2023-08-21 Public Exhibits - Third Amended Complaint

Hearing Date: No hearing scheduled
Location: <<CourtRoomNumber>>
Judge: Calendar, H
FILED
8/21/2023 10:45 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:45 PM 2022L003763
2022L003763
Calendar, H
24050750
EXHIBIT A
* This Exhibit is filed under seal.

Judge: Calendar, H
FILED
8/21/2023 10:45 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:45 PM 2022L003763
2022L003763
Calendar, H
24050750
EXHIBIT B
SURVIVORS OF LATIN
`This document is a compilation of stories and lived experiences told from the perspective of the Survivors of the
Latin School of Chicago. These stories involve anti-blackness, xenophobia, racism, classism, sexual assault,
homophoia, transphobia, and misogyny. The names of victims and anyone under the age of 18 have been
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redacted for safety purposes.
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Student, Class of 2021
a girl in my class who i trusted told several people that i had lied about being raped at 15. I talked to two teachers
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about it and neither of them said anything. she never apologized and instead defended my rapist.

To be clear: I am white and I understand I am extremely privileged but this had always bothered me.There is this
boy in my grade who said that “the only way you’ll get something here, is if you paint your face black, call
yourself Tyrone, and play basketball.” He barely had consequences and it wasn’t even spoken about and it always
really deeply bothered me.
Alumni
One day at practice, a teammate, who is white, was talking about a French test he has to study for. Although I
was lying to him about being from a French speaking country in Africa, I told him I speak French pretty fluently
and I could help if he needs help. He believed I was from the country because he knew I was from Africa, just
not sure about where. However, he said “yeah, but that’s not real French.”
Alumni, Class of 2017

I skipped so much class to not deal with the Young Republicans and their mandatory meetings, I missed
towards the end as many as non-essential opportunities to not be around my fellow Latin students because of
how socially inept, rude, racist, and ignorant they were. This school will make you cry so many times if you
aren't trust fund rich and white. Just go do well in a selective enrollment/IB/normal high school. Yeah it's cool
going to South Africa for spring break, but it's also nice knowing POC who aren't stressed wanting to cry and
think about racial and social politics to the point where it turns the whole grade into a divided cesspool where
the inflictors don't care and don't know what they are doing to their classmates who are children or adolescents.
I learned to hate and devalue community college and vocational training- this school taught me to aim classistly
to the most expensive private white institutions. I had to go to an extremely public university to learn that
normal successful people attend community colleges, which are cheaper than LSOC. I divorced myself
completely from this school quickly after graduating. It's stressful, annoying, and devastates students who aren't
the target demographic, literally back to the days it was founded, with Mabel Slade V. Waste of time and brain
cells.

My freshman year, a play was brought to Latin at assembly highlighting the story of a Puerto Rican Muslim
man. After assembly, Eric Andresen (2017) came up to me and said "Wow, I don't know what's worst, the fact
that they put an illegal on stage or a terrorist." He walked away before I could say anything. My dad was applying
for citizenship at that time and I felt ashamed for not saying anything back, I cried myself to sleep that night.

My freshman year, I was in Honors Algebra II with Mr. McArthur. Michael Herman (2016) sat at the table next
to me. He began saying "jokes" to students [redacted] (2017) and [redacted] (2017) about undocumented
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immigrants and the Holocaust. He said that it was okay to say because "Kevin Hart made the same jokes". Mr.
McArthur was writing at the board and never turned around.
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My freshman year I had English class with Eric Andresen (2017). One day the class had an in class work day. Eric
asked me "so how did you get here?" I replied with "What?" not understanding what he meant. He then goes
"did you come on a boat or something like [redcated]? (another Latinx student)" I didn't know how to reply.
Class ended and he walked away laughing at me.

My junior year I was placed in a student focus group with two other students of color to talk about diversity and
inclusion. All the white students sat on the other side of the room away from us. When the question of racism in
the classroom came up, I decided to speak up about the literal racial divide in the classroom. The facilitators,
both students and faculty, were overwhelmed and severely under prepared. It was one of many instances in my
four years at Latin where students of color were forced to share their opinions and experiences with white people
but also a time where teachers stood by and let it happen.
Student
I am of Indian descent. There was a kid of British descent next to me in class. The teacher made jokes about how
the British kid was always next to me because he was “colonizing” me. The teacher said, “Oh look class! It’s just
like the British colonizing the Indians!” I didn’t know how to respond…
Alumni
I have nightmares about Latin.
Rishav Dasgupta, Class of 2018

I moved to the United States at the age of eleven, and back then, it seemed that at every turn my nationality and
my accent had been held against me. You see, my accent was not stereotypically what is expected of an Indian. It
had tinges of an English accent in it, owing to my upbringing. English is my first language, and I grew up in a
household with a strong post-colonial influence. The same could be said about my school back home. The ways
people speak English in India are quite diverse, much like the country itself.
Latin seemed like it would have been a change of pace from my middle school, everybody was so friendly on the
tours, and it reminded me of my school back home. My freshman year was without issue, save a few instances,
but the first time I felt my identity and myself targeted was during my sophomore year. Every four years, the
Latin School Band takes a trip abroad. During my sophomore year, I went with the band to Paris. Within hours
of our landing at the airport, four of the boys in my travel group (which was composed of fifteen students total,
including a few ‘friends’ of mine) began taking small jabs at me.
“Is your accent real?”

“Why the f*ck do you speak like that?”
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“Your skin is dark like butterscotch. Butterscotch- sounds like a horse’s name! That’s what I’ll call you.”
It bothered me, but I kept silent. By the end of the first day, it had become so unbearable that I spoke to one of
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the teachers on the trip about it. He did nothing. The second day, the comments kept getting worse and worse.
The teacher who was leading my travel group said nothing.
“What do your people eat? Sh*t?”

“Your country is a real sh*thole.”
We were in Paris for seven days. Each day, the torture became worse. However, I did not allow myself to show
weakness or any emotion. Instead, I cried in the showers back at the hotel every night. Even when we were at the
Paris airport, about to board the flight back to Chicago, one of the boys glanced over at my Indian passport and
scoffed, saying “My passport is much better quality than that piece of paper you’re holding.”
When we landed in Chicago, I waited till my family got into the car before I burst into tears. I was howling like a
newborn. I could not be consoled. Those boys had massacred my self-esteem and pride. I decided to not
continue in the band in my junior year. It’s not like that helped, those memories still haunt me. They have
changed me forever.
By the time Senior year had rolled around, it was a new me. I had a brand-new Americanized accent and had
hidden my depression so deep inside myself that sometimes I could even fool myself. The problem was that my
depression wasn’t all that I was hiding- I was hiding the fact that I was bisexual as well. I wasn’t ready to come
out yet.
That being said, I didn’t try to change the way I acted because of it. I still liked the music I liked and I still lived
the life I wanted to. You could say I was testing out the waters to see if people would be accepting of my
personality without having to spell my sexuality out.
I never really fit in with most of the boys in my grade, and this year was no different. To try and assimilate better,
I joined Latin’s basketball team as a manager. After the season ended, I was invited to a celebratory party. The
music was blaring and everyone seemed to let loose. As it happens, a boy at the party had recorded a video of me
dancing. What can I say, I was dancing like there was no one watching. The next day, this boy sent this video to
one of his friends who posted it on their ‘finsta’. The comments that were under it were vicious.
“Why does he dance like a woman who just got a sex change?”
“Why can’t all gay dudes be like me?”
Little did most of the boys commenting on the post know that I could see their comments as well. I was beside
myself. I thought that I was close to being outed and could see that I would not be accepted as such. I couldn’t
allow myself to react. At the same time, every single one of those comments broke my heart while tearing me to
shreds. Not one of the boys in my grade stood up for me then. I was not even out to my parents, so I could not
tell them what happened. I spent three hours that day laying in my bathtub, sobbing away quietly into a
needlepoint pillow. Due to the adverse reaction that I had received, I thought coming out would never be a
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choice for me. The world did not seem to like me as I was, why would I want to complicate it any further? This
burden kept me in the closet for another year and a half, with countless panic attacks and breakdowns along the
way. When I finally came out to my parents, they showered me with love and asked me why I had not come out
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to them before. I said that I had thought they would react as those boys had.
I am proud of being Indian and I am proud of being bisexual today. No one can take that away from me. Since
leaving Latin, I have found my voice. That does not mean that I do not struggle with the repercussions of what
happened to me during those four years, but it does mean that I am now willing to talk about it. Thankfully, I
come from an open-minded family and I have access to mental health care. But I shudder to think what someone
in my position without those luxuries would have to resort to. I have written this statement not for publicity nor
sympathy. Rather, I have written this for awareness. May no one ever have to endure the kinds of things that I
endured at Latin.
Thank you for reading my story.

I was called “dirty faggot,” “lesbian slut,” “dyke” and other derogatory terms by a group of guys in my grade
many many times during my Sophomore year of High School. I was in the closet at the time and this constant
degradation towards me and my identity made me never want to come out to anyone and made me grow
ashamed of that part of myself. I was also told by a guy in my grade that he “hoped I would get raped because I
was the type of person who deserved to be raped.” I felt so unsafe going to school and would cry almost every
day after school. All of this resulted in me transferring to a different school (where I finished my high school
education). That was the best decision I ever made, because I was able to find a community of accepting people
that made me proud of who I was. After coming back to Chicago the year after I graduated, those same guys
who harassed me relentlessly ASKED ME OUT ON DATES. And I made sure I stood every single one of them
up.

During English class (junior year), we were reading a book with the n-word in it. Ms Diorio asked the only 2
black kids in the class if they thought we should all say the n-word while we read the book out loud. The
narration of this book was in AAVE, and Andy Coleman stated that his dad overheard him reading out loud at
home, and he asked him “why are you so casually racist?” Andy shared this with the class. His friend responded,
“so you just admitted that you’ve been casually racist on other occasions too in order for your dad to mention
that.” Andy admitted that this was true. The class laughed.

I was sitting in the hallway & Griffin Pollard sat next to me and played “La Chona” (a Regional Mexican song) to
make me feel uncomfortable
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This is just ONE OF MANY stories from this kid, Alec Kotler, but in junior year he told his whole basketball
team that he had nudes of me even though I never once gave him any. He MULTIPLE times with me straight up
telling him no and to leave me alone/stop asking me. I thought he finally understood once he stopped, but
turned out he also had to go and make up a story and sexualize me to not just a few friends, but his whole team!
Latin was riddled in rape culture and I honestly did not realize how horrid it really was (WE WERE
ACTUALLY BY LAW AND IN REALITY KIDS) until I got out of there.

This is about my experience on the girls’ JV basketball team. We had a game at Willows Academy. It was snowing
so hard, I had so much homework, and had a big test the next day, yet I showed up on time and ready to play.
Not being chosen as starters for that particular game, my friend (who was the only other POC with me at that
game) and I sat towards the chairs at the end of the bench since they were the only ones available. The first
quarter went by, and neither of us got put in the game. We had been cheering on our team and staying focused
on the game, hoping that at some point we’d get put in. Eventually, every single girl on the team was put in, and
we ended up in the chairs next to our main coach. After halftime, we waited to see if we’d go in third quarter.
The coach didn’t even acknowledge our presence beside her as she did when the white girls on the team were
sitting next to her and she would mouth certain comments to them about the progression of the game or what
to do if they went in. Fourth quarter came and we (the only two POCs in our team that day) had not gotten a
SINGLE MINUTE OF PLAYING TIME! The people that were in weren’t even playing well, they were
WALKING DOWN THE COURT and letting the other team get one lay up after another. We were losing by
over 15 points and NOT ONCE DID OUR COACH PUT IS IN! Some of the girls that were put in hadn’t
even been at practice everyday that week and we had been there on time and put in all our effort TO BE
DISREGARDED, HUMILIATED WHILE SITTING THERE NEXT TO OUR COACH AS SHE
PRETENDED WE DIDN’T KNOW THAT SHE HAD LEFT THE TWO GIRLS OF COLOR ON HER
TEAM ON THE BENCH FOR THE ENTIRETY OF A GAME WE WERE LOSING! If you don’t consider
this racism, please explain what is! This is absolutely UNACCEPTABLE. I am not the only POC who has
noticed and complained about this before. Coaches constantly favor white kids on the team and give them more
playing time even if they are out there being lazy on the court. Coaches shouldn’t put players in just because
their parents show up to games (because me and my friends who are POCs have sat there benched as people who
don’t do anything at practice and barely show up get put in). Our hard work and leadership at practice is not
being recognized and it’s not ok. And it’s not an issue about “SKILL” and who is a better player because those
that aren’t putting in the work and don’t play well are often the ones who enjoy much more playing time (and
lose games). Coaches need to check their biases and learn to recognize when they are being unfair and RACIST.
The school needs to offer better training or workshops for them in this area.
Alumni
I was so excited to go to Prom because I got invited as a Sophomore and got to go before most of my peers
(because when you’re a sophomore you can only go with an invite from an upper class man). Everything started
out pretty casual, until later in the evening, when one of my teachers, who was already getting kind of drunk,
kept hitting on me and telling me how “hot I looked in my dress” and how “grown up” I looked. I was 15 at the
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time and he was married. Eventually it started to get uncomfortable and he grabbed my butt while still hitting on
me. The shock of everything made me so uncomfortable that I ended up leaving prom early. For a long time I
felt guilty, as though I had done something to have led him on, but I know now that I didn’t do anything wrong
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and that his behavior was completely inappropriate.
Alumni
A student my Freshman year of High School mixed up the names of all the black girls in my class on purpose
because he said “they all looked the same,” and he bought a venti water from Starbucks for one of them because
he said that “‘____’ is from Africa, and they don’t have water in Africa so I have to help her.” He got away with
all of this because he always put on this act of being innocent and naïve, but confided in some students that he
knew what he was doing stating that to him, “all n***** look the same.”
Alumni
I can name too many boys that would manipulate and pressure several girls at a time to send them nudes. I can
name too many boys that had folders on their phones of nude photos of their underage classmates that they
would share with their friends and use to blackmail girls. I’ve been told “if you don’t hookup with me, then
you’re a fucking bitch and you’ll regret it.” Toxic.
Alumni
Freshman year of high school, I had a class with a senior. I didn’t know him. After class one day in October, the
day I got my braces off, he grabbed my backpack and pulled me into the stairway where no one was around. He
lifted me up off of the ground, rendering me completely vulnerable, and kissed me. Of course I was confused
and uncomfortable, but my friends told me that “hooking up” with a senior as a freshman is an
accomplishment.... even if it’s not consensual? It took me too long to realize that it was sexual assault.
Alumni
When I quit band, Mr. Teolis put his hand on my back and told me.. “You owe me”
Student
I am a very obvious Jew as I don’t try to hide it and pretty much everyone knows. While this might not be as
serious as other stories, I have had fellow students come up to me and make very offensive statements often
covered up as jokes . Such as, “we all know the Jews made up the holocaust”, “I know that Jews don’t have horns
but can I check”, and of course jokes about how cheap we are and how rich we are. The “jokes” that hurt the
most are the ones that attack my family or other Jews that were affected by the holocaust. I believe that people
with anti semetic, homophobic, racist, and all other tendencies like that need education. But sometimes, it gets
to exhausting to talk to every skinny white boy who draws a swastika. That’s why I want everyone, even if you
don’t identify with those identities, to speak up. It makes it a lot easier for the people who have to deal with that
stuff every day.
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My sophomore year a senior asked me where I was from and when I told him I was Arab, he very vocally in front
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of several other students asked me why I hadn’t blown up the whole school yet. I told some peers about the
encounter and most of the responses were “that’s just the way he is” and dismissed it entirely. Another senior my
freshman year I remember showed up for Halloween dress up day as a “terrorist”. To my knowledge he was never
reprimanded for this.

Ms. Holloway would randomly come up to me and start playing with my braids. She would even start braiding
my braids during class. I was clearly uncomfortable but she didn't care.

During the Erasmus Society night last year, the father of one of my classmates and a very large donor to the
school turned what was supposed to be a thoughtful discussion about his daughters presentation on
islamophobia into a screaming match with me. He said that this country has never done anything bad to
Muslims, constantly interrupted everyone in the room, and wouldn’t even allow the only Muslim woman in the
room to share her perspective, invalidating her experiences. People are allowed to be zionists if that’s what they
choose, but I’m a Jew, and Jews can be bigots too.

Being biracial and from the South Side at Latin created many opportunities for classmates to be downright racist
and offensive. The major instances that continue to shock me 8 years after the fact are the following: - Being
called "ghetto" by the former head of upper school's daughter for wearing a cropped sweatshirt that was part of a
theater costume (I personally wore that style of sweatshirt all the time, making this comment feel pointed at me
personally). I'd later come to find that some of my classmates thought I was "acting ghetto," and that even a
teacher expressed this sentiment behind my back. - As a white passing person, when disclosing my biracial
identity, I often had white classmates literally laugh in my face and say something to the effect of "oh yeah same,
I'm black too." - On countless occasions I'd be asked by classmates if it was safe for them to come to my house on
the South Side. They'd ask if they would get shot or mugged.
Alumni
One of my very very first experiences at Latin made me feel so unvalued that I was anxious to go to school every
single day. It was "orientation" I think, and we met with our advisories for the first time. I was the only POC in
my freshman advisory and the only student (to my knowledge) on any type of financial aid. All of the people in
my advisory already knew each other even though not all of them had been going to Latin, and I immediately
felt left out. My advisor had us do that classic icebreaker activity where the person you're sitting next to tells you
about themselves and you introduce them to the rest of the group. The boy I was sitting next to ended up being
one of the most racist and just ... mean... people in my grade. I remember him turning to me and asking with the
most disgusted look "I'm assuming you like to read?" which threw me for a loop. I tried to actually tell him
about myself and he didn't listen at all, then pretty much failed to introduce me to the rest of our advisory. I
went through that whole year dreading going to advisory and legitimately never spoke A WORD in advisory the
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entirety of the year. This feels like a minor thing, but I still remember it vividly and I've literally graduated from
college at this point. My white classmates at Latin made me feel like the most unimportant person in the world
and I've had to work so hard to raise my self-value because of it. Teenagers (or anyone, really) shouldn't have to
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go through that.

I vividly remember sitting in a car headed to a project week destination listening to the two (white) students in
the back talk about hitting women as well as saying blatantly homophobic and transphobic things. I was openly
queer. The teacher said nothing.
Alumni
My advisor has us have individual meetings scheduled with him to talk about “grades,” but my meetings with
him instead resulted in him asking me about my life, asking me personal and inappropriate questions, and
always complimenting my appearance and telling me how beautiful I was. This made me extremely
uncomfortable because I was 15 at the time. Also during one of our meetings, I told him about something
personal in my life that was negatively affecting me and he put his hand on my knee and moved it up my thigh to
“comfort me.” Also, one time after school (it was pretty late, probably around 9:00pm), I left my eyeliner in this
room and went looking for it, and he appeared and kind of blocked the doorway and asked me what I was
looking for and I said “my eyeliner,” and he said “you don’t need that, your eyes are already so beautiful.” It
made me so uncomfortable that I quickly gathered my things and left the room because I was so afraid as to
what would happen next. One time he saw me getting on the bus and decided to take the bus with me and
proceeded to shit talk different students to me, referring to one as a “dirty slut.” It was so inappropriate. When I
told my friends about these things, they accused me of lying. Eventually at the end of the year, I was heading to
one of my one on one advisory meetings and my friend in my advisory asked me where I was going so I told her
and she said “what one on one advisory meetings.” I ended up asking the rest of my class and I was the only one
having these meetings. All of this made me so uncomfortable, that I ended up leaving the school. I hope that no
other girls had to experience the same thing that I did.
Alumni
Microaggressions like people touching my hair without asking, being told I’m an Oreo/basically white, or that
I’m pretty for a black girl, were so common that I didn’t even realize how wrong it was until after I left. I’d been
there my whole life and that was just the norm. However, in middle school I realized that it wasn’t just micro
aggressions or biases but blatant racism that was allowed at the school. One day a white student made a very
racist and derogatory comment and I overheard it. When I went to administration I was told “He would never
say that, he’s a good kid.” This student had a pattern of saying offensive things. It wasn’t out of character. I was
shocked that I wasn’t believed. They made me question if I heard what I knew I heard. Then they made us sit in
a room together and we apologized to each other for the “misunderstanding.” From then on I knew that when it
came down to it, Latin administration would never be on my side.
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in my 8th grade year in American studies, we learn about things that may be difficult for other, but on the day
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that we were going to watch a 20 minute video on slavery, the teacher of the class said that if anyone felt
uncomfortable that they could leave class. We also learn about the Holocaust every year I’ve been at Latin and
it’s way more in depth than we ever learn about slavery. Also during the video we had a worksheet to fill
out—the kids in my class sat on their iPads and then copied off of my answers and asked me what the answer
were because I “should all ready know the answers”.

I came to Latin in 5th grade and throughout my years at Latin I’ve had my classmate pull on and touch my hair,
anytime I would ask them not to they would and I remember on one particular occasion I was wearing my hair
natural and a girl ran up behind me and grabbed a fistful of my hair. I knocked her hand out of my head and
glared at her because it was rude and she said, and I quote, “jesus, it’s just so nappy! Why are you getting so
upset?” And then we had this conversation and she basically told me that I should just get used to it.

A person in my grade frequently refers to black people as monkeys…

Senior retreat was horrifying and traumatic. I don't see how anyone can expect those activities to "bring students
together." I felt exposed and humiliated. There was no one trained enough to comfort me in that space.
Alumni
Literally today I saw screenshots of a groupchat where boys made comments about how “black girls have aids”
and basically said that no black girls are attractive. Then my name got introduced as they debated whether or not
I was attractive. Not only as a girl does it hurt my self esteem to see boys debating my attractiveness but as a black
woman to see if I’m considered the exception. And I caught myself wishing I was. What really hurt was that the
boy who made the worst comments has a history of saying racist things. But I genuinely believed he had
changed. I thought he was a dumb kid and he had learned. I guess Ihad to learn the hard way that he didn’t learn
and correct his ignorance, rather he got better at hiding it.

I've experienced many instances of racism with the Latin institution. One that hit me hard was during my
freshman year. I didn't have many friends so I would just sit around at different tables during lunch and I sat
down at a table of mostly white boys. They were having random conversation that I didn't really care about, but
the second I sat down the subject immediately switched to the KKK. They started making jokes that they were
in the KKK and they were going to rallies. This was around the time when KKK activities were really high, they
left me alone at the table laughing. I felt extremely little, that people were use those scary times against me. Ever
since then I decided to never eat in the cafeteria unless I absolutely had because I don't consider it a safe space.
That's when I saw Latin for what it truly is, an institution with ignorant/racist students who think they are
above all. It really set the tone for how I approached the next few years and even still I faced cases on black
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students just saying the n word in front of me numerous times and just apologize for me to catch them doing it
again. That is just a few of the cases of racism that I have faced. The Latin experience has taken a heavy toll on
me over the three years that I have been there.
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I was in line for lunch one day, planning to take it and eat somewhere else like always because the cafeteria was
never a safe space for students of color anyway, and finally got to request my order. I am Latinx and Spanish is
my first language, so I started talking with one of the cooks who I knew well in Spanish. Keep in mind that the
custodians and the cooks are some of the only people who have ever made me feel safe or welcomed at Latin. A
white girl behind me (supposedly a Feminist and all, part of LAW and all) turned to “whisper” to her friend that
she was “so tired of hearing me speak Spanish. We all already know, she doesn’t have a reason to show off”. As if I
speak my home language to “show off”.

Last year, I was asked by a white student about what my opinions were on the use of the N-word. After I said
that I believe that that non-black people should never use that word under any circumstances, they said "well
how can you get offended if you're not even black?" (I am not black, but I am POC). They then told me stories,
in a reminiscent tone, about Latin parties where the N-word was chanted.
It's a common practice amongst a lot of students at latin, where they ask other POC about their opinions on
race/humanity topics that should really only have one side. They do this in hopes of having a POC "justify" or
"validate" their prejudice.

One day I overheard a kid saying how his Middle East class teacher told them to not make any bad assumptions
about the video that he was about to show his class. This kid then said the first few seconds of the video was a
Muslim man saying Allahu Akhbar. This kid then says “How is the teacher gonna tell us to not make any bad
assumptions when the video he showed us says that?” and after that I just assume that a lot of kids associate that
phrase with a negative meaning.

Multiple boys in my class are openly racist. They are known for disliking black people, and not ashamed of it
whatsoever. In fact, they are willing to talk to any non-black classmates about why they believe black people are
inferior, claiming they are just ‘stating their opinion’. In a class I had with one of these boys, the teacher was
talking about a black man and the racist boy muttered “I’m surprised he isn’t dead yet”. When I replied, “What
are you talking about?”, he began to tell me about all of his negative views on black people. I had my mouth
wide open with shock and he laughed at me for not agreeing with him.

In middle school, I was sitting next to two friends of mine who are poc in science class. The teacher called us out
for talking during class (but this happened to me about every other class regardless of who I was sitting with),
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and after class I was asked to speak with the teacher. I remember the teacher telling me they were concerned that
I was “starting to hang out with the wrong crowd.” As a white kid, it was clear to me what she really was
concerned about. I couldn’t believe what she had said and it stuck with me the rest of the time I was at Latin.
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When it comes to racial discrimination from staff and teachers, I am lucky to have limited experiences in this.
The most pointed example of this presented itself in a tone-deaf comment. During my junior year, I enrolled in
Mr. Kendrick’s AP Stats class at the beginning of the term. During a discussion on the first day, we were talking
about countries and mentioned ‘France’ in some context. It should be noted I grew up pronouncing the words
as had learned it in India- with an emphasis on the ‘Ā’. Mr. Kendrick turned his head and said “Who calls it
fraaaance? Its France!” and the whole class erupted in laughter. Among these classmates were some of the
students who had previously harassed me over my accent on a project week. That experience had forced me to
change my accent, but I did still have some remnants of my old self, which had presented itself in this situation.
One should note that Mr. Kendrick was quite close to these students. I was so embarrassed and immediately
went into panic mode. I felt as though I was attacked because I knew they were laughing AT me, not with me. I
ended up dropping the class on the second day because I didn’t want to feel belittled, in public, by a teacher ever
again.

My freshman year, I was on a sports team where one of the coaches was Mexican. My dad came to one of my
games, and afterwards a teammate went up to me and said “coach ____ and your dad are like identical twins, I
got them mixed up”. Mind you, my dad is a light skin Puerto Rican and the coach was a med/dark tan Mexican,
amongst other differences such as height, size, etc. I replied, “How do they look similar?” because I was
genuinely curious, and they replied “Well they’re both hispanic... That’s about it” and laughed. I had no clue
how to reply, and just tried to forget about it. But it’s always bothered me how people categorize others by
race/ethnicity.

Racism at Latin isn't limited to students. It's exacerbated by an often racist and complicit administration. When
I was a senior, I was told by several friends about multiple racist comments made by a group of white freshmen
boys. One girl went to the freshman dean to ask him to intervene. He then told her, a black girl, that she should
have calmly explained why their comments were offensive instead of calling them racists. I confronted the dean
about his response and he doubled down on his comments. He said maybe she was having a hard time at Latin
because by calling these boys racists she was "inviting" them to say offensive comments and bully her. I was so
disgusted that I told my dean, another white man, about my conversation and he completely brushed it off. I
then told a POC teacher about the situation looking for advice. He confessed that POC teachers had
complained to the administration about racism at the school but that they'd gone largely unheard and he wasn't
sure if there was anything I could really do.
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Alumni
I see people saying that students need to go to SDEC meetings as if they are any help to promoting diversity at
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this school. My first and last SDEC lunch was supposed to be on heteronormativity but consisted of straight
girls talking about Call Me By Your Name.

Freshman year, I was in Mr. Carpenter’s physics class and was lucky to have gone through the social justice unit
in physics. Despite the criticism and backlash from wealthy white parents that led to his unjust firing, this unit
was what sparked my interest in discussing issues of race and getting involved with social justice more generally.
This was the first time that I was confronted with the idea of white privilege. It was, arguably, one of the biggest
and most important lessons that I learned in my four years at Latin. It would go on to inform how I viewed my
role in society and would push me to educate myself on allyship, systemic racism, and general white privilege at
Latin. However, just because some white students were uncomfortable with being confronted—by a fellow
white man, may I add—about their inherent privilege due to their skin color, Mr. Carpenter was fired. I
remember one of my wealthy, female (also white) classmates mentioning that her parents were “close” with Mr.
Dunn and were furious with Mr. Carpenter’s “inappropriate” teaching material, implying that her parents were
going to ensure Carpenter would be taken care of. The fact that the Latin administration was so afraid of what
the wealthy, white parent conglomerate thought that they were willing to fire one of the ONLY white faculty
members that was crucial ally and confidant for many BIPOC at Latin—despite numerous students and faculty
speaking up about Carpenter’s crucial role at Latin—speaks volumes about whose opinion was (and continues
to be) prioritized. At the end of the day, I can confidently say that, as a white student, the concerns of white and
wealthy Latin parents and the COMFORT of their white children has always trumped the safety and comfort of
BIPOC at Latin.
Student
Ms. Finch calls all the brown students the same names; the black students the same names; the Asian students
the same names. She’s had 4 years to learn our names! We don’t all look the same!
Alumni
One time in high school my friends and I were talking about racism and the KKK and this white kid who was
not part of our conversation chimed in and said that not everyone in the KKK was racist and by assuming that
we were "just as bad as the KKK themselves".
SM, Class of 2017

Freshman year, I was in one of my classes with the only other Brown girl/ POC in that class. Before the teacher
arrived, we were doing a buzzfeed quiz. It was called “How American Are You?” and I joked with her that I had
gotten a low score, since I was a 1st gen immigrant. One of the white students overheard me and loudly asked if
had documents. The teacher had already walked in as he asked “Do you even have a passport?” Everyone
laughed. The teacher said nothing.
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Alumni
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A bunch of '15 guys got caught putting up "Vote for Pedro" signs during student government elections where
they photoshopped pictures of a former classmate who was South American not named Pedro with a mustache
and sombrero. Their dean Ms. McCarthy caught them but they apparently told her they had just found the
posters and were taking them down so they were completely let off the hook.
Alumni
I was speaking to an alum of color that went to latin 20+ years ago and we were able to bond over our shared
trauma. It was sad to see how similar our experiences were even though we went to Latin 30 years apart.
Alumni
The first time I was made to feel different at Latin was when I was 6 years old. Like many lower school parents,
my Mexican mother was waiting outside the building to pick me up from school when another Latin mom
asked her if she was my nanny. I didn't understand the implication of this question for years. What made my
mom look like a nanny instead of a Latin mom? Why weren't other Latin moms asked this question?
Alumni
I am an Indian-american female. My first day of freshman year I had Hon. Physics as my first class. The teacher
thought it would be a good, fun, idea to guess the students’ names from the roster he had, based off of their
appearances. I happened to be first in line. He first guessed the name of a different South-Asian male [redacted],
and then he guessed the name of a different Indian girl [redacted], and then once he got it wrong twice, he
decided to guess the name of a white girl, just so that what he was doing didn’t seem racist. Then the teacher
decided to stop guessing. The whole class saw this event occur, and the teacher never apologized. This event was
the first time in high-school I was mistaken for another BIPOC, but unfortunately it was one of countless
instances. It’s the same select teachers, who are great teachers, but they never apologize, and they keep on doing
it. I’ve even gotten emails that were meant for a different BIPOC and been handed back tests meant for a
different BIPOC. Something needs to change.
Alejandro Mendoza, Class of 2014

My time at Latin was full of racist encounters from students, faculty, and parents. Two instances that I
immediately remember are the time that I was told by Vic Bruene that the only reason that I got into Bucknell
University was because I wasn’t white and had an unfair advantage due to affirmative action. That being said, I
never attended Bucknell, despite it being my first choice, due to my inability to afford their tuition.
Another student, Jacob Hirshman, while we were in middle school, once made “jokes” while I was at a dinner at
his house about me going and cutting the grass and doing the dishes because that’s what Mexicans do. He said
these things in front of his parents and I distinctly remember his father laughing.
These were only two stories of numerous that I have. I understand that their names may be redacted but I
request that mine remains available. I do not want anonymity. My name is Alejandro Mendoza and racism like
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this was very much a part of my “Latin Experience”. Although I highly doubt that those that were racist towards
me, including these students, remember each of these interactions, I haven’t forgotten. If any Latin students,
alumni, or faculty/staff would like to discuss or has issue with what I’ve said, contact me.
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Kelsey Watkins, Class of 2019

Junior year, a classmate, Nick Schuler accidentally sent a vine in our AmCiv history class group chat. The
youtube link to that vine was titled "I Do Not Associate with Niggers". After he realized that he had exposed
himself for casually making a racist joke, he texted everyone individually a weak apology saying, "I did not mean
to send that vine in there"..."it was a joke and one in very poor taste", and so on... I think this instance is one that
happens all too often at Latin and goes unaddressed. Looking back, I should have reported this to someone of
authority, so that something could have been done. This is not the only time that Nick Schuler has been exposed
for using the N-word...and although it might have only been a "joke", this just shows the type of language that
white boys get away with within the safety of their group chats and with each other. I always wondered what
context Nick thought it was appropriate to use that vine in...what they were joking about...who else was in that
group chat...and how many other instances jokes like this were made.
The thing is, people might say, "he apologized, get over it" but as a black person I cannot simply get over it
because 1) this was definitely not an isolated incident, just one example of many, and 2) an apology does not
necessarily mean he is sorry for what he did, he is just sorry he got caught.
Schools like Latin need to create an environment in which students feel comfortable coming forward with
stories like this (no matter how big or small), so that people like Nick Schuler are not only sorry, but face
consequences. Because if there are no consequences, next time he will just double check which group chat he is
texting when he feels like being racist.

Everyday I spent at Latin was dreadful.
Two students locked me in a room and so I told them that if they didn’t let me out I would hide their iPads. I
was put in detention by Ms. Finch for “touching a student’s property” and they were left without any
punishment because their parents were big donors.
I went to report a girl for cyber stalking me and the counselor stopped me and said, “if anything troubles you in
the future, come to me. You know how Ms. Finch is.”
I became friends with a student of color who was always bullied. She constantly said she wanted to kill her self
and that Latin was prison for any non-white student. She would say suicidal things in class and the teachers
would punish her for speaking out of line. A very large impact on her depression came from being treated poorly
if she didn’t act “white”.
Latin a racist, sexist, homophobic, place where only people with money for in. DO NOT GO TO THIS
PRISON!
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I got selected for a summer program without having to pay money to apply and was really happy about it,
because it had programs I was interested in and such and would never have applied. When I told a friend about
it, they said “you only got it because you’re a poc”, and some of my other friends said the same thing too. It
made me, even still makes me, insecure about achievements I get because I don’t know if it’s “because i’m a poc”.

I used to tutor a Black middle school Latin student as an after school job when I went to Latin. I would usually
just help her with a bunch of different homework (Math, English, Science, etc.) and one day I was helping her
read her Social Studies assignment. Her class was preparing to stay overnight in Springfield to learn about
Abraham Lincoln. She was reading the assigned homework out loud to practice her comprehension skills when
she began to cry. The only mention of Black people in the reading was as "slaves" and "house servants." She began
to tell me how the only way she ever learned about Black people at Latin was as slaves and there was no other
curriculum that showed "people like her." She was only in 6th grade at the time.

The day after Donald Trump won the Presidential nomination, all the students of color felt extremely unsafe at
latin. On this day, Nicholas Schuler (2019) and a handful of other white members of the Young Republican
club came dressed in suits, wearing "Make America Great Again" hats. They began walking around together to
communal spaces like the library and cafeteria. They would surround lone students of color, specifically Black
students and congratulate each other for the election results, as if they somehow made it happen. They went as
far as saying, "I don't know why everyone is crying right now. The only people crying right now should be
Hillary's campaign managers, since they're out of a job. no one at this school has a reason to be upset."

During my senior year, LAW felt like one of the school's most racist and hypocritical clubs. Most of the women
running and in it would tolerate such disgusting behavior from the boys they were involved or friends with while
preaching about girl power, which for them only included skinny white rich girls like themselves. I rarely saw
women of color at their meetings and it honestly, as a woman of color, it did not feel like a safe space where I
could come and share my experiences.

Nick Schuler dressed as a Mexican for a Halloween party and when students confronted him, he said it was fine
because allegedly a Venezuelan student wasn't offended.
Alumni, Class of 2019 This has a picture to go along with it

I remember when a girl posted pictures on Facebook of her and a friend in Africa holding African children and
compared them to animals. As a Black girl, I was in disbelief. If she compares them to savanna animals, what
does she see me as?
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Alumni
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I understand this platform is about drawing attention to racist, xenophobic, and anti-black experiences at Latin,
however if possible I would like to share my experience on gender ignorance too. I was a female student at latin
that was bullied my whole time there. A guy once told me I wasn’t “smart enough” because I was a girl, and then
tripped me giving me a bruise across my face. When he told me this it was in the middle of class and the teacher
told me to “collect myself” when she saw me tearing up, not reprimanding the guy in any way. The
psychological bullying by him and other guys then continued to make me feel even more insecure. Another guy
called me someone’s “seconds” in the middle of class because he thought it was funny. I would have to avoid
interacting with rapists that everyone would just forgive because “they are nice when they aren’t grabby”.
Alumni
Christine Holloway has a weird obsession with male students of color. She would start drawing portraits of ones
that fascinated her at random times.
She constantly made racially charged and homophobic remarks to students for the sake of tormenting them and
whenever she was called out, she'd excuse herself by saying she didn't understand politics because she teaches art.
She specifically targeted her harassment towards students who would stand up to her, which was almost
exclusively women of color and queer students. She would purposefully alter the content of her terrible
comments around such students in a way that made sure that she would be offending them as much as possible.
She used to openly talk about her romantic interest in this Indian man she met at a Whole Foods, which was
weird, but also just plain inappropriate. She is known to touch Black students' hair without permission, going
so far as to braid Black girls' braids. She is a bully and should have been removed years ago. I have never come
across a teacher who was so viciously vile as she was - but of course, this was also reinforced by her blatant
favoritism in her classes. Students who entertained her behavior always received positive critiques and grades.
Students tried to tell Betty Lark Ross, the head of the art department, about Holloway's behavior, but she told
them there wasn't any substantial evidence of these claims.
She feigns ignorance behind this persona of being a kooky art teacher, but honestly, I am sure she just derives
pleasure from being able to drive someone to their breaking point. One thing Holloway once said that I will
never forget was, "The computer at Latin was a cesspool. It was basically a Cabrini Green. Thank God they tore
it down." Creating art used to bring me so much joy, but after being her student, I've given up pursuing that
passion entirely. I can't create art anymore without feeling a deep sense of inadequacy and regret for how I
wasted my time in her classes. She ruined art for me and I don't know if I'll ever get that back.

I was the only Chinese international student at the time. The school expelled me in my sophomore year because
Ms. Stevens, the upper school counselor, decided to share my confidential information (a pregnancy) with the
Head of School Mr. Dunn and Mr. Coberly. They later made a collaborative statement in front of my parents
that my expel is valid regardless of my choice to terminate the pregnancy. To this day, I believe the color of my
skin and my nationality had clouded their rationality to make a fair decision.
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Alumni
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When Micheal Herman ran for student government his campaign posters included a picture of robert e lee and a
quote from him as well. they were all of the school which was jarring enough but then after a long taxing day I
come to find the poster taped on my locker. The poster wasn't on any other lockers in the locker bay. I look over
my shoulder and see a group of white boys laughing while i crumbled the poster up. I tried to convince myself it
was just random but clearly it was done on purpose

During a senior year English class, one of my classmates was Sam Lincoln, whose mother was interim
headmaster at that point, I think. The class frequently got off topic but the teacher Frank would often reel it
back in. One day, Sam gets into a long tirade about how white colonizers were just far more superior to Indian/
Native American tribes. So because of superiority and better weapons, they were able to vanquish millions of
Native American peoples. So, by Sam’s logic, we should just all get over the massacres because nature made white
people superior. Frank said nothing about the racist and bigoted comment and instead directed the class to
another topic. I will never forget this.

I remember being in the art classroom when my African American friend's natural hair shed to the floor like
how anyone's hair normally sheds. A white student picked up her hair strand from the floor and showed it to the
class, jokingly stating "eww is this pussy hair?" Everyone looked at my friend and then laughed. I didn't say
anything and to this day, I'm still incredibly ashamed of myself, especially considering she ended up taking her
life. I was a complete coward.

I remember when one of the very few minority faculty members decided to form a safe space so that minority
students could feel comfortable talking about their experiences in one of the only settings where they wouldn’t
be a token student. Many of the white students were furious they couldn’t access this space. I remember one
white male specifically saying “this is why N***** shouldn’t be allowed in this school, I bet that room now smells
like shit.” All his friends laughed in response including the other black male in the group. When they saw me,
they dispersed and never looked me in the eye again. I’ll never forget that day. I knew Latin would never be a safe
space for Black students.

The summer after graduating in 2014, I began to realize after talks with my family that I would not be able to
afford [redacted], the college I committed to. Financial assistance wasn’t really a major topic during Latin’s
college app course. We didn’t discuss nuances. I tried to get additional assistance from the college to no avail. I
worked at a nightclub, and soon learned that it was frequented by a Latin teacher with a penchant for 18-year
old girls. This teacher later was fired for reasons that I still cannot get a full answer from Latin. I remember other
alumni insinuating I was the reason the teacher was fired. I remember feeling so alone because this teacher had
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crossed a boundary but nobody checked in to see if I was okay or offer help. I think this experience is so
indicative of what it means to be a queer mixed race woman. You’re on your own.
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My freshman year, one of my white friends told me she was glad I wasn't like other Black people. She said "thank
God you're not ghetto and can actually speak English." I remember thinking that was a compliment.
Faculty
When Mr. Dunn became head of school, people kept patting themselves on the back as if he was our personal
Barack Obama. We were now post racial. Students' complaints of racism no longer existed or mattered because
we couldn't be racist. Our head of school is black.
Cynthia Trujillo, Class of 2014

During our senior year awards ceremony the presenter, Betty, was naming the person to receive the art award
that year. She butchered my Mexican last name. People all around me afterwards were laughing about it. Instead
of, you know, commemorating how I made, shared, taught, and engaged in art. I felt humiliated. I let it go
because “that’s Latin.”
Cynthia Trujillo, Class of 2014

My friends and I always used to cram in one tiny cocktail table at lunch. The long tables were usually always
taken by the same groups and they never offered to make space for us. What they did instead, though. was
comment about how all the Black kids are exclusionary by sitting all at the same table. We just wanted to eat our
lunch.
Alumni
The issue of inappropriate and predatory behavior of teachers toward students at Latin has been going on for as
long as I can recall and likely far earlier than my time there. When Mr. Gilden was fired, many of us were
surprised not because of his actions, but because the school finally drew a line between what it deems ‘normal’
and what isn’t acceptable. Teachers have sent students inappropriate messages over social media, made
comments to students about their appearances, made sexual jokes to students, taken abnormal interest in
students’ romantic lives and more – it’s all under the guise of having ‘close’ relationships with your educators,
who are responsible for your grades and college recommendations and can directly impact your future. These
specific things have either happened to me or to someone I know. After we graduated, male friends of mine
admitted a (married with small children, if that matters) male teacher would talk to them about students he
thought were attractive and would have slept with. All these students were 17 or younger. Teachers only act this
way because they know there are no consequences, unless you write it out like Gilden and get caught.
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I was asking Ms.Finch a question, and halfway through our conversation, she made comments about my body
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like “oh, you’re so skinny” and “you’re very pretty”, and then proceeded to tell me she thinks my brother is cute.
The whole conversation makes me very uncomfortable to this day.

My senior year a video of Nick Schuler started circulating around Latin. It was him asking a girl for nudes and if
that wasn't bad enough, he ends the video with him saying the n-word. This was not the first time he had been
caught saying the n-word either and it's messed up he always got away with it.
Miles Aronovitz, Class of 2020

I was shocked when I received a poor grade on a creative essay about “codeswitching” in Ms. Barker’s Black
Voices in America class. When I met with her to discuss why I did poorly, she bluntly said, “[My] definition of
“codeswitching” isn’t what I was looking for, or even what was taught.” Those words stuck with me for the rest
of the year. As a black male student, I “codeswitched” daily at latin. I was beyond devastated that a white
teacher—someone who never experienced that struggle— so easily dismissed and nullified my personal
experiences that defined “codeswitching”. I can only sim it up as insensitive, unqualified, and systemic
educational racism and oppression.

One of my hyper-wealthy white male classmates has/had a painting of a Ku Klux Klan member in his living
room, made able to view by the internet as his profile picture on social media has the figure in view. In algebra I,
this man told me that there is no immigration without assimilation. His older brother also pleaded to his peers
one day at school about getting his grandfather "someone who just eats and works" on his large private property
in the deep south. Almost all of this went unattended my four years of high school. All of his friend group used
oppressive about language to themselves in private, because what other things will and can you do when there's a
Klansman painted in your living room?

I’ve had suicidal thoughts because of Latin
Alumni
I let everyone at Latin pronounce my name wrong for four years because I knew a lot of people wouldn’t bother
to say it correctly and I was scared to deal with that.
Student
On my team there's a group chat. I found out that there is one group chat with me in it and one without. I don't
know if it's because I'm black or because I'm queer. All I know is that once again I am being excluded because of
my identity and/or beliefs.
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Alumni
Two white boys came up to me and told me I had “DSL lips” in FOURTH GRADE. I DID NOT EVEN
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KNOW WHAT THAT MEANT. When I got out of school, I immediately asked my dad what “DSL Lips”
were...and if it was a good or bad thing... as you can imagine...he was PISSED.
Alumni
Being treated as the token and constantly being told I was the prettiest black girl in the grade because of my fair
complexion and long hair. This started in 3rd grade and I felt like I had to play along with it in order to fit in.
Makes me sick that I felt I had to stoop to that level at such a young age.
Alumni
When my Spanish friend transferred schools, the white kids in the grade started a rumor that she left Latin
because her “green card got taken away”
Alumni
After being verbally berated with slurs beyond belief in middle school. When I brought specific information on
who was harassing me, what they said, and how much they hurt me, Ms. Finch & Ms. Sampey victim blamed
me and completely threw everything under the rug. To this day I feel spited by the administration, and feel as
though if I was of a different Ethnicity (I’m LatinX) I would not have been blamed for this incident. This
student also had a pattern of bullying and racist behavior.
Alumni
I’m a white passing POC with Native American family members, and the amount of times (from maybe first
grade onward) that we had to learn about how great Christopher Columbus was, was truly sickening. He not
only led fleets to murder many of my ancestors, but raped them too, and I was never taught anything about that
in my history classes at Latin. I only learned about the horrors that he inflicted on a Nation of people through
finding out online or having family members tell me about our family history. The fact that they glorified him
(teaching us songs about how he “discovered” America in first grade), makes me very sad and erased so much of
indigenous peoples history that we should have been taught.

Zack Finkle and Keaton Bubbala were KNOWN rapists in my grade. I was told by people that if I ever went to
parties I had to be careful and not get “too drunk” or leave my drinks out around them because they have a
tendency to take advantage of women. Some of the survivors went and spoke to the school about it and the
school did nothing about it.
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Having a part of your identity treated as “inappropriate for school” is incredibly degrading.
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While Latin is not explicitly homophobic, it is complacent with the homophobia in the schools’ community.
Latin deems queerness as nothing more than a political stance, and has cultivated a heteronormative school
environment.
Latin has put out enough LGBTQ support to make straight students feel comfortable, but not enough to make
other queer students feel comfortable.
Not being explicitly homophobic is the bare minimum, and a school as esteemed as Latin should be working
towards creating an environment that normalizes and promotes nonconformity.

I was consistently harassed along with many other female classmates daily by being identified as “so-and-so’s
piece”, no longer addressed by name. One day after I had enough of being harassed, catcalled, openly slut
shamed by male students after having gone on a date with a classmate, as well as having my butt grabbed by an
upperclassman because apparently I had become “easy”, I had a meeting with the dean at the time, Mr. Tebbens.
After relaying my experiences and general lack of safety I felt, he told me, “boys will be boys and that
unfortunately is just how kids can be at your age.” He then proceeded to take names down of those who had
harassed and assaulted me. At the end of the following day, I asked about the update of the situation, to which
he said there is none because there is not enough evidence nor concern of matter for there to be a proper report.
In the end, those boys were never reprimanded, and I was left feeling as though I had caused those situations to
happen and continue as per the advice of my dean.

Abigail Garber once asked me (an Asian) if it was true Asian guys had small dicks. She also once was rapping
along to some song, said the n-word, and then defended herself by saying that her Black boyfriend at the time
gave her a pass to say it.

in middle school I was new to Latin. In my first year there a boy in my class who I was not friends with asked me
to hug him, and as I reluctantly did he grabbed me closer, reached down, and squeezed my ass. It was in front of
his friends.

I am a young Chinese woman. During this time of the pandemic, I have received racial aggressions concerning
the virus while we were still at school. Many times, I would cough or sneeze in class because of allergies or a
clogged throat. And in response to that, my classmates felt that it was appropriate to say aloud, “Corona.” But
whenever someone else would cough, they would do nothing. The teachers never said anything either.
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Student
I’m not sure if this fits in the unchecked culture, but some of it is about slurs and discrimination. For saftey
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reasons, I am not going to name the names of my queer POC in this story. Also please cover other names. So in
the beginning, a tiktok had been sent to a group chat that was co-ed. The joke in the tiktok was an inside joke for
the females in the chat. I won’t specify because I might get hate. One of the boys, [redacted] (2026), proceeded
to say that he was re****ed in response because he didn’t understand it. Others in the group chat and I asked for
him to not say that as it is offensive to one of the members. His friend, [redacted] (2026), then asked “how is bad
to say re***d? it isn’t offensive to anyone in this chat.” It was. Only then did they apologize. Another person had
said “this is a list of slurs that you will get your ass beat if you say it in the street” they listed some slurs. One of
them was the derogatory word used against japanese people in WW2 (j*p) [redacted] proceed to say, “It’s J*p,
right?” but uncensored. I later talked with him about it and he refused to believe it was a slur because it was “
just calling them japanese. These same two boys as well as their friends have come after us for posting about
BLM because they “just don’t want to see it”. We tried to meet with teachers about this but none of them
responded to our emails.

I had a certain Affective Ed teacher who let people think gentrification did not affect POC differently and who
mispronounced my name or called me the wrong Indian girl’s name multiple times to the point where she had
already apologized a lot and the rest of the class was up in arms in my defense but she never got it. I guess my
name which is my existence is too inconvenient to learn. In that same class, a white girl said that gentrification
was when white peoples moved into “bad neighborhoods”. The teacher never once corrected her for implying
POC are bad people and when my friend and I were visibly appalled at her interpretation of gentrification, the
teacher tried to tell us to stop. I am done being censored or trying to be digestible for white and male led
administrations.

Latin tries to act so progressive when it isn’t. Latin only teaches about the white-washed american history. I
haven’t seen anything about BLM nor have I seen anything supportive of the LGBTQ+ community except for
those stickers that say “lAtIn iS a sAFe sChOOl” when it clearly isn’t because half of my friends are in the closest
because their parents are homophobic and the teachers never touch a topic that’s a little bit uncomfortable for
them.

As soon as I came to Latin I’m JK, I was made to feel ashamed of the culture that I’m a part of. My accent was
constantly mocked and criticized. There is this girl whom everyone seems to think is perfect but she would make
me practice saying words like her (the right way apparently) because she forgot British English came first I guess.
She made me feel so bad that I stopped wearing clothes from my culture to school on my birthday. Other boys
made fun of my prom pronunciation too. My own best friend told me only non-Americans pronounce a word a
certain way. ASA in high school finally made me feel comfortable and proud of my culture. But then junior year,
I was mocked by two people for something simple I said and I was actually right in my use of the word. When I
texted the proof to them so they know it felt like a micro aggression, I was told to chill. Being chill is overrated
when people keep telling you to do it, honestly.
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When I was on project week, someone in my grade was talking about how he couldn't look me in the eye because
I was gay. Not only this, but he made it a point to say that I was going to hell. I think what makes me more sad
and upset is that I've gotten used to that language because I knew that nothing bad would've happened if I was
to speak up.

I’m pretty sure Latin tried to use my family to show their “progressiveness ” because I have two gay dads and i’m
a poc in a video about financial aid with a white person to show their “diversity” when my grade only has 2 black
students.

In 6th grade I believe, a group of white kids went up to another white kid in our grade during recess. They told
him to complete the words and would tell him the starts of words and he would say the endings. Then they said
“vi” as in vinegar, expecting him to say the n-word. No one was punished, we just had a grade wide talking to

Conservatives of Latin was virtually a cult. Overheard them referring to the head of the club as “god” amongst
other weird things.

a kid in my grade tricked another student (who happened to have a learning disorder so they were easily
“tricked”) into saying the N-word. A teacher got mad at people who told the administration. The student who
tricked them got a “talk” and no other repercussions. Latin never issued a statement and kept it a secret.

My junior year I found out a girl in my grade told several others that I had lied about much of the trauma I had
experienced after being raped at fifteen. She did this to several other women as well, going as far as telling others
very intimate details about our physical and mental health. The girl is white, and she did this to me and at least
two women of color. I told two teachers and a counselor in the hopes that what happened would be addressed.
One did nothing. The other tried to do something but was shut down by the administration before she could
speak out on my behalf.

At Latin it was so easy to be white, wealthy and call yourself an ally, just because you weren’t directly doing
anything racist. Yet we all ignored the confederate flag in that girls basement, we all ignored the hate speech
encouraged in the Young Republicans club, we all ignored the comments to the black athletes about how
they’re only good at their sport because of their race. We didn’t intervene and we were part of the problem. I
wish I had supported my BIPOC peers by noticing the problems that didn’t affect me directly.
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We have a yearly swim unit with the boys. There were rules where we had to wear one piece swimsuits so it was
“appropriate.” I was in the first swim groups. Our groups had to suddenly get split up by gender and we weren’t
told why. We later found out that the boys were rating our bodies while we were in our bathing suites on a scale
from 1-10.
Alumni
I was on Honor Council. I don't remember the details, and for confidentiality's sake it would probably be best
that I don't share them in any event, but two white students were brought before us for incredibly racist actions
against a POC. After a lengthy, painful deliberation (where some people on the body's biases were clearly
showing), we decided to give them both an out-of-school suspension. Once one of their parents lawyered up, the
administration unilaterally overturned the sanction. If I recall correctly, they instead put the students on a
meaningless probation.
Alumni
The Young Republicans only became a problem once Eric Andresen (2017) began to take over. He ran that club
like a well oiled white supremacist machine.
Erich Finch, Class of 2014

As a white student at Latin with a fairly consistent career in the Wrigley Theater, I was oblivious to the
whitewashing and racism that existed in the directing and casting of plays and musicals at Latin. Whether it was
picking the same 7 white students for lead roles, choosing to perform a play with a “comedic use” of black face,
or another play in which a white groom tells his best man he was going to “sing a song in old negro time”,
anti-blackness was very pertinent and promoted in Latin theater. Those who chose to listen to their classmates
of color would have no issue seeing this. I, and many other white students at the time, chose to brush away these
concerns as overreacting and because of that the teacher who made these production decisions is still there. I live
with this guilt constantly as I should. I can’t change what I didn’t do back then, I can only commit myself to
being actively anti racist now.

I was at clubs block when I passed the young republicans club room watching “Zero Dark Thirty” and
“American Sniper” clips of US imperialism moments. They cheered so loud and clapped and cheered as they
watched US soldiers commit clear war crimes. This all happened as their “too good to be touched” leader stood
by and laughed along.
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Faculty
I'm a person of color and taught at Latin for four years.
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I think it was 2018, during assembly, the school invited a group of queer actors/actresses for a play, during which
they shared their personal struggles with identities, their relations with parents, society's discrimination, etc.
After the show, I debriefed it with my advisees, and one of the boys bluntly said "it was disgusting." Two other
boys agreed with him. I tried to reason with them that they could like/dislike the show but this simple
judgement that he made was nothing but discrimination. The conversation hit a wall with little interest from the
group to continue the topic.
This was not an incident. There was a pattern of behaviors. The three boys (all white from wealthy families) in
my advisory would always question the meaning of learning about anything related to social justice or racism.
They would add to each other and dominate the narratives in my advisory. There were three female students of
color in my group, which I did not think felt comfortable speaking up at all. I had mentioned the boys' behaviors
and their names to the dean, which to be fair was usually very supportive. I asked if we could separate them to
change the dynamics of the advisory. All I got was "oh those three boys ..." and silence and nothing happened.
Till this day I still regret not bringing their words up to the administrators. Maybe this time it would be
different. Maybe I'm just being naive again.

Finally someone had brought up the republican club. They could all say whatever they wanted as long as their
slick leader was able to get in front of latin administration. He could just pass anything off and get away with
anything

That club, and any Latin student knows what I mean, with all the members being underclassmen yet led by a
“leader of the community”, would ravage the school. The school protected that “leader” (2017), and maybe he
thinks dating a POC makes him safe, but it doesn’t. When they brought in Fred Barnes I had an anxiety attack.
Parent, Class of 2019

I was picking up my black son from school, and he was eerily quiet. I knew something was wrong as he is usually
bursting with energy with how well his school went. I didn't know how to deal with it; I decided to not speak,
assuming he had a stressful day at school. All of a sudden, he burst into tears, his face buried in his hands. I
immediately pulled over so I could console him. I asked what was wrong, and he replied, with his voice muffled
through his hands, "my friends at school called me Harambe." I had no idea what this meant, so I gave him the
whole "ignore them, it's fine" type of speech. Later on, I searched up the name, Harambe, and learned that it was
the name of a gorilla. Somebody at my son's school called him a gorilla. I was furious at my own stupidity; I have
officially justified racism to my child, and I think that telling him he should ignore these acts may have
encouraged more acts of racism at the Latin School of Chicago.
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Alumni
When I was in high school, I was talking and snapping with to this kid. We had shared some nudes. I then found
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out that he had screenshotted some and showed them around to people in school, like in the building. There are
many aspects about the way the administration handled it that bothered me, but the worst was that the guy was
suspended for only one day. I even said to the school that the punishment wasn’t sufficient but they didn’t
change it. I had to see him around the building for the rest of my time at Latin until I graduated. I would get
physically uncomfortable whenever I saw him.

i know and understand that i am white and privileged but it think that someone should know about this. I think
it’s so bad how so many white boys in our grade say the n word and they say that they have a “pass” or they say
it’s not a big deal and they find it funny to say. When they say it there are no consequences and everyone usually
just brushes it off like it’s nothing when it’s actually a very offensive word to say. they say when they are singing
rap songs and say “i’m just singing a song” i know better and so should they.
Alumni
Miles Burke used to have a finsta that consisted of videos his white friends (I.E. Henry Stein-Krause, Ian Cahr,
Richie Parrillo, Zack Finkle, etc.) calling people f****** and the N-Word, doing racist impressions, and making
very scary and disgusting statements about girls in our grade. It was obvious from the videos that they were
either filmed in the school or across the street in Lincoln Park. I transferred schools so there wasn’t much I could
do from my end because I didn’t go to Latin anymore, but I sent the page to a friend of mine who still went to
Latin and asked her to report it for me. She told me that after reporting it, the school said that they couldn’t do
anything about the videos, and the boys faced ZERO consequences. The fact that the page even existed, with its
heinous content, and that he only allowed my white classmates to follow it, shows just how fucked up the
mentality is of a lot of the people that go to this school and that it’s a breeding ground for racism and white
supremacy. There’s a reason why I left Latin.

I was called Nigger to my face but too afraid to say anything.

I suffered with mental illness throughout my 14 years at Latin. It got worse my freshman year of high school,
causing me to take a leave for a month. When my family tried to have a meeting about returning to school Mr.
Graf told my parents that I would not be allowed back yet because I was dangerous to the other students, even
though that could not have been further from the truth. It turned out that parents who had pull due to their
involvement with the school and money had told the administration that they didn’t think I belonged back in
my grade because they didn’t think the topic of depression and anxiety should be discussed in a school setting. I
wasn’t allowed back for another month due to these parents.
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Shannon Barker is and was one of the most unfair teachers I have ever had the displeasure of having. I got stuck
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in her class, I couldn’t make my tenth grade schedule work anyway else. Her MESA Lit class was an interesting
one, to say the least. I often received progress reports in my time at Latin, but never did I receive one from
Barker. I ended the year with a C-. I was “failing the class for multiple months” as she said it, and was never
informed about what I could do to improve. The best essay grade I received in her class was a 68. It was on a
personal essay that “lacked personal voice”. I went to the director of the upper school at the time, Monica
Rodriguez, who helped me tremendously. I finally felt like someone was listening to me about how awful Ms.
Barker is. She had favorites, and in my class, they were all the girls who have done some pretty racist things
online. Any POC, or male in her class, she had some kind of problem with.

Sophomore year, I was sitting in the lounge during my free with some boys in my grade. One boy had a religious
book out (it wasn’t a Bible, but it had to do with Christianity). He proceeded to talk about how LGBTQ+
people aren’t real humans and were making a choice. I told him that I had family members and friends who are
LGBTQ+ and he proceeded to invalidate them as humans. This situation ended up making me leave the room
and I went and cried in the bathroom. It was hurtful to hear him say this about other human beings and loved
ones of mine. The other people in the room brushed off his opinion as “religious freedom” and didn’t call him
out for his dehumanizing behavior.

Alec Kotler (‘18) confided in my friend that when he works out, lifting weights, etc. he would often say the n
word under his breath in order to somehow feel stronger and improve his work out. Do you realize how
insidiously racist this? For someone to use the implications within this word in order to benefit, uplift and
satisfy his own whiteness enough that it is used to work out? This kid went to Latin since lower school for a total
of 14 years and as much as your own household/ environments outside of school have an effect on the person
you are, it is clear that Latin is a place that not only doesn’t interrupt but feeds and embraces racist and
anti-black ideals that eventually grow into someone’s psyche in this way. If this is something he feels safe enough
to share with someone else, imagine what he doesn’t disclose. Imagine what he’s gotten away with in the
comfort of his white male peers.
Alumni
I remember some people in our grade posted Snapchat stories and tweets on Twitter (but not Instagram or
Facebook posts because those were too public) with the n-word included in the caption or tweet. The first one I
saw was in 5th or 6th grade. I was too scared to speak out, I didn’t want people to know I snitched. These
continued until 8th or 9th grade, but once people started to realize the trouble they could get in, they stopped
posting these snaps or deleted the tweets. But with that came no apology from these people, and some of them I
was friends with. I tried to bring this up to our freshman dean, but he said that there was no proof of anything
that was posted and that I had no proof. It felt sad to hear a white man dismiss my experiences.
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I am a white female student and am friends with many of my grades "popular students." Since this account has
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gone up many of the students I am friends with, mostly the very wealthy, and not all white, boys, have
commented on these postings. Arguing that "they are being taken out of context, unfairly portraying their
friends and siblings who didn't mean to come off as offensive in a bad light, and only showing one side of the
story." This coupled with almost no talk about how we could be better, and why Latin, for many, was traumatic,
is very upsetting to hear. You think that with this account showing the traumas Latin inflicted on others some of
these students would pause to consider how their actions have affected others? But no, instead they are simply
trying to just deflect all forms of accountability, trying to make it sound unreasonable that there is a platform
finally elevating the voices, that for so long, went unheard at this school.

My freshman year, we were doing a murder mystery game in math. We were supposed to decide who out of our
group was the murderer, based on the clues that we’d been given. One of my white, male table mates turned to
me and said, “I’m picking you as the murderer because you’re Black.” I was in shock. The other people at the
table stood up for me, but nothing happened to him. I even brought it up in BSU. The boy was in my advisory
and I had to listen to him make those types of comments all the time. His friends always covered him, saying he
was just “joking.” It wasn’t funny to me.
Alumni
Just take a look at Latin’s official Instagram page. Nearly all of the pictures are of a token BIPOC, falsely
portraying Latin as a community that represents BIPOC, when in reality Latin is predominantly white. This is
false advertising, and makes students feel as though Latin can just use them in order to portray the school as
“diverse.” This behavior is not exactly “racist,” but it’s certainly messed up.

I've seen people defend Eric Andreason (2017) and claim: oh, he can't be racist, he's dating a woman of color, his
sister is of color! I had many classes at Latin with him and would constantly feel the need to be on guard. In one
class history class I had with him the teacher asked the class who thought the U.S.'s colonization of the
Philippines was, retrospectively, a good thing. Eric put up his hand, and said yes it was, justifying this act of
colonization by arguing that the U.S. built schools and roads and helped "educate" the country. I was so appalled
and confused that he had the audacity to say this out loud. When talking about the Civil War, he would even
defend the Confederacy, even though he himself is from New York, just to play "Devil's Advocate." I'm
somebody who respects discourse but the fact that this student always sided with the racist / imperialist side of
all of these discussions felt deeply problematic and almost like an intimidation stunt towards students of color in
the class who are living with the repercussions of the history his ancestors chose.

I am a white woman and was a lifer at Latin. I’m not sure if they still do this, but when I was in 2nd grade, we
dedicated a day of school to Ellis Island Day. Everyone came to school dressed up with little suitcases as though
we were immigrants coming through Ellis Island. There was a station where some people’s names were changed
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and one where we were “checked for lice.” Aside from being just plain bizarre, it is disturbing how much of an
“event” the day was, as if Ellis Island is representative of the story of how all people came to America. I’m white
and obviously was very young when this happened, but I can’t imagine what my black classmates and their
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families thought about this day and how we were telling the story of this country, totally ignoring how black
people were kidnapped and enslaved. That is our country’s true origin story. It seems inappropriate and racist to
present the immigration of white people through Ellis Island as the beginning, highlighting how white
immigrants “suffered” in the process, without a single mention of slavery.
Alumni
I wrote my response to this “prompt” several times. I didn’t even know where to start. Survivor is the right term
for the black experience at Latin. Every single day at Latin was a reminder that I was outside of my “comfort
zone.” The funny part is I don’t have a comfort zone. I am a first-generation American who has visited countries
all over the world and lived in communities ranging in age, socio-economic status, religious beliefs, etc. Latin was
simply a place that reinforced that as a black woman I did not belong. My presence was simply a performative
indicator of their diversity efforts. I attended Latin for high school only and it was one of the loneliest,
discouraging times of my life. I came as a 14 year old, ready to take on the world and Latin sucked every bit of
energy out of me. By my senior year, I barely wanted to engage with my classmates or be at school when I didn't
have a class to attend. I constantly expressed my needs to the administration, but the response always let me
know that a young black girl had no right to demand better let alone speak up for herself. The most upsetting
part is that while Latin took so much from me, it taught me analytical skills and provided an opportunity to
engage in conversations covering interesting topics in English and history. Comparatively, these skills were not
worth what I sacrificed. Many times I have considered the type of community Latin could be if it took me and
my peers seriously and the teachers and administrators made strides to be inclusive. The unfortunate truth is
that they don’t care enough to change anything. I graduated almost 10 years ago and I see current and recently
graduated students telling the SAME stories. Free will is one thing, but if Latin made an effort to inject the
community with lessons from all perspectives possible in an equitable way and reprimanded behaviors that
CLEARLY indicate certain backgrounds are not welcome or respected, Latin could say it did its part (i.e. - a class
on African American history as interactive and “intense” as Nazi Mind). As of today, Latin has not.

Among various incidents at Latin, including a family member being profiled while trying to pick up my
brother/a debate surrounding the "racism" of Students of Color in middle school (various white kids KEPT
trying to join and called us "racist" for being upset about it)/multiple instances of sexual misconduct, a specific
incident really sticks with me and was a central reason as to why I left Latin. In 8th grade, I wrote something for
my English class about sexual assault and harassment at Latin, specifically referencing the actions of a certain guy
who kept a list of girls he wanted to fuck and consistently acted on it - non-consensually - in ways that hurt
many of my friends (I was on the list as well, so I often felt weird interacting with him). I didn't reference his
name in the piece, or the names of any victims (whom I had read the piece to), and was ready to share it with my
peers/raise awareness about something largely ignored in our grade. However, the administration barred me
from performing it. Though this frustrated me, from my years at Latin I understood that they were trying to
protect their image (which is gross and stupid, but at the time it felt like the norm). The thing that sticks with
me, though, was a meeting I had with the MS counselor soon after. She called me up to her office to talk, which I
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assumed entailed a discussion of my feelings of discomfort/fear for my friends. Instead, she called me "mean" and
"dramatic," stating multiple times that I "could have ruined a young man's life." In 8th grade, at a school built on
protecting the legacies and futures of wealthy white kids like him, I find that hard to believe. Yet, I felt immense
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guilt and broke down in her office. She did nothing to comfort me. Years later I look back at that moment with
so much disappointment, knowing that even now the boy is still preying on girls in my grade. But honestly, I
never expected much from the administration in terms of dealing with the misconduct. I just wish they hadn't
made me feel like the enemy for trying to protect myself and my friends.

It's not a coincidence that very few, if any, white boys would take black or dark skinned women of color to prom.
Liking only white girls, and proudly stating it, isn't just a preference but an active choice to be racist.
Faculty
After working as a teacher in the lower school for a few years it became clear that working at Latin meant the
topics you educated your students were controlled by the affluent families that fund the school and your
opinions of the topics covered or not covered did not matter. There was an instance when an affinity club
approached the topic of transgender people, a student brought up the topic out of their own concerns. So as
educators one searches for age appropriate books and resources to help our students relate and learn about this
real life topic. A story written by a transgender child was shared with the students and thoughtful conversation
followed. But once certain parents found about the topic being discussed (that again was brought up by a
student) they complained to the school and the book was essentially banned from being spoken about at the
school and the topic was no longer explored.

For winter carnival, we had always done Snowman shirts. Senior year they produced two versions “Senioritis”
which was a melting snowman and Señor the Senior. Guess what most people picked? It was okay though,
because the Latina/o students bought them too. We also had Sophomore Millionaire as our video banner, with
the sole Indian kid in our class as the star. It was then referenced in our senior video as “we make slightly racist
banners”.

On a class retreat two girls fell asleep on the bus ride back to Latin. They woke up to the boys in our grade
laughing and repeating the name of a boy. I found out later that they had been taking pictures as one of the girl’s
shirt had exposed cleavage while she was sleeping. When I asked someone later why they were saying his name,
they stated they were saying his name “as a joke” because they were “his tits”

In middle school, Mr. Wellen was teaching about the Holocaust. He helpfully pointed to me as an example of a
Nazi. When I objected and shared that my family had actually fled Nazi Germany due to their Jewish heritage, I
was told it was “just to give an example and it didn’t mean anything”. No one in the class said anything. He never
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apologized or acknowledged his inappropriate behavior. I’ve since learned he did this to other students that were
blonde haired/blue eyed.
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I was talking to [redacted] about different areas of Chicago. I was saying that I really like downtown and Hyde
Park due to the general attitudes of the areas, and it's easy to just walk by myself. He stated that something about
all of the south-side being gang affiliated, dirty, and unsafe. Being from the south-side, having worked in
Englewood, and living and just walking through multiple neighborhoods I knew this was untrue. I wanted to
speak up against this obvious prejudice, but my other friend that was their ended the conversation (I guess he
know that [redacted] was going to say more ignorant stuff and he just wanted to protect me). But I wish he
would have stood up to [redacted]’s bs, instead of shutting down the entire discussion.

Three kids used a last test to cheat on their final. Two were honest and came forth, the other got his rich dad to
fly in and lawyered up. Latin caved in once again.
Arjah’Nay Herron, Class of 2013

I’ll never forget the time during project week when I went to Southern California with Mr. Gilden and Ms.
Hennessey. They had us playing truth or dare and Mr. Gilden asked me if it were true that black boys' penises
were bigger than white boys. At the moment I was shocked and kind of uncomfortable. But the teachers had
been the main reason I chose that project, so I never said anything. Also that wasn’t the weirdest part, Ms.
Hennessey dared students to lick Nutella off of each other. I went home after that week, stunned.

I had Dr. Williams as my psychology teacher. She was black, as was I. And I received a B on one of her papers.
MEGHNA PATIATH, an Indian student, looked me dead in my eyes and said “you only got that grade because
you’re black”. I went to Mr. Kim and told him what happened, I told him I was just going to ignore it. He told
me that I should have said something to her because that type of behavior was not ok. But things like that were
happening every day around me so it was normal to me.
Alumni
Ms. Finch used to hit me after gym class, or after tutoring in middle school. she got away with it too

When I was a senior at Latin, Billy Lombardo had us read two short stories featuring romantic teacher-student
relationships in his short stories class. The class was overwhelmingly white and male, the only women or POC to
my memory being myself (a black girl) and two other Black girls. I vividly remember commenting in class that
the male teacher in one of the stories was predatory and creepy. He told me I wasn’t thinking critically, that my
assessment of him as “creepy” was
basically unintelligent, and that I didn’t understand the author’s intentions to bring the reader to understand
the protagonist. I was stunned. The white male students said nothing, and the other Black girls and I looked at
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each other, disturbed, as he continued on. I have tried to find a way to excuse and vindicate him for years. Later
that year I found out he was dating a young Latin alum at the time, and had written a short story incredibly
similar to what I had heard of his relationship with her (similar names, similar circumstances, etc.).
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There isn’t just “a culture” of sexual harassment at Latin, or “a culture” of racism at Latin: these things are
Latin’s culture, lifeblood, and curriculum.

After the passing of our grade’s dean Mr. Windus, we had Mr. Tebbins serve as our dean for a while. He was
terrible. In no way, shape, or form was he qualified to hold that position. Especially after such a tragic event. And
other faculty agreed. He clearly favored the white male students, especially those on his baseball team. He didn’t
care about the experiences of women and students of color. I’m glad he’s gone, but he never should have had
that position in the first place.

Ms. Holloway thought I was into her because I am LGBTQ+. She said she was going to tell me she missed me in
class (i was sick) but didn’t because she “didn’t want me to get the wrong impression”. When I would talk about
my LGBTQ+ identity to my friend and how I struggled with it, she’d give me weird looks and tell me not to talk
about it. She also would ignore my request for which artist I wanted to replicate in the Mickey Mouse drawing
because she wanted to give me a gay artist.

A student once shared with the class that they thought students who get financial aid were 1. probably dumber
than the rest of the school population and 2. do not deserve the same kind of amenities than students who pay
full tuition. I was furious and walked out of the class, sobbed in the bathroom, and didn’t return until class was
over. I fucking hated that school.

I have lost two friends to suicide. Both Black women, and both went to Latin. And no one can tell me that Latin
didn’t have anything to do with that.

In 6th grade, we had a social studies teacher named Holly Clark. All of the boys liked her because she wore low
cut shirts and short skirts and favored them in class- girls had to sit in the back, a boy showing up late was gently
reprimanded, a girl showing up late was issued a tardy. When we learned about Asia, she told us that the Asian
people were so skinny because they ate rice, then had us go to the window and point out all the obese people we
saw. She informed us that anyone that let them self go like that deserved to get a stupid degree at the University
of Illinois. The worst was her treatment of a black classmate, [redacted], and an Indian classmate, [redacted]. She
frequently would have the two of them leave class to feed her car meter, and called [redacted] her “little Indian
servant”. Many of us mentioned this to our parents, I mentioned it to my mother, who was on the board,
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Robert’s father was also on the board, and yet no matter how much it was escalated, she was allowed to stay. She
was finally fired two years later.
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Student
We read “Angels in America” about the HIV epidemic in gay men. The teacher decided we should talk about
how people originally called it the monkey disease because Africans were pulling monkeys out of the forests for
food and developed it. She then asked anyone in the class who thought this was true to raise their hands. A few
people said that at their previous schools that was an explanation given, but that they since had become aware
that was not true. The teacher then “helpfully” asked one of the two POC in the class, who happened to
originally be from Africa, to explain it to all of us.
Alumni
In my sophomore year, I was volunteering at Latin over the weekend, where they bring in a bunch of families
and try to encourage them to come to Latin. While I was there, we were all instructed to wear our boathouse
jackets, and we had a name tag on for other parents/ faculty members / other kids to know we were one of the
student volunteers. I am Latina, however, I don’t speak a word of Spanish. While I was greeting parents at the
door, a white faculty member began speaking Spanish to me. Needless to say, I looked like a deer in the
headlights. After a solid couple of minutes, he realized I had no idea what he was saying and asked me if I was
lost and looking for my mom because she had just walked in. I shook my head, no. He said, “sorry, thought you
were someone else.” I left almost immediately after, beyond embarrassed and trying to figure out what I could
have done to make myself look like I belonged at Latin.
Student
One summer right before school started, someone I know that doesn’t go to Latin was sexually assaulted by a
guy in my grade (I got her permission to include this). Although she isn’t at Latin, this is an example of the
behavior this boy has. I have been told by fellow classmates of mine and seen that he has touched them or other
girls without their consent, making them uncomfortable. He has also made degrading comments about women.
It bothers me that his guy friends constantly ignore what he says and does, acting like it’s just apart of his
personality. They brush it off and make it seem as if it isn’t a big deal. Along with that, it frustrates me that there
are girls at Latin who continue to hang out with this guy at school and party with him while ignoring all of the
awful things about him. These are the girls that claim to “support women” and are “feminists”. As a girl in the
school, it disgusts me to see so many fellow classmates and students in general make this seem okay by tolerating
such gross behavior.

During a class period freshman year, I witnessed Mr. Gilden call my POC classmate “a waste of space.” I cannot
believe that man was ever hired, let alone allowed to work at the school for as long as he did. He is one of
countless Latin teachers that derive actual amusement and pleasure from publicly humiliating POC students. I
have watched more than one Latin teacher intentionally make a student of color cry in class.
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Student
In my grade, kids constantly made sexist and racist jokes. At one point, there was a meeting called for all of the
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girls and the boys gathered and said “the dishwashers/servants/cleaners/cooks are in 154”. There were memes
sent around that said “the top ten funniest women->thank you for watching.” There was the salt and vinegar
joke passed around. A kid in the grade under me said the nword many times (even though he isn’t African
American) and gave white kids the pass to call him racial slurs and derogatory names. He even degraded this
account by saying “it’s not that serious just tell a teacher”.

Sophomore year one of my classmates said she was going to Lincoln Park’s homecoming. And another classmate
looked up, horrified, and stated “well don’t die”. I had three older brothers attending Lincoln Park at the time.
Alumni
Being a woman at latin was a uniquely saddening experience. During my sophomore year, I lost my virginity to a
boy that I liked and the slut-shaming backlash that I received was unbelievable. I walked into my class and people
literally fell silent, stared, and I heard someone named Sammy tell the girl next to him that I had sex with this
guy. (Should be mentioned that this girl later came up to me at a game and told me she had my back and that the
guys were assholes- made me feel a lot better and I will never forget the appreciation I had for female solidarity in
that little moment.) The fact that I lost my virginity suddenly became everyone else’s business, and for some
reason the focus was entirely on me and how I was a “slut” while the guy got away with it with no criticism
whatsoever. God forbid a woman has any sort of sexual desire. Guys can joke about masturbating in class but if a
girl even admitted she had done more than kiss a guy she was labeled as “loose”.
Alumni, Class of 2020 (Do not include class year)

When I was in 7th grade my male science teacher made a couple of comments about how I looked pretty and
once said that I don’t need any makeup (keep in mind that I was 13 at the time and he was at least in his thirties).
I never even brought it up to anyone but heard from other girls in older grades that he had made similar
comments to them or people they know. The saddest part is that even girls that young just feel like we have to
accept those kinds of comments even when they come from our teachers. I know for sure that this particular
teacher was always complained about by students and teachers to the administration for making students feel
uncomfortable. He only “left” Latin in the past year or two, and I can’t believe it took this long for the school to
actually take action against his inappropriate behavior.
Alumni
I remember in middle school a couple of my male classmates made a homophobic Vine. The premise of the
video was “how a man enters a room: ‘hey what’s up’” vs. “how a f***** enters the room: (mockingly with voice
inflection and body language) ‘heyyyyyyyy.’” For young students still exploring their own identities, the
behavior and actions of others was terribly disconcerting.
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My senior year, Hotel Paradiso was selected for the US spring show. This show featured two instances of black
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face. The first in which a white actor sticking his head in a chimney, emerging in black face, and the female lead
screams “My god, What a nightmare! My god, a Zulu”. When concerns were raised about this scene to Mr.Baer
(the senior dean and director of that show) he changed the line to “Ah! A Monster”. I then went to the director
and explained how that was also racist when the only thing that changed was his skin tone. The line was then
changed to just a scream. Once we did the makeup test, they fully put this white junior in Blackface. It took
three makeup test and comments from me and another student to get the show to a neutral place. It was clear
that Mr. Baer didn’t understand but was rather conceding to our complaints. This show also featured a hateful
caricature of Indians that was resolved by casting a white actor in the offending role. After picking this show as
one for students to perform, Baer made no effort to educate the students on the harmful stereotypes and literal
blackface in the show. He simply laughed it off saying "oh we're changing that" and discouraged any discussion.
While being a black girl at Latin was difficult in a lot of ways, one main hurdle to addressing racism at Latin was
my teacher, advisor, director and the senior dean, Mr Baer. He along with Windus, the 9th grade dean, said that
at 15 I was “too intimidating” to get feedback on an essay. When the teacher who is supposed to be in your
corner actively participates in the adultification of black girls, who are you supposed to turn to?

Though I am a white female at the Latin School, I have seen so many racist, homophobic, sexist, and
inappropriate remakes made by my fellow classmates and upperclassmen. I have also been personally “attacked”
by some of my classmates. I have struggles with body image for a while and have heard comments made about
me behind my back. I heard boys commenting about my body saying “yeah bro she’s so fat no one would ever
tap that” or “I bet she would let anyone fuck her because she’s so desperate for attention”. These hurtful words
only worsened my insecurities about my body. I never spoke up about what these boys said because I knew the
school wouldn’t do anything to hold the boys accountable for what they said about me. The fact that our school
continues to do nothing is absolutely disgusting.

I will never forget how it felt to have a teacher and student laugh and tell me, in front of the entire classroom of
my white peers, that black student unions and HBCUs are racist because at the end of the day everyone comes
from Africa.
Alumni
My family wasn’t wealthy. For my birthday my mom surprised me by getting me a pair of Juicy pants (dating
myself, I know). I was so proud and felt so cool in my new velour pants. I was in the bathroom washing my
hands when two girls come in and immediate comment. “Cute pants! Who makes them?” One asked. “Juicy!” I
said proudly. “Yeah right...they don’t make that color. Show me your tags.” I said no. She grabbed my pants,
pulled them down and looked at the tags. “Oh, must be a new color...” I was in 7th grade.
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Alumni
In 2018, I came back to visit Latin to see some of my friends' senior projects. One of my friends was leading me
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around and showing me some of the different projects and told me that one of the most anticipated projects was
by this girl that made her own version of the American TV show “The Office.” I went into the theater not really
knowing what to expect, and ended up seeing one of the most eye-opening, and powerful projects of the whole
year. With the project, she talked about what it was like being a person of color at Latin and how isolating it felt
for her and her friends. The project was honestly beautiful and brought a lot of things to my attention that I had
no idea were even happening. However, when the film ended, Alec Kotler (18’) said “what the fuck was this. She
should be grateful that they let a ‘person like her’ into this school.” His friend sitting next to him, Zack Finkle
(18’) then said to him “fucking n-words.” I was shocked. Another group of girls sitting around me then started
expressing how uncomfortable they were with the film and how it exhibited “reverse racism.” I was so disturbed
by their reactions. How could they be so ignorant and blatantly racist? I just stared at all of them appalled and
said “what the actual fuck is wrong with you people” and then left. I’m still disturbed that I went to school with
people that have such a backwards view of the world.

One thing that's never discussed is the anti-Semitism at Latin. It's not coming from the students. It's from some
of the English and social studies teachers. They want to make anti-Semitism equal to racism. This is very
insulting to those of us who are Jewish. Anti-Semitism should be taught as a completely separate form of
discrimination. When students say this, some teachers have said that they're racist to say it. From talking to my
friends, this is why fewer Jewish students have been taking the Nazi mind class. If Latin really wants to address
anti-Semitism, the school should bring in a Jewish Holocaust survivor to discuss their experiences. This lecture
should be held like a regular assembly, for the entire high school. Many schools in Chicago do this. Latin could
too.

As a minority at this institution, I never felt fully accepted by the Latin community. This was exemplified my
senior year when I was the victim of racial assaults from a high ranking of the administration. As a Mexican
student, I was attacked and have always resented the school after this. This faculty member asked me “have you
ever been to my family’s house in Mexico?”, “where are you from in Mexico?”, and “when did you come to the
US?”. I was appalled by these comments and being that they came from a faculty member, Latin didn’t do
anything.

I am of immigrant descent as my mom moved to the US when she was a child and was told numerous times by
students to “go back where you came from” and “you are not welcome here.” I was appalled by the lack of
support I received from the Latin community as these comments echoed through the hallways.
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Alejandro Lopez-Black, Class of 2013
I used to have dozens of stories of microaggressions and of overt racism towards me for each year I was at Latin.
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For my own mental health I’ve had to forget a lot of them but some things I’ll never forget. Such as how I was
made to feel I didn’t really belong there and was only allowed to attend Latin because of affirmative action.
Reminders of this, whether intentional or unintentional would b   e constant to the point where I began to
believe it. I began to believe that the only reason I was allowed to step foot inside was because I am half
black/half Latinx. Coming from a school where I wasn’t a minority to suddenly being the only Latinx boy in
my grade was extremely lonely, a loneliness that persisted all 4 years. The one thing I’ll never forget is in my
senior year being called a Nigger to my face by Michael Berger (who was one of the members of my advisory) in
the senior lounge and doing nothing about it because I felt powerless.
I’m left to wonder if that’s all I was to members of the Latin community, a Nigger.
Ali Drake, Class of 2011

Junior year, two boys the year above me cornered me in a lunch booth with some of their friends. They
sandwiched me between them, unhooked my bra, and shook me much and down as hard as they could to give
their buddies a show. I told them to stop but they continued. They laughed the entire time and commented on
my breasts. I left the lunch room and went to the bathroom and cried. I didn’t know what had just happened
was a form of sexual assault. I always regret not reporting them, but I felt that the retaliation from the bystanders
would’ve been worse than “sucking it up”. I also knew that most of the perpetrators of sexual harassment and
assault on campus were untouchable and would’ve faced zero consequences. As a current school administrator
not at Latin, I am shocked by the lack of response to the ABSURD amount of sexual harassment that occurred
on campus and the lack of education and support given to students in regards to reporting these issues and
feeling safe.
Faculty, Lower School

Not going to get too specific, but the black and brown kids in the lower school have a reputation of being bad
news. If you take the time to think of which kids are considered troublemakers JK- 4th, they aren’t white. When
I see a kid in the hallway being reprimanded holding back tears they are usually black/ brown and a boy. Are they
more poorly behaved than their classmates or are you just watching them more closely? Check your bias at the
door. Even when the kid who makes the biggest stink is white there are little to no consequences for their
actions. What’s sad is that less is expected of black and brown kids. I have seen teachers push hard for white
students who were struggling to finish assignments. They worked with LR, through recess, in the hall with
assistants, and even did work over the weekend. Black/ POC kids who were also struggling were not given
assignments. allowed to not finish assignments or they were allowed to turn in work that was done poorly. The
messages that you are unintentionally sending to these black and brown kids are dangerous and irresponsible.
They are capable and they need ALL of their teachers to believe in them.
Additionally, white teachers directly benefit from having black colleagues but never speak up for them when it
matters. We don’t need you to say how sorry you are after you see us get attacked. We need you to speak up in
the moment! I have been treated like a prop, silenced and disrespected so many times by colleagues and Patrick
Huett is the only person who stood up for me. I’m grateful to him. Your black colleagues all feel silenced. All of
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them. You know their names because you can count them on one hand. Next time, remember this comment,
and do better by your black colleagues.
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Alumni
Latin has caused immeasurable trauma, eating disorders, depression, anxiety and utter fear of school. It was hell.

When I saw the post about Ellis Island Day, I knew I had to say this. In 3rd grade, we learned about the pioneers.
We had a week dedicated to the unit called Pioneer Week. This week glorified colonization and expansion. They
made students make quilts and wear bonnets, but didn’t address the horrible atrocities that had to do with
colonization. For instance, we didn’t learn about Native American culture or their experiences. It was
whitewashing history. Glorifying white supremacy. Latin shouldn’t teach kids at such a young age this stuff. It is
enforcing racist stereotypes and this stuff sticks in kids minds.
Student
The same people who say they support blm are silent when their friends say the n-word or other racist remarks.
They call out other people maybe, but never their friends. Being complicit in racism is still racism.
Also we shouldn’t let people confuse cancelling someone with accountability. People do make mistakes and they
should be given the chance to learn. But some of these situations aren’t just mistakes. It’s WELL-INFORMED
racism. They knew what they were doing and saying was wrong, they just didn’t care. On multiple occasions
people have told them it’s wrong, they just choose to ignore it. And after they get “exposed” they aren’t sorry.
They don’t see the error of their ways. They just get upset they got called out, find excuses, and deflect. The
problem is you can’t teach someone to care.

I am white. I have been up late at night not being able to go to sleep because of some of these posts. I cannot
imagine what it must be like for my peers of color. I lie in my bed thinking about the people I go to school with
and want to know, “Do they really care about POC at Latin?” It is scary to see all these posts, but I am glad it is
scary. I hope this is a wake up call for too many that have turned a blind eye to racism at our school.
Alumni
This has nothing to do with race, sexuality, or religion, but when I was a freshman I went to a party and blacked
out very early on in the night. I was supposed to sleep over at a friends house that night instead of my own. At
the party, I got very drunk and couldn’t function. My supposed friends were no where to be found. Instead of
bringing me home with them, my “friends” sent me in an Uber with an upperclassman boy who I had
previously heard rumors that he had sexually harassed or assaulted other girls. The boy brought me back to my
friends house. I have no recollection of the night. /My “friends” returned from the party a few hours later. They
spent an hour in the house, forgetting I was there. When one remembered, she found me upstairs, on the floor,
with no pants on. The rest of the girls remained downstairs, even though the girl who found me had told them
where I was. The next morning, I was forced to apologize to those girls for ruining their night. I voiced my
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concern about what happened, and they all said I that I shouldn’t have gotten that drunk to make this situation
possible. I was told not to confront the boy or ask around to see if anything had happened. My friends didn’t
care about what happened to me, they just wanted to maintain their social status and not have any “bad blood”
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with the upperclassman boys so they would continue to be invited to their parties.
Every year, around the date that this happened, I have a severe panic attack that leaves me unable to function.
Even though I have no idea if I was assaulted or not, the fear is still there. I wish my friends had cared more about
me than their popularity.
Parent
We had to beg for our daughter to be placed in Honors classes (Latin teachers routinely pushed her towards
"safe" as opposed to allowing her to be challenged...as she HERSELF was asking to be). We were finally able to
get her moved to Honors Geometry.
During our Parent-Teacher conference, we mentioned that our daughter was interested in getting a tutor for
extra assistance. We were told to our faces point blank, "if she needs a tutor then she doesn't belong in this class".
A couple weeks later, I ran into a parent whose son was also in Honors Geometry. She told me about the group
tutoring sessions at her home a couple times a week with other (white) kids in the class. She invited my daughter
to join them (our families knew each other from our many years at Latin).
She made it very clear that the teacher both knew and approved.

Just because you’re a woman which technically is a minority (specifically the White heads of LAW last year)
doesn’t mean you understand what it means to be a poc.
I’ve heard n words at parties, seen skin color and tans compared, and so many subtlety racist remarks from these
people.
Orianna Arvelo-Ramirez, Class of 2017

I am a Latina woman. Going to this school made me feel ashamed of being proud of who I am, to the point that
I tried acting like someone I was not and ignoring the racism, classism and prejudice around me just to try and fit
in. I have personally dealt with a lot of racism and classism at this school, but I will point out two
microaggressions that I dealt with constantly that deeply bothered me in particular. I remember many instances
where I would be asked out of the blue if I was “illegal alien” or if I was a U.S. citizen by several white students,
and once- by a white teacher. I would be asked this in a situation that was absolutely random for them to ask,
and it would often catch me off guard. I have tried to block out these memories because I realized the malice
behind those remarks and they would often turn it into a joke when I looked offended. It wasn’t until I went to
college where I realized it wasn’t normal for white, rich students (or anyone) to constantly ask a Latinx about
their status in this country. Also, I was very vocal that I am Venezuelan. It is in fact very offensive to group all
Latinxs as Mexican when you either already know they are not, or you just assume they are without asking their
heritage first. The amount of times I have corrected a white student and faculty member about where I’m from,
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and hearing them make the same mistake over and over again to the point that it seemed like it was on purpose,
was incredibly frustrating and upsetting. This was supposed to be a school filled with “educated” people, but all
I saw was plain ignorance. It just felt easier on my mental health to try and mask that very part of me that I
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couldn’t erase. Because I was in so deep in faking my identity, I couldn’t turn to the white students who I
thought were my friends at the time for help, nor the BIOCP at the school who I for so long tried to avoid and
dismiss because of my own self-hating issues. I have held this pain for a while and have had several identity issues
because of it, but I’m glad I get to speak up now.

Singing about Kwanza in lower school does not make Latin diverse.

I’m a white woman ten years removed from high school. Reading these posts is nothing short of gut wrenching
and has brought back a lot of repressed memories. High school is tough. It’s tough for everyone. I like to joke
that whoever thought of putting a big group of teenagers together in one building and allowing them time to
interact without adult supervision was out of their mind. But there were adults at Latin. And they were told
what was happening during that time. One of the biggest takeaways for me — in addition to seeing that Latin is
no exception in reflecting the system racism in our society — is that the adults failed their students. The fact that
the adult in the room couldn’t be the adult in the room, and often times wanted to participate in the social
hierarchy at Latin, speaks volumes to how much work needs to be done. Thank you for sharing your
experiences. We are listening and learning. And we will act.
Pilar Neumann, Class of 2014

When I was a freshman at Latin, there was a website that was super popular at the time, I believe it was called
ask.fm. Essentially how it worked is you could submit anonymous questions or statements to someone, and
they’d post it on their feed to answer or address it. With anything anonymous I was expecting some trolls but
was disheartened to see someone submit the question “Why are you friends with the ghetto crew?” or something
along those lines. My best friends all through high school were primarily Black women, or other POC. We were
friends because we got along and enjoyed spending time together, played sports together, were involved in clubs
together, simple as that. I, a white woman, was asked why I was hanging out with the “ghetto” people - my
friends were all Black, Mexican, etc. I remember being really shocked someone said this, but to be honest,
vocabulary like “ghetto”, “ratchet”, etc. was very normalized at the time. Regardless, this was so out of line. To
think that someone looked at me with my friends and had the entitlement to notice that I was the odd one out as
I wasn’t a POC is incredibly sad. Someone looked at us and thought, “let me call out these girls as ‘other’” in a
derogatory way. To put the energy into submitting something like that is beyond me. I remember at the time
being upset, but as the years went on it just bothered me more and more. I think about it regularly to this day.
Over 8 years since it happened and I still think about this. I just hope that whoever submitted that post has
grown, matured, and isn’t perpetuating these perspectives and narratives. And to my friends, I hope I did
enough to help you feel safe and supported while we were there.
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Student
One day I came to school wearing some new lululemon leggings and a new (semi tight) sweater. I was standing at
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my locker when a guy came up to me and said “where did you get those curves from?” I was so nervous I just
said I don’t know. Later that day I was talking to the same guy and another guy and girl. For whatever reason my
“new” look was brought up and the original guy said something along the lines of “doesn’t she look hot” He
then proceeded to grab me, turn me around, and mimed slapping my butt. He stopped right before actually
hitting me. I was so shocked I just froze and nervously laughed. At the time I felt like I should take it as a
compliment but I have never felt so mortified and objectified in my entire life. I never wore that outfit again.
Parent
Because there is a general lack of parent orientation on the matter of diversity and inclusion at Latin, the
behavior of the parents can often rival that of the students.
The 2nd grade does an Ellis Island curriculum. It's a big deal as kids dress up as immigrants from various
countries and parents participate. There is a lot of excitement and buzz around this event and it was all on
display during parents night. A Black teacher at the time, Ms. Brown, spoke about the Ellis Island unit then
added, "...but let's remember, all of our ancestors didn't come through Ellis Island so we will be sure to include
period appropriate conversations about those people as well". The. Parents. Fell. Silent. No positive reaction to
it at all. It wouldn't be until High School and via electives that in dept conversations of how most Black
American's made it here were had.
Through conversations with a parent, I learned there was a large body of parents who were opposed to "Affinity
Groups" where individuals who are in a minority (race, sex, religion, etc) can gather and talk. Why?!?! There was
also a social awareness type curriculum added to the Physics curriculum (around scientific bias I believe).
Parents were losing their shit all because the school was creating safe spaces and conversation. It was weird how
strong parents were using their clout (money) to pressure the school to reconsider trying to be inclusive and
informative. It's easy to see where the kids get it from.

After seeing the recent posts about [redacted] was reminded of how long his behavior has been like this. When
we were in lower school I was in the reading group of kids for the kids with learning differences. It was apparent
who was in this group as they would never be present for the actually reading class that our class would have.
[redacted] and his friends would quiz me on how to spell words to see if I wasn’t “a r****d”. I was in second grade
and I still remember leaving the lunch room to cry in the bathroom.

I was spiraling through several different addictions all four years of high school at Latin. It was not rare that I was
intoxicated during school hours, and instead of anybody asking me if something was wrong or if I needed help
all anyone did was ask me for drugs because they knew I had access to them. Also, because I'm Black and hung
out with people from public schools more than people at Latin. People that had never spoken to me before
would come up to me randomly asking for whatever pill or powder they wanted. I thought doing drugs was
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helping me fit in, which I desperately wanted, so I went along with it. I lost my two best friends because of my
addiction and was alone all of senior year. I'm happy I made it out of my addiction alive, but it was definitely not
thanks to anyone at Latin.
FILED DATE: 8/21/2023 10:45 PM 2022L003763

One of my black friends was called the N-word, and when the administration was told. The student who called
my friend the n-word confronted him, saying he had “no right” and that it could “ruin his chances for high
school”
Julian Mowatt, Class of 2014

In my 6 years at Latin, me and one other black guy in my class were constantly mixed up for being the other -
almost always by white people (students, parents, and teachers). We may have been the same height, but we were
completely different skin tones and had different body shapes. We also were in entirely different activities and
groups of friends, but would be mistaken for the other while simply roaming the halls

One morning in December 2017, my mom was dropping me off at school. The drive-through was already
completely full and since she had to go to work, we drove around the corner and parked by the lower school so
we could quickly go our separate ways. A minute after we pulled into the parking spot, Latin’s safety monitors
approached our car and told us we have to leave. I tried to explain to them that I am a student, showing them my
ID and the Latin parking pass on our car. I told them, she is only stopping to let me out of the car. They
continued harassing us, and threatened to call the police.
My mom’s car was an old 2001 Toyota Corolla. We were only going to stop in the parking spot for a minute so I
could leave the car, yet because of our encounter, they held my mom there for an extra 20 minutes.
I walked into the building angry, stunned, embarrassed. I dealt with the racism, classism, and elitism myself
inside the building from students, but this was the first time I saw Latin staff treat me and my family with
hostility because we did not appear to be affluent. I told trusted teachers and friends, but never received an
apology from the school.
Around Christmas, my mom decided to sell our old car for a brand new one. When she drove me to school
afterwards, the safety monitors had no problem going as far to opening the car door for me with a smile to
welcome me inside, like all the other students who came to school in luxury brand cars.

I’ll never forget my first day of classes. during our very first gathering, one of the few Queer teachers had to make
an “announcement” about homophobic graffiti in the boys bathrooms. Someone had written that the teacher
was a fa**** in a stall. It put me on the defensive and set the tone for the rest of high school. Latin claims to be an
accepting space for LGBTQ+ people but that could not be further from the truth. Students, parents, and admin
love to throw on a rainbow boa and grab the nearest gay to take pictures for #pride but wouldn’t take actions
against homophobic students. And that’s not even mentioning the racism and homophobia from the parents as
well.
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I’m gay and in the closet and I don’t think I will come out until after I leave Latin. While it’s rare in my
FILED DATE: 8/21/2023 10:45 PM 2022L003763
experience to hear someone be vocally extremely homophobic, I hear so many people, including some of my
friends, casually make gay jokes, or say “that’s so gay.” Even if these words aren’t meant in a malicious way, they
just further reinforce the fear in my mind that I will not be accepted if I told the truth about who I am.

I remember a girl in my grade wrote a poem about how this guy Zach and his friends had a ranking of girls in the
grade. She wrote something, speaking up about it and was silenced. They wouldn’t let her speak out.

I have been struggling with how to say this, because it is very hard for me to come forward and say this out loud.
It is no secret that [redacted], a student in my grade, is an extremely racist, hurtful, and homophobic individual,
to say the least. There have been countless times when I walk past him and he is calling his friends “r***ards,”
which hurts me greatly, because I have members with special needs in my own family. I remember one time in
the locker bay, he was on the phone with someone from another school, and was calling that person a “fucking
fa**ot.” As someone who identifies as LGBTQ+, I was speechless and ran into the bathroom of the 5th floor
crying. I will never forget that day. Furthermore, I have overhead him calling others the n-word, even black
students he barely knows, and laughing, as if he doesn’t care about the damage he is causing. Just a few weeks
ago, I saw that he posted a Snapchat that labeled various regions of the world with horrible, horrible stereotypes,
which included describing people from African descent as diseased monkeys, as well as people from the Middle
East with bombs, among other things. I am sick of seeing [redacted] get off with zero consequences, because I
know that these are NOT the only words he has shared, just the ones I have seen upfront. He has done this
multiple, multiple times and it’s time for him to be stopped and reprimanded. Class of 2021, we all know who
this is, say his name: Jack Sharp

There was a teacher with a trans daughter in lower school. The teacher was very outspoken on social justice and I
remember her being pretty unpopular. But there was this narrative built by students that she was this crazy
feminist who was making her child cross dress. I heard so many negative rumors about her and her husband, but
it was so upsetting as a closeted trans person to hear what people said about her daughter. So many people,
people who considered themselves lgbt allies, misgendered this child and tried to make her mother seem crazy.

A student (mentioned various times already for racist and sexist acts) sexually harassed me, relentlessly. He spent
an entire project week pressuring me to have sex with my then boyfriend and would constantly ask intimate
questions about our physical relationship. He continued this behavior whenever he encountered me in the halls
and during our group project meetings. I would get angry and upset and tell him to stop. I started showing up at
school at 6am just to avoid working on the project when he was around.
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Unsurprisingly, I was the only mexican girl in my science class junior year. Alex Green made sure that I was in
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hearing distance when he told his friends that he had gone bowling, and that it had smelled bad because there
were Mexicans there. His friends started laughing, glancing over at me, and saying “do you think she heard you?”
They knew exactly what they were doing by making a comment like this when I was the only mexican in the
classroom.
Alumni
This goes to most of the parents of lifers and very wealthy:
In the occasion that we come over, We outsiders already know what to expect: your house will look like the set of
real housewives of XYZ city. Please, don't feel like you need to remind us our parents have a real job every day.
Don't patronize us with the whole "you are part of the family now!" ordeal because it's extremely cringe. Don't
invite us on vacations unless you follow through. Don't give us alcohol or drugs to party or bond. Most of our
parents don't want us at your house because it's almost as if we walk into the doors of a fairy tale. If you have a
housekeeper, don't berate them in front of us. Don't bring up other students like they are our friends too,
because as outsiders chances are we hate them. We don't care about your plans to go to Aspen, Wyoming, the
Hampton's etc. And we don't want to hear about your house there either. Maybe struggle and think when you
went to college and actually had to interact with common folk remember how you weren't so Patrician at the
time, if there ever was such a time.
Alumni
I (BIPOC) came to Latin when I was young, most people assumed that I was in the same financial situation as
everyone else - but I was on 100% finaid for my 10+ years at Latin. In Mr. Tempone’s English class we were
tasked with writing persuasive speeches. Jonny Moss chose to write about financial aid at Latin. He did research
and talked with administrators in the financial aid office, so though I was uneasy about his speech I thought at
least he would be informed. Then he presented his speech on the topic of how to make financial aid “fair”. He
started by calculating the cost his parents had incurred in sending he and his younger brother to Latin since jk.
He talked about how his parents’ monetary stake in his education made him focus and work hard in school. He
argued that kids on financial aid, would blow off or “take this opportunity for granted”. He gave an anecdote of
one his friends on financial aid not caring about receiving a C on a quiz, and used this as proof. He concluded
his speech by suggesting a set of reforms to the financial aid system, including having a standard of performance
in school as a contingent part of receiving aid. I liked Jonny, I think he was a nice well meaning guy. But the
paternalistic condescension from that speech made me feel a mixture of anger and shame. I wanted to yell at him
that there ALREADY IS an academic standard to remain on financial aid, and that his definition of academic
performance completely disregarded the privilege he had over the friend I know for a fact had to work during the
school year and who took the CTA home. And even if his friend didn’t have those reasons, I hate the
assumption of superiority and the power Jonny felt like had over people his age. I and all the other finaid
students were not Latin’s charity cases. I don’t think Jonny is a bad person, to this day my dad still talks about
him fondly. But I never told a single person I was poor because I knew that he wasn’t the only one who thought
this way.
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I was just about as privileged as a Latin student gets as a white, wealthy girl who was a lifer, so I hope that stories
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from BIPOC and other marginalized groups are elevated on this platform before this is. I could recount so many
sickening stories of racist comments overheard in the halls, like when a former senior prefect left a diversity and
inclusion- centered assembly asking why he had to “listen to all this bullshit,” or when another student told me
that “if it wasn’t for us [paying full tuition], none of them would be here,” but I really want to talk about the
fact that racial discrimination was happening in our class since early lower school days, when one of the only
black girls in our class was constantly, consistently ostracized and teased, made fun of for being “weird” and
altogether shunned, and when the only black boy in our class was called names and thought of as dumb, until he
left Latin. I was a child, literally 7 years old, and I remember those aggressions so clearly, but I could choose not
to. When people, especially white lifers, romanticize Latin’s community, it’s because they either were the ones
causing the pain of students, or they have the privilege to forget. When people defend the ones being called out
on this account, it’s because they have the privilege to not be the victim of their bias, or carry around that trauma
every single day. They have the luxury to turn their blind eyes, the luxury to remain silent and remain friends
with people despite knowing the racist, sexist, homophobic shit they say and do, because to do otherwise would
be inconvenient to them. And when a white wealthy popular girl tries to claim that attacking “Latin as an
institution” detracts from “the movement,” let us remember that this “institution” is comprised of every
alumna, student, faculty, staff member and parent that passes through it. The reality is that white, wealthy
students, alumni and parents benefit from and reinforce the oppression of their marginalized classmates, K-12
and beyond. That’s Latin. Remembering Latin without remembering that reality is a demonstration and
weaponization of your privilege.
Non- Latin Student, Class of 2023

I was sexually assaulted by a former latin student. He took advantage of me because he had seniority over me. He
forced me to do things that I told him and made very clear by my actions that I did not want. I’m one of many
people that have been assaulted by him. I hope this encourages others to come forward.
Student
One of my best friends dated one of the guys who has been exposed. Let me just start off by saying this guy is not
sad or sorry at all about the things he has done and said. His [redacted]. After the breakup, he upped his racist
game. She would come to me during the relationship saying that she felt uncomfortable about his racist remarks.
He has even gone out of his way to say the n-word in front of one of my Black peers and say the f-word in front
of one my queer peers. Even after him being exposed, he has said that he doesn’t care about being exposed. He’s
even said more racist things to his friends and they just laugh it off. Like really? Come on guys. I honestly would
not be comfortable walking the halls with him next year.
Mikey Bell, Class of 2014

Let’s just say coming to Latin for high school and dealing with multiple racist experiences is the exact reason I
decided to go to an HBCU (for those that aren’t aware the acronym stands Historically Black College or
University). I was the only one in my class to attend Howard University let alone in the history of Latin’s
alumni. I have not visited Latin ever again to this day. Even driving past the school when I visit my family and
friends in Chicago gives me terrible anxiety.
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FILED DATE: 8/21/2023 10:45 PM 2022L003763
Simply put. I get asked why I do not go back and visit the school?
Answer: Because I do not want to relive the worst 4 years of my life. I left emotionally scarred and mentally
scarred.
My question to Latin: Where is the accountability?
The fact that the amount of stories that have been told and the fact that it has spanned across years and years.
Breaks my heart. You have left many scarred. Where are the reparations? And when are you going to respond?
No more fucking bullshitting us. We are tired and we will not stop exposing everybody deserving till you listen!!!
Student
Bower is probably one of the worst coach that Latin has ever had. He majorly favored white boys particularly in
Latin ‘19. In crucial games, he rather played players whose parents were out on the bleachers over players who
were better.
In 2019, [redacted] broke his arm during the summer, which forced him to wear a brace for majority of the
season. As soon he gets off his brace, Bower plays [redacted], however [redacted] never trained to a fraction of
the extent the rest of the team did.
Alumni
Bower clearly favored the white males at soccer a ton! He only played people he liked, or people the captains
wanted, which were always white. [redacted], a Latino, was better than half the people on varsity in 2018, but
Bower never once thought about putting him on varsity.
Student
Every single year at latin, at least 2 classmates close to me have seriously considered suicide. I was one of them.
You cannot tell me that Latin had no involvement. There was no safe space to go to-Ms. Buchannon-Miller was
absolutely horrible and offered nothing. I had a friend tell me they’d rather commit suicide than see her.
Former Staff
The white supremacy at Latin is palpable, real and everywhere. As a former staff member that identifies as
BIPOC, we would hear about the senior administrator that asked the lower school teacher to remove her "Got
Privilege" shirt. Or, that the head of school asked this same teacher to remove the Black Lives Matter posters
from her classroom. Or that the lower school administrator did not want to label a racist encounter between two
students as racist in an effort to protect the offender. There is one senior administrator in particular who takes
mental note of who is "too liberal" or "too radical” or a “social justice warrior.” I have heard her label faculty and
staff that advocate for change and diversity efforts as being "negative about the school." The one time the school
had a senior administrator that is a nationally renowned white ally and diversity practitioner, she was asked to
leave the school because of her "agenda." Her "agenda" was demanding an inclusive community, including an
inclusive community for children that identify as trans or are gender fluid. Remaining senior administrators still
talk about her to this day as though she did something wrong by demanding inclusion. At Latin, you're not
allowed to demand inclusion. You have to ask for it nicely, and even then, you may be made to feel like you are
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asking for too much, fired or otherwise silenced. Until the board of trustees and senior administrators are
replaced with individuals that are actually anti-racist and bring a more racially diverse composition, the white
supremacy will continue.
FILED DATE: 8/21/2023 10:45 PM 2022L003763
Faculty
There’s a latin tradition every year where the entire LS community participates in a Halloween parade. This past
Halloween, my team and I prepared a team costume together. We worked together on our individual costumes
in the same classroom while the students were in a specials class. All of a sudden, one of my coworkers said,
“Wow! You’re working like a slave”, to jokingly describe how hard I was working. I remember feeling a sharp
pain in my chest and my body freeze instantly. The room was silent for about 60 seconds. Eventually, someone
said something random to break the tension. I remained silent the entire time while continuing to work on my
costume. This is one of many microagressions that I experienced at Latin. This story exemplifies not only the
unconscious racism that permeates the LS, but also the culture of silence that we all are forced to operate in.
From the perpetrators who engage in racist behavior, to the folx of color that experience these ouch moments
but do not feel safe enough to speak up.
Alumni
Latin's culture was (and by the sounds of things, still is) entrenched in misogyny and racism. I was one of a
couple of girls in my math classes from 6th grade onwards and most of the boys in the classes regularly terrorised
me. In my grade, it was cool to be hard-working and high achieving if you were a boy but social suicide if you
were a girl. The relentless bullying and harassment I received severely damaged my mental health and I have had
to block most of these memories from my mind. However one instance that I cannot forget occurred during
Project Week. Several boys on the trip told me women were only good for 2 things- putting in tampons and
working in the kitchen. Their behavior on the trip escalated to the point that the company running the trip on
behalf of the school had to hold a role play exercise to attempt to address the boys' sexism to the girls and the
female member of staff leading the trip. There were at least two Latin teachers on the trip with us who observed
the boys' misogynistic behavior and my parents also complained to the school. However to my knowledge, the
boys were never reprimanded by Latin nor did I receive an apology. I now work as a teacher and my priority is
my students' physical and psychological safety. How can children learn effectively if they feel unsafe in the
classroom? With my experience as an educator, I'm appalled by the absence of safeguarding measures Latin had
in place to protect its students. I never allow my students to treat each other the way some Latin students treated
me. Children can sometimes make mistakes and be unkind to each other (and repeat prejudices they hear at
home) but it is teachers' responsibility (as adults) with the support of the school administration to identify
discrimination of any kind and address it. Sadly, they allowed all forms of hate to infect and permeate
throughout the school's culture, causing irreversible harm to the wellbeing of countless members of our
community.
Alumni
I used to get bullied in middle school because I didn’t talk like everyone else. I used to speak in Ebonics and it
took me two and a half years to learn how to code switch... it wasn’t until then that the bullying stopped.
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I’m bisexual but I feel like I can’t tell my friends at school. It hurts to hear my friends call each other the f-slur as
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a joke and it feels like there’s less support at Latin for the lgbt community than they make it seem.
Student
At Latin I would constantly have to speak for all people of my race and explain my skin color and hair to white
students. There were many instances in my time there, where other students would claim it was their goal to
touch my hair at some point in the year, and I would constantly have to dodge them coming at me. Other times,
kids made fun of my nose and lips because those are more unique black facial features.

