6:00 PM Board of Education Meeting
Viking Pride! It is more than what we do on the athletic field or court. It epitomizes how we feel about being part of the Niles community. Niles is a great place to live. It is also a great place to learn, to play and to be. Viking Pride embodies how we feel about ourselves and our community. Niles Community Schools, in partnership with the community, is dedicated to inspiring and preparing all learners through diverse opportunities to challenge the present and enrich the future. Viking Pride is Alive!
When it comes to severe weather and the potential for a school closure, I know that the sooner the decision is made the better for staff, students, and parents. Typically, we make a decision to close for inclement weather collectively with Brandywine and Buchanan. Our goal is to make this decision before 6:00am. (More)
After months of gathering information from community stakeholders through surveys, workshops, forums and other means, leaders of the Niles Community Schools district have developed a new strategic plan that will help guide the district in reaching future goals. On February 1, 2016, the Niles school board ratified the plan by approving the district’s new mission statement, vision statement, beliefs and goal statements — all of which are components of the strategic plan. “To use a Viking analogy, we wanted everybody to have their oars in the water at the same time and all pulling together,” said Greg O’Toole, school board president. “I think this was critical to getting to that point.”
If you walk into our building and ask any child, adult, and even parents (quite possibly), they will tell you we have three Mini Vike expectations! We are Nice, we Listen, and we Do the Right Thing! These simple words have very deep and complex ideas that go with them. To guide and develop our children's ability to do each of these three things we use the tools pictured on the home page. Each day we provide real ways that we can accomplish all three of these little ideas that make a BIG difference. Not only do we expect our children to exhibit these socially acceptable attributes, we challenge All to exemplify these ideas. Our proactive approach is helping our children know how to develop and interact appropriatly with their peers. When we take this approach, we minimize the idea of "bullying" and "harassment" and maximize the behaviors and words that show we care and are Nice. As we move into the realm of Big Vike behaviors of being Respectful, Responsible, and Resilient, (y) our children have the foundation to excel socially!
It is essential at this level we have an understanding of Bullying and Harassment-specifically as parents, staff, and children. As children develop socially they exhibit characteristics, behaviors, and use words that are hurtful. This is part of their social development however not an excuse. As we balance this developmental phase, it is necessary to be clear on how bullying and harassment is defined so we don't throw a label on actions that are hurtful yet not defining. When you consider whether bullying or harassment has actually happened use the following filters:
Bullying is defined as repeated, persistent, harmful behavior, where an imbalance of power exists, intended to cause fear, distress, or harm to another person's body, emotions, self-esteem or reputation, that substantially interferes with a student's ability to benefit from the educational environment.
Bullying rises to the level of unlawful harassment when one or more persons systematically and chronically inflict physical hurt or psychological distress on one (1) or more students or employees and that bullying is based upon one (1) or more Protected Classes, that is, characteristics that are protected by Federal civil rights laws. It is defined as any unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting, or dehumanizing gesture, by an adult or student, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational or work environment; cause discomfort or humiliation; or unreasonably interfere with the individual's school or work performance or participation.
Aggressive behavior is defined as inappropriate conduct that is repeated enough, or serious enough, to negatively impact a student’s educational, physical, or emotional well-being. Such behavior includes, for example, bullying, hazing, stalking, intimidation, menacing, coercion, name-calling, taunting, making threats, and hitting/pushing/shoving.
Children do a great job of telling us when they have been wronged. If they do not tell us at school listen carefully to them at home; and then come share your concerns with us here. This is essential for us to deal with any issues expeditiously. The Principal (or other designated administrator) shall promptly investigate and document all complaints about bullying, aggressive or other behavior that may violate this policy. The investigation must be completed as promptly as the circumstances permit.
If the investigation finds an instance of bullying or aggressive behavior has occurred, it will result in prompt and appropriate remedial action.
>Full day Kindergarten & Kinder-Connections—Monday through Friday: 8:35-3:36
>Special Education—Monday through Thursday: 8:30 - 11:40 (AM students) & 12:26-3:36 (PM students)
>Great Start Readiness Program (Early Learners)— Monday through Thursday: 8:35 - 11:48 (AM students)
>Montessori— Monday through Friday: 8:35 - 11:48 (AM students) and Monday through Friday: 8:35-3:36 (full day students)