
■ The student must make up the time missed after school by serving a 1 hour after
school detention.
DISCIPLINE GUIDELINES
Removing a Student from the Learning Environment
Students are expected to behave in a way that does not disrupt instruction or impede others from learning.
If students decide to display inappropriate behaviors during class that disrupt instruction or impede others
from learning they will receive a disciplinary consequence in accordance with the Chicago Public Schools
Student Code of Conduct. Repeated instances of classroom misbehavior will result in the student being
removed from the learning environment. If a student is removed from the learning environment the
Equipping students with the discipline, knowledge, & skills necessary to graduate from
disciplinary action taken against the student will be increased.
● Students will be required to serve after school detention (1-3 hours) every time they cause a
serious disruption to the learning environment and/or are removed from class.
● If students are consistently removed from class , parents/guardians will be required to attend a
mandatory parent-teacher-administrator conference.
● According to the Student Code of Conduct 3-5 “Second or more documented violations of a
group 1 or 2 behavior category” may result in an in-school suspension or out-of-school
suspension of up to three days.
Uniform
Students are expected to be in full uniform all day… If students are found out of uniform at any point
during the school day, they may be required to serve after school detention (1-3 hours).
● Students must wear their current Solorio ID (around the neck) at all times.
○ Students who come to school without their ID will be provided with a Temp ID and
charged a $1.00 fee per day.
● Students must surrender ID to any adult in the building that asks for it.
● Student shirt must be tucked in at all times.
● Student pants must be at the waist at all times.
● Student must be in the correct color polo or sweatshirt at all times.
○ Any student not in the correct color uniform will have to change into a rental uniform
(provided by the Main Office) and may be issued a 1-3hr detention per occurrence.
Uniform rentals are due in the Main Office by 4pm each day. If they are not returned by
4pm, the student will be charged a rental fee.
Disrespect
Any adult in the building is authorized to address student misbehavior. The student must respond in a
respectful manner and do as they are instructed by adult staff members.
● Displaying disrespectful, defiant, behavior and/or inappropriate/profane language when asked to
correct misbehavior may result in an out of school suspension (1-5 days).
Skipping
Cutting class will equal a three hour after school detention (must be served on the same day)
● Failure to serve this 3-hour after school detention on the same day will equal an in school
suspension until the 3-hour detention is served.
● Leaving the school building without permission will equal an out of school suspension.
Cell Phone Policy
Solorio’s cell phone policy prohibits the use or display of cellular telephones or other electronic devices
in the school building, or on school grounds during the school day. This means that…
● If a cellular phone or other electronic device is seen or heard it will be immediately confiscated
by SAHS staff and held until Friday or until a parent picks it up.
● In the event that a cell phone is confiscated, the school administration has the right to review
recent calls and texts to assure that the student has not been placing or receiving calls/texts while
at school. If this is a concern, the school can arrange for cell phones to be dropped off in the main
office at arrival and picked up at dismissal. These phones will not be subject to review.
● Solorio Academy High School will NOT be responsible if the cellular device is lost, stolen, or
misplaced and will not investigate/look for lost or stolen phones.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
Social Probation
Students who are identified as seriously or persistently disobeying school rules will be placed on Social
Probation. A student placed on Social Probation is prohibited from participating or attending all athletic,
extracurricular or school-related activities for a period of up to one academic year. The student is entitled
to attend school and must leave immediately at the end of the school day.
Senior “Citizenship”
The right to attend/participate in senior activities/events may be denied to any member of the senior class
who violates the Student Code of Conduct Acts of Misconduct — Group 3, 4, 5 or 6.
Attendance/participation in the following events would be prohibited: Graduation Ceremony, Senior
Prom, Senior Luncheon, Senior Fashion Show, Senior Talent Show, Senior-Faculty Basketball Game,
School Dances and other events as outlined by the school administration.
Allowing for “Restorative” Practices that would allow students to re-gain the right to participate in
activities lies at the discretion of School Administration.
Public Displays of Affection
Students must understand that they are in school to learn and must respect the learning environment.
Students are not allowed to demonstrate public displays of affection while on school grounds
(ie…kissing, hugging, etc…)
Miscellaneous Guidelines
● Candy/Food Sales:
All candy & food sales are prohibited in the school building. Any confiscated items will NOT be
returned to students and will be discarded.
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Home Baked Goods:
No home baked goods are allowed in the building at any time. Any confiscated items will NOT
be returned to students and will be discarded.
REGISTRATION GUIDELINES
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Parents/Guardians are EXPECTED to complete correct registration and emergency documents at
the beginning of every academic school year.
Student Registration Fees are charged at the beginning of every academic school year and must
be paid IN FULL prior to the end of the academic year. Students should not carry fees from year
to year.
If a change in phone number or residence occurs, the parent/guardian MUST inform the Main
Office of the new phone number and/or address. The parent/guardian understands that if a student
moves outside of the Solorio boundaries and the distance adversely affects the student’s
attendance, timeliness to school, behavior, or academic progress, Solorio reserves the right to
transfer the student to the new attendance area school per CPS Transfer Policy…
Students who have been found to have enrolled at Solorio Academy High School by falsifying or
Equipping students with the discipline, knowledge, & skills necessary to graduate from
providing fraudulent proofs of address will be transferred to the proper attendance area school at
the end of the current semester.
Per CPS Policy Manual: Enrollment and Transfer of Students (Section: 702.1 Board Report: 080827-PO2):
● “Absent students’ extenuating circumstances, transfer of high school students within CPS, whose
parents or guardians change their place of residence to a new attendance area, shall be made at the
end of the current semester. High school students whose parents change their place of residence,
however, may remain in the school… provided the distance factor does not adversely affect the
students’ safety, attendance, and academic progress.”
● Any student who has been fraudulently registered in a school as a result of falsification of address
may be subject to immediate transfer to the proper attendance area school, after notice and
opportunity to respond have been given to the parent or legal guardian or emancipated youth. Any
appeals of fraudulent registration decisions shall be made to the appropriate Area Instruction
Office or other designated oversight office. (AUSL)
Section B: Teacher Guidelines
FIRST WEEK OF SCHOOL GUIDELINES
Student Schedules and Admittance into Class
● Teachers CANNOT allow any new students into their classroom on the first day of class who do
not have a schedule with them. If students without a schedule walk into class, they should be sent
to the Main Office.
● After the first day of school, only new students should display a schedule upon entry. If a new
student does not have a schedule, he/she should be sent to the Main Office.
Attendance
● Accurate attendance in the first week of school is VITAL! Students may appear on your roster,
but not physically be in your classroom. They MUST be marked ABSENT if they are not in your
classroom when you take attendance! Re-submit if the student walks in late, but correctly coding
students as Present or Absent in the first week of school is absolutely crucial.
PROFESSIONAL RESPONSIBILITIES
Reflecting on Teaching and Learning (CPS Framework for Teaching)
Teacher makes an accurate assessment of a lesson’s or unit’s effectiveness and the extent to which it
achieved its lesson or unit’s objective and its impact on student learning, citing many specific examples
and evidence. Teacher is able to analyze many aspects of his/her practice that led to the outcome of the
lesson and the impact on student learning. Teacher offers specific alternative actions, complete with the
probable success of each courses of action
Maintaining Accurate Records (CPS Framework for Teaching)
Teacher has a detailed system for maintaining information on student completion of assignments, student
Equipping students with the discipline, knowledge, & skills necessary to graduate from
progress in learning, and non-instructional records, requiring no monitoring for errors. Students contribute
information and participate in maintaining the records.
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Submission of Lesson Plans:
○ Lesson Plans need to be uploaded every Monday by 8am.
Attendance:
○ Teachers are expected to take attendance every class period and enter the attendance
within the first ten minutes of the class period according to the following rules:
○ If a student is seen, mark them present
○ If a student arrives tardy to class and has tardy pass with them mark them as “tardy” and
re-submit your attendance, if a student has an “office pass” or a “counselor pass” mark
the student as “present” and re-submit attendance. If the student arrives tardy to class
without a pass send the student to the main office.
○ If a student arrives tardy to class more than 20 minutes, and has a school tardy pass,
he/she should be escorted to the discipline office by security staff, and his/her attendance
for the day should remain an absence.
○ If a student arrives tardy to class more than 20 minutes, and has a pass from the main
office, or from the counseling office, he/she should be allowed to stay in class, and
his/her attendance should be changed to “present.”
Grading and Grade Entry:
Creating Common Gradebook Categories and Weights per Department
Philosophy: Grades at Solorio should be used to communicate to students and families how well the
student has mastered the content and skills taught in class.
Tips:
● Use CRS and/or CCSS to create common categories
● Avoid categories like Projects, Classwork, Homework, etc. These categories do not provide
specific information regarding skill mastery.
● If Executive Functions is one of your categories, it should not count more than 10% of a student’s
grade.
● Homework is an opportunity for students to practice the skills taught in class therefore count as
grades towards skill mastery. Word of Caution—grades based on Homework should not count for
more than 10% of a student’s grade in any one area. If you start an assignment in class and allow
students to finish it as Homework, then it, along with other assignments that were Homework
based, cannot count for more than 10% of the grade in that category.
Must do:
1. Use common categories and weights as determined by Department.
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Decide as a Department whether to have Total Points Logic on or off.
3. Eliminate the use of Zeroes unless grading on a 4 point scale. If grading on a 100 point scale, use a
40% to 50% as the lowest grade. (Leave missing assignments in as M on Gradebook. This counts as a
zero. Change M to a 40%-50% when grades are due.)