On parents night, my teacher approached a parent of color - assuming it was the father of a black student in our
class. Little did she know, the parent was ultimately the father of another classmate who happened to be
adopted. This teacher didn’t introduce herself, but assumed a parent’s child based on the color of their skin. She
went on the discuss the student’s performance in the class with the assumed parent, until much later realizing
her misidentification. Laughing, the teacher went onto relay the story to the entire class, calling out both
students involved - as if they would each know how to respond.
Alumni
I want to preface this by saying that I am a Queer female, however, when I went to Latin, I wasn’t out, and this is
why:
I was going to be a Lifer at Latin, but chose to transfer schools after my Sophomore Year. My decision to leave
Latin had to do with many different factors, but the main reason was that I faced extreme harassment and
homophobic prejudice. My freshman year of high school I decided to cut my hair very short, because I had been
inspired by a girl in a film I saw. Upon cutting my hair, the art teacher, Ms. Halloway told me that the shouldn’t
have done that because now “I looked like a dyke.” I was shocked by this teacher’s words towards me because I
never expected someone who was supposed to be a teacher or mentor to say something so ignorant and hateful.
My Sophomore year, however, things became way worse. About halfway through the year, I noticed some of my
classmates ignoring me, and treating me weirdly. I felt very isolated. I hated going to school. Then one day, I
bumped into a guy in my grade in the hallway, and he said to me “watch where you’re going, faggot.” I was so
stunned. I talked to one of my only friends at the time about the incident and she told me that there was a rumor
going around about me, that apparently, “I was a ‘faggot,’ and that I engaged in sexual activity with other
women for money.” My heart broke. At this point in my life, I had never been with a woman and had never
openly discussed my sexuality with anyone. I had no idea where this rumor came from or who would make up
something like this about me. And it was in this moment that I knew that at Latin I could never truly come out
to my peers, because to them I was a “faggot.” To them, I wasn’t a gay-identifying woman, I wasn’t a proud
queer woman, I wasn’t allowed to love or be myself fully. I was a “faggot.” I began to hate that part of myself,
and I buried my pain and my identity deep within myself. I faced people I had gone to school with since
kindergarten call me a “faggot,” a “dyke,” and other derogatory terms. It hurt badly. I felt like I was no longer
human, and I had been reduced to this word; “faggot.” I used to cry when I’d get home from school because I
felt so hated by my classmates. I felt like I couldn’t talk to any faculty members because I had felt betrayed by Ms.
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Halloway, and when I tried to talk to my grade’s dean about it, he told me to just “suck it up because the boys in
my grade wouldn’t say things like that.”
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That’s when I came to the conclusion that I didn’t have to finish my time at Latin. I didn’t have to fear walking
down the halls and having my identity demolished anymore. I applied to a different school and got in, so for the
rest of the year I had something to look forward to.
But then, once we got to project week that year, an incident happened. One of my friends and I decided to hold
hands while walking down the street, and a girl in my grade took a photo of us from behind and sent it around
to everyone with the caption “the rumors are true.” After this photo got sent out, a few girls on my P-Week bus
asked me “what it was like to be a dyke.” I had been so excited to be on this trip, and left extremely broken.
Once I left Latin, I was able to finally accept myself and come out to my friends and family. The people that I
chose to surround myself with loved me and accepted me. I was no longer a “faggot,” I was just myself.
Latin is a school that will give you a fantastic education. You will learn how to write essays, excel at math and
science, and will be given many incredible resources. But, Latin is a school that won’t give you an education on
how to love and have empathy for your classmates that have different backgrounds than you do. It won’t teach
you that racism, homophobia, sexual assault, predatory behavior, and xenophobia, are unacceptable because at
Latin, the perpetrators of these things always get away with it. Latin is a school built on the foundation of White
Supremacy, and it is poisonous to its student body. The last thing I’ll leave you with to think about is, in order to
fit in and succeed at this school, what will you sacrifice? I sacrificed my identity, my happiness, and my
livelihood. No child should have to do that, and I hope that with this page, no students will have to in the
future.
Faculty
Latin’s secrets are finally coming out. Decades of exclusion, turning a blind eye and poor leadership are being
exposed. Keep telling your stories! - Faculty

During my sophomore year, I was sexually assaulted by a junior boy who was very close with both the senior and
junior “popular” boys. He did not even go to Latin. I had heard my group of friends be avid supporters of the
#me too movement in school and express their support for the victims, so I actually felt empowered enough to
confide in my friends about what had happened, to get my story out, to make it known that this guy is bad news
to hopefully prevent it happening again. My friends comforted me and supported me, until it came to a
situation in which he was wherever we were. When I had friends over to my house a week or so after the assault,
the upperclassmen showed up as they did. But once I saw that he was in my living room, I didn’t exactly know
how to walk up to him and ask him to get out of my house and for what reason. I got really anxious and the
senior girls noticed that something was wrong, so they came up and asked me what was going on and if I needed
anything. I naïvely broke down crying and told them everything that had happened with this boy recently and
they all seemed so sorry for me. But that was all I got, an “awwww Yeah I’ve heard he’s done that to other girls”
and all of these upperclassmen girls who I had played sports with, some of whom were team captains that I
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looked up to. They looked at each other and walked away, continuing to have a good time in my house. I turned
to my sophomore friends, but none of them felt comfortable enough to help me kick out one of the “popular”
upperclassmen boys. I stayed in my bedroom until my only friend who remotely cared texted me that he was
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gone. He would show up with other older boys at my house quite often after that night and his boy and girl
friends would beg me to let him in, but I eventually got strong enough to stand my ground and say he wasn’t
allowed. For the next two years I had to see him almost every weekend. At almost every sporting event and party,
I was looking over my shoulder, knowing that no one was going to be there for me when it mattered most.
Almost exactly a year after the assault, the Cavanaugh trials began. The entire school, all of those friends and
teammates who claimed to feel so sorry for me yet continued to be good friends or friendly with him, they all
avidly supported Dr. Ford. They all fought for her in class discussions or through social media or through the
Latins Alliance for Women. I had never felt so alone. Knowing that they were partying with this boy who was a
known drug and sexual abuser, they were all encouraging this boy to continue to come to latin events. I would
confide in one of my friends who was one of the most outspoken on social justice issues in the grade above me
about this boy, Jack Hodson, and she would agree with me and console me, then she would be hanging out with
him or posting him on social media literally the next day. The only thing I regret was never confronting her
about it.
For everyone who feels that they have been isolated by the hypocrisy that is ingrained in the social culture at
Latin, you are not alone.

skinny, pretty white girls get away with blatant racism on a daily basis and nobody even attempts to stop them

I had Mr. Gupta for freshman year English. I am Jewish and so is his wife. Throughout the year he would make
Jew jokes to me and the other Jewish kid in the class. He made fun of Jewish holidays, last names, and economic
status. He would do this inside and outside of class and use the fact that his wife was Jewish to justify them. At
one point insinuated that since I went to Anshe for middle school, a Jewish school, my education was less than
the other students. He also made fun of students of marginalized identities in that class but that is not my story
to tell. To my knowledge, Mr. Gupta left for reasons unrelated to jokes like that. I had a poor experience in that
class but I can only imagine how my fellow students feel who have to deal with this kind of treatment everyday.
It was a rude awakening to what Latin is truly like.
Alumni
On a project week trip, our entire group got put in danger by swimming at a beach with a severe undertow. We
were all very scared. Some people were even unconscious for a while, with no hospital near. The following
evening, during social time after dinner, my classmate and I went to play cards with two friends on our trip who
happened to be upperclassmen and male. I knew them from waterpolo and band. They were like my big
brothers. One of our teachers who was leading the trip burst in, and began verbally scolding my classmate and I.
He then took us to his private cabin and proceeded to call us “loose freshmen sluts” and said the entire group
thought we were sluts. The school was told upon our return. Nothing happened to him. I even had to take an
AP class from him 2 years later. Needless to say I didn’t score well in that class.
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Extended Day Staff Member
I worked at the Latin Lower School for years and never in my life, I have experienced such blatant racism that
FILED DATE: 8/21/2023 10:45 PM 2022L003763
everyone saw and noticed yet it went unchecked. The racism I saw was not only direct at Black and POC staff
and faculty that worked in the lower school but it was also directed towards the children. Black or POC staff
were often mistreated and looked at as being "less than by the white faculty. If there was ever an issue with a
child, Black and POC staff were made to feel like they were the reason why the problem arose and they dropped
the ball; often being the ones disciplined. White extended day staff members were held to different standards
than that of Black or POC staff. Many of my white colleagues would show up late, call off last minute or simply
choose not to show up at all, or trade their shift with another staff person. This was always ok and they were
never spoken to about their behavior however when the same thing was done by Black or POC staff they would
be taken aside and spoken to about their behavior and told that it would not be tolerated. This continued up
until I left Latin.
Coupled with this, whenever there was an issue in extended day, it was often the Black or POC students who
were blamed and told that their behavior was wrong. I would hear of issues between the students and think that
these were normal issues that can arise when working with children so young but only Black or POC children
were ever really talked to or "disciplined". Things continued to get worse as staff within extended day began to
change. Towards the end of my time at Latin, there was a clear abuse of power by the associate director for Latin
360 who is underneath the director. She would speak to and treat me as well as other staff who identified as
Black or POC with disrespect, address us with attitude and pull us to the side for minor infractions whereas our
white counterparts who exhibited the same behavior were never addressed.
Latin paints this image as being an inclusive environment where all are welcome but the reality is, it's only
welcome to people who are white and only Black or POC who " know their place". I would hear some of the
worst stories of students in the upper school saying and posting videos with the word n**iger in it and the school
finding out and doing nothing about it or clear instances of homophobia within the school and nothing being
done. You can't change what you don't acknowledge and I think Latin knows it has an issue but refuses to
change it, instead it continues to perpetuate racism and anti-blackness .
Parent
My older son had been at Latin for a few years and we applied for my youngest son to start in 1st grade. He was
accepted and we had financial aid for both. Both Black boys. During the first month of school, my younger son
had a scooter accident and suffered a traumatic brain injury that caused paranoia and an irrational fear of harm
and began “acting out” at school. It was a very confusing time to understand what was happening to him and
Latin asked him to leave before the first semester even ended. We pleaded to hold his space while he got medical
treatment and we’re able to evaluate when/whether he could return the next semester or year. Lower school
Director, Latin head of school and board all said no. I have no doubt that if he was a white student not on
financial aid, he would not have been pushed out due to “behavior” at 7 years old due to disability because as my
older son progressed through the years I watched a white student repeatedly “act out” over TEN years and
graduate just fine. This push out traumatized my son for many years as we had to bring our other son to school
each day while our youngest asked why they “didn’t want him”.
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Alumni
I’ve seen bits and pieces of mine and others’ awful experiences here, but I’d like to summarize a tiny amount of
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the very VERY many things that will always stick with me. I’ve chosen to mostly focus on the administration,
not because I don’t think holding my peers accountable is important, but because I think it’s almost criminal
that this school has been allowed to function in the way it has for so long.
1. My parents were told by the administration not once, but FOUR times that as a non native English speaker
and female I would not be successful in an advanced math or science course. Even while scoring among the top
of my class, Ms Sampey suggested to my parents that they remove me and place me somewhere “more
appropriate for girls like her”.
2. My mother was frequently, openly, and viciously criticized by other parents in front of me when picking me
up in her clothes from work, even though she was always there on time with the brightest smile and best snacks.
3. A male teacher heard me speaking on the phone to my grandmother at the end of the day in the sixth grade
locker bay. He quieted everyone in the area down (about 15-20 of my classmates) and they listened in as I
hurriedly finished my phone call. Once I hung up, he started clapping, encouraging others to do the same.
“What a great show,” he said, “but next time try talking in English. People around you will think you’re talking
about them and that’s not appropriate.” I thought he was joking, but he didn’t smile, and actually confronted
me about it the following day, saying that it was inappropriate for me to be speaking in another language at
school, but he’d let this one slide. He didn’t seem to care that my grandmother didn’t speak English. That same
teacher commented on my appearance when he saw me on the street about three years later (I was 14), saying
how I’d grown into my figure. He was also the first of an alarming number who shamelessly made advances.
I’ll stop there, mainly at the risk of revealing my identity, but if there’s anyone reading this that’s also felt
embarrassed of themselves and their family, despite all their hard work, or ashamed because you were led to
believe that you were at fault for unwanted attention and harassment from the faculty, you are not alone.
Dr. Hamilton, Former Faculty

“The Death of Diversity: A Call for Radical Reform in PWIs” by Tikia K. Hamilton, Ph.D.
https://link.medium.com/tt0wFpeiE7
Dear All: As a former teacher of history whose departure from Latin was influenced by much of what you cite
here, I am so encouraged by the work that you are all doing to elevate your voices and center your experiences.
This is the only way true change occurs. Be strong! Stay the course! --Dr. Hamilton

At soccer, Coach Tim Cleveland called me another black student on several different occasions. The crazy part
was the black guy he called me did not even play soccer.

I am a BIPOC. Three weeks after my graduation, I had a meeting with [redacted]. As I arrived at Latin, a white
male at the front desk, quickly began to ask me for my ID, why I’m here, and how long I intend on staying,
almost as if I was a stranger. At first I thought this was fine. Because I had lost my state ID, I showed him my
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Latin ID, but he didn’t bother to pay too much attention to it. I told him that I am here to talk to Ms. Dorer.
He told me he had to call her office. I kept telling him I literally graduated 3 weeks ago.
After a while of calling her office and no response, he told me to fill out a visitor’s form. As I wrote my name and
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reason for my visit, I saw [redacted] (‘19), a white student, coming out the door without any visitor pass or
lanyard. Michael said he had just worked out after saying hi to him. I turned to the white male and said “I
graduated with him” hoping I would be let in without being treated like a stranger. Unfortunately, the man did
not care, he still insisted I fill the form.

I am a white student (‘14) who attended Latin for 12 years. Freshman year, all students take Global Cities for
social studies. We studied multiple ancient cities, focusing on the culture, religion, politics etc, of each. My class
was taught by [redacted], a Muslim Woman who wore a hijab, other sections had white teachers and the exact
same curriculum. She was one of the greatest teachers I had at Latin. During my class’ unit on Baghdad, several
white male students, most notably Steven Grotewold (‘14) were vocal in their objection to learning about Islam,
even through an ancient lens.
Steven was complaining loudly in the computer lab about the unit, arguing that, “we didn’t study Catholicism
during the unit on Athens.” When I argued and reminded him that we had, in fact, studied Greek polytheistic
religion during that unit, Steven claimed Athenians were actually “Roman Catholic.” Students and teachers of
color at Latin hold themselves to impossible standards of education. White students at Latin are empowered to
forgo the education in front of them in favor of preserving their racist views.
Once, in class, [redacted] briefly brought up news that Republican lawmakers were moving for Muslim
Americans to carry special identification and welcomed our thoughts. Steven and several other white students
argued vehemently in favor, while the rest of the class were clearly outraged. At one point, Steven looked at our
Muslim teacher and said “this is our country. If you don’t like it, you can leave.” I will never forget the look on
her face, it was her first year teaching at Latin. When I spoke to other white students about Steven’s racism, they
said he was “in a bad place” because his parents were getting a divorce while they were building their “dream
house.”

No, your freshly tanned skin from your privileged island vacation does not make you “blacker” than me.
Vivian Lee-Yee, Class of 2026

As soon as I saw the one about Ms. Finch (I’m assuming that was the name blurred) calling brown, black, and
asian kids the same names, I knew I had to say something. On MULTIPLE occasions, I have been called
[redacted] (another asian girl in my grade) or [redacted] (another asian girl in my grade). None of us look alike at
all. She also called my brother [redacted], (a student who had recently LEFT THE SCHOOL). She always is
letting the white students get off the hook but she looks for every mistake in the other groups to get them in
trouble for.
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It was the first week of my freshman year at Latin and a friend of mine said “I’ll meet you at your locker”, then
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Alex Kordorrf responded to her “don’t go to her locker, she has a bomb in it”. I was shocked, scared and
honestly, I just froze. A little while later I found out that [redacted] went and told Dean Hogan what she heard
and he actually ended up getting in trouble. I know that so many students stating their truths on this page didn’t
have the same ending I did but what she did for me, I will never forget. Thank you [redacted]. It was the first
time but not the last time I dealt with racist comments at Latin, but I guess I found strength through those who
supported me and stood up for me. It really shouldn’t have to be this way.
Alumni
My family moved back to the US right before I started at Latin. When asked where I went to middle school I
explained I grew up abroad. Almost every response I got from the “lifers” was asking if I showered or if any of
the people from that country did.

I’ve never hated myself or would ever think I could hate myself so much before I came to Latin. Please, if you are
a POC and want to apply, DONT. When I was applying I was blinded by the diverse group of students on their
instagram, and faculty that put on a fake smile when I toured the school. In reality no one really cares about you.
Parent
When you interact with certain parents at Latin, it becomes apparent that some of the racist and sexist attitudes
described in this space may very well originate at home.
An example of this concerns [redacted], a former third grade teacher of color.
She came on board during an especially turbulent and uncomfortable period of time when some of Latin's white
families were starting to react very negatively to the various diversity and inclusion initiatives being instituted by
the school as part of its 2013-2018 strategic plan.
In this climate, a narrative about [redacted] quickly formed and became widely accepted, one predicated upon
the familiar misogynoir stereotype of the angry black woman. She was "disrespectful," "domineering,"
"outspoken," "aggressive" - subtext for her not knowing her place in the eyes of these parents.
At the time, long-standing Lower School curricular pillars such as Ellis Island Day and Pioneer Week were
rumored to be under threat of dismantlement; she became scapegoated for this. After all, as more than one
parent pointedly remarked then, "Latin is a Gold Coast school for Gold Coast children."
During her first year at Latin, she allowed a student-led classroom discussion to occur regarding Eric Garner's
then-recent death. Some of the students made "I Can't Breathe" posters. This provoked outrage among some of
the parents but actually seems prescient now.
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My child was a third grade student in a different homeroom during what would turn out to be [redacted]'s final
year at Latin.
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I had never before (nor have I since) personally witnessed as much open derision and blatant hostility directed at
another individual in a professional setting as was directed by some parents toward [redacted] during that
particular school year.
It felt at times like a systematic bullying campaign was being waged by some of the parents to get rid of her.
She had some notoriously unmanageable and disruptive

white students in her class whose parents seemed to take every opportunity to complain about the "disparate
treatment" and "micro aggressions" that their children were being subjected to in her classroom (yes, they used
those words).
It worked. She left.
Student
Graham Webster’s racist Mexican accent in the improv show was such a problematic, public display of racism.

my junior year my mental health got so bad from latin’s environment that i went to the fifth floor window by the
back staircase and tried to jump out
Student
[redacted] is a current Junior at Latin who was kicked out of his previous school, New Trier, for sexually
assaulting a girl. When my friends and I asked our dean how it was possible that he got in, we were told that he
had a clean slate. He has unsurprisingly continued this predatory behavior at Latin, making multiple girls feel
uncomfortable and harassed, including an instance that got him kicked out of Halloween House. This guy is a
scumbag, and he feels safe being a scumbag because his friends will either make excuses or jokes e.g. “Hey
[redacted], why’d you get kicked out of New Trier again?” There are also the people who turn a blind eye to it
and are friendly to [redacted] because he is the cousin of a popular guy. The fact that the family is also one of
Latin’s biggest donors is undeniably a factor in the administration's decision-making. This kid is an active threat
to the women at Latin and he must be held accountable.
Former Staff
Most of my former students know parts of my Latin "survivor" story (a term I actually used in my professional
growth statement to characterize my experiences there). But, they don't know the whole story--like being
directed not to use a syllabus because it made classes harder for my students. Or being told to that I needed to
align my schedule with another problematic teacher so that the "twins" in our respective classes wouldn't have
different experiences. Or like being handed an ultimatum that made my contract renewal contingent upon my
willingness to be micromanaged by people with much less expertise than I have.
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My first year at Latin, Nicole Gerber, who I’m pretty sure was a lifer, called [redacted], who was also new to
school that year, “her slave.” This was in the 7th grade. I remember that making me incredibly uncomfortable,
but not saying anything about it, especially because I knew the two has been friends for a while. I boiled it down
to the two just joking. But this was and is totally unacceptable.
Alumni
The way women of color are treated at Latin is horrific; because the school's culture is set by its elite--rich, white
kids boys--beauty at Latin is synonymous with whiteness. My senior year, a white popular boy expressed interest
in me but was careful to only do so outside of the confines of Latin and his jewish family. For prom he took a
white sophomore girl who he had, up until that point, exchanged all of ten words with. When I was younger
and, not even conscious of race being a marker of difference between me and my peers, I remember boys being
ashamed to admit to their friends of having crushes on me. And, in middle school my best friend, who was a boy,
was made fun of by his friends for liking me. Some of the most beautiful girls I have ever seen are women of
color at Latin, and yet, they are made to be viewed of as invisible by the school because of the sexual racism that
runs rampant through the community. Women of color's and their bodies are sexualized beyond belief by boys
in secret, and then made to feel ashamed if these desires are made public. For so long I used to think that my
freckles, curly hair, and curvy body were what made me unattractive, but in reality, they're qualities outside of
the norm of whiteness. I've even seen boys, to my face, both white and non-white, proudly defend their exclusive
preferences for white girls as not racist and just what they like. The school is filled lots of white woman who are
proud feminists and call themselves woke, wanting to empower women against the school's sexist culture, but
I've too often seen this as them just meaning women who look like them. Latin's toxic culture has stayed with
me for years and still negatively impacts the relationships I have with men. The school is supposed to be one of
the most progressive and prestigious in the country, yet it has some of the most backwards students I have ever
met. I oftentimes find myself wondering whether the great education I received was worth the years of
self-hatred I endured.

Let's just acknowledge the gross culture of random senior boys taking sophomore girls to prom that they've
never even said hello to before and how we as a school just accepted and went with it.
Student
I was in middle school at the time and he was 2 years older than me. He had asked to hook up with me because
that’s who he was and I had heard these stories about how cool it would be if I could make that happen. He
came over to my house and we were kissing and things started to get more intense. He started do things that I
had told him I didn’t want. He used force and used him being older than me to rationalize that was he was doing
was ok. He then pulled up his pants and left. He texted me about how good it was . That is a story that I have
been too afraid to tell and have tried to tuck it away for a while now. What happened that day wasn’t my fault
and my friends have supported me every step of the way.
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As a white alum, I have reflected on my time at Latin, that was certainly experienced through rose tinted glasses
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because of that born privilege. Something that haunts me to this day was the expulsion of my black classmate
6-weeks before graduation. This student had been a 'lifer' and I can pretty much guarantee that, regardless of the
offense, this would NOT have happened to any of my white classmates. At the time I did not believe it was fair,
but with further hindsight I realize how profoundly racist it was, and the deep rooted systemic racism that led to
it. Latin consistently placed this individual in brochures and on the front page of the website to promote their
'diversity,' but then turned their backs on him just as quickly, with seemingly zero remorse nor legitimate
explanation to this day.
Alumni
When I was a student, I was approached by a white student who said, "Asians are not a minority. Why would
you need special treatment?" I was appalled because that specific statement exemplifies the racial struggles at
Latin and how racial bias is minimized.
Alumni
I'm not black or white. A few of my white classmates spent some years overseas before returning to the States.
When those classmates would tell their story about spending time overseas, teachers would then turn to me and
ask when did I come to the U.S. I said I was born here and spent my entire life here. This happened all the time
with teachers and parents. On top of that, teachers would make assumptions that I didn't know things about
growing up in America. They made me feel like I was never part of the Latin family and that my own ethnicity
was inferior.
Alumni
I am a white male who went to Latin most of my life. I came out in middle school (definitely prematurely) and
that set me up to discover that getting called a faggot everyday and being looked at at this thing rather than a
person became a reality. In high school, things got better, but i became numb to being called a pussy or gay or
faggot that i started saying all of those words myself. I started saying them regularly because i thought “hey if i
say it then i’m cool now.” These words are thrown around every second of every day, and it felt normal. This
isn’t normal. And as a member of the LGBTQ+ community, I should have spoken up, but i didn’t, for all those
years. And now all those kids say it all the time. I know it. And nobody is stopping them. I was a bystander
because Latin made me feel like I couldn’t speak up.

I am a white alumni and went to Latin for high school. During high school i regret dating Matthew Schauble
('10), a white student who had gone to school at Latin since he was a kid, might have been a lifer. He made
anti-black, racist, xenophobic, homophobic and sexist jokes on the regular. He thought affirmative action was
racist to white people, used fake accents to imitate non white classmates in front of other students, made
terrorist 'jokes' about middle eastern students, as well as many other comments and 'jokes' he made privately and
during school hours. I did not have the tools to call him out on his behavior and was scared of him because he
was abusive and sexually violent to me. He went unchecked throughout his time at Latin.
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Alumni
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A racist comment was written by one of my classmates in my quotes. It’s there forever in print for my children
and one day my grandchildren to read. To this day I have no idea who wrote it.

It’s hard to think of Latin and not think of gross amounts of privilege. It is not wrong to be privileged; however,
it is wrong to use that privilege in a way that is offensive to someone else, as is so common these days. I clearly
remember my advisor coming to our meeting one day in a visibly distraught state, both angry and sad. He was in
the cafeteria and noticed a group of girls (both white and of color but infamously wealthy) leaving a lunch table
filled with trash. He had politely asked them if they could throw the trash away (as was normal) before leaving.
One of the girls smirked at him and said, “Mr. —, we hire people to do that” and walked away. It sounds like a
scene from a movie, but sometimes that is what Latin was.

Looking back at my time at Latin, I struggle to find a day, one single day, where something racist wasn’t said to
me. At the time, I was too immature to realize that what was being said was not okay. Society was also at a
different place just 7-8 years ago when I graduated, where racial jokes were common place. Shows like The Office
and comedians as big as Kevin Hart made racist jokes all the time, giving people what felt like a right of passage.
The racist remarks were not meant in a harmful way, many of them came from people I considered my friends,
some I recognize from previous posts on this page - both as authors and in the stories. I honestly did not mind
the racism, but years later, I know that I should have. One teacher that I respected greatly talked to me once
about the remarks he overheard, as they were frequently made in front of faculty. He said that I shouldn’t just let
it happen. I told him that I didn’t mind, I knew they were joking. He responded by saying that he knew that is
what it felt like now, but years later, you will realize that it is a larger issue than right now. He pleaded that I not
become complacent with the subtle racism and added that the image that I publicly fight for now will benefit his
kids 10 years later when they attended high school because he honestly hated the image of Latin as it existed at
that time - a picture of financial protection and privilege. Years later, I appreciate his message. I realize that I
should have asked people to stop. I realized that while I didn’t mind, people and potentially younger students
watching would learn through observing. I realize that the remarks made against me on a daily basis led me to
make inappropriate remarks to others, an immature defense mechanism using what I have experienced on a daily
basis. I don’t know what Latin needs to help students realize this sooner, and I hope maybe someone reads this
and knows that racism, in any form, should not be acceptable, even if they are from friends and in the form of
humor. One teacher, although meaningful to me, was sadly not enough. There needs to be more discussion and
accountability. I’m sad because I know if I read this when I was at Latin, I would have disregarded it and just let
the comments keep happening, but I refuse to feel guilty. The solution is not changing the mind of the victim
but rather the minds of multiple perpetrators. I know I should not have needed to learn to protect myself.
Instead, others needed (and still need) to learn not to attack.

I’m amazed that this hasn’t been aired sooner, but clearly the culture of fear and silencing in the class of 2016 has
been so ingrained that we’re afraid to speak out to this very day. To hell with it - let the other shoe drop.
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It was a well-known fact that two “popular” groups not just ran but terrorized the grade. The Frat and the
Essentials - yes, to all you alumni/students who think named cliques sound fictional, this was very much so our
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reality - created and enforced an atmosphere in which bullying, intimidation, shaming, outcasting, and
gaslighting were the norm, and though some students were more targeted than others, few were safe. Anyone
who thought to disobey or challenge their authority would be met with such backlash that it was just easier and
safer to do nothing. They convinced us that to “succeed,” we had to do whatever it took for them to like us,
which came at the expense - and, often, direct harm - of people who should have been our allies, and even at the
direct harm of ourselves, especially for the women who they coerced into sexual activity because this too was a
route towards “success” (though obviously in hindsight horribly destructive).
I imagine every single one of us who’s not a Frat or Essential member - not like many of them follow the page
anyway - look back on our time at Latin, especially in light of the creation of this page, with self-disgust for not
having done more to support each other. We all knew there was a problem, and so many of us weren't able to rise
above our own fear and ignorance to try to topple the racist, misogynist, homophobic, anti-not Frat/Essential
Powers That Were. While we can feel angry at ourselves, or angry at the people with whom we should have
aligned for not supporting us either, I feel most disheartened and angry that the people that caused such harm
will likely never face any consequences for their actions. And worst of all, the school knew WAY more than we
realized. I’d guess that at least 90% of the faculty knew about the named cliques situation, and while plenty of
them found it ridiculous, MANY teachers tried to gossip with other students about them and even found joy in
favoring the Frat/Essentials, perhaps to feel some shred of approval from “popular” people (aka high school
truly never ends), even though such upholding and support of the power dynamic strengthened their
positioning and lack of accountability in causing people harm. By the end of our time in high school, it was clear
the administration was very in the know about them, but either because of these students’ ties to money and
influence, or the magnitude of a culture change it would have required to unseat this dynamic, it felt like the
school had given up. Latin does not support its students when it fosters and allows such insanity. And clearly
given the toxic patterns of harm Latin has propagated historically, that alumni well before my time and students
even today have told me that the Class of 2016's infamy has not died out is a major sign of just how fucked up
our grade was.
These bullies may never face actual consequences for their actions, and honestly, many of them likely aren’t even
capable of seeing and accepting the truth of what they have done, because to fully recognize the extent and
gravity of their actions would require a self-awareness and capacity to experience such an overwhelming amount
of shame that they only know how to inflict, not digest. And I'm certain some of them will squeeze their eyes
shut and say that because they didn't actively do everything horrible, at least they weren't THAT bad - this is
absolutely, undeniably false. When you support a power structure that you benefit from, when you let harm
occur without genuine, swift action to stop it - and nobody would believe for a second that you "didn't know"
about any of the stuff that happened - you are not just part of the problem, you ARE the problem. None of us
can expect them to change - they don't have to. But all I can hope for is that the rest of our grade can begin to
come forward with our stories more and ensure that these narratives are no longer silenced. We deserve better,
and if we can’t get it from Latin, we can try to get it from each other.
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Tyler Stratton, Class of 2009
Black students of Latin, past, present, and future: I feel you, I see you and I love you.
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This page has forced me to reflect so much on my four years in Latin’s upper school. What shows up for me
most is the simple fact that I didn’t even have the language to name much of the anti-blackness that I
experienced during my time there. And even if I did, I’m not sure that I would’ve had the mental or emotional
capacity to advocate for myself and others as a 14 - 18 year old Black girl in a sea of whiteness (and its associated
power + privilege), especially when there wasn’t space created for me to do so.
With that said, Black students at Latin, past, present and future: I feel you, I see you and I love you. It’s worth
repeating again & again in a community & world that continues to prove otherwise.
Parent
It is so disturbing, but unfortunately not surprising to hear that since this Instagram account started, parents of
the "outed" students are looking to blame those that "outed" their child's racist and other unacceptable behaviors
rather than look at their child's actions and how they hurt community members. This is the problem with the
entitled white kids at Latin - they are never held accountable. It is always someone else's fault and their wealthy
parents don't teach them otherwise and are always there to clean up their mess. Comments like "well that is not
what they meant" or "it was taken out of context" don't fly! You cannot take racism out of context - racism is
racism PERIOD! I am appalled and so saddened, but having had children at this school for more than 16 years I
cannot say I am surprised. I am counting the days until my last Roman graduates!
Alumni
I found this page today. I took some time to read through the posts, and one thing was clear- Most of my stories
have already been told. However, I’d like to say this: I am Mexican and I was an athlete at Latin. My senior year,
the coaches (who are no longer there) helped everyone else get recruited except for me. I was made to believe I
wasn’t good enough. I was even discouraged by the school counselors from applying to some pretty well known
schools because of my background and “lack of talent.” The story is pretty lengthy, but there's even a part where
I got lectured and punished by 6 Latin faculty members for not going on a multicultural college trip!
Anyway, THANK YOU for creating this page. I’m glad I am not alone. Latin was pretty good about making
you feel like that, too.
Alumni
I came to Latin in middle school from an underfunded public school. Nobody gave a shit about me— I
completely fell through the cracks. I was happy before Latin, but since transferring I’ve struggled with severe
depression and anxiety. Latin doesn’t give a fuck about students who aren’t white, cishet and rich. I should ask
admin to pay my therapy bills.
Alumni
This boy (white) and I liked each other. We spoke every night, hung out on weekends. One day I overheard
someone ask him what was up with us. He told his friend he thought I was cool. His friend responded “oh I
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thought you likeddddd her... I bet her pussy smells like tacos.” I’m Mexican. The boy I liked didn’t say anything.
The entire group just laughed then went on to say that this other girl (black) was hot but her pussy probably
tasted like hot wings. Everyone just kept laughing. They didn’t see me. I walked away before they said anything
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else. I cried in the little hole under the second floor stairs. It was so humiliating.

I'm not sure how much of my self-hatred came from my experiences in Latin. So much of my high school years
were filled with misery, but part of it came from a toxic home environment. It also didn't help that I struggled to
pass classes, angering my parents with every report card since I was expected to be 'smart'. Help from teachers
was rare, when I reached out I was usually ignored. I question my sanity, both then and now.
Alumni
Latin has a buddy program to unify across divisions. Each student is paired with one or two buddies in another
grade. Every single year I was always matched with an Indian buddy, and sometimes an Indian buddy and
another Indian student from my grade. It wasn’t just me— it happened with every race. It definitely wasn’t a
coincidence every single year. Lumping students of the same race together is isolating. Just because we are of the
same race it doesn’t mean we will bond better in the one-hour long activities we do a few times a year. This is a
direct example of sorting people based off of race. My race shouldn’t be a factor in determining who my buddy
is, just as it shouldn’t be a factor in other similar decision making processes.
Faculty
I am a BIPOC and after reading a story from another BIPOC, I felt the need to share my experience. A few years
ago, our lower school students were walking over to the upper school for an activity. The entire grade, including
all of the teachers, walked into the upper school together from the front doors. None of my colleagues, who
were all white, were stopped by the front desk person (a white man). For some reason, he decided to stop me and
insisted that I show my ID. He didn’t ask anyone else to do this. It was very clear that I was with the students
because we were all walking in together and I had a large crate of clipboards and supplies in my hands. He made
me put all of my supplies down to search for my ID while my class and colleagues walked ahead without me. As I
searched for my ID, I kept trying to convince him that I worked at Latin. I was offended and embarrassed. When
I brought this up to one of my colleagues after school, he questioned me and suggested that I was overreacting
when I pointed out that he did not stop any of the white teachers entering the building.

If Latin cared as much about policing acts of racism as they do about their dress code policy, we might actually
get somewhere.
Virgil Williams, Class of 1988

When I graduated I found out that a (white) math teacher had a bet with my (black) track coach and advisor
that I wouldn’t graduate. That math teacher lost that bet.
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Years later I was invited to come and speak at Latin for MLK day. I wrote a movie called MUDBOUND (which
dealt with race) for which I received an Oscar nomination. After my talk every minority kid in the room asked to
speak to me privately. And I was horrified by their stories of racism. If some of the events they described had
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happened to me while I was there, that math teacher would have won that bet. Because I would have gotten
kicked out for beating someone to a pulp.
Derrick McAllister, Class of 2016

My senior year at Latin, I was able to take a class called The Construction of Race, taught by Mr. Fript. The
subject matter of the course was very important, but there were only five students – all Students of Color. If that
isn’t telling, I don’t know what is. Upon returning to Latin after graduating, I discovered that the class had been
discontinued. This is clear evidence of the school’s lack of initiative with regard to systemic racism. This class
had a major impact on me as a black man navigating predominantly white spaces; my white peers certainly could
have benefited from it.

I am a bilingual, white, alumna. I remember a classmate repeatedly complaining that the few POC in our grade
were going to steal his spot in whichever ivy he wanted, because of their race. He would say this in front of
teachers and they were always silent. At the time, all I knew to say was that every student earns their spot in
college but I had zero framework for what else to say or do. I wish I knew more and I wish I’d thought to educate
myself better.
This same student once grabbed the scapular necklace I was wearing, from my neck, read it, threw it back in my
face and said, “That’s a stupid Catholic thing”. I told teachers. They rolled their eyes and said that’s just how he
is. I tell that story not to equate any hurt I endured to the culture of racism, but to help illustrate that the Latin
elite have always felt empowered to do whatever they wanted - there were never any boundaries with anyone,
about anything. This is the culture of Latin. The same student berated me constantly about having an “unfair
advantage” in Latin AP because I speak Italian. This white, male, rich kid seriously thought that EVERYONE
else had an unfair advantage over him.
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Parent
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My daughter Laura Genender attended Latin from Jr Kindergarten through 5th grade. (1990 - 1997) She was
not a POC. She was cute and smart and funny. But she danced to her own tune - wearing dresses when the other
girls wore jeans; drinking milk when others drank sodas; not going along with something just because others did.
Beginning in first grade she was bullied constantly. Our complaints fell on deaf ears - I later figured out that it
was because the ones who bullied her had parents who were big donors to the school. But I got lame excuses, like
maybe she just fell down the stairs and didn't get pushed - its her word against his. Or even if he did say
something terrible to her and give you the finger and it was on school grounds it was after hours. These are just
two examples. I didn't realize how bad it was or how much it affected her until years later when she was in high
school and told me about it. But I really didn't know the impact until she died from suicide in 2008 - she was a
beautiful girl who had been working successfully in the then-predominately-male online game industry where
she was widely admired. She had just gotten her dream job. She was 22 years old and had already saved $30,000.
And yet she apparently suffered from such depression (which I hadn't realized) that she chose to die. I know her
experiences at the Latin School were only a contributing factor, but they left her feeling she was never good
enough. After her death she got the validation she never got in life - it was before Instagram but a google search
of her name produced over 180,000 hits. Two online game companies created permanent memorials to her, one
devoting an entire day during which only tributes to her could be posted. Her college friends created a Facebook
Memorial page for her. I was angry at Latin at the time she was being bullied and the school knew and wouldn't
do anything about it. I am angry at myself that I didn't take her out of Latin sooner but I knew what a good
school it was academically. I am even angrier at Latin since her death - I will never know how much those years of
being bullied contributed to her death. I am so glad people are finally speaking out about the culture of the
school. Sorry this is so long but hearing how many others were mistreated set me off.

During advisory once, Ms. Holloway, a white woman, said that she sometimes felt like a minority because she
was “weird” and has a sense of humor a lot of people didn’t understand. She described herself as an “emotional
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minority,” or something along those lines. It seemed she was trying to relate to the ethnic/sexuality etc.
minorities. Everyone in the room was evidently very uncomfortable, but none of us said much.
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I was and continue to be harassed by the frat/essentials. Some of the people in these groups have been posting in
solidarity with black rights, female rights and LGBTQ rights movements on their social media despite their
targeted attacks during their time at Latin.

In fourth grade, we were subjected to Mr. Schlimpert, who regularly mistreated the girls in his class. He once
required we all line up and allow him to snap our asses with rubber bands before giving them to us for a project.
He also allegedly slapped the ass of a male classmate of mine while his pants were down at the urinals.
Alumni
Being POC was extremely difficult at Latin. I came from a very diverse public school where I never had issues.
People are constantly bragging about how much money they have and the teachers constantly cater to those
students. I would raise my hand to answer questions and they of course would pick the white guys and girls-
even when other POCs would raise their hands. In my case, I found out that the guidance counselor had
written some negative comments to schools I applied to- even though I took every AP class and had high grades.
Due to that I couldn’t get into the top schools. I also feel as if they specifically catered to ensure the white guys
and girls would get into their dream schools. I was honestly amazed at how some of them got into top schools
with the grades they had. I absolutely believe that this school, environment and behavior is toxic to all POC.
Please don’t send your children here especially if they want a good chance for colleges.

I read through all of these posts, heart beating fast, transported right back to Latin at its most toxic. I am a white,
economically privileged, queer cis-woman, class of '05. When I look back on my time at the school, I think about
all the ways that the school failed to live up to its reputation as a top school in Chicago. Our school had a
palpable, hazardous toxic dominant culture subsumed by white privilege and class privilege. It ran unchecked by
our faculty and administrators. Our history curriculum was broadly Eurocentric and imperialist, and did not
examine privilege and power adequately. Our U.S. History courses failed to actively center and examine the
institutionalized racism that our country is built upon. The most overt way that many of us examined white
supremacy was through Nazi Mind -- a course that culminated in, essentially, roleplaying as Nazis. Taken out of
the context of the course, this doesn't sound like a school that anyone should learn from. Taken within context
of these stories... even more so. I had hoped that things had changed for the better in the 15 years since I
graduated, but I don't see it here. Curriculum changes aren't enough, though -- real celebration of diversity
needs to be prioritized, like, yesterday. I simply don't understand why this school remains lauded as a place worth
its tuition.
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Jocelyn McCullough, Former Student
I was always an outcast at Latin. I was known as the fat ugly black girl of my class. There was a racist bully that I
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only really had to deal with in middle school. He said the N-word in Spanish class. I told the teacher. The
teacher was furious and reported it. My parents got involved and administration said I mistaked it for the word
negro, which is the color Black in Spanish. My mom went on to explain to the administration that her daughter
knows that word and would never mistake it. It was a lost cause the administration was intimidated by that
family and silenced mine. During that school year he also said “All Muslims are terrorist”. The same boy said
“Black people are no better than the bottom of my shoe”. I told on him again. Later that week the middle school
principal made an assembly about how rumors need to stop being spread. This made it look like I made
everything up. My whole class turned against me. Before I left this disgrace of a school I tried to start a BSU. I
was connected with upperclassmen in high school who were all proud black young men and women. They
warned me about my future at Latin and shared their stories. Not long after we started to meet regularly, school
administration told us we could no longer meet at the school and had to go to the Starbucks across the street.
They did not want any affinity groups. Throughout this whole time since Pre-K I took on teaching Black
History to my classmates. Every chance I took, I shared African American life in my school projects. I wanted to
share the story of my people as I knew these kids wouldn’t be able to get this information any other way. I was
and am so proud of my heritage. I was happy to share information about the Tuskegee Airmen and The Civil
rights movement. This was probably the only time I was promoting equity and wasn’t silenced. I have many
more stories that I have completely blocked out due to the trauma it caused me. I had to leave for the sake of my
sanity. I thought I was so alone then and would cry myself to sleep every night. Now I see that there are so many
of us, that are now going to change the world. Now that Latin can no longer silence us.

Interesting how all the “popular students” year after year, are almost exclusively white, the few exceptions being
a token light skinned, soft-spoken friend of color. All the “unpopular kids” are almost always of kids of color or
severely socially awkward white kids. Just interesting...
Brianna Yang, Class of 2016

First, thank you to whoever wrote the most recent post about the Class of 2016 and to whoever wrote the post
about whiteness as the defining beauty standard at Latin. Those posts encapsulated my experience at Latin, and
they were exactly the push I needed to write my own story. I will always regret that part of my self-worth at Latin
was based on a social structure skewed towards whiteness, in which two groups of mostly white students claimed
the top tier. It pains me that this social hierarchy was not only accepted, but reified by the actions of complicit
classmates, faculty and parents. Everyone knew about it, but no one did anything, especially the adults. Even to
this day, as the previous post about our grade acknowledged, I hear about how students and faculty at Latin
refer to our grade as the worst in recent history. That infuriates me. Our grade was horrible—that can never be
denied—but to treat our grade as an isolated case of bad students is a mistake. Our social structure was not
unique, only particularly emblematic of a rampant culture of racial prejudice at Latin. Even now, I hear about
younger classes who try to emulate our grade’s “Frat and Essentials.” It is most painful, though, to think about
my own complicity. I have been reading these posts feeling paradoxically shocked and unsurprised. I wish I could
go back and redo it all with the knowledge I’ve since acquired, and I’m sure others feel the same way. I have been
reflecting on my own experience at Latin, trying to remember cases of racism I witnessed or experienced. In the
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course of doing so, I have realized both how much I have blocked out of my memory and how much racist
behavior was normalized. I have no specific instances to share as a result; I can only tell you that I have lingering
feelings of inferiority and hazy memories of an environment in which confronting our culture of racism and
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classism felt taboo.

Thank you for making this IG account and this forum! I attended Latin from 8th-12th grade. My experience as a
black male was traumatic. But being that I was a kid just trying to fit in I didn’t realize the problems until after I
graduated. I feel like the experience that black girls have there is even worse. The culture of the school does
nothing to facilitate unity amongst the Black students. The social culture of the school exalts the white girls and
sends all boys chasing them. The black girls get totally ignored. I’m scared to see the statistics on the number of
black-black dating relationships that took place there. I remember one greek white boy asking a Black girl if
Black moms breastfed chocolate milk to their kids. When I finally got to college I didn’t even know there was
such a thing as a Black Student Union. I’ve felt so deeply scarred from my experience there that i sought out a
psychiatrist to help me cope.

I recall a history class in which the white female teacher asked the class to act out a story that included the rape of
a woman. She asked the female students to volunteer to lie on the floor behind her desk and flail about to
pretend like she was being raped. The teacher treated it like an irrelevant plot point that we shouldn’t make a big
deal about.

During a history class about the Civil War I argued that slavery was the cause of the conflict between the North
and the South. The white male teacher dismissed my remarks and told the class that other political and
economic were more important than slavery. I didn’t know what to say in response to that because, being the
only black person in the class, there was no one in the classroom who could help validate my thoughts about the
relationship between race and the Civil War.
High Jump Student at Latin Campus

When I started going to Latin for HJ I wanted to cry because I felt like I made it. Around high school
application time I was talked to privately and told me Latin would fit me perfectly. As a Latinx I thought ‘wow I
could really go here’. That same day I was leaving late and some Latin kids were walking right in front of me. We
made it to the train stop and they kept looking at me the whole time. One of them finally walked up to me and
said ‘you don’t go to Latin right?’ I told him no but I hoped I would soon. He replied, ‘That’s so nasty, they are
letting anyone in. I mean look at you.’ I didn’t end up applying.
Parent
There’s a group of lower school Moms that blamed the spread of Coronavirus in Chicago on Jews back in
March. They singled out Jewish families and texted them with veiled threats to remove their children from
school leading up to the city’s shutdown. Their children then went to school that week and told their peers that
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‘Jews are dirty’ and ‘Jews cause Coronavirus’. The administration was made aware of the text messages and
incidents within the classroom. Guess what happened? Nothing. If this is happening to white families I can’t
even fathom what BIPOC families deal with on a daily basis.
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Latin’s Alliance of Women, more like Latin’s Alliance of White Supremacists.

Beth Reid graduates a year before me. When I got to Latin I was informed that she was telling everyone she went
to school in the ghetto. Because I went to the same elementary school I was asked “how was going to a ghetto
school?”. The school was Franklin Fine Arts Center
Alumni
Senior year at Latin is always a very interesting experience when it comes to applying to universities. You would
literally see your fellow classmates get offended and angry that you had the audacity to get accepted into a
program they also applied to. “Friendships” would end because you got into a school they applied to, but didn’t
receive acceptance. Interestingly enough, the same feelings were never displayed towards their white
counterparts. People didn’t get angry at the students who were accepted but also had siblings or parents that
attended the university of interest. Instead, it was the Black kids, the 2-3 Black kids in your entire fucking class
that made you furious. We were suppose to be grateful we even attended Latin; how dare us try to compete for
any better?

Once in freshman year, I was walking a friend to french class and a student named Charlie Weiss, also in my
grade and in the class, made the insensitive comment that “jews look good next to asians” which in the moment I
didn’t register as racist remark since before coming to Latin I hadn’t experienced anything like that. Immediately
after a photo of him and I was taken where he had his arm around me. I was weirded out and uncomfortable
which can clearly be seen in the photo. From then on I made sure to keep my distance from him.

I remember joining gospel choir my freshman year because it was one of the few clubs that had many faces that
looked just like mine and reminded me of where I grew up. We had performed at Uptown Baptist church the
past week, and I felt really proud of our work in the community. However, I was disappointed I wouldn’t be able
to attend our performance during assembly since I had an appointment that morning. I remember walking into
the theatre and quickly sneaking myself into an aisle seat. When the gospel choir was announced, one of my
fellow classmates who sat in the row in front of me said “here comes the niggers” and then his friend proceeded
to laugh and say he heard from his brother that this was a rite of passage for all students. Everyone had to get
their yearly dose of “the blacks screaming their church songs.” That experience my freshman year showed me
that Latin only preached diversity, but didn’t even know what the word means.
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Alumni
I don’t know why there haven’t been a single complaint or story related to the sport teams at Latin, particularly
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the soccer and lacrosse teams, as it was in those teams that had most of the rich-white boys that thought they ran
the school.
I also do not know why no one has highlighted the favoritism of coaches like Bower, who only favorited players
whose parents were always at the games, particularly the white boys.
As a player of Bower’s, I could feel the favoritism in every single game. There were games where we were losing,
but Bower still subs in one of the white boys that may have been the worst on the team. Or when a player, who
had never had not practiced all season due to his broken arm, gets subbed two days after his cast comes off. I
could hear the boys father scream his name from across the field.
Student
There are a lot of people at Latin that harbor antisemitic beliefs, but are unaware due to their lack of education
on the topic. I have heard casual jokes in the hallway about Jewish stereotypes including our wealth and facial
features. Beyond the Holocaust, students should continue to educate themselves and others about challenges
that Jews continue to face in America. Why is antisemitism forgotten at Latin?
Enough is enough.

I attended the school on a full ride for two years before I decided to leave the school.
There were two times that stick with me to this day that exemplify the racist culture of the school and especially
my grade: the first time was when Jonathan Moss said he would speak to me in my own language and proceeded
to say, “Taco, Taco, Burrito, Burrito.” He always followed any pushback I gave with a reassurance that he knew
that wasn’t really Spanish, but never relented. The second time was shortly after I left the school. I received many
messages from Andrew Wiggin over Facebook condemning me for choosing my mental health over the constant
ridicule I got at school. He blamed me for “making it harder for other Mexicans to get scholarships” and that I
would “never get into any college without that piece of paper from Latin”. He now works for Amazon, but you
would never guess he thinks like this from his social media.
He told me that I was the sole representative of Hispanics at Latin, and that I was making them look bad by
leaving and enrolling myself into a public school with people more like me. I never asked to be a representative
for anyone other than myself. The decision to change schools was one of the best choices I’ve ever made in my
life.
The bullying was normalized and made me view almost everything from a negative perspective. I spent two years
with my guard up, and I had to spend even more years learning to put my guard down.
On top of having my own theme song that was sung by most of the “Frat”, going to school was the worst part of
the week. The best part of my day was the hour long train ride home with my friends that understood me. I
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looked forward to this more than I looked forward to going to Mr. Woods English class or Mrs. Arif’s World
Studies classes.
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I’m assuming you’ll censor names.
Feel free to use any of this if you want in any way you want. I don’t know if it’s even eligible seeing as I didn’t
graduate from the school, but seeing this page validated my life choices and I felt compelled to share.
Thank you for this.

I have spent years suffering from all the wounds I got in high school, and I am still a really long way from healing.
But I have to say, the one thing that even slightly redeems the fear I felt being at Latin every day is the knowledge
that today, my tormentors are seeing this page and are terrified that I might finally expose them.
And because to this group of people I could be one of so many victims of their emotional abuse, sexual assault,
racist slurs, etc shows just how horrible they were in being equal-opportunity-oppressors.
You know who you are. We all do. You can't hurt us anymore... And we will not stay silent anymore.
Faculty
There are members of the administration who do not have the will or skills required to support BIPOC students
and faculty/staff, or the backbone to stand up to toxic parents. Many parents and students have specifically
targeted and harassed BIPOC and queer colleagues of mine who have been pushing the school forward with
important anti-racist work. Many of these colleagues working for change left Latin after experiencing trauma
and realizing the administration and school’s inability to walk the talk. Each one of these departures has been a
huge loss for our community.

Seeing all these stories have brought up a lot of painful memories that I’ve ( a Bipoc), suppressed the majority of
my life. I’m sure a lot things I’ve pushed down so deep that I cannot remember them.
I attended Latin way before the majority of people who are writing here so to see that the culture has not
changed much is distressing. I guess I was fooled by the many photos in the alumni magazine showing all the
diversity. One item I would like to share is about my senior photo. At the time students were allowed to write
memorable comments/descriptions about you to be printed under your photo. One of the comments written
under mine by a classmate was, “bongo lips”. Yep that is there forever for my children, their children and so on
and so on to see . To this day I have no idea who wrote it and even sharing this after all these years is painful. I
will show it to my children one day as an example of the racism I endured in high school. The second thing I
would like to share is that when I attended Latin there were only a handful of people of color in the upper
school. I returned to visit a year after graduating and was called the wrong name. They mistook me for another
black woman who went there a year ahead of me. We look absolutely nothing alike physically. I never went back
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again to visit. While I was at Latin there were tons of drugs and drinking. Kids were sent to rehab or disappeared
after having drunk driving accidents. The parties at country clubs that I was not invited to because blacks were
not allowed... the list goes on and on.
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The first time I ever felt good about myself or even thought I was beautiful was when I attended a
predominately black women’s college. My college counselor had never heard of the school and did not
encourage me to apply. It was the best decision of my life.
Parent
I am an Asian and non-native English speaker. I always feel I am not very welcomed to peer parents for the very
reasons. I remember/recognize most of other parents because I already introduced myself to all of them at
various gatherings around when my kid started JK at Latin, but many of them always treat me as strangers.
Therefore, whenever there is a new gathering, I had to introduce myself again to most of them. They are mostly
white but some are native English speaking BIPOCs.
At the beginning, I tried to approach them proactively and they kinda spoke to me but no more than a minute
or so. After a few years, they still speak to me only when I approach. What is very interesting to me is this. When
they ended up talking to me, I find them acting overly kind to me. Such a kindness only appears to me that they
want to say "See? I am so anti-racist that I talk to you this nicely!" However, they never approach to me or talk to
me before I do.
They probably alienate me or never pay attention to me, or what. Also, it is very often the case that they confuse
my kid with another Asian kids. No playdates unless I proactively contact them and initiate one.
I eventually got totally tired and decided not to play proactive any more. I stopped hosting any playdates with
their kids. I always feel sorry to my kid when showing the willingness to have a playdate with one of their kids.
In addition, I felt the same with many white teachers. My kid's homeroom teachers have always been nice to me
probably because they are supposed to, but white assitant teachers of the same homeroom as well as other white
head teachers hardly say hi to me or speak to me unless I proactively approach them.
Although I kinda generalized white or native English speaking BIPOC parents here, I didn't mean that 100% of
them are acting as above. There are still a few parents and teachers who are always nice and welcoming and I
really appreciate their kindness and openness. I also appreciate Mr. Dunn and a group of staff/teachers/parents
who are working hard to host and facilitate DEI events. They are the reasons why I still have my kid at Latin, in
addition to the fact that my kid really loves the school. However, if my kid grows older and starts to feel the same
I do in the future, I will definitely pull my kid out of Latin without hesitation.
Alumni
I was a lifer before I left Latin. In 7th grade I was called a slave and a n****r by another girl in my grade (also a
lifer) to my face at the lunch table. Nobody said anything to her. Nothing was done. Later I found out she
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would make disparaging/racial comments anytime I wasn’t around. It’s still one of the most humiliating and
hurtful things that has ever been said to me by a peer. It was why I left that school.
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I was a lifer at Latin, and it is because of my time at Latin that my depression was born. I am not a POC. I was
bullied heavily through all of middle school. There are two incidents that really cemented in my mind how bad it
can be for students at Latin. The first was in sixth grade, when as I was using the restroom, the stall door was
kicked open by the person bullying me. This happened on three separate occasions. At the time I didn’t want to
go to someone for help because I believed that they wouldn’t, and this fear would be confirmed a few years later.
In eighth grade, during the big dodgeball game to celebrate us going into high school, I was run into the wall at
full force by the same bully and then put into a chokehold so the others in this persons group could get me out. I
immediately went to the teachers present to ask for help, but despite seeing what happened, refused to do
anything about it. Because of these incidents, it took until my senior year to finally go to the counseling office for
help because I didn’t believe that anyone would help. I want students to know that there are always people
willing to help, even if it may seem like there is no hope that you will get help.
Student
My math teacher called me the n-word accidentally and never apologized. I’ve never felt comfortable in her class
since.
Student
Racism is so deeply woven into Latin culture that it inhabits the very spaces that are self-described as anti-racist.
For example, i am in a group chat called “Demanding Accountability”, which theoretically is meant to combat
racism at Latin. But in reality, it is populated and organized by the very same individuals who perpetuate the
exclusivity and racism that Latin is known for, the same “popular” kids (especially white girls) who keep BIPOC
out of their social circles. Group chats like this create an “it’s-them-not-us” mentality and hide the fact that
many of its participants are VERY much complicit. It targets certain (very deserving) individuals while
attempting to exonerate itself. Latin cannot move forward as a community in search of social justice until
everyone acknowledges the ways they contribute to its underlying elitism.

I remember freshman year during P.E. when I was up against Noah Weeks-Brittan (‘16) for the tip-off during
some game we were playing. Right before the teacher tossed the ball in the air, he said, “Oh man, I’m up against
a black guy.” This type of racism is very common at Latin, and I’m ashamed to this day that I didn’t call him out
for it.

I am honestly disgusted by the number of white students at Latin who just felt entitled to touch my hair.
Whenever I asked them to stop, they would say, “Oh, well people like your hair because it’s soft (like a sheep) and
different from what we’re used to.” It’s almost as if some of these parents condition their children to believe that
they’re untouchable.
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Latin is filled with the most racist kids it’s like a known thing
Parent
I learned from my student that Mr Baer and Mr Windus, both of whom were in positions of authority as
advisors, informed [redacted] that my thirteen year old freshman was intimidating. Which [redacted] shared
with my child without context or commentary. The thought that forty-five plus year old men were so fragile in
their masculinity and whiteness to call a Black child INTIMIDATING and had an adult Black woman carry
their garbage is such a sad commentary. This was made worse when no one responded to my letter objecting and
demanding an investigation. This includes Ted Graf. Fortunately, I had an opportunity to confront each of the
adults involved and demand redress.

I was at a birthday party sleepover. One girl, as she woke up, said “I look Asian” because her face was swollen.
One other girl briefly mentioned it but I was too scared to speak up because she’s a close friend. Even though I
am white, I am scared about how her racist beliefs affect people of color.

I was a lifer at Latin and I was a student who had a diverse learning profile, mainly I was dyslexic. I didn’t really
know how to interact with my peers because I was labeled as different.
I remembered in 3rd grade, in Ms. Front’s class, I bothered two boys so much that for Valentine’s Day I received
two Valentine’s Day cards from the boys in my class which made fun of me for having trouble with reading and
for asking too many questions in class. Both cards ended with the same statement “can you even read this?
Probably not.”
I stopped taking to a lot of my peers after that point because I knew, *they* knew I was different. Instead of
making space for differences among kids, odd popularity contests perpetuated by parents when we were younger
and faculty when we were older (especially in high school) divided our class into cliques.
I stayed at Latin until 12th grade because I felt like I had something to prove. I remember being so detached
from my peers in my final years that in when I had to make a speech in the mandatory public speaking class, in
front of many kids I had known since I was four years old, I burst into tears. Pressured to complete the speech by
the teacher i delivers the speech from start to finish in years, with not one person... including the teacher, trying
to help me out by encouraging me or recommending that I give it another try on a different day. After I delivered
the speech, I remembers not only were my classmates laughing at me, but my techie said “well, we’re all glad
that’s over aren’t we?” With a smirk on their face.
The pressure to succeed was unbearable. The competitor nature of the students damn near killed me. In fact, I
developed an eating disorder in the 11th grade which got substantially worse in the 12th grade.
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I would show up to school as late as possible and leave the minute I could. To this day, I’ll never forget how
lonely it felt that not one teacher or administrator, or guidance counselor pulled me aside to see how I was
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doing.
Thankfully, my parents identified my issue and I got the treatment that I needed. But Latin didn’t support
those who were struggling mentally or socially, if they weren’t good at sports or if they weren’t a well liked (read:
adult who became teachers to re-do high school as a “cool kid” but are only cool because they give grades...)
teachers... so I was SOL when it came to my emotional state from the hours of 8-3, M-F.
It wasn’t until I arrived at college that I started to see all my hard work pay off. I walked into my first class and
became so overwhelmed by the fact that I didn’t know one person in the room. There was such freedom in the
realization that for the first time since JK I walked into a classroom and didn’t know a soul... and it was the first
time I was seen as more than the kid who couldn’t read well in 3rd grade. What a shock if was for me to realize
that the first time since I could remember I felt the possibility of being accepted in a room filled with complete
strangers. That experience highlighted to me how horrific my time was at Latin as it was the people who knew
me the longest, my classmates at Latin, that made me feel “less than” for being just a little bit different then them
and because of that I never felt like I truly belonged, lifer or not.
And in case you didn’t know folks, #ThatsLatin.

I (female) was sexually harassed by another student (make) at the school. The administration knew about it and
only gave him a minor punishment. The student was Black. I have a feeling they have him such a small
punishment because he was a student of color and didn’t want to seem racist since the never do anything when
the white students do similar things.
Alumni
Latina here. Although many of my memories of Latin involve ignorance, name calling, and stereotypes related to
my ethnicity (eg., “Do you speak Mexican?”), the most devastating thing that happened to me was because I was
female. I was a good student, the best in a specific subject, and worked on an independent study with a
particular popular, well-regarded teacher who recognized my skill and interest in this particular topic. There
were rumors that he had inappropriate at best (at worst illegal) relationships with students, but I was so happy
that someone saw and honored my talent that I ignored the stories. This teacher and I spent a lot of time
together and at one point he touched me in a way that felt uncomfortable to me. I told him to please take his
hands off me. He never spoke to me again and gave me a D. I never told anyone because I knew that no one
would believe me, the shy, socially inept brown kid with no connections over the rock star teacher. I told myself
it was my fault. Even now, about 30 years later, I still wonder if I misread everything. But there was only one
adult in that situation. I was a mere child.
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In 11th grade, our English class read Huckleberry Finn. Before we began reading passages aloud from the book,
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our teacher took a minute to say he always starts this book with a discussion of the book’s use of the n-word —
he wanted to gauge everyone’s comfort level, and essentially take a poll on if we, as a class, felt okay about saying
the n-word or if we would rather censor ourselves when reading aloud.
I was stunned that this was even a question up for debate — especially in a room full of primarily white
privileged kids (myself included) and coming from a white teacher.
I remember in that moment trying to mentally justify this question to myself like… “he is coming from a place of
protecting the integrity of the literature and respecting the time period” … but all I could think was “wtf, how is
this okay?”
I don’t remember what was said in the discussion but the end result was that "our class" decided we would not
censor ourselves…we would read the words aloud as they were written… including the n-word...
One of the sickest parts was that it seemed like some of the white boys in the room actually liked having an
excuse to say it.
I still sit with shame that I didn’t speak up in that class discussion and voice my discomfort — my discomfort
with using that word and with being asked for my vote as if my vote should count when that word has never
been used as a weapon against me or my family.
If I was that uncomfortable and fearful of speaking up, I can’t imagine how my peers who were BIPOC must
have felt. This “discussion” should have never happened and if educators at Latin feel that it’s a necessary topic
to address when teaching this book, then they should reflect on how to do it without causing more harm.
To me, this story is a memory of a singular time when I noticed something was wrong and wish I had spoken up.
To my BIPOC friends and peers, it was probably just “another day at Latin.”
Alumni
Billy Lombardo has shared on his LinkedIn page the article about the systemic issues at Latin featuring this
account. I find it so rich that he clearly doesn't realize he is featured on the Instagram page as a problematic (ex)
teacher at Latin.

Seeing a former teacher of mine, that was mentioned on this page, Billy Lombardo, share an article about
‘Survivors of Latin’ to his LinkedIn with no mention of his wrongdoing and complicity is sickening and a great
example of the deception and empty virtue signaling typical of administrators, teachers, and students who seek
to maintain a racist and sexist system for their own personal benefit.
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Thank you to the member of the class of ‘17 who shared their story of his behavior. Latin’s culture created an
environment where a teacher could not only enter into a relationship with a former student 25+ years his junior
and but then try to normalize his predatory behavior to a classroom of teenagers and insult a young black
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woman who questioned the actions of a character in an assigned reading that mirrored his own actions.
Alumni
Does no one else see how problematic the term "Lifer" is? That it promotes and perpetuates a deep-rooted
culture of elitism and supremacy? That no faculty, dean, Board member or student have ever seen a problem
with it? That Latin students (usually White and/or wealthy) walk around parties giving sh*t to anyone who isn't
a "Lifer"? That if you didn't attend Latin from Jr. Kindergarten you have something to prove, something you
must fight for to show you are "worthy" of being a Latin student? That even years after graduating these
students remind you, "you're not a Latin girl." Wtf is that? Just asking for a friend.
Anwar Mohammed, Class of 2019

I never really understood why my college counselor was so hesitant to nominate me as a Posse scholar while I was
applying for colleges. My family comes from a low-income background and I wasn't going to ruin their lives
with loans, so during my college process, I centered my decision with my top priority being which school will
pay for my future academic endeavors. I did my research junior year about Questbridge and Posse, two
well-known college scholarships that make an agreement with its university partners to cover their scholars' full
tuition or full aid package. This was it. This was a way to finesse my way into colleges, because my GPA and
ACT score of a 26 weren't looking too hot on my academic record. I had my meetings with my college counselor
and she told me she didn't believe that Posse or Questbridge were my best options at getting into schools. Who
the fuck did she think she was telling me that me wanting to find a school that will, under a contract, pay for my
8-semesters of an undergrad experience. That's when it deemed on me that this school isn't made for the poor,
BIPOC community that they strive so hard to recruit into their institutions, but completely disregards it's own
implicitly, and explicitly, racist community. I told my counselor time and time again if she can nominate me for
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these scholarships and was never nominated. I had friends in the BIPOC community who were nominated by
High Jump or other organizations and other relatives to these scholarships because the college counseling office
refused to do so. Luckily I had my cousin, a fellow Posse scholar at Pomona College, nominate me and when she
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did, I told her she wouldn't regret nominating me. I dominated the three rounds of interviews and days with
sleepless nights working to perfect essays, sending materials, all one's got to do for this application process and
was selected to be a part of Posse Pomona class of 2023. I walked in to the office the very next day after I found
out of my enrollment and rang that bell (a symbol for someone enrolling into a university). I don't know if any
of those counselors were aware of my flat out distaste and loss of respect I gained for that office during that
college process because I was made to feel like I wouldn't be able to make it to Pomona or a lot of my schools
because of my scores and grades setting me back a bit. I hated that whole process they put me in and never
considered my counselor to be my counselor, just someone who wrote my recs real fast and we were done.
Strictly business. However, Ms. Vela, sitting in front of those offices always asking me what's up and answered
my questions to the best of her ability, was more of counselor to me than my actual counselor. She know what it
was like trying to afford college because she sent her kids to amazing schools. She know what was up and I'll
always be grateful for Ms. Vela. If she's reading this, thank you so much for everything, the smallest actions you
did for me meant so much because you were so down to Earth and made me learn about the systems at play
when applying for schools. From Cape Town and that Safari trip to the day I graduated, you've been the realest.
Alumni
Mr. Chandler, my 8th grade math teacher, told me to my face that he was afraid I would never succeed in life.

As a Mexican, I always felt it hard to feel fully accepted by the Latin community. I experienced verbal abuse from
students due to my heritage, which unsurprisingly, went unaddressed in any substantial way by the
administration. However, I was in extreme shock when I was the victim of serious microaggressions from a
senior administrator at the school. While I expected bullying from students, it was appalling to have it come
from a faculty member. One specific time in high school, this faculty member asked me “where is your name
from?”,where in Mexico does your family live?”, “have you ever been to your family’s house in Mexico?”, and
“do you go to Mexico a lot?” Keep in mind, this back and forth was started by her making racist and offensive
comments on my last name. From this moment on, I lost what little faith I had in Latin, and believe that my
time there was a big mistake. I was always taught not to judge a book by its cover, and it is a shame that Latin
faculty (even in this day and age) have not seemed to get the memo.
Alumni
Latin has absolutely no idea how to handle issues of injustice in a fair way no matter if it’s helping victims or
dealing with perpetrators. Latin takes full advantage of being able to essentially make its own rules as a private
institution. When people ask for help after experiencing abuse, no action. When people are accused of
committing the acts of abuse (or in some cases just doing something the administration doesn’t agree with),
instant expulsion/firing. Even people who say and do terrible things have a right to defend themselves before
action is taken, hence why due process exists. I’m not saying that people don’t do awful things or don’t deserve
severe punishment, but the fact is Latin has for years been dealing with teachers in the same way (Ms. Rodriguez
being fired is a perfect example). Latin is a school without compassion that bends completely to the will of the
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administration and passionate outcries on social media, and not once do they take a second to think before they
act and change people’s lives.
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Student
Someone at our school made their snapchat bitmoji black as a “joke”. They’re white.

In 8th grade, students in my grade straight up bullied our science teacher. Not only were groups of students
rude to her face, but when it came time for faculty evaluations, they anonymously wrote horrible things about
her. Other than a Facebook page that was made to make fun of her being taken down, to my knowledge,
nothing else was done about this harassment. Not only does Latin let bullying amongst students slide, they
don’t protect their teachers either.
Student
Misogyny and sexism are some of the most normalized things at latin. Boys can get away with saying something
sexist or literally excluding people from groups that are supposed to be co-ed. But if a girl dares to say something
like “Kill all men” or “Men are just _____” as a joke, all of the boys get made and instead of civilly arguing,
resort to insulting the girl’s physical appearance or bringing up something traumatic and make fun of them for
it.
Parent
Clearly there are teachers at Latin who have agendas only to benefit themselves. They openly practice biases of
all sorts at the expense of students they have nothing to gain from. These teachers are consistently protected by
the administration even though parents, students and even members of their own staff have tried holding them
accountable. Here’s how they secure their positions. Proclaim you are a feminist, align yourself with the wealthy
white girls, praise them, give them A’s and write their recommendations to Harvard and other Ivy League
schools.

[redacted] ‘21 told several people in my class that I lied about being raped and told several of my teachers I made
up my trauma for attention. She’s done this to other women too, and when I began to distance myself from her
she began cyber bullying me and attacking me. She has gone unchecked by the administration and other
students for the horrid things she has said about me and other people. I have nightmares about her.
Alumni
I was in elementary school (maybe 4th or 5th grade, I'm not sure) when Coach Sebastian starting teaching at
Latin as a P.E. teacher. He was extremely fit. One day we were returning to the school from the park and I was
walking with some of my friends (probably about 6 or 7 girls) behind him. A few girls starting whispering and
talking about how they could see his purple bikini underwear through his pants. Two girls in particular were
saying some very inappropriate and probably sexual comments about him. At the time, I don't think that I even
understood the jokes/comments that were made. He could definitely hear what was being said. When we
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returned to school, he singled me out and made me stay after and wouldn't let me return to class with my
classmates. He called my mother and requested a meeting and for her to pick me up. This type of punishment
was very rare at Latin. My mother left work and rushed to pick me up. He told her that I was the ringleader
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behind the comments. He said that he knew it was me because of the neighborhood that I came from and
where I grew up. There's no way that the other girls would know about sex to make these lewd comments, but I,
being the only black girl, must have told them and pushed them to make those comments. I'll never forget my
mother's rage at that moment. She had me leave the room and she gathered him all the way up. He and she
came to an understanding. That man left me alone and never spoke to me again. I remember seeing him again
years later in the gym in the upper school and it took me back to the shame he made me feel. His racism disgusts
me. Coach Sebastian retired after 30 years.
Alumni
When I was in Kindergarten or first grade, my family attended Bazaarnival, Latin's fundraiser in the park at the
time. There was an artist drawing caricature sketches. I wanted to have mine done so badly and waited in line
for my turn. I was so proud of my sketch. When I took it to show my mother, she was livid. She took me by the
hand went up to parent organizer and demanded that she confront the artist and have him redo the sketch. He
had drawn a picture of 6 year old me with big boobs, dancing, scantily clad, eating a banana in what he wrote
was "an African jungle." At the time, I didn't have an understanding of why my mother was so angry. I was just
embarrassed and wanted my picture drawn. The artist re-drew me--but the magic was gone at that point. This
wasn't specifically about Latin, but it's a pain that I carry with me growing up as a black girl in Chicago.
Alumni, Attended Latin in 1990s

The main reason I don't give money to Latin as an alumn is because of the toxic culture I experienced. In the
90s, Latin had to accept more BIPOC to keep their school accreditation, but Latin did nothing to ensure new
BIPOC students felt integrated. Different class years from the 90s were fragmented because of this. Forget
feeling proud about being a Roman. I came from a well-to-do family and I still suffered from the racism.
Teachers would ask if I came from public schools, when did I come to America even though I was born here,
and students would tease me saying Latin needed me for the quota. The administration and teachers looked the
other way and the systemic part is if I spoke-up and did not join in the systemic racism, then there would be
many microaggressions against me. Sad to see this culture is still going strong for decades after.
Alumni
After reading a lot of these statements on this page, and reflecting on my own surpressed memories, I’ve realized
that I can never forgive Latin for the mental and emotional damage it has caused me. Once I left and attended
college, I realized how much that school had wreaked havoc on my well-being, so much that I had to build
myself up from what was left of me once I left Latin. I can honestly say Latin is the reason why my anxiety
became so rampant. Being in such a racist environment literally caused me to be suicidal, and I had NEVER had
mental health issues prior to attending this school. As a black person attending that school, especially being
low-income, invisible is an understatement to describe what it feels like walking through the halls. Both students
and teachers will make you feel this way. Please, if you are a young, low-income, BIPOC thinking about
attending this school, I’m begging you—don’t do it. People will say it’s worth it because it gives you more
opportunity, you’ll have more access to better universities, hell, it’ll help you break the cycle of poverty in your
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family. You see how “ the real world is” at Latin, preparing you to attend prestigious PWIs and having a career in
predominantly white spaces, learning how to tackle racism. But at the cost of trauma that you have to carry with
you indefinitely once you leave? I don’t think I should have to become used to, or even desensitized to white
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people treating me like trash, undermining my experiences & my trauma, and learn to “ignore” the constant
outpour of hate that comes out of their mouths in order to succeed in future environments like so. Lots of
people call it ignorance, but I can assure you their hatred is informed.
You deserve SO much more than what these unforgivable students will put you through for four years. Trust
me. And with some of the type of teachers, board members, head of school and other admin in charge of the
future of this school, I really doubt they would be willing to sacrifice their power, control, salaries and image for
the sake of the comfort and respect of low-income, BIPOC students that come into Latin.
I’ll chew on glass before I ever step a foot in that place again.
Alumni
In “Crucial Decisions,” our 11th grade American history class, we read “There Are No Children Here.” Our
teacher wanted us to understand how people can become trapped in cycles of poverty which are nearly
impossible to extricate oneself from. He asked what students thought that the mother in the family should do
to get her family into a better living situation. When students predictably called out “She should get a job,” he
started writing on the board all the factors that she’d need to consider and pay for, such as transportation, and
most expensively, childcare, and subtracting them from the money that she’d make working a minimum wage
job in order to show that working might be impossible or not help the family’s financial situation. Students in
the class started arguing with the teacher. I remember one girl in particular who was very vocal, saying things
about how her father’s taxes were supporting this woman and her family and that she didn’t think it was fair.
She went so far as to say that the woman shouldn’t be allowed to have children. Both I and the girl advocating
for eugenics are Jewish. I was so furious I was shaking. I remember trying to voice my anger (I think I asked if she
was in favor of forced sterilization and if she was aware of the fact that what she was proposing was literal
Nazism), but I knew it was pointless, so instead I just picked up my stuff and walked out.
I don’t remember discussing the systemic, institutional racism that created Chicago’s housing projects in that
class. I didn’t believe then or now, however, that classism was the only form of bigotry that led those students to
express those opinions. A funny twist is that because racism was the unspoken undercurrent there, I never
thought of that argument over welfare as a personal one until I’ve started thinking about the incident again in
recent weeks. My father was disabled since before my birth, and my own family received disability (welfare)
checks that we relied on to varying extents throughout my childhood. I wish that I had thought to announce
that at the time and ask what criteria they were using to determine who should or shouldn’t be allowed to have
children or who was or wasn’t deserving of help. I wish I had stayed in the room and screamed at those kids. At
the very least, I wish I had called out something like “Tell all your daddies I said ‘Thanks!’” as I left the room.
I am grateful that we had teachers at Latin that wanted us to learn more about the world, to get a sense of how
other people experience it, and to understand that many or most Latin students have access to privileges and
opportunities that are unimaginable to the average person. Unfortunately, I think the arrogance and lack of
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compassion or respect exemplified in the classroom interaction I just described made that goal impossible to
achieve. I transferred to Latin in middle school from a public school, and the thing I was most struck by in my
first weeks there (aside from how weird it was that students kept commenting on the fact that I had been at a
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public school and asking whether I was in a gang) was how disrespectful students were to teachers - I had never
seen kids treat adults in such a condescending, demeaning way before. Every classroom interaction between the
teachers and the wealthiest students was undergirded by the students’ “my daddy could get you fired” attitude
and a total lack of respect. I don’t think that it’s possible for anyone to be truly ‘educated’ when they are allowed
to maintain and display that attitude to others.
Student
In my first year at Latin (in the middle school), I was faced with racism from classmates I trusted. They clearly
trusted me too much and thought they could say insensitive, racist, and inappropriate comments in front of me.
Alumni
this isn’t a story, but unless you come from a white family with old money, at Latin you aren’t considered good
enough.
Student
Today, July 15th, I had to deal with so many things. One of which, was arguing with a boy, telling him not to
make fun of rape. It’s shouldn’t even have to be an argument!!! I want to email latin but I have no fucking clue
WHO to email and i doubt they’d believe me even if I showed proof. His name is [redacted] [‘24].
Student
Recently, an upperclassman posted a selfie on her story with her doing the “fox eye trend”, made to mock the
Asian eye shape that has now become a fashion trend.

I went to Latin starting in junior kindergarten. I grew up and lived on the south side of Chicago 16 miles away
from school. My mother worked north of Latin so the commute worked out.
In the lower school, I would often go to my classmates’ house after school and my mom would pick me up after
she finished working. These classmates often lived in fancy buildings with doormen. Now as an adult, I
remember the funny looks that they would often give me, but I never noticed it then. Although very familiar
and friendly with my friends and their family, the doormen seemed to stiffen and work really hard just to get up
to do their job and open the door for me and my mom on the way out. Years later, I remember when Chicago
Magazine published an article about restrictive racial covenants in the city. The article included a map where
they marked specific buildings that continued to have restrictive covenants on their books. Many of the marked
buildings on the map were buildings on the “Gold Coast.” Buildings where many of my friends and classmates
lived. I often think back to that map and wonder. Did my parents know? How did that make them feel? Did
my friends know? How could their parents live in that building, buy an apartment in such a building? It was
okay to have black friends visit but they couldn’t live among you, I guessed.
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Obviously this post is not about the culture of Latin (and my heart goes out to all of the recent grads and
students who have so bravely and eloquently shared their stories and experiences) but about the context of the
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city in which the Latin community exists. The wealth gap and systemic racial divide was never addressed and
contextualized. As students, I felt that we were not given the tools to voice and address what was going on
around us. Today, I wonder how many Latin families live in buildings with racially restrictive covenants (explicit
or implicit) or benefit from Chicago’s exclusionary policies?

At one point or another in 2017, a member of the frat who is now an Amazon employee, got at least more than
ten people from LSOC to work for a pyramid scheme selling cutlery. The office was far from LP or the gold
coast, all the way near Jefferson Park. One time out of the good of his heart he drove me to the L station, except
during that time we talked about the xenophobic language we used. I took my supposedly bold stance as a white
latin student and said I try to say nothing ever, whereas he felt it was his right to say words like faggot and kike
with his friends but the N word was somehow still off limits. White people share so much stuff like this between
each other when they speak in confidence. I immediately ghosted this frat boi. The pyramid scheme felt more
genuine than he was.

I went to Latin for a while and I’ve noticed a trend when it comes to the social life of all students. Not a single
person of color has been invited to parties during my time there, and from the looks of it, the same thing is
happening. I sat in the library everyday while my white “friends” made plans for a gathering every weekend and
just never invited me to one. The parties are thrown by the same popular white kids in each grade. BIPOCs are
never included in the Latin social scene and I’m so sorry for the students who are still being left out today. I
came to this school to have a “normal” teenage life, but being at Latin was nothing like a “normal” teenage life. It
was like watching those teenage dramas that you really wanted to be a part of but could only watch it from a
distance.
Alumni
I graduated in the 90s and, having read these posts, I can assure you that nothing has changed. They don't want
it to change. We had the bullies enabled by a culture of wealthy whiteness and an administration who looked the
other way, minority students who were "lucky to be there to fill the quota", teachers having sexual relationships
with students, an ideology that your worth as a person was based on the college you got into. I'm in my 40s now,
but as soon as schools shut down for Covid-19 my first thought was how happy so many Latin students are to
not have to go back. My years at Latin were the worst hell of my life. Students, all I can tell you is that life gets so
much better. Move far away for college and don't look back!
Latin ‘98
Like another Alum posted, I came to Latin as part of a freshman class in the 1990's that accepted a higher than
usual amount of BIPOC students (and faculty) in order to satisfy whatever ISACS diversity requirements were
necessary that year. What became incredibly clear to me - as one of the "new" white freshman at the school - was
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that I was afforded privilege and inclusion socially in a way my "new" BIPOC peers were not. I definitely coasted
on that unearned privilege socially, but was subject to the very clear divide at Latin when it came to class. I saw,
in very tangible terms, what it looked like if you were NOT a part of that privileged "lifer" class. It meant less
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attention and support from the administration and faculty across the board; in academics, sports, drama, clubs,
response to disciplinary action, etc. Events like Project Week reinforced that divide. A yearly event IN the
academic school year that made sure to draw a line in the sand for who could, and could not, afford these
extravagant trips to "learn". Probably the most tangible incident for me in terms of how the school viewed class,
was when the college Guidance Counselor called me in to criticize me for wanting to go to the UW-Madison and
not applying to Ivy League schools. When I asked the Guidance Counselor who was going to pay for those Ivy
League schools, she looked at me with blank stare. It's clear from the stories posted from students today that this
school is still not set-up to support diversity across the board. I am grateful to Survivors of Latin to give a
platform for students and alum to tell their stories, perhaps it can lead to meaningful change.
Latin ‘21
Homophobia, sexism, and ableism are so normalized at Latin, it’s crazy. You’ll walk through a locker bay and
hear the popular guys shouting the f-slur or the r word and no one cares. That one person who does stand up to
them gets made fun of. They think it’s funny, but in reality, it never made me feel accepted at Latin. Constantly
hearing popular guys throw around the f-slur made me suppress my sexuality and is a large reason I transferred.

It's not that all non popular students are either POC or "severely socially awkward," it's just that no one at Latin
will even invite you to anything if you aren't a one-percenter. Even the supposedly popular and rich, but
objectively awkward and selectively social individuals can follow the rule, which i learned from classmates and
the frat, "If you O you throw." This works even if your mansion is in Hyde Park, surprisingly or unsurprisingly.
If you call hating your life at school and being reserved around lifers because everyone seems to fit into a role of
gossip girl, "severely socially awkward," I am Mable Slade Vickery. Congrats! your Mexican vaycay with the bois
looked the best! Now please hand me a joint, won't you?

I wonder every single day how different my life would be if I had instead chosen to go to another high school. I
wonder if I wouldn’t have thought about trying to jump out of the fifth floor window my junior year. I wonder
if I wouldn’t have been slut shamed on social media for being taken advantage of by a seventeen year old boy
when I was fourteen years old. I wonder if I would have seen kids being blatantly racist, call Muslims terrorists,
and dress up like Mexican people for halloween. I wonder if I wouldn’t have been raped.
There’s a lot I wonder, but I also think about why these things happened to me. I’m not sure if these things
happened because kids at school went unchecked for promoting rape culture, sexism, xenophobia, or if it was
just because it was never seen, but I do know that the trauma of being forced to go to class with a known rapist
as a rape survivor will follow me for the rest of my life.
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Alumni, 1990s
When I was a freshman and we were doing our Community Service Project, there were a certain amount of
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hours that we had to complete at a particular soup kitchen. At the beginning of the evening, we would stand in a
circle for prayer. During one of my volunteer nights, one of the other volunteers, an adult man who was not
affiliated with Latin, starting to caress my butt and moan while we were in the prayer circle. I was horrified and
stayed away from him the rest of the night afraid that he might sexually assault me but fortunately nothing else
happened. I told the Community Service Director this the very next day and he minimized what happened and
tried to convince me that I was probably mistaken and that no such thing happened to me. I told him that I
knew exactly what happened to me and I wanted to know what he would do to protect me. He did nothing
whatsoever because he said that even if it did actually happen, caressing someone’s butt was not so bad (I mean
forget the fact that I was underage at a school-sponsored event).
When I was in 8th grade I had my first boyfriend with whom I was very infatuated, he was very cute. But he tried
to pressure me sexually so I broke it off because I became increasingly uncomfortable with his advances. He then
harassed me at school and told everyone that he had sex with me and then spread a rumor that I was a lesbian.
My mother was so upset because I would come home crying so she went to the Middle School director to resolve
the bullying. But, again, nothing happened. In fact this boy just kept bullying me and it even got worse.
Fortunately I was a good athlete and after a few months of abuse other students started to stand up for me. But
the label of lesbian always stuck. I was horrified that homosexuality was used as a weapon against someone else
like an insult. I was friends with some homosexual kids that were afraid to be themselves and come out for fear
of being labeled and mocked.
And even though I was usually the best athlete on my teams, I never received the MVP awards or became
captain. The kids who got those awards had parents on the Board of Trustees or were big financial donors. The
Athletic Director was one of the most chauvinistic people I have ever met but in a very underhanded way that
wasn’t immediately obvious. The way he treated female and male athletes was like night and day. He fully
coached his boys and pushed them to be the best athletes possible but barely acknowledged the women in
practice.
I will say that overall my experiences at Latin were not horrible on the whole. But there was definitely a sense
that some students were privileged because of their family’s financial position. Certain teachers did try to
combat that but the problem was systemic and they were fighting an uphill battle. I did see my friends from
minority backgrounds or who were LGBTQ+ struggle at Latin because of the culture there. I am sad to see it is
probably worse now.
Alumni, 1990s
When I was a freshman and we were doing our Community Service Project, there were a certain amount of
hours that we had to complete at a particular soup kitchen. At the beginning of the evening, we would stand in a
circle for prayer. During one of my volunteer nights, one of the other volunteers, an adult man who was not
affiliated with Latin, starting to caress my butt and moan while we were in the prayer circle. I was horrified and
stayed away from him the rest of the night afraid that he might sexually assault me but fortunately nothing else
happened. I told the Community Service Director this the very next day and he minimized what happened and
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tried to convince me that I was probably mistaken and that no such thing happened to me. I told him that I
knew exactly what happened to me and I wanted to know what he would do to protect me. He did nothing
whatsoever because he said that even if it did actually happen, caressing someone’s butt was not so bad (I mean
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forget the fact that I was underage at a school-sponsored event).
When I was in 8th grade I had my first boyfriend with whom I was very infatuated, he was very cute. But he tried
to pressure me sexually so I broke it off because I became increasingly uncomfortable with his advances. He then
harassed me at school and told everyone that he had sex with me and then spread a rumor that I was a lesbian.
My mother was so upset because I would come home crying so she went to the Middle School director to resolve
the bullying. But, again, nothing happened. In fact this boy just kept bullying me and it even got worse.
Fortunately I was a good athlete and after a few months of abuse other students started to stand up for me. But
the label of lesbian always stuck. I was horrified that homosexuality was used as a weapon against someone else
like an insult. I was friends with some homosexual kids that were afraid to be themselves and come out for fear
of being labeled and mocked.
And even though I was usually the best athlete on my teams, I never received the MVP awards or became
captain. The kids who got those awards had parents on the Board of Trustees or were big financial donors. The
Athletic Director was one of the most chauvinistic people I have ever met but in a very underhanded way that
wasn’t immediately obvious. The way he treated female and male athletes was like night and day. He fully
coached his boys and pushed them to be the best athletes possible but barely acknowledged the women in
practice.
I will say that overall my experiences at Latin were not horrible on the whole. But there was definitely a sense
that some students were privileged because of their family’s financial position. Certain teachers did try to
combat that but the problem was systemic and they were fighting an uphill battle. I did see my friends from
minority backgrounds or who were LGBTQ+ struggle at Latin because of the culture there. I am sad to see it is
probably worse now.
Student
Latin’s decision to reopen in the midst of a life-threatening situation for many POC, and otherwise at-risk
individuals is just another example of how little the administration cares about their student and faculty body’s
wellbeing. They will always prioritize the comfort of the Board and the wealthy students who live nearby. The
school does not care about the countless students and faculty who rely on public transportation to attend school
on a daily basis, and will encourage them to expose themselves for an extra 1-3 hours per day, all in pursuit of the
same quality of education as their privileged peers. Throughout the rise in popularity of this account the school
has put on a show, pretending to value their minority students, and with the announcement to reopen for
in-person learning, the administration’s true colors shine through.
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On Thursday, June 18th, a member of the class of 2021 posted a map of the world and labeled different regions
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with raging, racist stereotypes. I am disgusted, but not surprised, that he posted it.
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Alumni
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At a Halloween party this year Michael Mendelson and Liam O went as “Mexicans” and received little criticism
about it. Every time someone brings up how offensive that was their friends agree it was racist, but still continue
to hang out with them/defend them like it’s no big deal. I don’t think I ever heard them apologize, and they’re
obviously not sorry considering a picture of them in the “costume” is still up on Instagram.
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Alumni
I don’t know how helpful this will be because the sound wasn’t captured in screen recording but this is Alec
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Kotler (‘18) at a party with the n word written on his forehead. He was saying “I’m a -n word- I’m a -n word-“
referring to himself with a whole bunch of derogatory stereotypes. This person is one of the most abhorrently
racist people I’ve ever encountered, and his behavior would always be written off just foolish. It was recorded
and posted by Richie Parillo (‘18) on his Snapchat story, quickly deleted once he realized someone screen
recorded it
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Alumni
Two Latin students ‘17 who posted a picture of them wearing American themed clothes with the caption
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"manifest destiny"
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Alumni
Nicholas Schuler ‘19 gaslighting students about affirmative action
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Alumni
Keiran Bondy ‘17 and Alden Sulgar ‘17 posing in sombreros at their Jersey Party that happened during Cinco de
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Mayo.
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Photo: Henry Markarian ‘19 defending rape culture
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Photo: A peer in my class was perpetuating stigmas on Africans by using his weight and the fact that you can see
his rips as an attempt to make fun of African children
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Alumni
Sophie Lancaster ‘17 Snapchat story
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Alumni
Some peers were blatantly disrespecting black women and proceeded to say that “black girls have aids”
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[redacted] is [redacted] and Houdini is [redacted]. This whole conversation started because [redacted] was
getting approval from “the boys” before going for a black girl. They did not approve.
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Alumni
Nicholas Schuler
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Alumni
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During my junior year, I had a really good friend who I could trust. As a POC, I felt like I could be myself
around him. I, however, found out that he had very disturbing views about the n-word and the lgbtq+
community. When I confronted him about his use over the n-word and problematic views about the lgbtq+
community, he gave me a most outrageous explanation I have ever read.
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Alumni
Nick Schuler dressed as a Mexican on Halloween
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Alumni
Class of 2019 Alumni, Nick Schuler, sent a video titled "I Do Not Associate with N******" to a group of
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students in a group chat. The group chat was originally for group project and Nick Schuler said that he did not
mean to send it to that specific group chat. After this incident, Nick Schuler offered to buy Starbucks for the
Black students in that group chat as a way to say sorry
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Alumni
Students’ comments on a video of Rishav Dasgupta dancing
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Alumni
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I have been on many non-black guys finsta where they abuse the N word. It makes me uncomfortable and when
I confronted them they avoid the conversation. One even asked me if I was mad and yes I was mad that they were
so ignorant they couldn’t see how what they were doing was wrong.
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Sandy Nguyen, Class of 2017
So a lot of people already know about my situation with Danny Degraff, Luke Chandra, and the rest of "the
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frat." But, I never included what happened after. Danny called me to give me a BS apology that I didn't accept.
Then, their older siblings, Alix Degraff and Cameron Chandra, tried to intimidate me! Here are the receipts.
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Alumni
This student is always racist and he has already been featured on the page. This is my story.
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Michael has always gotten away with saying racist comments and people defend him saying he doesn’t
understand or just let him be. We all need to be accountable for each other. Not only was he racist but he and his
friends would snap this to each other constantly. Enough is enough now.
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Alumni
This Instagram was posted by a fellow white student junior/senior year and absolutely shocked me. I knew many
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white students used the N-word but couldn’t believe a student would be so comfortable as to post something
like this. It was eventually deleted but was up for long enough for me and many others to see it. I can’t imagine
what Black students felt seeing this from their classmate.
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Alumni
Talia Krainc is an alumni who graduated with me in 2017. She was babysitting two kids and called them
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monkeys... they were young black children. By any means, her intent was never malicious, and she profusely
apologized to me afterwards. It still left me astonished and without words. To degrade and dehumanize
children... you’re taught this behavior. No one would ever compare white children to monkeys, so why did this
person equate these young black children to such? People may view this as silly, but this mentality is wrong. Acts
like these are shoved aside daily, and in turn this welcomes and condones even more harmful acts to pass by. If
people don’t speak up about injustices, then this behavior is going to continue to be socially acceptable. The
purpose of this post isn’t supposed to attack this person, but to open people's eyes and realize that we all need to
do better. This cannot continue happening.
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Alumni
My senior year, Hotel Paradiso was selected for the US spring show. This show featured two instances of black
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face. The first in which a white actor sticking his head in a chimney, emerging in black face, and the female lead
screams “My god, What a nightmare! My god, a Zulu”.
When concerns were raised about this scene to Mr.Baer (the senior dean and director of that show) he changed
the line to “Ah! A Monster”. I then went to the director and explained how that was also racist when the only
thing that changed was his skin tone. The line was then changed to just a scream.
Once we did the makeup test, they fully put this white junior in Blackface. It took three makeup test and
comments from me and another student to get the show to a neutral place. It was clear that Mr. Baer didn’t
understand but was rather conceding to our complaints.
This show also featured a hateful caricature of Indians that was resolved by casting a white actor in the offending
role. After picking this show as one for students to perform, Baer made no effort to educate the students on the
harmful stereotypes and literal blackface in the show. He simply laughed it off saying "oh we're changing that"
and discouraged any discussion.
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Alumni
These screenshots are of John Thomas’ (Class of 2018) Twitter account. He was very overtly racist, xenophobic,
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homophobic, misogynistic, etc on his twitter profile as the screenshots show (plenty more than I wasn’t able to
submit and even more that I didn’t capture). While I was at Latin, I shared the photos with admin and after
their own review they decided to give him an out of school suspension for just a couple of days. He came back
and went on to still get into Duke University which makes me question if this disciplinary action had even been
included in his record by Latin. Is it a reflection of Latin or Duke? It’s both. These institutions serve and protect
white people and exist solely to continue perpetuating the racial and economic hierarchies in our society. John
Thomas should have been expelled, I can only imagine what harm he’s doing at Duke and shutter at the thought
that one day he’ll, like the majority of Latin’s white and wealthy alumni base, serve in some kind of position of
power where they’ll continue to uplift the systems of power that advantage them at the detriment of low income
communities and communities of color.
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Alumni
I found a copy of the 1996 Latin Forum in my mother’s attic. It pains me that these were written 25 years ago
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and could have been written today.
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Alumni
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I had previously viewed a Snapchat story of a student at Latin. He joked around with his friend by calling her a
racial slur. I swiped up on his story in an attempt to explain to him why it wasn’t funny and that it was
incredibly offensive. He responded by telling me that it was an inside joke, they are friends, and it’s her nickname
and she gave him permission. I then responded by saying that one person’s permission does not justify every
other person that was offended by the comment. He both apologized and continued to defend himself. He
apologized only because he was afraid I would report to this Instagram account and that he would get in trouble
by the school. I decided that I wouldn’t do more than have a conversation with him because I believe he would
be more understanding, being a person of color. Later on other current students of Latin shared with me that he
“enjoys being called slurs by friends” and has done other racist acts in the past. They shared with me the second
photo where he asks the same Asian girl that if someone changed their contact name to “dog”, she would eat
them. As a poc and alumni of Latin, I have seen many incidents where both white and student of color have
made racist jokes towards other races in an attempt to be funny. These students are never punished and therefore
continue to walk the halls of Latin with a racist mindset and spread it to other students. This needs to be
stopped.
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Judge: Calendar, H
FILED
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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Calendar, H
24050750
EXHIBIT C
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Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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2022L003763
Calendar, H
24050762
EXHIBIT D
LATIN SCHOOL OF CHICAGO
STUDENT/FAMILY HANDBOOK
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2021-2022
Dear Families,
This handbook serves as your guide to life at Latin School of Chicago. We expect students and
parents/guardians to read the following pages closely and become familiar with the codes and
expectations of our school.
Whenever possible, if students have questions about school expectations or rules, we urge
them to seek out adults in the community to discuss these concerns or questions. The faculty,
staff and administration of Latin strive to foster a system of values in students that will sustain
them both during their time at Latin and beyond.
The school reserves the right to make changes to the expectations outlined in this handbook
and will notify the community of all major policy changes with appropriate notice.
Latin School of Chicago stands behind the principle that there shall be no discrimination against
any person in admission, employment, or otherwise because of race, color, religion, national
origin, disability, gender, sexual orientation, or age.
Sincerely,
Latin School of Chicago
Table of Contents
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Mission Statement 2
Educational Philosophy 2
School Values 3
Community Expectations & School Rules 4
General School Policies & Procedures 5
Additional Information for Parents/Guardians 12
Lower School Policies and Procedures

Academic Program 18
Student Services & Resources 21
Athletics & Extracurricular Opportunities 21
Attendance 23
Student Expectations 24
General Information & Policies 27
Parent Matters 34
Middle School Policies and Procedures

Academic Program 36
Attendance 43
Student Support & Resources 45
Community Engagement 47
Academic Honesty 53
Disciplinary Procedures 53
General School Information 56
Parent Matters 57
Upper School Policies and Procedures

Guiding Principles 59
Academic Program 60
Co-Curricular Opportunities 78
Attendance 80
Student Conduct 83
Disciplinary Consequences & Procedures 95
General Policies & Information 99
1
Mission Statement
Latin School of Chicago provides its students with a rigorous and innovative educational
program in a community that embraces diversity of people, cultures and ideas. Latin inspires its
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students to pursue their passions and lead lives of purpose and excellence.
Vision Statement
Our vision for educational excellence is to reinforce the value of an exemplary liberal arts
education that makes learning inquiry-based, personal and inclusive. Our educational approach
will expand each Latin Learner’s capacity for purposeful learning – whether in our school, our
city or our world.
Educational Philosophy
We believe that education is an act of transformation. Combine intellectually curious students
with outstanding teachers in a program that is both academically challenging and personally
supportive and the results are extraordinary. Our students take initiative and actively engage in
their own learning. They develop confidence, courage and tenacity. They learn to think
independently, work collaboratively and express themselves with poise. They acquire leadership
skills and the desire to make a difference in the world. As they rise to meet a range of academic,
athletic and artistic challenges, they are able to discover and appreciate their unique qualities
and capabilities. Demonstrating integrity and compassion, our graduates go forth from a school
that values each of them for their individual talents and passions. Latin School of Chicago
achieves its mission by:
● Encouraging excellence in all academic and personal pursuits; Creating an educational
environment in which the pursuit of academic excellence and intellectual growth is
complemented by a concern for the moral, physical, psychological and aesthetic
development of each student; Developing and retaining excellent faculty and staff.
● Recognizing the fundamental importance of honesty, civility, public service and respect
for others and the environment; Cultivating resilience, independence, leadership and
moral courage.
● Sustaining a diverse, inclusive and multicultural community that affirms and values each
individual.
● Attracting dedicated families committed to the mission of the school.
● Promoting programs in all divisions that integrate our students with the community.
● Developing the financial and physical resources to support the school’s needs.
2
School Values
The following school values were articulated, with input from the broader community, by the
Strategic Planning Committee during the 2012-2013 school year and they were adopted by the
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Board of Trustees in May 2013.
Excellence
● Our students develop the skills, knowledge and desire to solve complex problems
through a global, liberal arts curriculum and master teaching.
● Our students identify their passions, learn to advocate for themselves and become
architects of their own education.
● Our school promotes physical and emotional wellness because they are essential to the
pursuit of academic excellence and our happiness.
Community
● We support and celebrate one another, and take responsibility for our words and
actions, because we shape the lives of others in our community.
● We embrace diversity within our school and in Chicago, knowing that it deepens our
learning and enhances our empathy.
● We use our resources wisely in order to be good environmental stewards.
Integrity
● We are honest, fair and fulfill the commitments we make, building a culture of respect
and mutual trust.
● We give our best effort, take intellectual risks and learn to persevere.
● We reflect and live with purpose, working toward goals that embody our genuine
interests.
3
Community Expectations & School Rules
While each division of the school sets its own age-appropriate policies, rules and consequences
for violating them, there is certain conduct expected of all students and families who are part of
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the Latin community.
The major rules of the school reflect Latin’s values of excellence, community and integrity. Their
intent is to protect the safety and wellbeing of everyone in our community while preserving the
school’s commitment to academic excellence.
Although these rules do not impact students of different ages in the same way and each division
approaches discipline differently, they do set community wide guidelines of acceptable
behavior.
Academic Honesty and Integrity

As a learning community, we rely upon the honesty, integrity and trust of all community
members. A student who compromises these values violates a major school rule.
Drugs, Alcohol and Tobacco

Latin prohibits the use of illegal, controlled and harmful substances including drugs and alcohol
as well as tobacco with the understanding that the health, safety and wellbeing of our students
is the school’s primary goal.
Harassment, Bullying and Cyberbullying

For the wellbeing of every member of the school community, Latin seeks to build a climate of
respect, trust, integrity and growth. When anyone in the community is uncivil, disrespectful,
disruptive or guilty of harassment, bullying or cyberbullying, the whole community is
diminished. Such behaviors seriously compromise the ethical and educational quality of life at
Latin, and we treat these violations very seriously.
Respect for Property, Vandalism and Physical Safety

Unsafe behaviors and unsafe objects are not allowed at school. This includes but is not limited
to theft and/or vandalism. Because we value student health and well-being, we do not allow
our students to place themselves or others at risk by their actions or their possessions.
Off-Campus, Vacation and Out-of-School Behavior

The behavior of students during vacations and other out-of-school hours is the responsibility of
parents/guardians. Nevertheless, a student who engages in serious misconduct away from
school – including but not limited to conduct that is illegal or would be illegal if committed by an
adult; conduct that endangers the safety or well-being of the student, other persons or their
property; or conduct which brings disgrace to the Latin community – has violated a major
school rule and is subject to disciplinary action.
Discipline on School Outings and Trips

Major school rules and behavioral expectations apply for members of athletic teams,
performing groups or other organizations that represent the school off-campus during vacation
4
periods and to all students during Project Week and school trips.
Our goal is to help students understand what it means to be responsible citizens. Responsible
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citizens recognize, however, that actions have consequences. Violating major rules and
expectations of the school can result in disciplinary consequences. Again, faculty, administration
and the head of school keep in mind the age and developmental stage of each student as they
make these decisions and consequences may vary according to division.
The head of school has final responsibility for all decisions regarding student disciplinary
matters. In discharging this responsibility, the head of school works in close collaboration with
the division directors. The head of the school's decisions in disciplinary matters are
discretionary and based on determination of the best interests of the student involved and the
community. The head of the school's decisions in particular disciplinary matters are final and are
not subject to review by the Board of Trustees or any committee thereof or by the courts. The
school reserves the right to dismiss any student, or to deny re-enrollment to any student, who,
in the sole judgment of the school, has had unsatisfactory academic or social performance, has
engaged in conduct which is detrimental to the school or whose parent(s) or guardian(s) have
engaged in conduct which is detrimental to the school.
Community rules and expectations and disciplinary consequences are outlined in further detail
in the lower, middle and upper school sections of the handbook.
General School Policies & Procedures

While each division of the school has its own policies for student dress, we generally expect that
student attire will be neat, clean and appropriate for a school environment. During the year,
there may be a number of designated dress-up days (special assemblies, class days or
graduations) where students are expected to come to school dressed for a special event.
Health Policies
Latin uses Magnus Health as its online portal for all student medical records and information.
Families must submit required medical forms and records through Magnus.
According to Illinois state law, students must have an up-to-date Certificate of Child Health
Examination (Physical) on file in the Nurse’s Office or face exclusion from school. This certificate
is required for all students new to Latin, those entering certain grades and all students
participating in interscholastic sports. The form requires a physical examination by a doctor,
precise dates of past and current immunizations, and the doctor’s signature.
Parents/guardians are urged to make the necessary medical appointments promptly to ensure
that the form is completed well before classes begin in the fall. In addition, all
parents/guardians are asked to complete an Emergency Medical Form that provides the school
with important medical information and the authority to act in case of an emergency. Students
will not be allowed to attend classes or participate in any school activities until all required
health forms have been submitted.
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Students who become ill during the school day should see the lower school or middle/upper
school nurses for assistance. If the student needs to leave school early due to illness, the nurse
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will contact a parent, guardian or emergency contact person designated by the parent to get
permission for the student to leave.
Medication
Parents/guardians whose children require regular medication and as-needed medication such
as inhalers or EpiPens must complete the Medication Permission Form (found on RomanNet). In
some cases it may be useful for the nurse to have a supply of the student’s medication, along
with written instructions from a doctor for dispensing that medication if the need arises.
As noted on the Emergency Medical Form, with the approval of the student’s consulting
physician, the school nurse may, with discretion, offer students an antacid tablet,
anti-diarrheals, cough drops, or acetaminophen or ibuprofen, unless parents/guardians indicate
their objection on that form. A list of medications stocked in the nurse’s office may be found on
RomanNet.
Allergy Policy
Latin is committed to providing a safe and inclusive environment for all students. The school
recognizes the increased prevalence of food allergies and risks associated with exposure. Our
goal is to reduce exposure in the school setting through education, awareness, and developing a
policy that guides our practices and assigns shared responsibility and accountability. Latin
School of Chicago operates a “Peanut/Tree Nut Allergy Aware” food service program. As a
“Peanut/Tree Nut Allergy Aware” program the food service team will not knowingly use
products that contain peanuts or tree nuts, nor will it intentionally purchase items that list
peanuts or tree nuts in the ingredient statement.
We ask the Latin community to not bring food products into the upper or middle school
buildings that contain peanuts or tree nuts. Additionally, we ask that all members of the Latin
community not bring any outside food into the lower school building without prior approval
from the registered nurse or registered dietitian.
Parent/Guardian Responsibilities
Parents/guardians must provide an annual updated Allergy Action Plan complete with the
child’s photo and physician signature. Students with anaphylaxis allergies are required to carry
an EpiPen with them at all times. A time delay in receiving medication in an anaphylactic event
is critical to your child’s survival. Carrying an EpiPen does not imply that your child must
self-administer the medication during an attack. The majority of Latin’s faculty is trained on
administering an EpiPen. See the lower school section for lower school EpiPen policies.
● Parents/guardians must complete a Prescription Medication form that permits a child to
carry his or her medications.
● Students are required to provide the school with a minimum of one additional EpiPen to
stock in the Nurse’s Office. A second additional pen to keep in the cafeteria is
encouraged.
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● Parents/guardians are responsible for providing the school with all necessary medication
(i.e. Epinephrine, Benadryl, inhaler, etc.) to treat a child’s allergies and ensure that these
medications are not expired.
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● Parents/guardians must coordinate correspondence with the Visual Arts and Science
teachers to review materials used in class if contact allergies are a concern.
● Parents/guardians must meet with Latin’s food service provider if their child’s allergy is
food-related.
● Parents/guardians are responsible for reviewing lunch menus on RomanNet.
● Parents/guardians are responsible for communicating information about life-threatening
allergies to coaches. (Not all Latin coaches also work at the school.)
● Please look for detailed information about school treats or food for celebratory events in
the lower, middle and upper school handbooks.
Equity & Inclusion Diversity Statement

Latin School of Chicago is committed to learning as an act of transformation. Rigorous and
innovative, transformative learning also requires multiple and often competing points of view,
reflected in the varied experiences and perspectives of the school’s many constituents. In
keeping with the Principles of Best Practice for Equity and Justice set forth by NAIS, Latin
respects, affirms, and protects the dignity and worth of each member of the school, regardless
of race, ethnicity, gender expression, sexual orientation, religion, national origin, age,
socio-economic background or physical challenge.
Latin intentionally seeks to admit students and families of various identities and backgrounds,
and works to create a school culture in which each student feels equally at home. Latin creates
a highly talented, heterogeneous team of faculty, administrators, and staff by working to
remove barriers to the recruitment, retention and promotion of these individuals. Latin is also
dedicated to increasing diversity in all aspects of school life.
Latin recognizes its social responsibility as a premier educational institution in the city of
Chicago. Desiring a mutually supportive relationship with the larger community, the school
endeavors to be a good neighbor and to partner with people outside the school in the
fulfillment of its mission. Our rigorous, inclusive core curriculum and extracurricular programs
prepare students for the world they will encounter outside of Latin. All students are expected to
participate in community outreach and service work during their time at Latin with the
understanding that community engagement fosters leadership skills and character growth.
Latin School of Chicago is committed to strengthening its identity as an institution that shapes
leaders who are prepared for a diverse world. A climate of inclusion, empowerment, equity and
justice are integral to the school's academic and service endeavors.
Addressing Equity & Inclusion at School

The school’s commitment to fostering a diverse and inclusive school community is captured in
the Strategic Plan which states, “Latin will be an inclusive, welcoming and supportive school for
all students, families, alumni, faculty and staff” and will “...strengthen support for new students,
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students from underrepresented backgrounds, and their families.”
By enrolling at Latin School of Chicago, students will be part of a school community that openly
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discusses in an age-appropriate manner ability, age, ethnicity, gender identity/ expression, race,
religion, sexual orientation and socioeconomic status. These efforts are based on research and
best practices which demonstrate that a diverse and intentional learning environment fosters
rich conversations, intellectual capacity, compassion, collaboration and appreciation across
differences. The aspiration behind this effort is both to achieve educational excellence and to
see, hear and value every child and family that is a member of our community.
Computing and Technology Policy Purpose

The computing and technology resources at Latin School of Chicago are intended to promote
the school’s academic mission. Guidelines and rules contained within this document apply to all
members of the community (students, faculty, staff, administrators, visitors and any other users
of technology at the school). These guidelines and rules have been created to reflect both the
school’s policies and expectations for behavior of those associated with Latin. It is important to
understand that existing school policies on acceptable behavior, harassment and conduct still
apply within the digital realm and are therefore not reiterated within this policy.
Technology Resources
Access to the technological resources of the school is a privilege, not a right, and all community
members are expected to abide by the policies in the student/family and employee handbooks
to maintain a safe, positive and productive environment when making use of technology.
Modifications or additions to technology, other than common user settings (i.e. volume,
brightness, desktop images), should be approved first by the Information Technology (IT)
Department. This includes cable connections, projector settings/alignment, and the addition of
new hardware and installation of applications. In order to ensure proper licensing,
recordkeeping and compatibility with the technology infrastructure of the school, all purchases
or licensing of software, hardware or computer services for the school should be coordinated
through the IT Department.
Users who fail to comply with written policies or the school’s expectations for behavior risk
losing access to technology resources.
Access to the Internet

Latin encourages users to utilize the school’s connection to the internet to explore and
investigate topics of interest, but the primary focus must be on matters related to the academic
mission or operation of the school. The school reserves the right to block access to the internet
from the campus network for users who violate school policies.
Traffic to websites that take up an inordinate amount of bandwidth and impact other users’
ability to access the Internet for academic purposes will be monitored and those sites may be
restricted if the school deems it necessary. The school employs a web content filter to prevent
accidental access of inappropriate websites.
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Personal Technology
Anyone who would like to connect a personal technology device (non-school
computers/laptops, iPads/tablets, and/or cell phones) to the Latin computer network, including
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phone lines, needs to first contact the IT Department and obtain the required permission. Latin
reserves the right to inspect any personal technology device on campus and all files contained
on that system.
Social Media
With regard to social media, best practices include:
● Be respectful. Anything you post in your role as a Latin community member reflects on
the institution as well as yourself. Be respectful of the school and yourself at all times.
● Be transparent. Balance your right of individual expression with the valid interests of the
school in promoting and presenting its mission, culture, and values to the community at
large as reflected by the public actions and statements of its constituents.
● Remember, everything you do online can and will live forever. Think before you post,
remembering that anything you share within social media, even within a closed
network, is not private. It can and will be shared, stored and spread globally. Don’t post
anything online you wouldn’t feel comfortable seeing on the front page of the
newspaper, or on the CNN website.
While Facebook and other social media sites are permitted, students are expected to close
those applications during classes.
Online Relationships Between Students and Employees

Current students should not initiate or accept social media relationship requests from
employees of the school. The one exception would be if the employee is a relative of the
student. If a student receives a friend request from an employee, they should notify their
advisor, teacher, class dean or their division director immediately.
Privacy
Individuals using Latin’s computing and network resources will not generally have their activity
monitored or reviewed. However, IT personnel may conduct searches when there is a
reasonable suspicion that computing resources have been misused, policy has been violated or
when routine maintenance and monitoring of computers and the network reveal possible
violations of policy. IT will turn over relevant findings to the appropriate divisional office or head
of school for any potential disciplinary actions.
Sensitive data (academic records, financial data, employee and student information) should not
be stored unencrypted on any desktop, laptop or portable storage device. Whenever possible
the data should only reside on school-owned servers. Users should contact the IT Department
before moving sensitive school data.
Accounts
Members of the Latin community are provided with various accounts to access various
technology resources. Unless explicitly stated otherwise, these accounts are intended for the
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sole use of the individual to whom they were issued. Users are expected to protect their
account information and should not disclose their passwords to anyone. Users should also
change their password on a regular basis and choose secure passwords. Accounts should only
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be used for school-related business.
General
To report security violations or abuse of network or computing resources or to raise any
concerns or questions, please contact the IT Department at IT@latinschool.org or call
312.582.6130.
This policy is subject to change as new technologies and processes emerge. Changes will be
announced and posted on RomanNet.
Consequences
Students who fail to follow the computing and technology policies of the school, who damage
or attempt to damage the technology infrastructure of the school, or who perform illegal acts
with school technology risk probation, suspension, expulsion or other disciplinary action. The IT
Department should be notified of any incident that impacts or could have an impact on the
operations of school systems.
Crisis Policies
Because an emergency situation or an unanticipated event can transform Latin in a moment, it
is important that the school has a plan in place to deal with potential crises that can have a
lasting effect on the Latin community. During a crisis it is important to address the issues calmly.
Latin’s Crisis Plan procedures (outlined in detail on RomanNet in the Security and Safety group)
are intended to provide you with a basic road map to follow during such a time of crisis.
Although it is our hope that we will never have to use this plan, it is better to have something to
rely on when a crisis occurs. The school expects students to cooperate fully during a crisis
ensuring the safety and privacy of the rest of the Latin community. Make sure to follow the
instructions of faculty, administrators, staff members and local authorities during a crisis.
Individual crisis plans may be found on RomanNet in the Security and Safety Group.
These plans consist of:

Fire – Evacuation procedures in the event of smoke, fire or an alarm
Tornado – Shelter procedures for tornado emergencies
Serious Injury or Illness – Emergency procedures, including first aid
Lockdown – Procedure for a security threat within the building
Swimming Pool Safety – Rules governing the use of the pool area
Crisis Communications
It is the school’s policy to put student welfare first. Decisions regarding communications will be
governed by due concern for the right of privacy, personal security, legal liability and the public’s
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legitimate interest in events occurring.
Snow Days/Extreme Weather Conditions

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When considering the decision to close school due to inclement weather, the school’s primary
concern is the safety and well-being of our students and employees. If the school closes,
information will be posted to the school’s website (latinschool.org), and will be communicated
to parents/guardians via email and phone message. The school’s status will also be reported to
the Emergency Closing Center (emergencyclosingcenter.com) which provides information to all
major media outlets.
Traffic Procedures
We would like to thank parents/guardians in advance for following all Latin traffic procedures,
and for obeying designated traffic safety personnel. Please email traffic@latinschool.org with
any suggestions or comments. Please look for detailed procedures for each division on
RomanNet in the Security and Safety group additional information about lower school
procedures can also be found in the lower school section of this handbook.
Dropping Off Students

If you drop students off at school, please follow these general guidelines:
● Pull as far into the traffic chute as possible. This will allow other cars to pull in after you
and will give non-Latin traffic an opportunity to continue down the street and clear busy
intersections (such as North and Clark).
● Drive no faster than 5 mph in the chute.
Follow all directions given by Latin staff and other safety personnel.
● Wait until you have entered the chute before unloading. Safety personnel may indicate
that you are to pull up farther before letting students out of your car.
● Do not drop off students from any travel lane. This includes students being dropped off
by taxi. If the chute is full, you must circle the block until the chute is cleared.
● To make the drop-off process as smooth as possible, please do whatever you can to have
your child prepared to get out of the car quickly and safely, with all necessary
belongings.
● Your child should be ready to leave your vehicle as soon as you come to a stop.
The driver should remain in the driver’s seat at all times. Never leave a car unattended;
this creates traffic problems for other parents/guardians and passing vehicles.
Picking Up Students
● Do not come too early. Since space in the chute is extremely limited, you will be asked to
circle the block until your student comes out.
● If your student is not ready when you arrive, please circle the block until they are.
● Stopping should be limited to about two minutes.
● When you see your student, please pull up as far into the chute as possible.
● If you are picking up a child from an after-school activity (4 p.m. or later), please be
considerate of others and obey posted parking and traffic signs.
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● The driver should remain in the driver’s seat at all times. Never leave a car unattended;
this creates traffic problems for other parents/guardians and passing vehicles.
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General Guidelines
● Entering the bus turn-around with a car is illegal.
● It is illegal to use the alley as a throughway or for parking.
● If you decide to park your car, please take advantage of the legal parking options in the
area. If you park illegally, you do so at your own risk. “No Parking” zones are clearly
marked.
● Please do not block intersections, crosswalks, driveways or entrances to alleys and
private homes. Also, please do not park in the spaces behind the school, as these spots
are reserved and paid for by faculty and staff.
● Please do not pick up or wait for students on the east side of Clark Street. The area is
reserved for buses that transport athletic teams to and from the school.
● Pick up or drop off your child only next to the curb. Stopping in the street, even for a
moment, to let a child in or out of your car is dangerous.
● Please drive safely.
Bicycles
The bike cage by the parking area in the alley behind the upper school is available to all Latin
employees and students. To gain access to the bike cage, please submit a Bike Cage Access
Agreement form, found in the RomanNet Security and Safety group under the ‘Downloads’
section. Forms are to be submitted to the Facilities Office, and access is usually granted the
same-day. Students will need their ID card to access the bike cage. Briefly, the terms of use are:
● Keep the bike cage neat at all times. Lock bikes to the rack inside the cage. No bikes are
to be left overnight.
● Do not grant access to anyone else.
● Report lost ID badges to Facilities immediately.
● Failure to follow the terms of use will result in loss of bike cage privileges. The bike cage
is accessible during regular school hours.
There are additional bike racks at the lower school entrance, on the south end of the middle
school, and on the Clark Street side of the upper school front stairs. These racks are less secure
than the bike cage, so students utilizing these racks should make sure that they have a
high-quality lock. Because Latin is unable to assume responsibility for lost or stolen property,
bring your bicycle to school at your own risk.
Skateboards/Roller Blades
For safety reasons, students may not skateboard or rollerblade on any school property and are
requested not to skateboard on sidewalks adjoining school property.
Additional Information for Parents/Guardians

