• Tier 1 - All students’ needs considered when designing and implementing guaranteed and viable curriculum (consideration of culturally responsive standards, WIDA standards, SEL standards, universal design, differentiation, and high-leverage instructional practices)

  • Each grade-level school counseling team plans and delivers Group Guidance lessons quarterly.  Topics are determined based on grade-level developmental needs and are aligned with CASEL Social-Emotional Competency Standards.  American School Counselor Association Standards are used as guiding principles as these lessons are updated each year. 

• Tier 2 - Use of data to determine areas of focus for instructional/service improvement as well as to determine need for strategic interventions

  • Grade-level Student Service teams have enhanced their Tier II interventions during the 2023-2024 school year in response to various data collected by counselors and social workers. 

• Tier 3 - Use of data to students in need of intensive, individualized interventions across academic, behavioral, and social domains (may include school social work, Special Education, Section 504 services, referrals to outside agencies, etc.) 

  • LTHS has increased the personnel within the Student Services Division in the past two years with the hope of providing more support for students exhibiting the need for more support.  We have doubled the social worker staff, which has resulted in social worker to student ratios of 500:1.  Additionally, LTHS has partnered with West 40 Educational Services in an effort to connect even more families to community resources and individualized services within the areas of academic, social-emotional, and behavioral support.

• • Work with students proactively on behavior expectations

    • APs meet with their classes multiple times throughout the year to review attendance and behavior expectations, update classes regarding any new policies or procedures, and to celebrate semester successes.  

  • Implementation of Restorative Practices

    • APs, when appropriate, conduct restorative circles for students to assist in working through peer conflicts, student-staff concerns or other issues to assist in limiting exclusionary consequences. 

  • Process referrals, collaborate with staff/SST, families, and outside agencies

    • The APO processes student referrals (attendance and behavior) daily.  Through this process, APs will meet, discuss, process, and assign consequences based on individual students and unique situations. 

  • Monitor Speak-up Line, Gaggle

    • APs monitor the LTHS SPEAK-UP LINE and Google Drive GAGGLE safety reporting program during school hours.  APs also process calls from Gaggle (outside of school hours) when an emergency situation is present. 

    • The LTHS Speak-Up Line is a reporting program for students, faculty or community members to anonymously report safety concerns to the District. 

    • Gaggle is a safety reporting program that is operated through Google and student Google Drives.  If a student saves documents, files or images with words or phrases that threaten their or others’ safety, Google will report that information to the AP Office.  

  • Articulation with Associate Schools for incoming students 

    • AP, for the incoming class, will meet with Principals and staff at our associate schools to review safety concerns regarding the incoming class of students as well as general student support. 

  • Partnership with SRO’s/local law enforcement

    • LT maintains a reciprocal agreement with our local PD agencies and a close working relationship with our School Resource Officers (LGPD at North Campus and WSPD at South Campus).

• The LTHS Safety Committee is conducted in accordance with Board Policy 4:170 and is made up of administrators, school resource officers, staff (teachers, social workers, paraeducators), and students. The committee meets on a semiannual basis.  Members of the LTHS Building Leadership Team share safety and security updates; the team also provides feedback that informs the planning of the yearly VCI Drill.  Additionally, committee members have the chance to review perception data, share feedback and recommendations, and ask safety-related questions.      

• Safety Assessment

  • LT conducted a safety assessment to align practices and policies with the currently identified best practices.  The District Administrative Team engages in a regular review of the assessment, developing and refining implementation plans within the areas of facilities, technology, process, and protocols/procedures. 

• Signage, secured entrances, traffic (cars, foot traffic) patterns and guidance

  • Safety Signage has been updated and added to each exterior door.

  • The SOUTH CAMPUS DROP OFF/PICK UP maps have been included on the website to promote safe entry and exit, before and after school. 

  • The Main Entrance at each campus maintains a secured and buzzed lock and camera system to manage visitor access to the buildings. 