4. Grading policies and practices should be posted and transparent to students and families. Students
and families should never be surprised by a grade a student receives. Grades should be updated by 8am
every Monday.
Best practice:
● Summative Assessments should measure academic mastery of course objectives and standards.
● Students should be provided with opportunities to self-assess and monitor their own progress
using their own data (including EPAS, classwork, tests, etc.)
● Teachers should strive to eliminate using extra credit as a crutch for student grades. Instead,
grades should indicate student achievement towards course standards and objectives. The focus
should be on allowing students to make up work rather than giving them extra credit.
● The role of Formative Assessments is to provide feedback that is helpful and timely. Research
Equipping students with the discipline, knowledge, & skills necessary to graduate from
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shows students need to practice a skill 14-20 times before receiving a grade for that skill.
Therefore, teachers need to provide students with many opportunities for practicing a skill before
students receive a grade. Instructors need to communicate this link between practice and
performing well on assessments, while providing students with feedback that is helpful and
timely.
Large projects should be broken into smaller graded components.
Grade and return homework, classroom assignments and tests on a timely basis
Have a goal of entering grades within 48 hours of the time the assignment is turned in. At the
latest, grades must be entered within two weeks of the time the assignment is turned in.
Communicating with Families (CPS Framework for Teaching)
Teacher and students frequently communicate with families to convey information about an individual
student’s progress and to solicit and utilize the family’s support in relationship to grade level
expectations. Teacher meaningfully and successfully engages families as partners in the instructional
program through classroom volunteering, working at home with their child, involvement in class and
school projects in and out of school, and parent workshops and training. Response to families’ concerns is
handled professionally and in a timely manner. Teacher provides resources and solutions that address
family concerns. Teacher’s communications with families is sensitive to cultural norms and needs, with
students contributing to the communication as appropriate.
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Communication Expectations:
Email:
○ Staff should check email at least twice a day.
○ Staff must return all emails that require a reply within two business days of receiving
them. Replies may let the party know that you may get back to them with further
information at a specific, later time.
○ “Reply all” should be used any time and only when others need to be informed of the
contents of an email.
○ School email trees should be used only when necessary and only for work-related items
○ All emails and their contents should be treated confidentially
○ No emails of any kind are to go out to the entire school without prior approval of the
principal.
Phones:
○ Classroom phones or cell phones should never be answered during class time and ringers
should be off. Outgoing phone calls should not be placed during class unless they are
emergencies or requests to the office for immediate assistance
Distribution of written material to staff, parents, or students:
○ No papers, fliers, surveys or other information may be distributed on campus without
written approval from an administrator. This restriction does not apply to anything passed
out to members of a class, team or club.
Growing and Developing Professionally (CPS Framework for Teaching)
Teacher initiates opportunities for professional growth and makes a systematic effort to enhance content
knowledge and pedagogical skill of self and colleagues. S/he uses new knowledge to improve practice of
self and colleagues. Teacher invites meetings and initiates collaborations with colleagues. Teacher
provides and accepts collegial support and provides and accepts valuable feedback to/from colleagues.
Teacher participates in and facilitates professional inquiry with school team to advance student learning
and serves on a leadership and/or teaching team. Teacher welcomes and uses feedback from a variety of
stakeholders (e.g. colleagues, administrators, students, parents, external education partners) to improve
practice and advance student learning.
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Participation in Professional Development:
○ All staff meetings should be assumed to be mandatory unless otherwise stated.
○ Meeting protocols:
Equipping students with the discipline, knowledge, & skills necessary to graduate from
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Meetings start and end on time with clear agendas, and all participants should be
present when the meeting starts
Cell phones should always be on silent mode and not answered during a meeting
Meeting participants should not step out of meetings until they are over except
with permission from the meeting facilitator or in an emergency
No side conversations should occur when someone else has the floor
All meeting participants should treat discussions as completely confidential
While constructive debate and humor is encouraged, no disparaging remarks or
inappropriate humor or harassment of staff or students should occur (including
avoiding humor related to ethnicity, religion, sexuality, gender, ability,
appearance, etc..)
Staff should be focused on the meeting and not be doing other work or using
electronic devices unless authorized by the principal or the meeting facilitator
Demonstrating Professionalism (CPS Framework for Teaching)
Teacher has the highest standards of integrity, always holds student and required school information
confidential, and is honest in professional and student/family interactions. Teacher is highly proactive,
seeking out resources when needed in order to serve students effectively and working to ensure every
student is college and career ready. Teacher takes a leadership role in team or departmental decisionmaking and recommendations for self, colleagues, and students. Teacher complies fully with school and
district regulations, taking a leadership role with colleagues.
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Professional Attire:
Teachers and office staff should present a professional, well-groomed appearance. When parents
or students are present, all staff should wear a dress or collared shirt or blouse, pressed pants or
skirts that are not too short, tight or loose, and dress shoes (not sandals or gym shoes).Staff
should not wear denim clothing of any kind. Hats and head coverings should not be worn at any
time (with the exception of religious garments). When students are not present, dress code is
casual but not sloppy. For example, staff should not wear wrinkled or torn clothing, sweatpants or
hats to work at anytime. Guests for tours as well as staff from partnership agencies should be
advised to dress appropriately when inside school facilities. Exceptions to the dress code for
religious reasons shall be made on a case-by-case basis and in compliance with applicable laws
and regulations. If an employee, for religious reasons, cannot adhere to the dress code, the
employee should contact the principal.
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Staff Attendance:
○ Absences: If a staff member is going to be absent, he or she MUST text or email Bertha
and Fabi AS WELL AS enter their absence on AESOP as soon as possible, so there is
enough time to find a substitute. Please note that when an absence is reported to AESOP
after 6:30am on the day of the absence, it is highly unlikely that a sub will be sent.
Reporting an absence as soon as possible is of utmost importance to ensure that a sub will
be available to cover a teacher.
■ · Unscheduled/Emergency Absences
● Avoid Mondays and Fridays if at all possible.
● Calling Off Procedure: If it’s the night before the absence, follow the AESOP
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Protocol that CPS emailed to you AND call or text Bertha (773-220-7445) AND
Fabi (773-742-6164) and let them know that you won’t be in and that you
completed AESOP. PUT THESE NUMBERS IN YOUR PHONE NOW.
● Do NOT expect the Main Office staff to make photocopies of your lessons for the
day.
● Complete absence paperwork for Bertha.
Scheduled Absences
● Avoid Mondays and Fridays if at all possible.
● Inform BOTH Bertha and Fabi about your absence. (Bertha needs to know for
payroll purposes, Fabi needs to know for sub coverage.)
Equipping students with the discipline, knowledge, & skills necessary to graduate from
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Ask Bertha and Fabi if you need to enter your absence into AESOP or if they will
do it.
● Leave lesson plans, rosters, seating chart, etc. with Fabi in the Main Office.
DO NOT LEAVE THEM IN YOUR CLASSROOM!
How do I interact with Aesop?
● You can interact with Aesop on the internet at http://www.aesoponline.com.
Here, you will be able to enter absences, check your absence schedule, and
exercise other features such as uploading your lesson plans for substitutes to
view online.
● You can also call Aesop toll free at 1-800-942-3767. Simply follow the voice
menu to enter and manage absences and access other features. We
recommend that you call in to check the computer recording of your name and
title. To do this, press Option 5 and follow the prompts.
● If you have additional questions, please inquire to the sub services email:
subservices@cps.edu.
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Emergency Lesson Plans: Teachers are responsible for leaving five days of
complete and unused lesson plans for a substitute in the main office at all times.
Lesson plans must be educationally sound and be aligned with content specific
college readiness skills. Emergency lesson plans must be replenished when
used.
Timeliness: Reporting to school at your designated time is essential for the school to run
effectively and for students to receive the appropriate education which they require.
Tardiness is unacceptable and will be reflected in the evaluation process.
Swiping in and out: To ensure you are marked in attendance, it is necessary to both
swipe in when you arrive and swipe out when you leave. The swipe machine is located in
the mail room next to the main office. If you miss a swipe, you may complete a “Missed
Swipe Form” available in the mail room. This must be signed by your supervisor and
turned in to the school’s clerk. Failing to do so will result in you not receiving credit for
your attendance.
Equipment and Facility Responsibility:
Staff will be responsible for the cost of lost, stolen or broken items issued to them including:
keys, textbooks and teacher guides, laptops and any other equipment that is assigned to them or
their classroom. Staff is responsible for the protection of all furniture in their classroom as well as
the room’s general appearance and upkeep. Staff should not leave their rooms unattended when
students are present except in an emergency. Staff should lock doors, and make sure all windows
are closed and locked when exiting a room. Storage closets should never be left open. Staff
should lock the door of any unoccupied room and not let a student into an unoccupied room. Staff
should not allow students near staff desks or computers. Staff may be charged for anything
damaged or missing because of their negligence in security matters.
During non-working hours, all facilities are equipped with a burglar system and a Central Station
Monitor. Police are automatically called when the alarm trips. The number of staff members who
have access codes for the security system is limited. Staff needing to enter the building during
non-school hours should coordinate their arrival/departure with a staff member who can set and
disarm the security alarm system. The campus is billed for false alarms and can revoke any staff
member’s security access code if that person causes false alarms.