The Board of Trustees
The Board of Trustees is the governing body of Latin School of Chicago. At present it includes up
to 24 members elected at the annual meeting of the school (eight each year for three-year
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terms), the president of the Alumni Association, the president of the Parent Association, the
headmaster, up to three alumni trustees and three charter trustees, appointed by the board for
one-year terms. The board meets nine times during the school year.
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The Parent Association

The Parent Association was founded in 1953 as an outgrowth of similar organizations in the
Girls Latin School of Chicago and the Chicago Latin School for Boys, which merged to create
Latin School of Chicago. The Parent Association promotes mutual understanding and
cooperation by offering the opportunity for parents/guardians, faculty, students, administrators
and trustees to exchange ideas and work together to serve the school’s best interests. The
Parent Association also promotes good will between the school and the community.
Since 1953, the Parent Association has made many important contributions to the life of the
school, including Finders Keepers Thrift Shop in 1971, the Romans’ Run and Bazaarnival, annual
activities enjoyed by the entire school community. Income from annual dues and fundraising
goes to financial aid, faculty grants for further study, physical improvements for the school and
cultural enrichment.
While the Parent Association’s work is efficiently carried out through committees under the
direction of an Executive Board and a Board of Directors, only the dedication and loyal support
of parents/guardians makes possible the realization of its goals.
Enrollment Contract
Prior to matriculation, each Latin parent signs a one-year-only enrollment contract. The school
reserves the right to dismiss any student or deny re-enrolment to any student who, in the sole
judgment of the school, has had unsatisfactory academic or social performance, has engaged in
conduct which is detrimental to the school or whose parent(s) or guardian(s) have engaged in
conduct which is detrimental to the school. The contract specifies that if, after July 1, a student
is withdrawn, expelled, ill for a prolonged period or leaves the school for all or part of the school
year for any reason, the parents/guardians are legally bound to pay the full amount of the year’s
tuition and fees. Tuition insurance is offered to all parents/guardians.
Delinquent Payment of Tuition and Fees

To offer a superb educational experience for each child, Latin relies on parents/guardians to
meet their financial obligations for tuition and fees promptly and fully. The school’s only
recourse when bills are unpaid is to withhold services. (For example: students may not be
allowed to participate in Project Week, not be allowed to sit for exams, and/or transcripts and
other documents may be withheld from college applications and other external programs.) If
accounts are not paid in a timely fashion, students may be excluded from school and may be
asked not to return. Please contact the school’s Business Office if you would like to discuss a
payment issue.
Withdrawing From Latin

When a student withdraws from Latin prior to graduation, their parents/guardians should email
the upper school director if they wish to allow the school to speak freely about their child to
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other educational institutions. Without this permission, the only information we will be able to
provide is a transcript and the dates of attendance.
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Parental Access to School Files

The school keeps cumulative files on all students while they attend Latin. The files contain
copies of all grade reports, progress reports, standardized test scores, correspondence involving
the student, the original copy of the student’s application, notes from teachers, the student’s
disciplinary records and other miscellaneous records and papers. Parents/guardians who wish
to examine their child’s folder should call the division director for an appointment. Colleges to
which students apply may ask students and/or their parents/guardians to sign records waivers
to ensure that no access or influence was asserted during their college application procedures,
and Latin encourages them to do so. This is standard operating procedure for all college-bound
students in the United States.
Photo Policy
As stated in the enrollment contract, Latin occasionally takes photos, videos and voice
recordings of students and faculty in its programs for use in print and electronic publications,
promotional materials, and archives. During remote learning, faculty/staff members may take
screenshots of students in their homes or other study locations outside of school. A student’s
enrollment in the school constitutes consent to the school’s capture of such images and
recordings, and their publication, unless a parent opts out by emailing the School’s
Communications Office (communications@latinschool.org). The school does not compensate or
reimburse students or their families for use of their images or recordings. Latin does not publish
students’ names or other identifying information in conjunction with their images without
parental permission. If you have any questions about this policy, or the use of your child’s
image, please contact Latin’s Communications Office (communications@latinschool.org).
Tutoring Policy for Parents/Guardians

It is the intention of every teacher at Latin that students in their classroom will understand the
material as it is presented. When a student has difficulty, the teacher will work individually with
the student as much as time allows. After all available internal resources have been exhausted,
parents/guardians may be encouraged to seek the services of a paid tutor. If the parent wishes
to hire a Latin teacher as a paid tutor, the following policy and steps must be followed:
● The student’s teacher, the division director and the department chair (middle and upper
schools) must all be involved in the decision to seek tutoring for the student.
● The Learning Resources Department or reading resource teacher or the math
interventionist (lower school) may also be involved in the decision.
● All of these educators need to know who the tutor is and when the tutor will meet with
the student.
● No Latin faculty member is allowed to tutor their current students. Teachers may not
tutor students whom they will teach in the fall.
● No Latin faculty member is allowed to tutor any Latin middle or upper school student for
pay in any school building before 5 p.m. during the school year.
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Tutoring that provides maintenance, support and remediation of learning is considered
appropriate.
● Middle and upper school students: If a student in an AP, Honors or Challenge Math class
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requires regular tutoring, that student is most likely placed incorrectly. The only
exception is those students who regularly receive accommodations from learning
resources. Latin faculty may not tutor students to maintain AP, Honors or Challenge
work, to get ahead in a course or in order to have advanced standing.
● If parents/guardians desire enrichment activities for their children, they may wish to
contact the school. Division offices or department chairs may have on file information on
enrichment programs.
● Teachers and parents/guardians must be aware that school obligations (e.g. faculty
meetings, team meetings, committee work, etc.) always take precedence over tutoring
for pay, and the need to cancel or reschedule sessions should be clear to all parties.
● These policies and steps must be followed for summer tutoring as well as for tutoring
during the school year.
The Consensus Guidelines of the Parent Association

The Parent Association has reached the following consensus guidelines regarding social
activities outside of school that involve Latin students and their parents/guardians. Please share
these guidelines with your child and be concerned for the welfare of others.
Communication with your child

● Have a conversation with your child about where you stand on alcohol and drug use.
Teens who know that their parents/guardians are firmly against illegal underage drinking
and illegal drug use are known to engage less in these behaviors. Maintain open lines of
communication with your child while stating clearly your expectations for their behavior.
● Be aware of how your child plans to travel to and from parties.
● Be sure your child knows where you can be reached and make certain you know how to
reach your child.
● Check your child's breath and behavior when they come home at night. Research shows
that teens who know their parents/guardians will be checking on them will be overall
less likely to drink or use drugs and less likely to engage in dangerous binge drinking.
Legal Matters
● The legal curfew hours for minors 12 through 16 in the City of Chicago: 11 p.m. on
weekends, 10 p.m. on weeknights; for minors younger than 12: 9 p.m. on weekends,
8:30 p.m. on weeknights (MCC 8-16-020)
● The legal age for smoking and drinking in Illinois: it is 21 years old for the purchase of
tobacco products, electronic cigarettes, or alternative nicotine products, and 21 years
old for the purchase of alcohol. Possession or use of controlled substances is a
punishable offense. (35 ILCS 130/6; 235 ILCS 5/6-16.1; 705 ILCS 405/5-615)
● As of January 1, 2020, the legal age for the purchase of cannabis (marijuana), in all its
forms (“cannabis concentrate'', “cannabis flower”, “cannabis-infused products”;
vapables, smokables, edibles), in Illinois is 21 years old. Possession or use of controlled
substances is a punishable offense.
15
(https://www.illinoispolicy.org/what-you-need-to-know-about-marijuana-legalization-in-
illinois).
● It is important for parents/guardians to be aware that in Illinois, there is a Social Host
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Law:
(https://www2.illinois.gov/ilcc/Education/Pages/Parental-Responsibility/Know-The-Law.
aspx)
The following is reprinted from the Illinois Liquor Control Commission:
● If you allow or host a party at your house and provide alcohol to people under
age 21 (or if you know or should have known that they are drinking alcohol), you
are guilty of a Class A misdemeanor. This will result in a fine. Note that you are
held responsible regardless if you are the one who provides the alcohol AND
regardless if you are home or not.
● If a minor who was drinking at your house injures or kills someone, you are guilty
of a Class 4 felony. This could result in both a fine and/or jail time.
● You will not be guilty of violating the law if you request help from the police to
help remove the underage drinkers and stop the gathering. This only holds if you
are the first one to call—not if the police show up after a complaint from a
neighbor and then you ask for help.
Responsibility for Others

● Do not sponsor activities you or your children are unable to control (such as
unsupervised use of your home, a large open house with limited adult supervision, etc.).
Review your civil and criminal liability as a host to minors in your home.
● Do not serve alcohol to others’ children who are high-school age or younger, nor allow
young people to bring alcohol or other drugs into your home.
● Lock your liquor cabinet. It is a known behavior among kids or their friends who are
visiting your home to take alcohol and refill the bottles with water. Parents/guardians
don't typically know exactly where the bottle was filled to or if the alcohol is diluted with
water. Don't give your kids or their friends the opportunity to take alcohol or drink it in
your home.
● Welcome open communication among parents/guardians to verify dates and times of
social events and confirm supervision of the event. If your child tells you they are going
to someone's house for a party, email or call the parents/guardians to ask them if they
will be supervising. Please do not assume that just because parents/guardians are at
home that alcohol will not be available. Some questions you should be able to answer
before permitting your child to attend:
○ Where is the party being held?
○ Will parents/guardians be there to supervise!
○ When will the party begin and end?
○ Who will be attending?
○ Will guests be allowed to leave and then return?
● If you have your child's friends sleep at your home (especially on one of the big nights
listed below), please realize that you are assuming responsibility for those staying at
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your house. If you allow your child to sleep at a friend's home, please make sure you are
aware of and comfortable with the parents'/guardians’ supervision and alcohol/drug
policies. Do not assume that their policies and yours are the same.
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● Plan to stay in town on big party weekends: Homecoming, Halloween, Winter Ball, Super
Bowl, Parker vs. Latin Basketball games, Scholarship Dinner/Romans Raise & Revel,
Prom.
● If you need to be out of town, consider having a responsible adult (one who will not
allow drinking or purchase alcohol for underage students) stay in your home. If your
child is staying elsewhere and your house is empty, it is a good idea to change the alarm
code and let your child know ahead of time that they will not have access to the home
over the weekend.
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Academic Program
In the lower school learning community, teachers and students, together, embrace an evolving
curriculum.
Rich and expansive areas of study from the junior kindergarten through the fourth grade
challenge and inspire young learners to be creative, imaginative and innovative thinkers. The
program is designed to nurture each student’s curiosity, motivation, and ability to solve
problems by approaching learning as a process of exploration, inquiry and discovery. We believe
that the process of learning is as important as the end result, and that students learn best when
they are academically challenged through an integrated curriculum connected to the real world.
The lower school’s inquiry-based learning sparks students’ imaginations and keeps their love of
learning alive while they gain new skills and proficiencies. Our students are encouraged to take
initiative and to engage actively in their own learning by thinking independently, working
collaboratively, and expressing themselves with confidence.
Social Emotional Development and Learning

We believe that fostering social emotional growth in students is just as important as teaching
them academic skills. The social emotional pedagogy that is used in the lower school is based
on the principles of Responsive Classroom (RC), which is a research-based approach to K-8
teaching that focuses on the strong link between academic success and social-emotional
learning (SEL). The program is based on the idea that “a high-quality education for every child is
built on the foundation of a safe and joyful learning community.”
The RC approach consists of a set of practices that build academic and social emotional skills
and can be used along with many other programs.
The approach allows educators to build competencies in four interrelated domains:

Engaging academics
Positive community
Effective management
Developmentally responsive teaching
Lower School Philosophy

The lower school curriculum is based on numerous developmental principles: students learn by
doing; students construct knowledge and develop understanding through the interaction of
their own thinking with their experiences in the real world; students learn in a supportive,
open-ended, predictable, and positive environment where they feel safe and are encouraged to
take intellectual risks; students learn in a variety of ways, and at their own levels of readiness;
and, students learn as a result of thoughtful guidance from teachers.
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Teachers know that students will bring their own experiences to the classroom, and students
are encouraged to share these experiences as a context for applying their knowledge. Through
open-ended explorations, students develop curiosity and a desire to learn.
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Homeroom
All students in grades junior kindergarten through four are assigned to a homeroom teacher,
with whom they spend the greatest portion of each school day. Each homeroom teacher is well
versed in the developmental concerns that normally arise among students of the age they are
teaching. The homeroom teacher is responsible for each student’s instruction in literacy,
mathematics and social studies.
Assemblies
Assemblies for the lower school are held on most Fridays throughout the school year in our first
floor gymnasium. Students and teachers come together as a community to celebrate and
recognize our accomplishments, perform and be active audience members, and promote a
general feeling of school pride.
For some assemblies, such as grade level presentations, holiday programs, etc.,
parents/guardians are invited to join the students as audience members. When
parents/guardians are invited to assemblies, seating begins after morning arrival routines and at
the direction of the receptionist. We ask that parents/guardians do not attempt to enter the
gym earlier because of our busy day and early morning activities. No food or beverages are
allowed in the gymnasium.
Homework Philosophy
Research is clear that for the lower school aged student, reading to and with your child is the
single most beneficial form of homework. Students should be reading in and out of school on a
daily basis. On occasion, teachers will assign a special project that connects to the classroom.
Our digital portfolios (SeeSaw) provide insight into the daily learning experiences.
Due to the wide range of ages within the lower school, homeroom teachers will share grade
level expectations on Back to School Night. Together, lower school educators and
parents/guardians work to implement best practices for home-school connections.
Inclusivity & Support

Inclusivity and support embeds anti-bias education and social-emotional learning into
classroom curriculum. There is a focus on healthy identities and connections. The Learning for
Justice guides our instruction around inclusivity and support. This is done through units of
study, literature, classroom discussions, and school-wide assemblies. A cornerstone is the use of
children’s literature to start important conversations designed to foster empathy and respect
across differences while giving children the knowledge and practice needed to identify bias and
stand up to injustice.
Parent/Teacher Conferences and Grade Reports Parent/Teacher Conferences

Classes will not be in session on Friday, November 12, 2021, and there will be a half day on
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Tuesday, March 15, 2022, so that homeroom teachers may hold individual conferences with the
parents/guardians of each child in their classes. A limited number of conferences with specials
teachers will be available on these dates.
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Teachers generally use conference time to describe a student’s academic strengths and areas for
growth, relationships with other students or adults, ability to work independently, and ability to
express and cope with feelings. Teachers appreciate your observations of your child at home. It
is not uncommon for different behaviors to manifest themselves at home and at school. The
extent to which teacher observations correspond (or do not correspond) with your observations
is sometimes a productive springboard for discussion about how you and the teacher may best
help your child. Your insights about your child’s perceptions and feelings are not just helpful;
they are essential if both school and home settings are to be conducive to constructive, healthy
inquiry and learning.
Students are often quite curious about what is discussed in these conferences. We suggest that
parents/guardians emphasize their child’s strengths in such conversations. Constructive sets of
goals are the healthiest outcome of most conversations about parent-teacher conferences.
In addition to the formal conference dates, parents/guardians or teachers may initiate a

meeting whenever either considers one is desirable. We encourage you to request a conference
through the homeroom teacher whenever you have questions or concerns about your child’s
academic progress or social and emotional development. The director may be present at the
request of the teacher and/or the parents/guardians.
Grade Reports
Grade reports are written for parents/guardians and contain formal, written assessments of
student progress. They are frank appraisals of a student’s performance that address strengths,
challenges, and areas of growth.
Grade reports will be posted on RomanNet at the end of January or the beginning of February,
and in mid-June for students in grades one through four; they will be posted only in mid-June
for children in junior kindergarten and senior kindergarten.
Grade report formats:

Junior and senior kindergarten
A detailed report of the cognitive, social, emotional, and physical development of the student is
written in June.
Note that reports for junior and senior kindergartners are written only once, at the end of the
school year. Parents/guardians are urged to keep current on their child’s progress through
teacher conferences.
Grades 1-4
Teachers use checklists to evaluate the variety of skills covered across subject matter areas.
Written comments are provided to round out the learning profile of each student’s personal and
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social growth as well as to explain improvements or challenges a student may be experiencing
in academic areas.
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Standardized Testing
Latin is a member school of the Educational Records Bureau. In late spring, appropriate tests are
administered to lower school students in grades three and four to provide comparative scores
of individual students and classes as a whole. These tests are useful in telling us how well our
students are faring and how different aspects of our curriculum or instruction compare with
methods and materials used in other independent schools. They are, however, a singular
measure, and parents/guardians should look to regular school reports for a complete profile
and assessment of their children’s academic performance. Parents/guardians may request their
child’s ERB scores by emailing the lower school assistant.
Student Services & Resources

Children’s Roundtable and Counseling
Roundtable discussions are an integral aspect of the lower school counseling program. Through
group discussions, stories and activities, counselors work to complement the pursuit of
academic excellence and intellectual growth with a concern for the social, psychological, and
moral development of each child. Counselors visit junior kindergarten through fourth grade
classrooms on a rotating basis to lead discussions and activities on a variety of topics that focus
on friendships and social emotional learning. Goals for Roundtable classes include promoting
physical well being and an increasing sense of personal control over one’s own behavior and
safety, fostering interest in and respect for differences among people, and supporting
responsible, effective participation in small groups and in the community.
Athletics & Extracurricular Opportunities

Rising Romans and Girls on the Run (Grades 3-4)
In addition to regular physical education classes, the lower school’s Rising Romans program
offers further athletic opportunities for students in third and fourth grades. We believe that the
best way to prepare our athletes for future interscholastic competition is to provide intensive
skill instruction and competitive skill-based competitions. Sports in the program include
cross-country, volleyball, basketball, baseball/softball, soccer, and Girls on the Run. Girls on the
Run (GOTR) is a physically active, curriculum-based youth program that inspires girls to be
joyful, healthy, and confident while creatively integrating running.
All of the sessions emphasize skill development, sports terminology, and transitional skills for
competitive play. Interscholastic competition occurs during our cross-country season. Rising
Romans helps with the transition into middle and upper school athletics, while attending
students’ current needs for age-appropriate fundamental skill mastery.
To participate in lower school athletics, a student must be registered via UltraCamp.

Additionally, students who miss or sit out of their regular physical education class, or who fail to
attend other classes throughout the day, may not participate in athletics that day.
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Community Engagement (all grades)
Every class in the lower school is involved in a variety of service projects throughout the school
year. We believe that an important part of the learning experience is the opportunity to reach
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out to the wider community. Service projects may include connections with the Lincoln Park Zoo
or animal shelters, book collections for various schools and organizations, food and toy drives,
food preparation for shelters, holiday cards and letters for nursing home residents, and holiday
giving trees.
Volunteer service and environmental clubs are offered to students as both before and
after-school opportunities. Many parents/guardians participate in these clubs’ projects and
activities. Information on service and philanthropic opportunities will be sent home or posted
on RomanNet occasionally during the school year. For more information concerning family
service opportunities, please contact Tim Cronister, head of Student Life at Latin.
Extended Day (Junior Kindergarten - Grade 4)

The Extended Day program supports Latin families by offering a safe, supportive program before
and after the school day for students enrolled in junior kindergarten through fourth grade. It
provides a balance of the organized activities and free time that students need at the end of
their busy school days. Our students participate in a host of exciting and educational activities
including crafts, games, and outdoor play. For those students who require time for homework, a
quiet space is available.
The program offers enrollment options for before and after school care. Morning Extended Day
is available from 7:15 to 8 a.m. In the afternoon, care is available between 2:30 and 6 p.m.
Look for details about the Extended Day program on RomanNet. Registration occurs through
UltraCamp. You also may email extendedday@latinschool.org with questions.
ASR (Grades 1-4)

A variety of arts, academic, and athletic activities are available after school hours for students in
grades one through four. Students enroll in After School Resource sessions in pre-announced
registration periods during the school year. Registration occurs through UltraCamp.Expanded
information about these programs is available through the lower school office and on
RomanNet. You also may email asr@latinschool.org with questions.
Additional Opportunities
Each year, there are a number of other activities offered before and after school that are lower
school clubs. These opportunities might only be offered during certain times of the year, and
the list is continuously evolving. Some of our past activities have included the following:
● Friday Chess Club (grades 1-4)

● Taking Care Club (grades 1-4)
● WordMasters (grades 3-4)
● FLLOW (Future Latin Leaders of Our World) (grades 3-4)
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● FLLOW Jr. (grades 1-2)
Attendance
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Daily Schedule Morning Arrivals

7:15 a.m. Extended Day begins (students must be signed up in order to participate)
7:55 a.m. Supervision in front of the building begins
8 a.m. Students are admitted into their classrooms
8:15 a.m. Classroom instruction begins in grades JK-4
Afternoon dismissal
2:30 p.m. JK and SK
3 p.m. Grades 1-2
3:15 p.m. Grades 3-4
Arrival Notes
Classes in junior kindergarten through fourth grade begin at 8:15 a.m. Supervision of students is
not available before 7:55 a.m. Therefore, because of a concern for the safety of our students,
we ask parents/guardians not to drop students off at the lower school before 7:55 a.m., unless
they are enrolled in our Extended Day program or special program arranged by a teacher.
Because every moment of the school day is important in the education of each student, we
encourage students to arrive at school in time to be organized and ready to start the day when
instruction begins. To aid in the transition from home to school, please help your child arrive at
school early enough to be able to put materials away, make social contacts, and be ready to
participate in classroom instruction that begins at 8:15 a.m.
All students in JK-1st grade enter the building through the south door, and students in grades
2-4 enter through the north door. In inclement weather – rain or extreme cold (20° or colder) –
students may enter at 7:55 a.m. and wait in the designated areas until 8 a.m. At all other times,
children will wait outdoors and should dress accordingly.
Tardiness
If your child arrives late to school, they must be walked in and an adult (parent/caretaker) must
check in with the receptionist. The child’s tardiness will be reported for attendance record
keeping. Excessive tardies will result in a meeting with parents/guardians and the division
director to determine a course of action.
Absences
Absences from school are disruptive to your child’s learning and development and should be
avoided whenever possible. For these reasons, we ask that you avoid making appointments for
your child during the school day. In case of illness or other unforeseeable absences, please
contact both your child’s teacher and the lower school assistant before 8:45 a.m. to avoid a
recorded unexcused absence. The absence reporting phone number is 312.582.6204. It is
important that you let the school know each day your child will be absent. If your child is absent
due to illness, the lower school assistant will inform the school nurse. If your child needs to
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leave during the day for any reason, an adult must come into the building to check them out
with the receptionist. Returning students should then be walked back in and checked in with
the receptionist. You must escort your child into and out of the building and check in with the
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receptionist, whenever your child arrives after 8:15 a.m. or leaves prior to regular dismissal
time. We recognize this may be an inconvenience, however the safety of our students is a high
priority.
If your child needs to leave from the health office during the day we ask that the
parents/guardians notify the front desk when they arrive, and your child will be walked down to
the front desk.
In rare cases of planned absences, parents/guardians should inform the classroom teacher, the
lower school nurse, lower school director and division assistant in writing. Parents/guardians
are discouraged from planning absences from school, and are asked to consult with the director
before discussing the prospects with children or making any reservations. Remember that
discussions and classroom activities that are missed cannot be recreated with written work. In
some cases, tutorial work may be required upon a child’s return from an extended absence.
Holiday Dismissals
The school strongly discourages students from leaving early for, or returning late from vacation.
To do so is disrespectful to the school and limits a student’s continuity of study. Family trips,
long weekends, and vacations should be planned around, and not during, days when school is in
session. Teachers will not provide homework in advance of early holiday dismissals.
The general school calendar is posted on the school’s website at latinschool.org/calendars. (For
detailed calendar information, log into RomanNet.)
This year’s holiday dismissal dates are:

Thanksgiving Break – Tuesday, November 23, regular dismissal time
Winter Vacation – Friday, December 17, noon dismissal
Spring Vacation – Friday, March 18, regular dismissal
Parent Absence from Home

If parents/guardians are going to be out of town, we ask that they please inform the school in
writing. The student’s teacher and the school nurse needs to know about parent absences,
along with the following information in case of emergencies:
● The name of the person who will be taking care of your child.
● If your child is not staying at home, the address and telephone number where the child
will be staying.
● Your address and telephone number, or how you can be reached in case of an
emergency. This information is essential.
Student Expectations
Student Standards of Behavior
We believe that elementary school is a time to grow and learn from mistakes. Therefore, we are
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guided by a progressive behavior model that considers students’ developmental social,
emotional and educational needs. We also believe that all members of our community should
be safe both emotionally and physically. Therefore, the safety of all faculty, staff and students is
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paramount to the needs of any individual student.
With students, teachers and parents/guardians following the norms of honesty, politeness, and
respect for others, Latin lower school provides a safe and inclusive environment for all. While
the major school rules apply in the lower school as well, our approach to discipline and
consequences is age-appropriate for children in junior kindergarten through fourth grade. Our
students learn to follow the guiding principles of the lower school and to be responsible citizens
of their community through redirection and logical consequences. Student standards of
behavior are reinforced throughout each day, with the primary responsibility for maintaining
discipline in the lower school resting with the faculty and administration.
Bullying will not be tolerated at Latin. Bullying means any severe or pervasive 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:
(1) Place the student in reasonable fear of harm to self or property;
(2) Cause a substantially detrimental effect on the student’s physical or mental health;
(3) Substantially interfere with the student’s academic performance; and/or
(4) Substantially interfere with the student’s ability to participate in or benefit from
other services, activities or privileges provided by Latin.
Bullying usually occurs when there is an imbalance of power. Bullying often is based on 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 of
these characteristics, or any other distinguishing characteristic.
Bullying can take many forms including, but not limited to, actions such as physical violence,
harassment, sexual harassment, threats, intimidation, stalking, sexual violence, theft, public
humiliation, destruction of property, teasing and name-calling, social exclusion, and/or
retaliation for complaining about bullying.
Cyberbullying is also a form of prohibited bullying. Cyberbullying means bullying using any form
of electronic communication or technology, including but not limited to email, text messages,
social media, instant messages, and any other computer or phone-based application. It includes
falsely assuming another’s identity or the knowing impersonation of another individual as the
author of posted content or messages if the creation or impersonation creates any of the
negative effects on the victim listed in the definition of bullying. Cyberbullying also includes the
distribution by electronic means of a communication to more than one person or the posting of
material on an electronic medium that may be accessed by one or more persons if the
distribution or posting creates any of the negative effects on the victim listed in the definition of
bullying.
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Bullying includes behavior both on and off Latin’s campus. Cyberbullying, in particular, can occur
at any time and its messages and images can be distributed quickly to a wide audience. The
school reserves the right to investigate and proceed as the school considers appropriate.
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Harassment is a form of bullying and means any behavior that has the intention or effect of
harming or intimidating others, of creating a hostile or offensive environment, or of interfering
with another’s school or work performance. It can take many forms – verbal, written (including
postings of text, photos or video on the Internet), visual, physical, psychological – and is often,
but not always, associated with actual or perceived race, ethnicity, religion, sexual orientation,
gender-related identity and expression, socioeconomic status, or physical characteristics.
Sexual harassment is another form of bullying and involves uninvited and unwanted sexual
advances, requests for sexual favors and other verbal, written, physical or visual conduct of a
sexual nature. These unwanted requests may also be conveyed via the internet, cell phones or
other digital media.
Intentional or persistent misrepresentation of a student’s identities will constitute harassment.

Harassment may be a single incident or repeated actions. This excludes good faith mistakes in
language used to represent student identities.
However, bullying should not be confused with social conflict. Bullying is NOT: single episodes of
social rejection or dislike; single episode acts of nastiness or spite; random acts of aggression or
intimidation; mutual arguments, disagreements, or fights. Although these behaviors do not
constitute bullying, they are not acceptable within Latin.
When incidents of actual bullying do take place, they will be addressed immediately and
parents/guardians will be called upon to participate in conferences with the teacher, counselors
and the director.
Physical and verbal aggression toward others, as well as the use of inappropriate language or
swearing, is considered serious misconduct. While the teacher at hand or the one most directly
responsible for the student will handle minor disciplinary issues, an accumulation of minor
disciplinary problems will be considered serious. When a serious or chronic breach of our
conduct expectations occurs that cannot best be handled internally, the administration will
contact parents/guardians to discuss the matter.
Possible consequences include, but are not limited to:
● Parent, teacher and/or administrator conference to review student’s conduct and

explanation of expectations for student’s future behavior
● Creation of behavior plan/contract with the intention to correct behavior
● Behavior Plans/Contracts list a progression of strategies for improvement and/or logical
consequences for continued disciplinary issues
● Immediate removal from the classroom
● In-school suspension
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● Out-of-school suspension
● Expulsion
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Our code of conduct is essential to the development of good citizenship and applies to all
students at Latin lower school. Students may be asked to permanently leave Latin if their
behavior does not meet Latin’s standards and expectations.
Procedure for Reporting Bullying/Harassment

If an individual in the school community feels that they have been, or are being bullied, or if
they witness bullying, it is expected that the individual shall notify a trusted adult in the school.
All investigations of bullying should be conducted so that the privacy and the rights of the
individuals involved are protected.
Making a good faith complaint of harassment, bullying or cyberbullying should in no way

prejudice an individual’s future at Latin, even if the complaint cannot be substantiated.
Student Dress
The lower school dress code intends to help students make positive choices regarding
appropriate dress for the school environment allowing for full, unrestricted movement and
engagement in the classroom. While the dress code is actually quite flexible, there are several
restrictions for all students, regardless of gender. As stated in the first section of the
Student/Family Handbook, we ask that students dress in clothing that is neat, clean, and
appropriate for school and that enhances their learning experience rather than detracts from it.
The dress code intends to help students make positive choices regarding appropriate dress for
the school environment allowing for full, unrestrictive movement and engagement in the
classroom. While the dress code is actually quite permissive, there are several restrictions for all
students, regardless of gender:
● No clothing with offensive language, pictures, or symbols;

● No pants or shorts ripped or torn above the knee; and,
● No midriff tops.
Junior kindergarten and senior kindergarten students are required to wear gym shoes to school.
Students in grades one through four are required to have gym shoes and socks each day that
are specifically used for physical education. Slip-on gym shoes and hiking boots or shoes are not
acceptable for physical education. All clothing and personal belongings should be clearly labeled
with your child’s name. We go outside when the temperature is 20°F and above, so students
need to have appropriate cold weather clothing available at all times.
General information & Policies

Lunch and Snacks
There is a mandatory lunch program provided by the school for all students. A menu is posted
on the cafeteria/ food service page of RomanNet. The Parent Association and members of the
faculty, staff and administration work closely with the food service team to create healthy,
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balanced and nutritious options for lunch, snacks and beverages served to our lower school
students.
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The lower school makes every effort to be a nut-aware environment, and our food service team
can accommodate most dietary restrictions. A documented note from a medical doctor,
preferably a child’s pediatrician, outlining any medical condition that requires any dietary
restrictions must be presented to the lower school director and the school nurse to request an
exception be made for exemption from any part of the food service program. Exemptions will
only be made if our food service team is not able to accommodate the dietary restrictions
outlined by the medical doctor.
We understand that children can sometimes be picky eaters or prefer to eat only certain kinds
of food. We ask that parents/guardians work with their children to identify foods that they will
eat while challenging them to explore different foods or a “new” food each day or each week.
Carefully reviewing the weekly menu with your child and helping identify several options will
help assure good nutrition as well as encourage healthy eating habits. All students are served a
snack while at school. The lower school does not permit any outside food. For special
celebrations or class projects that involve food, Latin’s food service will supply the needed items
that faculty and staff will order. This is to ensure the safety and well-being of all our students,
including those with severe food allergies.
Medical and Health

The best resource for detailed information about lower school medical requirements and
policies is the Lower School Nurse’s Office page on RomanNet.
The Role of the School Nurse

The school nurse supports learning by implementing health promotion and safety strategies.
The nurse provides assessment and interventions for injuries and illnesses occurring during the
school day; and refers students to their primary care physician, or for emergent care as needed.
The nurse communicates with the family when further assessment or intervention is necessary
beyond what the nurse can provide at the school.
For children with chronic or episodic health conditions, the nurse works with the students,
parents/guardians, and faculty to implement an individualized plan of care for managing the
condition during the school year, based upon the recommendation of the primary care
physician. The nurse serves as a health education resource for students, faculty and
parents/guardians.
Medical and Health Documentation

Latin students’ health records are recorded and maintained on Magnus, an online database. All
students records should be updated by August 1 including:
● Vital Health Record: The vital health record is not a form, but an online assessment that
may be completed in a few minutes. Update as needed.
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● Medication Authorization Form: The Medication Authorization Form is required for all
students. This form allows your student to receive over the counter medications from
the school health office during the school day. A parent/ guardian signature and a
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physician signature are required for your child to receive medications at school,
according to Illinois law.
● Physical Exam: The State of Illinois Childhood Health Exam is required for all students
entering junior kindergarten, senior kindergarten and all students new to Latin.
● Immunization records are required by State Law. See RomanNet for more information
about 2021-22 immunization requirements. Exemptions from required immunizations
will only be given for state approved medical or religious reasons and with sufficient
documentation.
● Dental Exams are required for students entering SK and grade 2.
● Vision Exams are required for all students entering SK and for all students new to the
state of Illinois school system.
● Asthma/Allergy/Seizure Action Plan: If your child does not require an action plan, click
“no” and the requirement will disappear.
Vision, Hearing and Speech Screenings

● Vision and hearing screenings administered annually at school as mandated by Illinois
state law. If a student fails a screening and rescreening the parent will be notified and
referred for formal testing.
● Vision screening in grades JK, SK and 2 and by referral.
● Hearing screening in grades JK, SK, 1, 2 and 3 and by referral.
● Latin contracts with a speech/language pathologist to administer speech and language
screenings in JK and by referral in grades SK-4.
Food Allergies Requiring Emergency Medication

● A Food Allergy Action Plan is required to be uploaded in Magnus yearly.
● Before the start of the school year please submit two doses of each medication
prescribed in the food allergy action plan (FAAP), labeled with your child’s name and an
expiration date. The FAAP and medications are placed in bags located in both the child’s
homeroom class. Teachers take the safety bag and a copy of the FAAP with them on field
trips.
● Please make sure that the medication doesn’t expire during the school year, or, if it does,
make a note of the date and replace it when necessary.
● Stock Epinephrine auto-injectors are located throughout the school and all staff and
faculty are trained in the signs of anaphylaxis and how to use epinephrine auto-injectors.
Asthma Treated With an Inhaler

● An Asthma Action Plan is required to be uploaded in Magnus yearly.
● Before the start of the school year please provide an inhaler, spacer and mask if used,
labeled with your child’s name and an expiration date.
● Please make sure that the medication doesn’t expire during the school year, or, if it does,
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● A parent may give permission for the student to self- administer the inhaler at school by
indicating this on the Over-The-Counter Medication form. The school nurse prefers to
see all students when they use an inhaler to evaluate their lung sounds and response
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before and after the medication.

● The Health Office does not stock inhalers.
Medications During the School Day

● The Lower School Health Office keeps a supply of Acetaminophen, Ibuprofen, Antacids
(Tums), Benadryl, and Hydrocortisone cream. With permission from the parent(s) and
child’s physician, the school nurse can administer these medications during the school
day. The school nurse will generally try a non-pharmacological intervention before a
medication, and will notify a parent if a child is given Acetaminophen, Ibuprofen or
Benadryl.
● If any over-the-counter not listed above, or prescription medication is required to be
given during school hours, the medication must be provided in the original packaging
along with authorization from the prescriber.
Exclusion from School Due to Illness

● The best way to prevent the spread of illness in the school is to keep kids home when ill,
and enforce good hand washing technique. It is not possible to prevent all childhood
illness but the goal is to minimize the amount of illness and school time lost.
● To know whether your child should stay home from school, the American Academy of
Pediatrics suggests answering these quick questions:
● Does your child have a fever? Fevers of 100° F or more are generally a sign of illness, so
children should stay home from school until they are fever free for 24 hours without
medication.
● Is your child well enough to engage in class? If ill kids seem too run down to get much
out of school, keep them home.
● Does your child have a contagious illness, such as the flu or pinkeye? If so, keep them at
home until they’re no longer infectious (ask your doctor for guidance as do when they
are not contagious).
● Any symptoms of COVID require a student to stay home until a negative PCR test is
obtained. For further information regarding symptoms of COVID or COVID protocols,
click here.
Notification of health trends

● The nurse will send periodic messages to families about health trends in the school and
immediate notification when there is an abnormal amount of a highly contagious
condition in a class or grade level.
● If any vaccine preventable illnesses such as measles or varicella are reported in the
school, all children who are not protected (vaccinated) against these illnesses will be
excluded from school for the appropriate amount of time, as dictated by the Illinois
Department of Public Health.
Head Lice
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● Just like childhood illnesses, it may be impossible to eradicate all cases of head lice in
elementary age children.
● The best way to prevent the spread of head lice is to avoid direct head to head contact,
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and for parents/guardians to do a weekly check for lice, and treat children before
returning to school if any lice or nits are found.
● The school does not do routine lice checks but the school nurse is available for
consultation and guidance. Please see the nurse’s page on RomanNet for a plethora of
evidence based information about lice and our lice policy.
● Exclusion from school is not recommended for students with head lice.
Illness or Injury Occurring at School

● In accordance with our student injury policy: If a student is injured at school and needs
further evaluation or monitoring, the parent will be contacted by the school nurse with
an assessment of the injury and recommendations for medical follow up needed. The
responsible adult who witnessed the event will also contact the family to explain how
the injury occurred.
● For mild injuries that do not require medical follow up, the responsible adult will inform
the parent of the incident.
● If your child becomes ill at school, we will contact you as soon as it is determined that
your child needs to be sent home. If we are unable to reach you, we will contact the
individuals whom you have listed as emergency contacts in the order in which you have
posted them.
● If your child is assessed as having an illness or injury necessitating an evaluation in the
emergency department, we will attempt to reach you before calling an ambulance.
Head Injuries
The school nurse will evaluate every student who obtains a significant blow to the head. The
school nurse does a concussion checklist at the time of incident, five minutes, and 30 minutes
after. If they are concerned about the status of the student, the parent will be contacted
immediately. If the student passes the evaluation the nurse will email the parents/guardians
information on signs and symptoms to monitor, as concussion symptoms can sometimes
manifest hours after an injury. Please see concussion policy posted on RomanNet for further
information.
Electronic Devices
To minimize distractions that may interfere with the learning environment, electronic devices
such as e-readers, iPods, iPads, computers, and cell phones should not be brought to school
without teacher permission. If a teacher allows a student to bring an electronic device for a
special project or assignment, a place to store the device will be designated. At the same time,
though, the school does not take responsibility for the safekeeping of these personal items.
Parents/guardians will be notified if these items are being used inappropriately.
Students should not bring personal items to school unless it’s been approved by the teacher or
administration. This includes fidget toys that have been recommended by doctors.
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Communication Between School and Home
Communication is the key to maintaining a strong school-home partnership. We make every
attempt to keep you informed about your child’s academic and social progress, and we would
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appreciate being kept apprised of important events in your child’s life away from school. Should
you have questions about assignments, evaluations, or your child’s development, the primary
source of information is the homeroom teacher.
Your best source of accurate information regarding school policies, events, grade activities, and
the school community is RomanNet. Parents/guardians also can call the lower school office at
312.582.6200 if they have further questions. Everyone at the lower school welcomes your
questions and comments, so don’t hesitate to contact us.
To leave messages for teachers, you may call their direct phone line or you may email them.
(Find faculty contact information in the Resource section of RomanNet.) You may also leave a
message for your child’s teacher at the front desk. Remember that teachers generally do not
take calls, check voicemail, or respond to emails during the school day since that time is
devoted to the students.
Teachers and parents/guardians should expect courteous and appropriate exchanges, modeling
the manner and tone we expect from our students. In conversations about sensitive issues, the
adults should first discuss matters without children present.
Take Home Folders will come home with each child. Teachers will share this process at Back to
School Night.
Traffic and Parking

A detailed outline of all lower school traffic policies and procedures, including a map of our
pickup process is available in the Security and Safety section of RomanNet.
To ensure the safety and security of our students, as well as to facilitate traffic management, all
parents/guardians, caregivers, and others who pick up or drop off children at Latin will be
required to have a Latin placard prominently displayed in their vehicle.
Order forms for placards will be sent home to families over the summer, and will also be posted
on RomanNet. To download these forms as well as to find more information and maps
concerning specific drop-off and pick-up procedures, and traffic and parking in the area, please
go to RomanNet under Security and Safety and downloads. You can also contact
traffic@latinschool.org for questions or concerns.
Parking on the block of Dearborn where the lower school is located is by permit only. If you park
illegally, you do so at your own risk. We appreciate your cooperation in asking neither the
school nor the Police Department for special considerations with respect to city regulations. The
police will ticket and/or tow you if you violate traffic laws.
There are parking pay boxes along Clark Street, and several high-rises and businesses in the area
allow parking for a fee:
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● The Chicago History Museum lot at Clark and LaSalle;
● The Constellation at the southeast corner of North Blvd. and Dearborn;
● James/Kilmer House Garage, 1560 N. Sandburg on Germania St. (reduced rates for Latin
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guests at the James/Kilmer House Garage with validation from any reception desk), and
● Faulkner House at 70 W. Burton St.
Always drop off and pick up children curbside on Dearborn heading north. In the mornings,
student safety patrols will assist your children getting out of their cars. In the afternoons,
teachers and Latin personnel will help to assure that children get into their vehicles. Please note
that Latin personnel may not assist with buckling children into car seats or seatbelts.
Pick-up Procedures
We know that drop-off, and especially pick-up, can be stressful for even the most patient
drivers. At the same time, we are located in a congested residential area and we continuously
strive to be good neighbors while keeping the students safe. Keep in mind that it is unlawful to
use cell phones while driving in a school zone.
A series of cones form a chute starting at Burton Place and extending to North Boulevard in the
northbound lane. The students will be waiting with their grade level and teachers at various
intervals along Dearborn. Traffic personnel will direct vehicles displaying a Latin traffic placard
into the chute driving north. If the chute is full, drivers will be directed into the northbound
travel lane in order to keep the crosswalks clear. Drivers should circle the block until they are
able to enter the chute.
Dismissal times are staggered to accommodate the volume of traffic on Dearborn Parkway so
that all students can be placed safely in their cars. If families or carpools are picking up a junior
kindergarten or senior kindergarten student (2:30 p.m. dismissal) and a first, second, third, or
fourth grade student (3 p.m. or 3:15 p.m. dismissal) and do not want to wait in the chute two
times, junior kindergarten or senior kindergarten students may wait in the Courtesy Room at no
charge to the parent until the older children are dismissed at 3 p.m. or 3:15 p.m. If the older
child is absent, it is expected that the junior kindergarten or senior kindergarten students will be
picked up at 2:30 p.m.
During the first days of school, we encourage families and teachers to work together to
determine what pick-up procedures work best for each child and each family. When plans
change throughout the school year, it is important that parents/guardians keep teachers
informed of these changes to assure the safety of each child during our busy dismissal times.
As difficult as our pick-up procedures might be, we ask that children be picked up promptly at
dismissal time. Teachers have after-school obligations and are not available to supervise
students after dismissal, and children become upset if they remain after their classmates have
been picked up. Extended Day is available for all students, and we strongly encourage you to
sign up for this plan if you cannot consistently commit to the school dismissal times.
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Since we cannot guarantee outside supervision after school hours, the following policy is in
effect: Any student who is not picked up by the time traffic has cleared in front of the building
will be taken inside and an automatic $50 will be charged to the parent account.
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In the lower school, students may not leave the building on their own, and are expected to be
with their classes throughout the school day.
When there is a change in transportation plans, please inform the teacher in writing; students
will not be allowed to take alternate means of transportation without written permission from
parents/guardians.
Dog Policy
For the comfort and safety of our students and adults, we ask that you do not bring your pets to
the lower school during drop off and pick up times. With heavy foot traffic, noise and activity in
front of the school at these times animals can feel threatened/frightened and, at times, react
negatively. If it is absolutely necessary to bring your pet, please make sure that it is on a leash at
all times and please stand on either the north or south side of the lower school building instead
of directly in front.
Parent Matters
Visitors to the School
For security reasons, parents/guardians and other visitors to the school are required to check in
at the front desk with the school receptionist. The parent should wait while the receptionist
makes contact with the intended party. The receptionist will then allow the parent into the
school. Parents/guardians must wear the provided name badge during their time in the building
and return their name badge to the receptionist when they leave. Masks must be worn at all
times by visitors inside the lower school building.
Parents/guardians who are in the building for any reason within the school may not use that
time or opportunity to visit other parts of the building, engage in impromptu conversations with
faculty, staff or their child, or conduct any business not related to the intention of the visit.
Guidelines for Parent Cell Phone Use

To ensure a productive learning environment for all, please limit your use of cell phones to the
area outside the first floor reception desk. Please turn your cell phone off while visiting or
volunteering in the school. If you need to be reached while you are at school, please give
colleagues and family members the lower school’s main number, 312.582.6200, and the
receptionist will locate you.
Please remember that it is unlawful to use cell phones while driving in a school zone.
Tutoring
Outside tutoring may be beneficial to some students. In cases where tutoring is recommended
by the school or preferred by the parents/guardians, it is important that the tutor and the
homeroom teacher work together to assure consistency and continuity for the child. Outside
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tutors may not tutor on campus.
If the parent wishes to hire a Latin teacher as a paid tutor, please follow the guidelines detailed
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in the first section of the Student/Family Handbook, under Additional Information for
Parents/Guardians.
Parties Held for Individual Students

Because exclusion is very hard on a child’s self-esteem, the Parent Association and faculty join
together to strongly urge that these guidelines be followed when planning parties:
● Please do not pass out invitations at school.
● Because our students come from different religious traditions, please try to avoid parties
on holidays or days of religious observance.
● Please do not discriminate against a few children.
● Please try to structure all party activities to be inclusive, emotionally safe, and respectful
of the feelings of individual children.
● To avoid hurt feelings, we suggest you consider this guideline:
○ If you invite half or more of any school group (class, classroom, gender), then
invite the whole group.
Lost and Found

Items found throughout the school may be turned into the lower school office where they will
be kept in a “lost-and-found” box. All items will be kept in the office for a period of four weeks;
on the last school day of each month left items will be donated to a charity. Parents/guardians
are asked to check with the lower school office personnel if they wish to search the
lost-and-found box.
Bicycle Storage
Students riding bikes to school can lock them to the bike rack in front of the lower school
building during the day. Bikes cannot be left overnight.
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Academic Program
In middle school, each student is assigned to a homeroom of 10 to 12 students. Short
homeroom meetings are devoted to individual and group advising as the need arises, as well as
day-to-day school business: reading announcements, giving ideas to student council, hearing
reports from student council committees, executing service projects, preparing for
examinations, holding school elections, selecting courses and similar activities. Students are
expected to attend homeroom just like all other classes.
The homeroom teachers are responsible for closely monitoring a student’s academic progress.
They receive copies of progress reports, notes of commendation and quarterly grade reports.
The homeroom teacher is the primary link between school and home. They are the adults in
school with the responsibility of serving as the child’s advocate. Parents/guardians are
encouraged to contact the homeroom teacher for information and help.
Academic Requirements Course of Study

Middle school students study English, world language, mathematics, history/social studies,
science, physical education, performing and visual arts, affective education, and computer
science. Information about the specific courses can be found on Latin’s website
www.latinschool.org under Academics.
Each student must fulfill the requirements in the following courses to qualify for promotion to
the upper school at the end of eighth grade:
English: four years of study

World Languages: four consecutive years of study (French, Spanish, Latin or Mandarin Chinese)
Mathematics: four years of study
Social Studies: four years of study
Science: four years of study
Physical Education: four years of study
Performing and Visual Arts: four years of study
Affective Education: four years of study
Computer Science: two years of study
Students follow a predetermined course of study. A student may be invited to join Accelerated
Pre-Algebra in sixth grade, and Honors Algebra I and Honors Algebra II in seventh and eighth
grade. The Mathematics Department chair makes the placement decisions in consultation with
the middle school math teachers, math specialist, and the middle school director.
Project Week
All middle school students participate in Project Week. During the 2021-22 school year, middle
school students will participate in the following activities:
Grade 5 – Lorado Taft trip (November)
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Grade 6 – Springfield/St. Louis/ Hannibal, MO trip
Grade 7 – Outdoor education, team building, Chicago Neighborhoods
Grade 8 – Washington, D.C. trip
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Explanation of Grades
Following grades and definitions have been adopted as standard in the middle and upper
schools:
A 90 or higher – Excellent (High Honors): work of outstanding quality
B 80 up to, not including, 90 – Good (Honors): proficient, competent work
C 70 up to, not including, 80 – Satisfactory: creditable work
D 0 up to, not including, 70 – Passing, but unsatisfactory barely meets minimum
requirements
F Below 60 – Unsatisfactory (No Credit): fails to meet minimum requirements
* Teachers have the discretion to assign plus or minus grades in these ranges, except that, by
tradition, Latin does not award the grade of A+.
In addition, the following symbols are used on report cards, as required:

Inc. Incomplete
P Passing in a Pass/Fail Course
MX Medically Excused
Computation of Final Grades

The final grade takes into account the student’s performance over the entire course. It reflects
the teacher’s best estimation of the value of the student’s work taken as a whole. The whole
may differ from the sum of the parts. A student who improves steadily is doing work that
reflects growing mastery of the subject, and the final grade should reflect that growth. Similarly,
a student whose work is strong at the beginning but becomes weaker as the course progresses
is cause for concern. Especially in sequential courses, where mastery at one level has a
significant bearing on the student’s ability to perform well in succeeding levels, a declining
performance may suggest a student may need additional help in the future due to an unstable
foundation. Final grades should also reflect that reality. A student who does outstanding work in
the latter stages may receive a course grade that is substantially above the strict numerical
average. By the same token, a student who does poor work in the closing weeks or who scores
well below passing on the final exam may receive a failing grade for the course even if their
overall numerical average is well above passing.
Final grades also reflect dimensions of a student’s performance that are not susceptible to
quantification but are no less important. Class participation, regularity of attendance,
enthusiasm, cooperation and intellectual curiosity are vital considerations in assessing student
performance at Latin, and they are factored into course grades.
Requirements for Making Up a Failing Grade

Students who fail a course are expected to make up for that failure. When a student fails a
course, the student and his/her parents/guardians will confer with the middle school director to
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arrive at a way to solve the problem. The solution will be the middle school director’s choice of
one of the following options:
● Summer School: In most situations, students are expected to go to summer school,
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either at Latin or at another school approved by Latin. Regardless of where a student

attends summer school, the student must take and pass a Latin examination at the end
of the summer school course to receive credit.
● Repeating a Course: In some situations, a student may be permitted to repeat a failed
course during the next academic year at Latin.
● Tutoring: The school may approve tutoring arrangements over a summer, with the
requirement that the student must take and pass an examination at Latin to receive
credit.
In rare circumstances a student may not be required to make up a failure in a course.
The middle school director will make the final determination in such situations.
Making Up “Incompletes”
Students who earn a grade of “Incomplete” for a given academic quarter are expected to
complete the work within 15 school days following the end of that quarter. An “Incomplete”
that is not resolved within this time will automatically be recorded as an “F” and will be part of
the student’s permanent record. In special situations, the middle school director may extend
the time allotted for removing a grade of “Incomplete.”
Department Policies
Language
Students who receive a grade in the “D” range will not be allowed to proceed to the next level
of instruction in that language without doing one of the following:
● Taking the course over in an approved summer program, passing that course and
earning at least a “C-” on a proficiency exam administered by the Language Department.
● Successfully repeating the course the next academic year.
● Being tutored in the language and earning at least a “C-” on a proficiency exam
administered by the Language Department. The Language Department chair must
approve such tutoring arrangements
Note: Students may not study a native language for language credit.
Math
Students who receive a failing grade in either Math 6 or Math 7 must repeat the course the
following year, unless alternative plans are made in advance with the approval of both the
middle school director and the Mathematics Department chair.
Students who receive a failing grade in Algebra I may either: 1) Repeat the course in summer
school or, 2) Repeat the course the following year.
Physical Education (PE) Medical Excuse

Any student may be excused from physical education class for a maximum of three days with a
note from home. After three days, the student should obtain a doctor’s note or have someone
38
from home contact the middle school office. Students are encouraged to attempt to participate
on a modified level whenever possible. If a student does not participate in physical education
class, that student may not participate in after-school athletics that day.
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Uniform
Students are required to wear an appropriate gym uniform including: gym shoes, orange Latin
T-shirt or any Latin sweatshirt, navy Latin shorts or any Latin sweatpants. One-piece swimsuits
are required for girls during physical education swim units.
Academic Probation
A student may be placed on academic probation at any point if, in the judgment of the middle
school director, the student’s academic performance is deficient. While a student is on
academic probation, his/her progress will be monitored closely and reviewed at least quarterly
by the middle school director. The student’s parents/guardians will be notified in writing of the
probation.
By placing a student on probation the school is notifying the student and his/her family of the
seriousness of the situation. At the same time, the school works with the student and family to
provide as much aid as possible to help the student succeed. Under the supervision of the
middle school director and a learning resource teacher, a student on probation, along with
his/her parents/guardians and homeroom teacher, will devise strategies to provide the student
with needed academic help.
At the quarterly review of each student on probation, the middle school director will evaluate
the student’s progress. Depending on the outcome, the director may:
● Remove the student from probation and restore them to the status of “student in good
standing.”
● Require that the student remain on probation for at least the next quarter.
● Require the student to attend summer school.
● Recommend to the head of school that the student be expelled or denied the
opportunity to re-enroll at Latin for the next or any succeeding school year.
In any of the above cases the student’s parents/guardians will discuss the situation with the
middle school director and will have the situation confirmed in writing. Having admitted a
student, Latin is strongly committed to helping that student enjoy academic success.
Accordingly, the school postponed for as long as possible a final decision involving expulsion or
denial of a student’s opportunity to re-enroll for academic reasons, in the hope that the
student’s academic work will improve sufficiently for them to continue at the school.
Unfortunately, despite our best efforts, such turn-arounds do not always occur. Hence, the
school suggests that parents/guardians of a student on academic probation, especially in the
second semester, begin to explore alternate educational options, notwithstanding the fact that
no final decision has been made concerning re-admission to Latin. We urge parents/guardians
to take this suggestion seriously as the final decision not to re-enroll a student is often not made
until June. If the parents/guardians have not yet taken steps to provide for the student’s future
39
at another school, the student may, at that point, find it difficult to find an opening.
Withheld Re-Enrollment Contracts

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If a student is on academic probation when the school issues re-enrollment contracts for the
next year, no contract will be sent. Instead, the parents/guardians will receive a letter from the
middle school director explaining that the contract has been withheld and the reasons why.
Parents/guardians receiving such a letter are strongly encouraged to consult promptly with the
director to discuss the situation.
In most cases, the middle school director will inform the parents/guardians as to when a final
decision will be made, and, keeping with the school’s policy of giving the students as much
opportunity as possible to redeem himself or herself academically, the school will postpone, for
as long as possible, making a final decision not to permit the student to re-enroll for the next
year. In some situations, however, the head of school and the middle school director may inform
the parents/guardians at the time a student’s re-enrollment contract is withheld that the
student may not return for the next year.
Decisions not to re-enroll a student are made by the head of school, are final, and are not
subject to review by the Board of Trustees or any committee thereof, or by the courts.
In very rare situations, students whose re-enrollment contracts have been issued and returned
with the required deposit find themselves suddenly in very acute academic difficulty, causing
the school to reconsider the student’s standing for the next school year. Such cases are highly
unusual, and the school makes every effort to avoid them. However, the school reserves the
right not to permit a student to enter Latin for the next or for the succeeding school year even
though that student’s contract has been issued, signed and returned with the required deposit.
Tutoring
After school hours and on weekends, some of our teachers tutor Latin students and charge a
fee. We have a firm policy: a teacher may not offer paid tutoring to a student who is presently in
one of that teacher’s classes; anyone with duties which extend to an entire grade level (grade
team leaders) or entire division (administrators, learning resource teacher, counselor) may not
tutor students in said grade or division during the school year. In addition, no teacher may tutor
any student for money until after 5 p.m. in the Latin buildings or 4 p.m. off campus.
When we are convinced that a student would benefit from tutoring above and beyond what we
provide at no additional charge, we notify the parents/guardians. We explain what the needs
are and what we think should be done to address them. In any case, the middle school director
must be notified if a student is being tutored in any discipline.
In some circumstances, students can benefit from private tutoring. Well-designed and carefully
coordinated tutoring programs can be extremely helpful. On the other hand, a tutoring program
that is not well conceived can be counterproductive and can prevent rather than enhance a
student’s success. Accordingly, Latin has guidelines to assist both the student and parent:
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If a student feels the need for tutoring, or if a parent so wishes, the first step is to involve the
homeroom teacher and the middle school director.
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The advisor/homeroom teacher, the learning resource specialist or middle school director will
meet with the subject matter teacher(s) involved for a diagnosis of the problem. The school’s
inclination is to arrange for the student to work first with the teacher involved, often with the
homeroom teacher serving as the facilitator. The services of the learning resources room and
staff may be a necessary next step for some students.
If the services of a paid tutor still seem to be called for, the subject matter teacher(s), with the
middle school director or the department chair, will suggest the names of school-approved
tutors whom the parents/guardians can call.
When the parents/guardians and the students have selected a tutor, that tutor should be put in
touch at once with the subject matter teacher(s). Tutoring is invariably more productive when
tutor and teacher(s) are in frequent communication. Close collaboration ensures that the right
materials are being used, the right topics are covered and the progress of the student is
monitored closely.
Standardized Tests
Sections from the Educational Records Bureau Educational Aptitude/Achievement (ERB) tests
are given to fifth, sixth, seventh and eighth graders. Scores are not routinely mailed home, but
parents/guardians are welcome to call the middle school office at 312.582.6303 to make an
appointment to review their child’s performance or to request scores to be emailed, faxed or
mailed.
Student-Led Conferences
Students and their parents/guardians are invited to school for conferences twice each year. The
first conference day comes shortly after the first quarter grade reports are posted. Students are
asked to reflect on their progress after the end of Quarter 1 and 3, and to meet with their
homeroom teacher to set goals for the following academic quarter.
Students will lead a conference to reflect on performance and to share goals with their
parents/guardians and homeroom teacher twice per year.
The middle school director, classroom teachers and/or homeroom teacher are available when
parents/guardians have questions or concerns (contact the middle school office at
312.582.6303 for assistance).
Grade Reports
The 2021-22 Academic Year is divided as follows:
1st Quarter Ends October 22, 2021
2nd Quarter Ends December 17, 2021
3rd Quarter Ends March 4, 2022
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4th Quarter Ends June 3, 2022
Fifth grade students will receive narrative progress reports at the end of the first and third
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quarters, and development checklists at the end of the second and fourth quarters. Starting in
sixth grade, students will receive grade reports. During the first and third quarters these will be
narrative, while the second and fourth quarter reports will show grades only.
Grade reports will be posted to RomanNet.
Parents/guardians who are unable to view their child’s grade report on RomanNet should notify
gradereports@latinschool.org.
Progress Reports
In addition to the quarterly reports, parents/guardians may receive progress reports whenever
a teacher feels it important to notify the parent of a student’s academic status.These reports
specify areas of concern, suggestions for improvement or commendations for work well done.
Parents/guardians should review these reports with their child and plan strategies to improve
the situation if the teacher’s comments so suggest. Often, however, the teacher is merely
notifying the parents/guardians of a concern and not seeking parental collaboration in
correcting it. The purpose of these reports is to promote academic success, not to create strife
between the student and parents/guardians at home. A prompt, constructive response to
information reports is in everyone’s best interests.
Academic Records
Middle school academic records are kept on file in the middle school office. Middle school
records are not part of a college transcript and are not sent to colleges. These records reflect
semester grades, final grades and standardized testing.
These records are copied and sent to other schools when parents/guardians make a request in
writing. Middle school transcripts do not include academic information from the lower school
years.

The school keeps cumulative folders on all students while they are at Latin. The folders contain
copies of all grade reports, information reports, standardized test scores, correspondence
involving the student, the student’s original application and other miscellaneous records and
papers.
Parents/guardians who wish to examine their child’s folder may do so by calling the middle
school office to set up an appointment.
Recommendations
The middle school follows the National Association of Independent Schools’ “Principles of Good
Practice for Member Schools” regarding the confidentiality of all recommendations. NAIS
advises, “A school takes all reasonable and lawful measures to maintain the confidentiality of
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reports and information exchanged among schools concerning students and parents.”
Attendance
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Daily Schedule
8 a.m. - 3:20 p.m.
Building Access
Latin’s middle school reception is open from 7 a.m. - 6 p.m. during the school year. The
telephone number is 312.582.6300.
Please report all absences, tardies, and appointments to: msattendance@latinschool.org.
On weekdays when school is in session:
● 7 a.m. - The middle school opens to students

● 3:20-5 p.m. - Students have access to hallways and locker bays, the first-floor lobby, the
library (Hub) and specific supervised areas.
● 5 p.m. - Students are expected to be out of the building by 5 p.m. unless participating in
a faculty-supervised activity. The library is closed.
● 5-6 p.m. - Students may wait for pickup in the front lobby
On most Saturdays the middle school building is closed. No students will be allowed in the
building unless they are participating in a specific activity under the direct supervision of a
teacher.
Absence from School

We have a responsibility to know where every student is every day. If a student is not in school,
we need to know where the student is, and we want to be certain that the parent is aware that
the student is not in school. If a student is ill or unable to attend school for some family reason,
WE ASK THAT A PARENT/GUARDIAN report absences, appointments and tardies, to:
msattendance@latinschool.org.
We realize that in some families, parents/guardians leave home in the morning before their
children and are thus unaware when a child wakes up feeling ill and elects to stay home from
school. We ask parents/guardians to impress upon their children that the child must notify the
parent at once so that the parent can then notify the school. Only a parent or an adult
designated by the parent may notify the school of an excused absence. We cannot accept
reported absences from anyone else. We will call the homes of students unaccounted for as
soon as attendance is taken.
A student’s absence from the school day (regardless of the reason) excludes them from
participating in after-school events such as sports, rehearsals, club meetings, performances, etc.
on that day. Additionally, a student who is excused from physical education class for health or
illness reasons is excluded from after-school athletics on that same day.
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Obtaining Assignments
Latin students are responsible for making up their work fully and promptly following an
absence. The middle school office will not provide homework for a student missing just one day.
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Homework should always be requested by emailing the classroom teacher directly. Assignments
can be picked up between 3:30 p.m. and 4 p.m. in the middle school office or after 4 p.m. at the
middle school reception desk. Students and parents/guardians also should check RomanNet.
2021-2022 Vacation & Holidays

This year’s holiday/vacation dates are:
Thanksgiving Break: Wednesday, November 24 - Friday, November 26
Winter Break: Friday, December 17, noon dismissal - Monday, January 3
Spring Break: Monday, March 21 - Friday, April 1
Last day of classes: Friday, June 3, noon dismissal
Eighth grade graduation: Wednesday, June 8, 10 a.m.
Extra Help and Makeup Work

Students are responsible for seeking extra help and for making arrangements with their
teachers to make up for missed work. Extra help and make-up sessions should be arranged
during the regular school day if both the teacher and the student have a free period in common
or before or after school. After an excused absence, students are responsible for seeing each of
their teachers to find out what work has been missed and to make arrangements for making up
that work. Students who fail to make up work missed within the prescribed time will receive a
grade of “F” for work not completed.
Unexcused Absence from Class

If a student is absent without excuse from an academic obligation, the student will receive a
grade of zero for all work missed. The student will receive no makeup privileges and will not be
given extra help by the teacher to cover the material missed.
Tardiness to School
Tardiness to school not only compromises a student’s academic standing, it also interferes with
the learning of others. A late arrival disrupts the learning process. It is the student’s
responsibility to arrive on time for school every day. Oversleeping is not an acceptable excuse
for tardiness. Tardiness to school/ homeroom counts toward the accumulation of tardies that
could result in disciplinary action. Students who arrive at school after 8:10 a.m., should report
to the middle school office (MS 152). To report a tardy excused, please call the middle school
office at 312.582.6303.
Tardiness to Class
When a student is late for class, that student will be admitted and marked tardy during the first
10 minutes of the period.
Early Departure from School

We strongly discourage parents/guardians from making any out-of-school commitments for
students during school hours. When a student must leave school during the day, the student is
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responsible for bringing a note from the parent to the middle school office before homeroom
indicating time of departure, time of return and the reason for the departure. The student then
must check out with the middle school office at the appointed time and check-in with the
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middle school office upon return to school.
Illness During School

Latin’s staff includes a full-time school nurse. When a middle school student becomes ill during
school, the student should go to the Nurse’s Office for assistance. If the student must go home
owing to illness, the nurse will telephone the parent to secure permission to send the student
home and to explain the nature of the illness to the parent. No student will be permitted to go
home until parental consent is obtained. Students must sign out with the school nurse or risk
being charged with an unexcused absence.
In case of injury or sudden illness, the nurse will take the student to a hospital (usually Lurie
Children’s Hospital, 225 E. Chicago Ave.) and will call the parent at once. Except for simple
treatment or life-threatening emergencies, hospitals may not, by law, deliver more sophisticated
medical services without written consent of a parent or guardian.
Student Support & Resources

Homeroom Teacher, Grade Level Team, Support Team
Each student is assigned a middle school homeroom teacher. The homeroom teacher is an
advocate who supports and advises the student with academic and social matters. Each grade
level team (all teachers in a given grade level) is led by a team leader. The grade level team
meets twice each eight day cycle, once to review student matters and once to discuss curricular
coordination. The support team meets once every eight days to discuss students from all four
grade levels. The middle director leads the support team meetings. The middle dean, counselor,
nurse, learning resource teacher and the director of diversity, equity and inclusion are all
members of the support team.
Learning Resources
Our teachers are committed to making themselves available to students outside the classroom
for extra support. For those students who are experiencing more general academic difficulties
because of challenges with work organization, time management, reading efficiency,
problem-solving strategies, or learning differences, Latin offers a range of services through the
learning resources program.
In middle school, learning resources faculty work with students on an individualized basis to
customize a program that will best fit their needs. Students can take advantage of these services
on a daily basis or only occasionally—depending on what works best for them.
Counseling
The middle school counselor brings an expertise in child and adolescent development to all
aspects of school life, including individual student needs, school climate, interaction with
families, and school policy decisions. Counseling is available to students and their
parents/guardians. The counseling team’s mission is to treat each student with dignity and to
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affirm and advocate for all students.
The counselor offers regular programs and flexibly arranged services, reflecting Latin’s
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commitment to respond effectively to a wide variety of needs. She works as a team with
teachers, learning resources staff, parents/guardians and specialists outside the school to
support students’ needs. The counselor also teaches affective education courses, participates in
parent discussions and organizes presentations on bereavement, divorce and other areas of
special interest.

Middle School Athletics
Middle school athletics offer something for everyone. Students of all ability levels are
encouraged to participate. Interscholastic sports are available each season for students in
grades five through eight. There is a team for everyone who wants to play. Practice time is used
for instruction in basic skills, strategy and conditioning. Skill development, teamwork and
sportsmanship are emphasized at all times.
Students can sign-up/register for middle school sports at any time beginning in August, as we
will be using online registration. Detailed instructions regarding online registration were sent to
all middle school families August 1. Students will register one season at one time. Prior to each
season, email announcements will be sent to all middle school students and parents/guardians
reminding them to register for the upcoming season.
Announcements regarding registration also will be posted on the middle school athletics
bulletin board prior to each season.
Initial team meetings and practices for students in grades five through eight take place on the
first day of school, immediately after school. Coaches will distribute practice schedules for the
first two weeks at this time (which also will be available on the team pages on RomanNet and
on the Athletics bulletin board) Once rosters are selected, all game and practice schedule
information will be available on RomanNet. Athletes must have an updated physical
examination on file before practice begins.
In the program, 12 to 20 interscholastic contests are scheduled each season against Francis
Parker, North Shore Country Day School, Elgin Academy, Morgan Park Academy, Lake Forest
Country Day School and other local private, public and independent schools.
The teams meet at least four times each week from about 3:30-5:15 p.m. Suggested pick-up
time is 5:30 p.m. for outdoor sports. There are some Saturday competitions, especially Cross
Country and LLWP. Girls and Boys Volleyball play in leagues where games are played later in the
evening (6-7:30 p.m.) than some of our other sports. Children with outside activities that could
result in practice and game conflicts should notify the coach once practices begin. In general, it
is not a problem for students to miss an occasional practice or game. We understand and
support the outside activities that our students participate in. However, we do expect students
to commit to attending practices and games. We ask that each athlete be present for at least
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two-thirds of the practices and games. If a student’s schedule prevents him/her from meeting
this commitment expectation, then we would suggest that participation would not be
worthwhile for all involved. Coaches will typically reward athletes with better attendance with
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the majority of playing time in competitions.
It is best if players can stay for the entire practice, but if other commitments require that a
player leave practice early, the player need only tell the coach that they must leave early. For
outdoor practices where students need to leave early, pick-up from the field is highly
recommended as students are not allowed to return to the school alone from the field.
Home games usually end by 6:30 p.m., and buses from away games usually arrive back at Latin
between 7 p.m. and 7:30 p.m. Parents/guardians or students who are apprehensive about how
to allocate time between sports and homework should ask their homeroom teacher or the
coach for advice and support.
Little League Water Polo typically practices Monday through Friday, from 5:30-6:30 p.m.
Fall Sports
Boys Soccer, Girls Field Hockey, Boys/Girls Cross Country, Coed Swim Club, Girls Volleyball, Boys
and Girls Water Polo
Winter Sports
Girls/Boys Basketball and Coed Swim Club
Spring Sports
Girls Soccer, Softball, Baseball, Boys Volleyball, MS Track Club, Coed Swim Club
Community Engagement
As part of our goal to help our students become good citizens, the middle school offers many
opportunities for students to be engaged with the wider community. Students regularly
participate in community service on a homeroom or grade level. In the fall and spring the entire
middle school participates in service days and students can choose to participate in (or lead)
service initiatives in clubs or after school.
McCutcheon School Partnership

One significant opportunity that has been part of the middle school experience for more than
two decades, is the partnership with McCutcheon Elementary School in Uptown. Started by
middle school teachers, this program has evolved over the years from being a grade-level
initiative focused on reading buddies, to being an all-division program which includes tutoring
and other opportunities. The partnership has also expanded to include students and faculty
from the middle and upper schools.
Clubs
The middle school offers an after-school activities program to students beginning in October.
Program offerings will be finalized in early September, at which time parents/guardians will
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receive a list of activities. The activities range from visual arts to academic teams to
newspapers. The bulk of activities will be offered between athletic seasons with fewer offerings
when most students are participating in sports. Some activities will be offered before school to
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accommodate athletes. Sign-up will be available to parents/guardians using the Resource tab on
RomanNet once the sign-up date is announced to students.
Plays and Performances

Middle school students participating in band or chorus have the opportunity to share their work
with the community during winter and spring concerts.
All middle school students also can choose to participate in the fifth and sixth grade theater
performance, or in the seventh and eighth grade play. Our goal is to include all students who
would like to participate and accommodations can be made for those students who have
scheduling conflicts with practices and rehearsals. If scheduling conflicts are significant, the
student, parent and drama teacher will need to determine whether being part of the middle
school productions will be worthwhile for the student.
Student Government
Student government is made up of elected student grade representatives who meet weekly. In
addition, there is an open forum meeting held each week for anyone interested in participating
in student government. The middle school president and/or eighth grade representative run
meetings.
(4) Substantially interfere with the student’s ability to participate in or benefit from
Bullying usually occurs when there is an imbalance of power. Bullying often is based on actual or
perceived race, color, religion, sex, national origin, ancestry, age, marital status, physical or
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distribution or posting creates any of the negative effects on the victim listed in the definition of
bullying.
Bullying includes behavior both on and off Latin’s campus. Cyberbullying, in particular, can occur
at any time and its messages and images can be distributed quickly to a wide audience. The
school reserves the right to investigate and proceed as the school considers appropriate.
Harassment is a form of bullying and means any severe or pervasive behavior that has the
intention or effect of harming or intimidating others, of creating a hostile or offensive
environment, or of interfering with another’s school or work performance. It can take many
forms – verbal, written (including postings of text, photos or video on the Internet), visual,
physical, psychological – and is often, but not always, associated with actual or perceived race,
ethnicity, religion, sexual orientation, gender-related identity and expression, socioeconomic
status, or physical characteristics.

and the director.
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Possible consequences include, but are not limited to:

explanation of expectations for student’s future behavior
consequences for continued disciplinary issues
● Expulsion
students at Latin lower school. Students may be asked to permanently leave Latin if their
behavior does not meet Latin’s standards and expectations.

Making a good faith complaint of bullying (including cyberbullying and harassment) should in no
way prejudice an individual’s future at Latin, even if the complaint cannot be substantiated.
Standards of Behavior
In the enrollment contract each parent signs with the school annually, parents/guardians agree
to support the rules, policies and regulations of the school as described in the first section of
the Student/Family Handbook. That includes, in part, parental support for the expectations the
school has for student conduct.
Latin believes that school and home are partners in developing in Latin students the highest
standards of honorable conduct, civility and fair play. To that end, the school assumes the
responsibility of enunciating expectations for student conduct and relies on the cooperation of
parents/guardians in supporting the expectations and the school’s efforts to uphold them.
As outlined in the first section of this handbook, Latin students are expected to treat members
of the school community with respect and courtesy and accept one another’s individual
differences in that context. Respect for the property of others is similarly expected from all
students. In addition, Latin students are expected to subscribe wholeheartedly to traditional
principles of good conduct: truthfulness, honor, civility and loyalty to the school.
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In upholding the values of the school and the standards the school has for student conduct,
Latin relies primarily on the cooperation of the school community. The school deals directly with
violations of either the spirit or the letter of its expectations.
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All members of the school community, collectively and individually, bear the responsibility for
fostering and sustaining a climate in which these values can flourish.
Expectations Specific to the Middle School

In addition to the rules and expectations for the entire school community that are described in
the first section of the Student/Family Handbook, the middle school has specific policies that
are appropriate for students in grades five through eight.
Dress Code
As stated in the first section of the Student/Family Handbook, we ask that students dress in
clothing that is neat, clean, and appropriate for school and that enhances their learning
experience rather than detracts from it.
The middle school dress code intends to help students make positive choices regarding
engagement in the classroom. While the dress code is actually quite permissive, there are
several restrictions for all students, regardless of gender:
● No clothing with offensive language, pictures or symbols.
● No exposed midriffs.
● No pants or shorts ripped or torn above the knees.
The goal with all of the rules around dress code is to teach the students to dress appropriately
for the environment. Our hope is that students and families will support these rules. While we
prefer not to spend time policing student dress, we do believe it is important to set boundaries
that allow for full, active participation in the business of school and learning. Dress code
infractions will be handled by the Dean of Students.
Personal Property and Lockers

A working locker is assigned to each middle school student to store outerwear, books and
personal belongings. Locks are on sale at the Spirit Shop, and we require every student to use a
school lock for their PE locker. The school is not able to assume responsibility for lost or stolen
property. Students should not exchange locker combinations. In addition, students may only use
the locker assigned and may not “double up” or take over a “vacated” locker. Food may not be
stored in student lockers.
Please remember that, while your locker has been provided for your personal belongings, it
remains the property of the school. Please do not write on, mark or otherwise damage the
physical appearance of your locker. Any decorations on the inside or outside doors of lockers
must be in good taste and appropriate for our community. The dean of students reserves the
right to inspect locker contents as necessary and ask students to remove any inappropriate
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material.
Lunchroom Duty
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All students, collectively and individually, are responsible for keeping the cafeteria in order
during the entire day. One aspect of this is snack and lunchroom duty, which is required of all
middle school students.
Audience Etiquette
Because so many significant learning experiences take place in assemblies, special emphasis is
placed on audience etiquette. We have the following expectations in all assemblies:
● Middle school students may not bring books, notebooks, etc. to either the all-school or
middle school assemblies.
● Students are to sit in their assigned seat for all school assemblies.
● Attendance will be taken at all assemblies. Unexcused absences from assemblies will be
treated like unexcused absences from class. The same applies to tardiness.
● To call an assembly to order, the person conducting it will walk to the front of the stage
(or to the lectern if one is in use). At that point, the audience is expected to come to
order promptly.
● People speaking from the stage should not be interrupted. Audience members having
questions should raise their hands and wait quietly to be recognized. Calling out is not in
order.
● When a member of the audience is recognized, they should rise before speaking.
● Audience reactions should be civilized. Applause is in order, but whistling, stomping or
calling out is both rude and disruptive. An audience best registers its disapproval with
stony silence.
● Audiences should be attentive. Speaking to one’s neighbor, shuffling papers or doing
anything that distracts others or which manifests inattentiveness is unacceptable.
● Students may be excluded from assemblies if they disregard these requests.
Student Guests
Middle school students may have guests, providing the following conditions are met:
● The student host must present a written parental request for a visitation to the middle
school director at least 24 hours before the day of the visit.
● The middle school director will then send a notice to the appropriate faculty and staff
members when the request has been approved.
● The student host must introduce the guest to the middle school director or middle
school assistant and obtain a pass for their visitor.
● The host is responsible for the guest’s behavior. The guest is expected to abide by the
regulations of the school.
If a Latin student wishes to meet a friend in school at the end of the day, that friend should wait
in the reception area in the main lobby on the first floor.
Visitations will not be approved during standardized testing days or conference days.
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Personal Electronic Devices
In order to minimize distractions which may interfere with the learning environment, iPods and
personal smart or cell phones are not allowed to be used in the school building before school or
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during the school day. A screen free time is in place after school until 3:45 p.m. Students who
need to do homework during that time should report to the middle school office. Cell phones
may be used in the middle school office with permission. If a student brings any of these items
to school they must store them in their locker. If the student uses any of these items during the
school day, the item may be confiscated, disciplinary action may take place and
parents/guardians may be asked to come to school to claim the item.
Since Latin’s primary goal is to provide a quality education, the school does not see any wisdom
in allowing the use of such items at school.
While students are permitted to use iPads and laptops for academic purposes, under the
supervision of faculty, any student using these devices for non-academic purposes is subject to
disciplinary consequences.
Gambling
Students are not allowed to participate in betting or gambling, including such things as betting
on pick-up sporting events, etc.
All violations of rules or general expectations involving middle school students will be dealt with
by the dean of students, the director of the middle school, and subject to review by the head of
school.
Academic Honesty
Academic dishonesty is defined broadly and includes giving or receiving unauthorized aid on a
test, quiz, homework assignment or a paper. It is also manifested via possession or use of
unauthorized materials on a test or quiz.
Plagiarism is a form of academic dishonesty involving the use of the ideas of another person
(this includes paraphrasing or quoting the words of another in any written work without giving
proper acknowledgment of the source or sources used).
Violation of a teacher’s test rules or procedures is considered academic dishonesty.

Help from parent, tutor, or other academic support which is deemed above and beyond basic
instruction can be considered academic dishonesty.
Academic dishonesty typically results in a student receiving no credit on the assignment, as well
as additional outcomes commensurate with the violation. Multiple violations and/or a severe
violation(s) may result in disciplinary probation, suspension, or expulsion. See the appropriate,
subsequent section regarding disclosure of disciplinary information to colleges/universities.
Disciplinary Procedures
Responsibility for Discipline
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All members of the faculty and staff have a responsibility to see that students meet our
expectations. They will make students aware of misconduct and may recommend morning or
afternoon detentions, keep students after school, report the behavior to the middle school
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director or dean of students, or send the student to the middle school office.
The middle school director or the dean of students, subject to review by the head of school, will
deal with all violations of rules or general expectations.
Consequences for Infractions

Student expectations, outlined in the first section of the handbook and above, have been
established to create a safe and productive learning environment for all members of the school
community. Advisors will discuss these expectations with students several times during the
school year. Students who fail to meet these expectations will be subject to the following
consequences.
Tardy Detention
Parents/guardians will be notified by email when a student accrues four (4) tardies. An
afternoon detention will be assigned to students for every five (5) unexcused tardies. Detention
will be held from 3:15-3:45 p.m. Any student receiving two (2) or more tardy detentions in a
semester will be subject to further disciplinary action including, but not limited to, afternoon
detention and/or suspension, or a parent conference.
Afternoon Detention
An afternoon detention will be assigned to students for repeated detentions, violation of school
rules or infractions of middle school behavioral expectations. Detention will be held from
3:30-4:30 p.m. Outside of school activities could be impacted at the discretion of the middle
school director or the dean of students.
Detention Guidelines
A student may be required to attend detentions for:
● cutting a class
● being late to class more than five times
● disrupting class
● misusing library privileges
● copying another student’s homework
● dress code violations
● writing on desks, walls, lockers or windows behaving inappropriately in the cafeteria or
corridors
● throwing snowballs on school property
● being uncooperative with a substitute teacher
● tampering with another student’s locker
● using school computers or their iPads to send or receive inappropriate messages
A student who is late to detention will serve that detention at the same time the
following day whenever possible, along with an additional session. If a student does not
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serve both of these detentions or if a student cuts detention, the student may be
suspended from school. Parents/guardians will be notified in writing or by telephone
when an afternoon detention is assigned.
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Suspension
A student may be suspended if that student:
● engages in insolent behavior
● is involved in a fight or endangers the physical or emotional well-being of another
student
● possesses any school keys without permission
● causes serious injury to people or damage to property
● leaves school grounds without permission
● is involved with theft
● cheats or plagiarizes
● acts in a prejudicial manner toward a student or group of students
● uses school computers or their iPads inappropriately.
A student may be suspended from one to three days and the suspension could be in-school or
out-of-school. The student must bring his/her parents/guardians upon returning to school. After
two suspensions a student may be expelled. In cases where a student’s behavior threatens the
safety or welfare of the Latin community, the school reserves the right to expel that student
immediately
Work Duty
Students may also be assigned work duty in school. If a student fails to attend work duty and
has not been excused by the middle school director, the student may be suspended.
Social Probation
Students may be placed on social probation for unacceptable conduct, habitual tardiness,
unexcused absence from class or school, or for violating other school rules. A student will be
placed on social probation if, in the judgment of the appropriate members of the
administration, the circumstances warrant.
When a student is placed on social probation a conference shall take place with the student and
appropriate members of the administration and faculty. At the conference, the student’s
conduct shall be reviewed. Appropriate expectations for the student’s future behavior shall be
explained. In addition, the duration of the student’s probation and a plan for review of the
student’s behavior at a later date shall be set forth by the school. Expectations set forth are
intended to be corrective, not merely punitive. The school recognizes its role in helping the
student to improve their conduct. Parents/guardians will be notified in writing of the social
probation if they do not participate in the probation conference.
When a student is placed on social probation, that student is on notice that any subsequent
misconduct, regardless of its severity, may become grounds for suspension, expulsion or
revocation of that student’s opportunity to re-enroll at Latin for the next or any succeeding
55
school year. In addition, a student on social probation may be banned from participating in any
extracurricular activities or sports, and/or may be forbidden to attend any other Latin functions
on or off campus.
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Behavioral Contracts
A behavioral contract is an agreement between Latin and a student on the consequences of
continued behavioral infractions. Behavioral contracts list a progression of consequences for
further disciplinary issues. Students may be asked to sign a behavioral contract for repeated
and/or numerous disciplinary infractions. Parents/guardians will have an opportunity to look
over the contract and ask questions before it is put into effect.
General School Information

Cafeteria
Middle school students may purchase breakfast before classes/homerooms begin in the upper
school cafeteria. To make purchases in the upper school cafeteria, students can use cash or have
money put onto their I.D. card. Money can be added to a student’s I.D. by accessing the
Cafeteria/ Food Service group from RomanNet. You will need your child’s I.D. number from the
front of their I.D. or their contact card to set up an account. All food must be eaten in the
cafeteria. No food or drink is allowed outside of the cafeteria.
Library
The library program is designed to ensure that students become effective and thoughtful users
of information in the 21st century. The library is committed to teaching information access, use,
and evaluation skills, and its ultimate goal is to foster the confidence, competence, enjoyment
and dedication required of a program of lifelong learning and reading.
The Middle school library “The Hub” is at the heart of many instructional, research and social
activities in the school, and hosts author visits, reading challenges and other literacy-related
events for the community. Students and faculty also have access to a host of digital books,
periodicals and research collections. During the school year, The Hub is open from 7:45 a.m. to
3:45 p.m., Monday through Friday. The library is a place to collaborate, explore, think and learn.
Messages for Students

The middle school office is frequently asked by parents/guardians to deliver messages to
students during the school day. Parents/guardians should be aware that the office is extremely
busy and it is often simply not possible to drop the day’s work and locate a student to deliver a
parent’s message about after-school plans. We will place messages on the student’s locker as
soon as it is possible. In a real emergency, the day’s business will be stopped, and we will make
every effort to deliver the message. Routine messages should be called in to the middle school
office no later than 2 p.m.The school kindly requests parental cooperation in this matter.
Traffic Procedures
In addition to the general traffic procedures outlined in the first section of the handbook, a
detailed explanation of all middle/upper school traffic policies and procedures is available in the
Security and Safety section of RomanNet.
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Thank you to parents/guardians for following all Latin traffic procedures, and for obeying
designated traffic safety personnel and helping the school to keep everyone in our community
safe. Please e-mail traffic@latinschool.org with any questions or comments.
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Parent Matters
Channels of Communication
From time to time parents/guardians have school-related questions or concerns based on the
comments they hear from their children or from other parents.The middle school office is
always interested in hearing what parents/guardians are thinking on a wide variety of subjects.
Parents/guardians should be aware that there are accepted procedures and communication
channels to address issues in a constructive fashion.
We recommend the following:

● Listen carefully when your child talks about school. Children sometimes say they don’t
like a teacher. But when parents/guardians check further they often learn their child
doesn’t like where they are sitting, or the fact that this teacher requires more homework
than someone else. Children sometimes say they are bored. When parents/guardians
check further they find their child doesn’t understand the material and may need
additional help.
● It is always appropriate to first call the teacher involved when a question pertains to a
particular class or classroom curriculum. Parents/guardians should approach this
conversation as a sharing of information in order to benefit their child. If more than a
phone call is needed, parents/guardians should request a meeting at school with the
teacher. At this meeting parents/guardians can relate to the teacher what they have
heard, which gives the teacher an opportunity to understand the concern and to clarify
the specifics. It is always valuable for parents/guardians to hear the teacher’s
perspective. Talk with your child’s teacher about your concerns.
● Teachers want children to succeed. Sometimes small changes can make a big difference.
A mutually beneficial relationship is forged when parents/guardians understand and
inform a teacher’s position or when a teacher is able to hear valuable new information
allowing him or her to consider new strategies. Both should approach such meetings as
“win-win” opportunities.
● If such a meeting proves incomplete or unsatisfactory, a parent may choose to pursue
the matter further. If the question concerns curricula or personnel, the appropriate
department chair should be contacted. A meeting with the chair can often help to clarify
the “hows” and “whys” of curricular matters. Remember, academic departments have
the primary responsibility for setting curricular policy. An effective curriculum is
constantly undergoing scrutiny and review, and it is the job of department members to
examine what curriculum will be most valuable and challenging for their students.
Dimensions such as mastery of skills, content, process, problem solving, rigor and
thinking and analysis must all be considered. At times, the chair may wish to bring
parent suggestions before the entire department for further discussion.
● Finally, a parent may always bring both curricular and extracurricular questions to the
division director who will make every effort to sort out the questions and provide a
response that accurately reflects what the school considers being in the best interest of
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the student and the school community.
Social Events
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In-School Events
The middle school student council annually agrees upon and supports a series of dances and
activities, which are then scheduled into the Latin calendar. Participation in each event requires
parents/guardians to fill out and sign a standard permission form. It is the responsibility of the
students to submit signed permission forms prior to the deadline for each activity. Failure to do
so will usually mean that the student may not attend that event. The social calendar for the year
is published each fall. Based on current student and parent attitudes, the middle school
specifically recommends that students should not prearrange a “date” for these events. Middle
school dances and activities are considered to be group social events.
Private Events
The Parent Association has established the following guidelines for families sponsoring social
events outside of school: When inviting one-half or more members of a grade to a private social
event, all members of the grade should be invited.
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GUIDING PRINCIPLES
We rely on the cooperation of every member of the school community to uphold our values.
Although faculty and administrators deal most directly with violations of school rules, every
member of the Latin community is encouraged to foster a climate in which our values can
flourish. In the upper school, we believe a Latin education is more than a transcript; it is what
we learn, teach and do.
Latin’s Statement of Teaching and Learning captures the responsibilities students and faculty
hold to further the school’s values and educational mission.
We expect that Latin parents/guardians will also support the values of the school. By signing the
enrollment contract, parents/guardians agree to support the rules, policies and regulations of
the school as described in this handbook, including our expectations for student conduct.
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While specific rules and expectations are discussed in this handbook, the school reserves the
right to dismiss any student, or to deny re-enrollment to any student who, in the sole
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judgement of the school, has had unsatisfactory academic or social performance, has engaged
in conduct which is detrimental to the school or whose parent(s) or guardian(s) have engaged in
conduct which is detrimental to the school.
ACADEMIC PROGRAM
Planning Courses and the Role of Deans
During the second semester of grades nine, ten and eleven, students request courses for the
following year with guidance from their dean, advisor and families. Students plan a course of
study that is challenging and realistic, reflects their interests and satisfies the school’s
minimum-load, course-distribution and cumulative-credit requirements.
Given the nature of their subject matter and skill development, some departments, in some
academic courses, place students into courses (e.g., science, math, world language, and
history). Student placement is a process that upper school department chairs and faculty
complete with care. Students are placed in classes where we believe they can find success, be
appropriately challenged as a learner, and experience joy in the learning process. We believe
deeply in the value of student self-advocacy and of engaging students directly about their
unique path through our program; therefore, placement for classes is considered each school
year. Placement in one class does not determine a student’s placement in future classes.
The minimum course load for students in grades nine through twelve is five half-credits per
semester, not counting Independent Study Projects (ISP), PE, Affective Ed, or College
Counseling. Students should approach taking more than three Honors or AP courses with
caution and discuss this decision with their family, dean and advisor.
While enrolled at Latin School of Chicago, only courses taken at, or in partnership with, Latin will
confer credit toward graduation requirements. A senior who fails to meet graduation
requirements will not be eligible to receive a diploma in June. With the approval of the upper
school director, a senior may be able to make up the missing credit or credits and receive a Latin
diploma upon completion.
Graduation Requirements
To graduate, a student must attend Latin during their entire senior year and earn a cumulative
minimum of 24 credits. Students must pass each of the 24 credits with a qualifying letter grade
(typically, D or better), distributed as follows:
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English: Four credits; including one credit for English 9, one credit for English 10, one credit for
English 11 and one English 12 elective in each subsequent semester.
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Language: Three credits for three consecutive years of a single language (Spanish, French,
Mandarin Chinese, Latin). A student may not satisfy the foreign language requirement through
the study of a language that is spoken in the student’s home, even if it is not the primary
language spoken.
Mathematics: Three credits, including Algebra 2 and Geometry.
History: Three credits, including one credit for ninth grade Global Studies and one credit in U.S.
History.
Science: Three credits, including one year each of Physics, Chemistry and Biology.
Fine Arts: Two credits, including one half credit in the performing arts. Ninth grade Global
Studies Visual Arts counts as one half credit.
Physical Education: Two credits; One credit is earned for grade nine Wellness and one additional
credit is to be earned over grades ten, eleven and twelve. Latin Athletics participation is
approved for PE credit if participation expectations are met.
Computer Science: One half credit earned over grades nine through eleven (beginning with the
class of 2022; prior classes are encouraged but not required to take Computer Science). The
Global Online Academy introductory course in Computer Science will be accepted to fulfill the
computer science graduation requirement.
Affective Ed: One credit, earned over one semester each year.
Note: Credit earned from an ISP cannot be used to satisfy a graduation requirement.
Service Learning: All ninth grade students must accumulate ten hours of direct service and
submit verification to the school. All tenth grade students must accumulate twenty hours of
direct service and submit verification to the school.
Project Week: Full participation is required of every student every year in order to receive a
Latin diploma. If a student misses a portion of a project due to illness or other extenuating
circumstances, an alternate assignment that is determined by the faculty leaders and the
Project Week Coordinators will be required to be completed before the student receives Project
Week credit.
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In the rare circumstance a student either cannot complete or fails Project Week, that student
must design and complete a comparable project to make it up. The details of this makeup
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project are arranged between the student, the project week coordinators and the upper school
director.
Four Year Plan

Below is a graphical display of graduation requirements intended to help students plan their
four year academic plan:
Department Grade 9 Grade 10 Grade 11 Grade 12

English: 4 credits,
including one credit for
English 9, one credit for
English 11, and one
English course in each
subsequent semester.
History and Social
Studies: 3 credits; one
credit is met by Global
Studies and the
remaining credits must
include at least one year
of U.S. History.
World Language: 3
credits, in a three-year
sequence of a single
language.
Science: 3 credits,
including one year each
of Physics, Chemistry,
and Biology.
Fine Arts: 2 credits,

including 1/2 credit in
the performing arts.
Ninth grade Global
Studies Visual Arts
counts as 1/2 credit. GSVA
Mathematics: 3 credits,
including Algebra 2 and
Geometry.
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Computer Science: 1/2
credit earned over
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grades 9-11
Physical Education: 2
credits, 1 credit is earned
for grade 9 Wellness and
1 credit is to be earned
over grades
10-12. Latin Athletics
participation is approved
for PE credit granted
expectations are met. Wellness
Affective Ed: 1 credit,
earned over 1 semester
each year **No Affective
Ed in grade 10 for c/o
2023 and 2024**
Electives (GOA, ISP, etc.)
24 credits to graduate, 5 class minimum load, 7 class maximum, ISPs do not satisfy graduation requirements, nor
do they count toward 5 class minimum.
Dropping and Adding Courses

If a student wishes to drop or add an academic class, they must first consult with their advisor
and/or dean to ensure that the reasons for the change are valid and that graduation
requirements will be met. Students must complete the online Add/ Drop Form and submit it to
the Registrar by the announced deadline.
If a student drops a course before the end of the first quarter, no record of the course appears
on the student’s transcript. The transcript of a student who drops a course after that point, but
before the end of the semester, will show a grade of either P (Passing) if credit is to be granted
or W (Withdraw) if no credit is to be granted. The transcript of a student who completes a
semester of a year-long course will show a letter grade for the semester.
Class Section Limits

All academic class sections are to have a maximum of eighteen students, except English classes
which are capped at sixteen. Some elective classes have different section limits. The limit should
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only be exceeded in exceptional circumstances, namely when one or more of the following
conditions is met:
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A) Enrollment in a class is a prerequisite for additional classes and the cap could disrupt
a student's ability to complete an appropriate sequence of required classes
B) The cap would prevent a student from being placed in the appropriate proficiency or
skill level
A student who wishes to enter a class that is full should be directed to the department chair.
Individual faculty members may be consulted but will not decide.
Capstone Projects
Capstones are optional for seniors interested in a challenging, in-depth, multi-disciplinary
experience they intend to explore throughout their senior year. Capstone students work with
both a Latin advisor and an external advisor. Students interested in Capstone work submit a
formal proposal to the Capstone Committee at the end of the junior year and begin their work
the summer before senior year.
Toward the end of the second semester, Capstone students share their work with the upper
school community, as well as submit their work to the Capstone Committee for critical review.
Capstone projects are noted on the transcript.
Senior Projects
Senior projects are also optional but more limited in scope than Capstone Projects, allowing
students the opportunity to pursue an individual interest during the last three to four weeks of
the senior year, during which time they carry a reduced academic load. Unlike ISPs and
Capstones, senior projects can be non-academic in nature. All senior projects culminate in a
final product that is shared with the community. Senior Projects do not appear on a student’s
transcript.
Independent Study Projects (ISPs)

Sophomores, juniors and seniors may undertake Independent Study Projects. The student may
have reached the end of a sequence of courses before graduating, or they may want to pursue a
particular creative or research interest not included in the school’s current offerings. An ISP
should lead to a unique final product and demonstrate as much planning and accomplishment
as any of our classroom-based courses.
Credit earned from an ISP cannot be used to satisfy a graduation requirement. ISPs can not be
used to fulfill or replace core subject area curricular requirements.
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A student who wishes to undertake an ISP should seek a teacher willing and able to advise the
project. With the teacher’s direction, that student should write a proposal. Forms for such
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proposals are available on RomanNet and in the upper school office.
Completed applications for ISPs must be submitted to the upper school office by the published
deadline. No applications will be considered following this date. All proposals will be reviewed
collectively by a group appointed by the upper school director. If approval is given, the ISP must
be completed according to the specified parameters. ISP’s should meet in person a minimum of
three times a cycle and will typically be done for Pass/Fail credit. ISP proposals requesting that
the course receive a letter grade will be expected to meet more frequently, involve greater
depth of inquiry and present a detailed assessment structure in the proposal. Please note that
ISPs, regardless of how rigorous, will not carry the designation of Advanced Placement or
Honors. Additionally, the ISP will not be displayed on a student’s transcript until completion has
occurred.
When grading is based on points, the following definitions are standard throughout the upper
school:
90-100 A
80-89 B
70-79 C
60-69 D
Below 60 F
Teachers have the discretion to give plus or minus grades in these ranges. Latin teachers do not
award the grade of A+.
In addition, the following symbols are used on academic reports:

I Incomplete
P Passing
W Withdraw
Grade Reports
Teachers write comments on all students at the end of the first and third quarters. Teachers
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typically write comments at the end of the second and fourth quarters if a student has a grade
below C-, if the student’s grade has changed by at least a letter grade from the previous quarter,
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or if a student is receiving an Incomplete.
Progress Reports
Faculty use progress reports to update students and families on significant changes in
performance between grade reports. In describing student performance, faculty are to
reference specific assessments or behaviors and, if needed, the necessary course of action to
improve. The dean, advisor, student support team, family and student each receive the progress
report to facilitate conversation and support.
Upper School Grading Policies Semester and Final Exams

In December and in May students will have exams or other final assessments in most courses.
Exam week is included in the academic calendar and attendance is expected. In most situations,
exams count as a significant part, but no more than 20 percent, of the final grade. At the
teacher’s discretion, and to be stated in the syllabus, a teacher may allow an exam or final
assessment to be 25% if to the benefit of the student’s final cumulative grade. A low final
assessment grade may lead to failure in the course even if the student’s average before that
assessment was passing.

The method for determining a student’s grade will be published by every teacher on RomanNet.
Faculty have discretion to determine the method by which final grades are determined. Faculty
may maintain a cumulative grade book that does not weigh by semester, quarter, or exam.
Different courses may have different weighting of quarters, final assessments and semesters. In
all cases teachers must be able to provide documented evidence of how the grade was
determined.
However, when a course does weight grades by quarter, semester, or exams, different sections
of the same course must have the same weighting.
Incomplete Grades
In special situations, the upper school director, in consultation with the assistant upper school
director, dean, department chair and teacher, may allow a student to receive a grade of
Incomplete for any given marking period.
that is not resolved within this time will result in the student not receiving credit for the
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outstanding work and a grade will be issued. In special situations, the upper school director may
extend the time allotted for removing a grade of “Incomplete.”
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Requirements for making up a failing grade

Students who fail a course needed to meet a departmental graduation requirement or the
minimum 24 credits will be expected to make up the failure. The method will be one of the
following:
Summer School: In some situations, you would be expected to attend summer school at Latin. If
you attend summer school at Latin, you must take and pass an examination at the end of the
summer school course to receive credit.
Repeating the course: In some situations, you may be permitted or required to repeat a failed
In rare situations, the school may approve tutoring arrangements over a summer, with the
requirement that you must take and pass at Latin an examination at the end of the tutoring to
receive credit.
GPA
Latin does not calculate class rank or GPA, which is in line with the policy of many of our peer
independent schools. While it is true that colleges and universities ask students and college
counselors to report both class rank and GPA, students and counselors have the opportunity to
indicate that their institution does calculate these metrics. On any application or form that
requests GPA or rank - including but not limited to summer program, college, scholarship, and
job applications - students should indicate that their school does not calculate. It is important to
understand that this policy in no way negatively impacts students, whether that be in the
college admissions process, the summer programs process, or any other venue. In fact, we’d
argue it benefits students. Without GPAs, institutions are required to look more closely at our
students’ curricula and grades, and it is more difficult for them to compare Latin students in
ways that don’t take into account the nuance of each students’ choices and achievements.
Colleges and universities are accustomed to reviewing large portions of their applicant pool
without this data, and students will not be penalized for not providing it.
There are extenuating circumstances where a GPA is absolutely required. Division I and II
athletics, application to service academies, and certain scholarship opportunities are some
examples. Students should always attempt to select an alternate option that indicates that their
school does not calculate GPA, but in the event that they cannot bypass this requirement, they
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should seek the support of the College Counseling Office who will guide them through obtaining
and releasing this information.
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Academic Monitoring: Concern and Probation

Latin School provides an academic environment that values a fundamental expectation that
each student will engage in the learning experience and work to the best of their ability. The
upper school understands that students may need additional support to be successful,
especially in the area of academic performance. To this end, student academic progress is
monitored and, if found to be concerning, addressed through placement on Academic Concern
or Academic Probation. This process of placement is a supportive and proactive one that has
the following goals:
● to enhance and encourage communication and support at all levels, especially between
families and the school.
● to set out structured guidelines to ensure consistency in approach from student to
student.
Academic Concern
Students who end an academic semester with one or more grades in the D range (i.e., D+, D, or
D-) or a failing grade will be placed on a status of “Academic Concern” by the assistant upper
school director and grade level dean of students. Students and families will be alerted of
Academic Concern status via email from the dean of students. The dean of students, the
student’s advisor, and/or members of the student support team, in collaboration with the
student and family, will create a plan to support the student. Academic Concern should signal to
the student and family that additional steps to improve their academic performance need to be
taken.
Academic Probation
If the student on Academic Concern does not improve their grades by the following academic
semester, they may be placed on Academic Probation. The upper school director, assistant
upper school director and student support team determine Academic Probation status. If placed
on Academic Probation, it is a signal to the student and their family that the student’s academic
performance raises concerns about the student’s enrollment status at Latin.
Once a student is placed on Academic Probation, the following support steps are taken:
● A meeting will be held with the student, family, student support staff and advisor to
develop an academic recovery plan.
● The dean of students will notify students and their family with a formal letter that
specifies the conditions of Academic Probation.
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● A student will be required to consistently meet with their learning specialist, dean
and/or advisor.
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● Additional resources will be offered/suggested as applicable.

● A student will be issued academic updates called Student Status Reports through
Learning Resources, which will be shared with the student and family.
● A student’s status in any honors level course or elective(s) courses will be assessed to
determine fit and best interest.
Depending upon an individual student’s academic record and needs, any number of steps in the
process may be eliminated or additional steps added.
Academic probation will last until the end of the following semester when it will be reassessed.
Students can work their way back into good standing, and off of Academic Probation, by
increasing all grades to C- or above.
If a student who has been on Academic Probation during a previous semester later shows
academic decline that would merit a status on Academic Probation again, the student will be
recommended to the Academic Review Team.
Academic Performance and Health Concerns

Students with serious and/or long-term health concerns who have fallen out of good academic
standing may not immediately be placed on Academic Concern or Probation. In these
circumstances, medical documentation is required. The school will partner with the student and
their family to create an academic recovery plan. Students who do not achieve good academic
standing by the following semester may be placed on Academic Concern or Probation, if the
student support team deems it necessary. For more information regarding medical leave, please
refer to that portion of this handbook.
Academic Review
If a student does not work their way back into good standing at the school, the student will be
recommended to the Academic Review Team, which consists of the upper school director, the
assistant upper school director, the student support team, and the student’s advisor. The
Academic Review Team will utilize a holistic approach to consider the best interests of the
students and assess their fit at the school.
If the Academic Review Team believes the student in question would benefit from exploring
alternate educational options or the school feels it does not have the resources to effectively
support the student, the school will advise the family to begin exploring other school options.
The final decision whether to re-enroll a student is made at the school’s discretion and can
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happen in June. On occasion, when a student whose enrollment contract has been issued and
returned with the required deposit, the school reserves the right to revoke it and ask the family
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to separate from the school before the following semester.
Transcripts
Transcripts are summaries that list all the courses the student has taken in the upper school at
Latin, including Global Online Academy (GOA) courses and Latin Summer School, but excluding
Physical and Affective Education. A transcript reflecting additional coursework completed while
in high school (not at Latin) should be submitted to the upper school office and College
Counseling Office. The official Latin transcript reflects only Latin high-school level coursework. It
also displays AP test results, school awards and grades earned in qualifying university-level
coursework while at Latin.
When the final grade is available, it is the only grade for the class that appears on the transcript.
For mid-year transcripts, only the semester one grade is displayed for year-long courses.
Unofficial transcripts are available for download by students and parents/guardians from the
Files and Forms section of RomanNet. They are refreshed after the first semester and at the end
of the school year once grading is complete and grade reports have been distributed.
In the event that a student takes a course in the regular session and repeats it in Latin’s summer
school, both grades will be reported on the transcript. The student will receive only one credit
toward graduation for the course.
Requests for transcripts must be made in writing by emailing transcripts@latinschool.org.
STUDENT SUPPORT & RESOURCES

The student support team consists of the assistant upper school director, advocate for students
of color, college counselors, counselors, dean of community learning, dean of students (grades
nine and ten), dean of students (grades eleven and twelve), learning specialists and school
nurse. Latin offers resources to its students to foster each student’s personal and academic
success.
Upper School Advisory

The upper school advisory program provides students with a homebase focused on fostering
connection, developing peer relationships and reflecting on community programming and
topics. The groups are facilitated by an Advisor who acts as an advocate for their advisees,
serving as the primary contact for families and a bridge between students and
faculty/staff/administration.
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Upper School Advisor’s Role
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Advisors work closely with individual students, the group as a whole and the families of their
advisees. The parameters and expectations of those relationships are clarified below.
Student
● Advisors will advocate for their advisees and will partner with the student's dean to
support the student's academic growth.
● Advisors will become familiar with advisee’s interests and activities in an effort to
develop a meaningful relationship.
● Advisors will meet with advisees individually at least once a semester.
● Advisors will assist advisees with goal setting and reflection.
● Advisors will be the primary point of contact for faculty/staff/administration within Latin
who have concerns about a student socially or academically.
Group
● Advisors will foster a purposeful community within their advisory group.
● Advisors will share information found in advisory resources provided by upper school
administrators which will provide a connection with the mission of the school.
● Advisors will facilitate discussion and reflection related to community time experiences.
● Advisors will help build and develop peer to peer connections, conversations and
relationships.
Families
● Advisors will support families with regards to academic and social concerns and praises.
Advisors will reach out to families at least once a semester for an overall check-in on the
student.
● Advisors will be a partner to families and help guide them to the resources Latin
provides.
● Advisors will act as each family’s primary point of contact to aid in any academic or
social issues that are occurring with each student. While major discipline issues will be
communicated to families and the advisor through the upper school deans, advisors will
support the student and family.
*Issues that require urgent social-emotional support should be brought to the appropriate
student support team member.
Counseling Program
The Counseling Program at Latin provides a range of prevention and intervention services to
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support students’ emotional, social and educational development so they may lead satisfying
and productive lives at Latin and beyond. The emotional and social well-being and safety of our
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students is the foremost concern of the counseling program. One of the primary roles of the
counselors is to provide support and expertise to students who may be experiencing
psychological stress, social difficulties, an acute crisis, or are participating in high-risk behaviors.
Counselors also consult with administrators, teachers and families and serve as a liaison with
medical/mental health professionals.
The Counselors offer an open and accepting environment, treat each student with dignity and
advocate for all students from diverse populations. Any student or family member may request
or be referred to one of the Counselors who will collaboratively develop the best plan to
address that student’s needs. Counselors strive to maintain sensitivity to the privacy of student
and family concerns. Confidentiality will be maintained except in situations when there is a
concern for the safety or well-being of a student or disclosure is required by law and/or
professional standards. Students are welcome to informally stop by the office of a Counselor to
talk with one of them regarding any questions or concerns about the well-being of themselves
or others.
Support and Sanctuary

Consistent with the school’s aspiration to be a drug and alcohol-free environment, the
administration will support any student who proactively and voluntarily seeks help and
treatment for their own drug or alcohol problem. Sanctuary insulates the student from
discipline for admitted acts of using drugs/alcohol prior to disclosure. Sanctuary may not be
used by students or families as a means of escaping impending disciplinary action. The school
will offer support and sanctuary to any student who meets ALL of the following criteria:
● Voluntary self-identification of illegal drug or alcohol use prior to identification through
other means.
● Enrollment in counseling and rehabilitation services as recommended by Latin School of
Chicago.
● Written verification by physicians and therapists of continued counseling and
rehabilitation services related to the illegal drug or alcohol use.
● Abstention from all illegal drug and alcohol use after self-identification.
The school reserves the right to request the results of drug testing from a testing facility
approved by the Student Support Team. Any further drug-related offenses that the school
becomes aware of after entry into Support and Sanctuary will be treated as a disciplinary
matter. If, in the context of a school event or school-sanctioned event, a student assists,
supports or cares for a fellow student who is under the influence of alcohol or drugs, that
student shall not be subject to the discipline process. If, in the course of the event, the school
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learns that this student is under the influence of alcohol or drugs, Support and Sanctuary will be
invoked automatically.
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College Counseling
The goal of the college counseling process is to help students gain a place in the college or
university most appropriate for their academic and social needs, educational aspirations and
financial capabilities. While the college counselors try to ensure that college admission
decisions are informed and thoughtful, students and parents/guardians are also expected to
play a major role in the application process. This process is highly collaborative and requires
self- examination, research and college visits.
Students and their families are coached through every stage of the process. Beginning with the
start of high school, general meetings bring families and students up to speed on some of the
universal issues facing college hopefuls. All Latin families work one-on-one with a Counselor
during the student’s junior year and continue with this relationship until graduation. The staff of
the College Counseling Office encourages students to be involved, reflective and accountable
for their choices. As the people who know their children best, families also play an active role.
We work closely with each student and family to find a group of schools that best match (and
build upon) the individual strengths, interests and achievements of an ever-evolving Latin
student.
During junior year, the members of the college counseling staff hold required classes, scheduled
into a student’s course load, to discuss many of the complex and universal issues related to the
admissions process. We offer an optional test prep course, open to juniors and seniors, that will
familiarize students with the ACT and SAT standardized tests and provide them with effective
study and test-taking strategies as they embark on their college admissions process.
In addition, families and students are required to attend evening programs in the junior and
senior year and are invited to a variety of programs that help illuminate pertinent issues in the
college process. Each junior is required to meet individually with their college counselor as well
as with their family once in the spring and as often as they wish subsequent to their initial
conference.
Academic Support
The upper school faculty is committed to providing academic support to students. Students are
always urged to seek out their classroom teachers during a free period (or before or after
school) if they have questions about the material they are studying. When reaching out to
schedule a meeting with a faculty member, students should adhere to the ROMAN Rules:
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Learning Resources
The Upper School Learning Resources Office supports students in becoming successful,
independent learners and strong self-advocates. Learning Resources directs students to the full
range of school-based resources at Latin in support of that goal. The office directly works with
students who are diagnosed with learning differences, though it is available to all upper school
students. Students may independently seek support from learning resources, but faculty, staff
or families may also refer students.
Among its specific functions, learning resources consult with administrators, teachers and
families, and serves as a liaison with independent diagnosticians, therapists, and tutors. In the
short term, if desired by a student, the learning specialists can provide support in such areas as
organization and time management, note-taking, reading comprehension and learning and
study strategies. For students requiring longer-term support or course-specific assistance, the
learning specialist can facilitate content-based support from the student’s teacher and, if
necessary, outside support.
Accommodations
The upper school provides classroom and testing accommodations that do not modify Latin’s
academic requirements for graduation, course curriculum, or curricular requirements of a class.
The goal is to provide reasonable and effective accommodations while promoting independence
and self-advocacy. A current (within three years), documented diagnosis is required for
considering any accommodations. After reviewing a psychoeducational or neuropsychological
report, the Learning Resources Office will determine whether and which accommodations are
reasonable and appropriate. Typical accommodations are 50% extended time and alternative
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testing location. Upper school Learning Resources is not able to provide 100% extended time.
While evaluators will often recommend a variety of accommodations, approved
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accommodations at Latin are limited. The upper school learning specialists can provide more
detailed information about Latin’s guidelines for diagnostic documentation and eligibility for
accommodations.
Tutor Recommendations
Before seeking tutoring services, Latin encourages students to work with their classroom
teachers and/or learning specialist. When tutoring seems advisable, we prefer that students
work with tutors that Learning Resources recommends based on their knowledge of the
student’s specific learning needs and suggested tutor’s specialty. For guidance on tutor
expectations, please see the Academic Integrity section of this handbook.
School Nurse Role/Mission Statement

The school health office strives to keep all students healthy, safe and ready to learn while
remaining within the school environment. School nurses support student success by providing
health care through assessment, intervention and follow-up. The National Association of School
Nurses (NASN) defines school nursing as "a specialized practice of professional nursing that
advances the well-being, academic success and life-long achievement of students. To that end,
school nurses facilitate positive student responses to normal development; promote health and
safety; intervene with actual and potential health problems; provide case management services;
and actively collaborate with others to build student and family capacity for adaptation,
self-management, self-advocacy and learning." Using clinical knowledge and evidence-based
practices, the school nurses work to protect and promote the health and wellness of the entire
Latin community.
Food Allergy Information

As stated in the general section of the Student/Parent Handbook, if your child has a food allergy,
it is critical that you notify the school nurse as soon as possible. Students in the middle school
and upper school are asked to carry their own emergency medication on their person at all
times, including field trips and activities away from school. Please note, however, that this does
not make them responsible for administering the medication in the event of an emergency. As
an extra precaution, an additional dose of any emergency medication should also be delivered
to the school nurse prior to the start of the school year along with a copy of the Emergency
Action Plan which will be kept in the Health Office for use in an emergency. Latin School of
Chicago does carry a stock-supply of epinephrine auto-injectors for use in an emergency. These
are located in the school health office, reception desks, cafeterias and athletic first aid kits.
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Food Allergy School Policy
As a school, we commit to being a tree nut and peanut “aware” environment, meaning no food
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that contains tree nuts or peanuts or may contain tree nuts or peanuts is knowingly brought
into any of the buildings. When outside food is brought into Latin, whether by a student, family
member, faculty or staff member, it is the responsibility of that person to ensure to the best of
their ability, that the food does not contain tree nuts or peanuts in any trace amount. Families
must be notified of any outside food that is meant to be shared with students and
communication should be done 48 hours in advance of the outside food being provided. Due to
the frequent changes that take place in manufacturing and food processing practices, as well as
ambiguous labeling rules, Latin School of Chicago does not maintain a list of "acceptable"
outside food at any time and cannot be responsible for approving outside food.
CO-CURRICULAR OPPORTUNITIES
Affinity groups
Affinity groups operate under the assumption that they explore the respective aspect of identity
in terms of the privileged or oppressed role they hold in society; in exploring this aspect of
identity, it is also expected that the group will address points of intersectionality. Because
affinity groups are expected to take on these kinds of conversations, they are required to have
at least one faculty advisor who attends each meeting. Affinity groups may hold closed
meetings where attendees self-identify with the given identity marker for the group.
Athletics
Latin offers a comprehensive after-school sports program. The program emphasizes physical and
social development, sportsmanship and competition. As a participating athlete, you will be
given the opportunity to develop your physical attributes and to compete in the sport(s) of your
choice.
Clubs and Organizations

Latin offers a range of extracurricular clubs and organizations throughout the school year and
students are welcome to initiate new extracurricular organizations at the beginning of first
semester and/or second semester. In each case, a faculty sponsor and an acceptable charter are
necessary in order to receive official recognition and funds from the school. You are encouraged
to participate in one or more of these activities, which are designed to broaden your
educational experiences and develop your talents and special interests.
Performing Arts
The Performing Arts Department offers a wide range of curricular and extracurricular
opportunities. In addition to courses in Instrumental Music, Vocal Music, Dance and Theatre,
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there are multiple productions each year that all students are eligible to audition for, including a
musical every other year. Latin also has a Dance Company that performs twice a year, a Jazz
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Band, an improv troupe, a student-run theatre group and two student a cappella ensembles.
Student Publications/Freedom of the Press

The Forum and other publications are the primary instruments of freedom of the press for the
school community. Their function is to ensure the free and open exchange of ideas so that
understanding of issues and situations confronting the school will be increased. To achieve this,
the publications allow all members of the school community to express their individual
opinions.
This broad right, however, is not without responsibilities. All contributions must be signed,
although requests to withhold names from published material will sometimes be honored. All
materials printed, including editorials, letters to the editor, cartoons, humor, advertisements,
features and news articles must comply with the tenets of responsible journalism. These include
the avoidance of libel, indecency, undocumented allegation, attacks on personal integrity,
harassment and innuendo.
The faculty advisor shall determine whether submitted material complies with these standards.
Upon determination that a particular piece fails to comply, the faculty advisor has the right to
demand that the piece be revised, or, at their discretion, preclude its publication.
Access to Upper School

All students are required to carry their Latin issued identification cards with them at all times.
Furthermore, students are expected to electronically badge-in using their student identification
card when entering the building and electronically badge-out when leaving. Sensors for
electronic check in/out are located on and near the reception desk on the first floor. Students
who fail to use their student identification card to badge-in or out of school for five consecutive
days, will be issued a new student identification card and their account will be charged.
On weekdays, when school is in session, the upper school building opens to students at 6:30
a.m. Students are expected to be out of the building by 9 p.m. unless they are participating in a
specific activity under the direct supervision of a teacher, coach or other adult. On weekdays,
the upper school office is open from 7:30 a.m. to 4 p.m. The Learning Commons is open from
7:30 a.m. to 6 p.m.
On Saturdays between 8 a.m. and 3 p.m. students have access to unlocked areas of the building.
After 3 p.m., students are expected to leave the building unless they are participating in a
specific activity under the direct supervision of a teacher, coach or other adult. The building is
closed on Sundays.
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ATTENDANCE
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Latin is an environment in which students engage the learning process as individuals, in groups
and through open exchange with peers and faculty. School attendance is essential to this
process and highly predictive of success. While it is understood that students will occasionally
need to be absent, Latin encourages students and their families to make every effort to
prioritize school attendance. Therefore, Latin expects students to arrive at school on time every
day and to attend all of their classes.
Because we value attendance at school, Latin will track and distinguish between excused and
unexcused absences; however, the school does not make a distinction between excused and
unexcused tardies. The school will respond to student absences and tardies on a case-by-case
basis (see below: Addressing Attendance Patterns).
Responsibilities of Student Regarding Attendance

Defining Absence from Class
Students arriving late to class will be marked tardy. Students arriving more than 20 minutes late
to a 50-minute block or more than 30 minutes late to a long block will be marked absent.
Free Periods
If a student has an early morning free period, the student may elect to arrive at school later
than the designated start time for the day.
During free periods, students are permitted to leave the building by “badging out” at the school
entrance. This privilege requires maturity on the part of the student and trust on the part of the
school and the student’s family. A dean, the assistant upper school director or the upper school
director may revoke a student’s sign-out privilege as a consequence of a student’s behavior.

