Frequently Asked Questions

  • The Board of Education Current Events FAQ includes brief responses to commonly asked questions recently submitted to the LT Board of Education via e-mail ( or public participation at Board of Education meetings.

  • Air Conditioning Efforts

    What percentage of LT campuses are air conditioned?

    Approximately 20% of classrooms at South Campus are air-conditioned and approximately 40% of classrooms at North Campus are air-conditioned. 

    What does LT plan to do about AC in the future?

    At the August 16 Regular Action Meeting, the Board of Education provided approval for the District Leadership Team to move forward with plans on an approximately $7 million project for Summer, 2022. A portion of this project (approximately $4.5 million) will result in the installation of air conditioning in 42 additional classrooms at South Campus. At the completion of this project, 32% of classrooms at South Campus will be air conditioned.  

    In addition, the Board of Education and District Leadership Team is currently discussing a 5-year air-conditioning plan to include additional proposed air-conditioning upgrades at both campuses.

    In order to provide historical context, LTHS has completed approximately $5.5 million in air conditioning related projects since 2008.

  • Board of Education Roles

    What is the role of the Board of Education?

    The Board of Education is comprised of seven members who are elected by residents of the District to serve as your representatives and to oversee the operation of the school district. Board members are elected to four-year terms. State law does not limit the number of terms Board members may serve. Members elect their own officer. Members are charged with establishing policy, reviewing the budget and tax levy, serving as community leaders for education, and continuously evaluating the effectiveness and range of educational programs. Individual members do not serve as entities in themselves, but may act only as a part of a legally constituted body.

    Do Board Members get paid?

    School Board Members in the State of Illinois are volunteers. They are elected officials, and do not receive financial compensation for their service to District #204. 

    What role does the Board of Education play in relation to the District Administrative Team?

    The Board of Education hires and evaluates the Superintendent of the school district. The relationship between the Board of Education, Superintendent, and District Administrative Team, as well as a listing of the District Administrative Team can be found by clicking here.

  • COVID-19 and Mask Mandates

    Layered Mitigation:

    The change to a mask recommended school environment impacts our mitigation plan. The following chart provided updated information regarding mitigation measures that will be removed, as well as those measures that will remain. 

    Mitigation Factors To Be Removed

    Asymptomatic close contacts will no longer be excluded. The District will continue to report positive cases to CCPDH and will send an email notification to all individuals who may have been exposed to a positive COVID-19 case as part of the amended contact tracing process. 
    Notification Letter

    The district will no longer report on weekly close contacts (weekly positive cases will continue to be reported on the dashboard)
    LTHS COVID-19 Dashboard

    Mitigation Factors That Will Continue

    Promotion of COVID-19 Vaccination (and age-appropriate boosters) for all individuals ages 5+
    CCDPH Vaccine Info

    Masks strongly recommended for all students, staff, and visitors to District 204 based on the CDC and IDPH guidance
    CDC Mask Guide

    Masks required/must be worn on school transportation. This includes, but is not limited to buses, mini-vans, Driver Ed vehicles, etc. 
    Public Transportation Order

    Masks required/must be worn by all students and staff when in the Health Offices for any reason (illness, injury, daily medication)
    CDC Mask Guide

    Exclusion of any student or staff member who is positive for COVID-19 - students and staff must be cleared to return by the Health Offices after an infection

    Masks required/must be worn at all times on Days 6-10 for any student or staff member eligible to return to District 204 utilizing shortened exclusion.  Students returning on Days 6-10 will be required to eat lunch in an alternate cafeteria where 6 feet of distance can be maintained.

    Absence procedures, symptom reporting, and the use of the and email for related documentation will continue to be in use
    Illness Report Form

    Social distancing within classrooms of 3 feet or more to the extent possible.

    Alternate lunch room will be provided with 6 feet of social distancing for any student who would prefer that setting to the general cafeteria. Please contact your Assistant Principal to request an alternate lunch room:

    Weekly screening testing will continue to be provided on Tuesdays with Northshore Clinical Labs for any staff or student who is interested.
    NCL Registration/Consent Link

    Symptomatic testing will continue within our Health Offices for anyone who becomes ill on campus (with COVID-like symptoms).  Individuals will be excluded while waiting for the results of the PCR test. 
    NCL Registration/Consent Link

    Continued use of PCR tests for return to school per IDPH/CCDPH guidelines (due to High community transmission levels)

    Continued promotion of respiratory and handwashing hygiene 
    CDC Handwashing Info

  • Equity and Belonging Efforts

    Why did LT hire a Director of Equity & Belonging?