STAFF CONDUCT WITH STUDENTS
Being alone with students:
No staff member, or other adult, should be alone with any student, regardless of age, or gender behind a
closed door or in any other isolated situation. When a situation arises that calls for a staff member to be
Equipping students with the discipline, knowledge, & skills necessary to graduate from
alone with a student, it is the staff member's responsibility to move to an open location, or to seat
him/herself and the student where they are completely visible to passersby.
Employing students:
Staff may not employ any current students in their home or business in a paid or unpaid capacity.
Transportation of students:
Faculty and staff members are not allowed to transport students in their personal vehicles. Students are
expected to arrange for their own transportation, unless provided for by the school via an authorized
transportation vendor or rental car agency. In circumstances where a student is in physical danger, staff
should consult the principal or the police prior to transporting a student in a personal vehicle.
Online contact with students:
Staff should not be online friends (or the equivalent) with students from Eric Solorio Academy High
School using PERSONAL accounts for social networking sites, such as Facebook.
Non-harassment of students:
Staff should treat all students equally without regard to race, religion, color, gender, national origin,
sexual orientation, disability, or any other distinguishing feature.
Physical contact with students:
Staff should not engage in any inappropriate or sustained physical contact with students.
Incident Reports:
Staff members are expected to file an incident report each time an incident occurs. Incidents include, but
are not limited to: injuries to students, any incident involving the police or DCFS, and inappropriate
behavior by parents.
POLICIES FOR INSTRUCTION
Planning and Preparation: (CPS Framework for Teaching)
As teachers we:
● Demonstrate Knowledge of Content and Pedagogy
Teacher’s plans demonstrate extensive knowledge of the relevant content standards and how
these relate both to one another and to other disciplines, both within a grade level and across
grade levels. Teacher’s plans demonstrate extensive knowledge of the disciplinary way of
reading, writing, and thinking within the subject area. Teacher’s plans reflect an understanding of
prerequisite relationships among topics and concepts and a link to necessary cognitive structures
by students. Teacher’s plans include a wide range of effective pedagogical approaches in the
discipline and anticipate student misconceptions.
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Demonstrate Knowledge of Students
Teacher demonstrates extensive knowledge of childhood /adolescent development and actively
seeks new knowledge. Teacher indicates an understanding of the active nature of student
learning, learning styles, and modalities, and incorporates that knowledge in planning for
instruction. Teacher continually and purposefully gathers information from several sources about
individual students’ backgrounds, cultures, prior knowledge, skills, language proficiencies,
interests, and special needs.
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Select Instructional Outcomes
All the learning objectives used to drive instruction are standards-based. Learning objectives are
Equipping students with the discipline, knowledge, & skills necessary to graduate from
varied to account for individual students’ needs, written in the form of student learning, and
aligned to multiple methods of assessment. Teacher skillfully sequences and aligns standardsbased objectives in the discipline and in related disciplines to build towards deep understanding,
mastery of the standards, and meaningful real-world application Learning objectives reflect
several different types of learning and provide multiple opportunities for both coordination and
integration within and across the disciplines.
●
Design Coherent Instruction
Teacher coordinates in-depth knowledge of content, students’ various needs, and available
resources (including technology), to design units and lessons. Learning activities are fully aligned
to standards-based learning objectives and are designed to engage students in high level cognitive
activities suitable for every student. The units and lessons are paced appropriately and are
differentiated, as appropriate, for individual learners. Units and lessons include grade-appropriate
levels of texts and other materials and task complexity, requiring students to provide evidence of
their reasoning, so every student can access the content. The lesson or unit has a clear structure
that incorporates student choice, allows for different pathways aligned with diverse student needs,
and uses instructional groups intentionally.
●
Design Student Assessments
Teacher’s plan for student assessment is fully aligned with the standards-based learning
objectives, with clear criteria; assessment methodologies have been adapted for individual
students as needed. Assessment criteria are thorough, describe high expectations for students, and
provide clear descriptors for each level of performance. Teacher’s formative assessment is
complex and well designed, effectively measuring varying degrees of student learning and
growth. Teacher uses assessment results to design units and lessons that intentionally and
effectively meet the diverse needs of every student.
The Classroom Environment (CPS Framework for Teaching)
As teachers we:
● Create an Environment of Respect and Rapport
Patterns of classroom interactions, both between the teacher and students and among students, are
highly respectful, reflecting genuine warmth and caring. Such interactions are sensitive to
students as individuals. Students exhibit respect for the teacher and contribute to high levels of
civility among all members of the class. The net result of interactions is that of connections with
students as individuals.
●
Establish a Culture for Learning
The classroom culture is characterized by a shared belief in the importance of learning. The
teacher conveys high learning expectations for all students and insists on practice and
perseverance. Students assume responsibility for high quality work by persevering, initiating
improvements, making revisions, adding detail and/or helping peers.
●
Manage Classroom Procedures
Efficient classroom routines and procedures maximize instructional time. Teacher orchestrates
the environment so that students contribute to the management of instructional groups,
transitions, and/or the handling of materials and supplies without disruption of learning. Routines
are well understood and may be initiated by students. Teacher productively engages volunteers
and/or paraprofessionals in tasks that make a substantive contribution to the classroom
environment.
●
Manage Student Behavior
Teacher and students establish and implement standards of conduct so students follow the
standards of conduct and self-monitor their behaviors. Students take an active role in monitoring
Equipping students with the discipline, knowledge, & skills necessary to graduate from
their own behavior and that of other students against standards of conduct. Teacher’s monitoring
of student behavior is subtle and preventive. Teacher and students use positive framing to model
behavior. Teacher’s response to students’ inappropriate behavior is sensitive to individual student
needs and respects students’ dignity.
Instruction (CPS Framework for Teaching)
As teachers we:
● Communicate with students
Teacher clearly communicates standards based learning objectives, guiding students to make
connections with the relevance to their learning. Teacher’s directions and procedures are clearly
explained, anticipating possible student misunderstanding, or are student-led. Teacher’s
explanation of content is thorough, accurate, and clear, enabling students to develop a conceptual
understanding of content while making connections to their interests, knowledge, and experience.
Teacher's spoken and written language is clear, correct and builds on students' language
development and understanding of content. Vocabulary is appropriate for the students' age and
interests, and teacher finds opportunities to extend students’ vocabularies.
●
Use Questioning and Discussion Techniques
Teacher uses a variety of low- and high-level open-ended, text- and task-dependent questions to
challenge students cognitively, advance high level thinking and discourse, and promote metacognition. Teacher’s discussion techniques enable students to engage each other in authentic and
rich text-based investigations or complex dialogue of the content under study. Teacher provides
structures for students to initiate questions and respond to one another with evidence of their
thinking, using viable arguments based on evidence. All students are listening and responding to
questions and answers from their teacher and peers. Students themselves ensure that all voices are
heard in the discourse.
●
Engage Students in Learning
Teacher selects or designs tasks and activities that are fully aligned with standards-based learning
objectives and tailored so all students are intellectually engaged in challenging content. Teacher
selects tasks, text, and materials that are complex and promote student engagement and initiation
of inquiry and choice. Students contribute to the exploration of content. Teacher skillfully
scaffolds instruction to ensure all students access to complex, developmentally and grade-level
appropriate texts. The teacher’s structure and pacing of the lesson are developmentally
appropriate and sequenced so that students reflect upon their learning. Students may also help one
another build depth of understanding and complete tasks. Students flexibly group themselves
during the lesson and achieve mastery of the content.
●
Use Assessment in Instruction
Formative assessment is fully integrated into instruction, to monitor student progress, and to
check for understanding of student learning. Teacher uses questions/prompts/assessments to
evaluate evidence of learning. Students can explain, and there is some evidence that they have
contributed to, the criteria by which their work will be assessed. Students self-assess and monitor
their progress. Teacher and peers provide individual students a variety of feedback that is
accurate, specific, and advances learning.
○
Homework:
As teachers, we assign homework that:
■ Is clearly written for all to see
■ Students have the skill level and resources to complete
○
Exams and Quizzes:
May not be given out ahead of time to anyone except to Special Ed. teachers for
Equipping students with the discipline, knowledge, & skills necessary to graduate from
modification purposes only. Study sheets may be given out.
■ Must be closely monitored to assure no cheating is occurring. This may include
alternate forms, separated desks, sitting in the rear, walking the aisles
■ Must be closely inventoried to be sure they don’t leave the room if that is not
desired.
○
Interim Assessments
As teachers, we:
■ Must give assigned interim assessments in the EPAS tested content areas
■ Participate in network level data analysis professional development
■ Participate in school level data analysis
■ Use information gathered from interim assessments to support student
achievement by responsibly adjusting our practice to fit student needs.
Extra Credit:
● Extra credit should only be made available to the whole class and not to individuals.
● No RESCUE DAYS!!! Extra credit assignments should not be given or accepted during the last
two weeks of any semester (e.g. those to make up for a low grade or prior missed assignments).
However, there can be extra credit points available on assessments or other assignments at any
time.
Late Work:
Departments and Grade Levels should determine policies on Late work and adhere to them as agreed
upon per Department or Grade Level.
Student Absences and Make-up Work:
● Excused absences and absences due to suspension
○ Make up work must be allowed. However, the make up can be rigorous enough to deter
students from taking advantage of excused absences
○ Generally, students are given as many days to turn in work as they were absent. For
example, if a student is absent for two days, they would have to turn in make-up work by
the second day they are back.
● Unexcused absences
○ Make up work can be, but doesn’t have to be given. This is up to the teacher’s discretion.