If a student becomes ill during the school day the student should go to the nurse’s office for
assistance. If the nurse decides that the student should go home because of illness, they will
telephone a parent to report the illness and to get permission to send the student home. No
student will be permitted to go home without parental consent.
Academic Responsibility for Absence
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teachers to make up for missed work in a timely manner or according to teacher policy.
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Meetings can be arranged during the regular school day if both the teacher and the student
have a free period in common or before or after school. Work that is not completed within the
agreed upon timeline will not be accepted for credit.
If a student is absent without excuse from an academic obligation, the faculty member has the
discretion to deduct points on the assignment, including giving a zero on the assignment. The
faculty member also has the discretion whether or not to offer a retake opportunity for the
assignment. The student should not expect that the faculty member will review the material
missed during an unexcused absence.
Unexpected Teacher Absence in Class

On rare occasions, students may arrive at class to discover that their teacher is not yet present.
If the teacher does not come to class within ten minutes, a classmate should report the
situation to the upper school office. Students may not leave the classroom unless they are
dismissed by the upper school director, assistant upper school director, a dean or the
department chair. If it is believed that there is no class or that the teacher was not in an earlier
class, students should still go to their scheduled class unless they have been notified by a school
administrator of the class’s cancellation.
Absence Prior to Co-curricular Activity

In order for a student to be eligible to participate in extracurricular activities on a particular day,
the student must arrive on campus and attend classes for the remainder of the day. The dean or
upper school director, in consultation with the appropriate co-curricular leader, reserves the
right to make exceptions to this rule, pending review of circumstances. It is incumbent on the
student to inform the activity leader or coach, the athletic director (when relevant) and the
dean if they expect to arrive at school late.
Authorization for Planned Absence
Because attendance at school is important, Latin asks that families and students consider
academic obligations and extracurricular commitments before requesting a planned absence.
If a student knows in advance that they will be absent from school, they should have a
parent/guardian complete the absence authorization form noting the date and reason for
absence.
Students should also notify teachers and have a conversation prior to the absence about how to
best make up the missed work and class time. Students should coordinate with each individual
teacher to create a timeline or plan for missed work.
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If students do not meet an individual teacher’s expectations and timeline for missed work, they
risk losing points or forfeiting the ability to make up the work.
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Absence for College Visit
Students are allowed absences for the purpose of college research and preparation. However,
these excused absences are only permitted for seniors, or for juniors in the second semester.
Students will be allowed no more than three excused full day absences for this purpose in each
of these three semesters. Students who need to miss more than three days for extenuating
circumstances should engage in discussion with their dean and college counselor. While
college-related absences are excused, families should keep in mind that repeated and excessive
absences, regardless of their purpose, can have a deleterious effect on any student’s
performance; keeping college absences to a necessary minimum is advised.
Questions About Attendance Record
If a student suspects an error in their attendance or tardy record, it is their responsibility to seek
assistance from their dean of students.
Responsibilities of Family Regarding Attendance
Reporting Absences or Late Arrivals
If a student is going to be absent or tardy, we ask that a parent, legal guardian, or adult
designated by the parent notify the school by completing the absence authorization form
before 9 a.m. on the day of the absence. If no email or voicemail is received, the absence will be
considered unexcused and appropriate disciplinary action will be taken. The school will attempt
to contact the parent/guardian/authorized adult on file to confirm the whereabouts of the
student.
Supporting Student Attendance
Latin strongly discourages parents/guardians from making out-of-school commitments for

students during school hours. If a student must miss one or more school obligations during the
day because of an off-campus appointment, their parent is responsible for completing the
attendance authorization form before the anticipated absence indicating the time of departure,
the time of return and the reason for the departure.
Latin strongly discourages students from leaving early for or returning late from vacation. Quite
frequently, major assessments come right before or right after vacations and missing them can
hinder the execution of collaborative projects specifically and academic performance in general.
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Families who anticipate a significant number of absences due to non-Latin extracurricular
obligations are required to meet with the appropriate dean at the beginning of the semester.
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Responsibilities of School Regarding Attendance
Attendance will be taken in each class, advisory and community time. A student who arrives late
to a class, advisory or community time for any reason will be recorded as tardy.
Student Illness During School
If the nurse decides that the student should go home because of illness, she will telephone a
parent to report the illness and to get permission to send the student home. No student will be
permitted to go home without parental consent.
In case of serious injury or illness, the nurse (or their school designate) will take the student to a
hospital (usually to Lurie Children’s Hospital) and call the parent. Except in a life-threatening
emergency, hospital personnel may not by law provide medical services without the consent of
a parent or guardian.
Addressing Attendance Patterns
When absences (excused or unexcused) and/or tardies are perceived to have negative impacts
on individual students or the Latin community, the dean and/or student support staff will - at
their discretion - meet with the student and/or their family to work toward resolution of those
concerns. Possible outcomes include, but are not limited to, the development of a wellness
plan, academic planning meeting with students/families and/or disciplinary measures up to and
including probation and/or out of school suspension. In extreme cases, the school reserves the
right to withhold the enrollment contract for the subsequent school year.
LEAVE OF ABSENCE or MEDICAL LEAVE
The treatment for certain medical and psychological conditions and behaviors is best handled
outside the school setting. To support the wellness of individual students, as well as the broader
school community, the school reserves the right to require a medical leave of absence or a
medical separation.
A voluntary or mandated medical leave of absence may be authorized in consultation with the
upper school director and student support team to address physical or emotional illnesses that,
in their judgment, cannot be adequately treated while the student is in the school setting.
These same administrators will determine whether and under what conditions that student
should return to the school.
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Under certain circumstances, a leave may be granted by the administration when requested by
parents/guardians. The request should be made to the upper school director in writing and
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should be accompanied by medical documentation. In these cases, families are required to

remain current in their financial commitments to the school. All contracts remain binding.
Failure to comply with any specific requirements could jeopardize a student’s enrollment.
There are generally three forms of medical leave:
Short-Term
An approved absence from the school for health reasons, lasting no more than two
weeks. Once a medical leave decision is made as outlined above, the upper school
counselor and/or the appropriate dean will notify the student’s teachers. Though
extensions are granted for medical leaves, the ultimate responsibility of keeping up with
the course work lies with the student.
Long-Term
An approved absence from school for health reasons lasting longer than two weeks but
no more than one academic year. Often this may require the rest of the current
semester, plus one additional term for stabilization of the student’s condition. Though
extensions and special arrangements are granted for long- term medical leaves, the
ultimate responsibility of keeping up with the course work lies with the student.
Medical Separation
A voluntary or mandated absence from the school for health reasons requiring more
than an academic year. This leave is reserved for the student who has demonstrated
efforts to adjust but for health reasons cannot meet the requirements of the school
community, academically or socially. While it involves the loss of the student’s space in
the school, it is distinguished from a withdrawal or dismissal in that it leaves open the
possibility of application for readmission.
Assignments & Schoolwork During Medical Leave
When a student is away from school on a medical leave that lasts more than a week, it is typical
for “minor” assignments (i.e. daily reading quizzes, etc.) to be excused. Major assignments
related to prominent course content or skills may be rescheduled and adjusted as needed on a
case-by-case basis. The Student Support Team, under the direction of the assistant upper school
director will coordinate and document a make-up plan and calendar, in collaboration with the
student, the family and teachers.
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Return from Medical Leave
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Prior to a student’s return to school, the student and their family must provide the school with
information and access to the treating professionals, as well as reports of social and academic
function. When it is deemed appropriate for a student to return to school, students and their
families can expect a re-entry meeting to take place. The meeting typically involves the student
support team, advisor, student and their family. At the discretion of the school, others may be
invited as deemed necessary or appropriate. Upon return to school, student support systems
will be put into place to determine an appropriate academic program with input from the
student’s teachers.
Required Counseling
The school reserves the right to make professional counseling a requirement of a student’s
continued attendance at Latin. Parents/guardians are responsible for all costs for such care.
STUDENT CONDUCT
To support the educational mission of the school, Latin is committed to creating and sustaining
an environment that facilitates academic and personal development. Fundamental to this
commitment is the expectation that individual members of the community will adhere to core
principles:
● Students should strive for personal and academic integrity
● Students should treat others with dignity and respect
● Students should honor the rights and property of others
● Students should act in a way that promotes good health and wellness
● Students should take responsibility for their individual and group behavior
● Students should be open and forthcoming when asked about their conduct
Any student behavior, on or off campus, which falls outside of these guiding principles or that
violates school values in a way that reflects poorly on the Latin School community, can result in
disciplinary action.
In addition to these general expectations, there are areas Latin deems serious enough to
address specifically. These major school rules constitute the most serious violations of the
community trust and create elevated concerns about safety, integrity, health and wellness.
Academic Integrity
Academic integrity is a set of beliefs and behaviors that includes:
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● Self-respect for one’s own academic potential
● An interest in learning for its own sake rather than for any rewards or benefits that may
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follow
● Commitment to receive support from others in a way that allows each student to make
the final choices about their academic work
● The presentation of work for assessment that reflects one’s own ideas and initiative in
both process and final product
● Proper citation of sources and persons when students borrow words, images, or
inspiration for their academic work
Lapses in academic integrity are preventable. Latin’s experience and research has found these
lapses are typically caused by one or more of the following:
● Ineffective time management and/or poor long term planning
● Student hesitancy to ask for help when they are struggling
● The erosion of ethical decision making in moments of high stress
● Mental and physical exhaustion from lack of sleep or self-care
● Counterproductive internal and family pressure on performance and grades
● Pressure from friends to inappropriately share information and/or work
● Failure to read directions regarding citations thoroughly
● Note-taking without including source attributions
● Blurry boundaries between proper academic support and others doing work for the
student
Academic dishonesty is defined broadly and includes giving or receiving unauthorized aid on a
unauthorized materials or information on a test, quiz, or other form of assessment.
(this includes paraphrasing or quoting the words or images of another in any work without
giving proper acknowledgment of the source(s) used).

Help from parent/guardian, tutor, or other academic support which is deemed above and
beyond basic instruction can be considered academic dishonesty. If a student, parent/guardian,
or tutor has questions about what qualifies as an appropriate level of academic support, they
should have a direct conversation with their teacher, department chair, or student support team
member prior to submitting assignments.
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The following departments have elaborated their expectations and policies related to academic
integrity here:
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● Computer Science
● English
In English, acceptable writing supports might Unacceptable writing supports include a

include a parent, tutor, peer, or other parent, tutor, peer, or other academic
academic support: support:
● Talking through your ideas with you ● Generating ideas or content for you
● Noting errors or areas for ● Fixing errors for you
improvement ● Any form of generating wording,
● Asking clarifying questions regardless if they physically enter or
● Providing templates or protocols for mark changes to your work
generating or organizing content
● History/Social Studies
● Math
● Visual Arts
● Language
○ Passing off someone else’s work as your own is academically dishonest. Any work must
be a student's own. No complete sentence should ever be provided by anyone else or
translated using a translation tool. Family members, friends, tutors, etc. should not be
writing/rewriting any work in any language for students.
○ Internet translation tools are unreliable. They should be used like dictionaries, and
again, no complete sentence should ever be taken from a translation tool. Compositions
that have been done electronically are generally easy to spot because the language is
often awkward and may include grammar or knowledge never studied. Reliance on
translation tools becomes obvious in class work.
If an individual in the community observes or becomes aware of academic dishonesty

happening in the school, they are expected to be a responsible bystander and immediately
report the incident to a teacher, advisor, counselor, or dean. Students should not assume that
the administration already knows, or that someone else will share the information.
For a discussion of consequences related to academic integrity violations, go here.

as well as tobacco with the understanding that the health, safety and well-being of our students
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is the school’s primary goal. Latin reserves the right to search a student’s property and/or
person if there is suspicion of illicit substances.
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If there is reason to believe that a student at school or at a school event has been using alcohol
or a controlled substance, that student will be removed from the school event and subject to
disciplinary proceedings deemed appropriate by the school.
Additionally, the Athletic Policy and Procedures Manual states that the “use of illegal drugs,
alcohol or tobacco is both dangerous and unhealthy for any student, especially an athlete.”
Student-athletes found in violation of the major school rules stated above are subject to those
same consequences. In addition, student-athletes may also lose the privilege of participation in
a sport or other extracurricular group.
Drugs
Any purchase, possession, distribution, or use of drugs or drug paraphernalia or misuse of any
other chemical substance (including over-the-counter and prescribed medications) will result in
referral to the dean of students for determination of appropriate outcomes up to and including
expulsion. Any physician’s prescriptions should be registered with the school nurse.
Alcohol
Purchase, attempt to purchase, possession, distribution and/or use of alcohol will result in
expulsion.
Tobacco/e-cigarettes
Students may not chew or smoke tobacco at any time, including the use of vaping devices and
e-cigarettes. Purchase, attempt to purchase, possession, distribution and/or use of tobacco and
e-cigarettes will result in referral to the dean of students for determination of appropriate
outcomes up to and including expulsion.
Harassment, Bullying, Cyberbullying and Hate Speech

Latin is a place where the free exchange of ideas, in an atmosphere of civility, is valued both for
the good of the individual and for the entire community. As individuals, students enjoy basic
rights to express their thoughts and opinions; as members of the learning community, they also
accept certain responsibilities to do so respectfully. In keeping with institutional aspirations to
build an environment welcoming of diverse ideas, the upper school considers incidents where
anyone in the school community is intentionally uncivil, disrespectful, or guilty of harassment, a
violation of major school rules.
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Harassment
Individual students have the right to determine their own identities and to express themselves
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and live authentically.
Harassment is any behavior that has the intention or effect of harming or intimidating others, of
creating a hostile or offensive environment, or of interfering with another’s school or work
performance. It can take many forms – verbal, written (including postings of text, photos or
video on the Internet), visual, physical, psychological – and is often, but not always, associated
with actual or perceived race, ethnicity, religion, sexual orientation, gender-related identity and
expression, socioeconomic status, or physical characteristics.
Sexual harassment differs from other forms in that it involves uninvited and unwanted sexual

Bullying
Bullying is a form of harassment and will not be tolerated at Latin. It is generally defined as
aggressive behavior by an individual or group that may be repeated over time and has the
intention or effect of harming others. Bullying usually occurs when there is an imbalance of
power and can take many forms including, but not limited to, actions such as physical violence,
intimidation, teasing and name calling and social exclusion.
Cyberbullying
Cyberbullying is also a form of harassment and is defined as cruelty to others by sending or
posting harmful material using the Internet, cell phones or other digital media. It differs from
the more traditional forms of bullying in that it can occur at any time and its messages and
images can be distributed quickly to a wide audience. The school reserves the right to
investigate and proceed with disciplinary outcomes as the school considers appropriate.
Hate Speech
Latin prides itself on celebrating and respecting the racial, ethnic, social, cultural and religious
differences that are represented in its community. Speech that divides the upper school student
body runs counter to our guiding principles and the mission of our school. Therefore, hate
speech of any kind is expressly prohibited.
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Hate speech can be language or symbol written, spoken, signed or worn on clothing.
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Additionally, posts on any social media platform, including text messages or video messages
sent to others could lead to disciplinary action. After collecting available information, the
administration will evaluate the intent and/or the impact of any form of communication
reported as possible hate speech.
Any student engaging in speech that has the intention or effect of harming, injuring, degrading
and or ridiculing another person or persons because of racial, cultural, gender, ethnic, social,
religious, or other protected identities could face disciplinary consequences, including but not
limited to probation, suspension, or expulsion.
Procedure for Reporting Harassment

If an individual in the school community feels that they have been, or are being, harassed, or if
they witness harassment, it is expected that the individual notify a trusted adult in the school.
All investigations of harassment should be conducted so that the privacy and the rights of the

Responsibility of Bystanders
If an individual in the community observes or becomes aware of personal harassment or hazing
of any member of the community, they are expected to be a responsible bystander and
immediately report the incident to a teacher, advisor, counselor or dean. Students should not
assume that the administration already knows, or that someone else will share the information.
Receiving more information is much better than receiving none at all.
Consequences of Harassment
Latin considers harassment by any member of the community a serious violation of community
values. If it is determined that harassment allegations are true, education ought to be the first
goal. Consequences could also include suspension or expulsion.
Incidents of Bias Protocol

This protocol will be used for incidents of bias that take place at Latin School of Chicago and/or
involve members of the Latin School community. Incidents of bias can be both intentional and
unintentional acts related to an individual’s or group’s identity. That identity includes, but is not
limited to ability, age, ethnicity, gender, race, religion, sexual orientation, socioeconomic status,
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etc. The goal of this protocol is to be consistent in how we, as an institution, address these
incidents.
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● After an incident occurs, students should fill out the electronic incident report available
on RomanNet. When a student completes the form, a Latin email address is required.
We also encourage the student to inform a trusted adult within the Latin community.
This adult can be a dean, teacher, US Director, counselor, diversity coordinator, coach,
etc. We also encourage the student to inform their parent/guardian.
○ While we encourage students to fill out the report themselves, they may ask the
trusted adult to complete the form to maintain anonymity.
○ The Incidents of Bias Team will work through the student’s advocate to explain
how the process and outcomes may take different forms if the student does or
does not request to preserve anonymity.
● The completed form is automatically sent to the following individuals (Upper School
Incidents of Bias Team): US Director, Assistant US Director; 9th and 10th grade deam and
11th and 12th grade dean, Dean of Community Learning US Counselors, Director of
Diversity, Equity and Inclusion, US Diversity Coordinator and US DEI Curriculum &
Diversity Coordinator.
● Once the incident report has been completed, the individuals listed above will meet to
discuss next steps on how to proceed.
● The grade level dean will reach out to the affected student and inform their family of the
situation within 24 hours.
● In the case of student to student interactions the grade level dean will also reach out to
the alleged initiator(s) and inform their family of the situation once all pertinent
information is gathered.
● In the case of adult to student interactions the US Director and Director of Diversity,
Equity and Inclusion will reach out to the faculty/staff member.
● All students involved in the incident will speak with their grade level Counselor.
● Consequences of each incident may vary, but there will always be an accountability and
learning/educational component.
● Once the above processes have been completed, the grade level deans will
communicate out to involved students’ advisors and any other adults deemed
appropriate.
● All questions or concerns should be directed to any member of the Incidents of Bias
Team to ensure confidentiality.
● While preserving confidentiality of those involved in particular interactions, to the best
of our ability, members of the team will report patterns across the reported incidents to
the community in order to set subsequent goals.
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Sexual Misconduct Policy (Student to Student)
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Part 1: Definition
This policy sets behavioral standards and expectations for interactions between students who
are enrolled at Latin and/or participate in any Latin-sponsored activities, such as sports teams or
clubs.
Sexual behavior should occur only when there is consent. Consent must be freely given,
affirmatively communicated, on-going, and given while awake and aware.
● Freely Given: Consent must be offered of free will, without coercion, violence, or threat
of violence
● Affirmatively Communicated: All persons involved must express overt actions and/or
words indicating agreement for sexual acts
● On-Going: Permission must be granted for every activity at every stage of a sexual
encounter. Consent can be removed at any time.
● Awake and Aware: Every participant in a sexual activity must be capable of granting their
consent. If someone is intoxicated or incapacitated by alcohol or drugs, and/or is not
awake or fully aware, they are incapable of giving consent.
Sexual misconduct includes behaviors that do not conform to the standard of consent described
above. Sexual misconduct may include behaviors that are unwanted, non-consensual, and/or
coercive, including, but not limited to, sexual exploitation, sexual assault, sexual harassment,
unwanted sexual advances, stalking, and dating violence. Sexual misconduct can be electronic,
physical, and/or verbal in nature. Sexual misconduct can be committed by a person of any
gender identity or age, and can occur between people of the same or different gender identity
or age. Sexual misconduct includes a range of behaviors which impact victims in varied ways.
Sexual misconduct will not be tolerated and will, if found to have occurred, subject a student to
discipline as set out in Part 5 of this policy.
Part 2: Support for Students

A student who is the victim of sexual misconduct by another student is not obligated to register
a formal complaint in order to seek support from school resources. To seek such support, the
reporting student may communicate with any trusted Latin employee. The Upper School
Counselors will immediately be informed of the reported incident.
Information conveyed to all Latin employees, including the counselors, will be treated as
confidential to the maximum extent possible; however, students should be aware that
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counselors are required to contact the student’s parent/guardian. The counselors will discuss
and assist the reporting student with deciding whether to initiate a formal complaint (described
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in Part 3 below), whether to file a complaint with a law enforcement agency, or both. The
counselors also may assist a student with locating off-campus resources, such as sexual assault
crisis services or intimate partner violence resources, where appropriate.
The counselors are available to provide ongoing support to both students who initiate
complaints, and those who are accused.
Part 3: Formally Reporting a Complaint

In order for the school to begin an investigation, the reporting student must register a complaint
with a Dean of Students. The reporting student will need to provide specific details and
information surrounding the event for an investigation to occur. Any issue of sexual misconduct
that the school investigates will involve a Dean of Students and potentially other school
administration.
As a school, we understand that instances of sexual misconduct are deeply personal experiences
which can be difficult to share. For that reason, formally reporting the incident can take many
forms depending on what feels most comfortable to the individual student. Initial reports are
made verbally or by written statement. Personal support (such as a parent or counselor) is
welcome by invitation of the student.
Latin will not initiate investigations based on:

● Rumors
● Second-hand reports
● Reports with insufficient details, such as those lacking alleged offender or witness names
● Anonymous tips
● Parent reports
● Reports involving an alleged offender who is not a member of the Latin community
There is no time limit for reporting an incident.
Part 4: Interim Measures

Before and during an investigation and at the school’s sole discretion, Latin may impose interim
measures to minimize contact between the reporting student and the alleged offender to
support each student while they are at school or school-sponsored events. Examples include
changing a student’s schedule, restricting a student’s access to campus in whole or in part,
prohibiting contact between students, or suspending a student while the investigation is
pending. Violations of any imposed interim measures may result in disciplinary consequences.
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The school reserves the right to modify or adjust interim measures before, during, and/or after
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the investigation and aims to act in support of the involved students specifically and the school
community at large.
Counseling services will remain available for all students.
Part 5: Disciplinary Process

The school has sole discretion concerning the investigatory process and methods. The goal of
the investigation is to gather facts in a fair and impartial manner.
The Dean of Students may conduct the investigation, may appoint an individual or a committee
of employees to conduct the investigation, or may retain an outside investigative firm. As stated
in Latin’s Disciplinary Consequences & Procedures policy, parents/guardians and attorneys are
not involved in the disciplinary process as it runs its course within the school. In cases where
prolonged suspensions, dismissal, or the denial of a student’s opportunity to re-enroll for the
next school year are determined as appropriate outcomes, the parents/guardians will be
notified and may appeal in writing to the Head of School or their designee.
When possible, the school will take into consideration the reporting student’s wishes and
preferences regarding the investigation process. However, it may not be possible to maintain
the student’s confidentiality or anonymity when completing an investigation.
The investigation may involve interviewing the reporting student, the student alleged to have
violated this policy, and any other student or adult witnesses. The investigation also may involve
reviewing documents, e-mails, text messages, social media, and other communications.
Cooperation is expected. A reporting student’s decision to cease cooperating with the
investigation may result in the investigation being closed without findings or discipline. An
accused student or a witness who refuses to cooperate with the investigation may be subject to
discipline.
If an investigation determines a student has violated this sexual misconduct policy, at Latin’s
sole discretion, the following discipline outcomes may be levied (for further descriptions, refer
to the Disciplinary Consequences & Procedures section):
● Continuation or imposition of no-contact instructions or similar measures (as described
in Part 4) to support the reporting student
● Written Warning
● Probation
● Suspension
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● Expulsion
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Part 6: Disclosure and Communication of Disciplinary Infractions

In regard to disclosure and communication of disciplinary consequences imposed, please see
this section of the student/family handbook.
Part 7: Retaliation Prohibited

Before, during, and after an investigation, no student or family member may engage in
retaliatory behaviors against a reporting student, alleged offender, or any other person involved
in the reported incident and school investigation. Retaliatory behaviors can include intimidation,
threats, coercion, or discrimination in any form or through any medium. Violations of this
expectation are taken seriously and will result in disciplinary actions or other consequences.
Students who have experienced or witnessed retaliatory behaviors should immediately notify
their Dean of Students.

The following are examples of guidelines concerning personal and community safety:
Fighting
Fighting and/or physical violence of any kind are unacceptable and will not be tolerated. Likely
consequences for fighting include suspension or expulsion.
Weapons & Fireworks

Use or possession of ammunition, guns or knives (other than knives that are used under adult
supervision for school purposes) is not permitted. Paintball guns, slingshots or other such items
are not allowed since they may constitute a danger to someone else. Students should be aware
that carrying a facsimile of a real gun is against state law, is considered intimidation and, as
such, is a major school rule violation. Use and possession of fireworks is prohibited on campus.
Sexual Behavior and/or Sexual Contact

Students may not engage in sexual behavior while at school or at school-sponsored events.
Reckless Endangerment
Students may not engage in dangerous pranks or other activities (such as climbing outside a
building or tampering with alarms) that pose threats to personal safety.
During emergency situations, students must adhere to the school’s direction; failure to do so
could put members of the community at risk and might be subject to disciplinary action.
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Keys
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Rights to privacy and personal property are threatened by student possession of school keys
and ID cards. Unauthorized use or possession of Latin School of Chicago keys and ID cards by
students is a major school rule violation, as is unauthorized entry into any locked school building
or area.
Theft & Vandalism

While Latin’s day-to-day atmosphere can be somewhat informal, we do recommend that
students keep valuables (like wallets, purses, laptops and other electronic devices) locked in
their lockers. A student accused of theft may be subject to a search. A likely result of such an
infraction will be an out-of-school suspension or expulsion.
Defacing or destruction of walls, lockers, desks or other property here at Latin will be
considered vandalism. Tampering with computer files or computerized data (e.g. hacking) is
construed as either vandalism or theft. Such behaviors may result in probation, suspension or
dismissal from the school.

performing groups or other organizations that represent the school off-campus during vacation
periods and to all students during school trips.
Project Week
Participation in Project Week is a privilege. The highest standards of conduct and integrity are
expected. Given the fact that many students will be traveling well beyond the confines of Latin’s
campus, they must realize that they will be representing both their family and the school during
Project Week.
All school rules (e.g., regarding weapons and the use, purchase and distribution of tobacco,
alcohol and other drugs and drug related paraphernalia) will be in effect during Project Week
activities and other off campus events sponsored or chaperoned by Latin faculty. Students that
violate rules while on Project Week will be subject to disciplinary action as if the violation
occurred on campus. Depending on the circumstances in a given project's location, if an offense
occurs that is worthy of suspension or expulsion, the school and project leader may elect to
have that student removed from the project and sent home at the expense of the family.
Search of Students and/or Student Property
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Latin reserves the right to conduct a search of students’ property and person if a faculty/staff
member suspects a student of possessing a prohibited substance, weapon, or other contraband
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item(s), or being under the influence of any prohibited substance. Latin reserves the right to
conduct a search of students’ property and person both on campus and off campus when under
the care of faculty/staff and/or at a school-sponsored event. Latin handbook regulations
prohibiting substance possession and/or use override any local laws to the contrary.
A student’s refusal to comply with a search serves as grounds to initiate disciplinary action,
including removal from off campus school events and trips such as Project Week.
General Expectations
Food
Unless given permission, students may only eat in the Learning Commons, kiosk areas and Pit.
Students may bring bottled water, coffee or tea in a closed container to class. Teachers or
advisors may allow students to eat in their classrooms on special occasions in accordance with
Latin’s food and allergy policy. Those groups are expected to clean up after themselves. Sitting
in the hallway or locker bays with food is a violation of school rules. The food or beverage will
be confiscated; repeat offenses will result in disciplinary action.
Learning Commons Etiquette

All students, collectively and individually, are responsible for keeping the Learning Commons in
order. Students must use trays for all food and or beverages, they should pick up after
themselves and their friends and they should leave the tables at which they have been sitting
and the floor around them clean and litter-free.
Dress
We expect that student attire will be appropriate for a school environment. If a student is
inappropriately dressed, they will be sent to their dean and/or the assistant upper school
director. The student may be asked to change into more appropriate attire. If necessary,
parents/guardians will be contacted and asked to bring a suitable change of clothes. Repeat
offenders may receive escalating disciplinary consequences including detention, probation, or
suspension. In all cases, the administration reserves the right to determine if a student is
dressed appropriately for school.
Examples of clothing that is inappropriate for a school environment include, but are not limited
to, the following:
● Visible underwear, or underwear worn as outerwear.
● Any clothing that advertises illegal or inappropriate products for a K-12 setting.
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● Any clothing that includes profane, derogatory, sexually suggestive or other offensive or
inappropriate language or symbols.
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DISCIPLINARY CONSEQUENCES & PROCEDURES

A single violation of any of the school’s major rules subjects the student to disciplinary
consequences, including suspension, expulsion or denial of the opportunity to re-enroll for the
next and/or any succeeding school year. Furthermore, the accumulation of a series of minor
offenses and/or a pattern of unexcused absences from school may also be grounds for
disciplinary consequences including but not limited to probation, suspension or withdrawal
from the school.
The Role of Parents/Guardians in the Disciplinary Process

Latin functions in loco parentis by law and by tradition. Consequently, parents/guardians are not
involved in the disciplinary process as it runs its course within the school. In cases where
prolonged suspensions, dismissal, or the denial of the student’s opportunity to re-enroll for the
next school year are contemplated, the parents/guardians will be notified and may appeal in
writing to the Head of School or their designee.
Possible Consequences for Behavioral Violations

Latin uses a progressive discipline system in which behaviors are typically addressed at the
lowest level possible. The primary purposes of Latin’s discipline process are to get the problem
behaviors to stop and to educate the violating student on how to be a more thoughtful,
responsible citizen of the school community.
The progression of disciplinary outcomes is explained in more detail below. Continuing patterns
of problem behavior will escalate the school’s response, up to and including expulsion. Some
violations of behavioral expectations (e.g. the major school rules) are serious enough that lower
level responses may be bypassed in order to apply outcomes commensurate to the violation.
Verbal Reprimand
This is informal, verbal and “on the spot.” A reprimand typically involves a faculty or staff
member and might involve a visit to the dean’s office for further conversation.
Written Warning
This is a more formal notice, typically communicated by email or progress report and it is the
beginning of a disciplinary record. It serves as a formal notification to a student and, sometimes,
their parents/guardians that if the student’s behavior persists, it could put them at risk of more
formal discipline.
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Detention
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A detention is given when a student has repeatedly and/or flagrantly violated a school rule.
Detentions are typically served during the student’s next free long-block. Students are expected
to reflect on their behavior, study (including the completion of chronically late work) or perform
in-school service. Students will accrue detentions on a semester-by-semester basis. At the
conclusion of each semester, all detentions will be erased. Although students will begin each
new semester with “zero” detentions, students will still be responsible for serving detentions
issued in the previous semester.
In consultation with the dean, a teacher may assign students to detention for any of the
following behaviors: extreme tardiness, improper dress, foul language, disruptive behavior,
incivility, lack of cooperation, leaving personal property or litter in the halls, consuming food or
beverages in unauthorized areas and not respecting our shared space (i.e. inappropriate
conduct in halls). Attendance at an assigned detention is mandatory and failure to attend will
result in further disciplinary action.
Behavioral Probation
Students may be placed on behavioral probation for repeated or egregious violation of school
rules. Behavioral probation typically lasts for one semester and up to a calendar year. Once a
student is placed on Behavioral Probation, the following support steps are taken:
● A meeting will be held with the student, family and student support staff to develop a
behavioral recovery plan.
● The dean of students will notify students and their family with a formal letter that
specifies the conditions of behavioral probation and recovery.
● A student will be required to consistently meet with their dean and/or advisor.
● Additional resources will be offered/suggested as applicable.
When a student is placed on behavioral probation, that student is on notice that any
subsequent misconduct may become grounds for suspension, expulsion, or the revocation of
that student’s opportunity to re-enroll at Latin for the next or any succeeding school year. In
addition, a student on behavioral probation may be banned from participating in any
extracurricular activities or sports and/or may be forbidden to attend any other Latin School
functions on or off campus.
At the conclusion of the determined probation period, the student will meet with their dean to
review their standing in the school and discuss strategies to ensure the student’s behavior will
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not merit behavioral probation again. Students whose behavior merits consideration of a
second probationary period will likely be considered for removal from the school.
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Suspension
Suspension is the interruption of a student’s time in the classroom and the broader school
community. Suspensions usually last a day or more. Suspensions can be served at home or in
school, at the discretion of the school and are often accompanied by an exercise in reflective
writing supervised by parents/guardians or teachers. It is sometimes (but not necessarily) the
beginning of a period of probation.
Withdraw Option
Sometimes a singular instance of misconduct by itself does not call for withdrawal, but a pattern
of chronic misconduct suggests that the student would be better off in another school and,
under those circumstances, Latin will support a student in withdrawing.
Expulsion
The student is asked to leave the school and will likely not be allowed to re-enroll.
Appeals
The decision of the dean of students in disciplinary matters is final. However, a student may
appeal the outcome if they do not believe the correct procedures were followed. A student
wishing to make an appeal must present it in writing and address it to the upper school director
and head of school, who will hear appeals only on procedural grounds.
Process for Incidents of Academic Integrity

Concerns about academic integrity are handled in a way that is slightly different than other
behavioral concerns and outcome determinations are individualized depending on the situation.
Typically, a student suspected of academic dishonesty is brought before the appropriate dean.
The dean is expected to explore what attitudes or behaviors led to the lapse in academic
integrity, investigate the incident, and notify parents/guardians.
Academic dishonesty typically results in a student receiving no credit on the assignment

regardless of the weight of the assignment, as well as additional outcomes determined by the
dean to be commensurate with the violation and that are responsive to the underlying causes
for the violation. At the complete discretion of the teacher, chair, and dean there may be an
opportunity to completely re-do an assessment for significantly reduced credit in some
departments. See the departmental guidelines above for details.
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Multiple violations and/or a single severe violation may result in disciplinary probation,
suspension, or expulsion.
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Disclosure and Communication of Disciplinary Infractions

Latin takes very seriously the rights and reputations of its students, as well as their families and
understands that the nature of disclosure is sensitive. Most disciplinary cases involve minors.
Communication about the details of these infractions is kept confidential and private in order to
prevent rumor, gossip or innuendo. When a withdrawal (dismissal or expulsion included) is
required, the school will announce this fact to the upper school faculty and, on rare occasions,
may provide an abridged explanation to the upper school student body. Latin will not engage in
wider public discussion or disclose personal information to the entire community.
When students do receive disciplinary sanctions for serious offenses, the families will be
notified and a summary of the consequences will be placed in their confidential school record.
Latin does not normally communicate with colleges, universities or outside agencies about the
disciplinary records of its students except as described in the next column (Examples of
Application of Reporting Policy). However, Latin does maintain and benefit from strong and
clear relations with colleges and universities based upon trust and transparency. Therefore
major disciplinary infractions are typically disclosed to colleges, universities and relevant
outside agencies and all parties are notified of this policy.
On the occasion that a disciplinary matter is disclosed to colleges, discussion of the matter will
take place among the dean, college counselor, director of college counseling, assistant upper
school director, upper school director and head of school. The College Counseling Office will
work with the student and family and offer guidance regarding the appropriate timing and
nature of such communications. In addition, the office will instruct all students to answer any
questions regarding their disciplinary history with honesty and integrity.
Latin students are expected to report any disciplinary incident that resulted in a clear directive
from the school. This includes disclosing on all college applications whether or not there has
been any misconduct, including disciplinary probation, suspension, removal, dismissal or
expulsion from Latin. The College Counseling Office will assist students on the language of their
disclosure but it is imperative that all students answer all questions honestly and attest to the
variety of the information they provide to colleges.
Note: Major infractions include but are not limited to academic integrity,, cheating, violence of
any sort, harassment , sexual misconduct, cyberbullying, hate speech, violation of school drug
and alcohol policies and other incidents that result in the student being separated from the
school for a period of time.
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Examples of Application of Reporting Policy:
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● NO: Any disciplinary infractions that occurred at a previous school.

● NO: Minor infractions, probations, warnings or in-school suspensions unless they are
relevant to a pattern of behavior that resulted in a more serious matter or the
withdrawal of the student from the school.
● NO: Academic probations that are used as an educational counseling tool designed to
improve a student’s performance.
● YES: All major infractions that result in a separation from the school for a period of time.
This includes, but is not always limited to, out-of-school suspension, disciplinary
probation, withdrawals from school for academic or disciplinary reasons, or their
equivalents.
● YES: Any senior found in violation of a major school rule after the start of the fourth
quarter should expect to report their behavior to their college.
● YES: Latin reserves the right to report any violations of local, state or federal law by a
student which it deems material to a student’s college prospects or to other educational
institutions.
GENERAL POLICIES & INFORMATION
Dances and Other School-Sanctioned Events

During most school years, the school, in collaboration with student leaders, sponsors three
dances: Homecoming Dance, Winter Ball and Prom. These are school-sanctioned events and are
chaperoned by Latin faculty and deans. All school rules (major and minor) apply at these events.
On occasion, Latin student clubs or other student organizations may sponsor and offer
school-sanctioned events.
In order to offer a school-sanctioned event, the student group must submit a proposal to the
dean of community learning. The proposal will be reviewed and discussed by relevant parties. If
the proposal is approved, students may make announcements at Gathering (or on RomanNet)
and may publicize the event internally.
The proposal must include the following information:

● Purpose/rationale for the event.
● Date, time, location from the event.
● Written support from the faculty club/organization sponsor.
● Written commitment from faculty who will chaperone. (A 1:10 ratio of Latin staff
chaperones to students is required.)
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● Budget
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An agreement to strict adherence to all Latin school rules and City of Chicago laws by all
participants.
Students may not publicize events or activities unsanctioned by Latin via the school’s official
social media accounts or email lists.
Community Time
The upper school student body and faculty frequently gather to make announcements,
celebrate achievements and perform or educate the larger community. Students requesting
stage time for community events should speak to the dean of community learning or
appropriate student government leaders.
Laptop Requirement
Laptops have become a necessary tool for today’s students. Consequently, all upper school
students are required to have a personal laptop that they can bring to school on a regular basis.
The laptop must be capable of running at least OS X 10.15 or Windows 10 and needs to have
the latest version of the Chrome web browser and a word processor (such as Pages, Microsoft
Word, or Google Docs). If you have any questions about the laptop requirement, please contact
our IT Department at it@latinschool.org or 312.582.6130.
Library
Library programs at Latin School of Chicago are designed to ensure that students become
effective and thoughtful users and creators of information. The libraries are committed to
teaching information access, use and evaluation skills and the libraries’ ultimate goal is to foster
the confidence, competence, enjoyment and dedication required for lifelong reading and
learning. Our libraries are at the heart of many instructional, research and social activities in the
school and host author visits and other literacy-related events for the community. Through our
libraries, students and faculty also have access to a host of digital books, periodicals and
research collections.
During the school year, the Learning Commons is open from 7:30 a.m. to 6 p.m.
Lockers and Personal Property

Students are assigned a locker in which to store jackets, books and personal belongings. Large
athletic bags must be stored in a room in the basement of the upper school. Students may not
leave backpacks or other personal belongings on the floor outside their locker. Students may
not switch lockers or take over a vacant locker. Students are responsible for making sure that
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their locker doors are closed and locked. If a student brings expensive electronics to school, it is
best to store the items in a locked locker. Large musical instruments may be stored temporarily
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in the upper school office. The school is not able to assume responsibility for any lost or stolen
property.
Students are asked to remember that, while a locker has been provided for their personal
belongings, it remains the property of the school. Students may not write on, mark or otherwise
damage the physical appearance of their locker. Any decorations on the inside or outside doors
of lockers must be appropriate for our community. The deans reserve the right to ask students
to remove any inappropriate material.

In a school community of this size it is essential that students accept the responsibility for
receiving all announcements and messages from faculty members, parents/guardians or others.
Students need therefore to:

● Check their physical mailboxes regularly.
● Check their Latin email at least once each day. Teachers and administrators expect
students to use their Latin email accounts. If a student is unwilling to use the email
account provided by the school, then that student is REQUIRED to have all emails that
arrive in their Latin email account forwarded to their preferred email account.
In the event of an emergency, the upper school assistant is occasionally asked by

parents/guardians to deliver messages to students during the school day. While we try to
comply with these requests, it is sometimes not possible. Except for serious emergencies, we
normally email students.
Personal Electronics and Cell Phones

Playing music on personal devices is permitted during regular school hours. Headphones must
be worn at all times when using these devices. Music must be played at a level not audible to
anyone else.
Cell phones may be used in common school areas as long as they are used in a manner that
does not disrupt the learning environment. Unless directed by a teacher, mobile phones are not
permitted in classrooms, labs, studios, gyms or other instructional space, including the Wrigley
Theatre.
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Cell phones may be confiscated and brought to the appropriate dean or upper school office if
the device has been used in an inappropriate way in an instructional space.
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Consequences for failing to comply with the rules governing electronic devices include
confiscation of the device for the remainder of the day, revocation of cell phone privileges and
detention(s).
Art Studio Use

● Only students actually working on art projects may be in our art rooms to work
independently after school hours.
● No students are allowed to use the art studios unsupervised after 6:30 p.m.
● All school rules and values are to be followed after school in the art studios.
● Music may be played at a level that does not exceed a talking level or cause others to
shout to hear one another. Music with inappropriate language is not permitted. Any
such music will be confiscated and the student may be subject to disciplinary action.
● All materials used must be put away and cleaned up. Students who do not clean up will
be subject to disciplinary action. All running water, lights and music must be turned off
when you leave and the door must be pulled shut and locked.
● Art materials or supplies that may need to be used outside of the art studios must be
checked out. Any materials taken from the room must be signed-out. For example,
removing a roll of tape without signing it out is considered theft.
● Students are not allowed to use power tools without faculty supervision.
● Any use of sprays (paint or glue) of any sort in the art studios (or any part of the school)
is prohibited.
Student Vehicles
Students may drive to school but should be aware that parking near the school is very limited.
Parking adjacent to the school buildings is prohibited on all school days. The parking lot behind
the upper school building is reserved for faculty and staff. Cars parked there without the
appropriate decal may be towed. Latin reserves a space for handicapped persons behind the
upper school building. Any car that does not display handicapped parking plates risks being
ticketed by the Chicago Police and/or towed.
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Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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2022L003763
Calendar, H
24050762
EXHIBIT E
Hearing Date: 4/18/2023 9:00 AM - 9:05 AM
Judge: Calendar, I
FILED 1-4)
Page 1 (Pages
4/11/2023 9:41 AM
Page 1 IRIS Y.Page
MARTINEZ
3
·1·· · ··IN THE CIRCUIT COURT OF COOK COUNTY, ILLINOIS CIRCUIT CLERK
·1·· · · · · · · · · · · ··Also present:
·2·· · · · · · ·COUNTY DEPARTMENT, LAW DIVISION
COOK COUNTY, IL
·2·· · · · · · · · · · · ··Aimee Alvarez
AM 2022L003763
2021L001474
·3··-------------------------------------------------------
2021L001474
·3·· · · · · · · · · · · ·Elizabeth Lerum Calendar, I
·4··Frank Tempone,
·4·· · · · · · · · · · · ·Jonathan Potter 22232928
·5··
·5·· · · · · · · · · · ·Satenik Shahbazyan
·6·· · · · · ·Plaintiff,
·6·· · · · · · · · · · · ··Frank Tempone
9:41 PM
·7·· ·7·· · · · · · · · · · ·Gevorg Yeghiazaryan

4/11/202310:48
·8·· · ··vs.· · · · · · · · · · ··Case Number 2021-L-001474 ·8·· ·

·9·· ·9·· · · · · · ·RECORDER:··Zoom is recording.··Good morning.
DATE:8/21/2023
10··The Latin School of Chicago et al., 10·· ·We are now on the record.··Today is Wednesday, February
11·· 11·· ·1st, 2023.··The time is now 9:14 a.m.··We are meeting
12·· · · · · ·Defendants. 12·· ·remotely today for the deposition of Monica Rodriguez
FILEDDATE:
13··------------------------------------------------------- 13·· ·in the matter of Frank Tempone v. The Latin School of
14·· · · · ·Deposition of Monica Pickett-Rodriguez 14·· ·Chicago et al., case number 2021-L-001474.··The venue
FILED
15·· · · · · · · · · · · ··Wednesday 15·· ·is County Department, Law Division.··Ms. Rodriguez, my

16·· · · · · · · · · ·February 1st, 2023 16·· ·name is Mariah Sawyer.··I am a notary public, and I am
17·· 17·· ·recording this deposition on behalf of Exhibit 5, LLC.
18·· · · · · · · · · · · · ··-at- 18·· ·This deposition is being recorded remotely via Zoom in
19·· 19·· ·accordance with Illinois Public Act 101-0640.··Ms.
20·· · · · · · · · ·Zoom Remote Deposition 20·· ·Rodriguez, would you please confirm your identity by
21·· 21·· ·placing a valid picture ID in front of the camera
22·· 22·· ·briefly?··You may need to walk up.
23··
23·· · · · · · ·MS. PICKETT-RODRIGUEZ:··Yep.··Sure, I can do
24··
24·· ·that.··Is that the --
25··
25·· · · · · · ·MS. PENNERAT:··It's up there.
Page 2 Page 4
·1·· · · · · · · · · · · · ·APPEARANCES ·1·· · · · · · ·MS. PICKETT-RODRIGUEZ:··Okay.··Okay.··Just

·2·· · ·2·· ·like this, like --
·3·· · · · · · · · · · ·For the Plaintiff: ·3·· · · · · · ·RECORDER:··Closer.
·4·· · · · · · · · · · · ·Jamie Franklin ·4·· · · · · · ·MS. PICKETT-RODRIGUEZ:··I think it's --
·5·· ·The Civil Litigation Clinic at Chicago-Kent College of ·5·· · · · · · ·RECORDER:··Got it.··Thank you.··At this time,
·6·· · · · · · · · · · · · · · ·Law ·6·· ·would all attorneys in the virtual room please
·7·· · · · · · · · · ··565 West Adams Street ·7·· ·stipulate that it is okay to administer the oath to Ms.
·8·· · · · · · · · · · · · ··Suite 600 ·8·· ·Rodriguez even though she is not currently located in
·9·· · · · · · · · · ·Chicago, Illinois 60661 ·9·· ·the state of Illinois?
10·· · 10·· · · · · · ·MS. FRANKLIN:··Yes --
11·· · · · · · · · · · ·For the Defendants: 11·· · · · · · ·MR. SHAW:··Yes.
12·· · · · · · · · · · ··David A. Warnick 12·· · · · · · ·MS. FRANKLIN:··-- for -- for the Plaintiff.
13·· · · · · · · · · ··Johnson & Bell, Ltd. 13·· · · · · · ·MR. WARNICK:··Yes for the Defendants.
14·· · · · · · · · · ··33 West Monroe Street 14·· · · · · · ·RECORDER:··Thank you.
15·· · · · · · · · · · · · ·Suite 2700 15·· · · · · · ·MR. SHAW:··Yes.
16·· · · · · · · · · ·Chicago, Illinois 60603 16·· · · · · · ·RECORDER:··At this time, would you please
17·· · 17·· ·raise your right hand for the oath?
18·· · · · · · · ··For Monica Pickett-Rodriguez: 18·· · · · · · · · · · · ·(Witness sworn)
19·· · · · · · · · · · ··Grace S. Pennerat 19·· · · · · · ·RECORDER:··Thank you.··Would the attorneys
20·· · · · · · · · · · · ··Brian C. Shaw 20·· ·please state their appearances for the record?
21·· · · · · · · · · · ·Poyner Spruill LLP 21·· · · · · · ·MS. FRANKLIN:··Jamie Franklin for the
22·· · · · · · · · · ·301 Fayetteville Street 22·· ·Plaintiff.· · · · · · · · · · · · · · · · · · · · · · · · ··0:01:51
23·· · · · · · · · · · · · ·Suite 1900 23·· · · · · · ·MR. WARNICK:··David Warnick for the
24·· · · · · · · ··Raleigh, North Carolina 27601 24·· ·Defendants.
25·· · 25·· · · · · · ·MR. SHAW:··Brian Shaw and Grace Pennerat for
Exhibit 5, LLC
EXHIBIT L
Page 2 (Pages 5-8)
Page 5 Page 7
·1·· ·the deponent. ·1·· · · ··Q.· ·Okay.··Great.··Okay.··You are represented by

·2·· · · · · · ·RECORDER:··Would anyone else in the virtual
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·2·· ·counsel today, correct?

·3·· ·room please state their appearance for the record? ·3·· · · ··A.· ·Yes.
·4·· · · · · · ·MR. TEMPONE:··Frank Tempone, Plaintiff. ·4·· · · ··Q.· ·They're in the room with you today, right?
·5·· · · · · · ·MS. FRANKLIN:··And I have several of my ·5·· · · ··A.· ·Yes.
·6·· ·students here.··If I can go ahead and let you know who ·6·· · · ··Q.· ·Where are you located?
9:41 PM
·7·· ·they are, and if you -- if that's all right? ·7·· · · ··A.· ·Raleigh, North Carolina.
4/11/202310:48
·8·· · · · · · ·RECORDER:··That's fine. ·8·· · · ··Q.· ·And where are -- what is the -- the -- the
·9·· · · · · · ·MS. FRANKLIN:··I have Elizabeth Lerum, Aimee ·9·· ·building or the room that you're in?··Where is that
DATE:8/21/2023
10·· ·Alvarez, Satenik Shahbazyan, and Jonathan Potter. 10·· ·located?

11·· ·They're -- they're my law students and law clerks, and 11·· · · ··A.· ·You said, "the building"?
12·· ·they're here assisting me in the deposition. 12·· · · ··Q.· ·Yes.··Are you in a law office?
FILEDDATE:
13·· · · · · · ·RECORDER:··Thank you.··That completes the 13·· · · ··A.· ·Yes.

14·· ·required information.··We can proceed. 14·· · · ··Q.· ·Okay.··Is -- and that's your counsel's law --
15·· ·law firm?
FILED
15·· · · · · · ·MS. FRANKLIN:··Excellent.··Thank you,

16·· ·everybody. 16·· · · ··A.· ·Yes.
17·· · · · · · · · · · · · ·EXAMINATION 17·· · · ··Q.· ·All right.··Have you been contacted by
18·· ·BY MS. FRANKLIN: 18·· ·attorneys for Latin School regarding your deposition
19·· · · ··Q.· ·My name is Jamie Franklin, and Ms. Rodriguez, 19·· ·today?
20·· ·I am the attorney for Mr. Frank Tempone, and I'll be 20·· · · ··A.· ·No.· · · · · · · · · · · · · · · · · · · · · · · ·0:04:50
21·· ·asking you some questions today.··I'm going to try very 21·· · · ··Q.· ·How did you prepare for today's deposition?
22·· ·hard to keep things very focused so that we don't take 22·· · · ··A.· ·Conversations with my attorney.
23·· ·up too much of your time.··I appreciate the fact that 23·· · · ··Q.· ·Okay.··And besides that, did you meet with
24·· ·you're able to meet with us.··Ms. Rodriguez, can you 24·· ·anybody else to prepare for your deposition?
25·· ·state and spell your full name for the record? 25·· · · ··A.· ·No.
Page 6 Page 8
·1·· · · ··A.· ·Yes.··Monica Pickett-Rodriguez. ·1·· · · ··Q.· ·Have you reviewed any documents to -- to help
·2·· · · ··Q.· ·Okay.··I think we know the -- the spelling of ·2·· ·prepare for today?
·3·· ·all that.··Thank you.··And have you ever had your ·3·· · · ··A.· ·Yes.
·4·· ·deposition taken before? ·4·· · · ··Q.· ·What documents?
·5·· · · ··A.· ·No, ma'am.· · · · · · · · · · · · · · · · · · · ··0:03:15 ·5·· · · ··A.· ·Just some that my attorney shared with me.
·6·· · · ··Q.· ·All right.··I'll give you just the -- the ·6·· · · ··Q.· ·Do you remember what they are?
·7·· ·simple ground rules, and then we'll get started.··So ·7·· · · ··A.· ·I don't recall a correct title.
·8·· ·I'll be asking you questions and you'll be answering ·8·· · · ··Q.· ·Was it an -- were -- were they emails?
·9·· ·under oath today.··If you need a break at any time, ·9·· · · ··A.· ·Yes.
10·· ·please let us know and we'll be happy to allow that. 10·· · · ··Q.· ·Okay.··Did you review a copy of the complaint
11·· ·If there's a question pending at the time you need a 11·· ·in Mr. Tempone's case?
12·· ·break, I will ask you to answer that question before 12·· · · ··A.· ·Loosely.
13·· ·going on break.··Other than -- but other than that, 13·· · · ··Q.· ·Okay.··And you -- so you've seen the
14·· ·you're free to request a break at any time.··The court 14·· ·complaint, correct?
15·· ·reporter will ultimately be transcribing this 15·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:05:32
16·· ·deposition, so we'll try to keep a clean record.··We 16·· · · ··Q.· ·Have you done any of your own research on
17·· ·will -- we will need to try not to speak over each 17·· ·what this case is about, like going on the internet or
18·· ·other, okay? 18·· ·anything like that?
19·· · · ··A.· ·[Nods head up and down]. 19·· · · ··A.· ·No.
20·· · · ··Q.· ·And that's -- and you -- you nodded your 20·· · · ··Q.· ·Okay.··What's your understanding of what Mr.
21·· ·head.··That's one other thing I was going to mention. 21·· ·Tempone's case is about?
22·· ·Everything needs to be oral, so you and I will both 22·· · · ··A.· ·My understanding is that it is a wrongful
23·· ·have to try to remember to speak in full words and not 23·· ·termination that he is pursuing.
24·· ·use gestures, all right? 24·· · · ··Q.· ·You know Mr. Tempone of course, right?
25·· · · ··A.· ·Sounds good.· · · · · · · · · · · · · · · · · · ··0:04:08 25·· · · ··A.· ·Yes.
Exhibit 5, LLC
Page 3 (Pages 9-12)
Page 9 Page 11
·1·· · · ··Q.· ·You worked with him at Latin? ·1·· · · ··A.· ·Yes.
·2·· · · ··Q.· ·Okay.··We'll come back to that in just a
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·2·· · · ··A.· ·Yes.

·3·· · · ··Q.· ·When is the last time that you talked with ·3·· ·second.··So I was asking you a couple of questions
·4·· ·Mr. Tempone? ·4·· ·about your communications with Mr. Tempone and I wanted
·5·· · · ··A.· ·Talked? ·5·· ·to follow up on that.··Did you ever talk with Mr.
·6·· · · ··Q.· ·Yes, talked, either by phone or -- or in ·6·· ·Tempone about this lawsuit specifically?
9:41 PM
·7·· ·person. ·7·· · · ··A.· ·Yes.··Through --

4/11/202310:48
·8·· · · ··A.· ·It had to have been, if this is 2023, 2022 or ·8·· · · ··Q.· ·What --
·9·· ·2021. ·9·· · · ··A.· ·-- text messages.
DATE:8/21/2023
10·· · · ··Q.· ·Okay.··And when is the last time that you 10·· · · ··Q.· ·Text messages --
11·· ·emailed or texted with Mr. Tempone? 11·· · · ··A.· ·Text messages.
12·· · · ··A.· ·Text, it must have been -- since January -- 12·· · · ··Q.· ·-- okay.··And what information did you
FILEDDATE:
13·· ·it was sometime shortly before he said he wanted me to 13·· ·exchange with him about the lawsuit?
14·· ·be deposed.··So that was sometime in the winter or 14·· · · ··A.· ·He said he was suing Latin for wrongful
FILED
15·· ·fall. 15·· ·termination.··He asked me questions about what I knew

16·· · · ··Q.· ·Of the -- this past year, 2022? 16·· ·regarding former administrators and teachers who may
17·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:06:41 17·· ·have also been dismissed during my time there, and he
18·· · · ··Q.· ·Okay.··And so you haven't spoken or texted 18·· ·shared just the impact that it -- it had on him and his
19·· ·with him since that time, correct? 19·· ·family.··He asked for a letter of recommendation -- or
20·· · · ··A.· ·No. 20·· ·to be a reference for him as he started to pursue other
21·· · · ··Q.· ·Okay.··Before that time, were you in regular 21·· ·career options, asked me about my experience there,
22·· ·contact with Mr. Tempone? 22·· ·others.··It was the impact it had on his family, yeah.
23·· · · ··A.· ·I would say he -- he would reach out to me 23·· · · ··Q.· ·Okay.··It sounds -- would you say you had a
24·· ·regularly about stuff. 24·· ·pretty -- okay.··Let me -- sorry, strike that, as they
25·· · · ··Q.· ·Okay.··Did you consider yourselves to be 25·· ·say.··About how many text messages would you estimate
Page 10 Page 12
·1·· ·friends? ·1·· ·you and Frank exchanged since his termination?
·2·· · · ··A.· ·I think I'd describe it as former colleagues. ·2·· · · ··A.· ·I'd say quite a few.··I --
·3·· · · ··Q.· ·Okay.··Why did you stop communicating at that ·3·· · · ··Q.· ·More than --
·4·· ·point that you said he had asked you to be deposed? ·4·· · · ··A.· ·I think it -- what was that?
·5·· · · ··A.· ·I felt uncomfortable doing so.· · · · · · · · · ··0:07:15 ·5·· · · ··Q.· ·I was just going to say, more than ten?
·6·· · · ··Q.· ·What made you uncomfortable? ·6·· · · ··A.· ·Yes, I would say more than ten.
·7·· · · ··A.· ·Not wanting to be involved with Latin ·7·· · · ··Q.· ·More than 20?
·8·· ·anymore. ·8·· · · ··A.· ·I'd say more than 20.
·9·· · · ··Q.· ·And did anyone tell you or advise you that ·9·· · · ··Q.· ·Can you estimate, at all, the number?
10·· ·you should stop communicating with Mr. Tempone? 10·· · · ··A.· ·If -- counting his and mine, combined --
11·· · · ··A.· ·No. 11·· · · ··Q.· ·Yes.
12·· · · ··Q.· ·It was just your own decision? 12·· · · ··A.· ·-- together?··I think you'll have quite a few
13·· · · ··A.· ·Yes. 13·· ·texts.··I'd probably say over 100 texts.
14·· · · ··Q.· ·Okay.··Did you ever ask Mr. Tempone to write 14·· · · ··Q.· ·Okay.··So you were in pretty regular contact
15·· ·you a reference letter? 15·· ·during those times?
16·· · · ··A.· ·I don't remember.··Perhaps.··I don't 16·· · · ··A.· ·I wouldn't say, "regular contact," but when
17·· ·remember. 17·· ·we were in contact, it would be regular for a while.
18·· · · ··Q.· ·Okay.··Where do you currently work? 18·· · · ··Q.· ·Okay.
19·· · · ··A.· ·The Montessori School of Raleigh. 19·· · · ··A.· ·If that makes sense.· · · · · · · · · · · · · · ··0:10:10
20·· · · ··Q.· ·How long have you been with The Montessori 20·· · · ··Q.· ·It does, yes.
21·· ·School of Raleigh? 21·· · · ··A.· ·It wasn't, like, every day, but there may
22·· · · ··A.· ·Two and a half years.· · · · · · · · · · · · · · ·0:08:02 22·· ·have been periods like that.
23·· · · ··Q.· ·What is your position there? 23·· · · · · · ·MR. WARNICK:··Can I just chime in and ask if
24·· · · ··A.· ·Head of school. 24·· ·you still have those text messages?
25·· · · ··Q.· ·Head of school? 25·· · · · · · ·WITNESS:··Yeah, I do.
Exhibit 5, LLC
Page 4 (Pages 13-16)
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·1·· · · · · · ·MR. WARNICK:··Okay. ·1·· · · ··Q.· ·Okay.··And that's one position, right?
·2·· · · · · · ·WITNESS:··I do. ·2·· · · ··A.· ·Those are two separate positions.
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·3·· · · ··Q.· ·What -- and do you have -- what kind of ·3·· · · ··Q.· ·Middle and upper is one position?
·4·· ·device were you using?··Was it an iPhone or an Android ·4·· · · ··A.· ·Middle and upper is one position, yes.
·5·· ·device? ·5·· · · ··Q.· ·Got it.··What's the enrollment of your
·6·· · · ··A.· ·iPhone. ·6·· ·school?
9:41 PM
·7·· · · ··Q.· ·Okay.··And you back up to the Cloud? ·7·· · · ··A.· ·Over 400 students.
4/11/202310:48
·8·· · · ··A.· ·For -- yeah, for the most part.··There may ·8·· · · ··Q.· ·Okay.··What was the enrollment,
·9·· ·have been times where I haven't.··For the most part. ·9·· ·approximately, of Latin when you were there?
DATE:8/21/2023
10·· · · ··Q.· ·Okay.··So back to your position at Montessori 10·· · · ··A.· ·Approximately just under 1,200.
11·· ·School of Raleigh, you said you'd been there, I'm 11·· · · ··Q.· ·Okay.··Does a woman named Jeannie Norris work
12·· ·sorry, how long?··Two and a half years? 12·· ·at Montessori School of Raleigh?
FILEDDATE:
13·· · · ··A.· ·Started July of 2020. 13·· · · ··A.· ·She does not work there.
14·· · · ··Q.· ·July of 2020, okay.··And who's your direct 14·· · · ··Q.· ·Did she used to work there?
15·· ·supervisor?
FILED
15·· · · ··A.· ·Yes, she did.

16·· · · ··A.· ·Peter Kamarchik. 16·· · · ··Q.· ·What was her position?
17·· · · ··Q.· ·What's his -- his position? 17·· · · ··A.· ·Interim head of school.
18·· · · ··A.· ·Board chair. 18·· · · ··Q.· ·That was before you -- you came on board?
19·· · · ··Q.· ·Who's the head of school there? 19·· · · ··A.· ·That was two years before I started.· · · · · · ··0:13:28
20·· · · ··A.· ·Monica Rodriguez. 20·· · · ··Q.· ·Was she there while you were there?
21·· · · ··Q.· ·I -- I'm so sorry, Ms. Rodriguez.··I knew 21·· · · ··A.· ·No, she -- as she was coming off, I was
22·· ·that.··I'm so sorry.··So Peter Kamarchik, you said, is 22·· ·coming on, but we did not overlap.
23·· ·the board president? 23·· · · ··Q.· ·Okay.··Did you -- did she talk to you about
24·· · · ··A.· ·Yes. 24·· ·the position before you took -- took over as head of
25·· · · ··Q.· ·Okay.··Is there anybody else above you that 25·· ·school?
Page 14 Page 16
·1·· ·you report to besides Mr. Kamarchik? ·1·· · · ··A.· ·Yes.

·2·· · · ··A.· ·The entire board of trustees, but typically, ·2·· · · ··Q.· ·And did she assist you in -- in transitioning
·3·· ·independent schools, the head of school reports ·3·· ·to your new position?
·4·· ·directly to the board president. ·4·· · · ··A.· ·Yes.
·5·· · · ··Q.· ·Okay.··Do you have any people that report to ·5·· · · ··Q.· ·Okay.··Did she ever talk to you about Mr.
·6·· ·-- who report to you? ·6·· ·Tempone?
·7·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:11:45 ·7·· · · ··A.· ·Yes.
·8·· · · ··Q.· ·Who are -- who are they? ·8·· · · ··Q.· ·What did she say?
·9·· · · ··A.· ·The leadership team of the school. ·9·· · · ··A.· ·She -- when she discovered that I came from
10·· · · ··Q.· ·Can you tell me who -- what the leadership 10·· ·Latin, she asked me if I knew someone named Frank
11·· ·team consists of, what the positions are? 11·· ·Tempone, and I said, "Yes, I did, he was an English
12·· · · ··A.· ·Sure.··Just writing it down so I don't 12·· ·teacher there."··And she said, "Well, if he ever asks
13·· ·repeat.··Chief financial officer, chief operations 13·· ·you for a job, I strongly suggest you don't ever hire
14·· ·officer, director of marketing and communications, 14·· ·him."
15·· ·director of enrollment management, lower school 15·· · · ··Q.· ·Did you ask why?· · · · · · · · · · · · · · · · ··0:14:22
16·· ·director, middle and upper school director, chief of 16·· · · ··A.· ·No, I did not.
17·· ·staff, director of development. 17·· · · ··Q.· ·What else, if anything, did she say to you
18·· · · ··Q.· ·Okay.··Thank you.··Who's the lower school 18·· ·about Mr. Tempone?
19·· ·head? 19·· · · ··A.· ·That was it.
20·· · · ··A.· ·As in their name? 20·· · · ··Q.· ·Were you surprised to hear that?
21·· · · ··Q.· ·Yes, the name of the person. 21·· · · ··A.· ·Yes and no.
22·· · · ··A.· ·Emily Johnston. 22·· · · ··Q.· ·What do you mean by that?
23·· · · ··Q.· ·And who is the head of the middle and upper 23·· · · ··A.· ·I was surprised in that, one, that they knew
24·· ·school? 24·· ·each other.··I -- I did not know that they knew each
25·· · · ··A.· ·Brant Morris. 25·· ·other, so I was -- you know, independent school world
Exhibit 5, LLC
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·1·· ·is a small world, but I was still surprised they knew ·1·· · · ··A.· ·Well, there were -- best way I could describe
·2·· ·it, there were rumors about Frank and other faculty in
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·2·· ·each other.··But I wasn't surprised given my experience

·3·· ·and observations of working at Latin with Frank. ·3·· ·the upper school as it related to appropriate or
·4·· · · ··Q.· ·Okay.··What did -- did -- what did you ·4·· ·inappropriate boundaries with students.
·5·· ·understand Ms. Norris to mean when she said she ·5·· · · ··Q.· ·Okay.··And you said there were rumors about
·6·· ·strongly advised you not to hire him? ·6·· ·Frank and other faculty?
9:41 PM
·7·· · · ··A.· ·Well, there were -- what do I think she ·7·· · · ··A.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·0:17:20
4/11/202310:48
·8·· ·meant?··I think she meant don't hire him -- ·8·· · · ··Q.· ·Who were the other faculty there were rumors
·9·· · · ··Q.· ·Did you have any sense of what the reason ·9·· ·about?
DATE:8/21/2023
10·· ·was? 10·· · · ··A.· ·Billy Lombardo was one, a guy named Colin, I
11·· · · ··A.· ·She wasn't specific.··She wasn't specific.··I 11·· ·can't think of his -- Colin Lord, who was an
12·· ·think my -- it was my interpretation of just my 12·· ·administrator.··There was a David Kim who was another
FILEDDATE:
13·· ·experience there working with him -- 13·· ·teacher in the upper school.··Those were the three
14·· · · ··Q.· ·Did she tell you -- I'm sorry, I didn't mean 14·· ·names that the counselors at the time had shared with
15·· ·me their concerns about their boundaries with students.
FILED
15·· ·to interrupt.

16·· · · ··A.· ·No, no, I'm sorry.· · · · · · · · · · · · · · · ··0:15:30 16·· · · ··Q.· ·Okay.··Let's get some dates going on for --
17·· · · ··Q.· ·Did she tell you how she knew Mr. Tempone? 17·· ·for what we're talking about right now.
18·· · · ··A.· ·No, she didn't. 18·· · · ··A.· ·Okay.
19·· · · ··Q.· ·Did she -- did she tell you where -- did she 19·· · · ··Q.· ·Remind me -- I'm not sure if I even asked you
20·· ·tell you that she used to work at a school called Miss 20·· ·this, but what were the dates you were director of
21·· ·Hall's School? 21·· ·upper school for Latin?
22·· · · ··A.· ·She did say that. 22·· · · ··A.· ·July 2016 to July 2018.
23·· · · ··Q.· ·Did you know that Frank Tempone also worked 23·· · · ··Q.· ·Okay.··And who conveyed these concerns over
24·· ·at Miss Hall's School? 24·· ·Mr. Tempone's boundaries with students to you?
25·· · · ··A.· ·I knew that when I was working at Latin -- 25·· · · ··A.· ·The counselors and the deans.· · · · · · · · · · ·0:18:24
Page 18 Page 20
·1·· · · ··Q.· ·Did you -- ·1·· · · ··Q.· ·Who were the counselors?
·2·· · · ··A.· ·-- that he came from there. ·2·· · · ··A.· ·I -- you'll have to forgive me on last names,
·3·· · · ··Q.· ·Okay.··Going back to what you said, you said ·3·· ·some of them I don't totally remember.··Jenny Stevens
·4·· ·were -- when I asked you if you were surprised, you ·4·· ·was one counselor, I do remember her last name.··Ashly,
·5·· ·said, "yes and no."··I want to ask you about the "no" ·5·· ·I can't recall Ashly's last name.··She was another
·6·· ·part.··Remind -- tell me again why -- what that meant ·6·· ·school counselor, for the upper school, to be specific.
·7·· ·when you -- what you meant when you said, "no" in -- in ·7·· ·Eleannor Maajid, who was not so much counselor, but she
·8·· ·response to that question? ·8·· ·was -- I forget exactly what her title was, but it was
·9·· · · ··A.· ·I would say that when I started at Latin, ·9·· ·kind of like a dean for students of color.··That's the
10·· ·there were a group of concerned faculty in the upper 10·· ·best way I could describe it.··Who else?··Jay, I cannot
11·· ·school, whereas -- where I was the upper school 11·· ·remember Jay's last name right now, but he was a dean
12·· ·director, who had expressed concerns about Frank and a 12·· ·there at the school at the time.··Brandon, I can't
13·· ·couple of other employees, teachers in that division. 13·· ·remember Brandon's last name.··He was also a dean there
14·· · · ··Q.· ·What concerns?· · · · · · · · · · · · · · · · · ··0:16:33 14·· ·at the time.··They all had some concerns.··But the --
15·· · · ··A.· ·Inappropriate, or perceived inappropriate 15·· · · ··Q.· ·So what --
16·· ·boundaries with other students, difficulties in working 16·· · · ··A.· ·-- counselors --
17·· ·with other teachers.··I would say those were the two, 17·· · · ··Q.· ·Go ahead.
18·· ·kind of, main buckets. 18·· · · ··A.· ·I was going to say, the counselors, I would
19·· · · ··Q.· ·Okay. 19·· ·say, were pretty -- maybe within my first week working
20·· · · ··A.· ·Inappropriate boundaries with students and 20·· ·there, shared their concerns about Frank.
21·· ·difficulties with colleagues. 21·· · · ··Q.· ·What did you do in response to those concerns
22·· · · ··Q.· ·Did any of that have anything to do with 22·· ·being shared with you?
23·· ·anything that was -- any kind of inappropriate 23·· · · ··A.· ·It was something I noted.··You know, it was
24·· ·relationship with a student that was romantic or 24·· ·just something I took -- that I kept in -- I usually
25·· ·sexual? 25·· ·keep a daily log of conversations, at the time I did,
Exhibit 5, LLC
Page 21 Page 23
·1·· ·at least, and it was just something I noted.··It wasn't ·1·· · · ··Q.· ·What was his position?
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·2·· ·anything that I had a discussion with Randall Dunn ·2·· · · ··A.· ·Head of school.
·3·· ·about or HR about.··I just noted it. ·3·· · · ··Q.· ·What -- did he evaluate you or give you, you
·4·· · · ··Q.· ·And did you feel like there was anything you ·4·· ·know, job evaluations?
·5·· ·needed to follow up on at the time? ·5·· · · ··A.· ·I never received an evaluation from Randall.
·6·· · · ··A.· ·It was my first week there.··It -- it really ·6·· · · ··Q.· ·Did you ever receive an evaluation from
9:41 PM
·7·· ·-- no, not at the time. ·7·· ·anyone else?

4/11/202310:48
·8·· · · ··Q.· ·What about later on, did you ever follow up ·8·· · · ··A.· ·At Latin?
·9·· ·on any of those expressed concerns? ·9·· · · ··Q.· ·Yes, at Latin.
DATE:8/21/2023
10·· · · ··A.· ·Not with Frank.··With -- 10·· · · ··A.· ·No.··No.

11·· · · ··Q.· ·Why not? 11·· · · ··Q.· ·And do you know whether -- where Mr. Dunn is
12·· · · ··A.· ·-- some of the other people.··I personally -- 12·· ·employed now?
FILEDDATE:
13·· · · ··Q.· ·Why not with Frank?··I'm sorry, I keep -- I'm 13·· · · ··A.· ·He's at Rye Country Day School in New York
14·· ·sorry, we keep -- it's my fault. 14·· ·State.
15·· · · ··Q.· ·Okay.··What was your relationship like with
FILED
15·· · · ··A.· ·That's okay.

16·· · · ··Q.· ·Go ahead. 16·· ·Mr. Dunn?
17·· · · ··A.· ·I -- I did not follow up with anything 17·· · · ··A.· ·Interesting.· · · · · · · · · · · · · · · · · · ··0:22:28
18·· ·regarding Frank during my time there.··I did with 18·· · · ··Q.· ·How so?
19·· ·somebody else. 19·· · · ··A.· ·I -- I would describe the relationship as,
20·· · · ··Q.· ·Okay.··Why did you not follow up with 20·· ·kind of, distant, became -- you know, as stated
21·· ·anything regarding Frank? 21·· ·earlier, he had 1,200 students, so there were not a lot
22·· · · ··A.· ·I personally didn't witness any inappropriate 22·· ·of -- we had a regular meeting, you know, once -- twice
23·· ·interactions that Frank had with students there, and 23·· ·a month, but it was fine.··It was okay.
24·· ·during my time there, nothing was shared with me 24·· · · ··Q.· ·Did you know him before you came to Latin?
25·· ·regarding Frank and any current students. 25·· · · ··A.· ·I did not know him, but I did meet him once
Page 22 Page 24
·1·· · · ··Q.· ·Did you -- did you have a -- have an ·1·· ·before.
·2·· ·opportunity to see Mr. Tempone -- or we'll call him ·2·· · · ··Q.· ·In what context?
·3·· ·Frank, that's -- I think that's easier, interacting ·3·· · · ··A.· ·At a regional conference in Detroit.
·4·· ·with students while you were head of upper school? ·4·· · · ··Q.· ·Do you still keep in contact with Mr. Dunn?
·5·· · · ··A.· ·Yeah. ·5·· · · ··A.· ·No.
·6·· · · ··Q.· ·What did -- ·6·· · · ··Q.· ·When's the last time you spoke, or texted, or
·7·· · · ··A.· ·Yeah. ·7·· ·emailed, or had any communication with him?
·8·· · · ··Q.· ·-- you think about those interactions?· · · · · ··0:21:07 ·8·· · · ··A.· ·It was when I was applying to the job here,
·9·· · · ··A.· ·I thought the interactions were professional ·9·· ·he provided a reference for me.
10·· ·and appropriate. 10·· · · ··Q.· ·Was it a letter of recommendation?
11·· · · ··Q.· ·Okay.··Before you became head of school at 11·· · · ··A.· ·I think it was -- I know definitely a letter.
12·· ·Latin, where -- where were you -- what was your 12·· ·I'm not sure if he spoke to the board chair at the
13·· ·position? 13·· ·time.··I'm not -- I -- I -- I don't know.··But I know
14·· · · ··A.· ·I was head of the upper school there.··Before 14·· ·definitely a letter, perhaps a conversation.
15·· ·that, I worked at Morgan Park Academy in a variety of 15·· · · ··Q.· ·Did you ever communicate with Mr. Dunn about
16·· ·roles, administrative roles. 16·· ·this case, Frank's case?
17·· · · ··Q.· ·Okay.··And that's in Chicago as well? 17·· · · ··A.· ·No.· · · · · · · · · · · · · · · · · · · · · · · ·0:23:53
18·· · · ··A.· ·Yes. 18·· · · ··Q.· ·And why did you leave Latin?
19·· · · ··Q.· ·I misspoke, I meant head of upper school at 19·· · · ··A.· ·Wasn't the right fit.
20·· ·Latin.··So that was the only position you held at 20·· · · ··Q.· ·Were you asked to leave?
21·· ·Latin, right? 21·· · · ··A.· ·I was given the opportunity to stay at the
22·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:21:42 22·· ·school, and then we could not come to an agreement, so
23·· · · ··Q.· ·Okay.··And who -- let's -- let's talk about 23·· ·Randall said that I needed to go.
24·· ·your time at Latin.··Who was your director supervisor? 24·· · · ··Q.· ·What was the disagreement about?
25·· · · ··A.· ·Randall Dunn. 25·· · · ··A.· ·There are several things.
Exhibit 5, LLC
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·1·· · · ··Q.· ·Okay. ·1·· ·immediately after, I may have emailed Randall that
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·2·· · · ··A.· ·Student safety as it pertains to risk ·2·· ·night, but it was quickly that I let him know that was
·3·· ·management, a situation that happened with myself and ·3·· ·going on, or what had allegedly happened.
·4·· ·another administrator, where we had a -- we reported ·4·· · · ··Q.· ·Okay.··You emailed him that -- that very
·5·· ·something to Randall and some confidence was broken ·5·· ·evening?
·6·· ·there. ·6·· · · ··A.· ·It was a quick time span.··I can't -- within
9:41 PM
·7·· · · ··Q.· ·Okay.··I'm going to ask you about each one ·7·· ·a week's time of graduation, I couldn't tell you
4/11/202310:48
·8·· ·individually.··Are there any other things besides those ·8·· ·exactly the -- I asked to meet with him.
·9·· ·two things? ·9·· · · ··Q.· ·And who was the associate head of school that
DATE:8/21/2023
10·· · · ··A.· ·I would say there was probably some -- yeah, 10·· ·you also notified?
11·· ·but those are the -- those are the main two, I would 11·· · · ··A.· ·Shelley is her first name.··Can't remember
12·· ·say. 12·· ·her last name.
FILEDDATE:
13·· · · ··Q.· ·Okay.··The first thing you mentioned was 13·· · · ··Q.· ·And the assistant upper school director that
14·· ·student safety and risk management.··Tell me what your 14·· ·you also notified is who?
15·· · · ··A.· ·She was coming on at the time, Karen Horvath.
FILED
15·· ·disagreement was with -- or what the issue was with

16·· ·that. 16·· ·She was coming on when all this was happening.
17·· · · ··A.· ·A student reported to some of those -- the 17·· · · ··Q.· ·Okay.··And was it an email to all three of
18·· ·counselors I mentioned earlier and to one of the deans 18·· ·them, or how did you -- how did you contact each --
19·· ·that they had been sexually assaulted at a party, one 19·· · · ··A.· ·I --
20·· ·of the school's house parties some kids were having. 20·· · · ··Q.· ·-- one of them?
21·· ·Apparently that student, she went to the -- the 21·· · · ··A.· ·I don't recall exactly how the communication
22·· ·counselor and the dean.··It was by, allegedly, another 22·· ·went, but I know there were emails with all of us
23·· ·Latin student.··They did not report that to me or to 23·· ·together.
24·· ·Randall, and later on -- that must have been, like, May 24·· · · ··Q.· ·Did you ask Randall Dunn for a meeting about
25·· ·of 2017 -- must have been May or -- it was right before 25·· ·it?· · · · · · · · · · · · · · · · · · · · · · · · · · · · ·0:28:08
Page 26 Page 28
·1·· ·commencement that this all came out, and the dean at ·1·· · · ··A.· ·Yeah, I'm pretty sure we met about it.
·2·· ·the time, Brandon, who I forget his last name, shared ·2·· · · ··Q.· ·Okay.
·3·· ·it with me on the day of commencement, that the student ·3·· · · ··A.· ·We definitely met about it.
·4·· ·who was graduating had been sexually assaulted by a ·4·· · · ··Q.· ·When -- you definitely met with Mr. Dunn
·5·· ·fellow Latin student.··He was moving on to another ·5·· ·about it?
·6·· ·independent school.··He thought I should know that.··I ·6·· · · ··A.· ·Mm-hmm.
·7·· ·thought I needed to know that, just knowing Illinois ·7·· · · ··Q.· ·And who else was in the meeting?
·8·· ·law about sexual -- sexual -- sexual assaults of ·8·· · · ··A.· ·I don't remember.
·9·· ·students.··I shared it with Randall and the associate ·9·· · · ··Q.· ·More than just you and Mr. Dunn?
10·· ·head of school at the time and the assistant upper 10·· · · ··A.· ·Perhaps.
11·· ·school director what was going on, and I made a strong 11·· · · ··Q.· ·Okay.··And what did you tell him in the
12·· ·suggestion that we needed to tell the police or at 12·· ·meeting?
13·· ·least the student's parents, and Randall said no. 13·· · · ··A.· ·Just what I shared with you, that a counselor
14·· · · ··Q.· ·Wow, okay.··That's a lot to -- a lot to hear. 14·· ·-- a dean came to me, Brandon came to me, on the day of
15·· ·Wow.··Let me just see where I want to go with that. 15·· ·commencement to say that this young lady had been
16·· ·Where did -- who was the person who reported this to 16·· ·sexually assaulted by another student, he had known
17·· ·you during the commencement? 17·· ·about it for a matter of months, and that I -- when I
18·· · · ··A.· ·It was the day of -- it was the dean, 18·· ·asked who else knew about it, he said the counselors
19·· ·Brandon.· · · · · · · · · · · · · · · · · · · · · · · · · ··0:26:56 19·· ·were all aware of it, and I shared that.··That's what I
20·· · · ··Q.· ·Brandon.··Okay. 20·· ·shared with Randall.
21·· · · ··A.· ·Brandon reported it, and then later, I had a 21·· · · ··Q.· ·Do you have any idea why the dean and
22·· ·-- I -- because it was his last day of work too, and 22·· ·counselors didn't report this?
23·· ·the student's last day of school, his last day of work, 23·· · · ··A.· ·No, I don't know why.· · · · · · · · · · · · · · ·0:29:00
24·· ·commencement's, like, in two hours.··There wasn't, 24·· · · ··Q.· ·Were they obligated to report it?
25·· ·like, we could start an investigation or anything.··So 25·· · · ··A.· ·That was -- I would say yes, I think that we
Exhibit 5, LLC
Page 29 Page 31
·1·· ·made that pretty clear. ·1·· ·herself?

·2·· · · ··Q.· ·And what was the obligation from, would it be
AM 2022L003763
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·2·· · · ··A.· ·No, she was no longer a student at Latin

·3·· ·Illinois law or would it be the policy of Latin? ·3·· ·after this happened.
·4·· · · ··A.· ·You know, without having Latin's handbook in ·4·· · · ··Q.· ·Do you know what a -- grade she was in when
·5·· ·front of me, I don't recall exactly what it said, but ·5·· ·it did happen?
·6·· ·my -- just coming from working in other independent ·6·· · · ··A.· ·Senior.··Senior in high school.
9:41 PM
·7·· ·schools in Illinois, you -- you gotta tell the parents ·7·· · · ··Q.· ·Do you know what her age -- was her age under
4/11/202310:48
·8·· ·or the police. ·8·· ·the age of 18, as far as you know?
·9·· · · ··Q.· ·All right.··Let's get back to you telling -- ·9·· · · ··A.· ·I don't know.··I don't know her age, if she
DATE:8/21/2023
10·· ·or you sharing it with -- with Randall Dunn.··You said 10·· ·was 17 or 18 or 19 for that matter.
11·· ·he said no, he doesn't want to disclose it.··Tell me 11·· · · ··Q.· ·Okay.··Do you know her identity?
12·· ·more about that. 12·· · · ··A.· ·I do.
FILEDDATE:
13·· · · ··A.· ·It wasn't so much that he -- he felt strongly 13·· · · ··Q.· ·Yes?
14·· ·-- this was in an email.··He felt strongly that that 14·· · · ··A.· ·Yes.··Yes, I said, "I do."
15·· · · ··Q.· ·Okay.··And do you know the identity of the
FILED
15·· ·was not our obligation to share that, that the

16·· ·counselors knew and that they were able to communicate 16·· ·person who was accused of sexually assaulting her?
17·· ·with the parents of the girl. 17·· · · ··A.· ·No.
18·· · · ··Q.· ·And this is an email he sent you that said 18·· · · ··Q.· ·Okay.
19·· ·this? 19·· · · ··A.· ·I don't know his name.··The counselors and
20·· · · ··A.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·0:30:01 20·· ·dean never revealed that.
21·· · · ··Q.· ·Do you still have the email? 21·· · · ··Q.· ·They never revealed the -- the boy's name?
22·· · · ··A.· ·I don't know.··I'd have to look through files 22·· · · ··A.· ·No.· · · · · · · · · · · · · · · · · · · · · · · ·0:31:51
23·· ·to see if I could find it. 23·· · · ··Q.· ·After Mr. Dunn told you he didn't think it
24·· · · ··Q.· ·It was a Latin School email, right? 24·· ·was your -- their -- his obligation to share this, did
25·· · · ··A.· ·It would have been a Latin School email. 25·· ·you have additional communications with him about it?
Page 30 Page 32
·1·· · · ··Q.· ·Okay.··And did you save -- do you know ·1·· · · ··A.· ·I'm not sure.··I don't remember.
·2·· ·whether you saved the email yourself? ·2·· · · ··Q.· ·Do you know if you told him you didn't agree?
·3·· · · ··A.· ·I don't recall. ·3·· · · ··A.· ·I -- I'm pretty sure I would have told him
·4·· · · ··Q.· ·Okay.··So your memory is that the email said ·4·· ·that.
·5·· ·he felt strongly it was not your obligation to share ·5·· · · ··Q.· ·What was the impact of this incident on your
·6·· ·this with the police and the parents? ·6·· ·decision to leave Latin?
·7·· · · ··A.· ·Something along those lines. ·7·· · · ··A.· ·I think it was the beginning of the end after
·8·· · · ··Q.· ·And did he -- did -- who -- did he say who he ·8·· ·that, for several reasons.
·9·· ·thought had that obligation? ·9·· · · ··Q.· ·That was one of the reasons, right?
10·· · · ··A.· ·I don't remember what he -- 10·· · · ··A.· ·Mm-hmm.
11·· · · ··Q.· ·Do you know -- 11·· · · ··Q.· ·Okay.··What was another reason?··We -- you
12·· · · ··A.· ·-- said. 12·· ·said there was something else that happened with you
13·· · · ··Q.· ·Okay.··I'm sorry.··I didn't mean to 13·· ·and another employee.··Tell me about that.
14·· ·interrupt.··Did the counselor -- do you know whether 14·· · · ··A.· ·Sure.··The -- the woman I mentioned earlier,
15·· ·the parents were ever informed? 15·· ·Eleannor Maajid, and I had -- had some sexual
16·· · · ··A.· ·I can't verify that, but Ashly said that she 16·· ·harassment experiment -- experiences with another
17·· ·-- after all of this came out, that she had been in 17·· ·administrator at the school, and we, by happenstance,
18·· ·contact with the girl's mother. 18·· ·found out we were having the same experience with this
19·· · · ··Q.· ·Ashly was one of the counselors, right? 19·· ·person, and decided to go together to speak to Randall
20·· · · ··A.· ·Mm-hmm. 20·· ·about it.
21·· · · ··Q.· ·Okay. 21·· · · ··Q.· ·Who was the person who was harassing you?
22·· · · ··A.· ·Yes.··Yes, she was one of -- 22·· · · ··A.· ·Jed Silverstein.
23·· · · ··Q.· ·Okay. 23·· · · ··Q.· ·What was his position?
24·· · · ··A.· ·-- the counselors. 24·· · · ··A.· ·The title was something like director of
25·· · · ··Q.· ·And you never spoke to the -- the girl 25·· ·academics or some -- something like that, or director
Exhibit 5, LLC
Page 33 Page 35
·1·· ·of teaching and -- something along those lines.··I ·1·· ·"What would you like for me to do?"··He said -- we
·2·· ·said, "We -- that's up to you."··And he said he was
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·2·· ·can't remember exactly.

·3·· · · ··Q.· ·Okay.··What was he -- tell me about the ·3·· ·going to do an investigation.
·4·· ·harassment you perceived from him -- you experienced ·4·· · · ··Q.· ·Okay.··And do you know whether he did an
·5·· ·from him. ·5·· ·investigation?
·6·· · · ··A.· ·Constant -- what would be the word?··Ogling, ·6·· · · ··A.· ·Yeah, he -- he did do one.··Some time passed
9:41 PM
·7·· ·I don't know if that's a word. ·7·· ·and he had us both come into his office to share what
4/11/202310:48
·8·· · · ··Q.· ·Yeah, that's -- ·8·· ·he had done, and he said that he had spoke to -- to
·9·· · · ··A.· ·Ogling is -- ·9·· ·Jed, who denied any of this happened, and that was it.
DATE:8/21/2023
10·· · · ··Q.· ·-- a word. 10·· · · ··Q.· ·Did he give you a conclusion about what --
11·· · · ··A.· ·Ogling, constant, like, heavy breathing and 11·· ·how -- what he concluded from his investigation?
12·· ·staring at my body.··Not necessarily making comments, 12·· · · ··A.· ·That there was -- that we had reached -- that
FILEDDATE:
13·· ·but it was pretty obvious, and then I found out 13·· ·it was an impasse, I remember that was -- that we said
14·· ·Eleannor was experiencing the same thing. 14·· ·this happened, Jed said this didn't happen, and that we
15·· ·had come to an impasse.
FILED
15·· · · ··Q.· ·Okay.··Did he ever ask you out?

16·· · · ··A.· ·No.··No. 16·· · · ··Q.· ·So the two of you said it did happen, one --
17·· · · ··Q.· ·Touching, any touching? 17·· ·and Jed said no, and so that -- he said that was an
18·· · · ··A.· ·No touching. 18·· ·impasse, right?
19·· · · ··Q.· ·Just -- just the looking? 19·· · · ··A.· ·Yes, and he said that Jed got an attorney,
20·· · · ··A.· ·Yeah, it was, like, pretty crude, and other 20·· ·and that -- he alluded to us -- how is it?··That we
21·· ·people noticed it as well. 21·· ·were endangering his employment.
22·· · · ··Q.· ·Okay.··Did you -- you said Eleannor Maajid 22·· · · ··Q.· ·Endangering Jed's employment?· · · · · · · · · · ·0:36:49
23·· ·and you went together to see Mr. Dunn? 23·· · · ··A.· ·Yeah.
24·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:34:19 24·· · · ··Q.· ·Did Mr. Dunn suggest any further actions that
25·· · · ··Q.· ·When was this? 25·· ·you should take about this incident?
Page 34 Page 36
·1·· · · ··A.· ·That had to have been the winter of 2017. ·1·· · · ··A.· ·Not that I can recall.
·2·· · · ··Q.· ·Okay.··Let me just make sure I have the dates ·2·· · · ··Q.· ·Did he -- when you said he alluded to -- Jed
·3·· ·right.··We -- we talked about the student at -- it was ·3·· ·had an attorney and he alluded to you being a threat, I
·4·· ·commencement, May 2017, with the student. ·4·· ·guess I'm trying to understand, you know, was that
·5·· · · ··A.· ·Yeah. ·5·· ·something that -- how -- well, how did you take that,
·6·· · · ··Q.· ·This was before that, right? ·6·· ·that comment?··What did you mean -- take that to mean?
·7·· · · ··A.· ·No, this was after that. ·7·· · · ··A.· ·That -- that we needed to be quiet.
·8·· · · ··Q.· ·Okay. ·8·· · · ··Q.· ·Okay.
·9·· · · ··A.· ·Because commencement was June of -- June -- ·9·· · · ··A.· ·He didn't say that, but that was my
10·· ·May or June of 2017. 10·· ·interpretation of it.
11·· · · ··Q.· ·I see.··I see.··So this is moving on into the 11·· · · ··Q.· ·That was your interpretation, okay.··So what
12·· ·-- the next semester, right? 12·· ·did you do next about that incident?
13·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:34:53 13·· · · ··A.· ·Well, I -- Randall and I, as mentioned
14·· · · ··Q.· ·Okay.··Tell me what happened when you went to 14·· ·earlier, we had a regular standing meeting, and he was
15·· ·see Mr. Dunn.··Was it in person? 15·· ·-- he -- he -- he brought it up.··I can't remember
16·· · · ··A.· ·Yes.··We -- Eleannor and I went together in 16·· ·exactly what the context was, but he -- he shared that
17·· ·person. 17·· ·he had shared that -- he had shared with his personal
18·· · · ··Q.· ·Okay.··And what happened at the meeting? 18·· ·assistant that Eleannor and I came to him to report
19·· · · ··A.· ·We said we wanted to share a concern about 19·· ·this, and I was shocked because he said it was going to
20·· ·one of the other administrators on the leadership -- on 20·· ·stay confidential, but it made sense to me at the time
21·· ·the senior team, and we just shared our different 21·· ·because after -- I'd say a couple weeks after sharing
22·· ·interactions with him and how it was becoming very 22·· ·it with Randall, I -- I was in a very contentious
23·· ·uncomfortable having one-on-one meetings with him, or 23·· ·situation with Jed, where it was just very hard to --
24·· ·even small group meetings, and we asked him -- well, we 24·· ·very hard to work with him.··And when Randall shared
25·· ·didn't ask him, we shared it with him, and he asked, 25·· ·this, I said, "You told Jed?"··Because it was supposed
Exhibit 5, LLC
Page 37 Page 39
·1·· ·to be in confidence, and he said, "Yeah, well, you ·1·· · · ··Q.· ·Yes.
AM 2022L003763
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·2·· ·know, I didn't tell him, I told my assistant," and she ·2·· · · ··A.· ·Yes, I was surprised.
·3·· ·had told Jed that it was us. ·3·· · · ··Q.· ·Do you know whether she was given any
·4·· · · ··Q.· ·So his assistant disclosed your identity to ·4·· ·financial incentive to do that, to -- to move to New
·5·· ·Jed as the complaining person? ·5·· ·York?
·6·· · · ··A.· ·Mm-hmm, and -- ·6·· · · ··A.· ·I'm not aware of that.· · · · · · · · · · · · · ··0:41:06
9:41 PM
·7·· · · ··Q.· ·And -- and Eleannor Maajid? ·7·· · · ··Q.· ·Okay.··Did -- you said you were in a
4/11/202310:48
·8·· · · ··A.· ·Yeah, and when I -- when he said that, maybe ·8·· ·contentious situation with Jed, this was after you --
·9·· ·a week later, after digesting it, I asked Randall to ·9·· ·your identity had been disclosed to him, right?
DATE:8/21/2023
10·· ·confirm, I said, "Did you really tell your assistant 10·· · · ··A.· ·Mm-hmm.
11·· ·who we were?" and he said, "Yeah, well, you know, you 11·· · · ··Q.· ·And what was that situation?
12·· ·-- you tell your assistant everything," and that was 12·· · · ··A.· ·From dirty looks in the -- in admin meetings
FILEDDATE:
13·· ·also -- that was the downfall after that, because it 13·· ·to getting, kind of, involved in my areas of
14·· ·was pretty rough that last semester with Jed -- 14·· ·responsibility and trying to pull rank, or just
15·· ·negative comments about me to others.
FILED
15·· · · ··Q.· ·Who was --

16·· · · ··A.· ·-- and I.· · · · · · · · · · · · · · · · · · · · ·0:39:32 16·· · · ··Q.· ·Did you complain to anyone besides Mr. Dunn
17·· · · ··Q.· ·-- his -- who's Randall's assistant?··Was, I 17·· ·about these situations with Jed?
18·· ·mean. 18·· · · ··A.· ·Yes.
19·· · · ··A.· ·Her name is Kristin Provencher.··She was at 19·· · · ··Q.· ·Who did -- who else did you complain to?
20·· ·Latin, and she's with him now at his new school in the 20·· · · ··A.· ·To Shelley, the associate head of school, the
21·· ·same position. 21·· ·-- Tom Alexander, who was the CFO, the division
22·· · · ··Q.· ·She traveled to New York to be with him at 22·· ·directors.··There were a group of people I was -- I had
23·· ·his new position? 23·· ·-- I would say I confided in.
24·· · · ··A.· ·Yeah. 24·· · · ··Q.· ·Okay.··And I used the word "complain," but,
25·· · · ··Q.· ·Did she move to New York? 25·· ·you know, it -- that can also mean, as you said,
Page 38 Page 40
·1·· · · ··A.· ·I'm assuming.··I don't know if it's a remote ·1·· ·confiding in.··Was there -- what were -- what was the
·2·· ·-- I doubt that it is, but yeah. ·2·· ·-- what were the results of you -- of you confiding
·3·· · · ··Q.· ·Okay.··Do you know whether Randall Dunn and ·3·· ·this information in these other people?··Anything --
·4·· ·Ms. Provencher have a personal -- have a romantic ·4·· ·did anything happen?
·5·· ·relationship? ·5·· · · ··A.· ·No.··Things -- I would say things got worse
·6·· · · · · · ·MR. WARNICK:··I'm going to object to -- ·6·· ·as the semester went on with Jed.
·7·· · · ··A.· ·I -- ·7·· · · ··Q.· ·Okay.··Did you have -- did you file a written
·8·· · · · · · ·MR. WARNICK:··-- foundation of that, and ·8·· ·complaint with Latin about any of these things?
·9·· ·speculation, and relevance.··Go ahead.··You can answer, ·9·· · · ··A.· ·I did.· · · · · · · · · · · · · · · · · · · · · ··0:42:46
10·· ·I guess. 10·· · · ··Q.· ·And who did you give that written complaint
11·· · · ··Q.· ·Okay.··Go ahead.··You can answer. 11·· ·to?
12·· · · ··A.· ·I am not aware of that, and I wasn't aware of 12·· · · ··A.· ·While I was there?
13·· ·it. 13·· · · ··Q.· ·Yes, while you were there.
14·· · · ··Q.· ·Okay.··So that's not something that you 14·· · · ··A.· ·No, I'm sorry, I did not.··The only written
15·· ·perceived at the time, right? 15·· ·complaint was to Randall, in emails, that -- that was
16·· · · ··A.· ·No, I did not, and -- 16·· ·it.
17·· · · ··Q.· ·Was -- 17·· · · ··Q.· ·That was during the time this -- this was all
18·· · · ··A.· ·-- they're both married, so I mean, not that 18·· ·going on?
19·· ·that means anything, but that was not the perception -- 19·· · · ··A.· ·Yeah, because we didn't -- during this time,
20·· · · ··Q.· ·Got it.··Got it. 20·· ·we did not have an HR director.··We did have a -- maybe
21·· · · ··A.· ·-- I had.· · · · · · · · · · · · · · · · · · · · ·0:40:36 21·· ·you'd call it, like, an HR administrator.··So the HR
22·· · · ··Q.· ·Was it normal for -- I mean, well, strike 22·· ·director was no -- we didn't have one anymore.
23·· ·that.··Were you surprised to -- to learn that Kristin 23·· · · ··Q.· ·Okay.··So you didn't go to -- there was no HR
24·· ·had gone to New York to continue to work for Mr. Dunn? 24·· ·director to go to, got it.
25·· · · ··A.· ·Was I surprised? 25·· · · ··A.· ·No, there was someone who did, like, benefits
Exhibit 5, LLC
Page 41 Page 43
·1·· ·and payroll, but not -- not for something like this. ·1·· · · · · · ·MR. SHAW:··Well, my concern is I don't know
AM 2022L003763
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·2·· · · ··Q.· ·Did you file an EEOC charge? ·2·· ·what the confidentiality clause says and whether it
·3·· · · ··A.· ·I did.· · · · · · · · · · · · · · · · · · · · · ··0:43:33 ·3·· ·even -- so broad --
·4·· · · ··Q.· ·Was that after you left? ·4·· · · · · · ·MS. FRANKLIN:··Okay.
·5·· · · ··A.· ·That was after I left. ·5·· · · · · · ·MR. SHAW:··-- as to preclude any discussion
·6·· · · ··Q.· ·And did you have an attorney? ·6·· ·of it.
9:41 PM
·7·· · · ··A.· ·I did. ·7·· · · · · · ·MS. FRANKLIN:··Okay.··Well, let's just move

4/11/202310:48
·8·· · · ··Q.· ·Who was your attorney? ·8·· ·on from that.··I -- I just -- yeah, that -- let's move
·9·· · · ··A.· ·Aaron Maduff. ·9·· ·on from that.
DATE:8/21/2023
10·· · · ··Q.· ·I know who that is.··Very -- very good 10·· · · ··Q.· ·Are you able to tell me whether you had a --
11·· ·attorney.··And what happened with your EEOC charge? 11·· ·there was a monetary aspect to the settlement?
12·· · · ··A.· ·We had a mediation, and we -- 12·· · · ··A.· ·Yes.
FILEDDATE:
13·· · · ··Q.· ·In the -- 13·· · · ··Q.· ·And there was?

14·· · · ··A.· ·-- settled. 14·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:45:43
FILED
15·· · · ··Q.· ·In the EEOC itself? 15·· · · ··Q.· ·Okay.··Was Randall Dunn at -- present at the
16·· · · ··A.· ·Yeah.··Yeah.··Yeah, and -- yeah, we had a -- 16·· ·mediation?
17·· ·the woman who was mediating was from the EEOC. 17·· · · ··A.· ·Yes.
18·· · · ··Q.· ·Okay. 18·· · · ··Q.· ·And did you receive the benefits of what you
19·· · · ··A.· ·Yeah. 19·· ·had agreed to in the settlement agreement?
20·· · · ··Q.· ·Do you remember her name? 20·· · · ··A.· ·Yes.
21·· · · ··A.· ·No, I can't -- 21·· · · ··Q.· ·Okay.··You did -- did you take any other
22·· · · ··Q.· ·Okay. 22·· ·legal action after that --
23·· · · ··A.· ·-- remember her name.· · · · · · · · · · · · · · ·0:44:10 23·· · · ··A.· ·No.
24·· · · ··Q.· ·And you did settle the -- the -- the matter 24·· · · ··Q.· ·-- against -- against Latin?··I'm sorry.
25·· ·in that mediation? 25·· · · ··A.· ·No.
Page 42 Page 44
·1·· · · ··A.· ·Shortly thereafter.··Shortly thereafter. ·1·· · · ··Q.· ·Okay.··Do you know when Jed Silverstein left
·2·· · · ··Q.· ·Did you sign a settlement agreement? ·2·· ·Latin?
·3·· · · ··A.· ·I did. ·3·· · · ··A.· ·I just know it was after me.
·4·· · · ··Q.· ·Does it have a confidentiality provision? ·4·· · · ··Q.· ·Okay.··After you left, okay.··Do you know
·5·· · · ··A.· ·It does. ·5·· ·whether he was ever terminated for anything that you
·6·· · · ··Q.· ·So I'm not going to ask you to tell me what ·6·· ·had complained about?
·7·· ·the settlement was -- ·7·· · · ··A.· ·I don't know.· · · · · · · · · · · · · · · · · · ·0:46:39
·8·· · · ··A.· ·Okay. ·8·· · · ··Q.· ·Was your EEOC charge against -- who did you
·9·· · · ··Q.· ·-- because of that.··Did it have a ·9·· ·name as the -- as the -- who did you file your EEOC
10·· ·confidentiality provision that would prevent you from 10·· ·charge -- charge against?··Was it just -- just the
11·· ·talking about -- talking about the -- the -- the 11·· ·school?
12·· ·underlying complaints that you made? 12·· · · ··A.· ·The school and Randall.
13·· · · · · · ·MR. WARNICK:··I'm going to object because -- 13·· · · ··Q.· ·You filed it specifically against Mr. Dunn?
14·· ·based on that, what you just said, she signed an 14·· · · ··A.· ·Yes.
15·· ·agreement, but I will let her attorney advise her 15·· · · ··Q.· ·Okay.··Okay.··Let me go back for just a
16·· ·everything else. 16·· ·second.··There's just a couple other questions I had
17·· · · · · · ·MS. FRANKLIN:··Okay.··Yeah. 17·· ·about the -- the issue with the student that you talked
18·· · · · · · ·MR. SHAW:··Would you repeat the question? 18·· ·about from the unfortunate incident where the student
19·· · · · · · ·MS. FRANKLIN:··Sure. 19·· ·was assaulted.··The way you had -- had characterized
20·· · · ··Q.· ·I -- well, let me ask a better question. 20·· ·your concern was "student safety and risk management,"
21·· ·What was the scope of the confidentiality clause that 21·· ·do you remember using those words?
22·· ·you signed in your -- in your -- in your agreement? 22·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:47:46
23·· · · · · · ·MR. WARNICK:··I'll object again based on 23·· · · ··Q.· ·Tell me what you meant by that -- those
24·· ·that, but you can answer or you can -- whatever your 24·· ·phrase -- that phrase.
25·· ·attorney tells you to do. 25·· · · ··A.· ·Student safety, I mean physical safety,
Exhibit 5, LLC
Page 45 Page 47
·1·· ·mental, emotional.··Risk management, what are those ·1·· ·are you aware of the Bronstein case?
·2·· ·things in a school that are employed to help make sure
AM 2022L003763
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·2·· · · ··A.· ·Yes.

·3·· ·kids are safe. ·3·· · · ··Q.· ·What do you know about that?
·4·· · · ··Q.· ·Okay.··And what would -- did you -- did you ·4·· · · · · · ·MR. WARNICK:··I'm going to object to
·5·· ·-- were there any deficiencies in the risk management ·5·· ·relevance of everything that you're going to ask here,
·6·· ·approach that you saw at Latin while you were there? ·6·· ·so I'm just going to save us all the time, just enter
9:41 PM
·7·· · · ··A.· ·Yes. ·7·· ·an objection continuing on all these questions about
4/11/202310:48
·8·· · · ··Q.· ·Can you tell me about those deficiencies? ·8·· ·the Bronstein case.
·9·· · · ··A.· ·I thought it was -- one thing, the two school ·9·· · · · · · ·MS. FRANKLIN:··Okay.
DATE:8/21/2023
10·· ·counselors who I mentioned were not state school -- 10·· · · ··Q.· ·What do you know about it?
11·· ·they were not state-certified school counselors.··They 11·· · · ··A.· ·It was -- I know that there was a young man
12·· ·were, like, therapists.··I felt like that was -- your 12·· ·who came to the school during the height of the
FILEDDATE:
13·· ·school counselors know, typically, the state law and 13·· ·pandemic from a competitor school, and from what I've
14·· ·obligations.··I felt like those were two major 14·· ·been able to read, he committed suicide.
15·· · · ··Q.· ·You weren't at the school, obviously, during
FILED
15·· ·proficiencies --
16·· · · ··Q.· ·So the counselor -- 16·· ·this time period?
17·· · · ··A.· ·-- deficiencies. 17·· · · ··A.· ·No.
18·· · · ··Q.· ·I'm sorry, the counselors were not state 18·· · · ··Q.· ·Okay.··Did you know any of the -- did you
19·· ·certified, you said? 19·· ·know the young man?
20·· · · ··A.· ·Not to be school counselors.· · · · · · · · · · ··0:48:52 20·· · · ··A.· ·No.
21·· · · ··Q.· ·They were just therapists? 21·· · · ··Q.· ·Do you know his parents?
22·· · · ··A.· ·Yes. 22·· · · ··A.· ·No.
23·· · · ··Q.· ·And what impact would -- did you think that 23·· · · ··Q.· ·Have you ever talked to Latin's attorneys
24·· ·-- what negative impact did you think that would have? 24·· ·about the Bronstein matter?
25·· · · ··A.· ·I thought it had a negative impact with 25·· · · ··A.· ·No.· · · · · · · · · · · · · · · · · · · · · · · ·0:51:24
Page 46 Page 48
·1·· ·reporting.··I thought it had a negative impact with ·1·· · · ··Q.· ·Have you ever talked to the Bronstein's
·2·· ·understanding what local law was -- or is, I should ·2·· ·attorneys about it?
·3·· ·say, in Illinois.··Best practice in communication with ·3·· · · ··A.· ·No.
·4·· ·school administrators, parents, the police or law ·4·· · · ··Q.· ·Okay.··Now, just jumping back to the incident
·5·· ·enforcement, if necessary.··All of that seemed to have ·5·· ·we talked about with the sexual assault and risk
·6·· ·been missing. ·6·· ·management, do you know whether Latin ever, while you
·7·· · · ··Q.· ·Are you aware of any -- oh, let me go back ·7·· ·were there at least, improved its processes with
·8·· ·then.··So -- and what about the student -- student ·8·· ·respect to the counseling, and reporting, and the
·9·· ·safety aspect, did you perceive that that -- the ·9·· ·issues you -- you raised?
10·· ·attention to student safety was deficient? 10·· · · ··A.· ·Yes, I -- I think that not so much in the
11·· · · ··A.· ·I would say in that -- in that regard, with 11·· ·written, but I would say in action.··There was another
12·· ·the counselors, that aspect of safety.··I feel like the 12·· ·incident of a student reporting being -- it was right
13·· ·kids were -- the kids were physically safe while at 13·· ·after this, being not sexually assaulted per se, but
14·· ·Latin.··I -- buildings were secure, I mean, that type 14·· ·almost, by a member of the community, and I would say
15·· ·of thing.··They were physically safe.··It was more the 15·· ·in that instance, I would say the -- the school
16·· ·social, emotional, with the staffing that we had at the 16·· ·responded well, but I think that's because the
17·· ·time. 17·· ·counselors weren't involved.
18·· · · ··Q.· ·Okay.··Besides the incident we talked about, 18·· · · ··Q.· ·Who was involved?· · · · · · · · · · · · · · · · ·0:52:47
19·· ·are you aware of any other incidents where a student 19·· · · ··A.· ·Myself, Randall, one of the teachers at the
20·· ·was sexually assaulted? 20·· ·time who was aware of what happened, and we went to the
21·· · · ··A.· ·Not at Latin, no.· · · · · · · · · · · · · · · · ·0:50:11 21·· ·police right away.
22·· · · ··Q.· ·Okay. 22·· · · ··Q.· ·Okay.··Was this a female student?
23·· · · ··A.· ·Not that I can recall. 23·· · · ··A.· ·Yes.
24·· · · ··Q.· ·Okay.··I'm going to skip around a little bit 24·· · · ··Q.· ·And you said the person who caused the issue
25·· ·here.··So I -- I apologize if things seem choppy, but 25·· ·was a member of the community?
Exhibit 5, LLC
Page 49 Page 51
·1·· · · ··A.· ·Yes. ·1·· ·incidents that led up to that.··What was -- how did you
·2·· · · ··Q.· ·Who was that? ·2·· ·end up finally leaving Latin?··What did you do?
AM 2022L003763
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·3·· · · ··A.· ·I don't remember.··A parent. ·3·· · · ··A.· ·Randall said that he thought that I was a
·4·· · · ··Q.· ·It was a parent? ·4·· ·great administrator and had served the students well,
·5·· · · ··A.· ·Mm-hmm. ·5·· ·but that I wasn't the right fit for Latin.
·6·· · · ··Q.· ·So was it -- it was an issue between a ·6·· · · ··Q.· ·What --
9:41 PM
·7·· ·student and a parent of another student? ·7·· · · ··A.· ·So he --

4/11/202310:48
·8·· · · ··A.· ·A foreign exchange student. ·8·· · · ··Q.· ·And -- I'm sorry, go ahead.· · · · · · · · · · · ·0:56:06
·9·· · · ··Q.· ·And -- okay.··So a foreign exchange student ·9·· · · ··A.· ·No, so I -- so that, yeah, he approached me,
DATE:8/21/2023
10·· ·and the parent of another student? 10·· ·and it was after -- no, right before commencement of
11·· · · ··A.· ·Yes. 11·· ·2018, and said he was appreciative of my work and that
12·· · · ··Q.· ·Okay.··And you went to the police? 12·· ·I've made great strides, but that I was not the right
FILEDDATE:
13·· · · ··A.· ·Went first to Randall to report what 13·· ·fit for the school -- for the upper school.
14·· ·happened, what was shared, and myself and the faculty 14·· · · ··Q.· ·So he came to you?
15·· · · ··A.· ·Yeah.
FILED
15·· ·member who were involved, who were made aware of the
16·· ·situation, we spent, gosh, two or three days with the 16·· · · ··Q.· ·Was it a meeting, like a sit-down meeting?
17·· ·police, and they did another investigation them -- an 17·· · · ··A.· ·Yeah.··Yes.
18·· ·outside investigation. 18·· · · ··Q.· ·Okay.
19·· · · ··Q.· ·"They" meaning Latin? 19·· · · ··A.· ·It was a sit-down meeting.
20·· · · ··A.· ·The police.· · · · · · · · · · · · · · · · · · · ·0:54:01 20·· · · ··Q.· ·Did you perceive -- did you understand you
21·· · · ··Q.· ·Oh, the police, I'm sorry. 21·· ·were being terminated?
22·· · · ··A.· ·We handed it over to the police right away 22·· · · ··A.· ·No, because he said I was scheduled -- I was
23·· ·when it happened. 23·· ·supposed to be going on an overseas trip with some kids
24·· · · ··Q.· ·And did Mr. Dunn -- did Randall Dunn have an 24·· ·that summer, and he said, "Why don't you go on the
25·· ·opinion on whether you should report this one to the 25·· ·trip, think about it?··Let's discuss more.··Perhaps
Page 50 Page 52
·1·· ·police? ·1·· ·there's another option, but let's just have the
·2·· · · ··A.· ·No, it was very different than the first one. ·2·· ·conversation."
·3·· ·So I would -- in that way, I would say it was an ·3·· · · ··Q.· ·Did you go on the trip?· · · · · · · · · · · · · ·0:56:56
·4·· ·improvement.··We let the -- we let the police handle ·4·· · · ··A.· ·I did not go on the trip.
·5·· ·it. ·5·· · · ··Q.· ·Okay.··Did you resign at that point?
·6·· · · ··Q.· ·And do you know what the police determined? ·6·· · · ··A.· ·No.
·7·· · · ··A.· ·They determined that what the student ·7·· · · ··Q.· ·What other option did you understand he --
·8·· ·reported was true, but the student and her family did ·8·· ·that he was potentially offering?··What other option
·9·· ·not want to press any charges. ·9·· ·would there have been?
10·· · · ··Q.· ·Okay. 10·· · · ··A.· ·He said perhaps to stay -- I could stay on,
11·· · · ··A.· ·And the police came to Latin to interview the 11·· ·but Kirk would become the dean of curriculum and
12·· ·student and the other students involved. 12·· ·instruction, and that he wanted Kirk to be in the upper
13·· · · ··Q.· ·All right.··And do you know -- I'm not going 13·· ·school but report to him and not me.··And he said that
14·· ·to ask you to put it on the record, but do you know the 14·· ·that was an option.··Trying to think what else.··An
15·· ·identity of this other parent who was the perpetrator? 15·· ·option --
16·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:55:01 16·· · · ··Q.· ·I'm sorry, who -- what's Kirk's last name?
17·· · · ··Q.· ·Okay.··And did anything happen to that 17·· · · ··A.· ·Greer.
18·· ·person? 18·· · · ··Q.· ·Kirk Greer, okay.··Did he -- did Mr. Dunn
19·· · · ··A.· ·With regard -- regarding the police? 19·· ·tell you why he thought you were just not a good fit?
20·· · · ··Q.· ·Yes. 20·· · · ··A.· ·I -- I asked him.··I said, "Is there" -- I
21·· · · ··A.· ·I don't think so, other than they were 21·· ·said, "You know, I haven't had an evaluation, so I'm
22·· ·interviewed by the police and their investigative unit. 22·· ·not -- I'm not sure where this is coming from.··This is
23·· · · ··Q.· ·Do you -- okay.··Thank you.··That's -- that's 23·· ·a bit of a shock."··And I said, "Is this about Jed and
24·· ·interesting.··All right.··So going back to your 24·· ·the student?"··And he just -- he wouldn't answer the
25·· ·decision to leave Latin, we talked about several 25·· ·question.
Exhibit 5, LLC
Page 53 Page 55
·1·· · · ··Q.· ·Just didn't answer at all? ·1·· ·to put in writing you're going to resign," and I said,
AM 2022L003763
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·2·· · · ··A.· ·No.··He went on to some other, you know, "You ·2·· ·"I'm not going to resign."··He said, "Okay, then,
·3·· ·gotta -- you -- you've got all this -- all this, you're ·3·· ·you're fired."··I said, "Okay.··Good.··Let's do it."
·4·· ·so talented, you're so this, but this is not the right ·4·· · · ··Q.· ·And when -- and when was this?··Right before
·5·· ·school for you.··Feel like you'd do better at a ·5·· ·--
·6·· ·different school." ·6·· · · ··A.· ·July --
9:41 PM
·7·· · · ··Q.· ·Did he explain what he meant by "a different ·7·· · · ··Q.· ·-- summer?
4/11/202310:48
·8·· ·school"? ·8·· · · ··A.· ·July of 2018.