    LTHS remains committed to building a community based on a foundation of equity and inclusion where individual dignity is honored and where all individuals know they belong.  The hiring of Dr. Jennifer Rowe as the Director of Equity and Belonging is the culmination of years of equity efforts and furthers our commitment to celebrating the diverse school community we have.  Dr. Rowe’s work with our leadership team will help to operationalize the LT District Equity Statement which was adopted by the LTHS Board of Education in February, 2021.  Dr. Rowe serves on our district leadership team and will work closely with our community and associate schools on a wide range of efforts.  These include examining all that we do through the lens of equity and belonging and includes, but is not limited to, working with other district leaders to facilitate professional development for staff, working with human resources to ensure that our District’s hiring practices are equitable, and contributing to LT’s ongoing effort to close the academic achievement gap among students.  In addition, Dr. Rowe will be an integral part of the long-term, strategic planning efforts that will occur at LT during the 2021-22 school year. This process will help us define and communicate long-term district priorities, goals, and objectives at LTHS.


    Does LT teach Critical Race Theory?

    Critical Race Theory is not a framework that is taught in courses at Lyons Township High School. By contrast, it is important to recognize that educators at Lyons Township HS will continue to grow in their skills and in their practices to best support the diverse learners who are entering our classrooms today. Schools like LT are actively working to be more inclusive in the telling of history, presentation of stories and in their implementation of instructional practices and strategies that are more culturally, historically and linguistically responsive. This expectation for teaching and learning can be seen in the new ISBE Culturally Responsive Teaching and Leading Standards that were adopted this year.

    Lyons Township High School is committed to ensuring that all students are able to realize “Vita Plena,” where all are supported to achieve a true sense of equity and belonging in order to support their best life journey. Our teachers are dedicated practitioners who support the Illinois Learning Standards and the goals set forth from the state surrounding teaching and curricula.  Throughout the country, however, concern has been shared about the teaching of Critical Race Theory, which is a theory of inquiry developed for graduate-level law courses to explain the persistent impacts of racism that still exist in American society after the Civil Rights Act. This academic framework centers on examining the systemic nature of racism, in contrast to seeing racism as an act by an individual who wants to intentionally cause harm. It is important to note most school teachers have never been exposed to the foundational principles of Critical Race Theory in their own course of study, and this level of inquiry and application would not be presented or taught as a part of K-12 instruction. 

    The rich educational history at Lyons Township works to center strong instructional practices that allow for and support social/emotional development, a robust and rigorous academic repertoire with a belief in presenting whole and inclusive histories and instructional pedagogy.  These foundations are consistent and support the strong dedication of our instructors and also district leadership.  

    Resources To Go Deeper:

    For individuals who wish to explore further, we have included below a few resources that include additional information regarding Critical Race Theory and the recent Culturally Responsive Teaching and Leading Standards, adopted by the Illinois State Board of Education. 

  • Evolution of Grading Practices at LTHS

    The topic of grading practices has been a focus within our school community for the last several years, but specifically during this semester as students have returned for full in-person learning. Since 2017 our grading practices have been evaluated and adapted to be relevant, more consistent, and equitable, and we encourage you to visit the LT Vision for Grading website to learn how and why grading has evolved. Ultimately, our vision for grading at LTHS aims to ensure that grading is consistent throughout the school, equitable and fair to all students, and reflective of student performance.

    With the return to school this year, however, the changes to our grading practices are being fully experienced by staff and students for the first time. Since the start of the school year, we have received feedback from student advisory panels, parent communications, and staff survey items. This input is always valuable and will provide us with an opportunity, in the short-term, to review where we are and explore potential adjustments for 2nd semester, while remaining cognizant of our long-term vision for grading. It is our desire to continually research our practices as they relate to formative/summative experiences, summative retakes, and each of the systemic changes that have occurred during this evolution. We also commit to reviewing data and collecting formal feedback from our school community during the early part of 2nd semester. Specifically, we anticipate administering a formal survey as part of our strategic planning process in January 2022.

    We will continue to provide updates to our community as grading practices evolve at LTHS.