STUDENTS WITH SPECIAL NEEDS AND CO-TEACHING
It is expected that every faculty member will:
Know who the students with special needs are:
Teachers should familiarize themselves with the IEPs of all students with Special Needs. It is expected
that teachers be able to address concerns that the students or their parents have regarding their
performance in the class as well as any modifications the student’s IEP may call for.
Be familiar with their difference and be aware of how their differences impacts your class:
There may be a wide range of differences among the students. The special education teacher assigned to
the student will provide teachers with information regarding the nature of our students’ differences.
Collaborate:
All teachers must give tests and quizzes to special education teachers for modification well in advance.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
For many classes, there is a co-teaching model for instruction. In the co-teaching model, it is expected
that the general educator and the special educator will collaborate in all facets of the educational process,
including: 1) assess student strengths and weaknesses, 2) determine appropriate goals and outcomes for
the class, 3) design intervention strategies and implement them, 4) evaluate student progress, and 5)
evaluate and modify co-teaching model as the year progresses. Additionally, it is expected that general
education teachers will work with the special educators to implement modifications as required by a
student’s Individualized Education Plan (IEP). Toward this goal, in co-teaching class situations, both the
general education teacher’s and the special education teacher’s names will appear on the student
programs, progress reports, and report cards. Both teachers will be involved in writing the course
syllabus, choosing topics, books and skills to be addressed, and in developing unit plans. On a more
frequent basis, both teachers are expected to work together to grade assignments, take attendance, carry
out behavior procedures, and request parent/teacher conferences. Teachers must complete ans submit the
Co-Teaching Agreements and turn it in by the designated deadline.
Provide quality instruction, modified curriculum and high expectations:
Special needs students must be given access to the general curriculum. Teachers should develop their
curriculum, in collaboration with the special education teacher, to teach targeted skills in a way that the
special education students can be successful. The special educator will work with the regular education
teacher to develop a list of modifications that must be made in your class, and a list of suggestions for
ways to teach to each student’s strengths. Additionally, the special education teacher will work with
teachers to develop the curriculum for your class (see third bullet above)
Assume responsibility for students with special needs:
Students with special needs are accountable to the general education teacher, just as regular education
students are. They are not the sole responsibility of the special education teachers or case manager. the
grading, record keeping, curriculum development, parent contact, assessment and discipline of students
with special needs are the responsibility of all the teachers assigned to a classroom. Teachers in co-taught
classrooms are encouraged to work together to divide responsibilities for all students in the given class,
with both teachers being responsible for general education and special education students.
Participate in the development of IEPs:
All regular education teachers will be expected to participate in the development of a student’s IEP
because their input is necessary and because the law requires it. There are several ways in which this may
happen. Teachers’ feedback will be given through written responses to a set of questions, or by attending
the IEP meeting.
STUDENT REFERRALS
Steps for referring students for social work:
When staff believes that a student needs counseling for any reason, such as academic/disciplinary issues,
anti-social behavior, dealing with a loss, or possible pregnancy, they should complete a referral form for
Counseling and turn it in to the counseling staff. The staff member should not attempt to evaluate to what
extent the student is in crisis. This is the responsibility of the Counselor. Once the referral is made, the
referring staff member should not speak to anyone else about it. The Counselor will determine whom to
inform. The Counselor will meet with the student, assess his/her needs and determine the type and
duration of treatment. The Counselor will follow up with all necessary staff.
Steps for referring a student for Special Education Evaluation:
If a staff member suspects that a student may have an unidentified learning disability or may be a
candidate for special education or any related services for any reason, inform the Case Manager. The Case
Manager will meet with the appropriate Team Members to discuss the concerns. They will follow a tiered
Equipping students with the discipline, knowledge, & skills necessary to graduate from
intervention approach that will decide whether the student requires intensive interventions beyond that of
the team and content area teachers. This decision will be based on data collected. The parent can be made
aware that their child is receiving interventions, but it is crucial to not promise that any special education
services or testing will occur. The Case Manager and the Special education teams will determine the next
steps.
HALLWAYS, ROOMS, AND THE CAMPUS
Rooms (including shared rooms):
Staff members are expected to:
● Keep rooms clean and neat. Current student work should be displayed. Staff members who share
rooms should take special care to leave everything in order and erase whiteboards, etc.
● Not tape up, block, or cover up windows in such a way as to prevent outsiders from being able to
see into a classroom. Teachers and students must be visible through the doorway, or door
window, or any classroom.
● Keep classroom doors unlocked all day, except when rooms are unoccupied.
● Post campus rules, dress code, and classroom rules in each classroom.
Hallways and Common Areas:
● Information, flyers, announcements, etc. may not be posted anywhere in the hallways except
designated bulletin boards and teacher doors.
● Staff members are asked to help keep hallways, bathrooms and other common areas clean and
encourage students to do the same.
Students in the Hallways:
● During passing periods:
○ Staff members must be in the hallways, vigilant, and encouraging students to move
quickly to their next designation. Tardiness is an unacceptable characteristic for
Solorians.
○ Students should not be given bathroom passes in the first 10minutes of class or in the last
10minutes of class except in cases of an emergency.
● During class time:
○ It is highly discouraged for students to miss instruction, and students should only be
allowed to leave the classroom in an emergency.
○ If students are in the hallways during class time, they must have the required pass.
○ Teachers should monitor the length of time a student is gone and request assistance if a
student is absent for longer than necessary.
○ Going to a locker, drinking fountain, to the office, or to a printer are never valid reasons
for students to leave the classroom.
Unknown Persons in the Hallways:
● All staff is expected to question any unknown person seen wandering throughout the hallways
without a visitor’s pass. Never attempt to force any individual to leave the building if she/he is
uncooperative. Contact the office for security assistance or call Police (9-1-1).
● Staff who observe or encounter a situation where additional assistance is needed should call the
office. The receptionist will put out a CODE RED radio alert in which all security, maintenance
and available office personnel will respond to the location.
CAMPUS SPONSORED EVENTS
Equipping students with the discipline, knowledge, & skills necessary to graduate from
Field Study Guidelines (This includes School Activities, Field Studies as a part of a course and College
Trips)*
Criteria for 1-3 Field Studies per Quarter (If
student meets the criteria listed below, he/she
should be allowed to attend the trip)
1. Student has 8 or less absences (excused or
unexcused)
2. Student cannot have any failing grades in
any class (It is up to teachers as to
whether or not to allow students with a D
to participate in a Field Study.)
3. Student must have presented the Field
Study Permission Form to the Teacher
with at least 7 class days notice.
Criteria for 4-6 Field Studies per Quarter
(If the student meets the criteria listed below, it is
suggested that he/she be allowed to attend, but
ultimately, the decision lies with the teacher)
1. Student has 5 or less absences (excused or
unexcused)
2. Student cannot have any grades in any
class that is lower than a C.
3. Student must have presented the Field
Study Permission Form to the Teacher
with at least 7 class days notice.**
*Exceptions to above criteria: As a general rule, all Field Studies will be suspended for students in AP
courses the two weeks leading up to AP Exams and the two weeks of AP Exams. AP exams usually begin
in the 2nd week of May.
**If a Field Study Permission Form is presented to a teacher with less than 7 CLASS days notice, it is up
to teacher discretion as to whether or not the student is allowed to participate.
Field Study “Dead Zones”:
● Interims: The month of Interims, Field Studies are not allowed for students who have an Interim
on the day of the Field Study. As a general rule, Interims should not be re-scheduled to allow a
student to participate in a Field Study.
● PARC: Students participating in PARC testing are not allowed on Field Studied during the PARC
window on the day of an exam.
● ACT: Juniors, or any students taking the ACT, are not allowed to participate in Field Studies in
the two weeks before ACT Test Administration.
● AP: Students in AP courses are not allowed on Field Studies the two weeks before they are
scheduled to take any AP exam. They are not allowed on Field Studies during the AP Testing
Window until they have taken all their scheduled AP exams.
Social Events:
A social event is defined as a student gathering chaperoned by staff for social interaction. This does not
include classroom parties. Social events that cause students to miss class will not be approved.
For all social events:
● Payments will not be made by the school until the social event is approved.
● All social events should be put in the master calendar.
For all social events and classroom parties:
● When food and/or beverages are served, nutritious choices should be made.
● Sweets and chips should be offered only in moderation.
● Homemade food or drink cannot be served or sold.
Assemblies and Student Performances:
● Students are expected to behave properly at any assembly or performance. This includes:
○ Being quiet for adults
Equipping students with the discipline, knowledge, & skills necessary to graduate from
○
●
Not talking, cat-calling or making other noise once the assembly or performance has
begun.
○ Cleaning up the areas around them before they leave.
○ Entering and leaving in an orderly and quiet manner…
All assemblies and performances should be put in the master calendar.
Fundraisers:
A fundraiser is defined as sales of any item or service by a campus.
For all fundraisers:
● A fundraisers approval form must be signed by the principal at least one week before fundraising
begins. If the event is also a social event or field trip, those approvals must also be on file.
● All money must be turned in to and receipted by the office.
● The sale of sweets, chips, candy or other junk food is not permitted.
● The sale of homemade goods is not permitted.
● All events, for which money is collected, must be approved by the principal. Teachers and staff
are not permitted to conduct personal sales or fundraising (such as Avon, bath/beauty products,
etc.)
Fee/Cash Collections:
All collections of fees must be coordinated with the office manager. The office manager supervises the
collection of fees and is responsible for coordinating the processing and recording of receipts. Cash and/or
checks should not be stored or locked in staff offices or desks but rather should be locked in the safe in
the main office or in the safe.