·9·· · · ··A.· ·He wasn't specific.··He just said, "a ·9·· · · ··Q.· ·Okay.··So he said, "Okay, you're fired"?
DATE:8/21/2023
10·· ·different independent school." 10·· · · ··A.· ·I got a package, like, the next day, or the
11·· · · ··Q.· ·Did you feel this was retaliatory for your 11·· ·next week, something like that.
12·· ·complaints about Jed? 12·· · · ··Q.· ·Was that a severance package, you mean?
FILEDDATE:
13·· · · ··A.· ·I did, and I told him that.··I said, "I feel 13·· · · ··A.· ·No, it was a package for, like, benefits.··I
14·· ·like this is about Jed, and the student, and some 14·· ·forget -- forget the term.
15·· ·confrontations I had with the counselors."
FILED
15·· · · ··Q.· ·COBRA?

16·· · · ··Q.· ·So Jed and the issue with the sexual assault? 16·· · · ··A.· ·COBRA, thank you.··COBRA.
17·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··0:58:53 17·· · · ··Q.· ·Okay.··So did you understand you had been
18·· · · ··Q.· ·And what did he say to that? 18·· ·fired, is that how it ended up?
19·· · · ··A.· ·He -- he just didn't -- he didn't confirm or 19·· · · ··A.· ·Well, I -- my attorney, at that point, he --
20·· ·deny. 20·· ·Randall had requested to meet with me about -- about
21·· · · ··Q.· ·He doesn't -- he's not very talkative, is he? 21·· ·the situation, and I shared that with my attorney, and
22·· · · ··A.· ·Randall?··Not really.··I wouldn't call him a 22·· ·he said, "You know, at this point, maybe I should talk
23·· ·talkative person. 23·· ·to Randall."··So --
24·· · · ··Q.· ·All right.··So he tells you -- he told you 24·· · · ··Q.· ·Okay.
25·· ·weren't a good fit, you should -- you belonged at a 25·· · · ··A.· ·-- he had emailed Randall and said, "Can you
Page 54 Page 56
·1·· ·different school.··What did you do next? ·1·· ·-- can -- can we talk about this?"··And at that point,
·2·· · · ··A.· ·I -- I took some time to think about it.··He ·2·· ·Randall -- we -- he and I ceased discuss -- talking, so
·3·· ·-- he offered me some type of payout option, just to ·3·· ·he didn't actually say, "You're fired."··I never got an
·4·· ·kind of go away type of thing, for the year.··I felt ·4·· ·email from him saying, "You're terminated."··He -- he
·5·· ·like -- or to do this thing with Kirk, this kind of new ·5·· ·and my attorney, it was just understood that that was
·6·· ·situation.··I was -- wasn't really feeling either one ·6·· ·the situation.
·7·· ·of them, so I -- at that point, I sought outside legal ·7·· · · ··Q.· ·I see.··So once you hired counsel, your
·8·· ·advice. ·8·· ·counsel communicated directly with Dunn?
·9·· · · ··Q.· ·And that's when you went -- went forward with ·9·· · · ··A.· ·Dunn and his attorneys.· · · · · · · · · · · · · ·1:02:18
10·· ·the EEOC charge or? 10·· · · ··Q.· ·Okay.··And who were his attorneys?
11·· · · ··A.· ·Well, that's when I came in contact with 11·· · · ··A.· ·I don't know.
12·· ·Aaron Maduff and just explained what my two years of 12·· · · ··Q.· ·Attorneys for Latin, or attorneys for Dunn
13·· ·Latin had been like and these -- the issue with the 13·· ·personally?
14·· ·sexual assault of the student, other issues with 14·· · · ··A.· ·I understand them to be attorneys for Latin
15·· ·faculty and students, and the Jed sexual harassment 15·· ·because we had -- I had actually spoke to one of them
16·· ·situation. 16·· ·with -- Randall asked me to speak to one of them
17·· · · ··Q.· ·Got it.··And then did -- and then how did you 17·· ·regarding the sexual assault of the student --
18·· ·end up leaving Latin at that point? 18·· · · ··Q.· ·Okay.
19·· · · ··A.· ·Randall asked for me to resign.··He's like, 19·· · · ··A.· ·-- when that happened.
20·· ·"I'm not" -- he had -- he took some time away and he's 20·· · · ··Q.· ·Tell me about that.
21·· ·like, "I don't think this is going to work with Kirk. 21·· · · ··A.· ·When it first came out, he suggested myself
22·· ·I think" -- he's like, "I would like for you, if you 22·· ·and the assistant upper school director at the time,
23·· ·stay, to do the Kirk" -- it was just the Kirk thing or 23·· ·that we have a conversation with him.··I just remember
24·· ·the -- or, "Here's a package deal," which was pretty 24·· ·his first name was Mark [phonetic].··I can't remember
25·· ·normal for him.··And he's like, "I want -- I want you 25·· ·his last name.··And that we -- he suggested that we
Exhibit 5, LLC
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·1·· ·speak to him about what we knew with the student, what ·1·· ·is that what you said?
·2·· ·had been reported.
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·2·· · · ··A.· ·It was a long exchange.··It was exchanges

·3·· · · ··Q.· ·Randall Dunn suggested you speak to the ·3·· ·with the attorney, with the associate head of school,
·4·· ·attorney? ·4·· ·with the assistant upper school director.··That's what
·5·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:03:07 ·5·· ·I seem to recall, like it was a lot of back and forth,
·6·· · · ··Q.· ·Did he tell you why he thought you should do ·6·· ·and lengthy in nature.
9:41 PM
·7·· ·that? ·7·· · · ··Q.· ·And remind me who those two people, the --
4/11/202310:48
·8·· · · ··A.· ·I don't remember what his reasoning was, but ·8·· ·the identities of those two people, those two positions
·9·· ·he suggested -- and he suggested I have a conversation ·9·· ·were?
DATE:8/21/2023
10·· ·or an email exchange, I think it was a mixture of both, 10·· · · ··A.· ·The associate head of school, Shelley
11·· ·with Mark. 11·· ·Greenwood, I believe it's Greenwood, is her last name,
12·· · · ··Q.· ·Was this before or after Randall Dunn said 12·· ·and Karen Horvath, who was the assistant upper school
FILEDDATE:
13·· ·that they -- you weren't -- he didn't think you should 13·· ·director.
14·· ·disclose it? 14·· · · ··Q.· ·Got it.··Okay.··So the emails would have
15·· ·included Randall Dunn, Shelley Greenwood, Karen
FILED
15·· · · ··A.· ·This was before.··This was --

16·· · · ··Q.· ·Before. 16·· ·Horvath, this attorney named Mark, and you, is that
17·· · · ··A.· ·-- pretty early on. 17·· ·right?
18·· · · ··Q.· ·Okay.··So you did have communications with 18·· · · ··A.· ·Yeah, but not all of them always -- they were
19·· ·the attorney, correct? 19·· ·not always -- they didn't always have that composition.
20·· · · ··A.· ·Yeah, and Randall, I believe he was on those 20·· ·You know, in a chain, maybe it's two people break off
21·· ·emails. 21·· ·and three people -- but there was a time when we were
22·· · · ··Q.· ·Okay.··And did the attorney provide any 22·· ·all communicating.
23·· ·advice or suggestions? 23·· · · ··Q.· ·I see.
24·· · · ··A.· ·His advice is that we needed to speak to an 24·· · · ··A.· ·Whether it was one email or two, I can't
25·· ·attorney who specialized in this sort of thing. 25·· ·recall.· · · · · · · · · · · · · · · · · · · · · · · · · · ·1:06:02
Page 58 Page 60
·1·· · · ··Q.· ·Okay.··Did he give you a referral?· · · · · · · ··1:03:59 ·1·· · · ··Q.· ·Okay.··Got it.··Do you know what firm the
·2·· · · ··A.· ·Not that I recall. ·2·· ·attorney named Mark was with?
·3·· · · ··Q.· ·Did it go any further than that? ·3·· · · ··A.· ·I don't remember.
·4·· · · ··A.· ·No, it seemed that that communication ·4·· · · ··Q.· ·And when he suggested that you "speak to an
·5·· ·regarding the student and Randall came to an end once ·5·· ·attorney who specialized in this sort of thing," did he
·6·· ·-- I remember there was a rather lengthy email that ·6·· ·explain what he meant by "this sort of thing"?
·7·· ·Randall sent and basically said, "This is not our ·7·· · · ··A.· ·I -- I got the gist it was related to student
·8·· ·role."··I'm paraphrasing.··I can't remember exactly, ·8·· ·safety and risk management, or educational -- an
·9·· ·word for word, what it said.··But basically, like, it ·9·· ·attorney who focused on education.··I don't think that
10·· ·wasn't our responsibility to share this with the 10·· ·was his specialty.
11·· ·student -- with the parent or -- with the parent.··I 11·· · · ··Q.· ·Okay.··So after you left Latin -- and that
12·· ·believe it was specifically the parent or police -- 12·· ·was in the summer of 2018, correct?
13·· · · ··Q.· ·And it was a lengthy -- 13·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:07:02
14·· · · ··A.· ·-- a little hazy. 14·· · · ··Q.· ·Okay.··So after you left Latin in the summer
15·· · · ··Q.· ·I'm sorry, I didn't mean to interrupt. 15·· ·of 2018, did you have any more communications with
16·· · · ··A.· ·That's -- no, I was just going to say, my 16·· ·anyone about the student sexual assault incident?
17·· ·memory is a little hazy exactly what the email said, 17·· · · ··A.· ·Yeah, there were rumors that were out there
18·· ·but the gist of it was "stop, stop pursuing this." 18·· ·that this had happened after it all came out, so, you
19·· · · ··Q.· ·And this -- was this sometime after the 19·· ·know, I would, from time to time, hear from employees
20·· ·commencement of 2017? 20·· ·at the school about that situation.
21·· · · ··A.· ·Yeah.··It was -- 21·· · · ··Q.· ·Did you tell them about it or disclose it to
22·· · · ··Q.· ·Okay. 22·· ·people?
23·· · · ··A.· ·-- later that -- it was after, but during -- 23·· · · ··A.· ·The -- some of them knew, some of them did
24·· ·it was in the summer, before fall semester started. 24·· ·not.
25·· · · ··Q.· ·You said the email was "lengthy," is that -- 25·· · · ··Q.· ·Okay.··Did you feel like it was something the
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·1·· ·-- did you think it was something that people should ·1·· · · · · · ·MR. WARNICK:··Five is fine for me.··Ten --
·2·· ·know about, or did you think it was something that
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·2·· · · · · · ·MS. FRANKLIN:··Five minutes?

·3·· ·should be confidential, within the school I mean? ·3·· · · · · · ·MR. SHAW:··Five work?
·4·· · · ··A.· ·I felt like it was something that the ·4·· · · · · · ·WITNESS:··Yeah.
·5·· ·student's parents should have known about. ·5·· · · · · · ·MS. FRANKLIN:··Okay.
·6·· · · ··Q.· ·Yes.··Okay.··All right. ·6·· · · · · · ·MR. SHAW:··All right.··That's fine.··Let's --
9:41 PM
·7·· · · · · · ·MR. WARNICK:··Do you have a lot to go still, ·7·· · · · · · ·RECORDER:··Off --

4/11/202310:48
·8·· ·Jamie? ·8·· · · · · · ·MR. SHAW:··-- keep moving, yeah.

·9·· · · · · · ·MS. FRANKLIN:··Not a -- I mean, you know, I ·9·· · · · · · ·RECORDER:··Off the record, 10:24 a.m.
DATE:8/21/2023
10·· ·-- 10·· · · · · · · · · · ··(Off the record)

11·· · · · · · ·MR. WARNICK:··I -- I just want to -- 11·· · · · · · ·RECORDER:··On the record, 10:38 a.m.
12·· · · · · · ·MS. FRANKLIN:··-- probably have another 45 12·· · · ··Q.· ·All right.··Ms. Rodriguez, do you -- are you
FILEDDATE:
13·· ·minutes, maybe.··Do you want to take a break? 13·· ·-- do you know a person named Elizabeth Denevi?
14·· · · · · · ·MR. WARNICK:··Well, I -- how long do we have 14·· · · ··A.· ·Yes.
15·· ·till? 15·· · · ··Q.· ·Or -- is it Denevi?
FILED
16·· · · · · · ·MS. FRANKLIN:··Well, we could go -- 16·· · · ··A.· ·Denevi.

17·· · · · · · ·MR. WARNICK:··I know you -- 17·· · · ··Q.· ·Okay.··And who is she?
18·· · · · · · ·MS. FRANKLIN:··-- for -- we could go for 18·· · · ··A.· ·She was a former school administrator at
19·· ·three hours.··I don't think that's going to be 19·· ·Latin.··I met her during the interview process.
20·· ·necessary. 20·· · · ··Q.· ·Okay.··And do you know when she left Latin?
21·· · · · · · ·MR. WARNICK:··Well, I'm going to have -- I 21·· · · ··A.· ·It was the spring, I don't -- spring semester
22·· ·have probably a decent amount, so that's what I'm 22·· ·of twenty -- I believe it was spring semester of 2016.
23·· ·saying.··I know you have a -- 23·· ·I don't know if she finished the semester or not.
24·· · · · · · ·MS. FRANKLIN:··Oh, I see. 24·· · · ··Q.· ·Okay.··While you were there though, right?
25·· · · · · · ·MR. WARNICK:··-- a hard stop. 25·· · · ··A.· ·No, it was right before I came on.··I started
Page 62 Page 64
·1·· · · · · · ·MS. FRANKLIN:··I -- yeah.··Well -- ·1·· ·--

·2·· · · · · · ·MR. WARNICK:··Who -- who's -- is it your hard ·2·· · · ··Q.· ·Oh.
·3·· ·stop? ·3·· · · ··A.· ·-- July of 2016.
·4·· · · · · · ·MS. FRANKLIN:··No.··Well, yes, it is, but we ·4·· · · ··Q.· ·Oh, okay.··That's right.··I'm sorry.··So she
·5·· ·have a hard stop based on the -- the -- you know, the ·5·· ·left right before you came on?
·6·· ·three hours that we have under the Illinois law, but -- ·6·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:11:00
·7·· · · · · · ·RECORDER:··I thought this was federal. ·7·· · · ··Q.· ·And do you know why she left?
·8·· · · · · · ·MR. WARNICK:··I -- I -- does -- does Ms. ·8·· · · ··A.· ·I know that there was -- it was something
·9·· ·Rodriguez have a hard stop?··I'm not going to go that ·9·· ·that had to do with the controversy the school
10·· ·long, I just -- if you're going to go another 45 10·· ·experienced with its DEI practices.
11·· ·minutes, it's already 11:30 there, I don't know if -- 11·· · · ··Q.· ·What is DEI practices?
12·· · · · · · ·WITNESS:··I -- yeah, I have -- if you need 45 12·· · · ··A.· ·Diversity, equity, and inclusion.
13·· ·minutes, I have -- I just have to pick up my kids -- 13·· · · ··Q.· ·Do you know what the issue was?
14·· · · · · · ·MS. FRANKLIN:··Okay.··Okay. 14·· · · ··A.· ·I don't know specifically.··I heard things.
15·· · · · · · ·WITNESS:··-- get back to work, so. 15·· ·I wasn't there when it happened, but I heard things in
16·· · · · · · ·MR. WARNICK:··Yeah, I mean, I -- it's not 16·· ·the aftermath when I started there.
17·· ·going to be all day. 17·· · · ··Q.· ·Okay.··I understand that you -- all you did
18·· · · · · · ·WITNESS:··Okay. 18·· ·-- that you just heard things, but what did you hear?
19·· · · · · · ·MS. FRANKLIN:··Let me ask you all this, does 19·· · · ··A.· ·I heard that there was a survey that went out
20·· ·anyone need a break? 20·· ·to students in the physics class, the ninth grade
21·· · · · · · ·MR. WARNICK:··I do need a break.··That's -- 21·· ·physics class about white privilege and that it was
22·· ·that was why I -- 22·· ·pretty intense.··I -- I heard that there was something
23·· · · · · · ·MS. FRANKLIN:··Then let's take -- let's take 23·· ·that had to do with the lower school students and
24·· ·a break.··Let's go all off and you want to come back in 24·· ·transgender students.··These were things that caused --
25·· ·five minutes, ten minutes? 25·· ·I wasn't there when it happened, but when I started, it
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·1·· ·was something still very sensitive in the community. ·1·· ·things I mentioned, the survey that went to the upper
·2·· ·school, the ninth grade students and something about a
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·2·· · · ··Q.· ·Okay.··Did you talk to her -- did you ever

·3·· ·talk to Ms. Denevi herself about leaving Latin? ·3·· ·-- an assembly with lower school students and gender
·4·· · · ··A.· ·She was kind of -- I -- I don't know if it ·4·· ·identity --
·5·· ·was formally or informally, but a mentor as I was -- I ·5·· · · ··Q.· ·Okay.
·6·· ·was hired in December of 2015, if I remember correctly, ·6·· · · ··A.· ·-- but I don't -- I don't know the specifics.· · ·1:15:27
9:41 PM
·7·· ·and between that time and when I started in July of ·7·· · · ··Q.· ·Okay.··Did Randall mention anything to you
4/11/202310:48
·8·· ·2016, I had several meetings with Randall and with ·8·· ·about giving a reference to Ms. Denevi?
·9·· ·Elizabeth.··I assumed she was, kind of, like my mentor ·9·· · · ··A.· ·He did.··He did --
DATE:8/21/2023
10·· ·-- 10·· · · ··Q.· ·What did he say --

11·· · · ··Q.· ·Oh. 11·· · · ··A.· ·-- actually --
12·· · · ··A.· ·-- so she did share with me when she was not 12·· · · ··Q.· ·-- about that?
FILEDDATE:
13·· ·coming back. 13·· · · ··A.· ·It was a leadership team meeting and -- or a
14·· · · ··Q.· ·What did she tell you?· · · · · · · · · · · · · ··1:13:02 14·· ·senior team meeting is what they call it at Latin, and
FILED
15·· · · ··A.· ·She told me that the school was not happy 15·· ·I don't know how she came up.··I'm not exactly sure,
16·· ·with her practices in terms of diversity, equity, and 16·· ·but she came up in this meeting, and he made a comment
17·· ·inclusion with the students, and she said that I needed 17·· ·that she was a finalist for a head of school position
18·· ·to watch my back with Randall. 18·· ·in a different state and that somebody at -- in the
19·· · · ··Q.· ·Did she tell you what she meant by that? 19·· ·meeting, I don't know who, said, "I hope you don't give
20·· · · ··A.· ·Her words, she said, "Randall is a snake," 20·· ·her a good reference," and he said, "Oh, don't worry, I
21·· ·said that I needed to be careful. 21·· ·won't."··I do remember that, being taken aback by that.
22·· · · ··Q.· ·Did she explain what she meant by "Randall is 22·· · · ··Q.· ·Yeah.··Do you know whether he did give her --
23·· ·a snake"? 23·· ·or did do -- did anything to prevent her from getting
24·· · · ··A.· ·She never went -- the only thing she said was 24·· ·that job?
25·· ·that everything, all of the programming that she did 25·· · · ··A.· ·I don't know what he did or didn't do.· · · · · ··1:16:32
Page 66 Page 68
·1·· ·and curriculum, she said that Randall approved it all ·1·· · · ··Q.· ·Okay.··Are you aware of any situations where
·2·· ·before she implemented it. ·2·· ·Randall Dunn did help people get jobs by giving them
·3·· · · ··Q.· ·Okay.··Do you know if she was terminated? ·3·· ·good recommendations?
·4·· · · ··A.· ·Randall sent out an email that spring that he ·4·· · · ··A.· ·Yeah, I am.
·5·· ·forwarded to me, or I may have had a Latin email at ·5·· · · ··Q.· ·You -- can you think of any -- any particular
·6·· ·that time, I don't remember exactly, but a ·6·· ·situations?
·7·· ·communication went out to the community saying that, I ·7·· · · ··A.· ·He gave me one where I currently am.
·8·· ·believe it was not termination, but that she was ·8·· · · ··Q.· ·Okay.··Is -- I'm jumping around now, I
·9·· ·pursuing other things, some -- something along those ·9·· ·apologize.··Is Eleannor Maajid still with Latin?
10·· ·lines, if I remember correct. 10·· · · ··A.· ·I don't know.··I haven't heard any -- I don't
11·· · · ··Q.· ·And what is Ms. Denevi's race, if you know? 11·· ·-- I don't know.
12·· · · ··A.· ·She's -- she identifies as white.· · · · · · · · ·1:14:31 12·· · · ··Q.· ·After she -- you and she made the -- or made
13·· · · ··Q.· ·Okay.··Did you ever talk to Randall Dunn 13·· ·the complaint about Mr. Silverstein, did Eleannor
14·· ·about her? 14·· ·Maajid pursue any legal action against Latin?
15·· · · ··A.· ·I did. 15·· · · ··A.· ·I don't know.· · · · · · · · · · · · · · · · · · ·1:17:16
16·· · · ··Q.· ·What did you -- what did he tell -- say to 16·· · · ··Q.· ·You didn't talk to her about it?
17·· ·you about her? 17·· · · ··A.· ·Not about anything legal.··Just no, she never
18·· · · ··A.· ·That he really liked her as a person, but 18·· ·brought that up, and at that time, I don't think it was
19·· ·felt like her -- her practice of DEI implementation was 19·· ·-- I -- for myself, I wasn't thinking about any legal
20·· ·a bit radical. 20·· ·action with Latin, and I don't think she was either.
21·· · · ··Q.· ·Okay.··Do you know what her practice was, 21·· · · ··Q.· ·Okay.··How long did it -- from the time you
22·· ·what was considered to be objectionable about her 22·· ·started -- or from the time you left Latin, how long
23·· ·practice? 23·· ·did it take for you to resolve your legal action
24·· · · ··A.· ·It's hard for me to say not having -- not 24·· ·against the school?
25·· ·having lived it and been there, but it seems like those 25·· · · ··A.· ·If I remember correctly, a year maybe, year
Exhibit 5, LLC
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·1·· ·and a half, something like that.··Not more than two ·1·· ·that's all that comes to mind now.··I'm sure I'm
·2·· ·missing some other employees who were on the team --
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·2·· ·years.
·3·· · · ··Q.· ·Okay.··Now, back to Kirk Greer.··I know Kirk ·3·· ·and students, I'm sorry.··Student -- student leadership
·4·· ·Greer was the person who Randall mentioned you might ·4·· ·was on the team.
·5·· ·work in some way with, right? ·5·· · · ··Q.· ·Okay.··Was there any controversy regarding
·6·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:18:16 ·6·· ·finances in this project?
9:41 PM
·7·· · · ··Q.· ·Do you know why -- do you get -- do you have ·7·· · · ··A.· ·Not that were shared with me.··The -- the
4/11/202310:48
·8·· ·any idea what qualities Greer had that Randall found to ·8·· ·only -- and I wouldn't call it a controversy, just
·9·· ·be so -- to be superior to your abilities? ·9·· ·typically, best practice is that you would raise that
DATE:8/21/2023
10·· · · ··A.· ·No. 10·· ·money first before starting a project like that, but I
11·· · · ··Q.· ·Okay.··Did you know Kirk Greer? 11·· ·wouldn't call -- I wouldn't say it was a controversy.
12·· · · ··A.· ·Yes. 12·· · · ··Q.· ·Okay.··Do you know anything about any
FILEDDATE:
13·· · · ··Q.· ·And what did you think about his performance, 13·· ·allegations that some of the funding was -- was -- went
14·· ·his job performance? 14·· ·-- went -- went missing?
15·· · · ··A.· ·No.··No.··No, I'm not aware of that.· · · · · · ··1:21:30
FILED
15·· · · ··A.· ·I felt his job performance was exceptional.

16·· ·I felt his people skills and being an administrator 16·· · · ··Q.· ·Okay.··Did you have any involvement in the
17·· ·were not. 17·· ·termination of an employee named Colin Lord?
18·· · · ··Q.· ·And what do you mean by that? 18·· · · ··A.· ·No, he was terminated before I started there.
19·· · · ··A.· ·He is an academic.··That was his role, to 19·· · · ··Q.· ·Okay.··Did you know Charlotte Collins, the --
20·· ·focus on curriculum.··He was a department chair and 20·· ·a student named Charlotte Collins?
21·· ·then did, like, curriculum oversight for the entire 21·· · · ··A.· ·No, doesn't ring a bell.
22·· ·institution.··I think he was very talented and did that 22·· · · ··Q.· ·Okay.··During the time period that you and
23·· ·part very well. 23·· ·Mr. Dunn, Randall Dunn, were discussing whether you
24·· · · ··Q.· ·Okay.··Got it.··Were you a member of 24·· ·should stay or leave, did Mr. Tempone, did Frank
25·· ·something called the learning commons construction 25·· ·Tempone have any role in -- in supporting you?
Page 70 Page 72
·1·· ·team? ·1·· · · ··A.· ·Yes, he sent an email to the faculty of the
·2·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:19:09 ·2·· ·upper school.
·3·· · · ··Q.· ·What was that? ·3·· · · ··Q.· ·And what did it -- what -- do you know what
·4·· · · ··A.· ·The school decided, in the '17-'18 school ·4·· ·the email said?
·5·· ·year, to construct a bridge between the upper school ·5·· · · ··A.· ·I think, at that point, it -- it was just an
·6·· ·and the middle school and revamp the upper school by -- ·6·· ·email in support of me and my leadership.··I think, at
·7·· ·and while doing so, revamp the upper school cafeteria, ·7·· ·that point, a lot of rumors had started regarding Jed
·8·· ·is what it would have been at the time. ·8·· ·and the counselors with whom I was -- I had friction
·9·· · · ··Q.· ·So like a literal bridge? ·9·· ·with because of this situation with the student and
10·· · · ··A.· ·It was a bridge and then to redo the entire 10·· ·then the situation with Jed, so there was a lot of
11·· ·cafeteria, which was dated, to make it more of a 11·· ·sentiment about Jed in general, not just as it related
12·· ·learning commons, where kids had study rooms and places 12·· ·to me, but other folks who had interactions with him
13·· ·to eat, try -- it was trying to -- we were trying to 13·· ·and the counselors.
14·· ·align ourselves more with what some other independent 14·· · · ··Q.· ·Okay.··And so at the time you left Latin, Jed
15·· ·schools, and colleges, and universities might do, and 15·· ·was still employed?
16·· ·it was just a dated -- dated place. 16·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:23:51
17·· · · ··Q.· ·And did that project happen?· · · · · · · · · · ··1:20:07 17·· · · ··Q.· ·Okay.··Do you have any opinion about -- or do
18·· · · ··A.· ·Yes.··Yes. 18·· ·you -- I'm -- I'm sorry, not opinion.··Do you have any
19·· · · ··Q.· ·Okay.··And who else was on the team besides 19·· ·personal knowledge of the reasons that Latin terminated
20·· ·you? 20·· ·Mr. Tempone?
21·· · · ··A.· ·Randall was on the team, Tom Alexander was on 21·· · · ··A.· ·Do I have knowledge?
22·· ·the team, he was the CFO, the director of development 22·· · · ··Q.· ·Do you have any personal knowledge of any of
23·· ·was on the team, and representatives from an 23·· ·the -- the issues or reasons that they gave?
24·· ·architectural firm with whom we were working, the -- 24·· · · ··A.· ·Not that they gave, but I heard rumors.
25·· ·the director of operations was on the team.··I -- I -- 25·· · · ··Q.· ·Okay.··What rumors did you hear?
Exhibit 5, LLC
Page 73 Page 75
·1·· · · ··A.· ·I heard that when he was terminated, that it ·1·· ·have never been to Frank's house.··He's never been to
·2·· ·was because of an inappropriate exchange with a current ·2·· ·my house.··So I wouldn't call it -- like I would
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·3·· ·-- I'm sorry, a former student of Latin. ·3·· ·consider that a friend --
·4·· · · ··Q.· ·Where did you hear that rumor?· · · · · · · · · ··1:25:05 ·4·· · · ··Q.· ·I understand.
·5·· · · ··A.· ·Gosh, quite -- it was kind of just out there ·5·· · · ··A.· ·I would say collegial friends.· · · · · · · · · ··1:27:31
·6·· ·once he was terminated. ·6·· · · ··Q.· ·You're not saying -- you're not, like -- I --
9:41 PM
·7·· · · ··Q.· ·Okay.··Would you say that -- that it was ·7·· ·I got it.··So when did you first meet Mr. Tempone?
4/11/202310:48
·8·· ·common for rumors to circulate at Latin? ·8·· · · ··A.· ·That must have been when I interviewed at the
·9·· · · ··A.· ·Yes, I think in any school -- ·9·· ·school, so that -- we're talking 2015, when I
DATE:8/21/2023
10·· · · ··Q.· ·Okay. 10·· ·interviewed.

11·· · · ··A.· ·-- it's pretty typical. 11·· · · ··Q.· ·And you said -- when did you first hear
12·· · · · · · ·MS. FRANKLIN:··All right.··You know what, I'm 12·· ·rumors you'd mentioned earlier?
FILEDDATE:
13·· ·going to -- I'm going to stop there.··We'll let David 13·· · · ··A.· ·The rumors I heard is when I start -- I
14·· ·and your counsel decide if they want to ask any 14·· ·started to hear the rumors when I started at the
FILED
15·· ·questions, and then I'll come back around with some 15·· ·school, so that would have been the summer of 2016.
16·· ·follow-ups when they're all done, okay? 16·· · · ··Q.· ·And you had already met Mr. Tempone before
17·· · · · · · ·WITNESS:··Okay. 17·· ·you heard the rumors?
18·· · · · · · ·MS. FRANKLIN:··Thank you so much. 18·· · · ··A.· ·I had met him in the interview process and --
19·· · · · · · ·WITNESS:··Thank you. 19·· ·which would have been November of December of 2015, and
20·· · · · · · ·MR. WARNICK:··I was muted. 20·· ·then there were a period of -- Randall had arranged for
21·· · · · · · · · · · · · ·EXAMINATION 21·· ·me to come to the school between the time I got hired,
22·· ·BY MR. WARNICK: 22·· ·which was, like, November or December of 2015 and from
23·· · · ··Q.· ·Good morning, still morning for you, Ms. 23·· ·the time I started, so different assemblies, we had a
24·· ·Rodriguez.··My name is David Warnick.··I represent -- 24·· ·guest -- a guest speaker, an author or writer came out,
25·· ·I'm outside counsel for Latin and Mr. Dunn collectively 25·· ·Frank arranged a dinner and invited me to come with
Page 74 Page 76
·1·· ·in this case.··I'm just going to jump around based on ·1·· ·this Chicago -- it was a journalist for the Chicago
·2·· ·some of the stuff you talked about.··Not going to cover ·2·· ·Times.··So there were different events I was at school
·3·· ·everything.··Could you talk a little bit more about ·3·· ·before I officially started.
·4·· ·when you first started texting with Mr. Tempone ever? ·4·· · · ··Q.· ·Okay.··And I guess when you would text -- or
·5·· ·Was it when you were still employed? ·5·· ·going back, sorry, strike that.··The rumors you heard
·6·· · · ··A.· ·I would say, yeah, when we -- when I was ·6·· ·over the summer of 2016 from, you said, a couple
·7·· ·still employed there. ·7·· ·counselors?
·8·· · · ··Q.· ·Okay.··How frequently would you be texting ·8·· · · ··A.· ·Couple counselors and a dean.· · · · · · · · · · ·1:29:13
·9·· ·from -- you worked there from 2016 to 2018, right? ·9·· · · ··Q.· ·Okay.··And do you remember -- okay.··So you
10·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:26:33 10·· ·said there's -- Jenny Stevens was a counselor, right?
11·· · · ··Q.· ·So 2016 to 2018, how frequently would you 11·· · · ··A.· ·Yes.
12·· ·text with Mr. Tempone? 12·· · · ··Q.· ·Ashly, you don't know her last name?
13·· · · ··A.· ·It was in waves, you know, sometimes there 13·· · · ··A.· ·I can't remember her last name.
14·· ·were -- like if he were -- he was in charge of the 14·· · · ··Q.· ·She was a counselor?
15·· ·student newspaper, so if there was a particular big 15·· · · ··A.· ·Yes.
16·· ·article coming out, we would text more, or things going 16·· · · ··Q.· ·Eleannor -- is it Maadid [sic]?
17·· ·on at the -- it just would depend.··It would depend. 17·· · · ··A.· ·Maajid.
18·· · · ··Q.· ·All right.··And so you said you were -- you 18·· · · ··Q.· ·Maajid, okay.··And she is the -- was the -- I
19·· ·thought of the relationship as you were collegial, 19·· ·think it's the director of diversity, equity, and
20·· ·right?··It wasn't a friendship? 20·· ·inclusion?
21·· · · ··A.· ·Collegial -- collegial friends, like with a 21·· · · ··A.· ·That's what her role is now, from what I
22·· ·lot of -- a lot of people who worked there, we would 22·· ·understand.··It was a different title then.··Some --
23·· ·host Friday night get-togethers at a local bar or 23·· ·advocate for students of color.··That was her title,
24·· ·restaurant where Frank would come.··There were a few 24·· ·advocate for students of color.
25·· ·times where maybe a smaller group of us would go.··I 25·· · · ··Q.· ·I believe she is still employed.
Exhibit 5, LLC
Page 77 Page 79
·1·· · · ··A.· ·Okay. ·1·· · · ··A.· ·I -- I -- I had asked a series of questions

·2·· ·like, "What do you love about Latin?··What would you
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·2·· · · ··Q.· ·Is that your understanding, or you don't

·3·· ·know? ·3·· ·change?" and it was under the "What would you change?"
·4·· · · ··A.· ·I -- I think, but she and I aren't -- we ·4·· ·And both of the counselors, at least one of them, if
·5·· ·don't communicate. ·5·· ·not both, in those meetings, had expressed concerns
·6·· · · ··Q.· ·Okay.··And you said that another person was ·6·· ·with boundaries with faculty and students.
9:41 PM
·7·· ·Jean [sic], is it -- is that G-e-a-n -- or G-e-n-e or G ·7·· · · ··Q.· ·Okay.··And was there any -- and then in Mr.
4/11/202310:48
·8·· ·-- J-e-a-n? ·8·· ·Tempone's context, what was said about him as far as
·9·· · · ··A.· ·Are you talking about an employee of the ·9·· ·boundaries?
DATE:8/21/2023
10·· ·school? 10·· · · ··A.· ·The word "creepy" kept coming up.· · · · · · · · ·1:32:31
11·· · · ··Q.· ·The -- they were in the group of people that 11·· · · ··Q.· ·Okay.
12·· ·you identified as having concerns about Mr. Tempone. 12·· · · ··A.· ·There -- there wasn't, like, a specific
FILEDDATE:
13·· · · ··A.· ·The other person, Jeannie, I believe you're 13·· ·incident with a student with Frank.··With some of the
14·· ·referring to Jeannie Norris.··She 14·· ·other people they mentioned, they mentioned specific
15·· · · ··Q.· ·No -- oh, so I think you grouped her with
FILED
15·· ·incidents.··With Frank, it was he was creepy.··That was

16·· ·maybe -- I don't know.··Was -- 16·· ·the word.
17·· · · ··Q.· ·Okay. 17·· · · ··Q.· ·All right.··And then I -- Jamie asked you if
18·· · · ··A.· ·-- Jeannie Norris affiliated with Latin? 18·· ·you followed up with anybody about these things.··You
19·· · · ··A.· ·No. 19·· ·said, "No, not at Latin, but I followed up with someone
20·· · · ··Q.· ·Okay.··You gave a list before, you said Jenny 20·· ·else," and I don't think you ever said who that was, or
21·· ·Stevens, Ashly, last name unknown, Eleannor -- 21·· ·I don't think it was asked.
22·· · · ··A.· ·Ashly Lawrence.··I just remembered.··Ashly 22·· · · ··A.· ·No, it was -- oh.··If -- if I could rewind,
23·· ·Lawrence. 23·· ·there was something specific that they would bring up
24·· · · ··Q.· ·All right.··What was -- she was a counselor? 24·· ·in those meetings.··It was --
25·· · · ··A.· ·Yep, she was a school counselor for the upper 25·· · · ··Q.· ·Okay.
Page 78 Page 80
·1·· ·school. ·1·· · · ··A.· ·-- was I aware that Frank -- it was something
·2·· · · ··Q.· ·And then you said Eleannor Maajid, and then ·2·· ·that had to do with his old school, that was -- that
·3·· ·Jean, and there was no last name.··I don't know if -- I ·3·· ·was a recurring theme.
·4·· ·might have misheard that you were just identifying ·4·· · · ··Q.· ·The old school, the --
·5·· ·people that -- ·5·· · · ··A.· ·I believe it's Miss Hall's, what they were --
·6·· · · ··A.· ·The only other person, it would be Brandon. ·6·· · · ··Q.· ·Yeah.
·7·· · · ··Q.· ·Okay. ·7·· · · ··A.· ·-- referring to.
·8·· · · ··A.· ·He was a dean there.··I think maybe that's ·8·· · · ··Q.· ·Okay.··And what exactly about the -- what was
·9·· ·who I was referring to.··He'd expressed -- ·9·· ·the context of Miss Hall's School that you --
10·· · · ··Q.· ·Yeah, maybe. 10·· · · ··A.· ·The --
11·· · · ··A.· ·-- concerns about Frank. 11·· · · ··Q.· ·-- heard about?
12·· · · ··Q.· ·I might have misheard.··Okay.··So could you 12·· · · ··A.· ·The only thing I heard then was that he had
13·· ·tell me, were these a group conversation or was it, 13·· ·gotten fired in the middle of the school year, or
14·· ·like, a collective, like you had heard these things in 14·· ·something like that, and left his wife and kids to move
15·· ·a series of conversations? 15·· ·to Chicago.··That was the context that was shared.
16·· · · ··A.· ·No, I think they started -- one thing I did 16·· · · ··Q.· ·Did you ever -- do you know how they learned
17·· ·when I started at Latin that summer was sent a 17·· ·that information?
18·· ·communication to all upper school employees to see if 18·· · · ··A.· ·He wrote about it.· · · · · · · · · · · · · · · ··1:33:54
19·· ·-- to have a one -- like a 30-minute one-on-one, just 19·· · · ··Q.· ·Oh, that's right.
20·· ·to get to know one another, and that is one of the 20·· · · ··A.· ·Like an NPR article.··I mean, it was pretty
21·· ·first times I heard about Frank, from the -- I -- I 21·· ·-- kind of public -- I mean, I wouldn't have known to
22·· ·believe it was Jenny.··It was Jenny or it was one of 22·· ·look for that, but they brought that to my attention
23·· ·the counselors, Jenny or Ashly, in those one-on-ones, 23·· ·when I started.
24·· ·expressed concerns about Frank and other employees. 24·· · · ··Q.· ·I -- I don't think that the reason in that
25·· · · ··Q.· ·And how did that come up in that 30 minute -- 25·· ·article is stated though, in terms of why he was --
Exhibit 5, LLC
Page 81 Page 83
·1·· · · ··A.· ·No, it wasn't.··That was not stated in the ·1·· ·you to say the parent's name, but did you talk to Mr.
·2·· ·article. ·2·· ·Tempone at the time of him -- his termination, around
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·3·· · · ··Q.· ·So how did they know -- was -- I'm not going ·3·· ·July 2020?
·4·· ·to ask you how they knew, but do you know or did they ·4·· · · ··A.· ·At some point, we either talked or texted,
·5·· ·share with you how they, I guess, were aware of the ·5·· ·and he had shared he had been let go.
·6·· ·circumstances of his departure? ·6·· · · ··Q.· ·Did he tell you about that, the circumstances
9:41 PM
·7·· · · ··A.· ·I don't know if they were aware of the ·7·· ·about the communication with the former student?
4/11/202310:48
·8·· ·departure.··What they -- the circumstances, I mean, ·8·· · · ··A.· ·Yes.

·9·· ·regarding the -- the departure.··What was communicated ·9·· · · ··Q.· ·Okay.
DATE:8/21/2023
10·· ·to me was that he left his wife -- he was in a school 10·· · · ··A.· ·He did, and he said that it was not true.
11·· ·on the East Coast, left his wife in the middle of -- 11·· · · ··Q.· ·He said what was not true?
12·· ·and kids, and moved to Chicago, but what happened at 12·· · · ··A.· ·The -- that it was an inappropriate written
FILEDDATE:
13·· ·the school or not, no one had explained that to me at 13·· ·exchange with a former Latin student.··All he brought
14·· ·the time. 14·· ·up to me was the Latin student.
15·· · · ··Q.· ·Okay.··Do you have any knowledge of that as
FILED
15·· · · ··Q.· ·Okay.··Yeah, and that's -- I'm -- I'm really

16·· ·you sit here today? 16·· ·just focused on that too.··I -- I -- I don't -- I'm not
17·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:34:54 17·· ·going to talk about the Miss Hall's School too much.··I
18·· · · ··Q.· ·Okay.··What knowledge do you have? 18·· ·-- it sounds like you don't have any direct information
19·· · · ··A.· ·When Frank was let go from Latin, I don't 19·· ·about that, right?
20·· ·remember if -- I don't know if that was 2020 or 2021, 20·· · · ··A.· ·That was just rumors that I've heard.· · · · · · ·1:37:30
21·· ·but whenever that was, it was -- it was shared with me 21·· · · ··Q.· ·Okay.··Before I get to the termination from
22·· ·that he had exchanged inappropriate written 22·· ·Latin, between 2016 -- summer 2016 and -- when did you
23·· ·communications with a former student of Latin and that 23·· ·leave Latin?
24·· ·he had engaged in a sexual relationship with a student 24·· · · ··A.· ·Summer 2018.
25·· ·at Miss Hall's. 25·· · · ··Q.· ·So between those two time -- or dates, or
Page 82 Page 84
·1·· · · ··Q.· ·In a sexual -- ·1·· ·time periods, did you ever observe Mr. Tempone in any
·2·· · · ··A.· ·Those were the rumors. ·2·· ·inappropriate way?··You said, "no," right?
·3·· · · ··Q.· ·Okay.··And -- ·3·· · · ··A.· ·I did not observe him being inappropriate
·4·· · · ··A.· ·So it was two different ones. ·4·· ·with students.
·5·· · · ··Q.· ·Okay.··So you -- let me break that down.··So ·5·· · · ··Q.· ·Okay.··Did you ever hear any additional
·6·· ·you heard about the circumstances of his departure from ·6·· ·rumors or discussions from counselors or anybody else
·7·· ·Latin, which was communications with a former Latin ·7·· ·after summer 2016 about him until he was terminated?
·8·· ·student? ·8·· · · ··A.· ·I would say the time that I was there, it was
·9·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:35:39 ·9·· ·pretty, kind of, regular chatter.··His name was always
10·· · · ··Q.· ·And then you heard a -- information about a 10·· ·grouped with, like, a group of faculty that were
11·· ·former -- Mr. Tempone's former employer, Miss Hall's 11·· ·considered creepy and inappropriate.
12·· ·School, that he had a sexual relationship with a 12·· · · ··Q.· ·All right.
13·· ·student? 13·· · · ··A.· ·So it was kind of ongoing and a group of them
14·· · · ··A.· ·Yeah, and -- yes. 14·· ·were always mentioned together for the most part.
15·· · · ··Q.· ·How did you learn that information? 15·· · · ··Q.· ·As far as the school's policies and
16·· · · ··A.· ·People were talking -- 16·· ·procedures go, The Latin School policies and
17·· · · ··Q.· ·Who -- 17·· ·procedures, I'm not going to quiz you on them or
18·· · · ··A.· ·-- about it. 18·· ·anything, but I'm just going to tell you that from, you
19·· · · ··Q.· ·Who said that to you? 19·· ·know, as -- as far back as Mr. Tempone started working
20·· · · ··A.· ·I couldn't tell you exactly who it was, but 20·· ·there, I think 2009 or '10 through 2020, there's a
21·· ·it was just a -- that's what was out there. 21·· ·policy that Latin teachers are not -- are prohibited
22·· · · ··Q.· ·Do you know if -- what about -- who told you 22·· ·from contacting former Latin students within one year
23·· ·about the circumstances for Mr. Tempone leaving Latin? 23·· ·of graduation or remain under age 19, does that sound
24·· · · ··A.· ·I want to say it was a former parent.· · · · · · ·1:36:26 24·· ·about right?
25·· · · ··Q.· ·Okay.··Do you -- I mean, I'm not going to ask 25·· · · ··A.· ·That sounds about right.· · · · · · · · · · · · ··1:39:17
Exhibit 5, LLC
Page 85 Page 87
·1·· · · · · · ·MR. WARNICK:··Okay.··Go ahead, Jamie. ·1·· ·notifying the -- the -- the Latin School is divided
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·2·· · · · · · ·MS. FRANKLIN:··I was just going to object to ·2·· ·into upper school, and is it middle school and lower
·3·· ·form.··Your -- and I would object to the accuracy of ·3·· ·school --
·4·· ·that statement. ·4·· · · ··A.· ·Yes.
·5·· · · ··Q.· ·I'm paraphrasing, but that -- that is a ·5·· · · ··Q.· ·-- or just upper and lower?
·6·· ·policy that Latin teachers are not to contact or -- or ·6·· · · ··A.· ·Yeah.
9:41 PM
·7·· ·have any kind of romantic outreach to any student that ·7·· · · ··Q.· ·Okay.··The upper school is the high school,
4/11/202310:48
·8·· ·remains under age 19 and has graduated or left the ·8·· ·nine --
·9·· ·school within a year -- ·9·· · · ··A.· ·Yeah.
DATE:8/21/2023
10·· · · ··A.· ·That's -- 10·· · · ··Q.· ·-- through 12?

11·· · · ··Q.· ·-- sound right? 11·· · · ··A.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·1:41:44
12·· · · ··A.· ·That's roughly -- that sounds right, and it 12·· · · ··Q.· ·And for personnel decisions involving
FILEDDATE:
13·· ·included, like, being friends with former -- with 13·· ·terminations, is it -- is it your understanding that
14·· ·recent graduates on social media.··Like it was all kind 14·· ·notifying the affected students, parents, and faculty,
15·· ·and staff about these things were typical?
FILED
15·· ·of wrapped in there together.

16·· · · ··Q.· ·Right.··And, you know, the nature of Latin 16·· · · ··A.· ·For terminations?
17·· ·School is, you know, it's, you know, higher minded and 17·· · · ··Q.· ·For -- yeah, if someone's leaving
18·· ·-- and the -- it's -- it's one thing for teachers to 18·· ·unexpectedly, it's something that you would advise the
19·· ·have, you know, engaging discussions with students 19·· ·parents, students, and fellow staff, like, "This is
20·· ·versus romantic, right? 20·· ·what's going on," and, you know, in a way that is
21·· · · ··A.· ·Yeah, I would say so.· · · · · · · · · · · · · · ·1:40:10 21·· ·tactful and -- and truthful?
22·· · · ··Q.· ·Okay.··And the Montessori School of Raleigh, 22·· · · ··A.· ·I would say that that was Latin's practice,
23·· ·do you have any policy like that? 23·· ·yes, to -- and each situation was different with how it
24·· · · ··A.· ·Yes.··Well, we don't -- you mean in terms of 24·· ·was communicated.
25·· ·conversations with recent graduates? 25·· · · ··Q.· ·Okay.··And in terms of -- you -- you were
Page 86 Page 88
·1·· · · ··Q.· ·In terms of, yeah, contacting or having ·1·· ·using the word "safety" before, and I want to dive into
·2·· ·romantic involvement with recent graduates. ·2·· ·that a little.··You said it has multiple components.
·3·· · · ··A.· ·I don't think so.··I don't think that's a ·3·· ·Safety was not just physical, right?··It's social and
·4·· ·written policy in our handbooks. ·4·· ·emotional?
·5·· · · ··Q.· ·Okay. ·5·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:42:45
·6·· · · ··A.· ·I'd have to verify that, but I don't think ·6·· · · ··Q.· ·So the word "safety," to you, doesn't imply
·7·· ·so. ·7·· ·necessarily that someone engaged in a physical act,
·8·· · · ··Q.· ·Okay.··It sounds like, also, you are an ·8·· ·it's -- it's safety is -- is multipronged, right?
·9·· ·advocate of transparency with students and parents and ·9·· · · ··A.· ·I believe it to be, yes.
10·· ·fellow staff, is that right? 10·· · · ··Q.· ·Okay.··So if Mr. Dunn -- just hypothetically,
11·· · · ··A.· ·Yeah, I would say so.··Yes.· · · · · · · · · · · ·1:40:53 11·· ·if Mr. Dunn sent an email that said something to the
12·· · · ··Q.· ·Personnel decisions -- well, before I get to 12·· ·effect of, "Our policies and procedures are one thing
13·· ·that, speculation, innuendo, rumors are rampant in high 13·· ·that helps ensure the safety of our students," that
14·· ·schools, right? 14·· ·doesn't just mean that they're -- not their physical
15·· · · ··A.· ·Yes. 15·· ·safety, but it means social, emotional, and -- and any
16·· · · ··Q.· ·I mean, anywhere, but certainly high schools? 16·· ·other reasonable interpretation of that word, right?
17·· · · ··A.· ·Yes. 17·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:43:23
18·· · · ··Q.· ·The teachers can get wrapped up in rumors, 18·· · · ··Q.· ·Okay.··Certainly, I guess, if the rumors or
19·· ·the -- the kids, obviously, so it's important to be 19·· ·if -- if the information you learned about Mr. Tempone
20·· ·transparent, to be accountable, and -- and let 20·· ·were true, that he did have contact with a former
21·· ·everybody know what's going on, even -- the good, the 21·· ·student less than a year, under age 19, and he was
22·· ·bad, and the ugly, true? 22·· ·terminated after that was brought to the attention of
23·· · · ··A.· ·Within reason.··I think it depends.··Each of 23·· ·the school, it would not be unreasonable to notify the
24·· ·these situations are nuanced. 24·· ·parents of the decision to terminate him, true?
25·· · · ··Q.· ·Right.··As far as personnel decisions, 25·· · · ··A.· ·Yes.··I don't -- I don't think that would be
Exhibit 5, LLC
Page 89 Page 91
·1·· ·unreasonable.··I don't think it would be unreasonable. ·1·· ·You were not -- you were in the middle of your current
·2·· · · ··Q.· ·And so going back to when he was terminated, ·2·· ·job in Latin, right?
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·3·· ·you said that he told you the information wasn't true. ·3·· · · ··A.· ·When he got let go?· · · · · · · · · · · · · · · ·1:47:06
·4·· ·Was he saying that he did not have any former -- sorry, ·4·· · · ··Q.· ·Yeah -- oh, no, you would have been starting
·5·· ·strike that.··Was he telling you that there was no ·5·· ·at -- where you are right now --
·6·· ·former -- or no contact with this former student at ·6·· · · ··A.· ·Yeah.
9:41 PM
·7·· ·all, or was it -- it was just not romantic? ·7·· · · ··Q.· ·-- right?
4/11/202310:48
·8·· · · ··A.· ·He -- he said that -- something along the ·8·· · · ··A.· ·Yeah.
·9·· ·lines of, "You may hear that I" -- he said he was ·9·· · · ··Q.· ·So when you left Latin, did the conversations
DATE:8/21/2023
10·· ·fired, and he said, "You may hear that I got fired 10·· ·with him, Mr. Tempone, pick up?
11·· ·because I had inappropriate communication with a former 11·· · · ··A.· ·They did for a while, and then they --
12·· ·Latin student," and he said, "But I -- I really feel 12·· · · ··Q.· ·Was it like -- was it general, like, just
FILEDDATE:
13·· ·like I got fired for retaliation."··That's what he 13·· ·disenchantment, you know, talking about Latin?
14·· ·said. 14·· · · ··A.· ·Yeah, I would say so.
FILED
15·· · · ··Q.· ·Okay.··So he didn't tell you he was writing 15·· · · ··Q.· ·Okay.··The -- when he was terminated in July
16·· ·letters to this young lady? 16·· ·of 2020, had you been consistently talking at that
17·· · · ··A.· ·He said, "written communication."··He said, 17·· ·point?
18·· ·"because of written communication."··He's like, "But 18·· · · ··A.· ·From what I recall, it was on and off with
19·· ·those letters were not romantic or sexual in nature." 19·· ·him.··It wasn't like we spoke -- or we didn't really --
20·· · · ··Q.· ·Okay.··You haven't seen those letters, right?· · ·1:45:17 20·· ·from the time I left Chicago to move here, we may have
21·· · · ··A.· ·No, I have not. 21·· ·spoken on the phone once or twice.··It was mostly text
22·· · · ··Q.· ·Okay.··Did he tell -- share any other 22·· ·messages, which is really how I mostly communicate with
23·· ·information with you about the circumstances? 23·· ·just about everyone.
24·· · · ··A.· ·No, not that I can recall.··Not that I can 24·· · · ··Q.· ·Right.··As is the world these days.
25·· ·recall. 25·· · · ··A.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·1:48:10
Page 90 Page 92
·1·· · · ··Q.· ·And what did you -- how did you perceive that ·1·· · · ··Q.· ·Okay.··And what information did you -- did
·2·· ·reporting to you from him, like from Mr. Tempone, what ·2·· ·you find out anything else from any other source about
·3·· ·was your impression of that?··Was that -- did you take ·3·· ·Mr. Tempone, as far as the Latin termination goes?
·4·· ·him, kind of, at his word? ·4·· · · ··A.· ·Yes.
·5·· · · ··A.· ·I had mixed feelings about it. ·5·· · · ··Q.· ·What did you find out?
·6·· · · ··Q.· ·Okay.··You -- kind of arm's length, right? ·6·· · · ··A.· ·That he was terminated for inappropriate
·7·· ·Like, okay, "I believe you," or "I hear you"? ·7·· ·written communications with a former Latin student and
·8·· · · ··A.· ·It -- it was -- ·8·· ·--
·9·· · · ··Q.· ·Something -- ·9·· · · ··Q.· ·Right.··Oh, sorry.
10·· · · ··A.· ·-- just going back, full disclosure with all 10·· · · ··A.· ·-- and also that -- two other things that he
11·· ·that I heard my two years there about Frank and other 11·· ·had written or had support -- I don't know if -- I
12·· ·-- the other faculty members who were -- had that 12·· ·think it was a student, I don't believe it was he
13·· ·designation as being creepy or inappropriate with other 13·· ·himself, had written something in the school's
14·· ·-- with students.··His name was always grouped with 14·· ·newspaper, The Forum, about the school's PP -- getting
15·· ·other, in particular, male and maybe two female 15·· ·PPP money, and that also, it was kind of out, the
16·· ·employees, they were kind of grouped together.··I -- I 16·· ·rumor, that the real reason why Frank was terminated
17·· ·never witnessed anything creepy with Frank, but his 17·· ·was because a faculty member at Latin was at some sort
18·· ·name was always brought up in that group.··So that's 18·· ·of conference and ran into a former colleague of his at
19·· ·why I had mixed feelings about it. 19·· ·his old school, where that colleague -- the -- the
20·· · · ··Q.· ·Did you let him know that those rumors were 20·· ·person had shared with the Latin employee that, you
21·· ·going around? 21·· ·know, "Hey, where do you work?"··"I work at Latin."
22·· · · ··A.· ·I don't remember if I did.··I would imagine, 22·· ·"Oh, do you know someone named Frank Tempone?"··"Yeah."
23·· ·at some point, I probably did, because I think he was 23·· ·"He was fired from my school for having sex with a
24·· ·aware of that.··That was his reputation. 24·· ·student."··And that that was -- those were kind of the
25·· · · ··Q.· ·And I know -- so you had left Latin already. 25·· ·three things circulating around his termination that I
Exhibit 5, LLC
Page 93 Page 95
·1·· ·personally heard. ·1·· · · · · · ·MR. WARNICK:··Unless you want to tell me now,
·2·· ·Brian.
AM 2022L003763
2021L001474
·2·· · · ··Q.· ·Okay.··These are -- so the -- the Miss Hall's

·3·· ·School thing you heard about from who? ·3·· · · · · · ·MR. SHAW:··I would want to consult my client
·4·· · · ··A.· ·Different people.··Any -- it was just out ·4·· ·before making --
·5·· ·there. ·5·· · · · · · ·MR. WARNICK:··Okay.
·6·· · · ··Q.· ·Same with the PP -- ·6·· · · · · · ·MR. SHAW:··-- that decision.
9:41 PM
·7·· · · ··A.· ·It was out there. ·7·· · · ··Q.· ·All right.··So moving on to -- or beyond the
4/11/202310:48
·8·· · · ··Q.· ·-- the triple P loan thing? ·8·· ·termination time period, you stayed in contact with
·9·· · · ··A.· ·Yeah.··Well, I think I saw -- I feel like ·9·· ·him, I'm -- I assume, probably around that time,
DATE:8/21/2023
10·· ·that was an article in the school that someone sent to 10·· ·activity picked up, and then there were some lulls, and
11·· ·me.··I -- I -- I could be getting things mixed up.··I'm 11·· ·then recently, you said you talked to him, right?
12·· ·-- I'm -- I don't totally recall specifically the PPP 12·· · · ··A.· ·He contacted me when he -- there was a lull,
FILEDDATE:
13·· ·part. 13·· ·and then I hadn't -- he -- he reached out to me about

14·· · · ··Q.· ·Did someone ever tell you that -- that that 14·· ·the Bronstein situation.
15·· ·was the reason that Mr. Tempone was let go? 15·· · · ··Q.· ·Okay.··Did you know that he filed a lawsuit
FILED
16·· · · ··A.· ·The PPP? 16·· ·against Latin though?

17·· · · ··Q.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·1:50:18 17·· · · ··A.· ·I did know that.· · · · · · · · · · · · · · · · ··1:52:37
18·· · · ··A.· ·No, they said he was let go because of the -- 18·· · · ··Q.· ·Okay.··Did you offer to help him in any way?
19·· ·the -- the written communication with a former Latin 19·· · · ··A.· ·He asked -- he asked me if he could -- if his
20·· ·student and that he had had some sort of meeting with 20·· ·attorney could speak to my former -- to my attorney
21·· ·Randall, the HR director, and Kirk Greer about these 21·· ·when I went through my situation there, and I think I
22·· ·allegations at his former school, and that he -- he had 22·· ·gave him -- I'm pretty sure I gave him the phone number
23·· ·to go. 23·· ·or email address.
24·· · · ··Q.· ·Did -- did Mr. Tempone tell you when the 24·· · · ··Q.· ·Okay.
25·· ·allegations were reported by the former student against 25·· · · ··A.· ·What he did with it, I don't know.
Page 94 Page 96
·1·· ·him? ·1·· · · ··Q.· ·Did you talk to his attorney at any point?
·2·· · · ··A.· ·At Latin? ·2·· · · ··A.· ·No.
·3·· · · ··Q.· ·Yeah. ·3·· · · ··Q.· ·Okay.··What was he -- when you talked to him
·4·· · · ··A.· ·I don't remember.··I -- I -- you said when ·4·· ·recently, what was he asking you to do or to testify?
·5·· ·they were -- when it was reported to me -- when it was ·5·· · · ··A.· ·He wanted -- he wanted -- he said he had gone
·6·· ·-- ·6·· ·through that several Latin administrators, maybe
·7·· · · ··Q.· ·Yes. ·7·· ·faculty, I don't know, but definitely administrators
·8·· · · ··A.· ·-- reported to Latin? ·8·· ·had been subpoenaed and deposed, and he alluded to,
·9·· · · ··Q.· ·Yeah. ·9·· ·"Would you be willing to help me?"··And I think I asked
10·· · · ··A.· ·He may have.··I -- I don't recall what he 10·· ·him, "Does this mean being deposed?" and he said,
11·· ·said, if he did say something about that. 11·· ·"Yes."··And I said, "I don't -- I really don't want to
12·· · · ··Q.· ·All right.··So going on -- moving on to 12·· ·be involved anymore with Latin."
13·· ·Jeannie Norris -- oh, wait, hold on.··Before I do that, 13·· · · ··Q.· ·Okay.··I guess I'm looking -- I'm wondering
14·· ·so you still -- do you still have all the text 14·· ·just what the subject was that -- that he wanted you to
15·· ·messages?··You said you do, right? 15·· ·testify about specifically to -- to help?
16·· · · ··A.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·1:51:29 16·· · · ··A.· ·I don't -- I -- I don't recall specifically
17·· · · ··Q.· ·Going back to 2018? 17·· ·what he said.··I mean, I'd have to look at my text
18·· · · ··A.· ·Unless they just -- I think.··Unless they -- 18·· ·messages, and I don't know if he said anything
19·· ·I know sometimes my phone just updates and I -- I don't 19·· ·specific, as much as it was he had mentioned several
20·· ·have stuff, but I don't typically erase any of my text 20·· ·people had been subpoenaed --
21·· ·messages. 21·· · · ··Q.· ·All right.
22·· · · ··Q.· ·Okay.··I don't know that -- well, I could 22·· · · ··A.· ·-- and I believe he said Randall was
23·· ·talk to your counsel, but I don't know that Mr. Shaw 23·· ·subpoenaed.
24·· ·will voluntarily produce that information, but I'll 24·· · · ··Q.· ·Well, Randall's a party, so he -- yeah, he
25·· ·talk to him after, I guess. 25·· ·gave a deposition.
Exhibit 5, LLC
Page 97 Page 99
·1·· · · ··A.· ·Yeah.· · · · · · · · · · · · · · · · · · · · · · ·1:54:08 ·1·· · · ··Q.· ·Okay.··Oh, you know what, I don't think you
·2·· ·answered this before, but the -- you said you followed
AM 2022L003763
2021L001474
·2·· · · ··Q.· ·He had to.··I believe you said you -- you
·3·· ·kept a daily log of your discussions.··Do you still ·3·· ·up with someone about Mr. Tempone at some point that
·4·· ·have that, a daily -- ·4·· ·wasn't at Latin, and this was -- I was asking you a
·5·· · · ··A.· ·No. ·5·· ·question, then you went back and said, "Oh, I -- I do
·6·· · · ··Q.· ·-- log from your time at Latin?··No, okay. ·6·· ·remember something," and so I don't think I got an
9:41 PM
·7·· · · ··A.· ·I -- I kept that -- I mean, maybe Latin has ·7·· ·answer, but Jamie, earlier, asked you if you ever
4/11/202310:48
·8·· ·it.··I kept that on their -- I believe it was Google ·8·· ·reported any concerns about Mr. Tempone or those
·9·· ·that we used there. ·9·· ·discussions to anybody at Latin.··You said, "No --
DATE:8/21/2023
10·· · · ··Q.· ·All right.··Okay.··So this -- this Jeannie 10·· · · ··A.· ·If I did?
11·· ·Norris person, she was the -- she was in your position 11·· · · ··Q.· ·-- I reported" -- yeah, you said, "No, I
12·· ·that you're in now, which is the head of upper school? 12·· ·reported them to someone else," and you never said who.
FILEDDATE:
13·· · · ··A.· ·No, I'm the head of school, and Jeannie was 13·· ·I don't think it was asked.
14·· ·the interim head of school here for two years. 14·· · · ··A.· ·You know what, I -- I think, David, what I --
15·· · · ··Q.· ·Okay.··And you don't know if she had any
FILED
15·· ·if I'm remembering that part of the conversation

16·· ·affiliation with Latin at all, right? 16·· ·correctly, I think, and I -- I could have this wrong, I
17·· · · ··A.· ·With Latin?··Not that I'm -- 17·· ·-- I remembered saying there were other faculty that I
18·· · · ··Q.· ·Yeah. 18·· ·reported to Randall who were concerned because of their
19·· · · ··A.· ·-- aware of. 19·· ·interactions with students.
20·· · · ··Q.· ·Okay.··She had an affiliation with Miss 20·· · · ··Q.· ·Okay.
21·· ·Hall's School? 21·· · · ··A.· ·But not --
22·· · · ··A.· ·Yeah, she -- yes, she did.· · · · · · · · · · · ··1:55:08 22·· · · ··Q.· ·Oh --
23·· · · ··Q.· ·Do you -- where does she live now? 23·· · · ··A.· ·-- not.
24·· · · ··A.· ·In Durham. 24·· · · ··Q.· ·-- I -- I understand what you're saying.
25·· · · ··Q.· ·And she told you, based on her -- she knew 25·· · · ··A.· ·But not -- I didn't -- I had observed some
Page 98 Page 100
·1·· ·Mr. Tempone from Miss Hall's School, right? ·1·· ·things with other faculty, and things were shared with
·2·· · · ··A.· ·Yes. ·2·· ·me about other faculty members and their boundaries
·3·· · · ··Q.· ·And she said just not to hire him? ·3·· ·with students.
·4·· · · ··A.· ·Yeah. ·4·· · · ··Q.· ·Okay.
·5·· · · ··Q.· ·Okay.··Did she corroborate, or I guess did ·5·· · · ··A.· ·I think that's what it was.· · · · · · · · · · · ·1:57:59
·6·· ·she know about, or tell you about more details ·6·· · · ··Q.· ·All right.··I'm just going to briefly talk
·7·· ·regarding that situation? ·7·· ·about this because I don't -- I don't think this -- you
·8·· · · ··A.· ·Not at all.··It was a very -- this -- this ·8·· ·know, I can understand the sensitivity of these
·9·· ·must have been -- it was before I officially started at ·9·· ·situations, but I -- I really don't think this is
10·· ·MSR, but I was down here visiting, looking for houses 10·· ·relevant to this case, but about this sexual assault of
11·· ·or something, and -- and we got together and she asked 11·· ·a student and a student that you --
12·· ·me if I -- I guess she'd got a hold of my resume and 12·· · · ··A.· ·Okay.
13·· ·saw that I worked at Latin or somebody mentioned it, 13·· · · ··Q.· ·-- had concerns about.
14·· ·I'm -- I'm not exactly sure how she knew, I'm assuming 14·· · · ··A.· ·Yeah.
15·· ·she saw my resume, and she asked me if I knew someone 15·· · · ··Q.· ·And I just want -- just -- I'm just going to
16·· ·named Frank Tempone, and I said, "Yes, he is -- he is 16·· ·have a few questions.··So I just want to clarify, the
17·· ·an English teacher when I was there," and she just 17·· ·student who was sexually assaulted was a female?
18·· ·said, "Well, if he ever applies to a job at MSR, don't 18·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:58:33
19·· ·hire him."··And that's all I'll say.··And that's what 19·· · · ··Q.· ·You found out about it on the day of
20·· ·she said. 20·· ·commencement in summer of twenty -- June 2017?
21·· · · ··Q.· ·Did you tell her that you heard these things 21·· · · ··A.· ·Yep, May or June.··I'm pretty sure it was
22·· ·before also? 22·· ·June.
23·· · · ··A.· ·I don't remember.··I may have.··I sense -- I 23·· · · ··Q.· ·Okay.··She had graduated that day, I guess?
24·· ·tend to think that I didn't because it was just such a, 24·· · · ··A.· ·Yeah, I found out, like, an hour and a half
25·· ·whoa, I wasn't expecting to hear that. 25·· ·before we were -- before it was go time.
Exhibit 5, LLC
Page 26 (Pages 101-104)
Page 101 Page 103
·1·· · · ··Q.· ·The student who apparently or allegedly did ·1·· ·The counselors know."··"Okay.··Fine."
·2·· · · ··Q.· ·Okay.
AM 2022L003763
2021L001474
·2·· ·the sexual assault was also a male student at Latin,

·3·· ·right? ·3·· · · ··A.· ·So things --
·4·· · · ··A.· ·Yes. ·4·· · · ··Q.· ·And that would --
·5·· · · ··Q.· ·But you didn't have his identity? ·5·· · · ··A.· ·-- like that.
·6·· · · ··A.· ·No, I never knew his identity. ·6·· · · ··Q.· ·-- that -- that had been a recent change from
9:41 PM
·7·· · · ··Q.· ·Did the person who told you have his ·7·· ·what you previously observed?
4/11/202310:48
·8·· ·identity? ·8·· · · ··A.· ·Say that one more time?

·9·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··1:59:13 ·9·· · · ··Q.· ·Would that behavior have been changed from
DATE:8/21/2023
10·· · · ··Q.· ·Okay.··But he wouldn't tell you and you 10·· ·what you had observed earlier in the school year?
11·· ·didn't -- or you didn't ask? 11·· · · ··A.· ·Of the student?
12·· · · ··A.· ·I asked the name.··I asked for the name of 12·· · · ··Q.· ·Yeah.
FILEDDATE:
13·· ·the student and they would not reveal.··That was 13·· · · ··A.· ·Yeah.··Yeah, I would say so.· · · · · · · · · · ··2:01:42
14·· ·Brandon, and Ashly, and Jenny. 14·· · · ··Q.· ·The male student, was he still -- was he
15·· · · ··Q.· ·Okay.··Brandon? 15·· ·graduating that day also?
FILED
16·· · · ··A.· ·I think he still works there.··I don't know 16·· · · ··A.· ·I believe so.··I -- I'm pretty sure they said
17·· ·his last name.··He's a dean.··And then Ashly Lawrence 17·· ·he was a senior, that it was a senior -- two seniors.
18·· ·and Jenny Stevens. 18·· ·I know she was a senior.··I'm pretty sure they said he
19·· · · ··Q.· ·So you then reported to Mr. Dunn or Randall 19·· ·was too.
20·· ·Dunn and he had -- did he have any concerns about not 20·· · · ··Q.· ·Okay.··But as far as you know, what -- what
21·· ·having the identity of the student shared with him or 21·· ·you were told was that the female's parents did find
22·· ·did he -- was it shared with him? 22·· ·out, and do you know anything else about it?
23·· · · ··A.· ·He did. 23·· · · ··A.· ·I was told the mother knew.
24·· · · ··Q.· ·Oh, he -- 24·· · · ··Q.· ·Okay.··And that was -- that's all we know --
25·· · · ··A.· ·He did express that that was a concern. 25·· ·or you know?
Page 102 Page 104
·1·· · · ··Q.· ·Oh, he did express that it was a concern that ·1·· · · ··A.· ·That's all I know.
·2·· ·you -- you didn't know the name? ·2·· · · ··Q.· ·All right.··The -- you said to get your
·3·· · · ··A.· ·Yeah.··Yeah. ·3·· ·current job -- well, not to -- it wasn't the reason you
·4·· · · ··Q.· ·Okay. ·4·· ·got it, but part of the -- part of your getting the
·5·· · · ··A.· ·And I told him, "They won't tell me." ·5·· ·job, I -- I guess, Randall Dunn wrote you a letter of,
·6·· · · ··Q.· ·Okay.··And so you did tell -- I think you ·6·· ·was it recommendation, or a reference, or what?
·7·· ·testified then after that, someone -- the female ·7·· · · ··A.· ·I know he wrote a letter.··I -- I think he
·8·· ·student's parents did find out about it, right? ·8·· ·spoke to -- I seem to recall he spoke to the search
·9·· · · ··A.· ·That's what was told to me by Ashly Lawrence, ·9·· ·committee here.··I could be mistaken, but that seems to
10·· ·that she had a conversation with the girl's parents, 10·· ·ring a bell in my memory.··But I know there was a
11·· ·but, you know, that could be hearsay.··There was a lot 11·· ·letter.
12·· ·going on.··I saw no documentation of it, but yeah. 12·· · · ··Q.· ·And did you ask him to do that?· · · · · · · · · ·2:02:54
13·· · · ··Q.· ·I -- I mean, I -- I don't -- I'm not going to 13·· · · ··A.· ·Yeah.··Yeah.
14·· ·make light of any situation, especially with children 14·· · · ··Q.· ·And you said that he had -- and I don't know
15·· ·involved, but I guess the whole situation, at that 15·· ·if I heard this correctly or -- he had kind of
16·· ·point, was sort of double hearsay to you, right? 16·· ·dismissed a different person, Elizabeth Devi [sic], was
17·· · · ··A.· ·Well, only in that they did tell me the name 17·· ·it, about --
18·· ·of the female student.··I never had a conversation with 18·· · · ··A.· ·Denevi.
19·· ·the female student because, you know, by the time I 19·· · · ··Q.· ·-- a similar opportunity?
20·· ·found out about it, it was commencement day, but I was 20·· · · ··A.· ·That's what he had volunteered at a senior
21·· ·concerned that the students were -- there were certain 21·· ·team meeting.··Whether that was true or not, I don't
22·· ·things that I observed of that student that seemed to 22·· ·know, but that's what he said.··You know, sometimes
23·· ·make what was said true, like crying in the hallway 23·· ·people say things and they're just saying them to be
24·· ·constantly, and I approached her several times to ask 24·· ·saying them, but I -- I have no idea if he actually did
25·· ·her what was wrong.··"I don't want to talk about it. 25·· ·that or not.··I just know he said it.
Exhibit 5, LLC
Page 27 (Pages 105-108)
Page 105 Page 107
·1·· · · ··Q.· ·Did -- did she get the job that she was vying ·1·· ·right after they walk down the aisle and get their
·2·· ·diploma?··Or -- or engage in a relationship?
AM 2022L003763
2021L001474
·2·· ·for?
·3·· · · ··A.· ·No.· · · · · · · · · · · · · · · · · · · · · · · ·2:03:37 ·3·· · · ··A.· ·I would -- I would say so.··I think that's
·4·· · · ··Q.· ·No.··All right.··Just trying to see if I have ·4·· ·part of it.··And just that it's -- yeah, I would say
·5·· ·anything else.··When is the last time you talked to Mr. ·5·· ·so.
·6·· ·Tempone? ·6·· · · · · · ·MR. WARNICK:··Okay.··I won't take up any more
9:41 PM
·7·· · · ··A.· ·It was sometime in the winter or fall of ·7·· ·of your time.··I think you've been badgered enough by
4/11/202310:48
·8·· ·2022, like late fall, early winter, it seems -- seems ·8·· ·me.··I don't know if Jamie has more questions.··She
·9·· ·to be around -- and it -- again, it was a text.··It ·9·· ·might, but thank you.
DATE:8/21/2023
10·· ·wasn't a phone call. 10·· · · · · · ·WITNESS:··Thank you.··Thank you.· · · · · · · · ··2:07:47

11·· · · ··Q.· ·Okay.··And did you, kind of, cut off the 11·· · · · · · ·MS. FRANKLIN:··No, I don't have any further
12·· ·communication because you didn't -- you were, kind of, 12·· ·questions.··I'm not sure if your counsel has any, but I
FILEDDATE:
13·· ·uncomfortable with being involved? 13·· ·think I'm done, but -- and I thank you very, very much.
14·· · · ··A.· ·Yeah.··I mean, I was -- yes.··Yes, that is 14·· · · · · · ·WITNESS:··Thank you.
15·· ·true.
FILED
15·· · · · · · ·MR. SHAW:··I don't have any questions, and

16·· · · ··Q.· ·You said you're the current head of the upper 16·· ·I'm not suggesting an answer from you, Ms. Rodriguez,
17·· ·-- you're the current head of school, right? 17·· ·is there anything that you said today that strikes you
18·· · · ··A.· ·Yes.· · · · · · · · · · · · · · · · · · · · · · ··2:05:46 18·· ·right now as something that you want to correct, or
19·· · · ··Q.· ·If -- hypothetically, if you had a teacher 19·· ·amplify, or explain?··I'm not suggesting one way or the
20·· ·that you found out had misrepresented something on 20·· ·other on that.
21·· ·their prior employment application as far as the reason 21·· · · · · · ·WITNESS:··Not that I can think of.
22·· ·that they left, would that be grounds, in your school, 22·· · · · · · ·MR. SHAW:··I have --
23·· ·for termination? 23·· · · · · · ·WITNESS:··Now that I --
24·· · · ··A.· ·It would depend.··It would depend on the 24·· · · · · · ·MR. SHAW:··-- no questions.
25·· ·situation. 25·· · · · · · ·MR. WARNICK:··So, Jamie, do you want to
Page 106 Page 108
·1·· · · ··Q.· ·If the previous situation was for ·1·· ·explain signature, or Brian, do you -- do you have
·2·· ·inappropriate interaction with a student? ·2·· ·signature there?··I don't know.
·3·· · · ··A.· ·You're asking me would I -- yes, I would ·3·· · · · · · ·MS. FRANKLIN:··Yeah, let Mr. -- I'll let
·4·· ·terminate someone if that was the reason why.··If I had ·4·· ·Brian explain that, that part.
·5·· ·proof of it, yes -- ·5·· · · · · · ·MR. SHAW:··Well, they can send us a copy of
·6·· · · ··Q.· ·Okay. ·6·· ·the deposition to look at and you can either sign it or
·7·· · · ··A.· ·-- I would. ·7·· ·waive signature, and I guess I just like to see it
·8·· · · ··Q.· ·All right.··And in terms of just, you know, ·8·· ·before making that decision.
·9·· ·violating school policies and procedures, depending on, ·9·· · · · · · ·MR. WARNICK:··Okay.
10·· ·I'm assuming, the nature of the policy and procedure 10·· · · · · · ·MS. FRANKLIN:··All right.
11·· ·that was violated, that would be grounds for 11·· · · · · · ·MR. WARNICK:··So signature is reserved.
12·· ·termination at your school, right? 12·· ·Brian, I guess Ms. Sawyer is going to coordinate with
13·· · · ··A.· ·It -- 13·· ·you to get that transcript, right?
14·· · · ··Q.· ·Not like you're late to work, something -- 14·· · · · · · ·RECORDER:··Can we go off the record?
15·· · · ··A.· ·I mean, unless someone was late to work, 15·· · · · · · ·MR. WARNICK:··Yeah.
16·· ·like, every day -- 16·· · · · · · ·MS. FRANKLIN:··Yes, please.
17·· · · ··Q.· ·Right. 17·· · · · · · ·RECORDER:··Off -- off the record, 11:37 a.m.
18·· · · ··A.· ·-- kind of thing, right, but if it were 18·· ·
19·· ·something of a student safety issue, more than likely, 19·· ·
20·· ·we would terminate them. 20·· ·
21·· · · ··Q.· ·Okay.··It's also -- I mean, in terms of the 21·· ·
22·· ·policy, you said you don't have it, but the policy to 22·· ·
23·· ·not contact former students, it's basically so you 23·· ·
24·· ·don't marry the high school graduate, right?··You 24·· ·
25·· ·don't, like, develop a relationship with the student 25·· ·
Exhibit 5, LLC
Page 28 (Pages 109-109)
Page 109
·1·· · · · · · · · · · · ··CERTIFICATION
AM 2022L003763
2021L001474
·2·· ··I certify that the deponent was duly sworn by me and
·3·· · · · ··that the foregoing is a true and correct
·4·· · · · ··transcript from the record of proceedings
·5·· · · · · · · ··in the above-entitled matter.
·6·· ·
9:41 PM
·7·· ·
4/11/202310:48
·8·· · · · · · · · · · · ··Mariah Sawyer

·9·· · · · · · · · · · ··February 15, 2023
DATE:8/21/2023
10·· ·
11·· ·
12·· ·
FILEDDATE:
13·· ·
14·· ·
15·· ·
FILED
16·· ·
17·· ·
18·· ·
19·· ·
20·· ·
21·· ·
22·· ·
23·· ·
24·· ·
25·· ·
Exhibit 5, LLC
Judge: Calendar, H
FILED
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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FILED
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CIRCUIT CLERK
COOK COUNTY, IL
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FILED
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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7/10/23, 5:57 PM Code of Ethics for Educators
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success not only by the progress of each student toward realization of his or her personal Enter
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potential, but also as a citizen of the greater community of the republic. Captcha:
1. The professional educator deals considerately and justly with each student, and seeks Submit

to resolve problems, including discipline, according to law and school policy.
2. The professional educator does not intentionally expose the student to disparagement.
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5. The professional educator endeavors to present facts without distortion, bias, or
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PRINCIPLE II: Ethical Conduct toward Practices and deductible
Performance
The professional educator assumes responsibility and accountability for his or her
performance and continually strives to demonstrate competence.
The professional educator endeavors to maintain the dignity of the profession by

respecting and obeying the law, and by demonstrating personal integrity.
1. The professional educator applies for, accepts, or assigns a position or a responsibility

on the basis of professional qualifications, and adheres to the terms of a contract or
appointment.
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2. The professional educator maintains sound mental health, physical stamina, and
social prudence necessary to perform the duties of any professional assignment.
3. The professional educator continues professional growth.
4. The professional educator complies with written local school policies and applicable
laws and regulations that are not in conflict with this code of ethics.
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5. The professional educator does not intentionally misrepresent official policies of the
school or educational organizations, and clearly distinguishes those views from his or her
own personal opinions.
6. The professional educator honestly accounts for all funds committed to his or her
charge.
7. The professional educator does not use institutional or professional privileges for
personal or partisan advantage.

PRINCIPLE III: Ethical Conduct toward Professional
Colleagues
The professional educator, in exemplifying ethical relations with colleagues, accords just
and equitable treatment to all members of the profession.
1. The professional educator does not reveal confidential information concerning

colleagues unless required by law.
2. The professional educator does not willfully make false statements about a colleague
or the school system.
3. The professional educator does not interfere with a colleague's freedom of choice, and
works to eliminate coercion that forces educators to support actions and ideologies that
violate individual professional integrity.

PRINCIPLE IV: Ethical Conduct toward Parents and
Community
The professional educator pledges to protect public sovereignty over public education
and private control of private education.
The professional educator recognizes that quality education is the common goal of the
public, boards of education, and educators, and that a cooperative effort is essential
among these groups to attain that goal.
1. The professional educator makes concerted efforts to communicate to parents all

information that should be revealed in the interest of the student.
2. The professional educator endeavors to understand and respect the values and
traditions of the diverse cultures represented in the community and in his or her
classroom.
3. The professional educator manifests a positive and active role in school/community

relations.

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Judge: Calendar, H
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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EXHIBIT I
7/10/23, 5:57 PM The School Counselor and Suicide Prevention/Awareness - American School Counselor Association (ASCA)
FILED DATE: 8/21/2023 10:51 PM 2022L003763
https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Suicide-Prevention-Awaren 1/3
The School Counselor and Suicide

Prevention/Awareness
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(Adopted 2018)
ASCA Position
School counselors work to identify behavioral and social/emotional signs of suicide risk among their students and ensure prevention
methods are in place. It is the school counselor’s ethical and moral responsibility to report suspected suicide risk to legal guardians and
the appropriate authorities. In acknowledging suspected suicide risk, school counselors exercise reasonable care to protect students from
unforeseeable harm (ASCA, 2022).
The Rationale
According to the Centers for Disease Control (CDC, 2015), suicide is the second leading cause of death for young people between the
ages of 15 and 35 and the second leading cause of death for youth ages 10 to 14. Overall the nation has seen a 24% increase in suicide
deaths over the past 15 years (CDC, 2015). Data from the 2015 National Youth Risk Behavior Surveillance Survey (YRBSS) showed that
29.9% or three out of 10 U.S. high school students expressed feeling sad or hopeless almost daily for two or more weeks (CDC, 2015). In
addition, CDC (2015) reported that 17.7% of students expressed suicide ideation, and 14.6% of students had died by suicide. These
statistics are alarming and reveal that students in significant numbers experience feelings and thoughts that isolate and lead to suicidal
ideation and plans. Raising awareness around suicide and implementing suicide prevention initiatives is important in reinforcing student
support and safety measures.
The School Counselor's Role

School counselors recognize the threat of suicide among children and adolescents and strive to create a supportive environment. School
counselors do not wait for certainty but rather the notion of a potential suicide places school counselors in a position to immediately
notify parents/guardians (ASCA 2022). School counselors contact parents/guardians when placed on notice that a suicide is possible
through student self-report, peer report, rumors, hearsay or any other means. It is a well-known fact that students will often deny suicidal
ideation to escape the gaze of adults while confiding their true intentions to their peers. School counselors provide parents/guardians with
referral resources for students (Stone, 2018). In the case that the parents/guardians do not take seriously the potential threat, the school
counselor makes a report to child protective service (Stone, 2018). School counselors work to raise awareness of suicide and suicide
ideation, train school personnel and create opportunities to identify resources available for school personnel (Desrochers & Houck, 2013).
To achieve their ethical obligation to protect students, school counselors must maintain current training in:
• Being informed about signs of suicidal thoughts
• Being knowledgeable about the resources available
• Preparing students, staff, colleagues and parents to recognize warning symptoms for suicidal behavior
• Referring students who demonstrate signs of suicidal thoughts to local community agencies
Summary
Through the implementation of comprehensive suicide prevention/awareness, school counselors ensure students and faculty are well-
prepared to address and identify the negative thoughts and experiences that could potentially lead a student to suicide ideation.
References
American School Counselor Association. (2022). Ethical standards for school counselors. Retrieved from
https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
Center for Disease Control and Prevention. (2015). Youth risk behavior surveillance system data: Adolescent and school health. Retrieved
from https://www.cdc.gov/healthyyouth/data/yrbs/index.htm
Desrochers J., & Houck G. (2013). Depression in children and adolescents: Guidelines for school practice: Principal leadership. Retrieved
from http://www.nasponline.org/resources/principals/April_13_Depression.pdf
Population Reference Bureau. (2016). Suicide replaces homicide as second-leading cause of death among U.S. teenagers. Retrieved from
http://www.prb.org/Publications/Articles/2016/suicide-replaces-homicide-second-leading-cause-deathamong-us-teens.aspx
Stone, C. (2018). Assessments and Third Party Software Alerts for Suicide Ideation. ASCA January/February 2018.
Resources
“13 Reasons Why” and the Role of the School Counselor to Combat Teen Suicide. (2017, July 2). Retrieved February 27, 2018, from
https://counseling.online.wfu.edu/blog/13-reasons-why-and-the-role-of-the-school-counselor-to-combat-teen-suicide/
*Note this position statement includes minor updates to reflect the revisions to the 2022 ASCA Ethical Standards for School Counselors.
© Copyright 2023 American School Counselor Association. All Rights Reserved. Privacy Policy
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Judge: Calendar, H
FILED
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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EXHIBIT J
7/10/23, 5:57 PM Student Suicide: Legal and Ethical Implications - American School Counselor Association (ASCA)
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Student Suicide: Legal and Ethical Implications

AUTHOR(S): Carolyn Stone and Perry Zirkel May 1, 2012
A school counselor calls the ASCA o ce concerned about a colleague who administered a suicide assessment, deemed a child not
ffi
suicidal and sent him home on the school bus. A mother is distressed when her daughter is named as her friend’s “safe person” in a
suicidal contract. An administrator reaches out following the suicide of a student whose disturbing journal entries weren’t recognized as
suicidal ideation.
These are just a few examples of questions the ASCA Ethics Committee has received and represent daily occurrences in school
counselors’ lives.
Suicide is the third leading cause of death in 15 to 24 year olds. According to a 2010 Centers for Disease Control and Prevention study,
13.8 percent of American high school students had seriously considered suicide in the previous 12 months, and 6.3 percent reported
having attempted suicide during that time. School counselors often receive the rst outcry; yet, confusion still exists regarding appropriate
fi
action. Reviewing the court decisions in the wake of student suicide is useful from the dual and different perspectives of legal
requirements and ethical norms.
Eisel vs. Board of Education of Montgomery County

Legal analysis: In Eisel vs. Board of Education of Montgomery County (1991), a 13-year-old female student died in an apparent murder-
suicide pact with another student. Her father sued the school district and two of its school counselors, arguing that their special
relationship with his daughter imposed a duty on them to report her suicidal ideations to him and his wife. The trial court dismissed the
father’s lawsuit. On appeal, however, Maryland’s highest court sent it back to the lower court for a trial. The appellate court listed
foreseeability of harm as the leading factor in determining whether school employees had a duty to warn the student’s parents. Ultimately,
the jury in the lower court determined that the school counselors were not liable for the student’s death. However, the Eisel case provided
some critical principles.
Ethical analysis: In the Eisel case, the court recognized that school counselors hear a great deal of suicidal ideation and that not all threats
are substantial; yet, “the consequence of the risk is so great that even a relatively remote possibility of a suicide may be enough to
establish duty” (Eisel vs. Board of Education of Montgomery County, 1991). School counselors act in loco parentis, which means their
obligation is to protect the students’ safety at school and exercise reasonable care to give parents a chance to protect their children.
The ASCA Ethical Standards for School Counselors dictate that school counselors “recognize that working with minors in a school setting
requires school counselors to collaborate with students’ parents/guardians to the extent possible. Students sometimes deceive in order to
avoid further scrutiny and/or parental noti cation” so we err on the side of caution. When school counselors work with a potentially
fi
suicidal student, the end result must always be to notify the parent/guardian.
School counselors consult and are constant consumers of legal and ethical information by seeking the help of colleagues, administrators
and school attorneys. The complexity of the legal world is less daunting and security is enhanced when consulting with fellow
professionals.
Post-Eisel Negligence Case Law with Tort Immunity

Legal analysis: Since the Eisel decision, various negligence cases have arisen in the wake of a student’s suicide, but the rationales and
outcomes t the overall pro-educator pattern. Regardless of the school counselor’s action or omission, governmental immunity serve as
fi
effective defenses for the school district and employee in many states. For example, in Killen vs. Independent School District No. 706
(1996), a ninth-grade student killed herself at home with a rearm. Although the school counselor had warned the parents that their
fi
daughter had expressed suicidal feelings and recommended counseling, the parents alleged the school counselor didn’t inform them
when their daughter subsequently made a more speci c statement about committing suicide. The Minnesota appeals court upheld the
fi
lower court’s dismissal based on governmental immunity provisions.
Similarly, in Grant vs. Board of Trustees of Valley View School District (1997), a student’s friends reported his suicidal ideations and drug
overdose to the school counselor. The school counselor urged the mother to take him to a hospital for drug treatment. Later that day, the
student jumped to his death from a highway overpass. His mother alleged the school counselor failed to tell her about his suicidal
expressions. An Illinois appellate court upheld the trial court’s dismissal on the grounds that public schools and their employees have
immunity unless their misconduct was willful or wanton.
Ethical analysis: School counselors are clear with parents about a child’s expressed or implied suicidal ideation. When a student makes
veiled threats of suicide, school counselors avoid skirting the issue; rather, they ask the tough questions. Wanting their suffering, not their
lives, to end, many suicidal students answer “no” when asked if they are considering suicide. However, this answer does not negate the
risk. Use open-ended questions, such as “What do you think about life and death?” This approach can serve as the rst step in getting
fi
necessary help for an at-risk student. Parents need to understand that expressions of suicide or other warning signs require vigilance.
School counselors should document they contacted the parents and wherever possible have a witness to the conversation. The principal
or another administrator can add needed leverage and urgency to the conversation if parents are reluctant to act. School counselors use
their best judgment in these emotionally charged situations and avoid putting documentation above the parents’ feelings and well-being.
However, seek a signature from parents at the rst appropriate opportunity.
fi
https://www.schoolcounselor.org/Magazines/May-June-2012/Student-Suicide-Legal-and-Ethical-Implications# 1/3
Post-Eisel Case Law without Governmental Immunity

Legal analysis: Even when a state doesn’t have applicable governmental immunity, negligence suits have similarly been largely
unsuccessful. A federal appellate court upheld the dismissal of a lawsuit brought by the mother of an eighth-grade student who had
hanged himself (Scott vs. Montgomery County Board of Education, 1997). The school psychologist met with the student about two
months before the student’s death and assessed him as not posing an immediate danger of self-harm and did not notify the student’s
parents. The court concluded that the alleged causal linkage to the school psychologist was insufficient, and the mother’s negligence
FILED DATE: 8/21/2023 10:51 PM 2022L003763
claims could not be categorized as educational malpractice.
A Wisconsin appellate court concluded that a parents’ suit failed for lack of an essential element of a negligence claim – causation
(McMahon vs. St. Croix Falls School District, 1999). In this case, a student skipped school and died from self-immolation. One of his
classmates alleged that she told a school counselor that he planned to cut school and that he had said something about being “sick and
tired of life.” The Wisconsin appeals court ruled in favor of the school defendants, because under Wisconsin law suicide is an intervening
variable that “breaks the line of causation.”
In Mikell vs. School Administrative Unit # 33 (2009), a student allegedly told a teacher’s aide that he “wanted to blow his brains out.” The
school counselor met with the student, informed the parents that he was fine to remain at school and had the student sign a “contract for
safety.” The school counselor took no further action, and two months later the student hanged himself. The New Hampshire Supreme
Court ruled that school authorities were not liable for the student’s death as they did not have custodial care of the student, such as what
applies in a hospital setting, nor had they engaged in “extreme and outrageous” conduct that “resulted in an uncontrollable impulse to
commit suicide or prevented the decedent from realizing the nature of his act.”
Armijo vs. Wagon Mound Public Schools (1998) is the only published decision to recognize a Section 1983 cause of action against school
authorities based on a student’s suicide. A New Mexico school principal suspended a student and directed a school counselor to drive him
home. His parents returned home later in the day and found him dead from a self-inflicted gunshot. Earlier in the day he had reportedly told
a school aide that he might be “better off dead.” The Tenth Circuit Court of Appeals allowed the case to proceed because a jury could find
that the principal and school counselor left him at home alone, with access to a firearm, when they knew he was suicidal. The ultimate
outcome of this case was not published, and the school district (the deeper pocket) was the defendant not the school counselor.
Ethical analysis: School counselors find little comfort in the courts’ reluctance to find against school counselors and their districts
regarding student suicide. School counselors want to avoid defending their actions in court, but more importantly, they want to prevent a
student’s death. Attending to all matters that arise in a school counselor’s day is daunting, but suicide is one of those obligations that
must be prioritized for immediate attention. A student’s expression of being “sick and tired of life” is reason enough to trigger immediate
action. “In adolescence, indirect clues could be offered through joking or through references in school assignments, particularly creative
writing or art pieces.” Children who view the world in concrete terms may not know how to express these feelings verbally or in writing.
If a school counselor informally or formally conducts a suicide assessment and considers the student to be at low risk for suicide, the
school counselor still needs to contact the student’s parents. The ASCA Ethical Standards call for school counselors to “report risk
assessments to parents when they underscore the need to act on behalf of a child at risk.” If you tell parents you have spoken with their
child and that you believe the child is fine to remain at school, the parents will likely have the impression that their child is at a low risk for
suicide.
Another controversial practice is school counselors’ development of suicide contracts with students, as in the Mikell case. Little empirical
evidence supports contracts as an effective tool to prevent suicide. Additionally, the use of a suicide contract implies that the school
counselor will ensure the student’s safety. The word “contract” can give the impression of a binding agreement. However, a suicidal person
is often not competent to agree to sign a contract. Use of suicide contracts may have the opposite effect and open one up to a lawsuit. If a
school counselor believes it is in a student’s best interest to put something on paper, then have the student identify goals, hopeful
comments, what is currently going right or what adult to turn to for help.
Well-intentioned school counselors may recruit a close friend of the student’s as a helper and note that person as such on a no-harm
contract; however, doing so could burden a peer with feelings of responsibility for another student’s life or death. Making students aware
of what to do when a friend shares this information is a more effective part of suicide prevention plans in schools. The Armijo decision
merits special attention. The school counselor needed to convince the principal that the best course of action, given the child’s emotional
state, would have been to wait until the student could be placed in the protective custody of his parents, far more important than
immediate punitive action. Taking or sending a highly agitated or emotional child home without parental supervision is a dangerous
practice.
It’s important for school counselors to have a supportive consultation network in place well before they actually need it. When working
with suicidal students, school counselors should make every attempt to supply parents/guardians with counseling referrals until
placement is secured for that student. School counselors need to be culturally sensitive when working with families to secure additional
help. When school counselors and crisis team members meet with unresponsive parents, they may need to turn control over to other
authorities such as protective services for possible neglect or, if the student is at immediate risk, police or emergency services.
Schools are acting responsibly when they have suicide prevention and intervention plans in place with regular in-services to prepare all
educators – teachers, administrators, security guards, cafeteria employees, custodians, bus drivers, secretaries, paraprofessionals and
student services staff – of the appropriate procedures for referring suicidal students for help.
Parents have rarely succeeded in establishing liability for student suicide, and none of the known decisions have resulted in an educator
being responsible. Certainly, there may be unpublished cases or settlements to the contrary, and the case law is subject to change in the
future. Although the precedents to date strongly undercut any undue fear of school counselor liability, awareness of the legal reasoning
behind the court decisions serves as guiding principles for school counselors as they make decisions that could prove life-saving for
students in the future. Framing the discussion of best practice around the court’s arguments gives school counselors the opportunity to
apply the courts deliberations to their practice.
Eisel and the court cases that followed provided powerful and prophylactic lessons to school counselors with regard to suicidal students.
School counselors, with their specialized training and in loco parentis status, have a high standard of care when a student’s suicide is even
a remote possibility. School counselors must always contact parents and refer them to appropriate resources that will allow them to seek
help for their child. Confidentiality is trumped when weighed against the death of a child. Calling parents upholds school counselors’ most
significant obligation to students: above all do no harm.
Carolyn Stone, Ed.D., is an associate professor at the University of North Florida and the chair of ASCA’s Ethics Committee. She can be
reached at cstone@unf.edu. Perry A. Zirkel, J.D., Ph.D., is university professor of education and law at Lehigh University and can be reached
FILED DATE: 8/21/2023 10:51 PM 2022L003763
at zirkel@lehigh.edu. For references, contact the authors.
© Copyright 2023 American School Counselor Association. All Rights Reserved. Privacy Policy
Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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Judge: Calendar, H
FILED
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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EXHIBIT L
SAFETY PLAN OVERVIEW:
FILED DATE: 8/21/2023 10:51 PM 2022L003763
What is a safety plan?

A Safety Plan is designed to provide special supervision to individual students. The plan should
include specific interventions which target dangerous or potentially dangerous behavior. The goal is
to minimize the risk of harm to the student or others. A Safety Plan should specifically address issues
of safety; behavioral concerns should be addressed in a Functional Analysis/Behavior Intervention
Plan. A Safety Plan should be developed after the FA/BIP.
Who creates the plan?

Ideally, the School Team, the student, and the parent/guardian will all be involved in the creation of
the plan. In certain cases, it may be necessary to involve a representative from Safety and Security.
It is important that all members responsible for enacting the plan are involved in its creation.
Recommendations:
 Please, be as specific as possible. When information is not immediately available, please
complete the form to the best of your abilities.
 Typically, a Safety Plan will be implemented in conjunction with a Functional Assessment/
Behavior Intervention Plan (FA/BIP).
 A Safety Plan is a living document that needs to be revised, at least quarterly, to update
all participants on the child’s progress.
 The Safety Plan and all of its relevant components may be shared with any adult in the
building who plays an active role in the student’s education. List the names of adults who
will be given access to the Safety Plan.
Sample plan:
The following plans should be used as a guide. Please adjust them as necessary to meet the specific
needs of the student and your school.
 Sample Safety Plan: General

 Sample Safety Plan: Sexualized Behaviors
 Sample Safety Plan: Bullying Behaviors
Student Safety Plan
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Page 1
IDENTIFYING INFORMATION:
Student Name: Last, First

Student ID:
Age:
Grade:
School:
Delinquency/Criminal
History:
School
Suspensions/Expulsion
History:
School Activities:
Extracurricular Activities:
Treatment:
Medications:
Special Education
Services:
Incident Report Number:
Brief description of behavior(s):
Functional Assessment/Behavior Intervention Plan Available:

 Yes
 No
If yes, attach document to Safety Plan. If no, develop FA/BIP.
ARRIVAL & DISMISSAL:
Check In & Out Requirement:

 Yes
 No
If yes, indicate arrival times and staff member assigned to checks.
Arrival Time: Staff :
Dismissal Time: Staff Member:

Student Safety Plan Page 2
TRANSITIONS: Fill out the time, location, and staff member assigned (if applicable) for all
FILED DATE: 8/21/2023 10:51 PM 2022L003763
transitions which are potentially problematic. Examples of transitions include time between
classes and restroom breaks.
LUNCH:
Time: Location: Staff Assigned:
Specific Activity:
RESTROOM BREAKS:
Specific Activity:
TIME BETWEEN CLASSES:

Specific Activity:
OTHER:
Specific Activity:
OTHER:
Specific Activity:
EXTRACURRICULAR ACTIVITIES/AFTER-SCHOOL:
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Specific Activity:
TRANSPORTATION:
Specific Activity: detail mode of transportation, concerns, and intervention strategies:
GENERAL RESTRICTIONS:
Restriction: Rationale:
__________________________________
Student
__________________________________
Parent or Legal Guardian
___________________________________
___________________________________
School Clinician, Title
____________________________________
School Administrator, Title
Student Safety Plan: Sexualized Behaviors
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Page 1

Student ID:
Age:
Grade:
School:
Delinquency/Criminal History:
School Suspensions/Expulsion
History:
School Activities:
Treatment:
Medications:
Special Education Services:

 Yes
 No
SCHOOL SAFETY CONTRACT:
I, (student’s name/parent/guardian)_________________________________, agree to follow the

terms of this School Safety Contract, which is designed to protect individuals at my school and at
school-related activities. I am fully aware that following these rules is not a guarantee that the
Illinois Department of Children and Family Services will not investigate or take action if a risk
of harm or other abuse exists. I also recognize that some of the recommendations may not
actually be of concern right now, but may become of concern in the future. Finally, I realize that
victim sensitivity and the safety of all students will be considered the top priority any time this
contract is amended. Victim sensitivity and student safety are paramount concerns.
Student Safety Plan: Sexualized Behaviors Page 2
Please, check all applicable items:

FILED DATE: 8/21/2023 10:51 PM 2022L003763
 If the student with sexual behavioral problems (SBP) rides a school bus, s/he will have an
assigned seat by herself/himself -- the front seat located diagonally from the bus driver.
The bus driver (name of person) _________________________ will be an informed
supervisor and will be aware that s/he is taking on the role of an informed and trained
supervisor.
 The student with SBP will have informed and trained supervision (name of person)
___________at his/her bus stop if other students share the bus stop.
 The student with SBP will not wait for the school bus at the same stop as his/her
victim(s) (name of victim/s) __________________________________________.
 The student with SBP will not ride the same bus as his/her victim(s)
__________________________.
 The student with SBP will check in by _____ time each morning with (name of person)
____________________, and out at _____ time with (name of person) _____________
each afternoon.
 The student with SBP will arrive and depart from school by means of:
__________________________________.
 The student with SBP will arrive and depart from school at a designated location
_____________________________ that will be monitored by an informed and trained
supervisor (name of person) ___________________________________.
 The student with SBP will not be allowed to wander the hallways of the school
unattended when s/he is scheduled to be in class. An approved school pass is required if
the student with SBP is to travel from one location of the school to another during
instructional times.
 The student with SBP is not permitted to be in the same location as any on-site day care
center.
 The student with SBP is not permitted to have contact with severe needs special
education students.
 The student with SBP who is in grades K - 9 will not be allowed in areas of the school
where children three or more years younger than him/her are present.
 The student with frottage problems (touching others in a sexual manner without
FILED DATE: 8/21/2023 10:51 PM 2022L003763
permission) will need to have an escort from an informed and trained supervisor (name of
person) __________________________________when traveling from one location of
the school to another.
 The student with SBP who is deemed highly impulsive will need to have an escort (name
of person) __________________________________ from an informed and trained
supervisor when traveling from one location of the school to another.
 The student with SBP who is deemed highly impulsive and/or who has frottage problems
will not attend school dances.
 Kindergarten through eighth grade students with SBP should not volunteer or supervise
other students who are three or more years younger than they are.
 High school students who have SBP should not volunteer or supervise other students who
attend middle or grade schools.
 High school students who have SBP should not work at middle or grade schools.
 Middle school students who have SBP should not work at grade schools.
 The student with SBP will not be allowed to assume any position of authority (e.g.,
crossing guard, class monitor, peer tutor, aide for younger kids, or referee for games).
 Every effort should be made to try to ensure that the student victim(s) and the student
with SBP will not attend field trips together. If both must attend the same field trip, they
should be transported on different buses and participate in different tour groups. An
informed and trained supervisor will accompany the student with SBP on the field trip to
promote safety.
 If the student with SBP is involved in extracurricular activities that would require travel,
an informed and trained supervisor (usually a coach or teacher) (name of person)
_____________________________________will visually monitor the student. If the
coach or teacher cannot devote proper attention at all times, another informed and trained
supervisor must be assigned.
 The student with SBP will not be in the same class(es) as his/her victim(s). The student
victim(s) should be given first priority in attending the desired class.
 If the student victim(s) and the student with SBP are in the same section of a class, they
will not be paired together (e.g. lab or project partners, members of the same small
group), and will be assigned to sit in separate locations.
FILED DATE: 8/21/2023 10:51 PM 2022L003763
 The student victim(s) and the student with SBP will not participate in the same sports or
academic teams, or other extracurricular organizations affiliated with the school system.
The student victim(s) should be given first priority in participating in the desired sports or
academic teams, or other extracurricular organizations.
 If the student victim(s) and student with SBP are serving detentions or in-school
suspensions at the same time, they should be assigned to separate locations.
 The student with SBP will attend breakfast at ______ and lunch at ______. Every effort
should be made to ensure that the student with SBP has different meals periods than
his/her victim(s). If this is not possible, an informed supervisor (name of person)
______________________________will visually monitor the SBP, who will sit
separately from his/her victim(s) during meal periods.
 The student with SBP will be required to sit separately from the student victim(s) at
school assemblies, sporting events, and other school-sponsored activities.
 The student with SBP will be able to access restrooms only from _____________
(location).
 An informed and trained supervisor is/is not (circle one) required for the student with
SBP to access the restroom. The informed supervisor(s) will be____________________.
 The student victim and the student with SBP will not be in the same physical education
class, nor will they share the same time for showering or undressing in the presence of
others.
 If the student with SBP has problems with frottage (sexualized touch without consent or
authorization), s/he will be restricted from contact sports.
 The student with SBP who is deemed highly impulsive will be restricted from contact
sports.
 If the student with SBP is in a physical education or extracurricular activity that would
require showering or the usage of a therapeutic whirlpool, sauna, or steam room, an
informed supervisor will provide visual monitoring.
 If the student with SBP is involved in activities that required him/her to change clothing
in locker rooms, an informed supervisor will be present.
 The student with SBP may not access the inter/intranet while on school grounds.
 A student with SBP who drives to school will not be allowed to give car rides to other
students.
FILED DATE: 8/21/2023 10:51 PM 2022L003763
 The student with SBP will attend each scheduled class daily.
 The student with SBP will not attend school or any other school-related event under the
influence of any mind/mood altering chemicals.
 The student with SBP will not attend school or any other school-related event with any
material that could be used as a weapon or is related to a weapon (e.g., knife, box cutter,
mace, gun, ammunition).
 The student with SBP has been notified that s/he may be directed to leave a special event
at school if his/her behavior poses a risk to any person, animal or property, or if any
informed supervisor or other school employee has a reason to believe that s/he is
violating his/her safety plan or other supervision and management agreement.
 The student with SBP will follow district protocol on excused absences.
 The student with SBP will be required to comply with all terms and conditions set forth
by any court, social service or other supervising agency while on school property or at
any school event s/he is permitted to attend.
 The student with SBP will be able to access personnel in the building for assistance in
coping with risk behavior or other support system issues. Those persons are:
___________________________________.
 If a large student gathering occurs (e.g., play times, recess, school assemblies, etc.), an
adequate school staff-to-student ratio will be implemented to ensure visual monitoring of
the student with SBP.
 Library materials will be scanned for sexual objectification material.
 Substitute teachers must be made aware of general safety plans for the school and
specific safety plans for students with SBP.
 Additional rules and/or amendments to the above-mentioned school safety contract:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Possible consequences for violating this contract will include, but may not be limited to
the following:
________________________________________________________________________
________________________________________________________________________
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Please attach a current copy of the student’s class and extracurricular activities schedules.
In the event the student transfers from the current school, the principal will be responsible for
ensuring that this contract is forwarded to the principal at the next school.
The principal understands that this contract will need to be updated when events in the student’s
life and circumstances change. The multidisciplinary team (MDT) can make written
modifications to the terms of this contract. All participants who are affected by this contract will
receive timely notice of any change to the contract.
The confidentiality of this contract is crucial. Each participant agrees that s/he will not disclose
the nature of the student’s adjudication of delinquency or the terms of this contract to any other
person. A violation of the confidentiality of this contract is cause for discharge under the
Chicago Board of Education’s Employee Discipline Code. Each participant also agrees that s/he
will make every effort to ensure that students who are affected by this contract are not
stigmatized.
Any violation of this contract will be reported immediately to the principal and the other
members of MDT. The principal has advised all school personnel who are participating in this
contract of their obligation as mandated reporters of child abuse. By signing this contract, each
school employee acknowledges that s/he is an informed and trained supervisor, who is willing to
comply with its terms. All participants are aware that an overly restrictive safety contract may be
detrimental by creating a negative self-fulfilling prophecy that could increase risk. Participants
have reviewed the results of a current sex offense specific evaluation/risk assessment to ensure
that the appropriate level of supervision has been implemented for the student’s level of risk.
I, (student’s name) ____________________________, have read the terms of this School Safety
Contract and I fully comprehend what is being asked of me. By signing this school safety
contract, I understand that I am agreeing to abide by all of its conditions.
__________________________________
Student
__________________________________
___________________________________
___________________________________
____________________________________
Student Safety Plan: Bullying Behaviors
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Page 1

Student ID:
Age:
Grade:
School:
Delinquency/Criminal History:
School Suspensions/Expulsion History:
School Activities:
Treatment:
Medications:
Special Education Services:

 Yes
 No
SAFETY PLAN:
Please, check all applicable items:
 At the beginning of the school day, ________ will walk through the main entrance and
will report to the main office. A school staff member (name of person)
__________________ will escort ______________ to class.
 ___________ will not discuss __________ with any other student, in her presence or
outside of her presence, on school grounds or off school grounds.
 ___________ will not attempt to contact _______________ in person, by phone, using

FILED DATE: 8/21/2023 10:51 PM 2022L003763
the internet, or any social network.
 ___________ will not direct, encourage or advise anyone to verbally or physically harass
___________ in person, by phone, text message, using the internet, or social networks,
including, but not limited to, having anyone call her/him to ask for sexual favors or
calling her/him a derogatory name.
 If any student discusses __________ in her/his presence, __________ will take all
reasonable steps to go somewhere else so as not to participate in discussions regarding
her/him.
 _____________ will go to the lunchroom only during her/his assigned, ______ period
lunch. The victim will not go to the lunchroom during _________’s lunch period.
 After school, _______________ will wait in the classroom until a Security Officer (name
of person) _________________________________comes to escort her/him from the
building.
 ____________ may be disciplined under the Student Code of Conduct for use of
intimidation or persistent severe bullying (Act of Misconduct 5-4) or persistent or severe
acts of sexual harassment (Act of Misconduct 5-9), if she violates this School Safety
Plan.
__________________________________
Student
__________________________________
___________________________________
___________________________________
____________________________________
Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT M
FILED DATE: 8/21/2023 10:51 PM 2022L003763
NOVEMBER 2021
Dear Upper School Families,
In the upper school, we work diligently to help our students learn how
to think creatively and critically and how to problem-solve, not just for a
math problem or chemistry equation, but also for the intricacies of
adolescent relationships and interactions. The pandemic has brought
with it uncertainty, and being in the dark about the next week, let alone
the next year can create havoc on a student's social and emotional well-
being.
As you may have also already seen at home, we've noted a diFerence in
our students in recent months. They are wonderful and authentic, and
we are so glad to be back together. However, their social-emotional skill
development has deHnitely taken a hit due to the disruptive nature of
the pandemic. Our students aren't really behind in their math, science,
or history content. And their ability to express themselves in analytical
or reJective writing hasn't faded--if anything, they reJect much more
deeply now!
Instead, what we are seeing, at times, are students who are more
reticent to speak up, or students who struggle to read another's
emotions or intent behind a mask. Working in groups is coming less
naturally to some. Interacting in close proximity to peers and (gasp!)
adults requires navigation of personal space. Shutting oF the video or
clicking mute are no longer viable options, and students now also need
to present themselves, once, again, below the shoulders. It was so
ingrained in all of us recently to keep our distance, that some are
struggling to get closer, physically. The social side of social-emotional
learning is complex and diFerent for each of our students.
So, as we do with "traditional" academic content, we meet our students

where they are. We are putting extra structure in place to help them
readjust, for example, to group dynamics. As teachers, we are having
FILED DATE: 8/21/2023 10:51 PM 2022L003763
more discussions than usual about classroom management, which is

completely understandable given that many of our students didn't have
a traditional classroom experience for a very extended period of time!
We are providing extra guidance and support as they reactivate and
continue to develop these skills.
Our Latin Learners, of course, are generally a quick study. We've seen
steady progress since September in the reintegration and development
of their social-emotional skill set. But, as we know, learning is never
over! Our students depend on and will continue to hone these crucial
social-emotional skills not only to better navigate their learning here at
Latin, but also to navigate life.
Sincerely,
Kristine Von Ogden

Upper School Director
Mary Gertrude White Endowed Principalship
Join us for Wellness Wednesday
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Take a look at some of the wellness techniques upper school students

receive every (Wellness) Wednesday. All tips and techniques can be found
on the US Counseling page on RomanNet.
BE WELL
Normalizing Student Support

FILED DATE: 8/21/2023 10:51 PM 2022L003763
Upper School Counselors Jane Knoche and Anneliese Kranz created

events for students, which help support their mental health and wellness
and provide bonding time for students to get to know each other.
NURTURE
10 Tips to Promote Children's Mental

Health and Wellness
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Latin's middle and upper school counselors curated a list of 10 tips for
parents/guardians to help their students through a transition and
support their health and wellness.
SUPPORT
Resource Recommendation from

Latin's DEI Team
FILED DATE: 8/21/2023 10:51 PM 2022L003763
In order for students to engage in anti-bias identity work, they need to

feel the security and support that comes with knowing they are included.
Learn more how conversations that foreground belonging are paramount
in creating a community that values wellness.
DISCOVER
Athletics
Follow schedules, scores and highlights for Latin Athletics
on our website, RomanNet Scoreboard and social media
all year long.
Fall Season 2021-22 Round-up

Upper School Athletics celebrated some exciting accomplishments this
fall season. Read all about them!
CHEER
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Do you want to know what's happening in other divisions?

Read the lower and middle school Latin Updates on RomanNet.