• Check-in Procedures for Visitors

  • Lyons Township High School encourages parents/guardians and members of the community to visit, while at the same time, the high school has a legitimate interest in minimizing disruptions to the educational process, protecting the safety and welfare of the students and staff, and protecting the district’s facilities and equipment from misuse or vandalism. Use THIS LINK to review visitor protocols/guidelines at LTHS. guidelines are required for visitors.

• Supervision/Cameras 

  • LTHS administration and staff maintain consistent presence in the hallways and grounds throughout the school day, including night and weekend security. LTHS continues to increase student monitoring and supervision through the addition of over 100 cameras and by increasing the number of student supervisors at each campus. Additionally, we have purchased additional radios for student assistant/administrative staff to utilize when completing supervision responsibilities. Assistant Principals have provided training to student assistants and will provide training throughout the course of the year as additional staff are hired.

  • Video cameras are present throughout the buildings at each Campus.  Cameras are monitored during school hours and reviewed regularly. 

• Identification (staff and students)

  • Students are required to have their IDs while on campus or attending LT sponsored events and field trips.  The Student ID Card was recently redesigned to include important Say Something information and SpeakUp Line Information as well as contact information for the following: National Suicide Prevention Hotline, Crisis Text Line, and Safe2Help Illinois. 

  • Staff members are expected to wear their ID and lanyard while on Campus. 

• Automatic External Defibrillators (AED) are present in multiple locations at each campus

Saftey Reminders

• As we strive to maintain campus security, please follow these simple but extremely important safety instructions:

  • Do not prop external doors open under any circumstances with any objects.  

  • Do not open external doors for visitors or unidentified individuals under any circumstances.  

  • When entering the building, please make sure that external doors shut and latch behind you (staff).  

  • In the event that you see a door propped open, please remove the item propping the door and secure the door.  Also, please report this to the campus Associate Principal so they can follow up appropriately.

• When parking in our lots, lock doors and also keep valuable items in vehicles out of view.

Rail Safety

• Both our North and South Campuses are located in communities with BNSF Metra Railway Stations and our North Campus specifically is located directly adjacent to the tracks. Please take a moment to remind your student of the following, particularly if you know that your student crosses tracks each day:

• Do not cross the tracks immediately after a train passes. Wait until the visibility in both directions is clear and the gates are raised.

• Never walk under or around downed gates for any reason. 

• Never walk under or between the cars of a stopped train. 

• We encourage students & parents/guardians to review basic track safety by visiting the Operation Lifesaver Rail Safety Education Website.  

  • LTHS partners with Operation Lifesaver multiple times a year as a guest speaker for Driver Education classes.  

Pedestrian Safety (Walking & Biking)

• Use sidewalks whenever possible when walking to school

• When sidewalks are unavailable, walk facing traffic as far to the left as possible

• Stop, look and listen for traffic before crossing the street

• Cross at corners with traffic lights, designated crosswalks or stop signs. Never cross in the middle of a block.

• Make eye contact with drivers before moving past them and watch for moving vehicles in driveways and lanes

• Remove head phones when walking or riding near the road

• Wear a properly fitted bicycle helmet

• Always ride with at least one hand on the handlebars. Carry books and other items in a bicycle carrier or backpack.

We encourage students and parents to review basic bicycle safety by visiting the NHTSA website for cycling or for pedestrian safety tips.

• Use of CSTAG for Threat Assessment Process

  • All Administrators and Students Services Staff Trained in September 2023

• Threat Assessment Team (District, South Campus, North Campus) 

  • Determine if threat of harm to self/other exists (as a result of statements, actions, posts, etc)

  • Follow proper protocols (CSTAG) for obtaining relevant information and addressing situations appropriately based on whether a threat exists and when it does, whether the threat is substantive.  Outcomes may include support referrals (counseling, social work, Special Education, outside agency support), safety plans, restorative circle/conference, school discipline, involvement of law enforcement

  • Communication with students, families, and relevant staff

• Multidisciplinary Team convened as a result of a crisis (significant disturbance to school environment, significant incidents/injuries, death of student/staff member).  Focused on:

  • Securing safety

  • Clear, predictable communication to all stakeholders

  • Collaboration with all relevant parties (families, staff, law enforcement, medical professionals, mental health professionals)

  • Providing immediate and ongoing support for those affected/who may be experiencing distress

  • Debriefing and continuous monitoring (as appropriate)

• Building Leadership Team Members Participated in the following professional development:

  • FEMA certification through Emergency Management Institute in Incident Command Systems

  • SSAVEIM Western Springs School, Safety, and Violent Event Incident Management program 

  • ALICE is a multi-option response program that utilizes preparedness to respond to a violent critical incident through the ALICE (Alert, Lockdown, Inform, Counter and Evacuate) protocol.

• Provide professional learning, student training/information, and information to families community on VCI/ALICE Protocol on annual basis

  • Each year, our staff and students participate in training sessions and drills to prepare for worst-case scenarios in our schools. Staff members/students participate in an annual violent critical incident drill to practice their response to such an event. Working with the police and other emergency response professionals, District 204 trains its staff members to utilize A.L.I.C.E. (Alert, Lockdown, Inform, Counter, and Evacuate) emergency response techniques. 

    • The drills may include activation of the rapid emergency response system, BLUEPOINT. Inside both buildings, blue police alarm pull-stations, similar to red fire alarm pull-stations, are strategically placed throughout the schools. When the alarm is activated, police first responders are immediately notified, the PA system broadcasts emergency information, and strobe lights are activated both inside and outside the building. 

    • We will always inform everyone in advance of a VCI drill or BluePoint test activation.  Additionally, when BluePoint is activated as part of a drill, students/staff members who have registered cell phones will receive text/email notifications.  In the case of an actual emergency, we will share information with families through email communication and social media posts. 

    • In conjunction with the annual VCI Drill, LTHS hosts a first responder articulation meeting in which first responders from the 11 communities we serve gather together to review LTHS crisis plans and assist with the VCI drill.  Collaboration with Western Springs & LaGrange Police Departments is ongoing throughout the course of the year  

    • In addition to completing an annual VCI Drill, students walk to campus reunification sites. 

    • When on-campus drills are conducted, the social/emotional well-being of students is considered.  Social Workers and School Counselors are available to process through the experience with students.   

    • VCI drills are in addition to the standard safety drills, including fire, severe weather and bus evacuation.

• Monitor, update, and seek BOE approval on all related policies (with guidance from legal counsel and PRESS)

• Maintain district critical incident plans (Threat Assessment, Critical Incident, VCI, Response to Hate & Bias) and ensure alignment with Legal Statutes, Board Policy, and Best Practice

• Culture & Climate of Belonging

  • School Safety Presentation

    • SAFETY PRESENTATION FOR LT COMMUNITY     October 2022

  • Welcoming Events/Activities, Support for Acclimation, Proactive/Clear Communication with All Stakeholders

    • Each year we welcome back our students with a series of social emotional learning lessons. These lessons set the stage for a successful year for students and build on our high expectations for student behavior and school culture. Among these welcome week lessons, is a lesson specifically dedicated to school safety. It explains the basic expectations we have around safety at LT, along with a variety of safety measures that we have implemented in the past few years to help protect our students, staff, and community. For more information about this lesson and school safety at Lyons Township High School please click THIS LINK.

  • Focus on Classroom Climate (Norms, Expectations, Agreements, and Relationship-Building)

    • At the beginning of each semester, LTHS teachers focus on building classroom community through inclusion/belonging activities, creating classroom norms/commitments, etc. This PANORAMA RESOURCE has been shared with staff as they work with students to design classroom commitments/expectations.  Additionally, we have shared the CASEL SEL PLAYBOOK  with staff in the event that they are looking for ideas for belonging/connection activities. The INTERACTIVE CASEL WEBSITE is also a great resource.  