Sponsoring Clubs, Activities, & Sports
● Before School Activities/Practice
● Weekend Activities/Practices
DISTRIBUTION OF MEDICINES
Students who become ill or injured should be sent to the main office via security escort. All illnesses,
incidents and injuries must be reported to the main office so that they can be properly documented.
It is the policy of Chicago Public Schools that students not be in possession of any medications, with the
exception of asthma inhalers and/or EpiPens, during the regular school day or on campus premises. Staff,
except the school nurse, is also not permitted under any circumstances to administer any medication to a
student (prescription, over the counter or otherwise) except to use an EpiPen. Students who are on
medications must adhere to the medicine distribution policy established in the student handbook. When
required, students taking medication will do so in the main office and teachers are asked to cooperate in
ensuring that students are in compliance with their medicines by allowing them access to the main office
at designated times.
If a student requires medication during school hours, the supervision of the medications will be done by
the Office Staff or his/her designee. At no time should a student be allowed to have medication in their
possession or in their lockers, with the exception of asthma inhalers and/or EpiPens. In order to supervise
any student’s self-administration of prescribed medication (including asthma inhalers and/or EpiPens), we
must have a completed Physician Request form on file (form available in the main office). For any over
the counter medication, we must have a completed parent/guardian request for self-administration (form
available in the Main Office). Students are responsible for coming to the main office tot take their
medications at the appropriate time with the permission of their instructor.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
MANDATORY REPORTER POLICY
All campus personnel are mandated reporters of suspected abuse and/or neglect. Mandated reporters are
required to report suspected child maltreatment immediately when they have “reasonable cause to
believe that a child who is 17 years of age or younger and known to them in a professional or official
capacity has been harmed or is in danger of being harmed -- physically, sexually, or through neglect -and that a caregiver either committed the harm or should have taken steps to prevent the child from
harm.” Once you become aware that a student may be the victim of abuse or neglect, you must:
a. Notify a Counselor of the situation,
b. Call the DCFS hotline at (800) 25-ABUSE, and
c. Complete an incident report.
While these steps are taking place, the Counselor will assist you and the student in understanding the
ramifications of the call. The Counselor will debrief the student and, when appropriate, will contact the
parent(s)/guardian. No one in the workplace, even a supervisor, is permitted to suppress, change, or edit a
report of abuse. A mandated reporter who willfully fails to report suspected incidents of child abuse or
neglect is subject to license suspension or revocation, and commits a misdemeanor. Falsely reporting
information to the hotline is also a misdemeanor.
When calling the hotline, you must have the following information (or as much as is know): the name,
birthdate, and address of the alleged victim; the name, address, age or birthdate, and relationship of the
alleged perpetrator; what type of injury or harm was allegedly done to the victim; and a description of the
incident (time/date, place in which it occurred, and indication of intention to harm). The Counselor can
provide this information to you after you have reported the incident to him/her. If a report is taken (the
intake worker will inform you of this over the phone), the report must be confirmed in writing to the
Counselor within 48 hours of the hotline call.
Physical abuse is defined as occurring when a parent or person responsible for the child’s welfare
“inflicts or allows to be inflicted upon such child physical injury, by other than accidental means.”
Common injuries include bruises, human bite marks, bone fractures, and burns. Physical abuse also
occurs when the caregiver or parent “creates a substantial risk of physical injury” by shaking, throwing,
choking, smothering, or pushing the child into fixed objects. Acts of torture are defined as “deliberately or
systematically inflicting cruel or unusual punishment which results in physical or mental suffering.”
When reporting physical abuse, it is important to document any injuries, as a report may not be taken
unless evidence of harm exists.
Sexual abuse is defined as occurring when a person responsible for the child’s welfare commits sexual
penetration, sexual exploitation, sexual molestation, or when a young child contracts a sexually
transmitted disease. A child’s disclosure of sexual abuse must be handled sensitively. When a student
attempts to disclose sexual abuse, observe the child closely and listen attentively while maintaining a
calm demeanor. The mandated reporter must pay very careful attention to the disclosure of sexual abuse,
but should not encourage the student to disclose information in addition to what is being given
voluntarily. Take very careful notes, writing the student’s words verbatim as much as possible. Refer the
student immediately to the campus social worker and inform the dean of students.
Neglect occurs when a person responsible for the child “deprives or fails to provide the child with
adequate food, clothing, shelter, or medical treatment,” or when an adult “provides inadequate
supervision of a child (particularly small children.)”
If you have any questions regarding this policy or DCFS procedures, please see the Counselors.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
By law, failure to abide by these requirements could result in immediate termination.
DISCIPLINE POLICIES AND PROCEDURES
Solorio Academy High School adheres to the Chicago Public Schools Student Code of Conduct (SCC) for
all matters related to student discipline. An updated copy of the SCC is available for you to pickup in the
main office, and can also be found at: http://policy.cps.k12.il.us/download.aspx?ID=263
The SCC applies to students at all times during the school day, while on school property, while traveling
to and from school, at any school-related event, on any vehicle funded by CPS (such as a school bus),
and while using the CPS network. The SCC also applies to student behavior outside of school if: (1) a
student engages in a Group 5 or 6 behavior, and (2) the behavior disrupts or may disrupt the educational
process or orderly operation of the school. This includes seriously inappropriate behavior on social
networking websites that disrupts or may disrupt the educational process or orderly operation of
the school.
The Chicago Public Schools (CPS) Student Code of Conduct (SCC) supports our schools in maintaining
safe, nurturing, participatory and productive learning environments. In order to maximize learning time
and promote positive behaviors, every school must establish multi-tiered systems of support for
students’ social, emotional and behavioral needs. This includes developing clear expectations, teaching
social- emotional competencies, and fostering positive relationships among all members of the school
community. Chicago Public Schools is committed to an instructive, corrective, and restorative
approach to behavior. If behavior incidents arise that threaten student and staff safety or severely
disrupt the educational process, the response should minimize the impact of the incident, repair harm,
and address the underlying needs behind student behaviors. In accordance with the SCC, all
disciplinary responses must be applied respectfully, fairly, consistently, and protect students’
rights to instructional time whenever possible.
The SCC is broken up into six different groups of behaviors according to the degree of disruption
to the learning environment.
● Group 1 lists behaviors that are inappropriate.
● Group 2 lists behaviors that disrupt.
● Group 3 lists behaviors that seriously disrupt.
● Group 4 lists behaviors that very seriously disrupt.
● Group 5 lists behaviors that most seriously disrupt.
● Group 6 lists behaviors that are illegal and most seriously disrupt.
Special Note:
Individual School Rules and Academic Progress
Individual schools may develop school rules that are consistent with this SCC and may address
inappropriate student behaviors not specifically included in this SCC. However, poor academic
achievement is not an inappropriate behavior. The SCC and school rules may not be used to
discipline students for poor academic progress or failure to complete in-class and homework
assignments. Instead, struggling students should be considered for academic or behavioral
interventions to help them improve(see student counselor) . Also, students must not be disciplined for
the parents/guardians’ refusal to consent to the administration of medication.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
Group 1
INAPPROPRIATE BEHAVIOR
1-1
Running and/or making excessive noise in the hall or building
1-2
Leaving the classroom without permission
1-3
Engaging in any behavior that is disruptive to the orderly process of classroom instruction
1-4
Loitering, or occupying an unauthorized place in the school or on school grounds
1-5
Failing to attend class without a valid excuse
1-6
Persistent tardiness to school or class (3 or more incidents per semester)
1-7
Use of the CPS network for the purpose of accessing non-educational materials/inappropriate materials
1-8
Unauthorized use or possession of cellular telephones or other information technology devices
Group 2
DISRUPTIVE BEHAVIOR
2-1
Posting or distributing unauthorized written materials on school grounds
2-2
Leaving the school without permission
2-3
Interfering with school authorities and programs through walkouts or sit-ins
2-4
Initiating or participating in any unacceptable minor physical actions
2-5
Failing to abide by school rules and regulations not otherwise listed in the SCC
2-6
Exhibiting or publishing any profane, obscene, indecent, immoral, libelous, or offensive materials, or using such
language or gestures
2-7
Possession (physical control over, such as contained in clothing, lockers, or bags) and/or use of tobacco or nicotine products,
matches, or cigarette lighters
2-8
Disregard for the instructions or direction of school personnel causing interruption to other students’ participation
in school activities
2-9
Failing to provide proper identification
2-10
Unauthorized use of school parking lots or other areas
2-11
Use of the CPS network for the purposes of distributing or downloading non- educational material
Group 3
SERIOUSLY DISRUPTIVE BEHAVIOR
3-1
Disruptive behavior on the school bus
3-2
Gambling – participating in games of chance or skill for money or things of value
Equipping students with the discipline, knowledge, & skills necessary to graduate from
–
3-3
Fighting
3-4
Profane, obscene, indecent, and immoral or seriously offensive language and gestures, propositions,
behavior, or harassment based on race, color, national origin, sex, gender, sexual orientation, age,
religion, gender identity, gender expression or disability
3-5
Second or more documented violation of a Group 1 or 2 behavior category
3-6
Any behavior not otherwise listed in Groups 1 through 3 of this SCC that seriously disrupts the
educational process
3-7
Forgery – false and fraudulent making or altering of a document or the use of such a document
3-8
Plagiarizing, cheating and/or copying the work of another student or other source
3-9
Overt display of gang affiliation
3-10
Bullying behaviors – conduct directed towards a student that can be reasonably predicted to cause
fear of physical or mental harm, harm to property, and/or interfere with student’s ability to participate
physical contact between two people with intent to harm, but no injuries result
Group 4
VERY SERIOUSLY DISRUPTIVE BEHAVIOR
4-1
False activation of a fire alarm that does not cause a school facility to be evacuated or does not cause emergency
services to be notified
4-2
Extortion – obtaining money or information from another by coercion or intimidation
4-3
Assault13 – an attempt or reasonable threat to inflict injury on someone with a show of force that would cause
the victim to expect an immediate battery
4-4
Vandalism (willful or malicious destruction or defacing of the property of others) or criminal damage to
property at a cost less than $500
4-5
Battery (unwanted bodily contact with another person without legal justification) or aiding or abetting in
the commission of a battery which does not result in a physical injury
4-6
Fighting14 – physical contact between more than two people with intent to harm, or physical contact
between two people with intent to harm that results in injury
4-7
Theft (unauthorized control over the physical property of another) or possession (physical control over,
such as contained in clothing, lockers or bags) of stolen property that costs less than $150
4-8
Possession, use, sale, or distribution of fireworks
4-9
Any behavior not otherwise listed in Groups 1 through 4 of this SCC that very seriously disrupts the educational
process
4-10
[this code intentionally left blank]
4-11
Trespassing on CPS property – entering CPS property when previously prohibited or remaining on school
grounds after receiving a request to depart
Equipping students with the discipline, knowledge, & skills necessary to graduate from
4-12
4-13
Knowingly or intentionally using the CPS network or information technology devices to spread viruses to the
CPS network
Possession of any dangerous object as defined by this SCC, first documented
Group 5
MOST SERIOUSLY DISRUPTIVE BEHAVIOR
5-1
Aggravated assault – assault18 with a deadly weapon or done by a person who conceals his/her identity, or any
assault against school personnel
5-2
Burglary – knowingly and without authority entering or remaining in a building or vehicle with intent to commit a
felony or theft therein
5-3
Theft (obtaining or exerting unauthorized control over) or possession (physical control over, including in clothing,
lockers, or bags) of stolen property that costs more than $150
5-4
Use of intimidation, credible threats of violence, coercion, or persistent severe bullying. Intimidation is behavior
that prevents or discourages another student from exercising his/her right to education, or using force against
students, school personnel and school visitors. For severe bullying, see the Anti-Bullying Policy before assigning
an intervention or consequence.