59 W. North Blvd.
312.582.6000
www.latinschool.org
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Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT N
Hoop Dreams Group Chat
[12/10/21 (evening) through 12/13/21 (afternoon)]
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Student 3
nate bro
12/10/2021 09:26 PM
Student 3
ur kicked
12/10/2021 09:26 PM
Student 4
what happened
12/10/2021 09:26 PM
Student 3
he posted on the jv hoops account
12/10/2021 09:27 PM
Student 3
of us losing
12/10/2021 09:27 PM
Student 3
and said w
12/10/2021 09:27 PM
Student 3
snake ass nigga
12/10/2021 09:27 PM
Student 5
followed a bunch of parker accs
12/10/2021 09:27 PM
Student 5
and posted onna story
12/10/2021 09:27 PM
Student 6
Na get him tf out
12/10/2021 09:27 PM
Student 7
nah kick him
12/10/2021 09:27 PM
Student 8
fuck you nate
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/10/2021 09:27 PM
Student 7
he’s not coming back anyways
12/10/2021 09:27 PM
Student 9
Nate not cool
12/10/2021 09:27 PM
Student 10
Fuck u bronstein
12/10/2021 09:28 PM
Student 11
Everybody hates Nate
12/10/2021 09:28 PM
Nate
12/10/2021 09:29 PM
Student 4
L
12/10/2021 09:29 PM
Student 10
L
12/10/2021 09:31 PM
Student 2
12/10/2021 09:32 PM
Nate
12/10/2021 09:34 PM
Student 2
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/10/2021 09:36 PM
Student 8
12/10/2021 09:39 PM
Student 8
the fucking feds
12/10/2021 09:39 PM
Student 12
Bronstein is shivering right now
12/10/2021 09:45 PM
Student 6
Scared out of his mind
12/10/2021 09:46 PM
Student 2
Laughed at “Bronstein is shivering right now”
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/10/2021 09:46 PM
Student 2
Laughed at “Scared out of his mind”
12/10/2021 09:46 PM
Student 7
Loved “Bronstein is shivering right now”
12/10/2021 09:46 PM
Student 6
W right bronstein
12/10/2021 09:53 PM
Student 8
fuck you nate!!! you a bitch!
12/10/2021 09:54 PM
Student 12
Bronstein is silent
12/10/2021 09:58 PM
Student 12
He has nothing to say
12/10/2021 09:58 PM
Nate
Im in shambles
12/10/2021 09:58 PM
Student 4
lronstein
12/10/2021 10:03 PM
Student 2
Laughed at “Im in shambles ”
12/10/2021 10:05 PM
Student 13
[Name] gonna get the best top
12/10/2021 10:11 PM
Student 6
Fr
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/10/2021 10:13 PM
Student 6
12/10/2021 10:13 PM
Student 10
L Nate
12/10/2021 10:43 PM
Student 10
Rest in piss Parker
12/10/2021 10:44 PM
Student 8
nate fuck you on bro you a lame
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:07 AM
Student 2
luv u nate don’t let the haters get to u‼
12/11/2021 12:07 AM
Student 8
in case you forgot nate fuck you!
12/11/2021 12:10 AM
Student 4
Emphasized “in case you forgot nate fuck you!”
12/11/2021 12:11 AM
Student 10
Emphasized “in case you forgot nate fuck you!”
12/11/2021 12:11 AM
Student 6
Boys remember that we got 9am practice tmrw with some speed work
12/11/2021 12:29 AM
Student 9
Yay
12/11/2021 12:29 AM
Student 10
Bronstein I say this with pure respect but don’t show up tmr
12/11/2021 12:30 AM
Nate
Please stop texting about me
12/11/2021 12:30 AM
Student 5
Also heard u threw for Parker
12/11/2021 12:37 AM
Student 3
if u didn’t post that shit on the instagram it would be fine
12/11/2021 12:37 AM
Student 3
u made that choice bud
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:38 AM
Student 3
not our fault
12/11/2021 12:38 AM
Nate
you don’t gotta tell me to fuck of 5 times
12/11/2021 12:38 AM
Nate
Seems excessive
12/11/2021 12:38 AM
Student 14
Nate I have a genuine question why would you think that was a good idea. What did you look to
gain
12/11/2021 12:38 AM
Nate
Especially for a post I didn’t create
12/11/2021 12:38 AM
Nate
Posted by [Student 2]
[1 Reply]
12/11/2021 12:38 AM
Student 3
mhhhmmm
12/11/2021 12:38 AM
Student 5
Mmmmmmm [Reply to “Posted by [Student 2]”]
12/11/2021 12:39 AM
Student 13
Cap asf
12/11/2021 12:39 AM
Student 5
Did u throw for parker?
12/11/2021 12:39 AM
Student 13
Why would [Student 2] do that
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:39 AM
Nate
I don’t mind the backlash but the fuck you is a little excessive NGL
12/11/2021 12:39 AM
Student 3
so did u or did u not post the photo?
12/11/2021 12:39 AM
Nate
It was [Student 2] from my phone
12/11/2021 12:40 AM
Student 5
and did u or did u not throw for parker
12/11/2021 12:40 AM
Student 16
Removed an exclamation from “fuck you nate!!! you a bitch!”
12/11/2021 12:40 AM
Nate
?
12/11/2021 12:40 AM
Student 3
also why did u play for latin basketball?
12/11/2021 12:40 AM
Student 5
They said u threw for parker tm
12/11/2021 12:40 AM
Student 5
tm*
12/11/2021 12:40 AM
Student 5
Emphasized “also why did u play for latin basketball? ”
12/11/2021 12:40 AM
Student 3
if ur gonna join a team and watch us play and practice then how are u gone sit on the other side
FILED DATE: 8/21/2023 10:51 PM 2022L003763
on game day?
12/11/2021 12:41 AM
Nate
I enjoyed playing basketball but unfortunately I injured my leg and the recovery took much long
than expected
12/11/2021 12:41 AM
Student 3
it’s not adding up
12/11/2021 12:41 AM
Nate
It was expected healed 1 month ago
12/11/2021 12:41 AM
Nate
I was also unaware of my return to Parker at the time
12/11/2021 12:41 AM
Student 5
Chill on him bro
12/11/2021 12:42 AM
Nate
But I’m glad I am now looking at the texts I received
12/11/2021 12:42 AM
Student 5
Nate u know u fucked up
12/11/2021 12:42 AM
Nate
Leaving*
12/11/2021 12:42 AM
Nate
I didn’t even post it y’all get like 40 views at most anyways (no disrespect)
12/11/2021 12:42 AM
Student 5
and u should also know that no one is srsly mad at u we dont care
12/11/2021 12:42 AM
Nate
Y’all clearly mad if your telling me fuck off at ‘12 AM
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:43 AM
Student 5
its not ab views its ab disrespect
12/11/2021 12:43 AM
Nate
Im still on your mind in the dead of night
12/11/2021 12:43 AM
Student 3
Emphasized “its not ab views its ab disrespect ”
12/11/2021 12:43 AM
Nate
Move on I didn’t post it
12/11/2021 12:43 AM
Nate
I apologize for allowing it to be posted
12/11/2021 12:43 AM
Nate
But the disrespect is way too fucking far
12/11/2021 12:43 AM
Student 5
nigga i just told them to chill on u
12/11/2021 12:43 AM
Student 5
but onb u should know [Student 10] and everyone else is joking
[1 Reply]
12/11/2021 12:43 AM
Student 7
ay let’s just all chill
12/11/2021 12:44 AM
Student 7
we good
12/11/2021 12:44 AM
Student 5
no one cares that u are going to parker or that u made sum mistakes bro ur good
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:44 AM
Student 14
I’m gonna wake up tomorrow do shit I actually have to do like finals. I could give two shits
about what you post but it was a dumbass decision
12/11/2021 12:44 AM
Student 5
u gotta see it from our pov tho u join our team our family be a part of the family just go get sum
milk and disrespect us indirectly on ur way out
12/11/2021 12:46 AM
Student 5
its shitty
12/11/2021 12:46 AM
Student 8
^
12/11/2021 12:46 AM
Nate
Liked “u gotta see it from our pov tho u join our team our family be a part of the family just go
get sum milk and disrespect us indirectly on ur way out”
12/11/2021 12:46 AM
Nate
Took things too far from someone else’s post
12/11/2021 12:46 AM
Student 5
but i guarantee no one is rly tripping bro its all love
12/11/2021 12:46 AM
Student 7
at least done post something on our account
12/11/2021 12:46 AM
Student 7
don’t
12/11/2021 12:46 AM
Student 10
Exactly don’t take everything too seriously [Reply to “but onb u should know [Student 10] and
FILED DATE: 8/21/2023 10:51 PM 2022L003763
everyone else is joking”]

12/11/2021 12:46 AM
Student 5
Emphasized “at least done post something on our account”
12/11/2021 12:46 AM
Nate
I agree but y’all been telling me to fuck off for five hours move on
12/11/2021 12:46 AM
Student 7
like it’s different if it’s on urs
12/11/2021 12:46 AM
Student 5
its jokes bro
12/11/2021 12:47 AM
Nate
Especially if someone else took my phone and posted it
12/11/2021 12:47 AM
Student 5
no one is srs
12/11/2021 12:47 AM
Student 5
ik uk that
12/11/2021 12:47 AM
Nate
Some pretty harsh jokes
12/11/2021 12:47 AM
Student 10
Well if u want us to stop being on ur ass abt it then u hush that’s my advice for u
12/11/2021 12:47 AM
Student 8
lmao nate
12/11/2021 12:47 AM
Student 5
[Student 10] thats only taking steps backwards
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:47 AM
Student 5
i feel u but leave him be bro
12/11/2021 12:47 AM
Student 5
if he dont get it he just doesn’t
12/11/2021 12:48 AM
Student 10
Well idc who did what just calm down and don’t take everything so directly
12/11/2021 12:48 AM
Student 3
^^
12/11/2021 12:48 AM
Student 10
We dont actually hate u lol
12/11/2021 12:48 AM
Student 3
fax
12/11/2021 12:48 AM
Nate
Liked “fax”
12/11/2021 12:48 AM
Student 5
Nate like I said just know u fucked up and move on stop caring what we are saying in a gc
12/11/2021 12:48 AM
Student 8
yeah nate trussss
12/11/2021 12:48 AM
Student 5
dnd or leave
12/11/2021 12:48 AM
Student 5
either way its love bro
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 12:48 AM
Student 5
12/11/2021 12:49 AM
Student 12
Yea Nate bro, we dont hate you
12/11/2021 12:50 AM
Student 12
We’re just giving you shit for that
12/11/2021 12:50 AM
Student 12
It’s still bogus of you tho
12/11/2021 12:50 AM
Student 8
nate once you go to parker it’s on sight but luv until then
12/11/2021 12:51 AM
Student 10
Yea dw abt it if we offended u ik I can speak for everyone saying our bad it’s not that actually
that serious to us
12/11/2021 12:56 AM
Student 14
Nice guy [Student 10] in the cut
12/11/2021 01:00 AM
Student 10
Fuck off [Student 14]
12/11/2021 01:03 AM
Student 14
Ahh ok he’s back
12/11/2021 01:06 AM
Student 3
[Student 7] i got ur socks washed
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/11/2021 01:54 AM
Student 3
im bringing them tmr morning
12/11/2021 01:54 AM
Student 7
ight thx
12/11/2021 02:06 AM
Student 6
27-30 of December the school will b open so coach wants to know who can go
12/11/2021 12:04 PM
Student 10
Me
12/11/2021 12:05 PM
Student 4
i think i can
12/11/2021 12:05 PM
Student 6
He says it’s option and will b lots of skillwork
12/11/2021 12:07 PM
Student 6
If u can go tell me so I can give him a count of how many will b going
12/11/2021 12:25 PM
Student 4
i can’t go 29 and i’m not sure about other days
12/11/2021 12:26 PM
Student 6
K
12/11/2021 12:28 PM
Student 10
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/13/2021 01:43 PM
Student 5
fuckkkkkk
12/13/2021 01:43 PM
Nate
Just leave me alone, I don’t even go to your school anymore
12/13/2021 03:08 PM
Student 2
Emphasized “Just leave me alone, I don’t even go to your school anymore ”
12/13/2021 03:12 PM
Student 10
Bruh I didn’t send it cuz it’s u it’s just funny and since u don’t wanna be part of this I guess
forget any of this
12/13/2021 03:26 PM
Student 10
[[Student 10] removed Nate from the conversation]
12/13/2021 03:26 PM
Student 8
damn
12/13/2021 03:32 PM
Student 12
Lmao bro
FILED DATE: 8/21/2023 10:51 PM 2022L003763
12/13/2021 03:35 PM
Student 4
wild
12/13/2021 03:35 PM
Student 20
Nigga transferred back to Parker
12/13/2021 03:54 PM
Student 14
Thankful for no practice tmwr
12/17/2021 12:25 AM
Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT O

Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT P
*This Exhibit is filed under seal.

Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT Q
*This Exhibit is filed under seal.

Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT R

Judge: Calendar, H
FILED
8/21/2023 10:51 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:51 PM 2022L003763
2022L003763
Calendar, H
24050776
EXHIBIT S
FILED DATE: 8/21/2023 10:51 PM 2022L003763
FILED DATE: 8/21/2023 10:51 PM 2022L003763
FILED DATE: 8/21/2023 10:51 PM 2022L003763
FILED DATE: 8/21/2023 10:51 PM 2022L003763
Judge: Calendar, H
FILED
8/21/2023 10:53 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:53 PM 2022L003763
2022L003763
Calendar, H
24050787
EXHIBIT T

Judge: Calendar, H
FILED
8/21/2023 10:53 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:53 PM 2022L003763
2022L003763
Calendar, H
24050787
EXHIBIT U
From: Latin School of Chicago <latinschool@myschoolemails.com>
Date: Thu, Jan 20, 2022 at 12:06 PM
Subject: Support for students
To: Sarah Inciong <inciongs@gmail.com>
If you are having trouble viewing this email, click here
Dear Upper School Families,
For those who may not be yet aware, I wanted to share that the Latin community has recently
experienced a tragedy. Understandably, the impacted family has asked that the school not make any
type of formal/public announcement so I can not share more in writing. However, I felt it was
important to acknowledge it so that you understand what your student may be hearing about at
school and dealing with emotionally.
I realize how cryptic this note sounds and please forgive me. Over the past few days it has been
extremely challenging to respond fully and openly to the needs of our students and families with a
limited ability to communicate.
Please know there is nothing related to our students’ needs that is unthought or unconsidered. Our
priority right now is providing for their well-being and we are doing that comprehensively. At
gathering on Tuesday, our counselors addressed the students and invited them to utilize all of the
support resources we have available. We will use advisory time today (Thursday) to again engage
students and create time and space to process emotions. Students can also follow up one-on-one
time with Latin counselors, or outside specialists we will make available.
Thank you for your understanding and compassion in this moment. The way the Latin community
comes together in a crisis is one of our greatest strengths. Please reach out if you would like. If you
have questions about how to best support your student, please utilize our resources on RomanNet
or reach out to Upper School Director Kristine Von Ogden.
Gratefully,
Randall Dunn
59 W. North Blvd.
Chicago, IL 60610
1
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Judge: Calendar, H
FILED
8/21/2023 10:53 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:53 PM 2022L003763
2022L003763
Calendar, H
24050787
EXHIBIT V
Flood Law PLLC
Todd F. Flood
+ 248-547-1032 (t)
FILED DATE: 8/21/2023 10:53 PM 2022L003763
+ 248-547-0140 (f)
February 3, 2022
VIA FEDEX AND EMAIL

Mr. Randall Dunn
Head of School
59 West North Boulevard
Chicago, IL 60610
Re: The investigation and prosecution of claims, including but not limited to the failure to
protect student Nate Bronstein from known bullying and targeted cyber-bullying attacks
Dear Head of School Dunn:
I am writing to inform you that my firm, Flood Law, PLLC, along with attorneys Mike Weaver and
John Sullivan of Plunket Cooney, P.C., have been retained by Robert and Rosellene Bronstein to
investigate and prosecute any and all claims surrounding the death of their son, Nate Bronstein,
including, but not limited to, the horrific bullying Nate endured while attending Latin School of
Chicago.
Prior to our representation, Mr. and Mrs. Bronstein had two meetings with you – the first on
January 27, 2022, and the second on January 28, 2022. As I am sure you are aware, in the first
meeting, Mr. and Mrs. Bronstein primarily sought to determine why Latin School of Chicago did not
disclose to them that their son was being bullied and when school officials first learned of the
bullying, and additionally why you withheld this critical information from Mr. Bronstein in a
conversation after Nate’s death, at a time when you personally knew about this history and knew the
family was searching for answers about the causes of this tragedy. They also sought to determine
whether an investigation was being conducted to ensure that the school did not fail to protect any
other student. It is worth noting (1) that the Board of Trustees was not involved in these meetings
and (2) you represented that your only discussion about Nate was to the school’s Board chairman.
During the second meeting, wherein Ms. Kristine Von Ogden (Head of Upper School) was in
attendance with you, it became unequivocally clear to my clients, through Ms. Von Ogden’s and
your admissions, that Latin School of Chicago’s position on bullying is as follows:
1. When Latin School of Chicago is given notice that a 15-year-old student is being
bullied there is no duty to take reasonable measures to protect that student-victim.
2. Latin School of Chicago has no duty to report the bullying to law enforcement
authorities.
FLOOD LAW PLLC

155 W CONGRESS ST.
SUITE 603
DETROIT, MI 48226
FLOODLAW.COM
3. Latin School of Chicago has no duty to notify parents that their child is being
subjected to bullying at school.
FILED DATE: 8/21/2023 10:53 PM 2022L003763
It is undisputed that Nate went to Ms. Bridget Hennessey, the 9 th and 10th grade Dean of Students,
to discuss with her the bullying, and specifically the brutal and profane meme and the ugliness taking
place by fellow classmates directed against him. Again, instead of following reasonable standards of
care or the laws on cyberbullying, you and Ms. Van Ogden explained to Mr. and Mrs. Bronstein
that it was the “school’s position that the students be able to advocate for themselves.”
I understand that you have reviewed the string of text messages wherein twelve
(12) students, within a group of approximately eighteen (18) or nineteen (19) students, picked on,
intimidated, threatened, harassed, and/or demonstrated that they were stalking Nate, as evidenced
by the group’s posting of a photograph of Nate at the “White Out” basketball game on December
10, 2021. You have also seen the Snapchat-posted meme that is incredibly offensive and
intimidating which was created/disseminated by at least three (3) students. The harassment Nate
endured was more than schoolyard teasing – it was a brutal psychological nightmare for Nate. Based
on information and belief, notice of this harassment was given not only to Ms. Hennessey, but to
other staff members at Latin School of Chicago, as well. It is unconscionable that no one at Latin
School of Chicago attempted to protect this child in your care, compounded by the apparent
attempt to cover up these failures after they ended tragically.
Clearly, there are serious concerns as it relates to Latin School of Chicago’s failure to follow laws
and clearly written school policies that had long been in place prior to this tragedy. Although not
necessarily a legal obligation, it is also surprising that the Board of Trustees have not been involved
in this matter (as you have indicated to my clients).
As you are surely aware, when you look at the students’ names in the aforementioned group text,
you will notice that two of the students are the sons of Board members, including the Chairman.
This fact alone poses several questions and possibly answers others.
To be clear, Mr. and Mrs. Bronstein came to you to determine who knew what and when. In doing
so, it was their sincere hope that every parent with a child at Latin School of Chicago could be
assured that their child is being protected by adherence to best practices and clear policies. To that
end, Mr. and Mrs. Bronstein requested that you hire an independent agency to investigate bullying
and hazing at Latin School of Chicago – specifically as it related to Nate. There is no doubt that an
independent investigation would help determine not only the extent to which Nate was bullied, but
also whether such activity is more prevalent than many parents–or teachers–might realize. While Mr.
and Mrs. Bronstein appreciate the fact that you agreed to conduct such an investigation, it is critical
that it be performed with the utmost transparency. However, it seems evident that your position of
not being transparent is a betrayal of trust that has victimized or at the very least, exacerbated the
loss the Bronstein family is experiencing.
FLOOD LAW PLLC

155 W CONGRESS ST.
SUITE 603
DETROIT, MI 48226
FLOODLAW.COM
In closing, please accept this letter as notice that we intend to pursue legal action within the next
seven (7) days to ensure full accountability. If Latin School of Chicago is interested in resolution of
this matter pre-suit, please contact me at the number listed above.
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Please also be reminded that it is a sanctionable offense to destroy any evidence in advance of
expected litigation. This includes, but is not limited to, any and all electronically stored information
such as your text messages regarding this matter, staff text messages regarding this matter, voice
mails, e-mails, and all electronic communications regarding this matter. In addition, you must retain
all documents and electronically stored information/material related to claims of bullying and
harassment over the past five (5) years, along with investigative materials (notes, reports, statements,
etc.) and remediation/discipline for these events.
Sincerely,
/s/ Todd F. Flood

Todd F. Flood
Flood Law, PLLC – Managing Partner
TFF/mjh
CC: Mike Weaver, John Sullivan, Colleen Batcheler, Edward Benford, Elizabeth Betten, Dontrey
Britt-Hart, Robert Chapman, Jenny Cizner, Felicia Clotworthy, Bridget Coughlin, Sunil Cutinho,
Nancy Dwyer, Paul Furlow, Denise Gibson, Peter Jackson, Scott Kaniewski, Nicole Mann, Sarah
Norris, Jyoti Patel, Jen Peeples, Tanya Polsky, Jennifer Prewitt, Walter Pryor, Rafael Santana, Diane
Saltoun, Ronald Seymore, Gurpreet Singh, Darren Snyder, Maury Tognarelli, Valerie Vlahos, Valerie
Wiley, and David B.H. Williams
FLOOD LAW PLLC

155 W CONGRESS ST.
SUITE 603
DETROIT, MI 48226
FLOODLAW.COM
Judge: Calendar, H
FILED
8/21/2023 10:53 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:53 PM 2022L003763
2022L003763
Calendar, H
24050787
EXHIBIT W
Important Community Update
FILED DATE: 8/21/2023 10:53 PM 2022L003763
1 message
Latin School of Chicago | Shelley Greenwood <noreply@latinchicago.myenotice.com> Thu, Apr 28, 2022 at 6:14 PM
Reply-To: Latin School of Chicago | Shelley Greenwood <info@latinschool.org>
To:

IMPORTANT COMMUNITY UPDATE

Dear Latin Community,

As you know, on January 13, of this year, the entire Latin community
experienced the tragic passing of one of our upper school students, Nathan
Bronstein. This was devastating for all of us, but none of us are as devastated or
heartbroken as the Bronstein family. Our hearts continue to go out to them, and
we offer them our full support as they continue to grieve and grapple with their
loss.

This week, the Bronstein family filed a lawsuit against Latin and several
individuals, and the media has reported on it. While we are not going to
comment on the specifics of the lawsuit at this time, we disagree with the
assertions and believe we will prevail in court.

This entire situation has raised a number of understandable questions and
concerns regarding the support we provide our students, as well as our policies,
procedures and discipline regarding bullying, use of social media and other
issues. First, and most importantly, we want you to know that nothing is more
important to us than the physical and mental well-being and safety of each
of our students.

Latin's mission is to provide students with a rigorous and innovative educational
program in a community that embraces diversity of people, cultures and ideas –
and welcomes students and families whether they have been with us for years
or joined us this semester. We remain committed to this mission and to ensuring
the safety and well-being of all our students.
1/3
Latin School of Chicago Mail - Important Community Update

It is important for everyone to know and remember that bullying is absolutely
not tolerated at Latin, and we have several policies and procedures in place to
prevent it within our school and online, as well as disciplinary procedures to
address instances of bullying or cyberbullying that occur. Those include:
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Our Bullying Prevention Policy, which articulates the processes for

reporting bullying, how we respond to and investigate allegations of
bullying and the potential consequences of violating the policy.
When incidents of alleged bullying occur, we immediately address
them with interventions and, as appropriate, we implement
disciplinary procedures.
We use a variety of disciplinary procedures, ranging from
Parent/Guardian conferences, to suspension, to expulsion.
The Bullying Prevention Policy is reviewed and re-evaluated at least
every two years.
We have Standards of Behavior expectations for student conduct both in
school and out of school. These include: treating members of the school
community with respect and courtesy and accepting one another's
individual di erences in that context; respecting the property of others;
ff
and subscribing wholeheartedly to traditional principles of good conduct
including truthfulness, honor, civility and loyalty to the School.
The Student/Family Handbook also outlines Latin's expectations for
students on social media, including being respectful of the School and
themselves at all times, balancing their individual expression with the
interests of the School and reminding them that everything done online
can and will live forever.
Additionally, we have several policies and programs in place to ensure our

students' mental health is cared for, including:
We have a mental health protocol for faculty and sta to follow in the
ff
event they suspect students may be considering self-harm. We also
provide faculty and sta with several internal and external resources to
ff
help address those concerns.
In August of 2021, we partnered with Elyssa's Mission, a respected
community-based organization helping to prevent teen suicide throughout
the Chicago area, to implement the evidence-based curriculum Signs of
Suicide (SOS) through Mindwise, a provider of mental health and
substance use resources. SOS teaches students how to identify signs of
depression and suicide in themselves and their peers, while also training
2/3
Latin School of Chicago Mail - Important Community Update
school professionals, parents/guardians, and community members to

recognize at-risk students and take appropriate action. The programming
is delivered annually to all of our ninth and eleventh grade students.
Our Counseling Program provides a range of prevention and intervention
services to support students' emotional, social and educational
FILED DATE: 8/21/2023 10:53 PM 2022L003763
development.
While we are always looking at ways we can improve our policies and
approaches, it is important for the entire Latin community to understand how
these issues are addressed and where to turn if help is needed.

Most importantly: please be sure to speak up if you or someone you know
has been the subject of bullying or is otherwise in need of support. The
school will accept anonymous complaints of bullying via the Suspected
Bullying Activity Anonymous Form.

If you have any questions about counseling, bullying or other available
resources, please reach out to me.

We understand the coming weeks and months may be difficult. We will provide
updates as we can, and we hope to come out of this difficult time as a stronger
and more connected community. In the meantime, we hope you will keep the
Bronstein family in your thoughts.

Sincerely,

Shelley Greenwood
Assistant Head of School
59 W. North Blvd.

Chicago, IL 60610

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3/3
Judge: Calendar, H
FILED
8/21/2023 10:53 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:53 PM 2022L003763
2022L003763
Calendar, H
24050787
EXHIBIT X
7/22/23, 7:54 AM Hagerman misquotes Scarsdale school board president over IRS dispute
NEWS
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Hagerman misquotes Scarsdale school

board president in bid to ease Chicago
school fears
David McKay Wilson
Rockland/Westchester Journal News
Published 4:10 p.m. ET April 20, 2022 Updated 4:22 p.m. ET April 20, 2022
Scarsdale schools Superintendent Thomas Hagerman’s attempt to calm the concerns of his
future employer blew up Wednesday after he sent a misleading letter to the Latin School of
Chicago that implicated the Scarsdale school board president in the district’s IRS problems.
Admitting his mistake after Tax Watch raised questions about the statement, Hagerman
emailed Scarsdale residents Wednesday afternoon, noting that he had misquoted board
President Karen Ceske regarding the burgeoning scandal over $1.7 million in IRS fines levied
against the district.
Ceske and school board Vice President Amber Yusuf sent their own letter, too, alerting
Scarsdale residents of Hagerman's misquote.
“As previously stated, the Board of Education first found out about the IRS payroll tax issue
on March 25, 2022," they wrote. "The board remains committed to providing factual
information to the Scarsdale community,” they wrote.
Hagerman and the school board members responded to questions from Tax Watch regarding
the letter Hagerman sent Monday to the Latin School, where Hagerman is slated to start on
July 1. Hagerman was trying to assuage concerns in Chicago, where news of the IRS cover-up
had spread 800 miles west to the school's campus on the edge of Lincoln Park.
The Latin School's student newspaper, The Forum, provided in-depth coverage in its online
edition.
Problems: Teachers College prof says major breakdown in Scarsdale schools
Secrecy: Scarsdale school board kept in dark about IRS fines

https://www.lohud.com/story/news/2022/04/20/hagerman-misquotes-scarsdale-school-board-president-irs-dispute/7384220001/ 1/4
Pathway: New county pathway opens in Scarsdale along Bronx River
Hagerman's letter included excerpts from Ceske’s April 4 statement about the IRS problems,
which she read at the school board's April 4 meeting. Those excerpts from Ceske’s statement
FILED DATE: 8/21/2023 10:53 PM 2022L003763
included three sentences, including one that stated: “As I indicated before, we have been in
regular communication with the IRS, working towards a resolution.”
Those comments gave the impression that Ceske was working with the administration to
resolve the issue, even though the school board has said it was blindsided by news of the IRS
fines on March 25, almost 10 months after the IRS notified Scarsdale that fines were to be
levied.
Hagerman's statement
That statement, Hagerman said, should have been attributed to him but ended up attributed
to Ceske, due to an editing error.
“In making this edit, three additional sentences were carried to the end of the letter as well
and included as part of the quote,” Hagerman wrote. “However, these were originally
intended to be part of my concluding remarks before the letter was revised and finalized.”
He added that his administration, and not the school board, was involved in the IRS
negotiations.
"We have been very clear with the community that the District has been working with the
IRS, not the Board, but that Board action was required as part of our ongoing negotiation
with the IRS," Hagerman wrote.
Hagerman said he had notified the Latin School of the error. By mid-afternoon, the misquote
remained on the Latin School website.
Hagerman’s latest error comes as the Scarsdale school board meets tonight, two days after it
met to discuss personnel issues for three hours in private with its attorney.
Scarsdale parent Mayra Rodriguez Valladares said it’s time for the district’s administrators
and elected school board members to speak frankly about how these issues were kept secret
for so long.
"To err is human, but to repeatedly cover up errors before boards and the IRS is truly
tempting fate," said Rodriguez Valladares, a financial risk analyst and active Scarsdale
volunteer. "If it is true that no board of education member knew about the payroll errors that
happened in 2020-2021, the multiple members of the administration have to explain to

taxpayers why they did not reveal this information to the board.”
The school board was unaware of the IRS problems in June 2021 when it approved a one-
FILED DATE: 8/21/2023 10:53 PM 2022L003763
year contract extension for Hagerman valued at $476,000, along with a 2.75% raise and
$5,000 bonus.
After winning the extension and raise, Hagerman applied for the head of school post at the
Latin School, whose predecessor earned $750,000 in 2020.
In late January, announced his resignation from Scarsdale, effective June 30. The next day,
the Latin School announced his appointment to the elite prep school.
Scarsdale homeowner Bob Harrison said Hagerman’s misrepresentation of the school board
president’s role in the matter is yet another reason for Hagerman to resign immediately, or
be fired by the school board.
“The secrecy was bad,” said Harrison. “That’s a serious matter he hid from the school board.
It’s no way to run a great school system.”
All's good in Chicago

Hagerman’s letter to Latin School parents was posted on the school’s website, accompanied
by a note from David Koo, who chairs the Latin School’s board of trustees.
“The district has been working diligently with the IRS since we learned of clerical errors on
payroll taxes made in 2020-21,” Hagerman wrote. “Although it has taken some time, the IRS
has been forthcoming about the steps we need to take in order to rectify the situation and
receive appropriate abatements and refunds.”
Koo noted that Hagerman had contacted him as the issue evolved.
“Further, Dr. Hagerman met with the Executive Committee of the Board of Trustees to
openly and transparently discuss the situation,” Koo wrote. “The Executive Committee was
comforted by this discussion.”
While Hagerman has opened up to his new employer, Hagerman's letter on Wednesday was
his first statement to the Scarsdale community regarding the botched payments of payroll
withholding taxes during 2020 and 2021.
Scarsdale, it appears, has yet to be comforted.

"I used to support this guy," said Scarsdale resident Robert Berg, who has asked the state
comptroller's office to investigate. "Can’t he even proofread a couple of statements during
this self-created crisis? Geez."
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Follow Tax Watch columnist David McKay Wilson on Facebook or Twitter

@davidmckay415. He has written about Hudson Valley public affairs since 1986. Check out
his latest columns at lohud.com
Judge: Calendar, H
FILED
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IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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2022L003763
Calendar, H
24050787
EXHIBIT Y
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Judge: Calendar, H
FILED
8/21/2023 10:53 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:53 PM 2022L003763
2022L003763
Calendar, H
24050787
EXHIBIT Z
From: Latin School of Chicago | Randall Dunn <noreply@latinchicago.myenotice.com>
Sent: Friday, March 11, 2022 3:02 PM
To:
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Subject: Update to Handbook
UPDATED HANDBOOK
Dear Families, Faculty and Staff,
As many of you may know, the State of Illinois recently passed a law
regarding the prevention of bullying and cyberbullying. The law applies to
all schools, public and independent. To be fully compliant with the new law,
we have been working in coordination with the Illinois State Board of
Education (ISBE) to make necessary changes to Latin's policies. Those
changes are now complete. Accordingly, we have updated the school's
Student/Family Handbook to include the revised bullying prevention
policies.
You can find the complete updated Student/Family Handbook on the Head
of School page on RomanNet under "Links". As a reminder, the handbook is
comprehensively reviewed every summer, and updates are shared at the
start of the school year.
Please reach out if you have any
To help protect y our priv acy , Microsoft O ffice prev ented automatic download of this picture from the Internet.
Randall Dunn, head of school
questions.
Randall Dunn
Head of School
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Latin School of C hicago
59 W. North Blvd.
FILED DATE: 8/21/2023 10:53 PM 2022L003763
Chicago, IL 60610
Calendars | Our News & Stories | Latin Learner Podcast

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Judge: Calendar, H
FILED
8/21/2023 10:45 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:45 PM 2022L003763
2022L003763
Calendar, H
24050750
EXHIBIT AA
FILED DATE: 8/21/2023 10:45 PM 2022L003763
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Judge: Calendar, H
FILED
8/21/2023 10:45 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:45 PM 2022L003763
2022L003763
Calendar, H
24050750
EXHIBIT BB
FILED DATE: 8/21/2023 10:45 PM 2022L003763
2021-2022
Dear Families,
This handbook serves as your guide to life at La n School of Chicago. We expect students and
expecta ons of our school.
Whenever possible, if students have ques ons about school expecta ons or rules, we urge
them to seek out adults in the community to discuss these concerns or ques ons. The faculty,
staff and administra on of La n strive to foster a system of values in students that will sustain
them both during their me at La n and beyond.
The school reserves the right to make changes to the expecta ons outlined in this handbook
and will no fy the community of all major policy changes with appropriate no ce.
La n's educa onal prac ces are designed to be inclusive of all students and families regardless
of any protected characteris cs.
Sincerely,
La n School of Chicago
The handbook was Approved by the Board of Trustees on February 26, 2022; amendments
approved by the Board on May 17, 2022.
The handbook is posted to RomanNet and is distributed annually to parents, guardians,
students, and school personnel, including new employees when hired.
Table of Contents
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Mission Statement 2
Educa onal Philosophy 2
School Values 3
Community Expecta ons & School Rules 4

Academic Program 22
Athle cs & Extracurricular Opportuni es 25
A endance 27
Student Expecta ons 28
General Informa on & Policies 27
Parent Ma ers 34

Academic Program 38
A endance 45
Academic Honesty 53
General School Informa on 56
Parent Ma ers 57

Academic Program 60
Co-Curricular Opportuni es 76
A endance 78
Student Conduct 83
General Policies & Informa on 99
La n uses Magnus Health as its online portal for all student medical records and informa on.
Families must submit required medical forms and records through Magn1
Mission Statement
La n School of Chicago provides its students with a rigorous and innova ve educa onal
program in a community that embraces diversity of people, cultures and ideas. La n inspires its
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Vision Statement
Our vision for educa onal excellence is to reinforce the value of an exemplary liberal arts
educa on that makes learning inquiry-based, personal and inclusive. Our educa onal approach
will expand each La n Learner’s capacity for purposeful learning – whether in our school, our
city or our world.
Educa onal Philosophy

We believe that educa on is an act of transforma on. Combine intellectually curious students
suppor ve and the results are extraordinary. Our students take ini a ve and ac vely engage in
their own learning. They develop confidence, courage and tenacity. They learn to think
independently, work collabora vely and express themselves with poise. They acquire leadership
skills and the desire to make a difference in the world. As they rise to meet a range of academic,
athle c and ar s c challenges, they are able to discover and appreciate their unique quali es
and capabili es. Demonstra ng integrity and compassion, our graduates go forth from a school
that values each of them for their individual talents and passions. La n School of Chicago
● Encouraging excellence in all academic and personal pursuits; Crea ng an educa onal
complemented by a concern for the moral, physical, psychological and aesthe c
development of each student; Developing and retaining excellent faculty and staff.
for others and the environment; Cul va ng resilience, independence, leadership and
moral courage.
● Sustaining a diverse, inclusive and mul cultural community that affirms and values each
individual.
● A rac ng dedicated families commi ed to the mission of the school.
● Promo ng programs in all divisions that integrate our students with the community.
● Developing the financial and physical resources to support the school’s needs.
School Values
The following school values were ar culated, with input from the broader community, by the
Strategic Planning Commi ee during the 2012-2013 school year and they were adopted by the
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Excellence
● Our students iden fy their passions, learn to advocate for themselves and become
architects of their own educa on.
● Our school promotes physical and emo onal wellness because they are essen al to the
Community
ac ons, because we shape the lives of others in our community.
Integrity
● We are honest, fair and fulfill the commitments we make, building a culture of respect
and mutual trust.
● We give our best effort, take intellectual risks and learn to persevere.
● We reflect and live with purpose, working toward goals that embody our genuine
interests.
Community Expecta ons & School Rules
for viola ng them, there is certain conduct expected of all students and families who are part of
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the La n community.
The major rules of the school reflect La n’s values of excellence, community and integrity. Their
Although these rules do not impact students of different ages in the same way and each division
approaches discipline differently, they do set community wide guidelines of acceptable
behavior.


La n prohibits the use of illegal, controlled and harmful substances including drugs and alcohol

For the wellbeing of every member of the school community, La n seeks to build a climate of
respect, trust, integrity and growth. When anyone in the community is uncivil, disrespec ul,
disrup ve or guilty of harassment, bullying or cyberbullying, the whole community is
diminished. Such behaviors seriously compromise the ethical and educa onal quality of life at
La n, and we treat these viola ons very seriously.
Bullying Preven on Policy

Bullying is contrary to Illinois law and the policy of La n School. Bullying will not be tolerated.
This Bullying Preven on Policy is based on the engagement of a range of school stakeholders,
including students and parents or guardians.
The school will determine ini ally whether a report of bullying is subject to this policy. Bullying
falls within this policy if it occurs within one of the following four situa ons:
(1) during any La n-sponsored educa on program or ac vity;
(2) while in school, on La n’s property, on school buses or other school vehicles, or at
La n-sponsored or
La n-sanc oned events or ac vi es;
(3) through the transmission of informa on from a
La n computer or iPad, a La n computer network, or other similar
electronic school equipment; or
(4) through the transmission of informa on from a computer or an electronic device that is not
owned, leased, or used by La n that is accessed at a nonschool-related loca on, ac vity,
func on, or program if the bullying causes a substan al disrup on to the educa onal
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process or orderly opera on of the school. This item (4) applies only in cases in which a La n
administrator or teacher receives a report that bullying through this means has occurred and
does not require the school to staff or monitor any nonschool-related ac vity, func on, or
program.
Bullying means any severe or pervasive physical or verbal act or conduct, including
communica ons made in wri ng or electronically, directed toward a student or students that
has or can be reasonably predicted to:
(2) Cause a substan ally detrimental effect on the student’s physical or mental health;
(3) Substan ally interfere with the student’s academic performance; and/or
(4) Substan ally interfere with the student’s ability to par cipate in or benefit from other
services, ac vi es or privileges provided by La n.
Bullying usually occurs when there is an imbalance of power. Bullying o en is based on actual or
perceived race, color, religion, sex, na onal origin, ancestry, age, marital status, physical or
mental disability, military status, sexual orienta on, gender-related iden ty or expression,
unfavorable discharge from military service, associa on with a person or group with one of
these characteris cs, or any other dis nguishing characteris c.
Bullying can take many forms including, but not limited to, severe or pervasive ac ons such as
physical violence, harassment, sexual harassment, threats, in mida on, stalking, sexual
violence, the , public humilia on, destruc on of property, teasing and name-calling, social
exclusion, and/or retalia on for complaining about bullying. Any act of retalia on toward a
student repor ng bullying will not be tolerated. Any acts of reprisal or retalia on will be
reported to the Dean of Students who will take the appropriate remedial ac ons.
of electronic communica on or technology, including but not limited to email, text messages,
social media, instant messages, and any other computer or phone-based applica on. It includes
falsely assuming another’s iden ty or the knowing impersona on of another individual as the
author of posted content or messages if the crea on or impersona on creates any of the
nega ve effects on the vic m listed in the defini on of bullying. Cyberbullying also includes the
distribu on by electronic means of a communica on to more than one person or the pos ng of
distribu on or pos ng creates any of the nega ve effects on the vic m listed in the defini on of
bullying.
Bullying includes behavior both on and off La n’s campus. Cyberbullying, in par cular, can occur
at any me and its messages and images can be distributed quickly to a wide audience. The
school reserves the right to inves gate and proceed as the school considers appropriate.
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Inten onal or persistent misrepresenta on of a student’s iden es will cons tute harassment.
Harassment may be a single incident or repeated ac ons. This excludes good faith mistakes in
language used to represent student iden es.
However, not all social conflict cons tutes bullying. For example, isolated instances of social
rejec on, dislike or aggression, and mutual arguments, disagreements, or fights, generally do
not cons tute bullying. Although these behaviors do not cons tute bullying, they are not
acceptable within La n.
When incidents of alleged bullying occurs, it will be addressed immediately and

parents/guardians of all students involved in the alleged incident will be contacted by the
Counselor, Dean of Students, or Division Director depending on the specific division. The
divisional support team will recommend specific interven ons such as school counseling
services, restora ve jus ce, social-emo onal learning and support, or community-based
services. The Counselors will provide the involved students (and their family, if appropriate)with
informa on regarding counseling and support services provided at La n as well as providing
referrals for outside professional counseling services.
"Restora ve measures" means a con nuum of school-based alterna ves to exclusionary

discipline, such as suspensions and expulsions, that (i) are adapted to the par cular needs of
the school and community, (ii) contribute to maintaining school safety, (iii) protect the integrity
of a posi ve and produc ve learning climate, (iv) teach students the personal and interpersonal
skills they will need to be successful in school and society, (v) serve to build and restore
rela onships among students, families, schools, and communi es, and (vi) reduce the likelihood
of future disrup on by balancing accountability with an understanding of students' behavioral
health needs in order to keep students in school, (vii) increase student accountability if the
incident of bullying is based on religion, race, ethnicity, or any other category that is iden fied in
the Illinois Human Rights Act.
Consequences for viola ons of La n’s Bullying Preven on Policy will be determined by the
school, taking into account a variety of factors such as the severity of the behavior and the
age(s) of the student(s) involved. Discipline may include, but is not limited to:
explana on of expecta ons for student’s future behavior
● Crea on of behavior plan/contract with the inten on to correct behavior
consequences for con nued disciplinary issues
● Behavioral proba on
● Restora ve measures or remedial requirements, such as apologies, reflec ons and
res tu on
● Expulsion
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Making a good faith complaint of bullying (including cyberbullying and harassment) will not
prejudice an individual’s future at La n, even if the complaint cannot be substan ated.
However, any person found to have made a false or unsubstan ated report of bullying as a
means of bullying, reprisal or retalia on will face appropriate disciplinary consequences as
determined by the school.
Procedure for Repor ng Bullying/Harassment

they witness bullying, it is expected that the individual shall no fy a trusted adult in the school.
The school will accept anonymous complaints of bullying via the Suspected Bullying Ac vity
Anonymous Form.
The designated individuals to handle reports of bullying in each division are:
Lower School
LS Counselor Aveva Yufit 312-582-6296 ayufit@la nschool.org
LS Counselor Sarah Everson 312-582-6298 severson@la nschool.org
LS Director Bliss Tobin 312-582-6202 btobin@la nschool.org
Middle School
MS Counselor Pamela Buchanan Miller 312-582-6308 pbuchananmiller@la nschool.org
MS Dean of Students Richard Dickinson 312-582-6306 rdickinson@la nschool.org
MS Director Deb Sampey 312-582-6302 dsampey@la nschool.org
Upper School
US Counselor Anneliese Kranz 312-582-6468 akranz@la nschool.org
US Counselor Jane Knoche 312-582-6408 kjnoche@la nschool.org
9/10 Dean of Students Bridget Hennessy 312-582-6296 bhennessy@la nschool.org
11/12 Dean of Students Joe Edwards 312-582-6405 jedwards2@la nschool.org
Asst. Upper School Director Karen Horvath 312-582-6406 khorvath@la nschool.org
US Director Kris ne Von Ogden 312-582-6402 kvonogden@la nschool.org
There will be a prompt inves ga on of all ac onable reports of bullying, including the following:
● Making all reasonable efforts to complete the inves ga on within 10 school days a er
the date the report of the incident of bullying was received and taking into considera on
addi onal relevant informa on received during the course of the inves ga on about the
reported incident of bullying.
● Involving appropriate school support personnel and other staff persons with knowledge,
experience, and training on bullying preven on, as deemed appropriate, in the
inves ga on process.
● No fying the Head of School or their designee of the report of the incident of bullying as
soon as possible a er the report is received.
● Consistent with rules governing student privacy rights, providing parents and guardians
FILED DATE: 8/21/2023 10:45 PM 2022L003763
of the students who are par es to the inves ga on informa on about the inves ga on
and an opportunity to meet with the Head of School or their designee to discuss the
inves ga on, the findings of the inves ga on, and the ac ons taken to address the
At least every two years, La n reviews and re-evaluates our Bullying Preven on Policy to assess
the outcomes and effec veness of the policy. Our review includes, but is not limited to, factors
such as the frequency of vic miza on; student, staff, and family observa ons of safety at a
school; iden fica on of areas of a school where bullying occurs; the types of bullying u lized;
and bystander interven on or par cipa on.
to support the rules, policies and regula ons of the school as described in the first sec on of
the Student/Family Handbook. That includes, in part, parental support for the expecta ons the
La n believes that school and home are partners in developing in La n students the highest
responsibility of enuncia ng expecta ons for student conduct and relies on the coopera on of
parents/guardians in suppor ng the expecta ons and the school’s efforts to uphold them.
As outlined in the first sec on of this handbook, La n students are expected to treat members
differences in that context. Respect for the property of others is similarly expected from all
students. In addi on, La n students are expected to subscribe wholeheartedly to tradi onal
La n relies primarily on the coopera on of the school community. The school deals directly with
viola ons of either the spirit or the le er of its expecta ons.
All members of the school community, collec vely and individually, bear the responsibility for
fostering and sustaining a climate in which these values can flourish.

to the and/or vandalism. Because we value student health and well-being, we do not allow our
students to place themselves or others at risk by their ac ons or their possessions.
Off-Campus, Vaca on and Out-of-School Behavior

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The behavior of students during vaca ons and other out-of-school hours is the responsibility of
parents/guardians. Nevertheless, a student who engages in serious misconduct away from
school – including but not limited to conduct that is illegal or would be illegal if commi ed by an
adult; conduct that endangers the safety or well-being of the student, other persons or their
property; bullying or cyberbullying as defined in this handbook, or conduct which brings
disgrace to the La n community – has violated a major school rule and is subject to disciplinary
ac on.
Discipline on School Ou ngs and Trips

Major school rules and behavioral expecta ons apply for members of athle c teams,
performing groups or other organiza ons that represent the school off-campus during vaca on
Our goal is to help students understand what it means to be responsible ci zens. Responsible
ci zens recognize, however, that ac ons have consequences. Viola ng major rules and
expecta ons of the school can result in disciplinary consequences. Again, faculty, administra on
The head of school has final responsibility for all decisions regarding student disciplinary
ma ers. In discharging this responsibility, the head of school works in close collabora on with
the division directors. The head of the school's decisions in disciplinary ma ers are
discre onary and based on determina on of the best interests of the student involved and the
community. The head of the school's decisions in par cular disciplinary ma ers are final and are
not subject to review by the Board of Trustees or any commi ee thereof or by the courts. The
in the sole judgment of the school, has had unsa sfactory academic or social performance, has
Community rules and expecta ons and disciplinary consequences are outlined in further detail
in the lower, middle and upper school sec ons of the handbook.
Dress Codes
student a re will be neat, clean and appropriate for a school environment. During the year,
gradua ons) where students are expected to come to school dressed for a special event.
Health Policies
us.
According to Illinois state law, students must have an up-to-date Cer ficate of Child Health
Examina on (Physical) on file in the Nurse’s Office or face exclusion from school. This cer ficate
FILED DATE: 8/21/2023 10:45 PM 2022L003763
is required for all students new to La n, those entering certain grades and all students
par cipa ng in interscholas c sports. The form requires a physical examina on by a doctor,
precise dates of past and current immuniza ons, and the doctor’s signature.
that the form is completed well before classes begin in the fall. In addi on, all
with important medical informa on and the authority to act in case of an emergency. Students
will not be allowed to a end classes or par cipate in any school ac vi es un l all required
health forms have been submi ed.
will contact a parent, guardian or emergency contact person designated by the parent to get
permission for the student to leave.
Medica on
Parents/guardians whose children require regular medica on and as-needed medica on such
as inhalers or EpiPens must complete the Medica on Permission Form (found on RomanNet). In
some cases it may be useful for the nurse to have a supply of the student’s medica on, along
with wri en instruc ons from a doctor for dispensing that medica on if the need arises.
As noted on the Emergency Medical Form, with the approval of the student’s consul ng
physician, the school nurse may, with discre on, offer students an antacid tablet,
an -diarrheals, cough drops, or acetaminophen or ibuprofen, unless parents/guardians indicate
their objec on on that form. A list of medica ons stocked in the nurse’s office may be found on
RomanNet.
Allergy Policy
La n is commi ed to providing a safe and inclusive environment for all students. The school
goal is to reduce exposure in the school se ng through educa on, awareness, and developing a
policy that guides our prac ces and assigns shared responsibility and accountability. La n
products that contain peanuts or tree nuts, nor will it inten onally purchase items that list
We ask the La n community to not bring food products into the upper or middle school
buildings that contain peanuts or tree nuts. Addi onally, we ask that all members of the La n
from the registered nurse or registered die an.
Parent/Guardian Responsibili es
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Parents/guardians must provide an annual updated Allergy Ac on Plan complete with the
an EpiPen with them at all mes. A me delay in receiving medica on in an anaphylac c event
is cri cal to your child’s survival. Carrying an EpiPen does not imply that your child must
self-administer the medica on during an a ack. The majority of La n’s faculty is trained on
administering an EpiPen. See the lower school sec on for lower school EpiPen policies.
● Parents/guardians must complete a Prescrip on Medica on form that permits a child to
carry their medica ons.
● Students are required to provide the school with a minimum of one addi onal EpiPen to
stock in the Nurse’s Office. A second addi onal pen to keep in the cafeteria is
encouraged.
● Parents/guardians are responsible for providing the school with all necessary medica on
medica ons are not expired.
● Parents/guardians must meet with La n’s food service provider if their child’s allergy is
food-related.
● Parents/guardians are responsible for communica ng informa on about life-threatening
allergies to coaches. (Not all La n coaches also work at the school.)
● Please look for detailed informa on about school treats or food for celebratory events in

La n School of Chicago is commi ed to learning as an act of transforma on. Rigorous and
innova ve, transforma ve learning also requires mul ple and o en compe ng points of view,
reflected in the varied experiences and perspec ves of the school’s many cons tuents. In
keeping with the Principles of Best Prac ce for Equity and Jus ce set forth by NAIS, La n
respects, affirms, and protects the dignity and worth of each member of the school, regardless
of race, ethnicity, gender expression, sexual orienta on, religion, na onal origin, age,
La n inten onally seeks to admit students and families of various iden es and backgrounds,
and works to create a school culture in which each student feels equally at home. La n creates
a highly talented, heterogeneous team of faculty, administrators, and staff by working to
remove barriers to the recruitment, reten on and promo on of these individuals. La n is also
La n recognizes its social responsibility as a premier educa onal ins tu on in the city of
Chicago. Desiring a mutually suppor ve rela onship with the larger community, the school
fulfillment of its mission. Our rigorous, inclusive core curriculum and extracurricular programs
prepare students for the world they will encounter outside of La n. All students are expected to
par cipate in community outreach and service work during their me at La n with the
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La n School of Chicago is commi ed to strengthening its iden ty as an ins tu on that shapes

jus ce are integral to the school's academic and service endeavors.

the Strategic Plan which states, “La n will be an inclusive, welcoming and suppor ve school for
all students, families, alumni, faculty and staff” and will “...strengthen support for new students,
By enrolling at La n School of Chicago, students will be part of a school community that openly
discusses in an age-appropriate manner ability, age, ethnicity, gender iden ty/ expression, race,
religion, sexual orienta on and socioeconomic status. These efforts are based on research and
best prac ces which demonstrate that a diverse and inten onal learning environment fosters
rich conversa ons, intellectual capacity, compassion, collabora on and apprecia on across
differences. The aspira on behind this effort is both to achieve educa onal excellence and to
see, hear and value every child and family that is a member of our community.
Compu ng and Technology Policy Purpose

The compu ng and technology resources at La n School of Chicago are intended to promote
members of the community (students, faculty, staff, administrators, visitors and any other users
of technology at the school). These guidelines and rules have been created to reflect both the
school’s policies and expecta ons for behavior of those associated with La n. It is important to
understand that exis ng school policies on acceptable behavior, harassment and conduct s ll
to maintain a safe, posi ve and produc ve environment when making use of technology.
Modifica ons or addi ons to technology, other than common user se ngs (i.e. volume,
brightness, desktop images), should be approved first by the Informa on Technology (IT)
Department. This includes cable connec ons, projector se ngs/alignment, and the addi on of
new hardware and installa on of applica ons. In order to ensure proper licensing,
recordkeeping and compa bility with the technology infrastructure of the school, all purchases
or licensing of so ware, hardware or computer services for the school should be coordinated
Users who fail to comply with wri en policies or the school’s expecta ons for behavior risk
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La n encourages users to u lize the school’s connec on to the internet to explore and
inves gate topics of interest, but the primary focus must be on ma ers related to the academic
mission or opera on of the school. The school reserves the right to block access to the internet
Traffic to websites that take up an inordinate amount of bandwidth and impact other users’
restricted if the school deems it necessary. The school employs a web content filter to prevent
Personal Technology
computers/laptops, iPads/tablets, and/or cell phones) to the La n computer network, including
phone lines, needs to first contact the IT Department and obtain the required permission. La n
reserves the right to inspect any personal technology device on campus and all files contained
on that system.
Social Media
With regard to social media, best prac ces include:
● Be respec ul. Anything you post in your role as a La n community member reflects on
the ins tu on as well as yourself. Be respec ul of the school and yourself at all mes.
school in promo ng and presen ng its mission, culture, and values to the community at
large as reflected by the public ac ons and statements of its cons tuents.
While Facebook and other social media sites are permi ed, students are expected to close
those applica ons during classes.
Online Rela onships Between Students and Employees

Current students should not ini ate or accept social media rela onship requests from
employees of the school. The one excep on would be if the employee is a rela ve of the
student. If a student receives a friend request from an employee, they should no fy their
Privacy
Individuals using La n’s compu ng and network resources will not generally have their ac vity
reasonable suspicion that compu ng resources have been misused, policy has been violated or
when rou ne maintenance and monitoring of computers and the network reveal possible
viola ons of policy. IT will turn over relevant findings to the appropriate divisional office or head
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of school for any poten al disciplinary ac ons.
Sensi ve data (academic records, financial data, employee and student informa on) should not
be stored unencrypted on any desktop, laptop or portable storage device. Whenever possible
before moving sensi ve school data.
Accounts
Members of the La n community are provided with various accounts to access various
account informa on and should not disclose their passwords to anyone. Users should also
General
To report security viola ons or abuse of network or compu ng resources or to raise any
concerns or ques ons, please contact the IT Department at IT@la nschool.org or call
312.582.6130.
Consequences
Students who fail to follow the compu ng and technology policies of the school, who damage
or a empt to damage the technology infrastructure of the school, or who perform illegal acts
with school technology risk proba on, suspension, expulsion or other disciplinary ac on. The IT
Department should be no fied of any incident that impacts or could have an impact on the
opera ons of school systems.
Crisis Policies
Because an emergency situa on or an unan cipated event can transform La n in a moment, it
is important that the school has a plan in place to deal with poten al crises that can have a
las ng effect on the La n community. During a crisis it is important to address the issues calmly.
La n’s Crisis Plan procedures (outlined in detail on RomanNet in the Security and Safety group)
are intended to provide you with a basic road map to follow during such a me of crisis.
Although it is our hope that we will never have to use this plan, it is be er to have something to
ensuring the safety and privacy of the rest of the La n community. Make sure to follow the
instruc ons of faculty, administrators, staff members and local authori es during a crisis.
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Fire – Evacua on procedures in the event of smoke, fire or an alarm
Serious Injury or Illness – Emergency procedures, including first aid
Crisis Communica ons

It is the school’s policy to put student welfare first. Decisions regarding communica ons will be
legi mate interest in events occurring.
Snow Days/Extreme Weather Condi ons

informa on will be posted to the school’s website (la nschool.org), and will be communicated
the Emergency Closing Center (emergencyclosingcenter.com) which provides informa on to all
Traffic Procedures
We would like to thank parents/guardians in advance for following all La n traffic procedures,
and for obeying designated traffic safety personnel. Please email traffic@la nschool.org with
any sugges ons or comments. Please look for detailed procedures for each division on
RomanNet in the Security and Safety group addi onal informa on about lower school
procedures can also be found in the lower school sec on of this handbook.
Dropping Off Students
If you drop students off at school, please follow these general guidelines:
● Pull as far into the traffic chute as possible. This will allow other cars to pull in a er you
and will give non-La n traffic an opportunity to con nue down the street and clear busy
intersec ons (such as North and Clark).
Follow all direc ons given by La n staff and other safety personnel.
● Wait un l you have entered the chute before unloading. Safety personnel may indicate
that you are to pull up farther before le ng students out of your car.
● Do not drop off students from any travel lane. This includes students being dropped off
by taxi. If the chute is full, you must circle the block un l the chute is cleared.
● To make the drop-off process as smooth as possible, please do whatever you can to have
belongings.
The driver should remain in the driver’s seat at all mes. Never leave a car una ended;
this creates traffic problems for other parents/guardians and passing vehicles.
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Picking Up Students
circle the block un l your student comes out.
● If your student is not ready when you arrive, please circle the block un l they are.
● If you are picking up a child from an a er-school ac vity (4 p.m. or later), please be
considerate of others and obey posted parking and traffic signs.
● The driver should remain in the driver’s seat at all mes. Never leave a car una ended;
General Guidelines
● If you decide to park your car, please take advantage of the legal parking op ons in the
marked.
● Please do not block intersec ons, crosswalks, driveways or entrances to alleys and
are reserved and paid for by faculty and staff.
reserved for buses that transport athle c teams to and from the school.
● Pick up or drop off your child only next to the curb. Stopping in the street, even for a
Bicycles
The bike cage by the parking area in the alley behind the upper school is available to all La n
sec on. Forms are to be submi ed to the Facili es Office, and access is usually granted the
same-day. Students will need their ID card to access the bike cage. Briefly, the terms of use are:
● Keep the bike cage neat at all mes. Lock bikes to the rack inside the cage. No bikes are
to be le overnight.
● Report lost ID badges to Facili es immediately.
There are addi onal bike racks at the lower school entrance, on the south end of the middle
than the bike cage, so students u lizing these racks should make sure that they have a
high-quality lock. Because La n is unable to assume responsibility for lost or stolen property,
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Addi onal Informa on for Parents/Guardians

The Board of Trustees is the governing body of La n School of Chicago. At present it includes up
to 24 members elected at the annual mee ng of the school (eight each year for three-year
terms), the president of the Alumni Associa on, the president of the Parent Associa on, the
one-year terms. The board meets nine mes during the school year.
The Parent Associa on

The Parent Associa on was founded in 1953 as an outgrowth of similar organiza ons in the Girls
La n School of Chicago and the Chicago La n School for Boys, which merged to create La n
School of Chicago. The Parent Associa on promotes mutual understanding and coopera on by
offering the opportunity for parents/guardians, faculty, students, administrators and trustees to
exchange ideas and work together to serve the school’s best interests. The Parent Associa on
also promotes good will between the school and the community.
Since 1953, the Parent Associa on has made many important contribu ons to the life of the
school, including Finders Keepers Thri Shop in 1971, the Romans’ Run and Bazaarnival, annual
ac vi es enjoyed by the en re school community. Income from annual dues and fundraising
goes to financial aid, faculty grants for further study, physical improvements for the school and
While the Parent Associa on’s work is efficiently carried out through commi ees under the
direc on of an Execu ve Board and a Board of Directors, only the dedica on and loyal support
of parents/guardians makes possible the realiza on of its goals.
Enrollment Contract
Prior to matricula on, each La n parent signs a one-year-only enrollment contract. The school
judgment of the school, has had unsa sfactory academic or social performance, has engaged in
conduct which is detrimental to the school or whose parent(s) or guardian(s) have engaged in
conduct which is detrimental to the school. The contract specifies that if, a er July 1, a student
is withdrawn, expelled, ill for a prolonged period or leaves the school for all or part of the school
year for any reason, the parents/guardians are legally bound to pay the full amount of the year’s
tui on and fees. Tui on insurance is offered to all parents/guardians.
Delinquent Payment of Tui on and Fees
To offer a superb educa onal experience for each child, La n relies on parents/guardians to
meet their financial obliga ons for tui on and fees promptly and fully. The school’s only
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allowed to par cipate in Project Week, not be allowed to sit for exams, and/or transcripts and
other documents may be withheld from college applica ons and other external programs.) If
accounts are not paid in a mely fashion, students may be excluded from school and may be
asked not to return. Please contact the school’s Business Office if you would like to discuss a
payment issue.
Withdrawing From La n
When a student withdraws from La n prior to gradua on, their parents/guardians should email
other educa onal ins tu ons. Without this permission, the only informa on we will be able to
provide is a transcript and the dates of a endance.

The school keeps cumula ve files on all students while they a end La n. The files contain
the student, the original copy of the student’s applica on, notes from teachers, the student’s
disciplinary records and other miscellaneous records and papers. Parents/guardians who wish
to examine their child’s folder should call the division director for an appointment. Colleges to
which students apply may ask students and/or their parents/guardians to sign records waivers
to ensure that no access or influence was asserted during their college applica on procedures,
and La n encourages them to do so. This is standard opera ng procedure for all college-bound
students in the United States.
Photo Policy
As stated in the enrollment contract, La n occasionally takes photos, videos and voice
recordings of students and faculty in its programs for use in print and electronic publica ons,
promo onal materials, and archives. During remote learning, faculty/staff members may take
screenshots of students in their homes or other study loca ons outside of school. A student’s
enrollment in the school cons tutes consent to the school’s capture of such images and
recordings, and their publica on, unless a parent opts out by emailing the School’s
Communica ons Office (communica ons@la nschool.org). The school does not compensate or
reimburse students or their families for use of their images or recordings. La n does not publish
students’ names or other iden fying informa on in conjunc on with their images without
parental permission. If you have any ques ons about this policy, or the use of your child’s
image, please contact La n’s Communica ons Office (communica ons@la nschool.org).

It is the inten on of every teacher at La n that students in their classroom will understand the
material as it is presented. When a student has difficulty, the teacher will work individually with
the student as much as me allows. A er all available internal resources have been exhausted,
parents/guardians may be encouraged to seek the services of a paid tutor. If the parent wishes
to hire a La n teacher as a paid tutor, the following policy and steps must be followed:
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interven onist (lower school) may also be involved in the decision.
the student.
● No La n faculty member is allowed to tutor their current students. Teachers may not
tutor students whom they will teach in the fall.
● No La n faculty member is allowed to tutor any La n middle or upper school student for
Tutoring that provides maintenance, support and remedia on of learning is considered
appropriate.
excep on is those students who regularly receive accommoda ons from learning
resources. La n faculty may not tutor students to maintain AP, Honors or Challenge
● If parents/guardians desire enrichment ac vi es for their children, they may wish to
contact the school. Division offices or department chairs may have on file informa on on
● Teachers and parents/guardians must be aware that school obliga ons (e.g. faculty
mee ngs, team mee ngs, commi ee work, etc.) always take precedence over tutoring
for pay, and the need to cancel or reschedule sessions should be clear to all par es.
The Consensus Guidelines of the Parent Associa on

The Parent Associa on has reached the following consensus guidelines regarding social
ac vi es outside of school that involve La n students and their parents/guardians. Please share
Communica on with your child

● Have a conversa on with your child about where you stand on alcohol and drug use.
Teens who know that their parents/guardians are firmly against illegal underage drinking
communica on with your child while sta ng clearly your expecta ons for their behavior.
● Be aware of how your child plans to travel to and from par es.
reach your child.
Legal Ma ers
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tobacco products, electronic cigare es, or alterna ve nico ne products, and 21 years
punishable offense. (35 ILCS 130/6; 235 ILCS 5/6-16.1; 705 ILCS 405/5-615)
forms (“cannabis concentrate'', “cannabis flower”, “cannabis-infused products”;
vapables, smokables, edibles), in Illinois is 21 years old. Possession or use of controlled
substances is a punishable offense.
(h ps://www.illinoispolicy.org/what-you-need-to-know-about-marijuana-legaliza on-in-
illinois).
Law:
(h ps://www2.illinois.gov/ilcc/Educa on/Pages/Parental-Responsibility/Know-The-Law.
aspx)
are guilty of a Class A misdemeanor. This will result in a fine. Note that you are
of a Class 4 felony. This could result in both a fine and/or jail me.
● You will not be guilty of viola ng the law if you request help from the police to
are the first one to call—not if the police show up a er a complaint from a

● Do not sponsor ac vi es you or your children are unable to control (such as
● Do not serve alcohol to others’ children who are high-school age or younger, nor allow
young people to bring alcohol or other drugs into your home.
visi ng your home to take alcohol and refill the bo les with water. Parents/guardians
don't typically know exactly where the bo le was filled to or if the alcohol is diluted with
your home.
● Welcome open communica on among parents/guardians to verify dates and mes of
social events and confirm supervision of the event. If your child tells you they are going
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home that alcohol will not be available. Some ques ons you should be able to answer
before permi ng your child to a end:
○ Who will be a ending?
Bowl, Parker vs. La n Basketball games, Scholarship Dinner/Romans Raise & Revel,
Prom.
code and let your child know ahead of me that they will not have access to the home
over the weekend.
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Academic Program
curriculum.
challenge and inspire young learners to be crea ve, imagina ve and innova ve thinkers. The
program is designed to nurture each student’s curiosity, mo va on, and ability to solve
problems by approaching learning as a process of explora on, inquiry and discovery. We believe
The lower school’s inquiry-based learning sparks students’ imagina ons and keeps their love of
learning alive while they gain new skills and proficiencies. Our students are encouraged to take
ini a ve and to engage ac vely in their own learning by thinking independently, working
collabora vely, and expressing themselves with confidence.
Social Emo onal Development and Learning

We believe that fostering social emo onal growth in students is just as important as teaching
them academic skills. The social emo onal pedagogy that is used in the lower school is based
teaching that focuses on the strong link between academic success and social-emo onal
learning (SEL). The program is based on the idea that “a high-quality educa on for every child is
built on the founda on of a safe and joyful learning community.”
The RC approach consists of a set of prac ces that build academic and social emo onal skills

Engaging academics
Posi ve community
Effec ve management

doing; students construct knowledge and develop understanding through the interac on of
their own thinking with their experiences in the real world; students learn in a suppor ve,
open-ended, predictable, and posi ve environment where they feel safe and are encouraged to
and, students learn as a result of though ul guidance from teachers.
open-ended explora ons, students develop curiosity and a desire to learn.
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Homeroom
with whom they spend the greatest por on of each school day. Each homeroom teacher is well
teaching. The homeroom teacher is responsible for each student’s instruc on in literacy,
mathema cs and social studies.
Assemblies
Assemblies for the lower school are held on most Fridays throughout the school year in our first
floor gymnasium. Students and teachers come together as a community to celebrate and
recognize our accomplishments, perform and be ac ve audience members, and promote a
For some assemblies, such as grade level presenta ons, holiday programs, etc.,
parents/guardians are invited to assemblies, sea ng begins a er morning arrival rou nes and at
the direc on of the recep onist. We ask that parents/guardians do not a empt to enter the
gym earlier because of our busy day and early morning ac vi es. No food or beverages are
Homework Philosophy
single most beneficial form of homework. Students should be reading in and out of school on a
Our digital por olios (SeeSaw) provide insight into the daily learning experiences.
level expecta ons on Back to School Night. Together, lower school educators and
parents/guardians work to implement best prac ces for home-school connec ons.

Inclusivity and support embeds an -bias educa on and social-emo onal learning into
classroom curriculum. There is a focus on healthy iden es and connec ons. The Learning for
Jus ce guides our instruc on around inclusivity and support. This is done through units of study,
literature, classroom discussions, and school-wide assemblies. A cornerstone is the use of
children’s literature to start important conversa ons designed to foster empathy and respect
across differences while giving children the knowledge and prac ce needed to iden fy bias and
stand up to injus ce.

Tuesday, March 15, 2022, so that homeroom teachers may hold individual conferences with the
parents/guardians of each child in their classes. A limited number of conferences with specials
teachers will be available on these dates.
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Teachers generally use conference me to describe a student’s academic strengths and areas for
growth, rela onships with other students or adults, ability to work independently, and ability to
express and cope with feelings. Teachers appreciate your observa ons of your child at home. It
is not uncommon for different behaviors to manifest themselves at home and at school. The
extent to which teacher observa ons correspond (or do not correspond) with your observa ons
is some mes a produc ve springboard for discussion about how you and the teacher may best
help your child. Your insights about your child’s percep ons and feelings are not just helpful;
they are essen al if both school and home se ngs are to be conducive to construc ve, healthy
Students are o en quite curious about what is discussed in these conferences. We suggest that
parents/guardians emphasize their child’s strengths in such conversa ons. Construc ve sets of
goals are the healthiest outcome of most conversa ons about parent-teacher conferences.
In addi on to the formal conference dates, parents/guardians or teachers may ini ate a
mee ng whenever either considers one is desirable. We encourage you to request a conference
through the homeroom teacher whenever you have ques ons or concerns about your child’s
academic progress or social and emo onal development. The director may be present at the
Grade Reports
Grade reports are wri en for parents/guardians and contain formal, wri en assessments of

A detailed report of the cogni ve, social, emo onal, and physical development of the student is
wri en in June.
Note that reports for junior and senior kindergartners are wri en only once, at the end of the
Grades 1-4
Teachers use checklists to evaluate the variety of skills covered across subject ma er areas.
Wri en comments are provided to round out the learning profile of each student’s personal and
in academic areas.
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Standardized Tes ng
La n is a member school of the Educa onal Records Bureau. In late spring, appropriate tests are
administered to lower school students in grades three and four to provide compara ve scores
students are faring and how different aspects of our curriculum or instruc on compare with
measure, and parents/guardians should look to regular school reports for a complete profile

group discussions, stories and ac vi es, counselors work to complement the pursuit of
classrooms on a rota ng basis to lead discussions and ac vi es on a variety of topics that focus
on friendships and social emo onal learning. Goals for Roundtable classes include promo ng
safety, fostering interest in and respect for differences among people, and suppor ng
responsible, effec ve par cipa on in small groups and in the community.
Athle cs & Extracurricular Opportuni es

In addi on to regular physical educa on classes, the lower school’s Rising Romans program
offers further athle c opportuni es for students in third and fourth grades. We believe that the
best way to prepare our athletes for future interscholas c compe on is to provide intensive
skill instruc on and compe ve skill-based compe ons. Sports in the program include
cross-country, volleyball, basketball, baseball/so ball, soccer, and Girls on the Run. Girls on the
Run (GOTR) is a physically ac ve, curriculum-based youth program that inspires girls to be
joyful, healthy, and confident while crea vely integra ng running.
All of the sessions emphasize skill development, sports terminology, and transi onal skills for
compe ve play. Interscholas c compe on occurs during our cross-country season. Rising
Romans helps with the transi on into middle and upper school athle cs, while a ending
To par cipate in lower school athle cs, a student must be registered via UltraCamp.
Addi onally, students who miss or sit out of their regular physical educa on class, or who fail to
a end other classes throughout the day, may not par cipate in athle cs that day.
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out to the wider community. Service projects may include connec ons with the Lincoln Park Zoo
or animal shelters, book collec ons for various schools and organiza ons, food and toy drives,
food prepara on for shelters, holiday cards and le ers for nursing home residents, and holiday
giving trees.
Volunteer service and environmental clubs are offered to students as both before and
a er-school opportuni es. Many parents/guardians par cipate in these clubs’ projects and
ac vi es. Informa on on service and philanthropic opportuni es will be sent home or posted
on RomanNet occasionally during the school year. For more informa on concerning family
service opportuni es, please contact Tim Cronister, head of Student Life at La n.

The Extended Day program supports La n families by offering a safe, suppor ve program before
and a er the school day for students enrolled in junior kindergarten through fourth grade. It
provides a balance of the organized ac vi es and free me that students need at the end of
their busy school days. Our students par cipate in a host of exci ng and educa onal ac vi es
including cra s, games, and outdoor play. For those students who require me for homework, a
The program offers enrollment op ons for before and a er school care. Morning Extended Day
is available from 7:15 to 8 a.m. In the a ernoon, care is available between 2:30 and 6 p.m.
Look for details about the Extended Day program on RomanNet. Registra on occurs through
UltraCamp. You also may email extendedday@la nschool.org with ques ons.
ASR (Grades 1-4)

A variety of arts, academic, and athle c ac vi es are available a er school hours for students in
grades one through four. Students enroll in A er School Resource sessions in pre-announced
registra on periods during the school year. Registra on occurs through UltraCamp.Expanded
informa on about these programs is available through the lower school office and on
RomanNet. You also may email asr@la nschool.org with ques ons.
Addi onal Opportuni es

Each year, there are a number of other ac vi es offered before and a er school that are lower
school clubs. These opportuni es might only be offered during certain mes of the year, and
the list is con nuously evolving. Some of our past ac vi es have included the following:

● FLLOW (Future La n Leaders of Our World) (grades 3-4)
A endance
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7:15 a.m. Extended Day begins (students must be signed up in order to par cipate)
8 a.m. Students are admi ed into their classrooms
8:15 a.m. Classroom instruc on begins in grades JK-4
A ernoon dismissal
2:30 p.m. JK and SK
3 p.m. Grades 1-2
Arrival Notes
we ask parents/guardians not to drop students off at the lower school before 7:55 a.m., unless
Because every moment of the school day is important in the educa on of each student, we
encourage students to arrive at school in me to be organized and ready to start the day when
instruc on begins. To aid in the transi on from home to school, please help your child arrive at
par cipate in classroom instruc on that begins at 8:15 a.m.
students may enter at 7:55 a.m. and wait in the designated areas un l 8 a.m. At all other mes,
Tardiness
check in with the recep onist. The child’s tardiness will be reported for a endance record
keeping. Excessive tardies will result in a mee ng with parents/guardians and the division
director to determine a course of ac on.
Absences
Absences from school are disrup ve to your child’s learning and development and should be
recorded unexcused absence. The absence repor ng phone number is 312.582.6204. It is
with the recep onist. Returning students should then be walked back in and checked in with
the recep onist. You must escort your child into and out of the building and check in with the
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recep onist, whenever your child arrives a er 8:15 a.m. or leaves prior to regular dismissal
me. We recognize this may be an inconvenience, however the safety of our students is a high
priority.
If your child needs to leave from the health office during the day we ask that the
parents/guardians no fy the front desk when they arrive, and your child will be walked down to
the front desk.
lower school nurse, lower school director and division assistant in wri ng. Parents/guardians
are discouraged from planning absences from school, and are asked to consult with the director
before discussing the prospects with children or making any reserva ons. Remember that
discussions and classroom ac vi es that are missed cannot be recreated with wri en work. In
some cases, tutorial work may be required upon a child’s return from an extended absence.
Holiday Dismissals
The school strongly discourages students from leaving early for, or returning late from vaca on.
To do so is disrespec ul to the school and limits a student’s con nuity of study. Family trips,
long weekends, and vaca ons should be planned around, and not during, days when school is in
The general school calendar is posted on the school’s website at la nschool.org/calendars. (For
detailed calendar informa on, log into RomanNet.)

Thanksgiving Break – Tuesday, November 23, regular dismissal me
Winter Vaca on – Friday, December 17, noon dismissal
Spring Vaca on – Friday, March 18, regular dismissal

wri ng. The student’s teacher and the school nurse needs to know about parent absences,
along with the following informa on in case of emergencies:
will be staying.
emergency. This informa on is essen al.
Student Expecta ons

We believe that elementary school is a me to grow and learn from mistakes. Therefore, we are
emo onal and educa onal needs. We also believe that all members of our community should
be safe both emo onally and physically. Therefore, the safety of all faculty, staff and students is
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respect for others, La n lower school provides a safe and inclusive environment for all. While
students learn to follow the guiding principles of the lower school and to be responsible ci zens
of their community through redirec on and logical consequences. Student standards of
discipline in the lower school res ng with the faculty and administra on.
Bullying will not be tolerated at La n, including in the Lower School. La n’s Bullying Preven on
Policy can be found on pp. 4 above.
As stated in that sec on, consequences for viola ons of La n’s Bullying Preven on Policy
include, but are not limited to:

● Expulsion
Student Dress
The lower school dress code intends to help students make posi ve choices regarding
engagement in the classroom. While the dress code is actually quite flexible, there are several
restric ons for all students, regardless of gender. As stated in the first sec on of the
The dress code intends to help students make posi ve choices regarding appropriate dress for
the school environment allowing for full, unrestric ve movement and engagement in the
classroom. While the dress code is actually quite permissive, there are several restric ons for all
● No clothing with offensive language, pictures, or symbols;

● No midriff tops.
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are specifically used for physical educa on. Slip-on gym shoes and hiking boots or shoes are not
acceptable for physical educa on. All clothing and personal belongings should be clearly labeled
need to have appropriate cold weather clothing available at all mes.
General informa on & Policies

Lunch and Snacks
on the cafeteria/ food service page of RomanNet. The Parent Associa on and members of the
faculty, staff and administra on work closely with the food service team to create healthy,
balanced and nutri ous op ons for lunch, snacks and beverages served to our lower school
students.
The lower school makes every effort to be a nut-aware environment, and our food service team
can accommodate most dietary restric ons. A documented note from a medical doctor,
preferably a child’s pediatrician, outlining any medical condi on that requires any dietary
restric ons must be presented to the lower school director and the school nurse to request an
excep on be made for exemp on from any part of the food service program. Exemp ons will
only be made if our food service team is not able to accommodate the dietary restric ons
We understand that children can some mes be picky eaters or prefer to eat only certain kinds
of food. We ask that parents/guardians work with their children to iden fy foods that they will
eat while challenging them to explore different foods or a “new” food each day or each week.
Carefully reviewing the weekly menu with your child and helping iden fy several op ons will
help assure good nutri on as well as encourage healthy ea ng habits. All students are served a
celebra ons or class projects that involve food, La n’s food service will supply the needed items
that faculty and staff will order. This is to ensure the safety and well-being of all our students,
Medical and Health

The best resource for detailed informa on about lower school medical requirements and
policies is the Lower School Nurse’s Office page on RomanNet.

The school nurse supports learning by implemen ng health promo on and safety strategies.
The nurse provides assessment and interven ons for injuries and illnesses occurring during the
The nurse communicates with the family when further assessment or interven on is necessary
For children with chronic or episodic health condi ons, the nurse works with the students,
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condi on during the school year, based upon the recommenda on of the primary care
physician. The nurse serves as a health educa on resource for students, faculty and
parents/guardians.
Medical and Health Documenta on

La n students’ health records are recorded and maintained on Magnus, an online database. All
● Medica on Authoriza on Form: The Medica on Authoriza on Form is required for all
students. This form allows your student to receive over the counter medica ons from
the school health office during the school day. A parent/ guardian signature and a
physician signature are required for your child to receive medica ons at school,
entering junior kindergarten, senior kindergarten and all students new to La n.
● Immuniza on records are required by State Law. See RomanNet for more informa on
about 2021-22 immuniza on requirements. Exemp ons from required immuniza ons
will only be given for state approved medical or religious reasons and with sufficient
documenta on.
● Asthma/Allergy/Seizure Ac on Plan: If your child does not require an ac on plan, click

state law. If a student fails a screening and rescreening the parent will be no fied and
referred for formal tes ng.
● La n contracts with a speech/language pathologist to administer speech and language
Food Allergies Requiring Emergency Medica on

● A Food Allergy Ac on Plan is required to be uploaded in Magnus yearly.
● Before the start of the school year please submit two doses of each medica on
prescribed in the food allergy ac on plan (FAAP), labeled with your child’s name and an
expira on date. The FAAP and medica ons are placed in bags located in both the child’s
homeroom class. Teachers take the safety bag and a copy of the FAAP with them on field
trips.
● Please make sure that the medica on doesn’t expire during the school year, or, if it does,
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● Stock Epinephrine auto-injectors are located throughout the school and all staff and

● An Asthma Ac on Plan is required to be uploaded in Magnus yearly.
labeled with your child’s name and an expira on date.
● A parent may give permission for the student to self- administer the inhaler at school by
indica ng this on the Over-The-Counter Medica on form. The school nurse prefers to
see all students when they use an inhaler to evaluate their lung sounds and response
before and a er the medica on.
● The Health Office does not stock inhalers.
Medica ons During the School Day

● The Lower School Health Office keeps a supply of Acetaminophen, Ibuprofen, Antacids
(Tums), Benadryl, and Hydrocor sone cream. With permission from the parent(s) and
child’s physician, the school nurse can administer these medica ons during the school
day. The school nurse will generally try a non-pharmacological interven on before a
medica on, and will no fy a parent if a child is given Acetaminophen, Ibuprofen or
Benadryl.
● If any over-the-counter not listed above, or prescrip on medica on is required to be
given during school hours, the medica on must be provided in the original packaging
along with authoriza on from the prescriber.

illness but the goal is to minimize the amount of illness and school me lost.
Pediatrics suggests answering these quick ques ons:
children should stay home from school un l they are fever free for 24 hours without
medica on.
● Does your child have a contagious illness, such as the flu or pinkeye? If so, keep them at
home un l they’re no longer infec ous (ask your doctor for guidance as do when they
● Any symptoms of COVID require a student to stay home un l a nega ve PCR test is
obtained. For further informa on regarding symptoms of COVID or COVID protocols,
click here.
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No fica on of health trends

immediate no fica on when there is an abnormal amount of a highly contagious
condi on in a class or grade level.
excluded from school for the appropriate amount of me, as dictated by the Illinois
Head Lice
● The school does not do rou ne lice checks but the school nurse is available for
consulta on and guidance. Please see the nurse’s page on RomanNet for a plethora of
evidence based informa on about lice and our lice policy.

further evalua on or monitoring, the parent will be contacted by the school nurse with
an assessment of the injury and recommenda ons for medical follow up needed. The
responsible adult who witnessed the event will also contact the family to explain how
the injury occurred.
the parent of the incident.
posted them.
● If your child is assessed as having an illness or injury necessita ng an evalua on in the
emergency department, we will a empt to reach you before calling an ambulance.
Head Injuries
The school nurse will evaluate every student who obtains a significant blow to the head. The
school nurse does a concussion checklist at the me of incident, five minutes, and 30 minutes
a er. If they are concerned about the status of the student, the parent will be contacted
immediately. If the student passes the evalua on the nurse will email the parents/guardians
informa on on signs and symptoms to monitor, as concussion symptoms can some mes
manifest hours a er an injury. Please see concussion policy posted on RomanNet for further
informa on.
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Electronic Devices
To minimize distrac ons that may interfere with the learning environment, electronic devices
special project or assignment, a place to store the device will be designated. At the same me,
Parents/guardians will be no fied if these items are being used inappropriately.
administra on. This includes fidget toys that have been recommended by doctors.
Communica on Between School and Home

Communica on is the key to maintaining a strong school-home partnership. We make every
a empt to keep you informed about your child’s academic and social progress, and we would
you have ques ons about assignments, evalua ons, or your child’s development, the primary
source of informa on is the homeroom teacher.
Your best source of accurate informa on regarding school policies, events, grade ac vi es, and
the school community is RomanNet. Parents/guardians also can call the lower school office at
312.582.6200 if they have further ques ons. Everyone at the lower school welcomes your
ques ons and comments, so don’t hesitate to contact us.
(Find faculty contact informa on in the Resource sec on of RomanNet.) You may also leave a
take calls, check voicemail, or respond to emails during the school day since that me is
the manner and tone we expect from our students. In conversa ons about sensi ve issues, the
adults should first discuss ma ers without children present.
School Night.
Traffic and Parking

A detailed outline of all lower school traffic policies and procedures, including a map of our
pickup process is available in the Security and Safety sec on of RomanNet.
To ensure the safety and security of our students, as well as to facilitate traffic management, all
parents/guardians, caregivers, and others who pick up or drop off children at La n will be
required to have a La n placard prominently displayed in their vehicle.
on RomanNet. To download these forms as well as to find more informa on and maps
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concerning specific drop-off and pick-up procedures, and traffic and parking in the area, please
traffic@la nschool.org for ques ons or concerns.
illegally, you do so at your own risk. We appreciate your coopera on in asking neither the
school nor the Police Department for special considera ons with respect to city regula ons. The
police will cket and/or tow you if you violate traffic laws.
● The Constella on at the southeast corner of North Blvd. and Dearborn;
● James/Kilmer House Garage, 1560 N. Sandburg on Germania St. (reduced rates for La n
guests at the James/Kilmer House Garage with valida on from any recep on desk), and
Always drop off and pick up children curbside on Dearborn heading north. In the mornings,
student safety patrols will assist your children ge ng out of their cars. In the a ernoons,
teachers and La n personnel will help to assure that children get into their vehicles. Please note
that La n personnel may not assist with buckling children into car seats or seatbelts.
Pick-up Procedures
We know that drop-off, and especially pick-up, can be stressful for even the most pa ent
drivers. At the same me, we are located in a congested residen al area and we con nuously
A series of cones form a chute star ng at Burton Place and extending to North Boulevard in the
northbound lane. The students will be wai ng with their grade level and teachers at various
intervals along Dearborn. Traffic personnel will direct vehicles displaying a La n traffic placard
travel lane in order to keep the crosswalks clear. Drivers should circle the block un l they are
Dismissal mes are staggered to accommodate the volume of traffic on Dearborn Parkway so
kindergarten or senior kindergarten student (2:30 p.m. dismissal) and a first, second, third, or
mes, junior kindergarten or senior kindergarten students may wait in the Courtesy Room at no
charge to the parent un l the older children are dismissed at 3 p.m. or 3:15 p.m. If the older
child is absent, it is expected that the junior kindergarten or senior kindergarten students will be
During the first days of school, we encourage families and teachers to work together to
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informed of these changes to assure the safety of each child during our busy dismissal mes.
As difficult as our pick-up procedures might be, we ask that children be picked up promptly at
dismissal me. Teachers have a er-school obliga ons and are not available to supervise
students a er dismissal, and children become upset if they remain a er their classmates have
sign up for this plan if you cannot consistently commit to the school dismissal mes.
Since we cannot guarantee outside supervision a er school hours, the following policy is in
effect: Any student who is not picked up by the me traffic has cleared in front of the building
will be taken inside and an automa c $50 will be charged to the parent account.
When there is a change in transporta on plans, please inform the teacher in wri ng; students
will not be allowed to take alternate means of transporta on without wri en permission from
parents/guardians.
Dog Policy
the lower school during drop off and pick up mes. With heavy foot traffic, noise and ac vity in
front of the school at these mes animals can feel threatened/frightened and, at mes, react
nega vely. If it is absolutely necessary to bring your pet, please make sure that it is on a leash at
all mes and please stand on either the north or south side of the lower school building instead
Parent Ma ers
at the front desk with the school recep onist. The parent should wait while the recep onist
makes contact with the intended party. The recep onist will then allow the parent into the
school. Parents/guardians must wear the provided name badge during their me in the building
and return their name badge to the recep onist when they leave. Masks must be worn at all
mes by visitors inside the lower school building.
me or opportunity to visit other parts of the building, engage in impromptu conversa ons with
faculty, staff or their child, or conduct any business not related to the inten on of the visit.
To ensure a produc ve learning environment for all, please limit your use of cell phones to the
area outside the first floor recep on desk. Please turn your cell phone off while visi ng or
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recep onist will locate you.
Tutoring
Outside tutoring may be beneficial to some students. In cases where tutoring is recommended
homeroom teacher work together to assure consistency and con nuity for the child. Outside
If the parent wishes to hire a La n teacher as a paid tutor, please follow the guidelines detailed
in the first sec on of the Student/Family Handbook, under Addi onal Informa on for
Parents/Guardians.
Par es Held for Individual Students

Because exclusion is very hard on a child’s self-esteem, the Parent Associa on and faculty join
together to strongly urge that these guidelines be followed when planning par es:
● Please do not pass out invita ons at school.
● Because our students come from different religious tradi ons, please try to avoid par es
● Please try to structure all party ac vi es to be inclusive, emo onally safe, and respec ul
Lost and Found

Items found throughout the school may be turned into the lower school office where they will
be kept in a “lost-and-found” box. All items will be kept in the office for a period of four weeks;
on the last school day of each month le items will be donated to a charity. Parents/guardians
are asked to check with the lower school office personnel if they wish to search the
lost-and-found box.
Bicycle Storage
building during the day. Bikes cannot be le overnight.
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Academic Program
homeroom mee ngs are devoted to individual and group advising as the need arises, as well as
day-to-day school business: reading announcements, giving ideas to student council, hearing
reports from student council commi ees, execu ng service projects, preparing for
examina ons, holding school elec ons, selec ng courses and similar ac vi es. Students are
expected to a end homeroom just like all other classes.
They receive copies of progress reports, notes of commenda on and quarterly grade reports.
encouraged to contact the homeroom teacher for informa on and help.

Middle school students study English, world language, mathema cs, history/social studies,
science, physical educa on, performing and visual arts, affec ve educa on, and computer
science. Informa on about the specific courses can be found on La n’s website
www.la nschool.org under Academics.
Each student must fulfill the requirements in the following courses to qualify for promo on to

World Languages: four consecu ve years of study (French, Spanish, La n or Mandarin Chinese)
Mathema cs: four years of study
Physical Educa on: four years of study
Affec ve Educa on: four years of study
grade. The Mathema cs Department chair makes the placement decisions in consulta on with
Project Week
All middle school students par cipate in Project Week. During the 2021-22 school year, middle
school students will par cipate in the following ac vi es:
Grade 5 – Lorado Ta trip (November)
Grade 6 – Springfield/St. Louis/ Hannibal, MO trip
Grade 7 – Outdoor educa on, team building, Chicago Neighborhoods
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Explana on of Grades
Following grades and defini ons have been adopted as standard in the middle and upper
schools:
B 80 up to, not including, 90 – Good (Honors): proficient, competent work
C 70 up to, not including, 80 – Sa sfactory: creditable work
D 0 up to, not including, 70 – Passing, but unsa sfactory barely meets minimum
requirements
F Below 60 – Unsa sfactory (No Credit): fails to meet minimum requirements
* Teachers have the discre on to assign plus or minus grades in these ranges, except that, by
tradi on, La n does not award the grade of A+.
In addi on, the following symbols are used on report cards, as required:
Inc. Incomplete
Computa on of Final Grades

The final grade takes into account the student’s performance over the en re course. It reflects
the teacher’s best es ma on of the value of the student’s work taken as a whole. The whole
may differ from the sum of the parts. A student who improves steadily is doing work that
reflects growing mastery of the subject, and the final grade should reflect that growth. Similarly,
is cause for concern. Especially in sequen al courses, where mastery at one level has a
significant bearing on the student’s ability to perform well in succeeding levels, a declining
performance may suggest a student may need addi onal help in the future due to an unstable
founda on. Final grades should also reflect that reality. A student who does outstanding work in
the la er stages may receive a course grade that is substan ally above the strict numerical
well below passing on the final exam may receive a failing grade for the course even if their
Final grades also reflect dimensions of a student’s performance that are not suscep ble to
quan fica on but are no less important. Class par cipa on, regularity of a endance,
enthusiasm, coopera on and intellectual curiosity are vital considera ons in assessing student
performance at La n, and they are factored into course grades.

arrive at a way to solve the problem. The solu on will be the middle school director’s choice of
one of the following op ons:
● Summer School: In most situa ons, students are expected to go to summer school,
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either at La n or at another school approved by La n. Regardless of where a student

a ends summer school, the student must take and pass a La n examina on at the end
● Repea ng a Course: In some situa ons, a student may be permi ed to repeat a failed
course during the next academic year at La n.
requirement that the student must take and pass an examina on at La n to receive
credit.
The middle school director will make the final determina on in such situa ons.
that is not resolved within this me will automa cally be recorded as an “F” and will be part of
the student’s permanent record. In special situa ons, the middle school director may extend
the me allo ed for removing a grade of “Incomplete.”
Department Policies
Language
of instruc on in that language without doing one of the following:
earning at least a “C-” on a proficiency exam administered by the Language Department.
● Successfully repea ng the course the next academic year.
● Being tutored in the language and earning at least a “C-” on a proficiency exam
Note: Students may not study a na ve language for language credit.
Math
following year, unless alterna ve plans are made in advance with the approval of both the
middle school director and the Mathema cs Department chair.
Physical Educa on (PE) Medical Excuse

Any student may be excused from physical educa on class for a maximum of three days with a
note from home. A er three days, the student should obtain a doctor’s note or have someone
from home contact the middle school office. Students are encouraged to a empt to par cipate
on a modified level whenever possible. If a student does not par cipate in physical educa on
class, that student may not par cipate in a er-school athle cs that day.
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Uniform
Students are required to wear an appropriate gym uniform including: gym shoes, orange La n
T-shirt or any La n sweatshirt, navy La n shorts or any La n sweatpants. One-piece swimsuits
are required for girls during physical educa on swim units.
Academic Proba on
A student may be placed on academic proba on at any point if, in the judgment of the middle
school director, the student’s academic performance is deficient. While a student is on
academic proba on, his/her progress will be monitored closely and reviewed at least quarterly
by the middle school director. The student’s parents/guardians will be no fied in wri ng of the
proba on.
By placing a student on proba on the school is no fying the student and his/her family of the
seriousness of the situa on. At the same me, the school works with the student and family to
middle school director and a learning resource teacher, a student on proba on, along with
At the quarterly review of each student on proba on, the middle school director will evaluate
● Remove the student from proba on and restore them to the status of “student in good
standing.”
● Require that the student remain on proba on for at least the next quarter.
● Require the student to a end summer school.
opportunity to re-enroll at La n for the next or any succeeding school year.
In any of the above cases the student’s parents/guardians will discuss the situa on with the
middle school director and will have the situa on confirmed in wri ng. Having admi ed a
student, La n is strongly commi ed to helping that student enjoy academic success.
Accordingly, the school postponed for as long as possible a final decision involving expulsion or
student’s academic work will improve sufficiently for them to con nue at the school.
Unfortunately, despite our best efforts, such turn-arounds do not always occur. Hence, the
school suggests that parents/guardians of a student on academic proba on, especially in the
second semester, begin to explore alternate educa onal op ons, notwithstanding the fact that
no final decision has been made concerning re-admission to La n. We urge parents/guardians
to take this sugges on seriously as the final decision not to re-enroll a student is o en not made
un l June. If the parents/guardians have not yet taken steps to provide for the student’s future
at another school, the student may, at that point, find it difficult to find an opening.

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If a student is on academic proba on when the school issues re-enrollment contracts for the
next year, no contract will be sent. Instead, the parents/guardians will receive a le er from the
Parents/guardians receiving such a le er are strongly encouraged to consult promptly with the
director to discuss the situa on.
In most cases, the middle school director will inform the parents/guardians as to when a final
as long as possible, making a final decision not to permit the student to re-enroll for the next
year. In some situa ons, however, the head of school and the middle school director may inform
the parents/guardians at the me a student’s re-enrollment contract is withheld that the
Decisions not to re-enroll a student are made by the head of school, are final, and are not
subject to review by the Board of Trustees or any commi ee thereof, or by the courts.
In very rare situa ons, students whose re-enrollment contracts have been issued and returned
with the required deposit find themselves suddenly in very acute academic difficulty, causing
unusual, and the school makes every effort to avoid them. However, the school reserves the
right not to permit a student to enter La n for the next or for the succeeding school year even
Tutoring
A er school hours and on weekends, some of our teachers tutor La n students and charge a
fee. We have a firm policy: a teacher may not offer paid tutoring to a student who is presently in
one of that teacher’s classes; anyone with du es which extend to an en re grade level (grade
team leaders) or en re division (administrators, learning resource teacher, counselor) may not
tutor students in said grade or division during the school year. In addi on, no teacher may tutor
any student for money un l a er 5 p.m. in the La n buildings or 4 p.m. off campus.
When we are convinced that a student would benefit from tutoring above and beyond what we
provide at no addi onal charge, we no fy the parents/guardians. We explain what the needs
must be no fied if a student is being tutored in any discipline.
In some circumstances, students can benefit from private tutoring. Well-designed and carefully
that is not well conceived can be counterproduc ve and can prevent rather than enhance a
student’s success. Accordingly, La n has guidelines to assist both the student and parent:
If a student feels the need for tutoring, or if a parent so wishes, the first step is to involve the
homeroom teacher and the middle school director.
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meet with the subject ma er teacher(s) involved for a diagnosis of the problem. The school’s
inclina on is to arrange for the student to work first with the teacher involved, o en with the
staff may be a necessary next step for some students.
If the services of a paid tutor s ll seem to be called for, the subject ma er teacher(s), with the
touch at once with the subject ma er teacher(s). Tutoring is invariably more produc ve when
tutor and teacher(s) are in frequent communica on. Close collabora on ensures that the right
monitored closely.
Standardized Tests
Sec ons from the Educa onal Records Bureau Educa onal Ap tude/Achievement (ERB) tests
are given to fi h, sixth, seventh and eighth graders. Scores are not rou nely mailed home, but
parents/guardians are welcome to call the middle school office at 312.582.6303 to make an
appointment to review their child’s performance or to request scores to be emailed, faxed or
mailed.
first conference day comes shortly a er the first quarter grade reports are posted. Students are
asked to reflect on their progress a er the end of Quarter 1 and 3, and to meet with their
Students will lead a conference to reflect on performance and to share goals with their
parents/guardians have ques ons or concerns (contact the middle school office at
Grade Reports
The 2021-22 Academic Year is divided as follows:
1st Quarter Ends October 22, 2021
Fi h grade students will receive narra ve progress reports at the end of the first and third
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quarters, and development checklists at the end of the second and fourth quarters. Star ng in
sixth grade, students will receive grade reports. During the first and third quarters these will be
narra ve, while the second and fourth quarter reports will show grades only.
Parents/guardians who are unable to view their child’s grade report on RomanNet should no fy
gradereports@la nschool.org.
Progress Reports
In addi on to the quarterly reports, parents/guardians may receive progress reports whenever
a teacher feels it important to no fy the parent of a student’s academic status.These reports
specify areas of concern, sugges ons for improvement or commenda ons for work well done.
Parents/guardians should review these reports with their child and plan strategies to improve
the situa on if the teacher’s comments so suggest. O en, however, the teacher is merely
no fying the parents/guardians of a concern and not seeking parental collabora on in
correc ng it. The purpose of these reports is to promote academic success, not to create strife
between the student and parents/guardians at home. A prompt, construc ve response to
informa on reports is in everyone’s best interests.
Academic Records
Middle school academic records are kept on file in the middle school office. Middle school
records are not part of a college transcript and are not sent to colleges. These records reflect
semester grades, final grades and standardized tes ng.
wri ng. Middle school transcripts do not include academic informa on from the lower school
years.

The school keeps cumula ve folders on all students while they are at La n. The folders contain
copies of all grade reports, informa on reports, standardized test scores, correspondence
involving the student, the student’s original applica on and other miscellaneous records and
papers.
school office to set up an appointment.
Recommenda ons
The middle school follows the Na onal Associa on of Independent Schools’ “Principles of Good
Prac ce for Member Schools” regarding the confiden ality of all recommenda ons. NAIS
advises, “A school takes all reasonable and lawful measures to maintain the confiden ality of
reports and informa on exchanged among schools concerning students and parents.”
A endance
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Daily Schedule
8 a.m. - 3:20 p.m.
Building Access
La n’s middle school recep on is open from 7 a.m. - 6 p.m. during the school year. The
Please report all absences, tardies, and appointments to: msa endance@la nschool.org.

● 3:20-5 p.m. - Students have access to hallways and locker bays, the first-floor lobby, the
library (Hub) and specific supervised areas.
● 5 p.m. - Students are expected to be out of the building by 5 p.m. unless par cipa ng in
a faculty-supervised ac vity. The library is closed.
building unless they are par cipa ng in a specific ac vity under the direct supervision of a
teacher.
Absence from School

we need to know where the student is, and we want to be certain that the parent is aware that
the student is not in school. If a student is ill or unable to a end school for some family reason,
WE ASK THAT A PARENT/GUARDIAN report absences, appointments and tardies, to:
msa endance@la nschool.org.
school. We ask parents/guardians to impress upon their children that the child must no fy the
parent at once so that the parent can then no fy the school. Only a parent or an adult
designated by the parent may no fy the school of an excused absence. We cannot accept
soon as a endance is taken.
par cipa ng in a er-school events such as sports, rehearsals, club mee ngs, performances, etc.
on that day. Addi onally, a student who is excused from physical educa on class for health or
illness reasons is excluded from a er-school athle cs on that same day.
La n students are responsible for making up their work fully and promptly following an
absence. The middle school office will not provide homework for a student missing just one day.
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can be picked up between 3:30 p.m. and 4 p.m. in the middle school office or a er 4 p.m. at the
middle school recep on desk. Students and parents/guardians also should check RomanNet.
2021-2022 Vaca on & Holidays

This year’s holiday/vaca on dates are:
Eighth grade gradua on: Wednesday, June 8, 10 a.m.

or before or a er school. A er an excused absence, students are responsible for seeing each of
their teachers to find out what work has been missed and to make arrangements for making up
that work. Students who fail to make up work missed within the prescribed me will receive a

If a student is absent without excuse from an academic obliga on, the student will receive a
Tardiness to School
responsibility to arrive on me for school every day. Oversleeping is not an acceptable excuse
for tardiness. Tardiness to school/ homeroom counts toward the accumula on of tardies that
could result in disciplinary ac on. Students who arrive at school a er 8:10 a.m., should report
to the middle school office (MS 152). To report a tardy excused, please call the middle school
office at 312.582.6303.
Tardiness to Class
When a student is late for class, that student will be admi ed and marked tardy during the first

responsible for bringing a note from the parent to the middle school office before homeroom
indica ng me of departure, me of return and the reason for the departure. The student then
must check out with the middle school office at the appointed me and check-in with the
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middle school office upon return to school.

La n’s staff includes a full- me school nurse. When a middle school student becomes ill during
school, the student should go to the Nurse’s Office for assistance. If the student must go home
owing to illness, the nurse will telephone the parent to secure permission to send the student
home and to explain the nature of the illness to the parent. No student will be permi ed to go
home un l parental consent is obtained. Students must sign out with the school nurse or risk
being charged with an unexcused absence.
treatment or life-threatening emergencies, hospitals may not, by law, deliver more sophis cated
medical services without wri en consent of a parent or guardian.

advocate who supports and advises the student with academic and social ma ers. Each grade
meets twice each eight day cycle, once to review student ma ers and once to discuss curricular
coordina on. The support team meets once every eight days to discuss students from all four
grade levels. The middle director leads the support team mee ngs. The middle dean, counselor,
nurse, learning resource teacher and the director of diversity, equity and inclusion are all
members of the support team.
Learning Resources
Our teachers are commi ed to making themselves available to students outside the classroom
for extra support. For those students who are experiencing more general academic difficul es
because of challenges with work organiza on, me management, reading efficiency,
problem-solving strategies, or learning differences, La n offers a range of services through the
customize a program that will best fit their needs. Students can take advantage of these services
Counseling
The middle school counselor brings an exper se in child and adolescent development to all
aspects of school life, including individual student needs, school climate, interac on with
affirm and advocate for all students.
The counselor offers regular programs and flexibly arranged services, reflec ng La n’s
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commitment to respond effec vely to a wide variety of needs. She works as a team with
teachers, learning resources staff, parents/guardians and specialists outside the school to
support students’ needs. The counselor also teaches affec ve educa on courses, par cipates in
parent discussions and organizes presenta ons on bereavement, divorce and other areas of
special interest.

Middle School Athle cs
Middle school athle cs offer something for everyone. Students of all ability levels are
encouraged to par cipate. Interscholas c sports are available each season for students in
grades five through eight. There is a team for everyone who wants to play. Prac ce me is used
for instruc on in basic skills, strategy and condi oning. Skill development, teamwork and
sportsmanship are emphasized at all mes.
Students can sign-up/register for middle school sports at any me beginning in August, as we
will be using online registra on. Detailed instruc ons regarding online registra on were sent to
all middle school families August 1. Students will register one season at one me. Prior to each
season, email announcements will be sent to all middle school students and parents/guardians
reminding them to register for the upcoming season.
Announcements regarding registra on also will be posted on the middle school athle cs
bulle n board prior to each season.
Ini al team mee ngs and prac ces for students in grades five through eight take place on the
first day of school, immediately a er school. Coaches will distribute prac ce schedules for the
first two weeks at this me (which also will be available on the team pages on RomanNet and
on the Athle cs bulle n board) Once rosters are selected, all game and prac ce schedule
informa on will be available on RomanNet. Athletes must have an updated physical
examina on on file before prac ce begins.
In the program, 12 to 20 interscholas c contests are scheduled each season against Francis
Parker, North Shore Country Day School, Elgin Academy, Morgan Park Academy, Lake Forest
Country Day School and other local private, public and independent schools.
The teams meet at least four mes each week from about 3:30-5:15 p.m. Suggested pick-up
me is 5:30 p.m. for outdoor sports. There are some Saturday compe ons, especially Cross
Country and LLWP. Girls and Boys Volleyball play in leagues where games are played later in the
evening (6-7:30 p.m.) than some of our other sports. Children with outside ac vi es that could
result in prac ce and game conflicts should no fy the coach once prac ces begin. In general, it
is not a problem for students to miss an occasional prac ce or game. We understand and
support the outside ac vi es that our students par cipate in. However, we do expect students
to commit to a ending prac ces and games. We ask that each athlete be present for at least
two-thirds of the prac ces and games. If a student’s schedule prevents him/her from mee ng
this commitment expecta on, then we would suggest that par cipa on would not be
worthwhile for all involved. Coaches will typically reward athletes with be er a endance with
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the majority of playing me in compe ons.
It is best if players can stay for the en re prac ce, but if other commitments require that a
player leave prac ce early, the player need only tell the coach that they must leave early. For
outdoor prac ces where students need to leave early, pick-up from the field is highly
recommended as students are not allowed to return to the school alone from the field.
Home games usually end by 6:30 p.m., and buses from away games usually arrive back at La n
to allocate me between sports and homework should ask their homeroom teacher or the
Li le League Water Polo typically prac ces Monday through Friday, from 5:30-6:30 p.m.
Fall Sports
Winter Sports
Spring Sports
Girls Soccer, So ball, Baseball, Boys Volleyball, MS Track Club, Coed Swim Club
As part of our goal to help our students become good ci zens, the middle school offers many
opportuni es for students to be engaged with the wider community. Students regularly
par cipate in community service on a homeroom or grade level. In the fall and spring the en re
middle school par cipates in service days and students can choose to par cipate in (or lead)
service ini a ves in clubs or a er school. Community engagement is based on a range of
cons tuents including students and parents/guardians.

One significant opportunity that has been part of the middle school experience for more than
ini a ve focused on reading buddies, to being an all-division program which includes tutoring
and other opportuni es. The partnership has also expanded to include students and faculty
Clubs
The middle school offers an a er-school ac vi es program to students beginning in October.
Program offerings will be finalized in early September, at which me parents/guardians will
receive a list of ac vi es. The ac vi es range from visual arts to academic teams to
newspapers. The bulk of ac vi es will be offered between athle c seasons with fewer offerings
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when most students are par cipa ng in sports. Some ac vi es will be offered before school to

Middle school students par cipa ng in band or chorus have the opportunity to share their work
All middle school students also can choose to par cipate in the fi h and sixth grade theater
would like to par cipate and accommoda ons can be made for those students who have
scheduling conflicts with prac ces and rehearsals. If scheduling conflicts are significant, the
student, parent and drama teacher will need to determine whether being part of the middle
school produc ons will be worthwhile for the student.
Student Government
Student government is made up of elected student grade representa ves who meet weekly. In
addi on, there is an open forum mee ng held each week for anyone interested in par cipa ng
in student government. The middle school president and/or eighth grade representa ve run
mee ngs.
Student Expecta ons

Bullying will not be tolerated at La n, including in the Middle School. La n’s Bullying Preven on
Policy may be found on pp. ___ above.
As stated in that policy, consequences for viola ons of La n’s Bullying Preven on Policy include,
but are not limited to:
● Expulsion
Our code of conduct is essen al to the development of good ci zenship and applies to all
students at La n. Students may be asked to permanently leave La n if their behavior does not
meet La n’s standards and expecta ons.
to support the rules, policies and regula ons of the school as described in the first sec on of
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the Student/Family Handbook. That includes, in part, parental support for the expecta ons the
Expecta ons Specific to the Middle School

In addi on to the rules and expecta ons for the en re school community that are described in
the first sec on of the Student/Family Handbook, the middle school has specific policies that
are appropriate for students in grades five through eight.
Dress Code
As stated in the first sec on of the Student/Family Handbook, we ask that students dress in
The middle school dress code intends to help students make posi ve choices regarding
several restric ons for all students, regardless of gender:
● No clothing with offensive language, pictures or symbols.
● No exposed midriffs.
prefer not to spend me policing student dress, we do believe it is important to set boundaries
that allow for full, ac ve par cipa on in the business of school and learning. Dress code
infrac ons will be handled by the Dean of Students.
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property. Students should not exchange locker combina ons. In addi on, students may only use
physical appearance of your locker. Any decora ons on the inside or outside doors of lockers
material.
Lunchroom Duty
All students, collec vely and individually, are responsible for keeping the cafeteria in order
during the en re day. One aspect of this is snack and lunchroom duty, which is required of all
Audience E que e
Because so many significant learning experiences take place in assemblies, special emphasis is
placed on audience e que e. We have the following expecta ons in all assemblies:
● A endance will be taken at all assemblies. Unexcused absences from assemblies will be
● To call an assembly to order, the person conduc ng it will walk to the front of the stage
order promptly.
ques ons should raise their hands and wait quietly to be recognized. Calling out is not in
order.
● Audience reac ons should be civilized. Applause is in order, but whistling, stomping or
calling out is both rude and disrup ve. An audience best registers its disapproval with
stony silence.
● Audiences should be a en ve. Speaking to one’s neighbor, shuffling papers or doing
anything that distracts others or which manifests ina en veness is unacceptable.
Student Guests
Middle school students may have guests, providing the following condi ons are met:
● The student host must present a wri en parental request for a visita on to the middle
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school director at least 24 hours before the day of the visit.

● The middle school director will then send a no ce to the appropriate faculty and staff
regula ons of the school.
If a La n student wishes to meet a friend in school at the end of the day, that friend should wait
in the recep on area in the main lobby on the first floor.
Visita ons will not be approved during standardized tes ng days or conference days.

In order to minimize distrac ons which may interfere with the learning environment, iPods and
during the school day. A screen free me is in place a er school un l 3:45 p.m. Students who
need to do homework during that me should report to the middle school office. Cell phones
may be used in the middle school office with permission. If a student brings any of these items
school day, the item may be confiscated, disciplinary ac on may take place and
Since La n’s primary goal is to provide a quality educa on, the school does not see any wisdom
While students are permi ed to use iPads and laptops for academic purposes, under the
Gambling
Students are not allowed to par cipate in be ng or gambling, including such things as be ng
on pick-up spor ng events, etc.
All viola ons of rules or general expecta ons involving middle school students will be dealt with
school.
Academic Honesty
Academic dishonesty is defined broadly and includes giving or receiving unauthorized aid on a
(this includes paraphrasing or quo ng the words of another in any wri en work without giving
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Viola on of a teacher’s test rules or procedures is considered academic dishonesty.

instruc on can be considered academic dishonesty.
as addi onal outcomes commensurate with the viola on. Mul ple viola ons and/or a severe
viola on(s) may result in disciplinary proba on, suspension, or expulsion. See the appropriate,
subsequent sec on regarding disclosure of disciplinary informa on to colleges/universi es.
All members of the faculty and staff have a responsibility to see that students meet our
expecta ons. They will make students aware of misconduct and may recommend morning or
a ernoon deten ons, keep students a er school, report the behavior to the middle school
director or dean of students, or send the student to the middle school office.
deal with all viola ons of rules or general expecta ons.
Consequences for Infrac ons

Student expecta ons, outlined in the first sec on of the handbook and above, have been
established to create a safe and produc ve learning environment for all members of the school
community. Advisors will discuss these expecta ons with students several mes during the
school year. Students who fail to meet these expecta ons will be subject to the following
consequences.
Tardy Deten on
Parents/guardians will be no fied by email when a student accrues four (4) tardies. An
a ernoon deten on will be assigned to students for every five (5) unexcused tardies. Deten on
will be held from 3:15-3:45 p.m. Any student receiving two (2) or more tardy deten ons in a
semester will be subject to further disciplinary ac on including, but not limited to, a ernoon
deten on and/or suspension, or a parent conference.
A ernoon Deten on
An a ernoon deten on will be assigned to students for repeated deten ons, viola on of school
rules or infrac ons of middle school behavioral expecta ons. Deten on will be held from
3:30-4:30 p.m. Outside of school ac vi es could be impacted at the discre on of the middle
Deten on Guidelines
A student may be required to a end deten ons for:
● cu ng a class
● being late to class more than five mes
● disrup ng class
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● dress code viola ons
● wri ng on desks, walls, lockers or windows behaving inappropriately in the cafeteria or
corridors
● being uncoopera ve with a subs tute teacher
A student who is late to deten on will serve that deten on at the same me the
following day whenever possible, along with an addi onal session. If a student does not
serve both of these deten ons or if a student cuts deten on, the student may be
suspended from school. Parents/guardians will be no fied in wri ng or by telephone
when an a ernoon deten on is assigned.
Suspension
● is involved in a fight or endangers the physical or emo onal well-being of another
student
● is involved with the
● uses school computers or their iPads inappropriately
● Violates any major school rule, including but not limited to the rules against bullying,
cyber-bullying and/or harassment.
out-of-school. The student must bring his/her parents/guardians upon returning to school. A er
safety or welfare of the La n community, the school reserves the right to expel that student
immediately
Work Duty
Students may also be assigned work duty in school. If a student fails to a end work duty and
Social Proba on
Students may be placed on social proba on for unacceptable conduct, habitual tardiness,
unexcused absence from class or school, or for viola ng other school rules. A student will be
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placed on social proba on if, in the judgment of the appropriate members of the
administra on, the circumstances warrant.
When a student is placed on social proba on a conference shall take place with the student and
appropriate members of the administra on and faculty. At the conference, the student’s
conduct shall be reviewed. Appropriate expecta ons for the student’s future behavior shall be
explained. In addi on, the dura on of the student’s proba on and a plan for review of the
student’s behavior at a later date shall be set forth by the school. Expecta ons set forth are
intended to be correc ve, not merely puni ve. The school recognizes its role in helping the
student to improve their conduct. Parents/guardians will be no fied in wri ng of the social
proba on if they do not par cipate in the proba on conference.
When a student is placed on social proba on, that student is on no ce that any subsequent
revoca on of that student’s opportunity to re-enroll at La n for the next or any succeeding
school year. In addi on, a student on social proba on may be banned from par cipa ng in any
extracurricular ac vi es or sports, and/or may be forbidden to a end any other La n func ons
on or off campus.
A behavioral contract is an agreement between La n and a student on the consequences of
con nued behavioral infrac ons. Behavioral contracts list a progression of consequences for
and/or numerous disciplinary infrac ons. Parents/guardians will have an opportunity to look
over the contract and ask ques ons before it is put into effect.
General School Informa on

Cafeteria
Library
The library program is designed to ensure that students become effec ve and though ul users
of informa on in the 21st century. The library is commi ed to teaching informa on access, use,
and evalua on skills, and its ul mate goal is to foster the confidence, competence, enjoyment
and dedica on required of a program of lifelong learning and reading.
The Middle school library “The Hub” is at the heart of many instruc onal, research and social
ac vi es in the school, and hosts author visits, reading challenges and other literacy-related
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periodicals and research collec ons. During the school year, The Hub is open from 7:45 a.m. to

The middle school office is frequently asked by parents/guardians to deliver messages to
students during the school day. Parents/guardians should be aware that the office is extremely
busy and it is o en simply not possible to drop the day’s work and locate a student to deliver a
parent’s message about a er-school plans. We will place messages on the student’s locker as
soon as it is possible. In a real emergency, the day’s business will be stopped, and we will make
every effort to deliver the message. Rou ne messages should be called in to the middle school
office no later than 2 p.m.The school kindly requests parental coopera on in this ma er.
Traffic Procedures
In addi on to the general traffic procedures outlined in the first sec on of the handbook, a
detailed explana on of all middle/upper school traffic policies and procedures is available in the
Security and Safety sec on of RomanNet.
Thank you to parents/guardians for following all La n traffic procedures, and for obeying
designated traffic safety personnel and helping the school to keep everyone in our community
safe. Please e-mail traffic@la nschool.org with any ques ons or comments.
Parent Ma ers
Channels of Communica on
From me to me parents/guardians have school-related ques ons or concerns based on the
comments they hear from their children or from other parents.The middle school office is
always interested in hearing what parents/guardians are thinking on a wide variety of subjects.
Parents/guardians should be aware that there are accepted procedures and communica on
channels to address issues in a construc ve fashion.