  • Professional Learning and Expectation of Student Engagement & Support for all Staff

    • Through the goals and strategies of the District’s Strategic Plan and the associated Professional Learning, our goal is to increase student engagement.  Student engagement across 3 interconnected dimensions - Active Engagement (Academic Behaviors), Cognitive Engagement (Intellectual Behaviors), and Affective or Emotional Engagement (Social Emotional Behaviors) - supports improved student achievement, empowered learners, and a positive classroom and school climate. To enhance student engagement, staff are participating in professional learning that improves understanding and application of instructional and culture-building practices.  This professional learning takes many forms, but is centered in SEL and CULTURALLY RESPONSIVE STANDARDS and the application of high-leverage teaching practices, which are evidenced-based to improve engagement.  Simply put, when students are engaged, they experience more school success and in return that decreases negative behaviors and discipline referrals.

  • Restorative Practices

  “A field within the social sciences that studies how to strengthen relationships between individuals as well as social connections within communities.” International Institute of Restorative Practices

  • • The LTHS Building Leadership Team has been engaged in learning about restorative practices.  The Building Leadership Team has attended professional learning sessions with internal and consultant experts, participated in collaborative book reads, and completed site visits.   The LTHS Student Services Division has joined the Building Leadership Team in participating in an ongoing series about Tier 1 Restorative Practices Implementation with a focus on building community.  

    • The LTHS Assistant Principals & Division Chair for Student Services are in the beginning stages of facilitating restorative circles/conversation in response to disciplinary incidents.  Restorative circles/conversations are being used for mediating relationships as well as to repair harm that is caused by incidents and inappropriate interactions.    

  • Use of Panorama and 5Essentials to Assess/Monitor Data (Staff, Student, Parent/Guardian) Regarding Perceptions of Culture & Climate and Determine Action Steps/Plans

    • Students and staff complete the PANORAMA SURVEY in the fall and spring each year.  Results are analyzed and district and building improvement efforts are identified.  Specifically, the following sections have been identified as DISTRICT 204 STRATEGIC PLAN metrics: Student Sense of Belonging (Goal 2), Student Diversity & Inclusion (Goal 2), Certified Staff Sense of Belonging (Goal 3), and Non-Certified Staff Sense of Belonging (Goal 3). 

    • Students, staff, and parents/guardians complete the 5ESSENTIALS SURVEY annually.  Specifically, the following section has been identified as a District 204 Strategic Plan metric: Supportive Environment (Goal 2).  Additionally, Parent/Guardian Participation Rate (Goal 4) has also been identified as a metric.  

  • Class Charter Development & Yale RULER SEL Curriculum Through Physical Welfare Courses

    • One of the first lessons delivered for the year in Freshman Physical Education is the creation of our class charter. Gathering input from almost 1000 freshmen about how they aspire to feel when they come to school is an important part of laying a foundation for creating the school culture we want to have at Lyons Township High School. In order to create the charter, students reflect on how they want to feel while at school and what actions they can take to achieve that feeling and a sense of belonging each day while at LT. We compile responses from all students and look for the commonalities to develop our Class Charter. The Class Charter banner hangs outside of the South Campus Fieldhouse and serves as a reminder to all who pass it of our commitment to a safe school where everyone feels a sense of belonging. To find out more about this year‘s Freshman Class Charter please click THIS LINK.  

    • LTHS is in the fourth school year of implementing Yale University's RULER SEL curriculum within physical education. This curriculum is in place as a Tier 1 support for all students to help with their mental and emotional well-being during the difficult time of high school.  This curriculum connects with physical education to give a comprehensive approach to student wellness. Much of this curriculum is focused on people's moods and emotional regulation. This helps to support students when they are struggling mentally and helps to keep students regulated in difficult times. This approach allows us to be proactive as a school regarding safety and mental wellness of all students. To learn more about Yale University’s RULER SEL curriculum, and how it’s implemented at Lyons Township High School, please click THIS LINK.  

• Preventing Harm to Self or Others

• Clear Student Expectations for Behavior/Safety communicated consistently for all students

• Student Voice (advisory committees, focus groups, etc.)