5-5
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5-6
Gang activity or overt displays of gang affiliation
5-7
Inappropriate sexual conduct, including unwelcomed sexual contact, indecent exposure, transmitting sexually
suggestive images through information technology devices, or other sexual activities which do not involve the
use of force
5-8
Engaging in or attempting any illegal behavior which interferes with the school’s educational process
5-9
Persistent or severe acts of sexual harassment – unwelcome sexual or gender-based conduct (either physical
or verbal) and/or conduct of a sexual nature which is sufficiently severe, persistent, or pervasive to limit a
student’s ability to participate in or benefit from the educational program or which creates a hostile or abusive
school environment
5-10
False activation of a fire alarm which causes a school facility to be evacuated or causes emergency services to
be notified
5-11
Second or repeated violation of Behavior 4-13, possession of any dangerous object as defined by this SCC
5-12
Battery, or aiding or abetting in the commission of a battery, which results in a physical injury. Battery means
unwanted bodily contact with another person without legal justification.20
5-13
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5-14
Use of any computer, including social networking websites, or use of any information technology device to threaten, stalk,
harass, bully or otherwise intimidate others. Or, hacking (intentionally gaining access by illegal means or without
Equipping students with the discipline, knowledge, & skills necessary to graduate from
authorization) into the CPS network to access student records or other unauthorized information, or to otherwise circumvent
the information security system
5-15
Vandalism (willful or malicious destruction or defacing of property) or criminal damage to property that results in damage
exceeding $500 or that is done to personal property belonging to any school personnel
5-16
Inappropriate consensual sexual activity
5-17
Use or possession of illegal drugs, narcotics, controlled substances, “look-alikes” of such substances, or contraband, or use
of any other substance for the purpose of intoxication in or before school or a school- related function
5-18
Second or repeated violation of Behavior 4-14, use or possession of alcohol in school or at, before or after a school-related
function25
5-19
Participating in a mob action – a large or disorderly group of students using force to cause injury to a person or property, or
persisting in severe disruption after being directed to cease by school personnel or Police
Group 6
ILLEGAL AND MOST SERIOUSLY DISRUPTIVE BEHAVIOR
6-1
Use, possession, and/or concealment of a firearm27/destructive device or other weapon28 or “look-alikes” of
weapons as defined in the Reference Guide, or use or intent to use any other object to inflict bodily harm
6-2
Intentionally causing or attempting to cause all or a portion of the CPS network to become inoperable29
6-3
Arson – knowingly damaging, by means of fire or explosive, a building and/or the personal property of others
6-4
Bomb threat – false indication that a bomb, or other explosive of any nature, is concealed in a place that would
endanger human life if activated
6-5
Robbery – taking personal property in the possession of another by use of force or by threatening the imminent
use of force
6-6
Sale, distribution, or intent to sell or distribute alcohol, illegal drugs, narcotics, controlled substances, “lookalikes”30 of such substances, contraband,31 or any other substance used for the purpose of intoxication, or
repeated violation of Behavior 5-1732
6-7
Sex acts which include the use of force
6-8
Aggravated battery (battery that causes great harm, is done with a deadly weapon, is done by a person who
conceals his/her identity, or the use of physical force against school personnel) or aiding and abetting in the
commission of an aggravated battery
6-9
Murder – killing an individual without legal justification
6-10
Attempted murder – an act that constitutes a substantial step toward intended commission of murder
6-11
Kidnapping – secret confinement of another against his/her will or transportation of another by force or deceit
from one place to another with the intent to secretly confine
6-12
Theft (obtaining or exerting unauthorized control over) or possession (physical control over, including in clothing,
lockers, or bags) of stolen property that costs more than $1,000
Equipping students with the discipline, knowledge, & skills necessary to graduate from
Group 1-2
Most instances of student misbehavior that occur in the classroom setting will be in groups 1 or 2 of the
SCC and should be redirected by the classroom teacher. If the teacher is able to successfully redirect the
misbehavior, then no reporting or creation of a Misconduct is necessary. However, teachers should keep
an accurate record of all student misbehavior, and interventions used. If a student consistently displays the
same inappropriate/disruptive (group 1-2) behavior, and the teacher has made reasonable attempts to
redirect the student misbehavior, the teacher must make parent contact and request a conference prior to
the infraction being upgraded to a group 3 infraction. Once this is done, the teacher can refer to the
Dean/Assistant Dean for further disciplinary consequences via the Solorio Discipline Google Doc. ---See
instructions below.
Removing a student from class for Group 1-2 misbehavior
Teachers should make every effort to keep students in class and learning. If however, a student’s
misbehavior is severe or constant enough to merit removal from class, the teacher should notify the main
office via security staff in the hall, or by using the call button in the room. Teachers should also write a
referral using the Google Discipline Doc (See instructions below) within ten minutes of having removed
the student from class. If the Dean/Asst Dean does not receive the written referral within ten minutes, the
student will be escorted back to class. If the student is escorted back to class, the classroom teacher must
allow the student to return to class. Please note: This is not to be used as a 10 minute time out. Teachers
should ONLY remove students from class if their behavior merits them being removed from the learning
environment for the remainder of the period. Students enrolled in a double-period class will be returned
to class at the conclusion of the period for which they were removed.
Group 3-4
If a student displays an inappropriate/disruptive behavior that falls in categories 3-4, the teacher should
call security staff to the classroom and have the student escorted to the Dean’s office. Teacher should also
write the student up using the Solorio Discipline Google Document (See instructions below).
Group 5-6 (Police Notification)
If a student displays an inappropriate/disruptive behavior that falls in categories 5-6, the teacher should
call security staff to the classroom and have the student escorted to the Dean’s office. Teacher should also
write the student up using the Solorio Discipline Google Document (See instructions below).
Reporting Student Misbehavior (Google Doc)
Solorio Academy High School uses a Google Document to report discipline infractions. There are two different
discipline documents, one to report minor disciplinary infractions where the student was NOT removed from class,
and the other to report more severe infractions in which student was removed from class. The reason for separating
the two forms is to keep more accurate data on the number of classroom misbehavior/infractions that result in
Equipping students with the discipline, knowledge, & skills necessary to graduate from
removal from class, the number of students that are being removed from class, how many times they are being
removed from class, and by which teachers. Additionally, we want to make sure that students are not voluntarily
missing class by telling the Dean/Asst Dean that they have been removed from class, when in fact, they were not.
Both forms can be found on the Solorio Teachers homepage at solorioteachers.com
Discipline Referral Form 2014-2015 (NOT REMOVED FROM CLASS)
Teachers will use this form to document minor student misbehavior that did not result in the student being removed
from class. Teachers should ONLY refer students when they have made a reasonable attempt to redirect the
inappropriate/disruptive behavior. In the discipline referral from teachers will choose a recommended consequence,
the options are…
After School Detention: Dean/Asst Dean will determine the length of the detention based on the severity
of the infraction and what the SCC indicates, as well as the number of times the student has been referred.
(1-3 hours).
Restorative Conversation: Teacher should see Dean/Asst Dean during a prep period so that a meeting
with the student can be scheduled. Depending on the outcome of this meeting, Dean/Asst Dean will move
forward with or without assigning a disciplinary consequence.