● Listen carefully when your child talks about school. Children some mes say they don’t
like a teacher. But when parents/guardians check further they o en learn their child
doesn’t like where they are si ng, or the fact that this teacher requires more homework
than someone else. Children some mes say they are bored. When parents/guardians
check further they find their child doesn’t understand the material and may need
addi onal help.
● It is always appropriate to first call the teacher involved when a ques on pertains to a
par cular class or classroom curriculum. Parents/guardians should approach this
conversa on as a sharing of informa on in order to benefit their child. If more than a
phone call is needed, parents/guardians should request a mee ng at school with the
teacher. At this mee ng parents/guardians can relate to the teacher what they have
the specifics. It is always valuable for parents/guardians to hear the teacher’s
perspec ve. Talk with your child’s teacher about your concerns.
● Teachers want children to succeed. Some mes small changes can make a big difference.
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A mutually beneficial rela onship is forged when parents/guardians understand and

inform a teacher’s posi on or when a teacher is able to hear valuable new informa on
allowing him or her to consider new strategies. Both should approach such mee ngs as
“win-win” opportuni es.
● If such a mee ng proves incomplete or unsa sfactory, a parent may choose to pursue
the ma er further. If the ques on concerns curricula or personnel, the appropriate
department chair should be contacted. A mee ng with the chair can o en help to clarify
the “hows” and “whys” of curricular ma ers. Remember, academic departments have
the primary responsibility for se ng curricular policy. An effec ve curriculum is
constantly undergoing scru ny and review, and it is the job of department members to
examine what curriculum will be most valuable and challenging for their students.
Dimensions such as mastery of skills, content, process, problem solving, rigor and
thinking and analysis must all be considered. At mes, the chair may wish to bring
parent sugges ons before the en re department for further discussion.
● Finally, a parent may always bring both curricular and extracurricular ques ons to the
division director who will make every effort to sort out the ques ons and provide a
response that accurately reflects what the school considers being in the best interest of
Social Events
In-School Events
ac vi es, which are then scheduled into the La n calendar. Par cipa on in each event requires
parents/guardians to fill out and sign a standard permission form. It is the responsibility of the
students to submit signed permission forms prior to the deadline for each ac vity. Failure to do
so will usually mean that the student may not a end that event. The social calendar for the year
is published each fall. Based on current student and parent a tudes, the middle school
specifically recommends that students should not prearrange a “date” for these events. Middle
school dances and ac vi es are considered to be group social events.
Private Events
The Parent Associa on has established the following guidelines for families sponsoring social
events outside of school: When invi ng one-half or more members of a grade to a private social
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GUIDING PRINCIPLES
We rely on the coopera on of every member of the school community to uphold our values.
Although faculty and administrators deal most directly with viola ons of school rules, every
member of the La n community is encouraged to foster a climate in which our values can
flourish. In the upper school, we believe a La n educa on is more than a transcript; it is what
La n’s Statement of Teaching and Learning captures the responsibili es students and faculty
hold to further the school’s values and educa onal mission.
We expect that La n parents/guardians will also support the values of the school. By signing the
enrollment contract, parents/guardians agree to support the rules, policies and regula ons of
the school as described in this handbook, including our expecta ons for student conduct.
While specific rules and expecta ons are discussed in this handbook, the school reserves the
right to dismiss any student, or to deny re-enrollment to any student who, in the sole
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judgement of the school, has had unsa sfactory academic or social performance, has engaged
in conduct which is detrimental to the school or whose parent(s) or guardian(s) have engaged in
conduct which is detrimental to the school.
ACADEMIC PROGRAM
study that is challenging and realis c, reflects their interests and sa sfies the school’s
minimum-load, course-distribu on and cumula ve-credit requirements.
Given the nature of their subject ma er and skill development, some departments, in some
complete with care. Students are placed in classes where we believe they can find success, be
appropriately challenged as a learner, and experience joy in the learning process. We believe
deeply in the value of student self-advocacy and of engaging students directly about their
unique path through our program; therefore, placement for classes is considered each school
year. Placement in one class does not determine a student’s placement in future classes.
The minimum course load for students in grades nine through twelve is five half-credits per
semester, not coun ng Independent Study Projects (ISP), PE, Affec ve Ed, or College
Counseling. Students should approach taking more than three Honors or AP courses with
cau on and discuss this decision with their family, dean and advisor.
While enrolled at La n School of Chicago, only courses taken at, or in partnership with, La n will
confer credit toward gradua on requirements. A senior who fails to meet gradua on
school director, a senior may be able to make up the missing credit or credits and receive a La n
diploma upon comple on.
Gradua on Requirements
To graduate, a student must a end La n during their en re senior year and earn a cumula ve
minimum of 24 credits. Students must pass each of the 24 credits with a qualifying le er grade
(typically, D or be er), distributed as follows:
English 11 and one English 12 elec ve in each subsequent semester.
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Language: Three credits for three consecu ve years of a single language (Spanish, French,
Mandarin Chinese, La n). A student may not sa sfy the foreign language requirement through
language spoken.
Mathema cs: Three credits, including Algebra 2 and Geometry.
History.
Physical Educa on: Two credits; One credit is earned for grade nine Wellness and one addi onal
credit is to be earned over grades ten, eleven and twelve. La n Athle cs par cipa on is
approved for PE credit if par cipa on expecta ons are met.
Global Online Academy introductory course in Computer Science will be accepted to fulfill the
computer science gradua on requirement.
Affec ve Ed: One credit, earned over one semester each year.
Note: Credit earned from an ISP cannot be used to sa sfy a gradua on requirement.
submit verifica on to the school. All tenth grade students must accumulate twenty hours of
direct service and submit verifica on to the school.
Project Week: Full par cipa on is required of every student every year in order to receive a
La n diploma. If a student misses a por on of a project due to illness or other extenua ng
Week credit.
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director.
Four Year Plan

Below is a graphical display of gradua on requirements intended to help students plan their

English: 4 credits,
English 11, and one
History and Social
Studies and the
of U.S. History.
World Language: 3
language.
Science: 3 credits,
and Biology.

Ninth grade Global
Studies Visual Arts
Mathema cs: 3 credits,

Geometry.
credit earned over
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grades 9-11
Physical Educa on: 2

credits, 1 credit is earned
for grade 9 Wellness and
1 credit is to be earned
over grades
10-12. La n Athle cs
par cipa on is approved
for PE credit granted
expecta ons are met. Wellness
Affec ve Ed: 1 credit,
earned over 1 semester
each year **No Affec ve
2023 and 2024**
Elec ves (GOA, ISP, etc.)
24 credits to graduate, 5 class minimum load, 7 class maximum, ISPs do not sa sfy gradua on requirements, nor

If a student wishes to drop or add an academic class, they must first consult with their advisor
and/or dean to ensure that the reasons for the change are valid and that gradua on
If a student drops a course before the end of the first quarter, no record of the course appears
on the student’s transcript. The transcript of a student who drops a course a er that point, but
semester of a year-long course will show a le er grade for the semester.
Class Sec on Limits

All academic class sec ons are to have a maximum of eighteen students, except English classes
which are capped at sixteen. Some elec ve classes have different sec on limits. The limit should
only be exceeded in excep onal circumstances, namely when one or more of the following
condi ons is met:
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A) Enrollment in a class is a prerequisite for addi onal classes and the cap could disrupt
B) The cap would prevent a student from being placed in the appropriate proficiency or
skill level
Capstone Projects
Capstones are op onal for seniors interested in a challenging, in-depth, mul -disciplinary
both a La n advisor and an external advisor. Students interested in Capstone work submit a
formal proposal to the Capstone Commi ee at the end of the junior year and begin their work
school community, as well as submit their work to the Capstone Commi ee for cri cal review.
Senior Projects
Senior projects are also op onal but more limited in scope than Capstone Projects, allowing
the senior year, during which me they carry a reduced academic load. Unlike ISPs and
final product that is shared with the community. Senior Projects do not appear on a student’s
transcript.

have reached the end of a sequence of courses before gradua ng, or they may want to pursue a
par cular crea ve or research interest not included in the school’s current offerings. An ISP
should lead to a unique final product and demonstrate as much planning and accomplishment
Credit earned from an ISP cannot be used to sa sfy a gradua on requirement. ISPs can not be
used to fulfill or replace core subject area curricular requirements.
project. With the teacher’s direc on, that student should write a proposal. Forms for such
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proposals are available on RomanNet and in the upper school office.
Completed applica ons for ISPs must be submi ed to the upper school office by the published
deadline. No applica ons will be considered following this date. All proposals will be reviewed
collec vely by a group appointed by the upper school director. If approval is given, the ISP must
be completed according to the specified parameters. ISP’s should meet in person a minimum of
three mes a cycle and will typically be done for Pass/Fail credit. ISP proposals reques ng that
the course receive a le er grade will be expected to meet more frequently, involve greater
ISPs, regardless of how rigorous, will not carry the designa on of Advanced Placement or
Honors. Addi onally, the ISP will not be displayed on a student’s transcript un l comple on has
occurred.
When grading is based on points, the following defini ons are standard throughout the upper
school:
90-100 A
80-89 B
70-79 C
60-69 D
Below 60 F
Teachers have the discre on to give plus or minus grades in these ranges. La n teachers do not
In addi on, the following symbols are used on academic reports:

I Incomplete
P Passing
W Withdraw
Grade Reports
Teachers write comments on all students at the end of the first and third quarters. Teachers
below C-, if the student’s grade has changed by at least a le er grade from the previous quarter,
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Progress Reports
Faculty use progress reports to update students and families on significant changes in
reference specific assessments or behaviors and, if needed, the necessary course of ac on to
report to facilitate conversa on and support.

In December and in May students will have exams or other final assessments in most courses.
Exam week is included in the academic calendar and a endance is expected. In most situa ons,
exams count as a significant part, but no more than 20 percent, of the final grade. At the
teacher’s discre on, and to be stated in the syllabus, a teacher may allow an exam or final
assessment to be 25% if to the benefit of the student’s final cumula ve grade. A low final
assessment grade may lead to failure in the course even if the student’s average before that
assessment was passing.

Faculty have discre on to determine the method by which final grades are determined. Faculty
may maintain a cumula ve grade book that does not weigh by semester, quarter, or exam.
Different courses may have different weigh ng of quarters, final assessments and semesters. In
all cases teachers must be able to provide documented evidence of how the grade was
determined.
However, when a course does weight grades by quarter, semester, or exams, different sec ons
of the same course must have the same weigh ng.
Incomplete Grades
In special situa ons, the upper school director, in consulta on with the assistant upper school
that is not resolved within this me will result in the student not receiving credit for the
outstanding work and a grade will be issued. In special situa ons, the upper school director may
extend the me allo ed for removing a grade of “Incomplete.”
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Students who fail a course needed to meet a departmental gradua on requirement or the
following:
Summer School: In some situa ons, you would be expected to a end summer school at La n. If
you a end summer school at La n, you must take and pass an examina on at the end of the
Repea ng the course: In some situa ons, you may be permi ed or required to repeat a failed
In rare situa ons, the school may approve tutoring arrangements over a summer, with the
requirement that you must take and pass at La n an examina on at the end of the tutoring to
receive credit.
GPA
La n does not calculate class rank or GPA, which is in line with the policy of many of our peer
independent schools. While it is true that colleges and universi es ask students and college
indicate that their ins tu on does calculate these metrics. On any applica on or form that
job applica ons - students should indicate that their school does not calculate. It is important to
understand that this policy in no way nega vely impacts students, whether that be in the
argue it benefits students. Without GPAs, ins tu ons are required to look more closely at our
students’ curricula and grades, and it is more difficult for them to compare La n students in
Colleges and universi es are accustomed to reviewing large por ons of their applicant pool
There are extenua ng circumstances where a GPA is absolutely required. Division I and II
athle cs, applica on to service academies, and certain scholarship opportuni es are some
examples. Students should always a empt to select an alternate op on that indicates that their
should seek the support of the College Counseling Office who will guide them through obtaining
and releasing this informa on.
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Academic Monitoring: Concern and Proba on

La n School provides an academic environment that values a fundamental expecta on that
upper school understands that students may need addi onal support to be successful,
or Academic Proba on. This process of placement is a suppor ve and proac ve one that has
● to enhance and encourage communica on and support at all levels, especially between
student.
Academic Concern
student’s advisor, and/or members of the student support team, in collabora on with the
the student and family that addi onal steps to improve their academic performance need to be
taken.
Academic Proba on
semester, they may be placed on Academic Proba on. The upper school director, assistant
upper school director and student support team determine Academic Proba on status. If placed
on Academic Proba on, it is a signal to the student and their family that the student’s academic
performance raises concerns about the student’s enrollment status at La n.
Once a student is placed on Academic Proba on, the following support steps are taken:
● A mee ng will be held with the student, family, student support staff and advisor to
● The dean of students will no fy students and their family with a formal le er that
specifies the condi ons of Academic Proba on.
and/or advisor.
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● Addi onal resources will be offered/suggested as applicable.

● A student’s status in any honors level course or elec ve(s) courses will be assessed to
determine fit and best interest.
process may be eliminated or addi onal steps added.
Academic proba on will last un l the end of the following semester when it will be reassessed.
Students can work their way back into good standing, and off of Academic Proba on, by
If a student who has been on Academic Proba on during a previous semester later shows
academic decline that would merit a status on Academic Proba on again, the student will be

standing may not immediately be placed on Academic Concern or Proba on. In these
circumstances, medical documenta on is required. The school will partner with the student and
standing by the following semester may be placed on Academic Concern or Proba on, if the
student support team deems it necessary. For more informa on regarding medical leave, please
refer to that por on of this handbook.
Academic Review
Academic Review Team will u lize a holis c approach to consider the best interests of the
students and assess their fit at the school.
If the Academic Review Team believes the student in ques on would benefit from exploring
alternate educa onal op ons or the school feels it does not have the resources to effec vely
support the student, the school will advise the family to begin exploring other school op ons.
The final decision whether to re-enroll a student is made at the school’s discre on and can
returned with the required deposit, the school reserves the right to revoke it and ask the family
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to separate from the school before the following semester.
Transcripts
La n, including Global Online Academy (GOA) courses and La n Summer School, but excluding
Physical and Affec ve Educa on. A transcript reflec ng addi onal coursework completed while
in high school (not at La n) should be submi ed to the upper school office and College
Counseling Office. The official La n transcript reflects only La n high-school level coursework. It
also displays AP test results, school awards and grades earned in qualifying university-level
coursework while at La n.
When the final grade is available, it is the only grade for the class that appears on the transcript.
For mid-year transcripts, only the semester one grade is displayed for year-long courses.
Unofficial transcripts are available for download by students and parents/guardians from the
Files and Forms sec on of RomanNet. They are refreshed a er the first semester and at the end
of the school year once grading is complete and grade reports have been distributed.
In the event that a student takes a course in the regular session and repeats it in La n’s summer
toward gradua on for the course.
Requests for transcripts must be made in wri ng by emailing transcripts@la nschool.org.

The student support team consists of the assistant upper school director, advocate for students
of color, college counselors, counselors, dean of community learning, dean of students (grades
nine and ten), dean of students (grades eleven and twelve), learning specialists and school
nurse. La n offers resources to its students to foster each student’s personal and academic
success.

connec on, developing peer rela onships and reflec ng on community programming and
topics. The groups are facilitated by an Advisor who acts as an advocate for their advisees,
serving as the primary contact for families and a bridge between students and
faculty/staff/administra on.
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advisees. The parameters and expecta ons of those rela onships are clarified below.
Student
● Advisors will advocate for their advisees and will partner with the student's dean to
support the student's academic growth.
● Advisors will become familiar with advisee’s interests and ac vi es in an effort to
develop a meaningful rela onship.
● Advisors will assist advisees with goal se ng and reflec on.
● Advisors will be the primary point of contact for faculty/staff/administra on within La n
who have concerns about a student socially or academically.
Group
● Advisors will share informa on found in advisory resources provided by upper school
administrators which will provide a connec on with the mission of the school.
● Advisors will facilitate discussion and reflec on related to community me experiences.
● Advisors will help build and develop peer to peer connec ons, conversa ons and
rela onships.
Families
● Advisors will support families with regards to academic and social concerns and praises.
Advisors will reach out to families at least once a semester for an overall check-in on the
student.
● Advisors will be a partner to families and help guide them to the resources La n
provides.
communicated to families and the advisor through the upper school deans, advisors will
support the student and family.
*Issues that require urgent social-emo onal support should be brought to the appropriate
Counseling Program
The Counseling Program at La n provides a range of preven on and interven on services to
support students’ emo onal, social and educa onal development so they may lead sa sfying
and produc ve lives at La n and beyond. The emo onal and social well-being and safety of our
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counselors is to provide support and exper se to students who may be experiencing
psychological stress, social difficul es, an acute crisis, or are par cipa ng in high-risk behaviors.
Counselors also consult with administrators, teachers and families and serve as a liaison with
medical/mental health professionals.
The Counselors offer an open and accep ng environment, treat each student with dignity and
advocate for all students from diverse popula ons. Any student or family member may request
or be referred to one of the Counselors who will collabora vely develop the best plan to
address that student’s needs. Counselors strive to maintain sensi vity to the privacy of student
and family concerns. Confiden ality will be maintained except in situa ons when there is a
concern for the safety or well-being of a student or disclosure is required by law and/or
professional standards. Students are welcome to informally stop by the office of a Counselor to
talk with one of them regarding any ques ons or concerns about the well-being of themselves
or others.

Consistent with the school’s aspira on to be a drug and alcohol-free environment, the
administra on will support any student who proac vely and voluntarily seeks help and
discipline for admi ed acts of using drugs/alcohol prior to disclosure. Sanctuary may not be
used by students or families as a means of escaping impending disciplinary ac on. The school
will offer support and sanctuary to any student who meets ALL of the following criteria:
● Voluntary self-iden fica on of illegal drug or alcohol use prior to iden fica on through
other means.
● Enrollment in counseling and rehabilita on services as recommended by La n School of
Chicago.
● Wri en verifica on by physicians and therapists of con nued counseling and
rehabilita on services related to the illegal drug or alcohol use.
● Absten on from all illegal drug and alcohol use a er self-iden fica on.
The school reserves the right to request the results of drug tes ng from a tes ng facility
approved by the Student Support Team. Any further drug-related offenses that the school
becomes aware of a er entry into Support and Sanctuary will be treated as a disciplinary
ma er. If, in the context of a school event or school-sanc oned event, a student assists,
supports or cares for a fellow student who is under the influence of alcohol or drugs, that
student shall not be subject to the discipline process. If, in the course of the event, the school
learns that this student is under the influence of alcohol or drugs, Support and Sanctuary will be
invoked automa cally.
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College Counseling
university most appropriate for their academic and social needs, educa onal aspira ons and
financial capabili es. While the college counselors try to ensure that college admission
decisions are informed and though ul, students and parents/guardians are also expected to
play a major role in the applica on process. This process is highly collabora ve and requires
self- examina on, research and college visits.
start of high school, general mee ngs bring families and students up to speed on some of the
universal issues facing college hopefuls. All La n families work one-on-one with a Counselor
during the student’s junior year and con nue with this rela onship un l gradua on. The staff of
the College Counseling Office encourages students to be involved, reflec ve and accountable for
their choices. As the people who know their children best, families also play an ac ve role. We
work closely with each student and family to find a group of schools that best match (and build
upon) the individual strengths, interests and achievements of an ever-evolving La n student.
During junior year, the members of the college counseling staff hold required classes, scheduled
into a student’s course load, to discuss many of the complex and universal issues related to the
admissions process. We offer an op onal test prep course, open to juniors and seniors, that will
familiarize students with the ACT and SAT standardized tests and provide them with effec ve
study and test-taking strategies as they embark on their college admissions process.
In addi on, families and students are required to a end evening programs in the junior and
senior year and are invited to a variety of programs that help illuminate per nent issues in the
college process. Each junior is required to meet individually with their college counselor as well
as with their family once in the spring and as o en as they wish subsequent to their ini al
conference.
Academic Support
The upper school faculty is commi ed to providing academic support to students. Students are
always urged to seek out their classroom teachers during a free period (or before or a er
school) if they have ques ons about the material they are studying. When reaching out to
schedule a mee ng with a faculty member, students should adhere to the ROMAN Rules:
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Learning Resources
The Upper School Learning Resources Office supports students in becoming successful,
independent learners and strong self-advocates. Learning Resources directs students to the full
range of school-based resources at La n in support of that goal. The office directly works with
students who are diagnosed with learning differences, though it is available to all upper school
students. Students may independently seek support from learning resources, but faculty, staff
or families may also refer students.
Among its specific func ons, learning resources consult with administrators, teachers and
families, and serves as a liaison with independent diagnos cians, therapists, and tutors. In the
short term, if desired by a student, the learning specialists can provide support in such areas as
organiza on and me management, note-taking, reading comprehension and learning and
study strategies. For students requiring longer-term support or course-specific assistance, the
learning specialist can facilitate content-based support from the student’s teacher and, if
necessary, outside support.
Accommoda ons
The upper school provides classroom and tes ng accommoda ons that do not modify La n’s
academic requirements for gradua on, course curriculum, or curricular requirements of a class.
The goal is to provide reasonable and effec ve accommoda ons while promo ng independence
and self-advocacy. A current (within three years), documented diagnosis is required for
considering any accommoda ons. A er reviewing a psychoeduca onal or neuropsychological
report, the Learning Resources Office will determine whether and which accommoda ons are
reasonable and appropriate. Typical accommoda ons are 50% extended me and alterna ve
tes ng loca on. Upper school Learning Resources is not able to provide 100% extended me.
While evaluators will o en recommend a variety of accommoda ons, approved
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accommoda ons at La n are limited. The upper school learning specialists can provide more
detailed informa on about La n’s guidelines for diagnos c documenta on and eligibility for
accommoda ons.
Tutor Recommenda ons

Before seeking tutoring services, La n encourages students to work with their classroom
student’s specific learning needs and suggested tutor’s specialty. For guidance on tutor
expecta ons, please see the Academic Integrity sec on of this handbook.

The school health office strives to keep all students healthy, safe and ready to learn while
health care through assessment, interven on and follow-up. The Na onal Associa on of School
Nurses (NASN) defines school nursing as "a specialized prac ce of professional nursing that
advances the well-being, academic success and life-long achievement of students. To that end,
school nurses facilitate posi ve student responses to normal development; promote health and
safety; intervene with actual and poten al health problems; provide case management services;
and ac vely collaborate with others to build student and family capacity for adapta on,
prac ces, the school nurses work to protect and promote the health and wellness of the en re
La n community.
Food Allergy Informa on

As stated in the general sec on of the Student/Parent Handbook, if your child has a food allergy,
it is cri cal that you no fy the school nurse as soon as possible. Students in the middle school
and upper school are asked to carry their own emergency medica on on their person at all
mes, including field trips and ac vi es away from school. Please note, however, that this does
not make them responsible for administering the medica on in the event of an emergency. As
an extra precau on, an addi onal dose of any emergency medica on should also be delivered
to the school nurse prior to the start of the school year along with a copy of the Emergency
Ac on Plan which will be kept in the Health Office for use in an emergency. La n School of
Chicago does carry a stock-supply of epinephrine auto-injectors for use in an emergency. These
are located in the school health office, recep on desks, cafeterias and athle c first aid kits.
As a school, we commit to being a tree nut and peanut “aware” environment, meaning no food
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that contains tree nuts or peanuts or may contain tree nuts or peanuts is knowingly brought
into any of the buildings. When outside food is brought into La n, whether by a student, family
member, faculty or staff member, it is the responsibility of that person to ensure to the best of
their ability, that the food does not contain tree nuts or peanuts in any trace amount. Families
must be no fied of any outside food that is meant to be shared with students and
communica on should be done 48 hours in advance of the outside food being provided. Due to
the frequent changes that take place in manufacturing and food processing prac ces, as well as
ambiguous labeling rules, La n School of Chicago does not maintain a list of "acceptable"
outside food at any me and cannot be responsible for approving outside food.
Affinity groups
Affinity groups operate under the assump on that they explore the respec ve aspect of iden ty
in terms of the privileged or oppressed role they hold in society; in exploring this aspect of
iden ty, it is also expected that the group will address points of intersec onality. Because
affinity groups are expected to take on these kinds of conversa ons, they are required to have
at least one faculty advisor who a ends each mee ng. Affinity groups may hold closed mee ngs
where a endees self-iden fy with the given iden ty marker for the group.
Athle cs
La n offers a comprehensive a er-school sports program. The program emphasizes physical and
social development, sportsmanship and compe on. As a par cipa ng athlete, you will be
given the opportunity to develop your physical a ributes and to compete in the sport(s) of your
choice.
Clubs and Organiza ons

La n offers a range of extracurricular clubs and organiza ons throughout the school year and
students are welcome to ini ate new extracurricular organiza ons at the beginning of first
semester and/or second semester. In each case, a faculty sponsor and an acceptable charter are
necessary in order to receive official recogni on and funds from the school. You are encouraged
to par cipate in one or more of these ac vi es, which are designed to broaden your
educa onal experiences and develop your talents and special interests.
Performing Arts
The Performing Arts Department offers a wide range of curricular and extracurricular
opportuni es. In addi on to courses in Instrumental Music, Vocal Music, Dance and Theatre,
there are mul ple produc ons each year that all students are eligible to audi on for, including a
musical every other year. La n also has a Dance Company that performs twice a year, a Jazz
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Student Publica ons/Freedom of the Press

The Forum and other publica ons are the primary instruments of freedom of the press for the
school community. Their func on is to ensure the free and open exchange of ideas so that
understanding of issues and situa ons confron ng the school will be increased. To achieve this,
the publica ons allow all members of the school community to express their individual
opinions.
This broad right, however, is not without responsibili es. All contribu ons must be signed,
although requests to withhold names from published material will some mes be honored. All
materials printed, including editorials, le ers to the editor, cartoons, humor, adver sements,
features and news ar cles must comply with the tenets of responsible journalism. These include
the avoidance of libel, indecency, undocumented allega on, a acks on personal integrity,
The faculty advisor shall determine whether submi ed material complies with these standards.
Upon determina on that a par cular piece fails to comply, the faculty advisor has the right to
demand that the piece be revised, or, at their discre on, preclude its publica on.

All students are required to carry their La n issued iden fica on cards with them at all mes.
Furthermore, students are expected to electronically badge-in using their student iden fica on
card when entering the building and electronically badge-out when leaving. Sensors for
electronic check in/out are located on and near the recep on desk on the first floor. Students
who fail to use their student iden fica on card to badge-in or out of school for five consecu ve
days, will be issued a new student iden fica on card and their account will be charged.
a.m. Students are expected to be out of the building by 9 p.m. unless they are par cipa ng in a
specific ac vity under the direct supervision of a teacher, coach or other adult. On weekdays,
the upper school office is open from 7:30 a.m. to 4 p.m. The Learning Commons is open from
7:30 a.m. to 6 p.m.
On Saturdays between 8 a.m. and 3 p.m. students have access to unlocked areas of the building.
A er 3 p.m., students are expected to leave the building unless they are par cipa ng in a
specific ac vity under the direct supervision of a teacher, coach or other adult. The building is
closed on Sundays.
ATTENDANCE
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La n is an environment in which students engage the learning process as individuals, in groups

and through open exchange with peers and faculty. School a endance is essen al to this
process and highly predic ve of success. While it is understood that students will occasionally
need to be absent, La n encourages students and their families to make every effort to
priori ze school a endance. Therefore, La n expects students to arrive at school on me every
day and to a end all of their classes.
Because we value a endance at school, La n will track and dis nguish between excused and
unexcused absences; however, the school does not make a dis nc on between excused and
unexcused tardies. The school will respond to student absences and tardies on a case-by-case
basis (see below: Addressing A endance Pa erns).
Responsibili es of Student Regarding A endance

Defining Absence from Class
Students arriving late to class will be marked tardy. Students arriving more than 20 minutes late
to a 50-minute block or more than 30 minutes late to a long block will be marked absent.
Free Periods
than the designated start me for the day.
During free periods, students are permi ed to leave the building by “badging out” at the school
entrance. This privilege requires maturity on the part of the student and trust on the part of the
school and the student’s family. A dean, the assistant upper school director or the upper school
director may revoke a student’s sign-out privilege as a consequence of a student’s behavior.

If a student becomes ill during the school day the student should go to the nurse’s office for
assistance. If the nurse decides that the student should go home because of illness, they will
student will be permi ed to go home without parental consent.
teachers to make up for missed work in a mely manner or according to teacher policy.
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Mee ngs can be arranged during the regular school day if both the teacher and the student
have a free period in common or before or a er school. Work that is not completed within the
agreed upon meline will not be accepted for credit.
If a student is absent without excuse from an academic obliga on, the faculty member has the
discre on to deduct points on the assignment, including giving a zero on the assignment. The
faculty member also has the discre on whether or not to offer a retake opportunity for the

On rare occasions, students may arrive at class to discover that their teacher is not yet present.
If the teacher does not come to class within ten minutes, a classmate should report the
situa on to the upper school office. Students may not leave the classroom unless they are
dismissed by the upper school director, assistant upper school director, a dean or the
class, students should s ll go to their scheduled class unless they have been no fied by a school
administrator of the class’s cancella on.
Absence Prior to Co-curricular Ac vity

In order for a student to be eligible to par cipate in extracurricular ac vi es on a par cular day,
the student must arrive on campus and a end classes for the remainder of the day. The dean or
upper school director, in consulta on with the appropriate co-curricular leader, reserves the
right to make excep ons to this rule, pending review of circumstances. It is incumbent on the
student to inform the ac vity leader or coach, the athle c director (when relevant) and the
dean if they expect to arrive at school late.
Authoriza on for Planned Absence
Because a endance at school is important, La n asks that families and students consider
academic obliga ons and extracurricular commitments before reques ng a planned absence.
parent/guardian complete the absence authoriza on form no ng the date and reason for
absence.
Students should also no fy teachers and have a conversa on prior to the absence about how to
best make up the missed work and class me. Students should coordinate with each individual
teacher to create a meline or plan for missed work.
If students do not meet an individual teacher’s expecta ons and meline for missed work, they
risk losing points or forfei ng the ability to make up the work.
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Students are allowed absences for the purpose of college research and prepara on. However,
these excused absences are only permi ed for seniors, or for juniors in the second semester.
Students will be allowed no more than three excused full day absences for this purpose in each
of these three semesters. Students who need to miss more than three days for extenua ng
circumstances should engage in discussion with their dean and college counselor. While
absences, regardless of their purpose, can have a deleterious effect on any student’s
Ques ons About A endance Record
If a student suspects an error in their a endance or tardy record, it is their responsibility to seek
Responsibili es of Family Regarding A endance
Repor ng Absences or Late Arrivals
designated by the parent no fy the school by comple ng the absence authoriza on form
before 9 a.m. on the day of the absence. If no email or voicemail is received, the absence will be
considered unexcused and appropriate disciplinary ac on will be taken. The school will a empt
to contact the parent/guardian/authorized adult on file to confirm the whereabouts of the
student.
Suppor ng Student A endance
La n strongly discourages parents/guardians from making out-of-school commitments for

students during school hours. If a student must miss one or more school obliga ons during the
day because of an off-campus appointment, their parent is responsible for comple ng the
a endance authoriza on form before the an cipated absence indica ng the me of departure,
the me of return and the reason for the departure.
La n strongly discourages students from leaving early for or returning late from vaca on. Quite
frequently, major assessments come right before or right a er vaca ons and missing them can
hinder the execu on of collabora ve projects specifically and academic performance in general.
Families who an cipate a significant number of absences due to non-La n extracurricular
obliga ons are required to meet with the appropriate dean at the beginning of the semester.
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Responsibili es of School Regarding A endance
A endance will be taken in each class, advisory and community me. A student who arrives late
to a class, advisory or community me for any reason will be recorded as tardy.
permi ed to go home without parental consent.
In case of serious injury or illness, the nurse (or their school designate) will take the student to a
hospital (usually to Lurie Children’s Hospital) and call the parent. Except in a life-threatening
Addressing A endance Pa erns
When absences (excused or unexcused) and/or tardies are perceived to have nega ve impacts
on individual students or the La n community, the dean and/or student support staff will - at
their discre on - meet with the student and/or their family to work toward resolu on of those
concerns. Possible outcomes include, but are not limited to, the development of a wellness
plan, academic planning mee ng with students/families and/or disciplinary measures up to and
including proba on and/or out of school suspension. In extreme cases, the school reserves the
right to withhold the enrollment contract for the subsequent school year.
The treatment for certain medical and psychological condi ons and behaviors is best handled
outside the school se ng. To support the wellness of individual students, as well as the broader
medical separa on.
A voluntary or mandated medical leave of absence may be authorized in consulta on with the
upper school director and student support team to address physical or emo onal illnesses that,
in their judgment, cannot be adequately treated while the student is in the school se ng. These
same administrators will determine whether and under what condi ons that student should
return to the school.
Under certain circumstances, a leave may be granted by the administra on when requested by
parents/guardians. The request should be made to the upper school director in wri ng and
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should be accompanied by medical documenta on. In these cases, families are required to
remain current in their financial commitments to the school. All contracts remain binding.
Failure to comply with any specific requirements could jeopardize a student’s enrollment.
There are generally three forms of medical leave:
Short-Term
An approved absence from the school for health reasons, las ng no more than two
counselor and/or the appropriate dean will no fy the student’s teachers. Though
extensions are granted for medical leaves, the ul mate responsibility of keeping up with
the course work lies with the student.
Long-Term
An approved absence from school for health reasons las ng longer than two weeks but
no more than one academic year. O en this may require the rest of the current
semester, plus one addi onal term for stabiliza on of the student’s condi on. Though
ul mate responsibility of keeping up with the course work lies with the student.
Medical Separa on
efforts to adjust but for health reasons cannot meet the requirements of the school
community, academically or socially. While it involves the loss of the student’s space in
the school, it is dis nguished from a withdrawal or dismissal in that it leaves open the
possibility of applica on for readmission.
When a student is away from school on a medical leave that lasts more than a week, it is typical
for “minor” assignments (i.e. daily reading quizzes, etc.) to be excused. Major assignments
related to prominent course content or skills may be rescheduled and adjusted as needed on a
case-by-case basis. The Student Support Team, under the direc on of the assistant upper school
director will coordinate and document a make-up plan and calendar, in collabora on with the
student, the family and teachers.
Prior to a student’s return to school, the student and their family must provide the school with
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informa on and access to the trea ng professionals, as well as reports of social and academic
func on. When it is deemed appropriate for a student to return to school, students and their
families can expect a re-entry mee ng to take place. The mee ng typically involves the student
support team, advisor, student and their family. At the discre on of the school, others may be
invited as deemed necessary or appropriate. Upon return to school, student support systems
will be put into place to determine an appropriate academic program with input from the
student’s teachers.
Required Counseling
con nued a endance at La n. Parents/guardians are responsible for all costs for such care.
STUDENT CONDUCT
To support the educa onal mission of the school, La n is commi ed to crea ng and sustaining
an environment that facilitates academic and personal development. Fundamental to this
commitment is the expecta on that individual members of the community will adhere to core
principles:
Any student behavior, on or off campus, which falls outside of these guiding principles or that
violates school values in a way that reflects poorly on the La n School community, can result in
disciplinary ac on.
In addi on to these general expecta ons, there are areas La n deems serious enough to
address specifically. These major school rules cons tute the most serious viola ons of the
community trust and create elevated concerns about safety, integrity, health and wellness.
Academic Integrity
● Self-respect for one’s own academic poten al
● An interest in learning for its own sake rather than for any rewards or benefits that may
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follow
● Commitment to receive support from others in a way that allows each student to make
the final choices about their academic work
● The presenta on of work for assessment that reflects one’s own ideas and ini a ve in
both process and final product
● Proper cita on of sources and persons when students borrow words, images, or
inspira on for their academic work
Lapses in academic integrity are preventable. La n’s experience and research has found these
● Ineffec ve me management and/or poor long term planning
● Mental and physical exhaus on from lack of sleep or self-care
● Counterproduc ve internal and family pressure on performance and grades
● Pressure from friends to inappropriately share informa on and/or work
● Failure to read direc ons regarding cita ons thoroughly
● Note-taking without including source a ribu ons
● Blurry boundaries between proper academic support and others doing work for the
student
unauthorized materials or informa on on a test, quiz, or other form of assessment.
(this includes paraphrasing or quo ng the words or images of another in any work without

beyond basic instruc on can be considered academic dishonesty. If a student, parent/guardian,
or tutor has ques ons about what qualifies as an appropriate level of academic support, they
should have a direct conversa on with their teacher, department chair, or student support team
member prior to submi ng assignments.
The following departments have elaborated their expecta ons and policies related to academic
integrity here:
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● Computer Science
● English
In English, acceptable wri ng supports might Unacceptable wri ng supports include a

● Talking through your ideas with you ● Genera ng ideas or content for you
● No ng errors or areas for ● Fixing errors for you
improvement ● Any form of genera ng wording,
● Asking clarifying ques ons regardless if they physically enter or
● Providing templates or protocols for mark changes to your work
genera ng or organizing content
● History/Social Studies
● Math
● Visual Arts
● Language
○ Passing off someone else’s work as your own is academically dishonest. Any work must
be a student's own. No complete sentence should ever be provided by anyone else or
translated using a transla on tool. Family members, friends, tutors, etc. should not be
wri ng/rewri ng any work in any language for students.
○ Internet transla on tools are unreliable. They should be used like dic onaries, and
again, no complete sentence should ever be taken from a transla on tool. Composi ons
that have been done electronically are generally easy to spot because the language is
o en awkward and may include grammar or knowledge never studied. Reliance on
transla on tools becomes obvious in class work.

the administra on already knows, or that someone else will share the informa on.
For a discussion of consequences related to academic integrity viola ons, go here.

as well as tobacco with the understanding that the health, safety and well-being of our students
is the school’s primary goal. La n reserves the right to search a student’s property and/or
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If there is reason to believe that a student at school or at a school event has been using alcohol
or a controlled substance, that student will be removed from the school event and subject to
disciplinary proceedings deemed appropriate by the school.
Addi onally, the Athle c Policy and Procedures Manual states that the “use of illegal drugs,
Student-athletes found in viola on of the major school rules stated above are subject to those
same consequences. In addi on, student-athletes may also lose the privilege of par cipa on in
a sport or other extracurricular group.
Drugs
Any purchase, possession, distribu on, or use of drugs or drug paraphernalia or misuse of any
other chemical substance (including over-the-counter and prescribed medica ons) will result in
referral to the dean of students for determina on of appropriate outcomes up to and including
expulsion. Any physician’s prescrip ons should be registered with the school nurse.
Alcohol
Purchase, a empt to purchase, possession, distribu on and/or use of alcohol will result in
referral to the dean of students for determina on of appropriate outcomes up to and including
expulsion.
Tobacco/e-cigare es
Students may not chew or smoke tobacco at any me, including the use of vaping devices and
e-cigare es. Purchase, a empt to purchase, possession, distribu on and/or use of tobacco and
e-cigare es will result in referral to the dean of students for determina on of appropriate
outcomes up to and including expulsion.
Harassment, Bullying, Cyberbullying

Bullying will not be tolerated at La n, including in the Upper School. La n’s Bullying Preven on
Policy may be found on pp. ___ above. As stated in that policy, consequences for viola ons of
La n’s Bullying Preven on Policy include, but are not limited to:
● Parent/Guardian, teacher and/or administrator conference to review student’s conduct
and explana on of expecta ons for student’s future behavior
● Behavioral proba on
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● Expulsion
Hate Speech
La n is a place where the free exchange of ideas, in an atmosphere of civility, is valued both for
the good of the individual and for the en re community. As individuals, students enjoy basic
rights to express their thoughts and opinions; as members of the learning community, they also
accept certain responsibili es to do so respec ully. In keeping with ins tu onal aspira ons to
build an environment welcoming of diverse ideas, the upper school considers incidents where
anyone in the school community is inten onally uncivil, disrespec ul, or guilty of harassment, a
viola on of major school rules.
La n prides itself on celebra ng and respec ng the racial, ethnic, social, cultural and religious
differences that are represented in its community. Speech that divides the upper school student
body runs counter to our guiding principles and the mission of our school. Therefore, hate
speech of any kind is expressly prohibited.
Hate speech can be language or symbol wri en, spoken, signed or worn on clothing.
Addi onally, posts on any social media pla orm, including text messages or video messages
sent to others could lead to disciplinary ac on. A er collec ng available informa on, the
administra on will evaluate the intent and/or the impact of any form of communica on
Any student engaging in speech that has the inten on or effect of harming, injuring, degrading
and or ridiculing another person or persons because of racial, cultural, gender, ethnic, social,
religious, or other protected iden es could face disciplinary consequences, including but not
limited to proba on, suspension, or expulsion.
If an individual in the community observes or becomes aware of personal harassment or hazing
of any member of the community, they are expected to be a responsible bystander and
assume that the administra on already knows, or that someone else will share the informa on.
Receiving more informa on is much be er than receiving none at all.
This protocol will be used for incidents of bias that take place at La n School of Chicago and/or
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involve members of the La n School community. Incidents of bias can be both inten onal and
uninten onal acts related to an individual’s or group’s iden ty. That iden ty includes, but is not
limited to ability, age, ethnicity, gender, race, religion, sexual orienta on, socioeconomic status,
etc. The goal of this protocol is to be consistent in how we, as an ins tu on, address these
incidents.
● A er an incident occurs, students should fill out the electronic incident report available
on RomanNet. When a student completes the form, a La n email address is required.
We also encourage the student to inform a trusted adult within the La n community.
This adult can be a dean, teacher, US Director, counselor, diversity coordinator, coach,
etc. We also encourage the student to inform their parent/guardian.
○ While we encourage students to fill out the report themselves, they may ask the
trusted adult to complete the form to maintain anonymity.
○ The Incidents of Bias Team will work through the student’s advocate to explain
how the process and outcomes may take different forms if the student does or
does not request to preserve anonymity.
● The completed form is automa cally sent to the following individuals (Upper School
Incidents of Bias Team): US Director, Assistant US Director; 9th and 10th grade dean and
11th and 12th grade dean, Dean of Community Learning, US Counselors, Director of
Diversity, Equity and Inclusion, US Diversity Coordinator and US DEI Curriculum &
Diversity Coordinator.
● Once the incident report has been completed, the individuals listed above will meet to
discuss next steps on how to proceed.
● The grade level dean will reach out to the affected student and inform their family of the
situa on within 24 hours.
● In the case of student to student interac ons the grade level dean will also reach out to
the alleged ini ator(s) and inform their family of the situa on once all per nent
informa on is gathered.
● In the case of adult to student interac ons the US Director and Director of Diversity,
Equity and Inclusion will reach out to the faculty/staff member.
● Consequences of each incident may vary, but there will always be an accountability and
learning/educa onal component.
communicate out to involved students’ advisors and any other adults deemed
appropriate.
● All ques ons or concerns should be directed to any member of the Incidents of Bias
Team to ensure confiden ality.
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● While preserving confiden ality of those involved in par cular interac ons, to the best
of our ability, members of the team will report pa erns across the reported incidents to
the community in order to set subsequent goals.
Part 1: Defini on
This policy sets behavioral standards and expecta ons for interac ons between students who
are enrolled at La n and/or par cipate in any La n-sponsored ac vi es, such as sports teams or
clubs.
affirma vely communicated, on-going, and given while awake and aware.
● Freely Given: Consent must be offered of free will, without coercion, violence, or threat
of violence
● Affirma vely Communicated: All persons involved must express overt ac ons and/or
words indica ng agreement for sexual acts
● On-Going: Permission must be granted for every ac vity at every stage of a sexual
encounter. Consent can be removed at any me.
● Awake and Aware: Every par cipant in a sexual ac vity must be capable of gran ng their
consent. If someone is intoxicated or incapacitated by alcohol or drugs, and/or is not
awake or fully aware, they are incapable of giving consent.
Sexual misconduct includes behaviors that do not conform to the standard of consent described
above. Sexual misconduct may include behaviors that are unwanted, non-consensual, and/or
coercive, including, but not limited to, sexual exploita on, sexual assault, sexual harassment,
unwanted sexual advances, stalking, and da ng violence. Sexual misconduct can be electronic,
physical, and/or verbal in nature. Sexual misconduct can be commi ed by a person of any
gender iden ty or age, and can occur between people of the same or different gender iden ty
or age. Sexual misconduct includes a range of behaviors which impact vic ms in varied ways.
A student who is the vic m of sexual misconduct by another student is not obligated to register
a formal complaint in order to seek support from school resources. To seek such support, the
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repor ng student may communicate with any trusted La n employee. The Upper School
Counselors will immediately be informed of the reported incident.
Informa on conveyed to all La n employees, including the counselors, will be treated as

confiden al to the maximum extent possible; however, students should be aware that
and assist the repor ng student with deciding whether to ini ate a formal complaint (described
in Part 3 below), whether to file a complaint with a law enforcement agency, or both. The
counselors also may assist a student with loca ng off-campus resources, such as sexual assault
crisis services or in mate partner violence resources, where appropriate.
The counselors are available to provide ongoing support to both students who ini ate
Part 3: Formally Repor ng a Complaint

In order for the school to begin an inves ga on, the repor ng student must register a complaint
with a Dean of Students. The repor ng student will need to provide specific details and
informa on surrounding the event for an inves ga on to occur. Any issue of sexual misconduct
that the school inves gates will involve a Dean of Students and poten ally other school
administra on.
As a school, we understand that instances of sexual misconduct are deeply personal experiences
which can be difficult to share. For that reason, formally repor ng the incident can take many
forms depending on what feels most comfortable to the individual student. Ini al reports are
made verbally or by wri en statement. Personal support (such as a parent or counselor) is
welcome by invita on of the student.
La n will not ini ate inves ga ons based on:

● Rumors
● Reports with insufficient details, such as those lacking alleged offender or witness names
● Anonymous ps
● Parent reports
● Reports involving an alleged offender who is not a member of the La n community
There is no me limit for repor ng an incident.
Before and during an inves ga on and at the school’s sole discre on, La n may impose interim
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measures to minimize contact between the repor ng student and the alleged offender to
support each student while they are at school or school-sponsored events. Examples include
changing a student’s schedule, restric ng a student’s access to campus in whole or in part,
prohibi ng contact between students, or suspending a student while the inves ga on is
pending. Viola ons of any imposed interim measures may result in disciplinary consequences.
The school reserves the right to modify or adjust interim measures before, during, and/or a er
the inves ga on and aims to act in support of the involved students specifically and the school
community at large.

The school has sole discre on concerning the inves gatory process and methods. The goal of
the inves ga on is to gather facts in a fair and impar al manner.
The Dean of Students may conduct the inves ga on, may appoint an individual or a commi ee
of employees to conduct the inves ga on, or may retain an outside inves ga ve firm. As stated
in La n’s Disciplinary Consequences & Procedures policy, parents/guardians and a orneys are
prolonged suspensions, dismissal, or the denial of a student’s opportunity to re-enroll for the
next school year are determined as appropriate outcomes, the parents/guardians will be
no fied and may appeal in wri ng to the Head of School or their designee.
When possible, the school will take into considera on the repor ng student’s wishes and
preferences regarding the inves ga on process. However, it may not be possible to maintain
the student’s confiden ality or anonymity when comple ng an inves ga on.
The inves ga on may involve interviewing the repor ng student, the student alleged to have
violated this policy, and any other student or adult witnesses. The inves ga on also may involve
reviewing documents, e-mails, text messages, social media, and other communica ons.
Coopera on is expected. A repor ng student’s decision to cease coopera ng with the
inves ga on may result in the inves ga on being closed without findings or discipline. An
accused student or a witness who refuses to cooperate with the inves ga on may be subject to
discipline.
If an inves ga on determines a student has violated this sexual misconduct policy, at La n’s
sole discre on, the following discipline outcomes may be levied (for further descrip ons, refer
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to the Disciplinary Consequences & Procedures sec on):

● Con nua on or imposi on of no-contact instruc ons or similar measures (as described
in Part 4) to support the repor ng student
● Wri en Warning
● Proba on
● Suspension
● Expulsion
Part 6: Disclosure and Communica on of Disciplinary Infrac ons

In regard to disclosure and communica on of disciplinary consequences imposed, please see
this sec on of the student/family handbook.
Part 7: Retalia on Prohibited

Before, during, and a er an inves ga on, no student or family member may engage in
retaliatory behaviors against a repor ng student, alleged offender, or any other person involved
in the reported incident and school inves ga on. Retaliatory behaviors can include in mida on,
threats, coercion, or discrimina on in any form or through any medium. Viola ons of this
expecta on are taken seriously and will result in disciplinary ac ons or other consequences.
Students who have experienced or witnessed retaliatory behaviors should immediately no fy


Figh ng
Figh ng and/or physical violence of any kind are unacceptable and will not be tolerated. Likely
consequences for figh ng include suspension or expulsion.
Weapons & Fireworks

Use or possession of ammuni on, guns or knives (other than knives that are used under adult
supervision for school purposes) is not permi ed. Paintball guns, slingshots or other such items
are not allowed since they may cons tute a danger to someone else. Students should be aware
that carrying a facsimile of a real gun is against state law, is considered in mida on and, as
such, is a major school rule viola on. Use and possession of fireworks is prohibited on campus.
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Students may not engage in dangerous pranks or other ac vi es (such as climbing outside a
During emergency situa ons, students must adhere to the school’s direc on; failure to do so
could put members of the community at risk and might be subject to disciplinary ac on.
Keys
and ID cards. Unauthorized use or possession of La n School of Chicago keys and ID cards by
students is a major school rule viola on, as is unauthorized entry into any locked school building
or area.
The & Vandalism

While La n’s day-to-day atmosphere can be somewhat informal, we do recommend that
their lockers. A student accused of the may be subject to a search. A likely result of such an
infrac on will be an out-of-school suspension or expulsion.
Defacing or destruc on of walls, lockers, desks or other property here at La n will be

considered vandalism. Tampering with computer files or computerized data (e.g. hacking) is
construed as either vandalism or the . Such behaviors may result in proba on, suspension or
dismissal from the school.

periods and to all students during school trips.
Project Week
Par cipa on in Project Week is a privilege. The highest standards of conduct and integrity are
expected. Given the fact that many students will be traveling well beyond the confines of La n’s
campus, they must realize that they will be represen ng both their family and the school during
Project Week.
All school rules (e.g., regarding weapons and the use, purchase and distribu on of tobacco,
alcohol and other drugs and drug related paraphernalia) will be in effect during Project Week
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ac vi es and other off campus events sponsored or chaperoned by La n faculty. Students that

violate rules while on Project Week will be subject to disciplinary ac on as if the viola on
occurred on campus. Depending on the circumstances in a given project's loca on, if an offense
occurs that is worthy of suspension or expulsion, the school and project leader may elect to
have that student removed from the project and sent home at the expense of the family.

La n reserves the right to conduct a search of students’ property and person if a faculty/staff
member suspects a student of possessing a prohibited substance, weapon, or other contraband
item(s), or being under the influence of any prohibited substance. La n reserves the right to
conduct a search of students’ property and person both on campus and off campus when under
the care of faculty/staff and/or at a school-sponsored event. La n handbook regula ons
prohibi ng substance possession and/or use override any local laws to the contrary.
A student’s refusal to comply with a search serves as grounds to ini ate disciplinary ac on,
including removal from off campus school events and trips such as Project Week.
General Expecta ons
Food
Students may bring bo led water, coffee or tea in a closed container to class. Teachers or
La n’s food and allergy policy. Those groups are expected to clean up a er themselves. Si ng in
the hallway or locker bays with food is a viola on of school rules. The food or beverage will be
confiscated; repeat offenses will result in disciplinary ac on.
Learning Commons E que e

All students, collec vely and individually, are responsible for keeping the Learning Commons in
order. Students must use trays for all food and or beverages, they should pick up a er
themselves and their friends and they should leave the tables at which they have been si ng
and the floor around them clean and li er-free.
Dress
We expect that student a re will be appropriate for a school environment. If a student is
director. The student may be asked to change into more appropriate a re. If necessary,
offenders may receive escala ng disciplinary consequences including deten on, proba on, or
suspension. In all cases, the administra on reserves the right to determine if a student is
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Examples of clothing that is inappropriate for a school environment include, but are not limited
to, the following:
● Any clothing that adver ses illegal or inappropriate products for a K-12 se ng.
● Any clothing that includes profane, derogatory, sexually sugges ve or other offensive or
inappropriate language or symbols.

A single viola on of any of the school’s major rules subjects the student to disciplinary
consequences, including suspension, expulsion or denial of the opportunity to re-enroll for the
next and/or any succeeding school year. Furthermore, the accumula on of a series of minor
offenses and/or a pa ern of unexcused absences from school may also be grounds for
disciplinary consequences including but not limited to proba on, suspension or withdrawal
from the school.

La n func ons in loco paren s by law and by tradi on. Consequently, parents/guardians are not
involved in the disciplinary process as it runs its course within the school. In cases where
next school year are contemplated, the parents/guardians will be no fied and may appeal in
wri ng to the Head of School or their designee.
Possible Consequences for Behavioral Viola ons

La n uses a progressive discipline system in which behaviors are typically addressed at the
lowest level possible. The primary purposes of La n’s discipline process are to get the problem
behaviors to stop and to educate the viola ng student on how to be a more though ul,
responsible ci zen of the school community.
The progression of disciplinary outcomes is explained in more detail below. Con nuing pa erns
of problem behavior will escalate the school’s response, up to and including expulsion. Some
viola ons of behavioral expecta ons (e.g. the major school rules) are serious enough that lower
level responses may be bypassed in order to apply outcomes commensurate to the viola on.
Verbal Reprimand
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This is informal, verbal and “on the spot.” A reprimand typically involves a faculty or staff
member and might involve a visit to the dean’s office for further conversa on.
Wri en Warning
This is a more formal no ce, typically communicated by email or progress report and it is the
beginning of a disciplinary record. It serves as a formal no fica on to a student and, some mes,
their parents/guardians that if the student’s behavior persists, it could put them at risk of more
formal discipline.
Deten on
A deten on is given when a student has repeatedly and/or flagrantly violated a school rule.
Deten ons are typically served during the student’s next free long-block. Students are expected
to reflect on their behavior, study (including the comple on of chronically late work) or perform
in-school service. Students will accrue deten ons on a semester-by-semester basis. At the
conclusion of each semester, all deten ons will be erased. Although students will begin each
new semester with “zero” deten ons, students will s ll be responsible for serving deten ons
issued in the previous semester.
In consulta on with the dean, a teacher may assign students to deten on for any of the
following behaviors: extreme tardiness, improper dress, foul language, disrup ve behavior,
incivility, lack of coopera on, leaving personal property or li er in the halls, consuming food or
beverages in unauthorized areas and not respec ng our shared space (i.e. inappropriate
conduct in halls). A endance at an assigned deten on is mandatory and failure to a end will
result in further disciplinary ac on.
Behavioral Proba on
Students may be placed on behavioral proba on for repeated or egregious viola on of school
rules. Behavioral proba on typically lasts for one semester and up to a calendar year. Once a
student is placed on Behavioral Proba on, the following support steps are taken:
● A mee ng will be held with the student, family and student support staff to develop a
behavioral recovery plan.
specifies the condi ons of behavioral proba on and recovery.
When a student is placed on behavioral proba on, that student is on no ce that any
subsequent misconduct may become grounds for suspension, expulsion, or the revoca on of
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that student’s opportunity to re-enroll at La n for the next or any succeeding school year. In
addi on, a student on behavioral proba on may be banned from par cipa ng in any
extracurricular ac vi es or sports and/or may be forbidden to a end any other La n School
func ons on or off campus.
At the conclusion of the determined proba on period, the student will meet with their dean to
review their standing in the school and discuss strategies to ensure the student’s behavior will
not merit behavioral proba on again. Students whose behavior merits considera on of a
second proba onary period will likely be considered for removal from the school.
Suspension
Suspension is the interrup on of a student’s me in the classroom and the broader school
school, at the discre on of the school and are o en accompanied by an exercise in reflec ve
wri ng supervised by parents/guardians or teachers. It is some mes (but not necessarily) the
beginning of a period of proba on.
Withdraw Op on
Some mes a singular instance of misconduct by itself does not call for withdrawal, but a pa ern
of chronic misconduct suggests that the student would be be er off in another school and,
under those circumstances, La n will support a student in withdrawing.
Expulsion
Appeals
The decision of the dean of students in disciplinary ma ers is final. However, a student may
appeal the outcome if they do not believe the correct procedures were followed. A student
wishing to make an appeal must present it in wri ng and address it to the upper school director
and head of school, who will hear appeals only on procedural grounds.

Concerns about academic integrity are handled in a way that is slightly different than other
behavioral concerns and outcome determina ons are individualized depending on the situa on.
Typically, a student suspected of academic dishonesty is brought before the appropriate dean.
The dean is expected to explore what a tudes or behaviors led to the lapse in academic
integrity, inves gate the incident, and no fy parents/guardians.
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regardless of the weight of the assignment, as well as addi onal outcomes determined by the
dean to be commensurate with the viola on and that are responsive to the underlying causes
for the viola on. At the complete discre on of the teacher, chair, and dean there may be an
opportunity to completely re-do an assessment for significantly reduced credit in some
departments. See the departmental guidelines above for details.
Mul ple viola ons and/or a single severe viola on may result in disciplinary proba on,
Disclosure and Communica on of Disciplinary Infrac ons

La n takes very seriously the rights and reputa ons of its students, as well as their families and
understands that the nature of disclosure is sensi ve. Most disciplinary cases involve minors.
Communica on about the details of these infrac ons is kept confiden al and private in order to
prevent rumor, gossip or innuendo. When a withdrawal (dismissal or expulsion included) is
required, the school will announce this fact to the upper school faculty and, on rare occasions,
may provide an abridged explana on to the upper school student body. La n will not engage in
wider public discussion or disclose personal informa on to the en re community.
When students do receive disciplinary sanc ons for serious offenses, the families will be
no fied and a summary of the consequences will be placed in their confiden al school record.
La n does not normally communicate with colleges, universi es or outside agencies about the
disciplinary records of its students except as described in the next column (Examples of
Applica on of Repor ng Policy). However, La n does maintain and benefit from strong and
clear rela ons with colleges and universi es based upon trust and transparency. Therefore
major disciplinary infrac ons are typically disclosed to colleges, universi es and relevant
outside agencies and all par es are no fied of this policy.
On the occasion that a disciplinary ma er is disclosed to colleges, discussion of the ma er will

take place among the dean, college counselor, director of college counseling, assistant upper
school director, upper school director and head of school. The College Counseling Office will
work with the student and family and offer guidance regarding the appropriate ming and
nature of such communica ons. In addi on, the office will instruct all students to answer any
ques ons regarding their disciplinary history with honesty and integrity.
La n students are expected to report any disciplinary incident that resulted in a clear direc ve
from the school. This includes disclosing on all college applica ons whether or not there has
been any misconduct, including disciplinary proba on, suspension, removal, dismissal or
expulsion from La n. The College Counseling Office will assist students on the language of their
disclosure but it is impera ve that all students answer all ques ons honestly and a est to the
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variety of the informa on they provide to colleges.
Note: Major infrac ons include but are not limited to academic integrity,, chea ng, violence of
any sort, harassment , sexual misconduct, bullying, cyberbullying, hate speech, viola on of
school drug and alcohol policies and other incidents that result in the student being separated
from the school for a period of me.
Examples of Applica on of Repor ng Policy:

● NO: Any disciplinary infrac ons that occurred at a previous school.
● NO: Minor infrac ons, proba ons, warnings or in-school suspensions unless they are
relevant to a pa ern of behavior that resulted in a more serious ma er or the
● NO: Academic proba ons that are used as an educa onal counseling tool designed to
improve a student’s performance.
● YES: All major infrac ons that result in a separa on from the school for a period of me.
This includes, but is not always limited to, out-of-school suspension, disciplinary
proba on, withdrawals from school for academic or disciplinary reasons, or their
equivalents.
● YES: Any senior found in viola on of a major school rule a er the start of the fourth
quarter should expect to report their behavior to their college.
● YES: La n reserves the right to report any viola ons of local, state or federal law by a
student which it deems material to a student’s college prospects or to other educa onal
ins tu ons.
Dances and Other School-Sanc oned Events

During most school years, the school, in collabora on with student leaders, sponsors three
dances: Homecoming Dance, Winter Ball and Prom. These are school-sanc oned events and are
chaperoned by La n faculty and deans. All school rules (major and minor) apply at these events.
On occasion, La n student clubs or other student organiza ons may sponsor and offer
school-sanc oned events.
In order to offer a school-sanc oned event, the student group must submit a proposal to the
dean of community learning. The proposal will be reviewed and discussed by relevant par es. If
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The proposal must include the following informa on:

● Purpose/ra onale for the event.
● Date, me, loca on from the event.
● Wri en support from the faculty club/organiza on sponsor.
● Wri en commitment from faculty who will chaperone. (A 1:10 ra o of La n staff
chaperones to students is required.)
● Budget
An agreement to strict adherence to all La n school rules and City of Chicago laws by all
par cipants.
Students may not publicize events or ac vi es unsanc oned by La n via the school’s official
social media accounts or email lists.
Community Time
celebrate achievements and perform or educate the larger community. Students reques ng
stage me for community events should speak to the dean of community learning or
Laptop Requirement
students are required to have a personal laptop that they can bring to school on a regular basis.
The laptop must be capable of running at least OS X 10.15 or Windows 10 and needs to have
the latest version of the Chrome web browser and a word processor (such as Pages, Microso
Word, or Google Docs). If you have any ques ons about the laptop requirement, please contact
our IT Department at it@la nschool.org or 312.582.6130.
Library
Library programs at La n School of Chicago are designed to ensure that students become
effec ve and though ul users and creators of informa on. The libraries are commi ed to
teaching informa on access, use and evalua on skills and the libraries’ ul mate goal is to foster
the confidence, competence, enjoyment and dedica on required for lifelong reading and
learning. Our libraries are at the heart of many instruc onal, research and social ac vi es in the
school and host author visits and other literacy-related events for the community. Through our
research collec ons.
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athle c bags must be stored in a room in the basement of the upper school. Students may not
leave backpacks or other personal belongings on the floor outside their locker. Students may
not switch lockers or take over a vacant locker. Students are responsible for making sure that
their locker doors are closed and locked. If a student brings expensive electronics to school, it is
best to store the items in a locked locker. Large musical instruments may be stored temporarily
in the upper school office. The school is not able to assume responsibility for any lost or stolen
property.
belongings, it remains the property of the school. Students may not write on, mark or otherwise
damage the physical appearance of their locker. Any decora ons on the inside or outside doors
of lockers must be appropriate for our community. The deans reserve the right to ask students
to remove any inappropriate material.

In a school community of this size it is essen al that students accept the responsibility for

● Check their La n email at least once each day. Teachers and administrators expect
students to use their La n email accounts. If a student is unwilling to use the email
account provided by the school, then that student is REQUIRED to have all emails that
arrive in their La n email account forwarded to their preferred email account.

comply with these requests, it is some mes not possible. Except for serious emergencies, we

Playing music on personal devices is permi ed during regular school hours. Headphones must
be worn at all mes when using these devices. Music must be played at a level not audible to
anyone else.
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does not disrupt the learning environment. Unless directed by a teacher, mobile phones are not
permi ed in classrooms, labs, studios, gyms or other instruc onal space, including the Wrigley
Theatre.
Cell phones may be confiscated and brought to the appropriate dean or upper school office if
the device has been used in an inappropriate way in an instruc onal space.
confisca on of the device for the remainder of the day, revoca on of cell phone privileges and
deten on(s).
Art Studio Use

● Only students actually working on art projects may be in our art rooms to work
independently a er school hours.
● No students are allowed to use the art studios unsupervised a er 6:30 p.m.
● All school rules and values are to be followed a er school in the art studios.
● Music may be played at a level that does not exceed a talking level or cause others to
shout to hear one another. Music with inappropriate language is not permi ed. Any
such music will be confiscated and the student may be subject to disciplinary ac on.
● All materials used must be put away and cleaned up. Students who do not clean up will
be subject to disciplinary ac on. All running water, lights and music must be turned off
when you leave and the door must be pulled shut and locked.
● Art materials or supplies that may need to be used outside of the art studios must be
checked out. Any materials taken from the room must be signed-out. For example,
removing a roll of tape without signing it out is considered the .
● Any use of sprays (paint or glue) of any sort in the art studios (or any part of the school)
is prohibited.
Student Vehicles
Parking adjacent to the school buildings is prohibited on all school days. The parking lot behind
the upper school building is reserved for faculty and staff. Cars parked there without the
appropriate decal may be towed. La n reserves a space for handicapped persons behind the
upper school building. Any car that does not display handicapped parking plates risks being
cketed by the Chicago Police and/or towed.
Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
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2022L003763
Calendar, H
24050762
EXHIBIT CC
STUDENT/FAMILY
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HANDBOOK 2021-2022
Dear Families,
This handbook serves as your guide to life at Latin School of Chicago. We expect students and
expectations of our school.
Whenever possible, if students have questions about school expectations or rules, we urge
them to seek out adults in the community to discuss these concerns or questions. The faculty,
staffstaff and administration of Latin strive to foster a system of values in students that will
sustain them both during their time at Latin and beyond.
The school reserves the right to make changes to the expectations outlined in this handbook
and will notify the community of all major policy changes with appropriate notice.
Latin School of Chicago stands behind the principle that there shall be no discrimination
against any person in admission, employment, or otherwise because of race, color, religion,
national origin, disability, gender, sexual orientation, or age's educational practices are
designed to be inclusive of all students and families regardless of any protected
characteristics.
Sincerely,
The handbook was Approved by the Board of Trustees on February 26, 2022; amendments
approved by the Board on May 17, 2022.
The handbook is posted to RomanNet and is distributed annually to parents, guardians,
students, and school personnel, including new employees when hired.
Table of ContentsMission Statement 2Educational Philosophy 2School Values
3Community Expectations & School Rules 4General School Policies & Procedures
5Additional Information for Parents/Guardians 12Lower School Policies and
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ProceduresAcademic Program 18Student Services & Resources 21Athletics &

Extracurricular Opportunities21Attendance 23Student Expectations 24General Information
& Policies 27Parent Matters 34Middle School Policies and ProceduresAcademic
Program 36Attendance 43Student Support & Resources 45Athletics & Extracurricular
Opportunities 46Community Engagement 47Student Expectations 48Academic Honesty
53Disciplinary Procedures 53General School Information 56Parent Matters 57Upper
School Policies and ProceduresGuiding Principles 59Academic Program 60Student
Support & Resources 70Co-Curricular Opportunities 78Attendance 80Student Conduct
83Disciplinary Consequences & Procedures 95General Policies & Information 99
Table of Contents
Mission Statement 2
Educational Philosophy 2
School Values 3
Community Expectations & School Rules 4

Academic Program 22
Attendance 27
General Information & Policies 27
Parent Matters 34

Academic Program 38
Attendance 45
Academic Honesty 53
General School Information 56
Parent Matters 57

Academic Program 60
Latin uses Magnus Health as its online portal for all student medical records and
information.
Co-Curricular Opportunities 76
Attendance 78
Student Conduct 83
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General Policies & Information 99
information.
Mission Statement
Latin School of Chicago provides its students with a rigorous and innovative educational
program in a community that embraces diversity of people, cultures and ideas. Latin inspires
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its students to pursue their passions and lead lives of purpose and excellence.
Vision Statement
Our vision for educational excellence is to reinforce the value of an exemplary liberal arts
education that makes learning inquiry-based, personal and inclusive. Our educational
approach will expand each Latin Learner’s capacity for purposeful learning – whether in our
school, our city or our world.
Educational Philosophy
We believe that education is an act of transformation. Combine intellectually curious students
supportive and the results are extraordinary. Our students take initiative and actively engage
in their own learning. They develop confidenceconfidence, courage and tenacity. They learn to
think independently, work collaboratively and express themselves with poise. They acquire
leadership skills and the desire to make a differencedifference in the world. As they rise to
meet a range of academic, athletic and artistic challenges, they are able to discover and
appreciate their unique qualities and capabilities. Demonstrating integrity and compassion, our
graduates go forth from a school that values each of them for their individual talents and
passions. Latin School of Chicago achieves its mission by:
● Encouraging excellence in all academic and personal pursuits; Creating an
educational environment in which the pursuit of academic excellence and
intellectual growth is complemented by a concern for the moral, physical,
psychological and aesthetic development of each student; Developing and retaining
excellent faculty and staffstaff.
● Recognizing the fundamental importance of honesty, civility, public service and
respect for others and the environment; Cultivating resilience, independence,
leadership and moral courage.
● Sustaining a diverse, inclusive and multicultural community that affirmsaffirms and
values each individual.
● Attracting dedicated families committed to the mission of the school.
● Promoting programs in all divisions that integrate our students with the community.
● Developing the financialfinancial and physical resources to support the school’s needs.
information.
School Values
The following school values were articulated, with input from the broader community, by the
Strategic Planning Committee during the 2012-2013 school year and they were adopted by the
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Excellence
● Our students develop the skills, knowledge and desire to solve complex
problems through a global, liberal arts curriculum and master teaching.
● Our students identify their passions, learn to advocate for themselves and
become architects of their own education.
● Our school promotes physical and emotional wellness because they are essential to
the pursuit of academic excellence and our happiness.
Community
● We support and celebrate one another, and take responsibility for our words
and actions, because we shape the lives of others in our community.
● We embrace diversity within our school and in Chicago, knowing that it deepens
our learning and enhances our empathy.
Integrity
● We are honest, fair and fulfillfulfill the commitments we make, building a culture of
respect and mutual trust.
● We give our best efforteffort, take intellectual risks and learn to persevere.
● We reflectreflect and live with purpose, working toward goals that embody our
genuine interests.
information.
Community Expectations & School Rules
While each division of the school sets its own age-appropriate policies, rules and
consequences for violating them, there is certain conduct expected of all students and families
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who are part of the Latin community.
The major rules of the school reflectreflect Latin’s values of excellence, community and
integrity. Their intent is to protect the safety and wellbeing of everyone in our community
while preserving the school’s commitment to academic excellence.
Although these rules do not impact students of differentdifferent ages in the same way and
each division approaches discipline differentlydifferently, they do set community wide
guidelines of acceptable behavior.


Latin prohibits the use of illegal, controlled and harmful substances including drugs and
alcohol as well as tobacco with the understanding that the health, safety and wellbeing of our
students is the school’s primary goal.

For the wellbeing of every member of the school community, Latin seeks to build a climate of
respect, trust, integrity and growth. When anyone in the community is uncivil, disrespectful,
disruptive or guilty of harassment, bullying or cyberbullying, the whole community is
diminished. Such behaviors seriously compromise the ethical and educational quality of life at
Latin, and we treat these violations very seriously.
Bullying Prevention Policy

Bullying is contrary to Illinois law and the policy of Latin School. Bullying will not be
tolerated. This Bullying Prevention Policy is based on the engagement of a range of school
stakeholders, including students and parents or guardians.
The school will determine initially whether a report of bullying is subject to this policy. Bullying
falls within this policy if it occurs within one of the following four situations:
(1) during any Latin-sponsored education program or activity;
(2) while in school, on Latin’s property, on school buses or other school vehicles, or
at Latin-sponsored or
Latin-sanctioned events or activities;
(3) through the transmission of information from a
Latin computer or iPad, a Latin computer network, or other similar
electronic school equipment; or
information.
(4) through the transmission of information from a computer or an electronic device that is
not owned, leased, or used by Latin that is accessed at a nonschool-related location, activity,
function, or program if the bullying causes a substantial disruption to the educational
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process or orderly operation of the school. This item (4) applies only in cases in which a
Latin administrator or teacher receives a report that bullying through this means has
occurred and does not require the school to staff or monitor any nonschool-related activity,
function, or program.
Bullying means any severe or pervasive 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:
(2) Cause a substantially detrimental effect on the student’s physical or mental health;
(4) Substantially interfere with the student’s ability to participate in or benefit from
Bullying usually occurs when there is an imbalance of power. Bullying often is based on actual
or perceived race, color, religion, sex, national origin, ancestry, age, marital status, physical or
Bullying can take many forms including, but not limited to, severe or pervasive actions such as
physical violence, harassment, sexual harassment, threats, intimidation, stalking, sexual
violence, theft, public humiliation, destruction of property, teasing and name-calling, social
exclusion, and/or retaliation for complaining about bullying. Any act of retaliation toward a
student reporting bullying will not be tolerated. Any acts of reprisal or retaliation will be
reported to the Dean of Students who will take the appropriate remedial actions.
social media, instant messages, and any other computer or phone-based application. It
includes falsely assuming another’s identity or the knowing impersonation of another
individual as the author of posted content or messages if the creation or impersonation
creates any of the negative effects on the victim listed in the definition of bullying.
Cyberbullying also includes the distribution by electronic means of a communication to more
than one person or the posting of material on an electronic medium that may be accessed by
one or more persons if the distribution or posting creates any of the negative effects on the
victim listed in the definition of bullying.
Bullying includes behavior both on and off Latin’s campus. Cyberbullying, in particular, can
occur at any time and its messages and images can be distributed quickly to a wide audience.
information.
The school reserves the right to investigate and proceed as the school considers appropriate.
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information.
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However, not all social conflict constitutes bullying. For example, isolated instances of social
rejection, dislike or aggression, and mutual arguments, disagreements, or fights, generally do
not constitute bullying. Although these behaviors do not constitute bullying, they are not
acceptable within Latin.
When incidents of alleged bullying occurs, it will be addressed immediately and

parents/guardians of all students involved in the alleged incident will be contacted by the
Counselor, Dean of Students, or Division Director depending on the specific division. The
divisional support team will recommend specific interventions such as school counseling
services, restorative justice, social-emotional learning and support, or community-based
services. The Counselors will provide the involved students (and their family, if
appropriate)with information regarding counseling and support services provided at Latin as
well as providing referrals for outside professional counseling services.
"Restorative measures" means a continuum of school-based alternatives to exclusionary

discipline, such as suspensions and expulsions, that (i) are adapted to the particular needs of
the school and community, (ii) contribute to maintaining school safety, (iii) protect the
integrity of a positive and productive learning climate, (iv) teach students the personal and
interpersonal skills they will need to be successful in school and society, (v) serve to build and
restore relationships among students, families, schools, and communities, and (vi) reduce the
likelihood of future disruption by balancing accountability with an understanding of students'
behavioral health needs in order to keep students in school, (vii) increase student
accountability if the incident of bullying is based on religion, race, ethnicity, or any other
category that is identified in the Illinois Human Rights Act.
Consequences for violations of Latin’s Bullying Prevention Policy will be determined by

the school, taking into account a variety of factors such as the severity of the behavior
and the age(s) of the student(s) involved. Discipline may include, but is not limited to:
● Parent, teacher and/or administrator conference to review student’s conduct
and explanation of expectations for student’s future behavior
● Behavior Plans/Contracts list a progression of strategies for improvement and/or
logical consequences for continued disciplinary issues
● Behavioral probation
information.
● Restorative measures or remedial requirements, such as apologies, reflections
and restitution
● Expulsion
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Making a good faith complaint of bullying (including cyberbullying and harassment) will
not prejudice an individual’s future at Latin, even if the complaint cannot be
substantiated.
However, any person found to have made a false or unsubstantiated report of bullying as
a means of bullying, reprisal or retaliation will face appropriate disciplinary consequences
as determined by the school.

they witness bullying, it is expected that the individual shall notify a trusted adult in the
school. The school will accept anonymous complaints of bullying via the Suspected Bullying
Activity Anonymous Form.
Lower School
LS Counselor Aveva Yufit 312-582-6296 fiayufit@latinschool.org
LS Counselor Sarah Everson 312-582-6298 severson@latinschool.org
LS Director Bliss Tobin 312-582-6202 btobin@latinschool.org
Middle School
MS Counselor Pamela Buchanan Miller 312-582-6308 pbuchananmiller@latinschool.org
MS Dean of Students Richard Dickinson 312-582-6306 rdickinson@latinschool.org
MS Director Deb Sampey 312-582-6302 dsampey@latinschool.org
Upper School
US Counselor Anneliese Kranz 312-582-6468 akranz@latinschool.org
US Counselor Jane Knoche 312-582-6408 kjnoche@latinschool.org
9/10 Dean of Students Bridget Hennessy 312-582-6296 bhennessy@latinschool.org
11/12 Dean of Students Joe Edwards 312-582-6405 jedwards2@latinschool.org
Asst. Upper School Director Karen Horvath 312-582-6406
khorvath@latinschool.org US Director Kristine Von Ogden 312-582-6402
kvonogden@latinschool.org
There will be a prompt investigation of all actionable reports of bullying, including the following:
● Making all reasonable efforts to complete the investigation within 10 school days after
the date the report of the incident of bullying was received and taking into
consideration additional relevant information received during the course of the
investigation about the reported incident of bullying.
information.
● Involving appropriate school support personnel and other staff persons with
knowledge, experience, and training on bullying prevention, as deemed appropriate, in
the investigation process.
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information.
● Notifying the Head of School or their designee of the report of the incident of bullying
as soon as possible after the report is received.
● Consistent with rules governing student privacy rights, providing parents and
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guardians of the students who are parties to the investigation information about the
investigation and an opportunity to meet with the Head of School or their designee to
discuss the investigation, the findings of the investigation, and the actions taken to
address the reported incident of bullying.
At least every two years, Latin reviews and re-evaluates our Bullying Prevention Policy to
assess the outcomes and effectiveness of the policy. Our review includes, but is not limited to,
factors such as the frequency of victimization; student, staff, and family observations of safety
at a school; identification of areas of a school where bullying occurs; the types of bullying
utilized; and bystander intervention or participation.
In the enrollment contract each parent signs with the school annually, parents/guardians
agree to support the rules, policies and regulations of the school as described in the first
section of the Student/Family Handbook. That includes, in part, parental support for the
expectations the school has for student conduct.
parents/guardians in supporting the expectations and the school’s efforts to uphold them.
As outlined in the first section of this handbook, Latin students are expected to treat
members of the school community with respect and courtesy and accept one another’s
individual differences in that context. Respect for the property of others is similarly expected
from all students. In addition, Latin students are expected to subscribe wholeheartedly to
traditional principles of good conduct: truthfulness, honor, civility and loyalty to the school.
Latin relies primarily on the cooperation of the school community. The school deals directly
with violations of either the spirit or the letter of its expectations.

information.
to theft and/or vandalism. Because we value student health and well-being, we do not allow
our
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information.
students to place themselves or others at risk by their actions or their possessions.
OffOff-Campus, Vacation and Out-of-School Behavior

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The behavior of students during vacations and other out-of-school hours is the responsibility
of parents/guardians. Nevertheless, a student who engages in serious misconduct away from
school – including but not limited to conduct that is illegal or would be illegal if committed by
an adult; conduct that endangers the safety or well-being of the student, other persons or
their property; bullying or cyberbullying as defined in this handbook, or conduct which brings
disgrace to the Latin community – has violated a major school rule and is subject to disciplinary
action.

performing groups or other organizations that represent the school offoff-campus during
vacation
information.
Our goal is to help students understand what it means to be responsible citizens. Responsible
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citizens recognize, however, that actions have consequences. Violating major rules and
expectations of the school can result in disciplinary consequences. Again, faculty,
administration and the head of school keep in mind the age and developmental stage of each
student as they make these decisions and consequences may vary according to division.
The head of school has finalfinal responsibility for all decisions regarding student disciplinary
matters. In discharging this responsibility, the head of school works in close collaboration with
the division directors. The head of the school's decisions in disciplinary matters are
discretionary and based on determination of the best interests of the student involved and
the community. The head of the school's decisions in particular disciplinary matters are
finalfinal and are not subject to review by the Board of Trustees or any committee thereof or
by the courts. The school reserves the right to dismiss any student, or to deny re-enrollment
to any student, who, in the sole judgment of the school, has had unsatisfactory academic or
social performance, has engaged in conduct which is detrimental to the school or whose
parent(s) or guardian(s) have engaged in conduct which is detrimental to the school.
Community rules and expectations and disciplinary consequences are outlined in further
detail in the lower, middle and upper school sections of the handbook.

Dress Codes
While each division of the school has its own policies for student dress, we generally expect
that student attire will be neat, clean and appropriate for a school environment. During the
year, there may be a number of designated dress-up days (special assemblies, class days or
graduations) where students are expected to come to school dressed for a special event.
Health
Policies
Latin uses
Magnus
Health as its
online portal
for all
student
medical
records and
information.
Families must
submit
required
medical
information.
forms and
records
through
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Magnus us.
information.
According to Illinois state law, students must have an up-to-date CertificateCertificate of Child
Health Examination (Physical) on filefile in the Nurse’s OfficeOffice or face exclusion from
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school. This certificatecertificate is required for all students new to Latin, those entering
certain grades and all students participating in interscholastic sports. The form requires a
physical examination by a doctor, precise dates of past and current immunizations, and the
doctor’s signature.
that the form is completed well before classes begin in the fall. In addition, all
parents/guardians are asked to complete an Emergency Medical Form that provides the
school with important medical information and the authority to act in case of an emergency.
Students will not be allowed to attend classes or participate in any school activities until all
required health forms have been submitted.
information.
school nurses for assistance. If the student needs to leave school early due to illness, the
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nurse will contact a parent, guardian or emergency contact person designated by the parent
to get permission for the student to leave.
Medication
Parents/guardians whose children require regular medication and as-needed medication such
as inhalers or EpiPens must complete the Medication Permission Form (found on RomanNet).
In some cases it may be useful for the nurse to have a supply of the student’s medication,
along with written instructions from a doctor for dispensing that medication if the need
arises.
As noted on the Emergency Medical Form, with the approval of the student’s
consulting physician, the school nurse may, with discretion, offeroffer students an
antacid tablet,
anti-diarrheals, cough drops, or acetaminophen or ibuprofen, unless parents/guardians
indicate their objection on that form. A list of medications stocked in the nurse’s officeoffice
may be found on RomanNet.
Allergy Policy
Latin is committed to providing a safe and inclusive environment for all students. The school
goal is to reduce exposure in the school setting through education, awareness, and developing
a policy that guides our practices and assigns shared responsibility and accountability. Latin
products that contain peanuts or tree nuts, nor will it intentionally purchase items that list
We ask the Latin community to not bring food products into the upper or middle school
buildings that contain peanuts or tree nuts. Additionally, we ask that all members of the Latin
information.
from the registered nurse or registered dietitian.
Parent/Guardian Responsibilities
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Parents/guardians must provide an annual updated Allergy Action Plan complete with the
child’s photo and physician signature. Students with anaphylaxis allergies are required to
carry an EpiPen with them at all times. A time delay in receiving medication in an
anaphylactic event is critical to your child’s survival. Carrying an EpiPen does not imply that
your child must
self-administer the medication during an attack. The majority of Latin’s faculty is trained on
administering an EpiPen. See the lower school section for lower school EpiPen policies.
● Parents/guardians must complete a Prescription Medication form that permits a child
to carry his or hertheir medications.
● Students are required to provide the school with a minimum of one additional EpiPen
to stock in the Nurse’s OfficeOffice. A second additional pen to keep in the cafeteria is
2 encouraged.
information.
● Parents/guardians are responsible for providing the school with all necessary
medication (i.e. Epinephrine, Benadryl, inhaler, etc.) to treat a child’s allergies and
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ensure that these medications are not expired.

● Parents/guardians must coordinate correspondence with the Visual Arts and
Science teachers to review materials used in class if contact allergies are a concern.
● Parents/guardians must meet with Latin’s food service provider if their child’s allergy
is food-related.
● Parents/guardians are responsible for communicating information about
life-threatening allergies to coaches. (Not all Latin coaches also work at the school.)
● Please look for detailed information about school treats or food for celebratory events
in the lower, middle and upper school handbooks.

Latin School of Chicago is committed to learning as an act of transformation. Rigorous and
innovative, transformative learning also requires multiple and often competing points of
view, reflectedreflected in the varied experiences and perspectives of the school’s many
constituents. In keeping with the Principles of Best Practice for Equity and Justice set forth
by NAIS, Latin respects, affirmsaffirms, and protects the dignity and worth of each member
of the school, regardless of race, ethnicity, gender expression, sexual orientation, religion,
national origin, age,
Latin intentionally seeks to admit students and families of various identities and
backgrounds, and works to create a school culture in which each student feels equally at
home. Latin creates a highly talented, heterogeneous team of faculty, administrators, and
staffstaff by working to remove barriers to the recruitment, retention and promotion of
these individuals. Latin is also dedicated to increasing diversity in all aspects of school life.
Latin recognizes its social responsibility as a premier educational institution in the city of
Chicago. Desiring a mutually supportive relationship with the larger community, the school
fulfillment
information.
prepare students for the world they will encounter outside of Latin. All students are expected to
participate in community outreach and service work during their time at Latin with the
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Latin School of Chicago is committed to strengthening its identity as an institution that shapes
justice are integral to the school's academic and service endeavors.

the Strategic Plan which states, “Latin will be an inclusive, welcoming and supportive school for
all students, families, alumni, faculty and staffstaff” and will “...strengthen support for new
students,
information.
By enrolling at Latin School of Chicago, students will be part of a school community that
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openly discusses in an age-appropriate manner ability, age, ethnicity, gender identity/

expression, race, religion, sexual orientation and socioeconomic status. These effortsefforts
are based on research and best practices which demonstrate that a diverse and intentional
learning environment fosters rich conversations, intellectual capacity, compassion,
collaboration and appreciation across differencesdifferences. The aspiration behind this
efforteffort is both to achieve educational excellence and to see, hear and value every child
and family that is a member of our community.
Computing and Technology Policy Purpose

The computing and technology resources at Latin School of Chicago are intended to promote
the school’s academic mission. Guidelines and rules contained within this document apply to
all members of the community (students, faculty, staffstaff, administrators, visitors and any
other users of technology at the school). These guidelines and rules have been created to
reflectreflect both the school’s policies and expectations for behavior of those associated with
Latin. It is important to understand that existing school policies on acceptable behavior,
harassment and conduct still apply within the digital realm and are therefore not reiterated
within this policy.
Access to the technological resources of the school is a privilege, not a right, and all
community members are expected to abide by the policies in the student/family and
employee handbooks to maintain a safe, positive and productive environment when making
use of technology.
ModificationsModifications or additions to technology, other than common user settings (i.e.

volume, brightness, desktop images), should be approved firstfirst by the Information
Technology (IT) Department. This includes cable connections, projector settings/alignment,
and the addition of new hardware and installation of applications. In order to ensure proper
licensing, recordkeeping and compatibility with the technology infrastructure of the school,
all purchases or licensing of software, hardware or computer services for the school should
be coordinated through the IT Department.
information.
Users who fail to comply with written policies or the school’s expectations for behavior risk
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Latin encourages users to utilize the school’s connection to the internet to explore and
investigate topics of interest, but the primary focus must be on matters related to the academic
mission or operation of the school. The school reserves the right to block access to the internet
TrafficTraffic to websites that take up an inordinate amount of bandwidth and impact other
users’ ability to access the Internet for academic purposes will be monitored and those sites
may be restricted if the school deems it necessary. The school employs a web content filterfilter
to prevent accidental access of inappropriate websites.
information.
Personal Technology
computers/laptops, iPads/tablets, and/or cell phones) to the Latin computer network,
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including phone lines, needs to firstfirst contact the IT Department and obtain the required
permission. Latin reserves the right to inspect any personal technology device on campus and
all filesfiles contained on that system.
Social Media
With regard to social media, best practices include:
● Be respectful. Anything you post in your role as a Latin community member
reflectsreflects on the institution as well as yourself. Be respectful of the school and
yourself at all times.
● Be transparent. Balance your right of individual expression with the valid interests of
the school in promoting and presenting its mission, culture, and values to the
community at large as reflectedreflected by the public actions and statements of its
constituents.
network, is not private. It can and will be shared, stored and spread globally. Don’t
post anything online you wouldn’t feel comfortable seeing on the front page of the
While Facebook and other social media sites are permitted, students are expected to
close those applications during classes.
Online Relationships Between Students and Employees

Current students should not initiate or accept social media relationship requests from
employees of the school. The one exception would be if the employee is a relative of the
student. If a student receives a friend request from an employee, they should notify their
Privacy
Individuals using Latin’s computing and network resources will not generally have their activity
information.
reasonable suspicion that computing resources have been misused, policy has been violated or
when routine maintenance and monitoring of computers and the network reveal possible
violations of policy. IT will turn over relevant findingsfindings to the appropriate divisional
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officeoffice or head of school for any potential disciplinary actions.
Sensitive data (academic records, financialfinancial data, employee and student information)
should not be stored unencrypted on any desktop, laptop or portable storage device.
Whenever possible the data should only reside on school-owned servers. Users should contact
the IT Department before moving sensitive school data.
Accounts
Members of the Latin community are provided with various accounts to access various
information.
account information and should not disclose their passwords to anyone. Users should also
change their password on a regular basis and choose secure passwords. Accounts should
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only be used for school-related business.
General
To report security violations or abuse of network or computing resources or to raise any
concerns or questions, please contact the IT Department at IT@latinschool.org or call
312.582.6130.
Consequences
Students who fail to follow the computing and technology policies of the school, who damage
or attempt to damage the technology infrastructure of the school, or who perform illegal acts
with school technology risk probation, suspension, expulsion or other disciplinary action. The
IT Department should be notifiednotified of any incident that impacts or could have an
impact on the operations of school systems.
Crisis Policies
Because an emergency situation or an unanticipated event can transform Latin in a moment,
it is important that the school has a plan in place to deal with potential crises that can have a
lasting effecteffect on the Latin community. During a crisis it is important to address the issues
calmly.
Latin’s Crisis Plan procedures (outlined in detail on RomanNet in the Security and Safety
group) are intended to provide you with a basic road map to follow during such a time of
crisis.
Although it is our hope that we will never have to use this plan, it is better to have something
to rely on when a crisis occurs. The school expects students to cooperate fully during a crisis
ensuring the safety and privacy of the rest of the Latin community. Make sure to follow the
instructions of faculty, administrators, staffstaff members and local authorities during a crisis.
information.
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Fire – Evacuation procedures in the event of smoke, firefire or an
alarm Tornado – Shelter procedures for tornado emergencies
Serious Injury or Illness – Emergency procedures, including firstfirst
aid Lockdown – Procedure for a security threat within the building
Crisis Communications
It is the school’s policy to put student welfare firstfirst. Decisions regarding communications will
be governed by due concern for the right of privacy, personal security, legal liability and the
public’s
information.
legitimate interest in events occurring.
Snow Days/Extreme Weather Conditions

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information will be posted to the school’s website (latinschool.org), and will be communicated
to parents/guardians via email and phone message. The school’s status will also be reported
to the Emergency Closing Center (emergencyclosingcenter.com) which provides information
to all major media outlets.
TrafficTraffic Procedures
We would like to thank parents/guardians in advance for following all Latin traffictraffic
procedures, and for obeying designated traffictraffic safety personnel. Please email
traffic@latinschool.orgffitraffic@latinschool.org with any suggestions or comments. Please
look for detailed procedures for each division on RomanNet in the Security and Safety group
additional information about lower school procedures can also be found in the lower school
section of this handbook.
Dropping OffOff Students

If you drop students offoff at school, please follow these general guidelines:
● Pull as far into the traffictraffic chute as possible. This will allow other cars to pull in
after you and will give non-Latin traffictraffic an opportunity to continue down the
street and clear busy intersections (such as North and Clark).
Follow all directions given by Latin staffstaff and other safety personnel.
● Wait until you have entered the chute before unloading. Safety personnel may
indicate that you are to pull up farther before letting students out of your car.
● Do not drop offoff students from any travel lane. This includes students being
dropped offoff by taxi. If the chute is full, you must circle the block until the chute is
cleared.
● To make the drop-offoff process as smooth as possible, please do whatever you can to
have your child prepared to get out of the car quickly and safely, with all necessary
belongings.
information.
The driver should remain in the driver’s seat at all times. Never leave a car unattended;
this creates traffictraffic problems for other parents/guardians and passing vehicles.
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Picking Up Students
● Do not come too early. Since space in the chute is extremely limited, you will be asked
to circle the block until your student comes out.
● If your student is not ready when you arrive, please circle the block until they are.
● If you are picking up a child from an after-school activity (4 p.m. or later), please
5 be considerate of others and obey posted parking and traffictraffic signs.
information.
● The driver should remain in the driver’s seat at all times. Never leave a car
unattended; this creates traffictraffic problems for other parents/guardians and
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passing vehicles.
General Guidelines
● If you decide to park your car, please take advantage of the legal parking options in
the area. If you park illegally, you do so at your own risk. “No Parking” zones are
clearly marked.
● Please do not block intersections, crosswalks, driveways or entrances to alleys and
private homes. Also, please do not park in the spaces behind the school, as these
spots are reserved and paid for by faculty and staffstaff.
● Please do not pick up or wait for students on the east side of Clark Street. The area
is reserved for buses that transport athletic teams to and from the school.
● Pick up or drop offoff your child only next to the curb. Stopping in the street, even
for a moment, to let a child in or out of your car is dangerous.
Bicycles
The bike cage by the parking area in the alley behind the upper school is available to all Latin
section. Forms are to be submitted to the Facilities OfficeOffice, and access is usually granted
the same-day. Students will need their ID card to access the bike cage. BrieflyBriefly, the
terms of use are:
● Keep the bike cage neat at all times. Lock bikes to the rack inside the cage. No bikes
are to be left overnight.
● Report lost ID badges to Facilities immediately.
● Failure to follow the terms of use will result in loss of bike cage privileges. The bike
cage is accessible during regular school hours.
There are additional bike racks at the lower school entrance, on the south end of the middle
information.
than the bike cage, so students utilizing these racks should make sure that they have a
high-quality lock. Because Latin is unable to assume responsibility for lost or stolen property,
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Additional Information for Parents/Guardians

The Board of Trustees is the governing body of Latin School of Chicago. At present it includes
up to 24 members elected at the annual meeting of the school (eight each year for three-year
information.
terms), the president of the Alumni Association, the president of the Parent Association, the
headmaster, up to three alumni trustees and three charter trustees, appointed by the board
for one-year terms. The board meets nine times during the school year.
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The Parent Association

The Parent Association was founded in 1953 as an outgrowth of similar organizations in the
Girls Latin School of Chicago and the Chicago Latin School for Boys, which merged to create
Latin School of Chicago. The Parent Association promotes mutual understanding and
cooperation by offeringoffering the opportunity for parents/guardians, faculty, students,
administrators and trustees to exchange ideas and work together to serve the school’s best
interests. The Parent Association also promotes good will between the school and the
community.
Since 1953, the Parent Association has made many important contributions to the life of the
school, including Finders Keepers Thrift Shop in 1971, the Romans’ Run and Bazaarnival,
annual activities enjoyed by the entire school community. Income from annual dues and
fundraising goes to financialfinancial aid, faculty grants for further study, physical
improvements for the school and cultural enrichment.
While the Parent Association’s work is efficientlyefficiently carried out through committees
under the direction of an Executive Board and a Board of Directors, only the dedication and
loyal support of parents/guardians makes possible the realization of its goals.
Enrollment Contract
Prior to matriculation, each Latin parent signs a one-year-only enrollment contract. The school
judgment of the school, has had unsatisfactory academic or social performance, has engaged
in conduct which is detrimental to the school or whose parent(s) or guardian(s) have engaged
in conduct which is detrimental to the school. The contract specifiesspecifies that if, after July
1, a student is withdrawn, expelled, ill for a prolonged period or leaves the school for all or
part of the school year for any reason, the parents/guardians are legally bound to pay the full
amount of the year’s tuition and fees. Tuition insurance is offeredoffered to all
parents/guardians.
information.
Delinquent Payment of Tuition and Fees
To offeroffer a superb educational experience for each child, Latin relies on parents/guardians
to meet their financialfinancial obligations for tuition and fees promptly and fully. The school’s
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only recourse when bills are unpaid is to withhold services. (For example: students may not be
allowed to participate in Project Week, not be allowed to sit for exams, and/or transcripts and
other documents may be withheld from college applications and other external programs.) If
accounts are not paid in a timely fashion, students may be excluded from school and may be
asked not to return. Please contact the school’s Business OfficeOffice if you would like to
discuss a payment issue.
Withdrawing From Latin

When a student withdraws from Latin prior to graduation, their parents/guardians should
email the upper school director if they wish to allow the school to speak freely about their
child to
information.
other educational institutions. Without this permission, the only information we will be able
to provide is a transcript and the dates of attendance.
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The school keeps cumulative filesfiles on all students while they attend Latin. The filesfiles
contain copies of all grade reports, progress reports, standardized test scores,
correspondence involving the student, the original copy of the student’s application, notes
from teachers, the student’s disciplinary records and other miscellaneous records and papers.
Parents/guardians who wish to examine their child’s folder should call the division director for
an appointment. Colleges to which students apply may ask students and/or their
parents/guardians to sign records waivers to ensure that no access or influenceinfluence was
asserted during their college application procedures, and Latin encourages them to do so. This
is standard operating procedure for all college-bound students in the United States.
Photo Policy
As stated in the enrollment contract, Latin occasionally takes photos, videos and voice
recordings of students and faculty in its programs for use in print and electronic publications,
promotional materials, and archives. During remote learning, faculty/staffstaff members may
take screenshots of students in their homes or other study locations outside of school. A
student’s enrollment in the school constitutes consent to the school’s capture of such images
and recordings, and their publication, unless a parent opts out by emailing the School’s
Communications OfficeOffice (communications@latinschool.org). The school does not
compensate or reimburse students or their families for use of their images or recordings. Latin
does not publish students’ names or other identifying information in conjunction with their
images without parental permission. If you have any questions about this policy, or the use of
your child’s image, please contact Latin’s Communications OfficeOffice
(communications@latinschool.org).

It is the intention of every teacher at Latin that students in their classroom will understand the
material as it is presented. When a student has difficultydifficulty, the teacher will work
individually with the student as much as time allows. After all available internal resources have
been exhausted, parents/guardians may be encouraged to seek the services of a paid tutor. If
the parent wishes
information.
to hire a Latin teacher as a paid tutor, the following policy and steps must be followed:
● The student’s teacher, the division director and the department chair (middle and
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upper schools) must all be involved in the decision to seek tutoring for the student.
● The Learning Resources Department or reading resource teacher or the
math interventionist (lower school) may also be involved in the decision.
● All of these educators need to know who the tutor is and when the tutor will meet
with the student.
● No Latin faculty member is allowed to tutor their current students. Teachers may
not tutor students whom they will teach in the fall.
● No Latin faculty member is allowed to tutor any Latin middle or upper school student
for pay in any school building before 5 p.m. during the school year.
information.
Tutoring that provides maintenance, support and remediation of learning is considered
appropriate.
● Middle and upper school students: If a student in an AP, Honors or Challenge Math
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class requires regular tutoring, that student is most likely placed incorrectly. The only
exception is those students who regularly receive accommodations from learning
resources. Latin faculty may not tutor students to maintain AP, Honors or Challenge
● If parents/guardians desire enrichment activities for their children, they may wish to
contact the school. Division officesoffices or department chairs may have on filefile
information on enrichment programs.
● Teachers and parents/guardians must be aware that school obligations (e.g. faculty
meetings, team meetings, committee work, etc.) always take precedence over
tutoring for pay, and the need to cancel or reschedule sessions should be clear to all
parties.
● These policies and steps must be followed for summer tutoring as well as for
tutoring during the school year.
The Consensus Guidelines of the Parent Association

The Parent Association has reached the following consensus guidelines regarding social
activities outside of school that involve Latin students and their parents/guardians. Please
share these guidelines with your child and be concerned for the welfare of others.
Communication with your child

● Have a conversation with your child about where you stand on alcohol and drug use.
Teens who know that their parents/guardians are firmlyfirmly against illegal underage
drinking and illegal drug use are known to engage less in these behaviors. Maintain
open lines of communication with your child while stating clearly your expectations for
their behavior.
● Be aware of how your child plans to travel to and from parties.
● Be sure your child knows where you can be reached and make certain you know how
to reach your child.
● Check your child's breath and behavior when they come home at night. Research
shows that teens who know their parents/guardians will be checking on them will be
overall less likely to drink or use drugs and less likely to engage in dangerous binge
drinking.
information.
Legal Matters
weekends, 10 p.m. on weeknights; for minors younger than 12: 9 p.m. on
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weekends, 8:30 p.m. on weeknights (MCC 8-16-020)

● The legal age for smoking and drinking in Illinois: it is 21 years old for the purchase
of tobacco products, electronic cigarettes, or alternative nicotine products, and 21
years old for the purchase of alcohol. Possession or use of controlled substances is a
punishable offenseoffense. (35 ILCS 130/6; 235 ILCS 5/6-16.1; 705 ILCS 405/5-615)
forms (“cannabis concentrate'', “cannabis flowerflower”, “cannabis-infused
products”; vapables, smokables, edibles), in Illinois is 21 years old. Possession or use
of controlled substances is a punishable offenseoffense.
information.
(https://www.illinoispolicy.org/what-you-need-to-know-about-marijuana-legalization-in-
illinois
(https://www.illinoispolicy.org/what-you-need-to-know-about-marijuana-legalization-in
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- illinois).
● It is important for parents/guardians to be aware that in Illinois, there is a Social
Host Law:
(https://www2.illinois.gov/ilcc/Education/Pages/Parental-Responsibility/Know-The-Law.
aspxhttps://www2.illinois.gov/ilcc/Education/Pages/Parental-Responsibility/Know-The-L
aw. aspx)
age 21 (or if you know or should have known that they are drinking alcohol),
you are guilty of a Class A misdemeanor. This will result in a finefine. Note that
you are held responsible regardless if you are the one who provides the alcohol
AND regardless if you are home or not.
● If a minor who was drinking at your house injures or kills someone, you are
guilty of a Class 4 felony. This could result in both a finefine and/or jail time.
● You will not be guilty of violating the law if you request help from the police to
help remove the underage drinkers and stop the gathering. This only holds if
you are the firstfirst one to call—not if the police show up after a complaint
from a neighbor and then you ask for help.

● Do not sponsor activities you or your children are unable to control (such as
unsupervised use of your home, a large open house with limited adult supervision,
etc.). Review your civil and criminal liability as a host to minors in your home.
● Do not serve alcohol to others’ children who are high-school age or younger, nor
allow young people to bring alcohol or other drugs into your home.
visiting your home to take alcohol and refillrefill the bottles with water.
Parents/guardians don't typically know exactly where the bottle was filledfilled to or if
the alcohol is diluted with water. Don't give your kids or their friends the opportunity
to take alcohol or drink it in your home.
information.
● Welcome open communication among parents/guardians to verify dates and times of
social events and confirmconfirm supervision of the event. If your child tells you they
are going to someone's house for a party, email or call the parents/guardians to ask
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them if they will be supervising. Please do not assume that just because
parents/guardians are at home that alcohol will not be available. Some questions you
should be able to answer before permitting your child to attend:
○ Who will be attending?
7 listed below), please realize that you are assuming responsibility for those staying at
information.
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● Plan to stay in town on big party weekends: Homecoming, Halloween, Winter Ball,
Super Bowl, Parker vs. Latin Basketball games, Scholarship Dinner/Romans Raise &
Revel, Prom.
child is staying elsewhere and your house is empty, it is a good idea to change the
alarm code and let your child know ahead of time that they will not have access to the
home over the weekend.
information.
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Academic Program
curriculum.
challenge and inspire young learners to be creative, imaginative and innovative thinkers. The
program is designed to nurture each student’s curiosity, motivation, and ability to solve
problems by approaching learning as a process of exploration, inquiry and discovery. We
believe that the process of learning is as important as the end result, and that students learn
best when they are academically challenged through an integrated curriculum connected to
the real world.
The lower school’s inquiry-based learning sparks students’ imaginations and keeps their love of
learning alive while they gain new skills and proficienciesproficiencies. Our students are
encouraged to take initiative and to engage actively in their own learning by thinking
independently, working collaboratively, and expressing themselves with confidenceconfidence.
Social Emotional Development and Learning

We believe that fostering social emotional growth in students is just as important as teaching
them academic skills. The social emotional pedagogy that is used in the lower school is based
teaching that focuses on the strong link between academic success and social-emotional
learning (SEL). The program is based on the idea that “a high-quality education for every child
is built on the foundation of a safe and joyful learning community.”
The RC approach consists of a set of practices that build academic and social emotional skills

Engaging academics
Positive community
EffectiveEffective
management

The lower school curriculum is based on numerous developmental principles: students learn
by doing; students construct knowledge and develop understanding through the interaction
of their own thinking with their experiences in the real world; students learn in a supportive,
open-ended, predictable, and positive environment where they feel safe and are encouraged
to take intellectual risks; students learn in a variety of ways, and at their own levels of
readiness; and, students learn as a result of thoughtful guidance from teachers.
information.
are encouraged to share these experiences as a context for applying their knowledge.
Through open-ended explorations, students develop curiosity and a desire to learn.
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Homeroom
with whom they spend the greatest portion of each school day. Each homeroom teacher is
well versed in the developmental concerns that normally arise among students of the age
they are teaching. The homeroom teacher is responsible for each student’s instruction in
literacy, mathematics and social studies.
Assemblies
Assemblies for the lower school are held on most Fridays throughout the school year in our
first floorfirst floor gymnasium. Students and teachers come together as a community to
celebrate and recognize our accomplishments, perform and be active audience members, and
promote a general feeling of school pride.
For some assemblies, such as grade level presentations, holiday programs, etc.,
parents/guardians are invited to assemblies, seating begins after morning arrival routines and
at the direction of the receptionist. We ask that parents/guardians do not attempt to enter the
gym earlier because of our busy day and early morning activities. No food or beverages are
Homework Philosophy
single most beneficialbeneficial form of homework. Students should be reading in and out of
school on a daily basis. On occasion, teachers will assign a special project that connects to the
classroom.
Our digital portfolios (SeeSaw) provide insight into the daily learning experiences.
level expectations on Back to School Night. Together, lower school educators and
parents/guardians work to implement best practices for home-school connections.

Inclusivity and support embeds anti-bias education and social-emotional learning into
classroom curriculum. There is a focus on healthy identities and connections. The Learning for
Justice guides our instruction around inclusivity and support. This is done through units of
study, literature, classroom discussions, and school-wide assemblies. A cornerstone is the use
of children’s literature to start important conversations designed to foster empathy and
respect across differencesdifferences while giving children the knowledge and practice needed
to identify bias and stand up to injustice.
information.
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information.
Tuesday, March 15, 2022, so that homeroom teachers may hold individual conferences with
the parents/guardians of each child in their classes. A limited number of conferences with
specials teachers will be available on these dates.
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Teachers generally use conference time to describe a student’s academic strengths and areas
for growth, relationships with other students or adults, ability to work independently, and
ability to express and cope with feelings. Teachers appreciate your observations of your child at
home. It is not uncommon for differentdifferent behaviors to manifest themselves at home
and at school. The extent to which teacher observations correspond (or do not correspond)
with your observations is sometimes a productive springboard for discussion about how you
and the teacher may best help your child. Your insights about your child’s perceptions and
feelings are not just helpful; they are essential if both school and home settings are to be
conducive to constructive, healthy inquiry and learning.
Students are often quite curious about what is discussed in these conferences. We suggest
that parents/guardians emphasize their child’s strengths in such conversations. Constructive
sets of goals are the healthiest outcome of most conversations about parent-teacher
conferences.
In addition to the formal conference dates, parents/guardians or teachers may initiate a

meeting whenever either considers one is desirable. We encourage you to request a
conference through the homeroom teacher whenever you have questions or concerns about
your child’s academic progress or social and emotional development. The director may be
present at the request of the teacher and/or the parents/guardians.
Grade Reports
Grade reports are written for parents/guardians and contain formal, written assessments of

A detailed report of the cognitive, social, emotional, and physical development of the student
is written in June.
Note that reports for junior and senior kindergartners are written only once, at the end of the
Grades 1-4
information.
Teachers use checklists to evaluate the variety of skills covered across subject matter areas.
Written comments are provided to round out the learning profileprofile of each student’s
personal and
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information.
in academic areas.
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Standardized Testing
Latin is a member school of the Educational Records Bureau. In late spring, appropriate tests
are administered to lower school students in grades three and four to provide comparative
scores of individual students and classes as a whole. These tests are useful in telling us how
well our students are faring and how differentdifferent aspects of our curriculum or instruction
compare with methods and materials used in other independent schools. They are, however, a
singular measure, and parents/guardians should look to regular school reports for a complete
profileprofile and assessment of their children’s academic performance. Parents/guardians
may request their child’s ERB scores by emailing the lower school assistant.

Roundtable discussions are an integral aspect of the lower school counseling program.
Through group discussions, stories and activities, counselors work to complement the pursuit
of academic excellence and intellectual growth with a concern for the social, psychological,
and moral development of each child. Counselors visit junior kindergarten through fourth
grade classrooms on a rotating basis to lead discussions and activities on a variety of topics
that focus on friendships and social emotional learning. Goals for Roundtable classes include
promoting physical well being and an increasing sense of personal control over one’s own
behavior and safety, fostering interest in and respect for differencesdifferences among
people, and supporting responsible, effectiveeffective participation in small groups and in the
community.

In addition to regular physical education classes, the lower school’s Rising Romans program
offersoffers further athletic opportunities for students in third and fourth grades. We believe
that the best way to prepare our athletes for future interscholastic competition is to provide
intensive skill instruction and competitive skill-based competitions. Sports in the program
include
cross-country, volleyball, basketball, baseball/softball, soccer, and Girls on the Run. Girls on
the Run (GOTR) is a physically active, curriculum-based youth program that inspires girls to be
joyful, healthy, and confidentconfident while creatively integrating running.
All of the sessions emphasize skill development, sports terminology, and transitional skills for
competitive play. Interscholastic competition occurs during our cross-country season. Rising
Romans helps with the transition into middle and upper school athletics, while attending
To participate in lower school athletics, a student must be registered via UltraCamp.

Additionally, students who miss or sit out of their regular physical education class, or who fail
information.
to attend other classes throughout the day, may not participate in athletics that day.
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information.
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out to the wider community. Service projects may include connections with the Lincoln Park
Zoo or animal shelters, book collections for various schools and organizations, food and toy
drives, food preparation for shelters, holiday cards and letters for nursing home residents, and
holiday giving trees.
Volunteer service and environmental clubs are offeredoffered to students as both before and
after-school opportunities. Many parents/guardians participate in these clubs’ projects and
activities. Information on service and philanthropic opportunities will be sent home or posted
on RomanNet occasionally during the school year. For more information concerning family
service opportunities, please contact Tim Cronister, head of Student Life at Latin.

The Extended Day program supports Latin families by offeringoffering a safe, supportive
program before and after the school day for students enrolled in junior kindergarten through
fourth grade. It provides a balance of the organized activities and free time that students need
at the end of their busy school days. Our students participate in a host of exciting and
educational activities including crafts, games, and outdoor play. For those students who
require time for homework, a quiet space is available.
The program offersoffers enrollment options for before and after school care. Morning
Extended Day is available from 7:15 to 8 a.m. In the afternoon, care is available between 2:30
and 6 p.m.
Look for details about the Extended Day program on RomanNet. Registration occurs through
UltraCamp. You also may email extendedday@latinschool.org with questions.
ASR (Grades 1-4)

A variety of arts, academic, and athletic activities are available after school hours for students
in grades one through four. Students enroll in After School Resource sessions in pre-announced
registration periods during the school year. Registration occurs through UltraCamp.Expanded
information about these programs is available through the lower school officeoffice and on
RomanNet. You also may email asr@latinschool.org with questions.
Additional Opportunities
Each year, there are a number of other activities offeredoffered before and after school that
are lower school clubs. These opportunities might only be offeredoffered during certain times
of the year, and the list is continuously evolving. Some of our past activities have included
the following:

information.
● FLLOW (Future Latin Leaders of Our World) (grades 3-4)
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information.
Attendance
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7:15 a.m. Extended Day begins (students must be signed up in order to
participate) 7:55 a.m. Supervision in front of the building begins
8 a.m. Students are admitted into their
classrooms 8:15 a.m. Classroom instruction begins
in grades JK-4
Afternoon dismissal
2:30 p.m. JK and
SK
3 p.m. Grades 1-2
Arrival Notes
Classes in junior kindergarten through fourth grade begin at 8:15 a.m. Supervision of students
is not available before 7:55 a.m. Therefore, because of a concern for the safety of our students,
we ask parents/guardians not to drop students offoff at the lower school before 7:55 a.m.,
unless they are enrolled in our Extended Day program or special program arranged by a
teacher.
Because every moment of the school day is important in the education of each student, we
encourage students to arrive at school in time to be organized and ready to start the day when
instruction begins. To aid in the transition from home to school, please help your child arrive at
participate in classroom instruction that begins at 8:15 a.m.
2-4 enter through the north door. In inclement weather – rain or extreme cold (20° or colder)
– students may enter at 7:55 a.m. and wait in the designated areas until 8 a.m. At all other
times, children will wait outdoors and should dress accordingly.
Tardiness
check in with the receptionist. The child’s tardiness will be reported for attendance record
keeping. Excessive tardies will result in a meeting with parents/guardians and the division
director to determine a course of action.
Absences
Absences from school are disruptive to your child’s learning and development and should be
information.
recorded unexcused absence. The absence reporting phone number is 312.582.6204. It is
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information.
with the receptionist. Returning students should then be walked back in and checked in with
the receptionist. You must escort your child into and out of the building and check in with the
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receptionist, whenever your child arrives after 8:15 a.m. or leaves prior to regular dismissal
time. We recognize this may be an inconvenience, however the safety of our students is a high
priority.
If your child needs to leave from the health officeoffice during the day we ask that the
parents/guardians notify the front desk when they arrive, and your child will be walked down
to the front desk.
lower school nurse, lower school director and division assistant in writing. Parents/guardians
are discouraged from planning absences from school, and are asked to consult with the
director before discussing the prospects with children or making any reservations. Remember
that discussions and classroom activities that are missed cannot be recreated with written
work. In some cases, tutorial work may be required upon a child’s return from an extended
absence.
Holiday Dismissals
The school strongly discourages students from leaving early for, or returning late from
vacation. To do so is disrespectful to the school and limits a student’s continuity of study.
Family trips, long weekends, and vacations should be planned around, and not during, days
when school is in session. Teachers will not provide homework in advance of early holiday
dismissals.
The general school calendar is posted on the school’s website at latinschool.org/calendars.

(For detailed calendar information, log into RomanNet.)

Thanksgiving Break – Tuesday, November 23, regular dismissal time
Winter Vacation – Friday, December 17, noon dismissal
Spring Vacation – Friday, March 18, regular dismissal

writing. The student’s teacher and the school nurse needs to know about parent absences,
along with the following information in case of emergencies:
● If your child is not staying at home, the address and telephone number where the
child will be staying.
● Your address and telephone number, or how you can be reached in case of
an emergency. This information is essential.
information.
We believe that elementary school is a time to grow and learn from mistakes. Therefore, we are
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information.
emotional and educational needs. We also believe that all members of our community should
be safe both emotionally and physically. Therefore, the safety of all faculty, staffstaff and
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students is paramount to the needs of any individual student.
With students, teachers and parents/guardians following the norms of honesty, politeness,
and respect for others, Latin lower school provides a safe and inclusive environment for all.
While the major school rules apply in the lower school as well, our approach to discipline and
students learn to follow the guiding principles of the lower school and to be responsible
citizens of their community through redirection and logical consequences. Student standards
of behavior are reinforced throughout each day, with the primary responsibility for
maintaining discipline in the lower school resting with the faculty and administration.
(1) Placein the student in reasonable fear of harm to self or property;Lower School. Latin’s
Bullying Prevention Policy can be found on pp. 4 above.
(4) Substantially interfere with the student’s ability to participate in or benefit
from other services, activities or privileges provided by Latin.
distribution or posting creates any of the negative effects on the victim listed in the definition
information.
of bullying.
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information.
Bullying includes behavior both on and off Latin’s campus. Cyberbullying, in particular, can
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Harassment is a form of bullying and means any behavior that has the intention or effect of
harming or intimidating others, of creating a hostile or offensive environment, or of
interfering with another’s school or work performance. It can take many forms – verbal,
written (including postings of text, photos or video on the Internet), visual, physical,
psychological – and is often, but not always, associated with actual or perceived race,

and the director.
Possible consequences
As stated in that section, consequences for violations of Latin’s Bullying Prevention Policy

information.
5● In-school suspension
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information.
● Expulsion
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Our code of conduct is essential to the development of good citizenship and applies to
all students at Latin lower school. Students may be asked to permanently leave Latin if
their behavior does not meet Latin’s standards and expectations.