Parent Conference: Teacher should schedule a parent conference during one of their preps, Dean/Asst
Dean will be available to be a part of the parent meeting. If there is a language barrier, please see
Dean/Asst Dean for help in scheduling the parent conference. No disciplinary consequence will be issued
until after the parent conference.
Removed From Class Form
Teachers should use this form if the student misbehavior is severe enough to result in the student being removed
from class. Again, teachers should do everything possible to keep students in class and learning. Teachers should
ONLY remove students from class if their behavior is significantly disruptive to the learning environment. If a
teacher removes a student from class, they MUST write a referral within 10 minutes. If the Dean/Asst Dean does
not receive a written referral within 10 minutes, the student will be escorted back to class by security. Please note
that writing a referral for students who are being removed from class is NOT optional. Teachers must submit a
referral EVERY TIME they remove a student from the learning environment. Also, this should NOT be used as a
10 minute “time-out” for students.
When writing referrals, please be as specific as possible so that the Dean/Asst Dean can clearly understand the
situation that caused the student to be removed from class. Please do not write generic phrases such as, “being
disruptive/multiple warnings” instead, please indicate what the student actually did that made him/her disruptive to
the learning environment.
This form does not ask for a recommended consequence, instead, the Dean/Asst Dean will issue the disciplinary
consequence after reading the description of the incident, based on the SCC guidelines. Please note that if a teacher
removes a student more than once within a week, they are EXPECTED to contact the parent/guardian. If a teacher
has had to remove a student, or group of students multiple times (3 or more), they should schedule a parent
conference. Again, the Dean/Asst Dean are available to be a part of the parent conference; please inform the
Dean/Asst Dean in advance the date and time of the parent meeting.
Confiscation of Student Property
ANTI-BULLYING & HARASSMENT POLICY
Equipping students with the discipline, knowledge, & skills necessary to graduate from
The Illinois General Assembly has found that a safe and civil school environment is necessary for
students to learn and achieve and that bullying causes physical, psychological, and emotional harm to
students and interferes with their ability to learn and participate in school activities. Bullying has been
linked to other forms of antisocial behavior, such as vandalism, shoplifting, skipping and dropping out of
school, fighting, using drugs and alcohol, sexual harassment, and violence. It is the goal of the Chicago
Board of Education (“Board”) to create a learning environment in all its school communities where
students are protected from bullying so they feel safe and supported in their efforts to succeed
academically and develop emotionally into responsible, caring individuals.
The Board asks every Chicago Public School (“CPS”) student, with the support of his/her parent(s),
guardian(s) and the adults at school, to commit to the following principles, which will apply to everyone
on school property and at school-related activities:
● I will not bully others.
● I will try to help anyone I suspect is being bullied.
● I will work to include students who are left out.
● If someone is being bullied, I will tell an adult at school and an adult at home.
Scope
Bullying is contrary to Illinois law and this policy is consistent with the Illinois School Code. This policy
protects CPS students against bullying and harassment on the basis of actual or perceived race, color,
religion, sex, national origin, ancestry, age, marital status, physical or mental disability, military status,
sexual orientation, gender-related identity or expression, unfavorable discharge from military service,
association with a person or group with one or more of the aforementioned actual or perceived
characteristics, or any other distinguishing characteristic. The Board recognizes the particular
vulnerability of students with actual or perceived disabilities and those who identify as or are perceived to
be lesbian, gay, bisexual or transgender. Nothing in this policy is intended to infringe upon any
expression protected by the First Amendment to the United States Constitution or Section 3 of Article I of
the Illinois Constitution.
Bullying is prohibited:
● during any school-sponsored or school-sanctioned program or activity;
● in school, on school property, on school buses or other Board-provided transportation, and at
designated locations for students to wait for buses and other Board-provided transportation (“bus
stops”);
● through the transmission of information from a CPS computer or computer network, or other
electronic school equipment;
● when communicated through any electronic technology or personal electronic device while on
school property, on school buses or other Board-provided transportation, at bus stops, and at
school- sponsored or school-sanctioned events or activities;
● when it is conveyed that a threat will be carried out in a school setting, including threats made
outside school hours with intent to carry them out during any school-related or sponsored
program or activity or on Board-provided transportation;
● when it is a Student Code of Conduct (“SCC”) Group 5 or 6 behavior that occurs off campus but
seriously disrupts any student’s education.
Definitions
Equipping students with the discipline, knowledge, & skills necessary to graduate from
“Bullying” means any severe or pervasive (repeated over time) 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 one or more of the following effects:
● placing the student in reasonable fear of harm to the student's person or property;
● causing a substantially detrimental effect on the student's physical or mental health;
● substantially interfering with the student's academic performance; or
● substantially interfering with the student's ability to participate in or benefit from the services,
activities, or privileges provided by a school.
Bullying may take various forms, including without limitation, one or more of the following: harassment,
threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public
humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is
meant to be illustrative and non-exhaustive.
Bullying behaviors may also qualify as other inappropriate behaviors listed in the SCC. When deciding
whether inappropriate behavior constitutes bullying, administrators should consider the student’s intent,
the frequency or recurrence of the inappropriate behavior, and whether there are power imbalances
between the students involved. While bullying is often characterized by repeated acts, sometimes a single
incident constitutes bullying depending on the student’s intent and power imbalances.
“Cyberbullying” means using information and communication technologies to bully. This definition does
not include cyberbullying by means of technology that is not owned, leased, or used by the school district,
unless an administrator or teacher receives a report that bullying through this means has occurred. This
policy does not require a district or school to staff or monitor any non-school-related activity, function, or
program.
“Retaliation” means any form of intimidation, reprisal or harassment directed against a student who
reports bullying, provides information during an investigation, or witnesses or has reliable information
about bullying.
“Peer Conflict” means disagreements and oppositional interactions that are situational, immediate and
developmentally appropriate. When school employees are aware of peer conflict, they are expected to
guide students in developing new skills in social competency, learning personal boundaries and peaceably
resolving conflict, and to model appropriate social interactions. These interventions are designed to
prevent Peer Conflict from escalating to Bullying.
Intervening to Address Bullying
Responsibilities of CPS Employees and Contractors
All CPS employees and contractors, including security officers, lunchroom staff and bus drivers, who
witness incidents of bullying or school violence or who possess reliable information that would lead a
reasonable person to suspect that a person is a target of bullying, must:
● intervene immediately in a manner that is appropriate to the context and ensures the safety of all
people involved;
● report the incident of bullying or retaliation to the Principal/Designee as soon as practicable, but
within 24 hours, on the CPS Bullying Complaint Form (Attachment A); and
● cooperate fully in any investigation of the incident and in implementing any safety plan
established by the Principal/Designee.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
What Not To Do:
● Solicit an apology from the perpetrator to the target, use peace circles, victim/offender
conferences, or any form of mediation that puts the perpetrator and target in contact with one
another in an immediate attempt to resolve the bullying. Restorative approaches may be helpful
but only if used after other interventions have balanced the power differential between the
perpetrator and target.
● Dismiss bullying as typical student behavior or assume it is not serious. Referrals
● Interventions with bullies should not focus on feelings, but changing thinking. The
Principal/Designee shall refer students who bully to positive-behavior small-group interventions
(for anger management, trauma or social skills), social work, counseling or school psychological
services within the school, if possible, to reinforce the behavioral expectation they violated and
increase their social-emotional competency.
Consequences for CPS Employees and Contractors
When it is determined that an employee or contractor was aware that bullying was taking place but failed
to report it, the employee/contractor will be considered to have violated this policy. The Principal shall
consider employee discipline for such violations, making reference to any applicable collective
bargaining agreement. Remedies for offending contractors should be imposed according to their Board
contracts.
EMERGENCY PROCEDURES
Chicago Public Schools are to use the ELSA (Evacuation, Lock-down, Shelter-in-Place, and All
Clear) Crisis Codes outlined below. These codes use plain language that is easily understood by staff,
students and visitors alike. Any codes previously utilized by schools should be stopped. All school
personnel and students are to be trained on these Crisis Codes to ensure that staff members understand the
severity of a situation and actions to be taken once the code is called. These codes are to be used in all
schools so visiting CPS personnel will be familiar with the code structures in each school.
Evacuation
Used whenever it is safer outside than inside the building such as in case of fire, explosion, indoors
hazardous material spill, structural failures, etc.
Incident Commander orders an Evacuation or the Fire Alarm is sounded.
Teachers Should:
● Instruct students to evacuate the building calmly and quickly using designated routes.
● Bring your attendance roster.
● Close your door, turn off your lights.
● Report to “Exterior Safe Location”
● Take attendance and notify Search Team Coordinator of any missing or unaccounted for students.
Lock-down
Used when there is a threat of violence or serious incident that could jeopardize the safety of
students/staff such as an armed intruder, shooting, hostage incident, gang fight, civil disturbance, etc.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
Teachers Should:
● Secure classrooms and lock doors
● Close windows, pull down shades.
● If appropriate, direct students to sit quietly on the floor, away from windows and doors.
● Keep students calm and under control.
● Make a list of all students who are absent or missing.
● Notify Search Team Coordinator of any missing or unaccounted for children.
Shelter-in-Place
Provides a refuge for students, staff and the public inside the school building during an emergency such as
severe weather, a hazardous material release outdoors or threat of violence in the neighborhood. Interior
safe locations are located in areas of the building that maximize the safety of occupants. Shelter-in Place
is used when evacuation would place people at risk. Interior safe locations may change depending on the
emergency.
Teachers Should:
● Instruct students to report to the assigned “Interior Safe Location.”
● Close your doors; turn off lights once the room is clear of students and staff.
● Bring your attendance roster.
● Take attendance and notify Search Team Coordinator of any missing or unaccounted for students.
● Stay in place until further instructions are given. Keep students calm and under control.
All Clear
Indicates that the danger is over and normal classroom activities may resume.
Exposure Control Plan
The exposure control plan demonstrates methods to minimize risk and explain Hepatitis B Virus
immunizations available at no cost to staff
Teachers Should:
● Immediately stop what you are doing an put on gloves.
● Do not touch the contaminated area.
● Give paper towel or tissue to student to cover up blood or bodily fluids.
● Send the individual to wash up without having them touch anything.
● Clear other individuals away from the contaminated area.
● Do NOT clean up any spill or touch anything that has been infected.
● Call the front office and notify them of the situation. Front office will then call one of these staff
members to attend to the spill:
○ Custodian
○ Building Engineer
● The custodian or building engineer will disinfect and dispose of all material
● Report incident to the Principal and complete the Exposure Incident Report
First Aid, CPR and AED Training
First Aid and CPR training are recommended for all staff members. In addition, all schools
have access to an Automated External Defibrillator Units (AED’s) for cardiac emergencies. AED Unit(s)
are generally located in a central area of each campus facility and can be found by identifying signage.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
MISCELLANEOUS
Refer to your appropriate agreement policies for information on your specific employment details. Here
you will find such information as benefits, hours of work, salaries, leave, etc...
INFORMATION TECHNOLOGY ACCEPTABLE USE POLICY
Eric Solorio Academy High School has technology resources that are used by faculty, staff, students, and
approved third parties (collectively known as “Users”).
These technology resources include but are not limited to servers, personal computers, printers, copiers,
desk phones, mobile phones, Internet access, email, and software applications.
These resources are connected by our internal computer network and are used to facilitate the teaching
and learning process and to carry out the business of ESAHS.
The purpose of the Information Technology Acceptable Use Policy (ITAUP) is to set forth appropriate
guidelines and responsibilities regarding the use of these technology resources. In particular, this Policy
aims to promote the following goals:
● To ensure the integrity, reliability, availability, and superior performance of technology.
● To ensure use of technology is consistent with the principles and values that govern the overall
behavior of faculty, staff, and students.
● To ensure technology is used for its intended purposes.
● To create an environment that promotes equitable and safe use of technology.
● To promote the best of what technology has to offer and bring about efficiencies that benefit the
organization.
● To level-set the expectation of users and create a clear understanding of appropriate and
inappropriate use of the technology.
● To establish processes for addressing policy violations and sanctions for violators.
In promoting these goals, the school provides Users with the technology and support required to create a
superior teaching and learning environment.
Used by a skilled hand for its intended purpose, technology can dramatically improve the efficacy of the
User community. The Users at the school are expected to incorporate technology-enabled best practices
into their daily routines, so access to these resources is generally open.
With this freedom comes great responsibly. Such open access is a privilege and requires individual users
to act responsibly. Users must respect the rights of other users, respect the integrity of the systems and
related resources, and observe all relevant laws and internal policies.
This Policy codifies what is considered appropriate usage of technology resources at the school. Any
questions or concerns related to this Policy should be referred to school administration.
I. USE OF TECHNOLOGY RESOURCES
To assure that the technology resources remain secure, every User must protect the rights of the overall
community through thoughtful, sensible, and educated use.
As part of the responsible use of Technology resources, the following activities are expressly prohibited:
● Using a computer account that you are not authorized to use.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
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Obtaining a password for a computer account without the consent of the account owner.
Using school technology to gain unauthorized access to any computer systems.
Seeking to gain or gaining unauthorized access to information resources, including, but not
limited to information obtained in violation of the Illinois School Student Records Act (105 ILCS
10/1 to 10/10).
Knowingly performing an act that will interfere with the normal operation of school technology.
Knowingly running installing a program intended to damage school technology.
Attempting to circumvent data protection schemes or uncover security loopholes.
Violating terms of applicable software licensing agreements or copyright laws.
Deliberately wasting computing resources.
Using electronic mail to harass others.
Attempting to monitor or tamper with another user’s electronic communications.
Reading, copying, changing, or deleting another user’s files or software without the explicit
agreement of the owner.
Using school technology resources for or in support of illegal, obscene or inappropriate purposes.
Using technology for the transaction of any non-school related business and/or any commercial
purposes.
Using technology resources for any product advertisement and/or any political lobbying.
Leaving a laptop unattended in a public area. Remember: laptop security is the user’s
responsibility at all times.
Storing critical or confidential data on the laptop. Unless you do it yourself, your laptop is
NEVER backed up and the information will be in the public domain if the laptop is lost or stolen.
Leaving your laptop in extreme temperatures or severe weather. For example, do not leave your
laptop in your vehicle if the temperature is below 32 or above 90 degrees Fahrenheit (Note: the
temperature in the driver’s area or the trunk of your car can easily spike over 100 degrees in the
summer months.)
Eating or drinking near technology resources.
Accessing streaming media (audio or video) for non-school purposes.
Providing access to unauthorized individuals including but not limited to persons who are not
employed by or attending ESAHS as well as students who have lost their computer privileges.
Creating or distributing copies of software licensed by the school/network/district. The
school/network/district has licensed the use of certain commercial software application programs
for business purposes. Third parties retain the ownership and distribution rights to such software.
No User may create, use, or distribute copies of such software.
Violating institutional or third party copyrights. Copyrighted materials (e.g. images, text, and
programs) should not be uploaded using technology resources without the prior written
permission of the copyright holder. Users assume all responsibility regarding the determination
investigation of system abuse. Users are also encouraged to report suspected abuse, especially
any damage to their files. Failure to cooperate may be grounds for cancellation of access
privileges or other disciplinary actions, up to and including termination.
II. RIGHT OF ACCOUNT REVIEW
The school places a high value on privacy and recognizes its critical importance in an academic setting.
There are nonetheless circumstances in which, following carefully prescribed processes, the school may
determine that certain broad concerns outweigh the value of a User’s expectation of privacy and warrant
access to files and data without the consent of the User.
Such circumstances are defined below:
● When necessary to identify or diagnose systems or security vulnerabilities and problems, or
otherwise preserve the integrity of the technology resources; or
● When required by federal, state, or local law; or
● When there are reasonable grounds to believe that a violation of law or a significant breach of
school policy may have taken place and access, inspection, or monitoring may produce evidence
related to the misconduct; or
Equipping students with the discipline, knowledge, & skills necessary to graduate from
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When such access to technology resources is required to carry out essential business functions of
the school.
Note however, that it is a violation of this policy for any employee, including system administrators, to
access electronic mail and computer systems files to satisfy curiosity about the affairs of others.
Employees found to have engaged in such activities will be subject to disciplinary action.
When considering this part of the policy, it is important to understand that Users do not own ANY data or
files created of maintained on school technology resources. The school owns all files and data including
but not limited to electronic documents, spreadsheets, databases, emails, text messages from the school
mobile phones, Internet history, and Instant Messenger logs.
The school therefore, within the previously stated parameters, has the right to inspect any and all data and
files stored in private areas of the network or on individual computers or storage media.
III. VIOLATION OF POLICY
Users, when requested, are expected to cooperate with principals, management, the Director of
Information Technology, the Director of Human Resources and technology coordinators in any
investigation of system abuse. Users are also encouraged to report suspected abuse, especially any
damage to their files. Failure to cooperate may be grounds for cancellation of access privileges or other
disciplinary actions, up to and including termination.
The appropriate supervisor (e.g. principal, teacher, dean, or manager) will be notified immediately in
writing if persuasive evidence of misuse of technology resources exists and if that evidence points to the
computing activities of an individual.
The User’s access will be revoked by the Director of IT if the user is determined to have violated this
Policy. The User has the right to appeal the revocation in writing to the principal within thirty (30) days.
The supervisor’s decision shall be final and there shall be no obligation to afford subsequent opportunity
for access to the technology resources.
The supervisor may also pursue appropriate measures with human resources or outside officials as
required.
IV. POLICY ACKNOWLEDGEMENT
All Users shall, prior to activation of the use of any technology resources, indicate understanding and
approval of this policy by signing the Acknowledgement of Technology Acceptable Use Policy Receipt
and submitting it to Human Resources.
Equipping students with the discipline, knowledge, & skills necessary to graduate from
HANDBOOK ACKNOWLEDGEMENT
STAFF HANDBOOK
I acknowledge that I have received the Eric Solorio Academy High School’s Staff Handbook. I agree to
abide by this and any subsequent Handbook. I understand that violations of the policies contained in the
Handbook, including the Anti-bullying & Harassment Policy, could result in disciplinary action up to and
including termination.
I further understand that the contents of the Handbook do not form a written employment contract and do
not constitute a promise or guarantee of employment for any specified duration.
I further understand that if I have any questions about the interpretation or application of any policies
contained in the Handbook, I should direct these questions to the Principal or Assistant Principals.
Please sign and date this acknowledgement. Your signed acknowledgement will be kept in your personnel
file at all times.
_____________________________________________
Employee Signature
____________________
Date
_____________________________________________
Name Printed
Equipping students with the discipline, knowledge, & skills necessary to graduate from