Student Dress
The lower school dress code intends to help students make positive choices regarding
engagement in the classroom. While the dress code is actually quite flexibleflexible, there are
several restrictions for all students, regardless of gender. As stated in the firstfirst section of the
The dress code intends to help students make positive choices regarding appropriate dress for
the school environment allowing for full, unrestrictive movement and engagement in the
classroom. While the dress code is actually quite permissive, there are several restrictions for
all students, regardless of gender:
● No clothing with offensiveoffensive language, pictures, or symbols;

information.
● No midriffmidriff tops.
Junior kindergarten and senior kindergarten students are required to wear gym shoes to
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school. Students in grades one through four are required to have gym shoes and socks each
day that are specificallyspecifically used for physical education. Slip-on gym shoes and hiking
boots or shoes are not acceptable for physical education. All clothing and personal belongings
should be clearly labeled with your child’s name. We go outside when the temperature is 20°F
and above, so students need to have appropriate cold weather clothing available at all times.
General information & Policies

Lunch and Snacks
on the cafeteria/ food service page of RomanNet. The Parent Association and members of the
faculty, staffstaff and administration work closely with the food service team to create
healthy,
information.
balanced and nutritious options for lunch, snacks and beverages served to our lower school
students.
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The lower school makes every efforteffort to be a nut-aware environment, and our food service
team can accommodate most dietary restrictions. A documented note from a medical doctor,
preferably a child’s pediatrician, outlining any medical condition that requires any dietary
restrictions must be presented to the lower school director and the school nurse to request an
exception be made for exemption from any part of the food service program. Exemptions will
only be made if our food service team is not able to accommodate the dietary restrictions
We understand that children can sometimes be picky eaters or prefer to eat only certain kinds
of food. We ask that parents/guardians work with their children to identify foods that they will
eat while challenging them to explore differentdifferent foods or a “new” food each day or
each week. Carefully reviewing the weekly menu with your child and helping identify several
options will help assure good nutrition as well as encourage healthy eating habits. All students
are served a snack while at school. The lower school does not permit any outside food. For
special celebrations or class projects that involve food, Latin’s food service will supply the
needed items that faculty and staffstaff will order. This is to ensure the safety and well-being
of all our students, including those with severe food allergies.
Medical and Health

The best resource for detailed information about lower school medical requirements and
policies is the Lower School Nurse’s OfficeOffice page on RomanNet.

The school nurse supports learning by implementing health promotion and safety strategies.
The nurse provides assessment and interventions for injuries and illnesses occurring during
the school day; and refers students to their primary care physician, or for emergent care as
needed. The nurse communicates with the family when further assessment or intervention is
necessary beyond what the nurse can provide at the school.
information.
For children with chronic or episodic health conditions, the nurse works with the students,
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condition during the school year, based upon the recommendation of the primary care
physician. The nurse serves as a health education resource for students, faculty and
parents/guardians.
Medical and Health Documentation

Latin students’ health records are recorded and maintained on Magnus, an online database. All
● Vital Health Record: The vital health record is not a form, but an online assessment
1 that may be completed in a few minutes. Update as needed.
information.
● Medication Authorization Form: The Medication Authorization Form is required for
all students. This form allows your student to receive over the counter medications
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from the school health officeoffice during the school day. A parent/ guardian
signature and a physician signature are required for your child to receive
medications at school, according to Illinois law.
● Physical Exam: The State of Illinois Childhood Health Exam is required for all
students entering junior kindergarten, senior kindergarten and all students new to
Latin.
● Immunization records are required by State Law. See RomanNet for more
information about 2021-22 immunization requirements. Exemptions from required
immunizations will only be given for state approved medical or religious reasons
and with sufficientsufficient documentation.
● Vision Exams are required for all students entering SK and for all students new to
the state of Illinois school system.
● Asthma/Allergy/Seizure Action Plan: If your child does not require an action plan,
click “no” and the requirement will disappear.

● Vision and hearing screenings administered annually at school as mandated by
Illinois state law. If a student fails a screening and rescreening the parent will be
notifiednotified and referred for formal testing.
● Latin contracts with a speech/language pathologist to administer speech and
language screenings in JK and by referral in grades SK-4.
Food Allergies Requiring Emergency Medication

● A Food Allergy Action Plan is required to be uploaded in Magnus yearly.
● Before the start of the school year please submit two doses of each medication
prescribed in the food allergy action plan (FAAP), labeled with your child’s name and
an expiration date. The FAAP and medications are placed in bags located in both the
child’s
information.
homeroom class. Teachers take the safety bag and a copy of the FAAP with them on
fieldfield trips.
● Please make sure that the medication doesn’t expire during the school year, or, if it
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does, make a note of the date and replace it when necessary.

● Stock Epinephrine auto-injectors are located throughout the school and all staffstaff
and faculty are trained in the signs of anaphylaxis and how to use epinephrine
auto-injectors.

● An Asthma Action Plan is required to be uploaded in Magnus yearly.
● Before the start of the school year please provide an inhaler, spacer and mask if
used, labeled with your child’s name and an expiration date.
● Please make sure that the medication doesn’t expire during the school year, or, if it
3 does, make a note of the date and replace it when necessary.
information.
● A parent may give permission for the student to self- administer the inhaler at school
by indicating this on the Over-The-Counter Medication form. The school nurse prefers
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to see all students when they use an inhaler to evaluate their lung sounds and
response before and after the medication.
● The Health OfficeOffice does not stock inhalers.
Medications During the School Day

● The Lower School Health OfficeOffice keeps a supply of Acetaminophen, Ibuprofen,
Antacids (Tums), Benadryl, and Hydrocortisone cream. With permission from the
parent(s) and child’s physician, the school nurse can administer these medications
during the school day. The school nurse will generally try a non-pharmacological
intervention before a medication, and will notify a parent if a child is given
Acetaminophen, Ibuprofen or Benadryl.
● If any over-the-counter not listed above, or prescription medication is required to
be given during school hours, the medication must be provided in the original
packaging along with authorization from the prescriber.

● The best way to prevent the spread of illness in the school is to keep kids home when
ill, and enforce good hand washing technique. It is not possible to prevent all
childhood illness but the goal is to minimize the amount of illness and school time
lost.
● To know whether your child should stay home from school, the American Academy
of Pediatrics suggests answering these quick questions:
● Does your child have a fever? Fevers of 100° F or more are generally a sign of illness,
so children should stay home from school until they are fever free for 24 hours
without medication.
● Is your child well enough to engage in class? If ill kids seem too run down to get
much out of school, keep them home.
● Does your child have a contagious illness, such as the fluflu or pinkeye? If so, keep
them at home until they’re no longer infectious (ask your doctor for guidance as do
when they are not contagious).
information.
● Any symptoms of COVID require a student to stay home until a negative PCR test is
obtained. For further information regarding symptoms of COVID or COVID
protocols, click herehere.
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NotificationNotification of health trends

● The nurse will send periodic messages to families about health trends in the school
and immediate notificationnotification when there is an abnormal amount of a highly
contagious condition in a class or grade level.
school, all children who are not protected (vaccinated) against these illnesses will
be excluded from school for the appropriate amount of time, as dictated by the
Illinois Department of Public Health.
Head Lice
information.
● Just like childhood illnesses, it may be impossible to eradicate all cases of head lice
in elementary age children.
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● The best way to prevent the spread of head lice is to avoid direct head to head
contact, and for parents/guardians to do a weekly check for lice, and treat children
before returning to school if any lice or nits are found.
● The school does not do routine lice checks but the school nurse is available for
consultation and guidance. Please see the nurse’s page on RomanNet for a plethora
of evidence based information about lice and our lice policy.

● In accordance with our student injury policy: If a student is injured at school and
needs further evaluation or monitoring, the parent will be contacted by the school
nurse with an assessment of the injury and recommendations for medical follow up
needed. The responsible adult who witnessed the event will also contact the family
to explain how the injury occurred.
● For mild injuries that do not require medical follow up, the responsible adult will
inform the parent of the incident.
individuals whom you have listed as emergency contacts in the order in which you
have posted them.
● If your child is assessed as having an illness or injury necessitating an evaluation in
the emergency department, we will attempt to reach you before calling an
ambulance.
Head Injuries
The school nurse will evaluate every student who obtains a significantsignificant blow to the
head. The school nurse does a concussion checklist at the time of incident, fivefive minutes, and
30 minutes after. If they are concerned about the status of the student, the parent will be
contacted immediately. If the student passes the evaluation the nurse will email the
parents/guardians information on signs and symptoms to monitor, as concussion symptoms
can sometimes
information.
manifest hours after an injury. Please see concussion policy posted on RomanNet for further
information.
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Electronic Devices
To minimize distractions that may interfere with the learning environment, electronic devices
special project or assignment, a place to store the device will be designated. At the same time,
Parents/guardians will be notifiednotified if these items are being used inappropriately.
administration. This includes fidgetfidget toys that have been recommended by doctors.
information.
Communication Between School and Home
Communication is the key to maintaining a strong school-home partnership. We make every
attempt to keep you informed about your child’s academic and social progress, and we would
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you have questions about assignments, evaluations, or your child’s development, the primary
source of information is the homeroom teacher.
Your best source of accurate information regarding school policies, events, grade activities, and
the school community is RomanNet. Parents/guardians also can call the lower school
officeoffice at 312.582.6200 if they have further questions. Everyone at the lower school
welcomes your questions and comments, so don’t hesitate to contact us.
(Find faculty contact information in the Resource section of RomanNet.) You may also leave a
take calls, check voicemail, or respond to emails during the school day since that time is
Teachers and parents/guardians should expect courteous and appropriate exchanges,

modeling the manner and tone we expect from our students. In conversations about
sensitive issues, the adults should firstfirst discuss matters without children present.
School Night.
TrafficTraffic and Parking

A detailed outline of all lower school traffictraffic policies and procedures, including a map of
our pickup process is available in the Security and Safety section of RomanNet.
To ensure the safety and security of our students, as well as to facilitate traffictraffic
management, all parents/guardians, caregivers, and others who pick up or drop offoff children
at Latin will be required to have a Latin placard prominently displayed in their vehicle.
information.
Order forms for placards will be sent home to families over the summer, and will also be
posted on RomanNet. To download these forms as well as to findfind more information and
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maps concerning specificspecific drop-offoff and pick-up procedures, and traffictraffic and
parking in the area, please go to RomanNet under Security and Safety and downloads. You can
also contact traffic@latinschool.orgffitraffic@latinschool.org for questions or concerns.
Parking on the block of Dearborn where the lower school is located is by permit only. If you
park illegally, you do so at your own risk. We appreciate your cooperation in asking neither the
school nor the Police Department for special considerations with respect to city regulations.
The police will ticket and/or tow you if you violate traffictraffic laws.
There are parking pay boxes along Clark Street, and several high-rises and businesses in the
area allow parking for a fee:
information.
● The Constellation at the southeast corner of North Blvd. and Dearborn;
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● James/Kilmer House Garage, 1560 N. Sandburg on Germania St. (reduced rates for
Latin guests at the James/Kilmer House Garage with validation from any reception
desk), and
Always drop offoff and pick up children curbside on Dearborn heading north. In the mornings,
student safety patrols will assist your children getting out of their cars. In the afternoons,
teachers and Latin personnel will help to assure that children get into their vehicles. Please
note that Latin personnel may not assist with buckling children into car seats or seatbelts.
Pick-up Procedures
We know that drop-offoff, and especially pick-up, can be stressful for even the most patient
drivers. At the same time, we are located in a congested residential area and we continuously
strive to be good neighbors while keeping the students safe. Keep in mind that it is unlawful
to use cell phones while driving in a school zone.
A series of cones form a chute starting at Burton Place and extending to North Boulevard in
the northbound lane. The students will be waiting with their grade level and teachers at
various intervals along Dearborn. TrafficTraffic personnel will direct vehicles displaying a Latin
traffictraffic placard into the chute driving north. If the chute is full, drivers will be directed
into the northbound travel lane in order to keep the crosswalks clear. Drivers should circle
the block until they are able to enter the chute.
Dismissal times are staggered to accommodate the volume of traffictraffic on Dearborn

Parkway so that all students can be placed safely in their cars. If families or carpools are
picking up a junior kindergarten or senior kindergarten student (2:30 p.m. dismissal) and a
firstfirst, second, third, or fourth grade student (3 p.m. or 3:15 p.m. dismissal) and do not want
to wait in the chute two times, junior kindergarten or senior kindergarten students may wait
in the Courtesy Room at no charge to the parent until the older children are dismissed at 3
p.m. or 3:15 p.m. If the older child is absent, it is expected that the junior kindergarten or
senior kindergarten students will be
information.
During the firstfirst days of school, we encourage families and teachers to work together to
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informed of these changes to assure the safety of each child during our busy dismissal
times.
As difficultdifficult as our pick-up procedures might be, we ask that children be picked up
promptly at dismissal time. Teachers have after-school obligations and are not available to
supervise students after dismissal, and children become upset if they remain after their
classmates have been picked up. Extended Day is available for all students, and we strongly
encourage you to sign up for this plan if you cannot consistently commit to the school
dismissal times.
information.
Since we cannot guarantee outside supervision after school hours, the following policy is in
effecteffect: Any student who is not picked up by the time traffictraffic has cleared in front of
the building will be taken inside and an automatic $50 will be charged to the parent account.
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When there is a change in transportation plans, please inform the teacher in writing;
students will not be allowed to take alternate means of transportation without written
permission from parents/guardians.
Dog Policy
For the comfort and safety of our students and adults, we ask that you do not bring your pets
to the lower school during drop offoff and pick up times. With heavy foot traffictraffic, noise
and activity in front of the school at these times animals can feel threatened/frightened and,
at times, react negatively. If it is absolutely necessary to bring your pet, please make sure that
it is on a leash at all times and please stand on either the north or south side of the lower
school building instead of directly in front.
Parent Matters
For security reasons, parents/guardians and other visitors to the school are required to check
in at the front desk with the school receptionist. The parent should wait while the receptionist
makes contact with the intended party. The receptionist will then allow the parent into the
school. Parents/guardians must wear the provided name badge during their time in the
building and return their name badge to the receptionist when they leave. Masks must be
worn at all times by visitors inside the lower school building.
time or opportunity to visit other parts of the building, engage in impromptu conversations
with faculty, staffstaff or their child, or conduct any business not related to the intention of
the visit.
information.
To ensure a productive learning environment for all, please limit your use of cell phones to the
area outside the first floorfirst floor reception desk. Please turn your cell phone offoff while
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visiting or volunteering in the school. If you need to be reached while you are at school, please
give colleagues and family members the lower school’s main number, 312.582.6200, and the
receptionist will locate you.
Tutoring
Outside tutoring may be beneficialbeneficial to some students. In cases where tutoring is
recommended by the school or preferred by the parents/guardians, it is important that the
tutor and the homeroom teacher work together to assure consistency and continuity for the
child. Outside
information.
If the parent wishes to hire a Latin teacher as a paid tutor, please follow the guidelines
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detailed in the firstfirst section of the Student/Family Handbook, under Additional

Information for Parents/Guardians.
Parties Held for Individual Students

Because exclusion is very hard on a child’s self-esteem, the Parent Association and faculty join
together to strongly urge that these guidelines be followed when planning parties:
● Please do not pass out invitations at school.
● Because our students come from differentdifferent religious traditions, please try to
avoid parties on holidays or days of religious observance.
● Please try to structure all party activities to be inclusive, emotionally safe, and
respectful of the feelings of individual children.
○ If you invite half or more of any school group (class, classroom, gender),
then invite the whole group.
Lost and Found

Items found throughout the school may be turned into the lower school officeoffice where
they will be kept in a “lost-and-found” box. All items will be kept in the officeoffice for a
period of four weeks; on the last school day of each month left items will be donated to a
charity. Parents/guardians are asked to check with the lower school officeoffice personnel if
they wish to search the
lost-and-found box.
Bicycle Storage
building during the day. Bikes cannot be left overnight.
information.
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Academic Program
homeroom meetings are devoted to individual and group advising as the need arises, as well
as day-to-day school business: reading announcements, giving ideas to student council,
hearing reports from student council committees, executing service projects, preparing for
examinations, holding school elections, selecting courses and similar activities. Students are
expected to attend homeroom just like all other classes.
They receive copies of progress reports, notes of commendation and quarterly grade reports.
encouraged to contact the homeroom teacher for information and help.

Middle school students study English, world language, mathematics, history/social studies,
science, physical education, performing and visual arts, affectiveaffective education, and
computer science. Information about the specificspecific courses can be found on Latin’s
website www.latinschool.org under Academics.
Each student must fulfillfulfill the requirements in the following courses to qualify for
promotion to the upper school at the end of eighth grade:

World Languages: four consecutive years of study (French, Spanish, Latin or Mandarin Chinese)
Mathematics: four years of study
Physical Education: four years of study
AffectiveAffective Education: four years of study
Students follow a predetermined course of study. A student may be invited to join

Accelerated Pre-Algebra in sixth grade, and Honors Algebra I and Honors Algebra II in seventh
and eighth grade. The Mathematics Department chair makes the placement decisions in
consultation with the middle school math teachers, math specialist, and the middle school
director.
Project Week
All middle school students participate in Project Week. During the 2021-22 school year, middle
school students will participate in the following activities:
information.
Grade 5 – Lorado Taft trip (November)
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information.
Grade 6 – SpringfieldSpringfield/St. Louis/ Hannibal, MO trip
Grade 7 – Outdoor education, team building, Chicago Neighborhoods
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Following grades and definitionsdefinitions have been adopted as standard in the middle and
upper schools:
B 80 up to, not including, 90 – Good (Honors): proficientproficient, competent work
C 70 up to, not including, 80 – Satisfactory: creditable work
D 0 up to, not including, 70 – Passing, but unsatisfactory barely meets
minimum requirements
F Below 60 – Unsatisfactory (No Credit): fails to meet minimum requirements
* Teachers have the discretion to assign plus or minus grades in these ranges, except that, by
tradition, Latin does not award the grade of A+.
In addition, the following symbols are used on report cards, as

required: Inc. Incomplete
P Passing in a Pass/Fail
Course MX Medically Excused

The finalfinal grade takes into account the student’s performance over the entire course. It
reflectsreflects the teacher’s best estimation of the value of the student’s work taken as a
whole. The whole may differdiffer from the sum of the parts. A student who improves steadily
is doing work that reflectsreflects growing mastery of the subject, and the finalfinal grade
should reflectreflect that growth. Similarly, a student whose work is strong at the beginning
but becomes weaker as the course progresses is cause for concern. Especially in sequential
courses, where mastery at one level has a significantsignificant bearing on the student’s ability
to perform well in succeeding levels, a declining performance may suggest a student may need
additional help in the future due to an unstable foundation. Final grades should also
reflectreflect that reality. A student who does outstanding work in the latter stages may
receive a course grade that is substantially above the strict numerical average. By the same
token, a student who does poor work in the closing weeks or who scores well below passing on
the finalfinal exam may receive a failing grade for the course even if their overall numerical
average is well above passing.
Final grades also reflectreflect dimensions of a student’s performance that are not susceptible
to quantificationquantification but are no less important. Class participation, regularity of
attendance, enthusiasm, cooperation and intellectual curiosity are vital considerations in
assessing student performance at Latin, and they are factored into course grades.
information.
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information.
arrive at a way to solve the problem. The solution will be the middle school director’s choice of
one of the following options:
● Summer School: In most situations, students are expected to go to summer school,
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either at Latin or at another school approved by Latin. Regardless of where a student

attends summer school, the student must take and pass a Latin examination at the
end of the summer school course to receive credit.
● Repeating a Course: In some situations, a student may be permitted to repeat a
failed course during the next academic year at Latin.
requirement that the student must take and pass an examination at Latin to
receive credit.
The middle school director will make the finalfinal determination in such situations.
that is not resolved within this time will automatically be recorded as an “F” and will be part of
the student’s permanent record. In special situations, the middle school director may extend
the time allotted for removing a grade of “Incomplete.”
Department Policies
Language
Students who receive a grade in the “D” range will not be allowed to proceed to the next
level of instruction in that language without doing one of the following:
earning at least a “C-” on a proficiencyproficiency exam administered by the Language
Department.
● Successfully repeating the course the next academic year.
● Being tutored in the language and earning at least a “C-” on a
proficiencyproficiency exam administered by the Language Department. The
Language Department chair must approve such tutoring arrangements
Note: Students may not study a native language for language credit.
Math
following year, unless alternative plans are made in advance with the approval of both the
middle school director and the Mathematics Department chair.
Physical Education (PE) Medical Excuse
information.
Any student may be excused from physical education class for a maximum of three days with a
note from home. After three days, the student should obtain a doctor’s note or have someone
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information.
from home contact the middle school officeoffice. Students are encouraged to attempt to
participate on a modifiedmodified level whenever possible. If a student does not participate in
physical education class, that student may not participate in after-school athletics that day.
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Uniform
Students are required to wear an appropriate gym uniform including: gym shoes, orange
Latin T-shirt or any Latin sweatshirt, navy Latin shorts or any Latin sweatpants. One-piece
swimsuits are required for girls during physical education swim units.
Academic Probation
A student may be placed on academic probation at any point if, in the judgment of the middle
school director, the student’s academic performance is deficientdeficient. While a student is
on academic probation, his/her progress will be monitored closely and reviewed at least
quarterly by the middle school director. The student’s parents/guardians will be
notifiednotified in writing of the probation.
By placing a student on probation the school is notifying the student and his/her family of the
seriousness of the situation. At the same time, the school works with the student and family
to provide as much aid as possible to help the student succeed. Under the supervision of the
middle school director and a learning resource teacher, a student on probation, along with
his/her parents/guardians and homeroom teacher, will devise strategies to provide the
student with needed academic help.
At the quarterly review of each student on probation, the middle school director will evaluate
● Remove the student from probation and restore them to the status of “student in
good standing.”
● Require that the student remain on probation for at least the next quarter.
● Require the student to attend summer school.
● Recommend to the head of school that the student be expelled or denied
the opportunity to re-enroll at Latin for the next or any succeeding school
year.
In any of the above cases the student’s parents/guardians will discuss the situation with the
middle school director and will have the situation confirmedconfirmed in writing. Having
admitted a student, Latin is strongly committed to helping that student enjoy academic success.
Accordingly, the school postponed for as long as possible a finalfinal decision involving
expulsion or denial of a student’s opportunity to re-enroll for academic reasons, in the hope
that the student’s academic work will improve sufficientlysufficiently for them to continue at
the school.
Unfortunately, despite our best effortsefforts, such turn-arounds do not always occur. Hence,
the school suggests that parents/guardians of a student on academic probation, especially in
the second semester, begin to explore alternate educational options, notwithstanding the fact
that no finalfinal decision has been made concerning re-admission to Latin. We urge
information.
parents/guardians to take this suggestion seriously as the finalfinal decision not to re-enroll a
student is often not made until June. If the parents/guardians have not yet taken steps to
provide for the student’s future
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information.
at another school, the student may, at that point, findfind it difficultdifficult to findfind an
opening.
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If a student is on academic probation when the school issues re-enrollment contracts for the
next year, no contract will be sent. Instead, the parents/guardians will receive a letter from
the middle school director explaining that the contract has been withheld and the reasons
why.
Parents/guardians receiving such a letter are strongly encouraged to consult promptly with the
director to discuss the situation.
In most cases, the middle school director will inform the parents/guardians as to when a
finalfinal decision will be made, and, keeping with the school’s policy of giving the students as
much opportunity as possible to redeem himself or herself academically, the school will
postpone, for as long as possible, making a finalfinal decision not to permit the student to
re-enroll for the next year. In some situations, however, the head of school and the middle
school director may inform the parents/guardians at the time a student’s re-enrollment
contract is withheld that the student may not return for the next year.
Decisions not to re-enroll a student are made by the head of school, are finalfinal, and are not
subject to review by the Board of Trustees or any committee thereof, or by the courts.
In very rare situations, students whose re-enrollment contracts have been issued and
returned with the required deposit findfind themselves suddenly in very acute academic
difficultydifficulty, causing the school to reconsider the student’s standing for the next school
year. Such cases are highly unusual, and the school makes every efforteffort to avoid them.
However, the school reserves the right not to permit a student to enter Latin for the next or
for the succeeding school year even though that student’s contract has been issued, signed
and returned with the required deposit.
Tutoring
After school hours and on weekends, some of our teachers tutor Latin students and charge a
fee. We have a firmfirm policy: a teacher may not offeroffer paid tutoring to a student who is
presently in one of that teacher’s classes; anyone with duties which extend to an entire grade
level (grade team leaders) or entire division (administrators, learning resource teacher,
counselor) may not tutor students in said grade or division during the school year. In addition,
no teacher may tutor any student for money until after 5 p.m. in the Latin buildings or 4 p.m.
offoff campus.
When we are convinced that a student would benefitbenefit from tutoring above and beyond
what we provide at no additional charge, we notify the parents/guardians. We explain what
the needs are and what we think should be done to address them. In any case, the middle
school director must be notifiednotified if a student is being tutored in any discipline.
information.
In some circumstances, students can benefitbenefit from private tutoring. Well-designed and
carefully coordinated tutoring programs can be extremely helpful. On the other hand, a tutoring
program that is not well conceived can be counterproductive and can prevent rather than
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enhance a student’s success. Accordingly, Latin has guidelines to assist both the student and
parent:
information.
If a student feels the need for tutoring, or if a parent so wishes, the firstfirst step is to involve
the homeroom teacher and the middle school director.
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meet with the subject matter teacher(s) involved for a diagnosis of the problem. The school’s
inclination is to arrange for the student to work firstfirst with the teacher involved, often with
the homeroom teacher serving as the facilitator. The services of the learning resources room
and staffstaff may be a necessary next step for some students.
If the services of a paid tutor still seem to be called for, the subject matter teacher(s), with the
When the parents/guardians and the students have selected a tutor, that tutor should be put
in touch at once with the subject matter teacher(s). Tutoring is invariably more productive
when tutor and teacher(s) are in frequent communication. Close collaboration ensures that
the right materials are being used, the right topics are covered and the progress of the student
is monitored closely.
Standardized Tests
Sections from the Educational Records Bureau Educational Aptitude/Achievement (ERB) tests
are given to fifthfifth, sixth, seventh and eighth graders. Scores are not routinely mailed home,
but parents/guardians are welcome to call the middle school officeoffice at 312.582.6303 to
make an appointment to review their child’s performance or to request scores to be emailed,
faxed or mailed.
Students and their parents/guardians are invited to school for conferences twice each year.
The firstfirst conference day comes shortly after the firstfirst quarter grade reports are posted.
Students are asked to reflectreflect on their progress after the end of Quarter 1 and 3, and to
meet with their homeroom teacher to set goals for the following academic quarter.
Students will lead a conference to reflectreflect on performance and to share goals with their
parents/guardians have questions or concerns (contact the middle school officeoffice at
Grade Reports
The 2021-22 Academic Year is divided as
follows: 1st Quarter Ends October 22, 2021
information.
Fifth grade students will receive narrative progress reports at the end of the firstfirst and third
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quarters, and development checklists at the end of the second and fourth quarters. Starting in
sixth grade, students will receive grade reports. During the firstfirst and third quarters these will
be narrative, while the second and fourth quarter reports will show grades only.
Parents/guardians who are unable to view their child’s grade report on RomanNet should notify
gradereports@latinschool.org.
Progress Reports
In addition to the quarterly reports, parents/guardians may receive progress reports
whenever a teacher feels it important to notify the parent of a student’s academic
status.These reports specify areas of concern, suggestions for improvement or
commendations for work well done. Parents/guardians should review these reports with their
child and plan strategies to improve the situation if the teacher’s comments so suggest.
Often, however, the teacher is merely notifying the parents/guardians of a concern and not
seeking parental collaboration in correcting it. The purpose of these reports is to promote
academic success, not to create strife between the student and parents/guardians at home. A
prompt, constructive response to information reports is in everyone’s best interests.
Academic Records
Middle school academic records are kept on filefile in the middle school officeoffice. Middle
school records are not part of a college transcript and are not sent to colleges. These records
reflectreflect semester grades, finalfinal grades and standardized testing.
writing. Middle school transcripts do not include academic information from the lower school
years.

The school keeps cumulative folders on all students while they are at Latin. The folders contain
copies of all grade reports, information reports, standardized test scores, correspondence
involving the student, the student’s original application and other miscellaneous records and
papers.
school officeoffice to set up an appointment.
Recommendations
The middle school follows the National Association of Independent Schools’ “Principles of
Good Practice for Member Schools” regarding the confidentialityconfidentiality of all
information.
recommendations. NAIS advises, “A school takes all reasonable and lawful measures to
maintain the confidentialityconfidentiality of
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information.
reports and information exchanged among schools concerning students and parents.”
Attendance
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Daily Schedule
8 a.m. - 3:20 p.m.
Building Access
Latin’s middle school reception is open from 7 a.m. - 6 p.m. during the school year. The
Please report all absences, tardies, and appointments to:
msattendance@latinschool.org.msattendance@latinschool.org. On weekdays when
school is in session:

● 3:20-5 p.m. - Students have access to hallways and locker bays, the
first-floorfirst-floor lobby, the library (Hub) and specificspecific supervised areas.
● 5 p.m. - Students are expected to be out of the building by 5 p.m. unless participating
in a faculty-supervised activity. The library is closed.
On most Saturdays the middle school building is closed. No students will be allowed in
the building unless they are participating in a specificspecific activity under the direct
supervision of a teacher.
Absence from School

We have a responsibility to know where every student is every day. If a student is not in
school, we need to know where the student is, and we want to be certain that the parent is
aware that the student is not in school. If a student is ill or unable to attend school for some
family reason, WE ASK THAT A PARENT/GUARDIAN report absences, appointments and tardies,
to: msattendance@latinschool.org.msattendance@latinschool.org.
school. We ask parents/guardians to impress upon their children that the child must notify the
parent at once so that the parent can then notify the school. Only a parent or an adult
designated by the parent may notify the school of an excused absence. We cannot accept
soon as attendance is taken.
participating in after-school events such as sports, rehearsals, club meetings, performances, etc.
on that day. Additionally, a student who is excused from physical education class for health or
information.
illness reasons is excluded from after-school athletics on that same day.
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information.
Latin students are responsible for making up their work fully and promptly following an
absence. The middle school officeoffice will not provide homework for a student missing just
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one day. Homework should always be requested by emailing the classroom teacher directly.
Assignments can be picked up between 3:30 p.m. and 4 p.m. in the middle school officeoffice
or after 4 p.m. at the middle school reception desk. Students and parents/guardians also
should check RomanNet.
2021-2022 Vacation & Holidays

This year’s holiday/vacation dates are:
Eighth grade graduation: Wednesday, June 8, 10 a.m.

during the regular school day if both the teacher and the student have a free period in
common or before or after school. After an excused absence, students are responsible for
seeing each of their teachers to findfind out what work has been missed and to make
arrangements for making up that work. Students who fail to make up work missed within the
prescribed time will receive a grade of “F” for work not completed.

If a student is absent without excuse from an academic obligation, the student will receive a
Tardiness to School
Tardiness to school not only compromises a student’s academic standing, it also interferes
with the learning of others. A late arrival disrupts the learning process. It is the student’s
responsibility to arrive on time for school every day. Oversleeping is not an acceptable excuse
for tardiness. Tardiness to school/ homeroom counts toward the accumulation of tardies that
could result in disciplinary action. Students who arrive at school after 8:10 a.m., should report
to the middle school officeoffice (MS 152). To report a tardy excused, please call the middle
school officeoffice at 312.582.6303.
Tardiness to Class
When a student is late for class, that student will be admitted and marked tardy during the
firstfirst 10 minutes of the period.
information.
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information.
responsible for bringing a note from the parent to the middle school officeoffice before
homeroom indicating time of departure, time of return and the reason for the departure. The
student then must check out with the middle school officeoffice at the appointed time and
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check-in with the middle school officeoffice upon return to school.

Latin’s staffstaff includes a full-time school nurse. When a middle school student becomes ill
during school, the student should go to the Nurse’s OfficeOffice for assistance. If the student
must go home owing to illness, the nurse will telephone the parent to secure permission to
send the student home and to explain the nature of the illness to the parent. No student will
be permitted to go home until parental consent is obtained. Students must sign out with the
school nurse or risk being charged with an unexcused absence.
treatment or life-threatening emergencies, hospitals may not, by law, deliver more
sophisticated medical services without written consent of a parent or guardian.

advocate who supports and advises the student with academic and social matters. Each grade
meets twice each eight day cycle, once to review student matters and once to discuss
curricular coordination. The support team meets once every eight days to discuss students
from all four grade levels. The middle director leads the support team meetings. The middle
dean, counselor, nurse, learning resource teacher and the director of diversity, equity and
inclusion are all members of the support team.
Learning Resources
Our teachers are committed to making themselves available to students outside the
classroom for extra support. For those students who are experiencing more general academic
difficultiesdifficulties because of challenges with work organization, time management,
reading efficiencyefficiency,
problem-solving strategies, or learning differencesdifferences, Latin offersoffers a range of
services through the learning resources program.
customize a program that will best fitfit their needs. Students can take advantage of these
services on a daily basis or only occasionally—depending on what works best for them.
Counseling
The middle school counselor brings an expertise in child and adolescent development to all
aspects of school life, including individual student needs, school climate, interaction with
information.
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information.
affirmaffirm and advocate for all students.
The counselor offersoffers regular programs and flexiblyflexibly arranged services,

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reflectingreflecting Latin’s commitment to respond effectivelyeffectively to a wide variety of

needs. She works as a team with teachers, learning resources staffstaff, parents/guardians and
specialists outside the school to support students’ needs. The counselor also teaches
affectiveaffective education courses, participates in parent discussions and organizes
presentations on bereavement, divorce and other areas of special interest.

Middle School Athletics
Middle school athletics offeroffer something for everyone. Students of all ability levels are
encouraged to participate. Interscholastic sports are available each season for students in
grades fivefive through eight. There is a team for everyone who wants to play. Practice time is
used for instruction in basic skills, strategy and conditioning. Skill development, teamwork and
sportsmanship are emphasized at all times.
Students can sign-up/register for middle school sports at any time beginning in August, as we
will be using online registration. Detailed instructions regarding online registration were sent
to all middle school families August 1. Students will register one season at one time. Prior to
each season, email announcements will be sent to all middle school students and
parents/guardians reminding them to register for the upcoming season.
Announcements regarding registration also will be posted on the middle school athletics
bulletin board prior to each season.
Initial team meetings and practices for students in grades fivefive through eight take place on
the firstfirst day of school, immediately after school. Coaches will distribute practice schedules
for the firstfirst two weeks at this time (which also will be available on the team pages on
RomanNet and on the Athletics bulletin board) Once rosters are selected, all game and
practice schedule information will be available on RomanNet. Athletes must have an updated
physical examination on filefile before practice begins.
In the program, 12 to 20 interscholastic contests are scheduled each season against

Francis Parker, North Shore Country Day School, Elgin Academy, Morgan Park Academy,
Lake Forest Country Day School and other local private, public and independent schools.
The teams meet at least four times each week from about 3:30-5:15 p.m. Suggested pick-up
time is 5:30 p.m. for outdoor sports. There are some Saturday competitions, especially Cross
Country and LLWP. Girls and Boys Volleyball play in leagues where games are played later in
the evening (6-7:30 p.m.) than some of our other sports. Children with outside activities that
could result in practice and game conflictsconflicts should notify the coach once practices
begin. In general, it is not a problem for students to miss an occasional practice or game. We
understand and support the outside activities that our students participate in. However, we
information.
do expect students to commit to attending practices and games. We ask that each athlete be
present for at least
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information.
two-thirds of the practices and games. If a student’s schedule prevents him/her from meeting
this commitment expectation, then we would suggest that participation would not be
worthwhile for all involved. Coaches will typically reward athletes with better attendance with
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the majority of playing time in competitions.
It is best if players can stay for the entire practice, but if other commitments require that a
player leave practice early, the player need only tell the coach that they must leave early. For
outdoor practices where students need to leave early, pick-up from the fieldfield is highly
recommended as students are not allowed to return to the school alone from the fieldfield.
Home games usually end by 6:30 p.m., and buses from away games usually arrive back at Latin
between 7 p.m. and 7:30 p.m. Parents/guardians or students who are apprehensive about
how to allocate time between sports and homework should ask their homeroom teacher or
the coach for advice and support.
Little League Water Polo typically practices Monday through Friday, from 5:30-6:30 p.m.
Fall Sports
Winter Sports
Spring Sports
Girls Soccer, Softball, Baseball, Boys Volleyball, MS Track Club, Coed Swim Club
As part of our goal to help our students become good citizens, the middle school offersoffers
many opportunities for students to be engaged with the wider community. Students regularly
participate in community service on a homeroom or grade level. In the fall and spring the entire
middle school participates in service days and students can choose to participate in (or lead)
service initiatives in clubs or after school. Community engagement is based on a range of
constituents including students and parents/guardians.

One significantsignificant opportunity that has been part of the middle school experience for
more than two decades, is the partnership with McCutcheon Elementary School in Uptown.
Started by middle school teachers, this program has evolved over the years from being a
grade-level initiative focused on reading buddies, to being an all-division program which
includes tutoring and other opportunities. The partnership has also expanded to include
students and faculty from the middle and upper schools.
Clubs
The middle school offersoffers an after-school activities program to students beginning in
information.
October.
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information.
Program offeringsofferings will be finalizedfinalized in early September, at which time
parents/guardians will
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information.
receive a list of activities. The activities range from visual arts to academic teams to
newspapers. The bulk of activities will be offeredoffered between athletic seasons with fewer
offeringsofferings when most students are participating in sports. Some activities will be
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offeredoffered before school to accommodate athletes. Sign-up will be available to

parents/guardians using the Resource tab on RomanNet once the sign-up date is announced
to students.

Middle school students participating in band or chorus have the opportunity to share their
work with the community during winter and spring concerts.
All middle school students also can choose to participate in the fifthfifth and sixth grade theater
would like to participate and accommodations can be made for those students who have
scheduling conflictsconflicts with practices and rehearsals. If scheduling conflictsconflicts are
significantsignificant, the student, parent and drama teacher will need to determine whether
being part of the middle school productions will be worthwhile for the student.
Student Government
Student government is made up of elected student grade representatives who meet weekly.
In addition, there is an open forum meeting held each week for anyone interested in
participating in student government. The middle school president and/or eighth grade
representative run meetings.
Bullying will not be tolerated at Latin. Bullying means any severe or pervasive 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:
(1) Placein the student in reasonable fear of harm to self or
property;Middle School. Latin’s Bullying Prevention Policy may be found on pp. above.
(4) Substantially interfere with the student’s ability to participate in or benefit
from other services, activities or privileges provided by Latin.
information.
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information.
Cyberbullying is also a form of prohibited bullying. Cyberbullying means bullying using any
form of electronic communication or technology, including but not limited to email, text
messages, social media, instant messages, and any other computer or phone-based
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application. It includes falsely assuming another’s identity or the knowing impersonation of

another individual as the author of posted content or messages if the creation or
impersonation creates any of the negative effects on the victim listed in the definition of
bullying. Cyberbullying also includes the distribution by electronic means of a communication
to more than one person or the posting of material on an electronic medium that may be
accessed by one or more persons if the distribution or posting creates any of the negative
effects on the victim listed in the definition of bullying.
Bullying includes behavior both on and off Latin’s campus. Cyberbullying, in particular, can
Harassment is a form of bullying and means any severe or pervasive behavior that has the
intention or effect of harming or intimidating others, of creating a hostile or offensive
environment, or of interfering with another’s school or work performance. It can take many
forms – verbal, written (including postings of text, photos or video on the Internet), visual,
physical, psychological – and is often, but not always, associated with actual or perceived race,

and the director.
information.
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information.
Possible consequences
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As stated in that policy, consequences for violations of Latin’s Bullying Prevention Policy
● Expulsion
Our code of conduct is essential to the development of good citizenship and applies to
all students at Latin lower school. Students may be asked to permanently leave Latin if
their behavior does not meet Latin’s standards and expectations.

Making a good faith complaint of bullying (including cyberbullying and harassment) should in no
way prejudice an individual’s future at Latin, even if the complaint cannot be substantiated.
students at Latin. Students may be asked to permanently leave Latin if their behavior does not
meet Latin’s standards and expectations.
information.
In the enrollment contract each parent signs with the school annually, parents/guardians
agree to support the rules, policies and regulations of the school as described in the firstfirst
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section of the Student/Family Handbook. That includes, in part, parental support for the
expectations the school has for student conduct.
parents/guardians in supporting the expectations and the school’s effortsefforts to uphold
them.
As outlined in the firstfirst section of this handbook, Latin students are expected to treat
members of the school community with respect and courtesy and accept one another’s
individual differencesdifferences in that context. Respect for the property of others is
similarly expected from all students. In addition, Latin students are expected to subscribe
wholeheartedly to traditional principles of good conduct: truthfulness, honor, civility and
loyalty to the school.
information.
Latin relies primarily on the cooperation of the school community. The school deals directly
with violations of either the spirit or the letter of its expectations.
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fostering and sustaining a climate in which these values can flourishflourish.
Expectations SpecificSpecific to the Middle School

In addition to the rules and expectations for the entire school community that are described
in the firstfirst section of the Student/Family Handbook, the middle school has specificspecific
policies that are appropriate for students in grades fivefive through eight.
Dress Code
As stated in the firstfirst section of the Student/Family Handbook, we ask that students dress in
The middle school dress code intends to help students make positive choices regarding
several restrictions for all students, regardless of gender:
● No clothing with offensiveoffensive language, pictures or symbols.
● No exposed midriffsmidriffs.
The goal with all of the rules around dress code is to teach the students to dress
appropriately for the environment. Our hope is that students and families will support these
rules. While we prefer not to spend time policing student dress, we do believe it is important
to set boundaries
information.
that allow for full, active participation in the business of school and learning. Dress code
infractions will be handled by the Dean of Students.
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property. Students should not exchange locker combinations. In addition, students may only use
physical appearance of your locker. Any decorations on the inside or outside doors of lockers
information.
material.
Lunchroom Duty
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All students, collectively and individually, are responsible for keeping the cafeteria in order
during the entire day. One aspect of this is snack and lunchroom duty, which is required of all
Audience Etiquette
Because so many significantsignificant learning experiences take place in assemblies, special
emphasis is placed on audience etiquette. We have the following expectations in all assemblies:
● Middle school students may not bring books, notebooks, etc. to either the all-school
or middle school assemblies.
● Attendance will be taken at all assemblies. Unexcused absences from assemblies will
be treated like unexcused absences from class. The same applies to tardiness.
● To call an assembly to order, the person conducting it will walk to the front of the
stage (or to the lectern if one is in use). At that point, the audience is expected to
come to order promptly.
questions should raise their hands and wait quietly to be recognized. Calling out is not
in order.
● Audience reactions should be civilized. Applause is in order, but whistling, stomping
or calling out is both rude and disruptive. An audience best registers its disapproval
with stony silence.
● Audiences should be attentive. Speaking to one’s neighbor, shufflingshuffling
papers or doing anything that distracts others or which manifests inattentiveness
is unacceptable.
information.
Student Guests
Middle school students may have guests, providing the following conditions are met:
● The student host must present a written parental request for a visitation to the
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middle school director at least 24 hours before the day of the visit.
● The middle school director will then send a notice to the appropriate faculty and
staffstaff members when the request has been approved.
● The student host must introduce the guest to the middle school director or
middle school assistant and obtain a pass for their visitor.
● The host is responsible for the guest’s behavior. The guest is expected to abide by
the regulations of the school.
If a Latin student wishes to meet a friend in school at the end of the day, that friend should
wait in the reception area in the main lobby on the first floorfirst floor.
Visitations will not be approved during standardized testing days or conference days.
information.
In order to minimize distractions which may interfere with the learning environment, iPods
and personal smart or cell phones are not allowed to be used in the school building before
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school or during the school day. A screen free time is in place after school until 3:45 p.m.
Students who need to do homework during that time should report to the middle school
officeoffice. Cell phones may be used in the middle school officeoffice with permission. If a
student brings any of these items to school they must store them in their locker. If the student
uses any of these items during the school day, the item may be confiscatedconfiscated,
disciplinary action may take place and parents/guardians may be asked to come to school to
claim the item.
Since Latin’s primary goal is to provide a quality education, the school does not see any
wisdom in allowing the use of such items at school.
While students are permitted to use iPads and laptops for academic purposes, under the
Gambling
Students are not allowed to participate in betting or gambling, including such things as
betting on pick-up sporting events, etc.
All violations of rules or general expectations involving middle school students will be dealt
with by the dean of students, the director of the middle school, and subject to review by the
head of school.
Academic Honesty
Academic dishonesty is defineddefined broadly and includes giving or receiving unauthorized
aid on a test, quiz, homework assignment or a paper. It is also manifested via possession or use
of unauthorized materials on a test or quiz.
information.
(this includes paraphrasing or quoting the words of another in any written work without giving
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instruction can be considered academic dishonesty.
Academic dishonesty typically results in a student receiving no credit on the assignment, as

well as additional outcomes commensurate with the violation. Multiple violations and/or a
severe violation(s) may result in disciplinary probation, suspension, or expulsion. See the
appropriate, subsequent section regarding disclosure of disciplinary information to
colleges/universities.
information.
All members of the faculty and staffstaff have a responsibility to see that students meet our
expectations. They will make students aware of misconduct and may recommend morning or
afternoon detentions, keep students after school, report the behavior to the middle school
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director or dean of students, or send the student to the middle school officeoffice.
deal with all violations of rules or general expectations.
Consequences for Infractions

Student expectations, outlined in the firstfirst section of the handbook and above, have been
established to create a safe and productive learning environment for all members of the
school community. Advisors will discuss these expectations with students several times during
the school year. Students who fail to meet these expectations will be subject to the following
consequences.
Tardy Detention
Parents/guardians will be notifiednotified by email when a student accrues four (4) tardies.
An afternoon detention will be assigned to students for every fivefive (5) unexcused tardies.
Detention will be held from 3:15-3:45 p.m. Any student receiving two (2) or more tardy
detentions in a semester will be subject to further disciplinary action including, but not
limited to, afternoon detention and/or suspension, or a parent conference.
Afternoon Detention
An afternoon detention will be assigned to students for repeated detentions, violation of
school rules or infractions of middle school behavioral expectations. Detention will be held
from
3:30-4:30 p.m. Outside of school activities could be impacted at the discretion of the middle
Detention Guidelines
A student may be required to attend detentions for:
information.
● cutting a class
● being late to class more than fivefive times
● disrupting class
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● dress code violations
● writing on desks, walls, lockers or windows behaving inappropriately in the cafeteria
or corridors
● being uncooperative with a substitute teacher
A student who is late to detention will serve that detention at the same time the
following day whenever possible, along with an additional session. If a student does
not
information.
serve both of these detentions or if a student cuts detention, the student may be
suspended from school. Parents/guardians will be notifiednotified in writing or by
telephone when an afternoon detention is assigned.
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Suspension
● is involved in a fightfight or endangers the physical or emotional well-being of
another student
● is involved with theft
● uses school computers or their iPads inappropriately
● Violates any major school rule, including but not limited to the rules against
bullying, cyber-bullying and/or harassment.
out-of-school. The student must bring his/her parents/guardians upon returning to school.
After two suspensions a student may be expelled. In cases where a student’s behavior
threatens the safety or welfare of the Latin community, the school reserves the right to expel
that student immediately
Work Duty
Students may also be assigned work duty in school. If a student fails to attend work duty and
information.
Social Probation
Students may be placed on social probation for unacceptable conduct, habitual tardiness,
unexcused absence from class or school, or for violating other school rules. A student will be
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placed on social probation if, in the judgment of the appropriate members of the
administration, the circumstances warrant.
When a student is placed on social probation a conference shall take place with the student
and appropriate members of the administration and faculty. At the conference, the student’s
conduct shall be reviewed. Appropriate expectations for the student’s future behavior shall be
explained. In addition, the duration of the student’s probation and a plan for review of the
student’s behavior at a later date shall be set forth by the school. Expectations set forth are
intended to be corrective, not merely punitive. The school recognizes its role in helping the
student to improve their conduct. Parents/guardians will be notifiednotified in writing of the
social probation if they do not participate in the probation conference.
When a student is placed on social probation, that student is on notice that any subsequent
revocation of that student’s opportunity to re-enroll at Latin for the next or any succeeding
information.
school year. In addition, a student on social probation may be banned from participating in
any extracurricular activities or sports, and/or may be forbidden to attend any other Latin
functions on or offoff campus.
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A behavioral contract is an agreement between Latin and a student on the consequences
of continued behavioral infractions. Behavioral contracts list a progression of
consequences for further disciplinary issues. Students may be asked to sign a behavioral
contract for repeated and/or numerous disciplinary infractions. Parents/guardians will
have an opportunity to look over the contract and ask questions before it is put into
effecteffect.
General School Information

Cafeteria
school cafeteria. To make purchases in the upper school cafeteria, students can use cash or
have money put onto their I.D. card. Money can be added to a student’s I.D. by accessing the
Library
The library program is designed to ensure that students become effectiveeffective and
thoughtful users of information in the 21st century. The library is committed to teaching
information access, use, and evaluation skills, and its ultimate goal is to foster the
confidenceconfidence, competence, enjoyment and dedication required of a program of
lifelong learning and reading.
information.
The Middle school library “The Hub” is at the heart of many instructional, research and social
activities in the school, and hosts author visits, reading challenges and other literacy-related
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periodicals and research collections. During the school year, The Hub is open from 7:45 a.m. to

The middle school officeoffice is frequently asked by parents/guardians to deliver messages to
students during the school day. Parents/guardians should be aware that the officeoffice is
extremely busy and it is often simply not possible to drop the day’s work and locate a student
to deliver a parent’s message about after-school plans. We will place messages on the
student’s locker as soon as it is possible. In a real emergency, the day’s business will be
stopped, and we will make every efforteffort to deliver the message. Routine messages should
be called in to the middle school officeoffice no later than 2 p.m.The school kindly requests
parental cooperation in this matter.
TrafficTraffic Procedures
In addition to the general traffictraffic procedures outlined in the firstfirst section of the
handbook, a detailed explanation of all middle/upper school traffictraffic policies and
procedures is available in the Security and Safety section of RomanNet.
information.
Thank you to parents/guardians for following all Latin traffictraffic procedures, and for obeying
designated traffictraffic safety personnel and helping the school to keep everyone in our
community safe. Please e-mail traffic@latinschool.orgffitraffic@latinschool.org with any
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questions or comments.
Parent Matters
Channels of Communication
From time to time parents/guardians have school-related questions or concerns based on the
comments they hear from their children or from other parents.The middle school officeoffice
is always interested in hearing what parents/guardians are thinking on a wide variety of
subjects. Parents/guardians should be aware that there are accepted procedures and
communication channels to address issues in a constructive fashion.

● Listen carefully when your child talks about school. Children sometimes say they don’t
like a teacher. But when parents/guardians check further they often learn their child
doesn’t like where they are sitting, or the fact that this teacher requires more
homework than someone else. Children sometimes say they are bored. When
parents/guardians check further they findfind their child doesn’t understand the
material and may need additional help.
● It is always appropriate to firstfirst call the teacher involved when a question pertains
to a particular class or classroom curriculum. Parents/guardians should approach this
conversation as a sharing of information in order to benefitbenefit their child. If more
than a phone call is needed, parents/guardians should request a meeting at school
with the teacher. At this meeting parents/guardians can relate to the teacher what
they have heard, which gives the teacher an opportunity to understand the concern
and to clarify
information.
the specificsspecifics. It is always valuable for parents/guardians to hear the teacher’s
perspective. Talk with your child’s teacher about your concerns.
● Teachers want children to succeed. Sometimes small changes can make a big
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differencedifference. A mutually beneficialbeneficial relationship is forged when

parents/guardians understand and inform a teacher’s position or when a teacher is
able to hear valuable new information allowing him or her to consider new strategies.
Both should approach such meetings as “win-win” opportunities.
● If such a meeting proves incomplete or unsatisfactory, a parent may choose to pursue
the matter further. If the question concerns curricula or personnel, the appropriate
department chair should be contacted. A meeting with the chair can often help to
clarify the “hows” and “whys” of curricular matters. Remember, academic departments
have the primary responsibility for setting curricular policy. An effectiveeffective
curriculum is constantly undergoing scrutiny and review, and it is the job of
department members to examine what curriculum will be most valuable and
challenging for their students. Dimensions such as mastery of skills, content, process,
problem solving, rigor and thinking and analysis must all be considered. At times, the
chair may wish to bring parent suggestions before the entire department for further
discussion.
● Finally, a parent may always bring both curricular and extracurricular questions to the
division director who will make every efforteffort to sort out the questions and
provide a response that accurately reflectsreflects what the school considers being in
3 the best interest of
information.
Social Events
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In-School Events
activities, which are then scheduled into the Latin calendar. Participation in each event
requires parents/guardians to fillfill out and sign a standard permission form. It is the
responsibility of the students to submit signed permission forms prior to the deadline for each
activity. Failure to do so will usually mean that the student may not attend that event. The
social calendar for the year is published each fall. Based on current student and parent
attitudes, the middle school specificallyspecifically recommends that students should not
prearrange a “date” for these events. Middle school dances and activities are considered to be
group social events.
Private Events
The Parent Association has established the following guidelines for families sponsoring social
events outside of school: When inviting one-half or more members of a grade to a private
social event, all members of the grade should be invited.
information.
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GUIDING PRINCIPLES
We rely on the cooperation of every member of the school community to uphold our values.
Although faculty and administrators deal most directly with violations of school rules, every
member of the Latin community is encouraged to foster a climate in which our values can
flourishflourish. In the upper school, we believe a Latin education is more than a transcript; it
is what we learn, teach and do.
Latin’s Statement of Teaching and Learning captures the responsibilities students and faculty
hold to further the school’s values and educational mission.
information.
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We expect that Latin parents/guardians will also support the values of the school. By signing
the enrollment contract, parents/guardians agree to support the rules, policies and regulations
of the school as described in this handbook, including our expectations for student conduct.
information.
While specificspecific rules and expectations are discussed in this handbook, the school
reserves the right to dismiss any student, or to deny re-enrollment to any student who, in the
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sole judgement of the school, has had unsatisfactory academic or social performance, has
ACADEMIC PROGRAM
During the second semester of grades nine, ten and eleven, students request courses for
the following year with guidance from their dean, advisor and families. Students plan a
course of study that is challenging and realistic, reflectsreflects their interests and
satisfiessatisfies the school’s minimum-load, course-distribution and cumulative-credit
requirements.
Given the nature of their subject matter and skill development, some departments, in some
complete with care. Students are placed in classes where we believe they can findfind success,
be appropriately challenged as a learner, and experience joy in the learning process. We
believe deeply in the value of student self-advocacy and of engaging students directly about
their unique path through our program; therefore, placement for classes is considered each
school year. Placement in one class does not determine a student’s placement in future
classes.
The minimum course load for students in grades nine through twelve is fivefive half-credits
per semester, not counting Independent Study Projects (ISP), PE, AffectiveAffective Ed, or
College Counseling. Students should approach taking more than three Honors or AP courses
with caution and discuss this decision with their family, dean and advisor.
While enrolled at Latin School of Chicago, only courses taken at, or in partnership with, Latin will
confer credit toward graduation requirements. A senior who fails to meet graduation
school director, a senior may be able to make up the missing credit or credits and receive a Latin
diploma upon completion.
Graduation Requirements
To graduate, a student must attend Latin during their entire senior year and earn a cumulative
minimum of 24 credits. Students must pass each of the 24 credits with a qualifying letter grade
(typically, D or better), distributed as follows:
information.
English 11 and one English 12 elective in each subsequent semester.
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Language: Three credits for three consecutive years of a single language (Spanish, French,
Mandarin Chinese, Latin). A student may not satisfy the foreign language requirement through
language spoken.
Mathematics: Three credits, including Algebra 2 and Geometry.
History.
Physical Education: Two credits; One credit is earned for grade nine Wellness and one
additional credit is to be earned over grades ten, eleven and twelve. Latin Athletics
participation is approved for PE credit if participation expectations are met.
Global Online Academy introductory course in Computer Science will be accepted to fulfillfulfill
the computer science graduation requirement.
AffectiveAffective Ed: One credit, earned over one semester each year.
Note: Credit earned from an ISP cannot be used to satisfy a graduation requirement.
submit verificationverification to the school. All tenth grade students must accumulate twenty
hours of direct service and submit verificationverification to the school.
Project Week: Full participation is required of every student every year in order to receive a
Latin diploma. If a student misses a portion of a project due to illness or other extenuating
Project Week Coordinators will be required to be completed before the student receives
Project Week credit.
information.
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project are arranged between the student, the project week coordinators and the upper
school director.
Four Year Plan

Below is a graphical display of graduation requirements intended to help students plan their

English: 4 credits,
English 10, one credit
for English 11, and one
History and Social
Studies and the
of U.S. History.
World Language: 3
language.
Science: 3 credits,
and Biology.

Ninth grade Global
Studies Visual Arts
Mathematics: 3 credits,
Geometry.
information.
credit earned over
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grades 9-11
credits, 1 credit is
earned for grade 9
Wellness and 1 credit is
to be earned over grades
participation is
approved for PE credit
granted expectations Wellness
are met.
AffectiveAffective Ed: 1
credit, earned over 1
semester each year
**No AffectiveAffective
2023 and 2024**
Electives (GOA, ISP, etc.)
24 credits to graduate, 5 class minimum load, 7 class maximum, ISPs do not satisfy graduation requirements, nor

If a student wishes to drop or add an academic class, they must firstfirst consult with their
advisor and/or dean to ensure that the reasons for the change are valid and that graduation
requirements will be met. Students must complete the online Add/ Drop Form and submit it
to the Registrar by the announced deadline.
If a student drops a course before the end of the firstfirst quarter, no record of the course
appears on the student’s transcript. The transcript of a student who drops a course after that
point, but before the end of the semester, will show a grade of either P (Passing) if credit is to
be granted or W (Withdraw) if no credit is to be granted. The transcript of a student who
completes a semester of a year-long course will show a letter grade for the semester.
Class Section Limits

All academic class sections are to have a maximum of eighteen students, except English classes
information.
which are capped at sixteen. Some elective classes have differentdifferent section limits. The
limit should
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information.
only be exceeded in exceptional circumstances, namely when one or more of the following
conditions is met:
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A) Enrollment in a class is a prerequisite for additional classes and the cap could
disrupt a student's ability to complete an appropriate sequence of required classes
B) The cap would prevent a student from being placed in the appropriate
proficiencyproficiency or skill level
Capstone Projects
Capstones are optional for seniors interested in a challenging, in-depth, multi-disciplinary
both a Latin advisor and an external advisor. Students interested in Capstone work submit a
formal proposal to the Capstone Committee at the end of the junior year and begin their work
school community, as well as submit their work to the Capstone Committee for critical review.
Senior Projects
Senior projects are also optional but more limited in scope than Capstone Projects, allowing
students the opportunity to pursue an individual interest during the last three to four weeks
of the senior year, during which time they carry a reduced academic load. Unlike ISPs and
finalfinal product that is shared with the community. Senior Projects do not appear on a
student’s transcript.

have reached the end of a sequence of courses before graduating, or they may want to pursue
a particular creative or research interest not included in the school’s current offeringsofferings.
An ISP should lead to a unique finalfinal product and demonstrate as much planning and
accomplishment as any of our classroom-based courses.
Credit earned from an ISP cannot be used to satisfy a graduation requirement. ISPs can not be
used to fulfillfulfill or replace core subject area curricular requirements.
information.
project. With the teacher’s direction, that student should write a proposal. Forms for such
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proposals are available on RomanNet and in the upper school officeoffice.
Completed applications for ISPs must be submitted to the upper school officeoffice by the
published deadline. No applications will be considered following this date. All proposals will be
reviewed collectively by a group appointed by the upper school director. If approval is given,
the ISP must be completed according to the specifiedspecified parameters. ISP’s should meet
in person a minimum of three times a cycle and will typically be done for Pass/Fail credit. ISP
proposals requesting that the course receive a letter grade will be expected to meet more
frequently, involve greater depth of inquiry and present a detailed assessment structure in the
proposal. Please note that ISPs, regardless of how rigorous, will not carry the designation of
Advanced Placement or Honors. Additionally, the ISP will not be displayed on a student’s
transcript until completion has occurred.
When grading is based on points, the following definitionsdefinitions are standard throughout
the upper school:
90-100 A
80-89 B
70-79 C
60-69 D
Below 60 F
Teachers have the discretion to give plus or minus grades in these ranges. Latin teachers do
not award the grade of A+.
In addition, the following symbols are used on academic

reports: I Incomplete
P Passing
W Withdraw
Grade Reports
Teachers write comments on all students at the end of the firstfirst and third quarters. Teachers
information.
below C-, if the student’s grade has changed by at least a letter grade from the previous
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quarter, or if a student is receiving an Incomplete.
Progress Reports
Faculty use progress reports to update students and families on significantsignificant changes
in performance between grade reports. In describing student performance, faculty are to
reference specificspecific assessments or behaviors and, if needed, the necessary course of
action to improve. The dean, advisor, student support team, family and student each receive
the progress report to facilitate conversation and support.

In December and in May students will have exams or other finalfinal assessments in most
courses. Exam week is included in the academic calendar and attendance is expected. In most
situations, exams count as a significantsignificant part, but no more than 20 percent, of the
finalfinal grade. At the teacher’s discretion, and to be stated in the syllabus, a teacher may allow
an exam or finalfinal assessment to be 25% if to the benefitbenefit of the student’s finalfinal
cumulative grade. A low finalfinal assessment grade may lead to failure in the course even if the
student’s average before that assessment was passing.

Faculty have discretion to determine the method by which finalfinal grades are determined.
Faculty may maintain a cumulative grade book that does not weigh by semester, quarter, or
exam.
DifferentDifferent courses may have differentdifferent weighting of quarters, finalfinal
assessments and semesters. In all cases teachers must be able to provide documented
evidence of how the grade was determined.
However, when a course does weight grades by quarter, semester, or exams,

differentdifferent sections of the same course must have the same weighting.
Incomplete Grades
In special situations, the upper school director, in consultation with the assistant upper school
information.
that is not resolved within this time will result in the student not receiving credit for the
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information.
outstanding work and a grade will be issued. In special situations, the upper school director may
extend the time allotted for removing a grade of “Incomplete.”
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Students who fail a course needed to meet a departmental graduation requirement or the
following:
Summer School: In some situations, you would be expected to attend summer school at Latin. If
you attend summer school at Latin, you must take and pass an examination at the end of the
Repeating the course: In some situations, you may be permitted or required to repeat a failed
In rare situations, the school may approve tutoring arrangements over a summer, with the
requirement that you must take and pass at Latin an examination at the end of the tutoring to
receive credit.
GPA
Latin does not calculate class rank or GPA, which is in line with the policy of many of our peer
independent schools. While it is true that colleges and universities ask students and college
indicate that their institution does calculate these metrics. On any application or form that
job applications - students should indicate that their school does not calculate. It is important
to understand that this policy in no way negatively impacts students, whether that be in the
argue it benefitsbenefits students. Without GPAs, institutions are required to look more
closely at our students’ curricula and grades, and it is more difficultdifficult for them to
compare Latin students in ways that don’t take into account the nuance of each students’
choices and achievements.
Colleges and universities are accustomed to reviewing large portions of their applicant pool
There are extenuating circumstances where a GPA is absolutely required. Division I and II
athletics, application to service academies, and certain scholarship opportunities are some
examples. Students should always attempt to select an alternate option that indicates that their
information.
should seek the support of the College Counseling OfficeOffice who will guide them through
obtaining and releasing this information.
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Academic Monitoring: Concern and Probation

Latin School provides an academic environment that values a fundamental expectation that
upper school understands that students may need additional support to be successful,
monitored and, if found to be concerning, addressed through placement on Academic
Concern or Academic Probation. This process of placement is a supportive and proactive one
that has the following goals:
● to enhance and encourage communication and support at all levels, especially
between families and the school.
● to set out structured guidelines to ensure consistency in approach from student
to student.
Academic Concern
Students who end an academic semester with one or more grades in the D range (i.e., D+, D,
or D-) or a failing grade will be placed on a status of “Academic Concern” by the assistant
upper school director and grade level dean of students. Students and families will be alerted of
student’s advisor, and/or members of the student support team, in collaboration with the
student and family, will create a plan to support the student. Academic Concern should signal
to the student and family that additional steps to improve their academic performance need
to be taken.
Academic Probation
semester, they may be placed on Academic Probation. The upper school director, assistant
upper school director and student support team determine Academic Probation status. If
placed on Academic Probation, it is a signal to the student and their family that the student’s
academic performance raises concerns about the student’s enrollment status at Latin.
Once a student is placed on Academic Probation, the following support steps are taken:
● A meeting will be held with the student, family, student support staffstaff and
advisor to develop an academic recovery plan.
● The dean of students will notify students and their family with a formal letter
that specifiesspecifies the conditions of Academic Probation.
information.
● A student will be required to consistently meet with their learning specialist,
dean and/or advisor.
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● Additional resources will be offeredoffered/suggested as applicable.

● A student will be issued academic updates called Student Status Reports
through Learning Resources, which will be shared with the student and family.
● A student’s status in any honors level course or elective(s) courses will be assessed
to determine fitfit and best interest.
process may be eliminated or additional steps added.
Academic probation will last until the end of the following semester when it will be reassessed.
Students can work their way back into good standing, and offoff of Academic Probation, by
If a student who has been on Academic Probation during a previous semester later shows
academic decline that would merit a status on Academic Probation again, the student will be

standing may not immediately be placed on Academic Concern or Probation. In these
circumstances, medical documentation is required. The school will partner with the student
and their family to create an academic recovery plan. Students who do not achieve good
academic standing by the following semester may be placed on Academic Concern or
Probation, if the student support team deems it necessary. For more information regarding
medical leave, please refer to that portion of this handbook.
Academic Review
Academic Review Team will utilize a holistic approach to consider the best interests of the
students and assess their fitfit at the school.
If the Academic Review Team believes the student in question would benefitbenefit from
exploring alternate educational options or the school feels it does not have the resources to
effectivelyeffectively support the student, the school will advise the family to begin exploring
other school options. The finalfinal decision whether to re-enroll a student is made at the
information.
school’s discretion and can
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information.
returned with the required deposit, the school reserves the right to revoke it and ask the
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family to separate from the school before the following semester.
Transcripts
Latin, including Global Online Academy (GOA) courses and Latin Summer School, but excluding
Physical and AffectiveAffective Education. A transcript reflectingreflecting additional
coursework completed while in high school (not at Latin) should be submitted to the upper
school officeoffice and College Counseling OfficeOffice. The officialofficial Latin transcript
reflectsreflects only Latin high-school level coursework. It also displays AP test results, school
awards and grades earned in qualifying university-level coursework while at Latin.
When the finalfinal grade is available, it is the only grade for the class that appears on the
transcript. For mid-year transcripts, only the semester one grade is displayed for year-long
courses.
UnofficialUnofficial transcripts are available for download by students and parents/guardians
from the Files and Forms section of RomanNet. They are refreshed after the firstfirst semester
and at the end of the school year once grading is complete and grade reports have been
distributed.
In the event that a student takes a course in the regular session and repeats it in Latin’s summer
toward graduation for the course.
Requests for transcripts must be made in writing by emailing transcripts@latinschool.org.

The student support team consists of the assistant upper school director, advocate for
students of color, college counselors, counselors, dean of community learning, dean of
students (grades nine and ten), dean of students (grades eleven and twelve), learning
specialists and school nurse. Latin offersoffers resources to its students to foster each
student’s personal and academic success.

connection, developing peer relationships and reflectingreflecting on community
programming and topics. The groups are facilitated by an Advisor who acts as an advocate for
their advisees, serving as the primary contact for families and a bridge between students and
information.
faculty/staffstaff/administration.
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information.
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advisees. The parameters and expectations of those relationships are clarifiedclarified below.
Student
● Advisors will advocate for their advisees and will partner with the student's dean
to support the student's academic growth.
● Advisors will become familiar with advisee’s interests and activities in an
efforteffort to develop a meaningful relationship.
● Advisors will assist advisees with goal setting and reflectionreflection.
● Advisors will be the primary point of contact for faculty/staffstaff/administration
within Latin who have concerns about a student socially or academically.
Group
● Advisors will share information found in advisory resources provided by upper
school administrators which will provide a connection with the mission of the
school.
● Advisors will facilitate discussion and reflectionreflection related to community time
experiences.
● Advisors will help build and develop peer to peer connections, conversations
and relationships.
Families
● Advisors will support families with regards to academic and social concerns and
praises. Advisors will reach out to families at least once a semester for an overall
check-in on the student.
● Advisors will be a partner to families and help guide them to the resources
Latin provides.
communicated to families and the advisor through the upper school deans, advisors
will support the student and family.
*Issues that require urgent social-emotional support should be brought to the appropriate
Counseling Program
information.
The Counseling Program at Latin provides a range of prevention and intervention services to
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information.
support students’ emotional, social and educational development so they may lead satisfying
and productive lives at Latin and beyond. The emotional and social well-being and safety of our
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counselors is to provide support and expertise to students who may be experiencing
psychological stress, social difficultiesdifficulties, an acute crisis, or are participating in high-risk
behaviors. Counselors also consult with administrators, teachers and families and serve as a
liaison with medical/mental health professionals.
The Counselors offeroffer an open and accepting environment, treat each student with dignity
and advocate for all students from diverse populations. Any student or family member may
request or be referred to one of the Counselors who will collaboratively develop the best plan
to address that student’s needs. Counselors strive to maintain sensitivity to the privacy of
student and family concerns. ConfidentialityConfidentiality will be maintained except in
situations when there is a concern for the safety or well-being of a student or disclosure is
required by law and/or professional standards. Students are welcome to informally stop by
the officeoffice of a Counselor to talk with one of them regarding any questions or concerns
about the well-being of themselves or others.

Consistent with the school’s aspiration to be a drug and alcohol-free environment, the
administration will support any student who proactively and voluntarily seeks help and
discipline for admitted acts of using drugs/alcohol prior to disclosure. Sanctuary may not be
used by students or families as a means of escaping impending disciplinary action. The school
will offeroffer support and sanctuary to any student who meets ALL of the following criteria:
● Voluntary self-identificationidentification of illegal drug or alcohol use prior to
identificationidentification through other means.
● Enrollment in counseling and rehabilitation services as recommended by Latin School
of Chicago.
● Written verificationverification by physicians and therapists of continued
counseling and rehabilitation services related to the illegal drug or alcohol
use.
● Abstention from all illegal drug and alcohol use after self-identificationidentification.
The school reserves the right to request the results of drug testing from a testing facility
approved by the Student Support Team. Any further drug-related offensesoffenses that the
school becomes aware of after entry into Support and Sanctuary will be treated as a
disciplinary matter. If, in the context of a school event or school-sanctioned event, a student
assists, supports or cares for a fellow student who is under the influenceinfluence of alcohol or
information.
drugs, that student shall not be subject to the discipline process. If, in the course of the event,
the school
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information.
learns that this student is under the influenceinfluence of alcohol or drugs, Support and
Sanctuary will be invoked automatically.
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College Counseling
university most appropriate for their academic and social needs, educational aspirations
and financialfinancial capabilities. While the college counselors try to ensure that college
admission decisions are informed and thoughtful, students and parents/guardians are also
expected to play a major role in the application process. This process is highly collaborative
and requires self- examination, research and college visits.
start of high school, general meetings bring families and students up to speed on some of the
universal issues facing college hopefuls. All Latin families work one-on-one with a Counselor
during the student’s junior year and continue with this relationship until graduation. The
staffstaff of the College Counseling OfficeOffice encourages students to be involved,
reflectivereflective and accountable for their choices. As the people who know their children
best, families also play an active role. We work closely with each student and family to findfind
a group of schools that best match (and build upon) the individual strengths, interests and
achievements of an ever-evolving Latin student.
During junior year, the members of the college counseling staffstaff hold required classes,
scheduled into a student’s course load, to discuss many of the complex and universal issues
related to the admissions process. We offeroffer an optional test prep course, open to juniors
and seniors, that will familiarize students with the ACT and SAT standardized tests and provide
them with effectiveeffective study and test-taking strategies as they embark on their college
admissions process.
In addition, families and students are required to attend evening programs in the junior and
senior year and are invited to a variety of programs that help illuminate pertinent issues in the
college process. Each junior is required to meet individually with their college counselor as
well as with their family once in the spring and as often as they wish subsequent to their initial
conference.
Academic Support
The upper school faculty is committed to providing academic support to students. Students
are always urged to seek out their classroom teachers during a free period (or before or after
school) if they have questions about the material they are studying. When reaching out to
schedule a meeting with a faculty member, students should adhere to the ROMAN Rules:
information.
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Learning Resources
The Upper School Learning Resources OfficeOffice supports students in becoming successful,
independent learners and strong self-advocates. Learning Resources directs students to the
full range of school-based resources at Latin in support of that goal. The officeoffice directly
works with students who are diagnosed with learning differencesdifferences, though it is
available to all upper school students. Students may independently seek support from
learning resources, but faculty, staffstaff or families may also refer students.
Among its specificspecific functions, learning resources consult with administrators, teachers
and families, and serves as a liaison with independent diagnosticians, therapists, and tutors. In
the short term, if desired by a student, the learning specialists can provide support in such
information.
areas as organization and time management, note-taking, reading comprehension and
learning and study strategies. For students requiring longer-term support or
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course-specificspecific assistance, the learning specialist can facilitate content-based support

from the student’s teacher and, if necessary, outside support.
Accommodations
The upper school provides classroom and testing accommodations that do not modify Latin’s
academic requirements for graduation, course curriculum, or curricular requirements of a class.
The goal is to provide reasonable and effectiveeffective accommodations while promoting
independence and self-advocacy. A current (within three years), documented diagnosis is
required for considering any accommodations. After reviewing a psychoeducational or
neuropsychological report, the Learning Resources OfficeOffice will determine whether and
which accommodations are reasonable and appropriate. Typical accommodations are 50%
extended time and alternative
information.
testing location. Upper school Learning Resources is not able to provide 100% extended time.
While evaluators will often recommend a variety of accommodations, approved
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accommodations at Latin are limited. The upper school learning specialists can provide more
detailed information about Latin’s guidelines for diagnostic documentation and eligibility for
accommodations.
Tutor Recommendations
Before seeking tutoring services, Latin encourages students to work with their classroom
student’s specificspecific learning needs and suggested tutor’s specialty. For guidance on tutor
expectations, please see the Academic Integrity section of this handbook.

The school health officeoffice strives to keep all students healthy, safe and ready to learn while
health care through assessment, intervention and follow-up. The National Association of School
Nurses (NASN) definesdefines school nursing as "a specialized practice of professional nursing
that advances the well-being, academic success and life-long achievement of students. To that
end, school nurses facilitate positive student responses to normal development; promote health
and safety; intervene with actual and potential health problems; provide case management
services; and actively collaborate with others to build student and family capacity for
adaptation,
practices, the school nurses work to protect and promote the health and wellness of the entire
Latin community.
Food Allergy Information

As stated in the general section of the Student/Parent Handbook, if your child has a food
allergy, it is critical that you notify the school nurse as soon as possible. Students in the middle
school and upper school are asked to carry their own emergency medication on their person at
all times, including fieldfield trips and activities away from school. Please note, however, that
this does not make them responsible for administering the medication in the event of an
emergency. As an extra precaution, an additional dose of any emergency medication should
also be delivered to the school nurse prior to the start of the school year along with a copy of
the Emergency Action Plan which will be kept in the Health OfficeOffice for use in an
emergency. Latin School of Chicago does carry a stock-supply of epinephrine auto-injectors for
use in an emergency. These are located in the school health officeoffice, reception desks,
cafeterias and athletic firstfirst aid kits.
information.
As a school, we commit to being a tree nut and peanut “aware” environment, meaning no
food that contains tree nuts or peanuts or may contain tree nuts or peanuts is knowingly
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brought into any of the buildings. When outside food is brought into Latin, whether by a
student, family member, faculty or staffstaff member, it is the responsibility of that person to
ensure to the best of their ability, that the food does not contain tree nuts or peanuts in any
trace amount. Families must be notifiednotified of any outside food that is meant to be
shared with students and communication should be done 48 hours in advance of the outside
food being provided. Due to the frequent changes that take place in manufacturing and food
processing practices, as well as ambiguous labeling rules, Latin School of Chicago does not
maintain a list of "acceptable" outside food at any time and cannot be responsible for
approving outside food.
AffinityAffinity groups
AffinityAffinity groups operate under the assumption that they explore the respective aspect of
identity in terms of the privileged or oppressed role they hold in society; in exploring this
aspect of identity, it is also expected that the group will address points of intersectionality.
Because affinityaffinity groups are expected to take on these kinds of conversations, they are
required to have at least one faculty advisor who attends each meeting. AffinityAffinity groups
may hold closed meetings where attendees self-identify with the given identity marker for the
group.
Athletics
Latin offersoffers a comprehensive after-school sports program. The program emphasizes
physical and social development, sportsmanship and competition. As a participating athlete,
you will be given the opportunity to develop your physical attributes and to compete in the
sport(s) of your choice.
Clubs and Organizations

Latin offersoffers a range of extracurricular clubs and organizations throughout the school year
and students are welcome to initiate new extracurricular organizations at the beginning of
firstfirst semester and/or second semester. In each case, a faculty sponsor and an acceptable
charter are necessary in order to receive officialofficial recognition and funds from the school.
You are encouraged to participate in one or more of these activities, which are designed to
broaden your educational experiences and develop your talents and special interests.
Performing Arts
information.
The Performing Arts Department offersoffers a wide range of curricular and extracurricular
opportunities. In addition to courses in Instrumental Music, Vocal Music, Dance and Theatre,
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information.
there are multiple productions each year that all students are eligible to audition for, including a
musical every other year. Latin also has a Dance Company that performs twice a year, a Jazz
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Student Publications/Freedom of the Press

The Forum and other publications are the primary instruments of freedom of the press for the
school community. Their function is to ensure the free and open exchange of ideas so that
understanding of issues and situations confronting the school will be increased. To achieve
this, the publications allow all members of the school community to express their individual
opinions.
This broad right, however, is not without responsibilities. All contributions must be signed,
although requests to withhold names from published material will sometimes be honored. All
materials printed, including editorials, letters to the editor, cartoons, humor, advertisements,
features and news articles must comply with the tenets of responsible journalism. These include
the avoidance of libel, indecency, undocumented allegation, attacks on personal integrity,
The faculty advisor shall determine whether submitted material complies with these standards.
Upon determination that a particular piece fails to comply, the faculty advisor has the right to
demand that the piece be revised, or, at their discretion, preclude its publication.

All students are required to carry their Latin issued identificationidentification cards with
them at all times. Furthermore, students are expected to electronically badge-in using their
student identificationidentification card when entering the building and electronically
badge-out when leaving. Sensors for electronic check in/out are located on and near the
reception desk on the first floorfirst floor. Students who fail to use their student
identificationidentification card to badge-in or out of school for fivefive consecutive days, will
be issued a new student identificationidentification card and their account will be charged.
a.m. Students are expected to be out of the building by 9 p.m. unless they are participating in
a specificspecific activity under the direct supervision of a teacher, coach or other adult. On
weekdays, the upper school officeoffice is open from 7:30 a.m. to 4 p.m. The Learning
Commons is open from 7:30 a.m. to 6 p.m.
On Saturdays between 8 a.m. and 3 p.m. students have access to unlocked areas of the
building. After 3 p.m., students are expected to leave the building unless they are participating
in a specificspecific activity under the direct supervision of a teacher, coach or other adult. The
information.
building is closed on Sundays.
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information.
ATTENDANCE
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Latin is an environment in which students engage the learning process as individuals, in

groups and through open exchange with peers and faculty. School attendance is essential to
this process and highly predictive of success. While it is understood that students will
occasionally need to be absent, Latin encourages students and their families to make every
efforteffort to prioritize school attendance. Therefore, Latin expects students to arrive at
school on time every day and to attend all of their classes.
Because we value attendance at school, Latin will track and distinguish between excused
and unexcused absences; however, the school does not make a distinction between
excused and unexcused tardies. The school will respond to student absences and tardies on
a case-by-case basis (see below: Addressing Attendance Patterns).
Responsibilities of Student Regarding Attendance

DefiningDefining Absence from Class
Students arriving late to class will be marked tardy. Students arriving more than 20 minutes
late to a 50-minute block or more than 30 minutes late to a long block will be marked absent.
Free Periods
than the designated start time for the day.
During free periods, students are permitted to leave the building by “badging out” at the
school entrance. This privilege requires maturity on the part of the student and trust on the
part of the school and the student’s family. A dean, the assistant upper school director or the
upper school director may revoke a student’s sign-out privilege as a consequence of a
student’s behavior.

If a student becomes ill during the school day the student should go to the nurse’s officeoffice
for assistance. If the nurse decides that the student should go home because of illness, they will
student will be permitted to go home without parental consent.
information.
teachers to make up for missed work in a timely manner or according to teacher policy.
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Meetings can be arranged during the regular school day if both the teacher and the student
have a free period in common or before or after school. Work that is not completed within the
agreed upon timeline will not be accepted for credit.
If a student is absent without excuse from an academic obligation, the faculty member has the
discretion to deduct points on the assignment, including giving a zero on the assignment. The
faculty member also has the discretion whether or not to offeroffer a retake opportunity for the

On rare occasions, students may arrive at class to discover that their teacher is not yet
present. If the teacher does not come to class within ten minutes, a classmate should report
the situation to the upper school officeoffice. Students may not leave the classroom unless
they are dismissed by the upper school director, assistant upper school director, a dean or the
class, students should still go to their scheduled class unless they have been notifiednotified by
a school administrator of the class’s cancellation.
Absence Prior to Co-curricular Activity

In order for a student to be eligible to participate in extracurricular activities on a particular
day, the student must arrive on campus and attend classes for the remainder of the day. The
dean or upper school director, in consultation with the appropriate co-curricular leader,
reserves the right to make exceptions to this rule, pending review of circumstances. It is
incumbent on the student to inform the activity leader or coach, the athletic director (when
relevant) and the dean if they expect to arrive at school late.
Authorization for Planned Absence
Because attendance at school is important, Latin asks that families and students consider
academic obligations and extracurricular commitments before requesting a planned absence.
parent/guardian complete the absence authorization form noting the date and reason for
absence.
Students should also notify teachers and have a conversation prior to the absence about how to
best make up the missed work and class time. Students should coordinate with each individual
teacher to create a timeline or plan for missed work.
information.
If students do not meet an individual teacher’s expectations and timeline for missed work, they
risk losing points or forfeiting the ability to make up the work.
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Students are allowed absences for the purpose of college research and preparation. However,
these excused absences are only permitted for seniors, or for juniors in the second semester.
Students will be allowed no more than three excused full day absences for this purpose in
each of these three semesters. Students who need to miss more than three days for
extenuating circumstances should engage in discussion with their dean and college counselor.
While
absences, regardless of their purpose, can have a deleterious effecteffect on any student’s
Questions About Attendance Record
If a student suspects an error in their attendance or tardy record, it is their responsibility to seek
Responsibilities of Family Regarding Attendance
Reporting Absences or Late Arrivals
designated by the parent notify the school by completing the absence authorization form
before 9 a.m. on the day of the absence. If no email or voicemail is received, the absence will
be considered unexcused and appropriate disciplinary action will be taken. The school will
attempt to contact the parent/guardian/authorized adult on filefile to confirmconfirm the
whereabouts of the student.
Supporting Student Attendance
Latin strongly discourages parents/guardians from making out-of-school commitments for

students during school hours. If a student must miss one or more school obligations during the
day because of an offoff-campus appointment, their parent is responsible for completing the
attendance authorization form before the anticipated absence indicating the time of departure,
the time of return and the reason for the departure.
Latin strongly discourages students from leaving early for or returning late from vacation.
Quite frequently, major assessments come right before or right after vacations and missing
them can hinder the execution of collaborative projects specificallyspecifically and academic
information.
performance in general.
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information.
Families who anticipate a significantsignificant number of absences due to non-Latin
extracurricular obligations are required to meet with the appropriate dean at the beginning of
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the semester.
Responsibilities of School Regarding Attendance
Attendance will be taken in each class, advisory and community time. A student who arrives late
to a class, advisory or community time for any reason will be recorded as tardy.
permitted to go home without parental consent.
In case of serious injury or illness, the nurse (or their school designate) will take the student to
a hospital (usually to Lurie Children’s Hospital) and call the parent. Except in a life-threatening
Addressing Attendance Patterns
When absences (excused or unexcused) and/or tardies are perceived to have negative impacts
on individual students or the Latin community, the dean and/or student support staffstaff will
- at their discretion - meet with the student and/or their family to work toward resolution of
those concerns. Possible outcomes include, but are not limited to, the development of a
wellness plan, academic planning meeting with students/families and/or disciplinary measures
up to and including probation and/or out of school suspension. In extreme cases, the school
reserves the right to withhold the enrollment contract for the subsequent school year.
The treatment for certain medical and psychological conditions and behaviors is best handled
outside the school setting. To support the wellness of individual students, as well as the broader
medical separation.
A voluntary or mandated medical leave of absence may be authorized in consultation with the
upper school director and student support team to address physical or emotional illnesses that,
in their judgment, cannot be adequately treated while the student is in the school setting.
These same administrators will determine whether and under what conditions that student
should return to the school.
information.
Under certain circumstances, a leave may be granted by the administration when requested by
parents/guardians. The request should be made to the upper school director in writing and
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should be accompanied by medical documentation. In these cases, families are required to

remain current in their financialfinancial commitments to the school. All contracts remain
binding.
Failure to comply with any specificspecific requirements could jeopardize a student’s
enrollment. There are generally three forms of medical leave:
Short-Term
An approved absence from the school for health reasons, lasting no more than two
counselor and/or the appropriate dean will notify the student’s teachers. Though
extensions are granted for medical leaves, the ultimate responsibility of keeping up
with the course work lies with the student.
Long-Term
An approved absence from school for health reasons lasting longer than two weeks but
no more than one academic year. Often this may require the rest of the current
semester, plus one additional term for stabilization of the student’s condition. Though
ultimate responsibility of keeping up with the course work lies with the student.
Medical Separation
effortsefforts to adjust but for health reasons cannot meet the requirements of the
school community, academically or socially. While it involves the loss of the student’s
space in the school, it is distinguished from a withdrawal or dismissal in that it leaves
open the possibility of application for readmission.
When a student is away from school on a medical leave that lasts more than a week, it is
typical for “minor” assignments (i.e. daily reading quizzes, etc.) to be excused. Major
assignments related to prominent course content or skills may be rescheduled and adjusted as
needed on a case-by-case basis. The Student Support Team, under the direction of the
assistant upper school director will coordinate and document a make-up plan and calendar, in
collaboration with the student, the family and teachers.
information.
Prior to a student’s return to school, the student and their family must provide the school
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with information and access to the treating professionals, as well as reports of social and
academic function. When it is deemed appropriate for a student to return to school, students
and their families can expect a re-entry meeting to take place. The meeting typically involves
the student support team, advisor, student and their family. At the discretion of the school,
others may be invited as deemed necessary or appropriate. Upon return to school, student
support systems will be put into place to determine an appropriate academic program with
input from the student’s teachers.
Required Counseling
continued attendance at Latin. Parents/guardians are responsible for all costs for such care.
STUDENT CONDUCT
To support the educational mission of the school, Latin is committed to creating and
sustaining an environment that facilitates academic and personal development. Fundamental
to this commitment is the expectation that individual members of the community will adhere
to core principles:
Any student behavior, on or offoff campus, which falls outside of these guiding principles or that
violates school values in a way that reflectsreflects poorly on the Latin School community, can
result in disciplinary action.
In addition to these general expectations, there are areas Latin deems serious enough to
address specificallyspecifically. These major school rules constitute the most serious violations
of the community trust and create elevated concerns about safety, integrity, health and
wellness.
Academic Integrity
information.
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information.
● Self-respect for one’s own academic potential
● An interest in learning for its own sake rather than for any rewards or benefitsbenefits
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that may follow

● Commitment to receive support from others in a way that allows each student to
make the finalfinal choices about their academic work
● The presentation of work for assessment that reflectsreflects one’s own ideas and
initiative in both process and finalfinal product
● Proper citation of sources and persons when students borrow words, images,
or inspiration for their academic work
Lapses in academic integrity are preventable. Latin’s experience and research has found these
● IneffectiveIneffective time management and/or poor long term planning
● Mental and physical exhaustion from lack of sleep or self-care
● Counterproductive internal and family pressure on performance and grades
● Pressure from friends to inappropriately share information and/or work
● Failure to read directions regarding citations thoroughly
● Note-taking without including source attributions
● Blurry boundaries between proper academic support and others doing work for
the student
Academic dishonesty is defineddefined broadly and includes giving or receiving unauthorized aid
on a test, quiz, homework assignment or a paper. It is also manifested via possession or use of
unauthorized materials or information on a test, quiz, or other form of assessment.
(this includes paraphrasing or quoting the words or images of another in any work without

beyond basic instruction can be considered academic dishonesty. If a student,
parent/guardian, or tutor has questions about what qualifiesqualifies as an appropriate level of
academic support, they should have a direct conversation with their teacher, department
chair, or student support team member prior to submitting assignments.
information.
The following departments have elaborated their expectations and policies related to academic
integrity here:
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● Computer ScienceComputer Science

● English
In English, acceptable writing supports might Unacceptable writing supports include a

● Talking through your ideas with you ● Generating ideas or content for you
● Noting errors or areas ● Fixing errors for you
for improvement ● Any form of generating wording,
● Asking clarifying questions regardless if they physically enter
● Providing templates or protocols or mark changes to your work
for generating or organizing
content
● History/Social StudiesHistory/Social Studies

● MathMath
● Visual ArtsVisual Arts
● Language
○ Passing offoff someone else’s work as your own is academically dishonest. Any work
must be a student's own. No complete sentence should ever be provided by anyone
else or translated using a translation tool. Family members, friends, tutors, etc. should
not be writing/rewriting any work in any language for students.
○ Internet translation tools are unreliable. They should be used like dictionaries, and
again, no complete sentence should ever be taken from a translation tool.
Compositions that have been done electronically are generally easy to spot because
the language is often awkward and may include grammar or knowledge never studied.
Reliance on translation tools becomes obvious in class work.

the administration already knows, or that someone else will share the information.
For a discussion of consequences related to academic integrity violations, go herehere.

as well as tobacco with the understanding that the health, safety and well-being of our
information.
students
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information.
is the school’s primary goal. Latin reserves the right to search a student’s property and/or
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If there is reason to believe that a student at school or at a school event has been using
alcohol or a controlled substance, that student will be removed from the school event and
subject to disciplinary proceedings deemed appropriate by the school.
Additionally, the Athletic Policy and Procedures Manual states that the “use of illegal drugs,
Student-athletes found in violation of the major school rules stated above are subject to
those same consequences. In addition, student-athletes may also lose the privilege of
participation in a sport or other extracurricular group.
Drugs
Any purchase, possession, distribution, or use of drugs or drug paraphernalia or misuse of any
other chemical substance (including over-the-counter and prescribed medications) will result in
expulsion. Any physician’s prescriptions should be registered with the school nurse.
Alcohol
Purchase, attempt to purchase, possession, distribution and/or use of alcohol will result in
expulsion.
Tobacco/e-cigarettes
Students may not chew or smoke tobacco at any time, including the use of vaping devices and
e-cigarettes. Purchase, attempt to purchase, possession, distribution and/or use of tobacco
and e-cigarettes will result in referral to the dean of students for determination of
appropriate outcomes up to and including expulsion.
Harassment, Bullying, Cyberbullying and

Bullying will not be tolerated at Latin, including in the Upper School. Latin’s Bullying
Prevention Policy may be found on pp. above. As stated in that policy, consequences for
violations of Latin’s Bullying Prevention Policy include, but are not limited to:
● Parent/Guardian, teacher and/or administrator conference to review student’s
conduct and explanation of expectations for student’s future behavior
information.
● Behavioral probation
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● Expulsion
Hate Speech
Latin is a place where the free exchange of ideas, in an atmosphere of civility, is valued both
for the good of the individual and for the entire community. As individuals, students enjoy
basic rights to express their thoughts and opinions; as members of the learning community,
they also accept certain responsibilities to do so respectfully. In keeping with institutional
aspirations to build an environment welcoming of diverse ideas, the upper school considers
incidents where anyone in the school community is intentionally uncivil, disrespectful, or guilty
of harassment, a violation of major school rules.
information.
Harassment
Individual students have the right to determine their own identities and to express themselves
and live authentically.
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Harassment is any behavior that has the intention or effect of harming or intimidating others,
of creating a hostile or offensive environment, or of interfering with another’s school or work
performance. It can take many forms – verbal, written (including postings of text, photos or
video on the Internet), visual, physical, psychological – and is often, but not always, associated
with actual or perceived race, ethnicity, religion, sexual orientation, gender-related identity
and expression, socioeconomic status, or physical characteristics.
Sexual harassment differs from other forms in that it involves uninvited and unwanted sexual

Bullying
Bullying is a form of harassment and will not be tolerated at Latin. It is generally defined as
aggressive behavior by an individual or group that may be repeated over time and has the
intention or effect of harming others. Bullying usually occurs when there is an imbalance of
power and can take many forms including, but not limited to, actions such as physical violence,
intimidation, teasing and name calling and social exclusion.
Cyberbullying
Cyberbullying is also a form of harassment and is defined as cruelty to others by sending or
posting harmful material using the Internet, cell phones or other digital media. It differs from
the more traditional forms of bullying in that it can occur at any time and its messages and
images can be distributed quickly to a wide audience. The school reserves the right to
investigate and proceed with disciplinary outcomes as the school considers appropriate.
Hate Speech
Latin prides itself on celebrating and respecting the racial, ethnic, social, cultural and religious
differencesdifferences that are represented in its community. Speech that divides the upper
information.
school student body runs counter to our guiding principles and the mission of our school.
Therefore, hate speech of any kind is expressly prohibited.
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information.
Hate speech can be language or symbol written, spoken, signed or worn on clothing.
Additionally, posts on any social media platform, including text messages or video messages
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sent to others could lead to disciplinary action. After collecting available information, the
administration will evaluate the intent and/or the impact of any form of communication
Any student engaging in speech that has the intention or effecteffect of harming, injuring,
degrading and or ridiculing another person or persons because of racial, cultural, gender,
ethnic, social, religious, or other protected identities could face disciplinary consequences,
including but not limited to probation, suspension, or expulsion.
Procedure for Reporting Harassment

If an individual in the school community feels that they have been, or are being, harassed, or if
they witness harassment, it is expected that the individual notify a trusted adult in the school.
All investigations of harassment should be conducted so that the privacy and the rights of the

If an individual in the community observes or becomes aware of personal harassment or
hazing of any member of the community, they are expected to be a responsible bystander and
assume that the administration already knows, or that someone else will share the
information. Receiving more information is much better than receiving none at all.
Consequences of Harassment
Latin considers harassment by any member of the community a serious violation of community
values. If it is determined that harassment allegations are true, education ought to be the first
goal. Consequences could also include suspension or expulsion.
information.
This protocol will be used for incidents of bias that take place at Latin School of Chicago and/or
involve members of the Latin School community. Incidents of bias can be both intentional and
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unintentional acts related to an individual’s or group’s identity. That identity includes, but is not
limited to ability, age, ethnicity, gender, race, religion, sexual orientation, socioeconomic status,
information.
etc. The goal of this protocol is to be consistent in how we, as an institution, address these
incidents.
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● After an incident occurs, students should fillfill out the electronic incident
reportelectronic incident report available on RomanNet. When a student completes
the form, a Latin email address is required. We also encourage the student to inform
a trusted adult within the Latin community. This adult can be a dean, teacher, US
Director, counselor, diversity coordinator, coach, etc. We also encourage the student
to inform their parent/guardian.
○ While we encourage students to fillfill out the report themselves, they may ask
the trusted adult to complete the form to maintain anonymity.
○ The Incidents of Bias Team will work through the student’s advocate to
explain how the process and outcomes may take differentdifferent forms if
the student does or does not request to preserve anonymity.
● The completed form is automatically sent to the following individuals (Upper School
Incidents of Bias Team): US Director, Assistant US Director; 9th and 10th grade
deamdean and 11th and 12th grade dean, Dean of Community Learning, US
Counselors, Director of Diversity, Equity and Inclusion, US Diversity Coordinator and
US DEI Curriculum & Diversity Coordinator.
● Once the incident report has been completed, the individuals listed above will meet
to discuss next steps on how to proceed.
● The grade level dean will reach out to the affectedaffected student and inform their
family of the situation within 24 hours.
● In the case of student to student interactions the grade level dean will also reach out
to the alleged initiator(s) and inform their family of the situation once all pertinent
information is gathered.
● In the case of adult to student interactions the US Director and Director of
Diversity, Equity and Inclusion will reach out to the faculty/staffstaff member.
● Consequences of each incident may vary, but there will always be an accountability
and learning/educational component.
communicate out to involved students’ advisors and any other adults
deemed appropriate.
information.
● All questions or concerns should be directed to any member of the Incidents of
Bias Team to ensure confidentialityconfidentiality.
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● While preserving confidentialityconfidentiality of those involved in particular

interactions, to the best of our ability, members of the team will report patterns
across the reported incidents to the community in order to set subsequent goals.
information.
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Part 1: DefinitionDefinition
This policy sets behavioral standards and expectations for interactions between students who
are enrolled at Latin and/or participate in any Latin-sponsored activities, such as sports teams
or clubs.
affirmativelyaffirmatively communicated, on-going, and given while awake and aware.
● Freely Given: Consent must be offeredoffered of free will, without coercion, violence,
or threat of violence
● AffirmativelyAffirmatively Communicated: All persons involved must express overt
actions and/or words indicating agreement for sexual acts
● On-Going: Permission must be granted for every activity at every stage of a
sexual encounter. Consent can be removed at any time.
● Awake and Aware: Every participant in a sexual activity must be capable of granting
their consent. If someone is intoxicated or incapacitated by alcohol or drugs, and/or is
not awake or fully aware, they are incapable of giving consent.
Sexual misconduct includes behaviors that do not conform to the standard of consent
described above. Sexual misconduct may include behaviors that are unwanted,
non-consensual, and/or coercive, including, but not limited to, sexual exploitation, sexual
assault, sexual harassment, unwanted sexual advances, stalking, and dating violence. Sexual
misconduct can be electronic, physical, and/or verbal in nature. Sexual misconduct can be
committed by a person of any gender identity or age, and can occur between people of the
same or differentdifferent gender identity or age. Sexual misconduct includes a range of
behaviors which impact victims in varied ways.
information.
A student who is the victim of sexual misconduct by another student is not obligated to
register a formal complaint in order to seek support from school resources. To seek such
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support, the reporting student may communicate with any trusted Latin employee. The Upper
School Counselors will immediately be informed of the reported incident.
Information conveyed to all Latin employees, including the counselors, will be treated as
confidentialconfidential to the maximum extent possible; however, students should be aware
that
information.
and assist the reporting student with deciding whether to initiate a formal complaint
(described in Part 3 below), whether to filefile a complaint with a law enforcement agency, or
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both. The counselors also may assist a student with locating offoff-campus resources, such as
sexual assault crisis services or intimate partner violence resources, where appropriate.
The counselors are available to provide ongoing support to both students who initiate
Part 3: Formally Reporting a Complaint

In order for the school to begin an investigation, the reporting student must register a
complaint with a Dean of Students. The reporting student will need to provide specificspecific
details and information surrounding the event for an investigation to occur. Any issue of sexual
misconduct that the school investigates will involve a Dean of Students and potentially other
school administration.
As a school, we understand that instances of sexual misconduct are deeply personal

experiences which can be difficultdifficult to share. For that reason, formally reporting the
incident can take many forms depending on what feels most comfortable to the individual
student. Initial reports are made verbally or by written statement. Personal support (such as a
parent or counselor) is welcome by invitation of the student.
Latin will not initiate investigations based on:

● Rumors
● Reports with insufficientinsufficient details, such as those lacking alleged
offenderoffender or witness names
● Anonymous tips
● Parent reports
● Reports involving an alleged offenderoffender who is not a member of the Latin
community There is no time limit for reporting an incident.
information.
Before and during an investigation and at the school’s sole discretion, Latin may impose
interim measures to minimize contact between the reporting student and the alleged
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offenderoffender to support each student while they are at school or school-sponsored

events. Examples include changing a student’s schedule, restricting a student’s access to
campus in whole or in part, prohibiting contact between students, or suspending a student
while the investigation is pending. Violations of any imposed interim measures may result in
information.
The school reserves the right to modify or adjust interim measures before, during, and/or
after the investigation and aims to act in support of the involved students
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specificallyspecifically and the school community at large.

The school has sole discretion concerning the investigatory process and methods. The goal of
the investigation is to gather facts in a fair and impartial manner.
The Dean of Students may conduct the investigation, may appoint an individual or a
committee of employees to conduct the investigation, or may retain an outside investigative
firmfirm. As stated in Latin’s Disciplinary Consequences & Procedures policy,
parents/guardians and attorneys are not involved in the disciplinary process as it runs its
course within the school. In cases where prolonged suspensions, dismissal, or the denial of a
student’s opportunity to re-enroll for the next school year are determined as appropriate
outcomes, the parents/guardians will be notifiednotified and may appeal in writing to the
Head of School or their designee.
When possible, the school will take into consideration the reporting student’s wishes and
preferences regarding the investigation process. However, it may not be possible to maintain
the student’s confidentialityconfidentiality or anonymity when completing an investigation.
The investigation may involve interviewing the reporting student, the student alleged to have
violated this policy, and any other student or adult witnesses. The investigation also may
involve reviewing documents, e-mails, text messages, social media, and other communications.
Cooperation is expected. A reporting student’s decision to cease cooperating with the
investigation may result in the investigation being closed without findingsfindings or discipline.
An accused student or a witness who refuses to cooperate with the investigation may be
subject to discipline.
information.
If an investigation determines a student has violated this sexual misconduct policy, at Latin’s
sole discretion, the following discipline outcomes may be levied (for further descriptions, refer
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to the Disciplinary Consequences & Procedures section):

● Continuation or imposition of no-contact instructions or similar measures (as
described in Part 4) to support the reporting student
● Written Warning
● Probation
4● Suspension
information.
● Expulsion
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Part 6: Disclosure and Communication of Disciplinary Infractions

In regard to disclosure and communication of disciplinary consequences imposed, please see
this section of the student/family handbook.
Part 7: Retaliation Prohibited

Before, during, and after an investigation, no student or family member may engage in
retaliatory behaviors against a reporting student, alleged offenderoffender, or any other
person involved in the reported incident and school investigation. Retaliatory behaviors can
include intimidation, threats, coercion, or discrimination in any form or through any medium.
Violations of this expectation are taken seriously and will result in disciplinary actions or other
consequences.
Students who have experienced or witnessed retaliatory behaviors should immediately notify

Fighting
Fighting and/or physical violence of any kind are unacceptable and will not be tolerated. Likely
consequences for fightingfighting include suspension or expulsion.
Weapons & Fireworks

Use or possession of ammunition, guns or knives (other than knives that are used under adult
supervision for school purposes) is not permitted. Paintball guns, slingshots or other such
items are not allowed since they may constitute a danger to someone else. Students should
be aware that carrying a facsimile of a real gun is against state law, is considered intimidation
and, as such, is a major school rule violation. Use and possession of fireworksfireworks is
prohibited on campus.
information.
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Students may not engage in dangerous pranks or other activities (such as climbing outside a
During emergency situations, students must adhere to the school’s direction; failure to do so
could put members of the community at risk and might be subject to disciplinary action.
information.
Keys
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and ID cards. Unauthorized use or possession of Latin School of Chicago keys and ID cards by
students is a major school rule violation, as is unauthorized entry into any locked school
building or area.
Theft & Vandalism

While Latin’s day-to-day atmosphere can be somewhat informal, we do recommend that
their lockers. A student accused of theft may be subject to a search. A likely result of such an
infraction will be an out-of-school suspension or expulsion.
Defacing or destruction of walls, lockers, desks or other property here at Latin will be
considered vandalism. Tampering with computer filesfiles or computerized data (e.g. hacking)
is construed as either vandalism or theft. Such behaviors may result in probation, suspension
or dismissal from the school.

performing groups or other organizations that represent the school offoff-campus during
vacation periods and to all students during school trips.
Project Week
Participation in Project Week is a privilege. The highest standards of conduct and integrity are
expected. Given the fact that many students will be traveling well beyond the
confinesconfines of Latin’s campus, they must realize that they will be representing both their
family and the school during Project Week.
information.
All school rules (e.g., regarding weapons and the use, purchase and distribution of tobacco,
alcohol and other drugs and drug related paraphernalia) will be in effecteffect during Project
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Week activities and other offoff campus events sponsored or chaperoned by Latin faculty.
Students that violate rules while on Project Week will be subject to disciplinary action as if the
violation occurred on campus. Depending on the circumstances in a given project's location, if
an offenseoffense occurs that is worthy of suspension or expulsion, the school and project
leader may elect to have that student removed from the project and sent home at the expense
of the family.
information.
Latin reserves the right to conduct a search of students’ property and person if a
faculty/staffstaff member suspects a student of possessing a prohibited substance, weapon, or
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other contraband item(s), or being under the influenceinfluence of any prohibited substance.
Latin reserves the right to conduct a search of students’ property and person both on campus
and offoff campus when under the care of faculty/staffstaff and/or at a school-sponsored
event. Latin handbook regulations prohibiting substance possession and/or use override any
local laws to the contrary.
A student’s refusal to comply with a search serves as grounds to initiate disciplinary action,
including removal from offoff campus school events and trips such as Project Week.
General Expectations
Food
Students may bring bottled water, coffeecoffee or tea in a closed container to class. Teachers or
Latin’s food and allergy policy. Those groups are expected to clean up after themselves. Sitting
in the hallway or locker bays with food is a violation of school rules. The food or beverage will
be confiscatedconfiscated; repeat offensesoffenses will result in disciplinary action.
Learning Commons Etiquette

All students, collectively and individually, are responsible for keeping the Learning Commons
in order. Students must use trays for all food and or beverages, they should pick up after
themselves and their friends and they should leave the tables at which they have been sitting
and the floorfloor around them clean and litter-free.
Dress
We expect that student attire will be appropriate for a school environment. If a student is
director. The student may be asked to change into more appropriate attire. If necessary,
offenders
information.
offenders may receive escalating disciplinary consequences including detention, probation, or
suspension. In all cases, the administration reserves the right to determine if a student is
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Examples of clothing that is inappropriate for a school environment include, but are not
limited to, the following:
2● Any clothing that advertises illegal or inappropriate products for a K-12 setting.
information.
● Any clothing that includes profane, derogatory, sexually suggestive or other
offensiveoffensive or inappropriate language or symbols.
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A single violation of any of the school’s major rules subjects the student to disciplinary
consequences, including suspension, expulsion or denial of the opportunity to re-enroll for
the next and/or any succeeding school year. Furthermore, the accumulation of a series of
minor offensesoffenses and/or a pattern of unexcused absences from school may also be
grounds for disciplinary consequences including but not limited to probation, suspension or
withdrawal from the school.

Latin functions in loco parentis by law and by tradition. Consequently, parents/guardians are
next school year are contemplated, the parents/guardians will be notifiednotified and may
appeal in writing to the Head of School or their designee.
Possible Consequences for Behavioral Violations

Latin uses a progressive discipline system in which behaviors are typically addressed at the
lowest level possible. The primary purposes of Latin’s discipline process are to get the
problem behaviors to stop and to educate the violating student on how to be a more
thoughtful, responsible citizen of the school community.
The progression of disciplinary outcomes is explained in more detail below. Continuing

patterns of problem behavior will escalate the school’s response, up to and including
expulsion. Some violations of behavioral expectations (e.g. the major school rules) are serious
enough that lower level responses may be bypassed in order to apply outcomes
commensurate to the violation.
information.
Verbal Reprimand
This is informal, verbal and “on the spot.” A reprimand typically involves a faculty or staffstaff
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member and might involve a visit to the dean’s officeoffice for further conversation.
Written Warning
This is a more formal notice, typically communicated by email or progress report and it is the
beginning of a disciplinary record. It serves as a formal notificationnotification to a student and,
sometimes, their parents/guardians that if the student’s behavior persists, it could put them at
risk of more formal discipline.
information.
Detention
A detention is given when a student has repeatedly and/or flagrantlyflagrantly violated a
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school rule. Detentions are typically served during the student’s next free long-block.
Students are expected to reflectreflect on their behavior, study (including the completion of
chronically late work) or perform in-school service. Students will accrue detentions on a
semester-by-semester basis. At the conclusion of each semester, all detentions will be erased.
Although students will begin each new semester with “zero” detentions, students will still be
responsible for serving detentions issued in the previous semester.
In consultation with the dean, a teacher may assign students to detention for any of the
following behaviors: extreme tardiness, improper dress, foul language, disruptive behavior,
incivility, lack of cooperation, leaving personal property or litter in the halls, consuming food
or beverages in unauthorized areas and not respecting our shared space (i.e. inappropriate
conduct in halls). Attendance at an assigned detention is mandatory and failure to attend will
result in further disciplinary action.
Behavioral Probation
Students may be placed on behavioral probation for repeated or egregious violation of school
rules. Behavioral probation typically lasts for one semester and up to a calendar year. Once a
student is placed on Behavioral Probation, the following support steps are taken:
● A meeting will be held with the student, family and student support staffstaff to
develop a behavioral recovery plan.
● The dean of students will notify students and their family with a formal letter
that specifiesspecifies the conditions of behavioral probation and recovery.
● Additional resources will be offeredoffered/suggested as applicable.
information.
When a student is placed on behavioral probation, that student is on notice that any
subsequent misconduct may become grounds for suspension, expulsion, or the revocation of
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that student’s opportunity to re-enroll at Latin for the next or any succeeding school year. In
addition, a student on behavioral probation may be banned from participating in any
extracurricular activities or sports and/or may be forbidden to attend any other Latin School
functions on or offoff campus.
At the conclusion of the determined probation period, the student will meet with their dean
to review their standing in the school and discuss strategies to ensure the student’s behavior
will
information.
not merit behavioral probation again. Students whose behavior merits consideration of a
second probationary period will likely be considered for removal from the school.
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Suspension
Suspension is the interruption of a student’s time in the classroom and the broader school
school, at the discretion of the school and are often accompanied by an exercise in
reflectivereflective writing supervised by parents/guardians or teachers. It is sometimes (but
not necessarily) the beginning of a period of probation.
Withdraw Option
Sometimes a singular instance of misconduct by itself does not call for withdrawal, but a
pattern of chronic misconduct suggests that the student would be better offoff in another
school and, under those circumstances, Latin will support a student in withdrawing.
Expulsion
Appeals
The decision of the dean of students in disciplinary matters is finalfinal. However, a student
may appeal the outcome if they do not believe the correct procedures were followed. A
student wishing to make an appeal must present it in writing and address it to the upper school
director and head of school, who will hear appeals only on procedural grounds.

Concerns about academic integrity are handled in a way that is slightly differentdifferent than
other behavioral concerns and outcome determinations are individualized depending on the
situation. Typically, a student suspected of academic dishonesty is brought before the
appropriate dean.
The dean is expected to explore what attitudes or behaviors led to the lapse in academic
integrity, investigate the incident, and notify parents/guardians.
information.
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regardless of the weight of the assignment, as well as additional outcomes determined by the
dean to be commensurate with the violation and that are responsive to the underlying causes
for the violation. At the complete discretion of the teacher, chair, and dean there may be an
opportunity to completely re-do an assessment for significantlysignificantly reduced credit in
some departments. See the departmental guidelines above for details.
information.
Multiple violations and/or a single severe violation may result in disciplinary probation,
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Disclosure and Communication of Disciplinary Infractions

Latin takes very seriously the rights and reputations of its students, as well as their families and
understands that the nature of disclosure is sensitive. Most disciplinary cases involve minors.
Communication about the details of these infractions is kept confidentialconfidential and
private in order to prevent rumor, gossip or innuendo. When a withdrawal (dismissal or
expulsion included) is required, the school will announce this fact to the upper school faculty
and, on rare occasions, may provide an abridged explanation to the upper school student body.
Latin will not engage in wider public discussion or disclose personal information to the entire
community.
When students do receive disciplinary sanctions for serious offensesoffenses, the families will
be notifiednotified and a summary of the consequences will be placed in their
confidentialconfidential school record. Latin does not normally communicate with colleges,
universities or outside agencies about the disciplinary records of its students except as
described in the next column (Examples of Application of Reporting Policy). However, Latin
does maintain and benefitbenefit from strong and clear relations with colleges and
universities based upon trust and transparency. Therefore major disciplinary infractions are
typically disclosed to colleges, universities and relevant outside agencies and all parties are
notifiednotified of this policy.
On the occasion that a disciplinary matter is disclosed to colleges, discussion of the matter
will take place among the dean, college counselor, director of college counseling, assistant
upper school director, upper school director and head of school. The College Counseling
OfficeOffice will work with the student and family and offeroffer guidance regarding the
appropriate timing and nature of such communications. In addition, the officeoffice will
instruct all students to answer any questions regarding their disciplinary history with honesty
and integrity.
Latin students are expected to report any disciplinary incident that resulted in a clear
directive from the school. This includes disclosing on all college applications whether or not
there has been any misconduct, including disciplinary probation, suspension, removal,
dismissal or
information.
expulsion from Latin. The College Counseling OfficeOffice will assist students on the language of
their disclosure but it is imperative that all students answer all questions honestly and attest to
FILED DATE: 8/21/2023 10:48 PM 2022L003763
the variety of the information they provide to colleges.
Note: Major infractions include but are not limited to academic integrity,, cheating, violence of
any sort, harassment , sexual misconduct, bullying, cyberbullying, hate speech, violation of
school drug and alcohol policies and other incidents that result in the student being separated
from the school for a period of time.
information.
Examples of Application of Reporting Policy:
● NO: Any disciplinary infractions that occurred at a previous school.
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● NO: Minor infractions, probations, warnings or in-school suspensions unless they

are relevant to a pattern of behavior that resulted in a more serious matter or the
● NO: Academic probations that are used as an educational counseling tool designed
to improve a student’s performance.
● YES: All major infractions that result in a separation from the school for a period of
time. This includes, but is not always limited to, out-of-school suspension, disciplinary
probation, withdrawals from school for academic or disciplinary reasons, or their
equivalents.
● YES: Any senior found in violation of a major school rule after the start of the
fourth quarter should expect to report their behavior to their college.
● YES: Latin reserves the right to report any violations of local, state or federal law by a
student which it deems material to a student’s college prospects or to other
educational institutions.
Dances and Other School-Sanctioned Events

During most school years, the school, in collaboration with student leaders, sponsors three
dances: Homecoming Dance, Winter Ball and Prom. These are school-sanctioned events and
are chaperoned by Latin faculty and deans. All school rules (major and minor) apply at these
events.
On occasion, Latin student clubs or other student organizations may sponsor and
offeroffer school-sanctioned events.
In order to offeroffer a school-sanctioned event, the student group must submit a proposal to
the dean of community learning. The proposal will be reviewed and discussed by relevant
parties. If
information.
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The proposal must include the following information:

● Purpose/rationale for the event.
● Date, time, location from the event.
● Written support from the faculty club/organization sponsor.
● Written commitment from faculty who will chaperone. (A 1:10 ratio of Latin
staffstaff chaperones to students is required.)
4
information.
● Budget
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An agreement to strict adherence to all Latin school rules and City of Chicago laws by all
participants.
Students may not publicize events or activities unsanctioned by Latin via the school’s
officialofficial social media accounts or email lists.
Community Time
celebrate achievements and perform or educate the larger community. Students requesting
stage time for community events should speak to the dean of community learning or
Laptop Requirement
students are required to have a personal laptop that they can bring to school on a regular
basis. The laptop must be capable of running at least OS X 10.15 or Windows 10 and needs to
have the latest version of the Chrome web browser and a word processor (such as Pages,
Microsoft Word, or Google Docs). If you have any questions about the laptop requirement,
please contact our IT Department at it@latinschool.org or 312.582.6130.
Library
Library programs at Latin School of Chicago are designed to ensure that students become
effectiveeffective and thoughtful users and creators of information. The libraries are committed
to teaching information access, use and evaluation skills and the libraries’ ultimate goal is to
foster the confidenceconfidence, competence, enjoyment and dedication required for lifelong
reading and learning. Our libraries are at the heart of many instructional, research and social
activities in the school and host author visits and other literacy-related events for the
community. Through our
information.
research collections.
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athletic bags must be stored in a room in the basement of the upper school. Students may not
leave backpacks or other personal belongings on the floorfloor outside their locker. Students
may not switch lockers or take over a vacant locker. Students are responsible for making sure
that
information.
their locker doors are closed and locked. If a student brings expensive electronics to school, it
is best to store the items in a locked locker. Large musical instruments may be stored
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temporarily in the upper school officeoffice. The school is not able to assume responsibility
for any lost or stolen property.
belongings, it remains the property of the school. Students may not write on, mark or
otherwise damage the physical appearance of their locker. Any decorations on the inside or
outside doors of lockers must be appropriate for our community. The deans reserve the right
to ask students to remove any inappropriate material.

In a school community of this size it is essential that students accept the responsibility for

● Check their Latin email at least once each day. Teachers and administrators expect
students to use their Latin email accounts. If a student is unwilling to use the email
account provided by the school, then that student is REQUIRED to have all emails
that arrive in their Latin email account forwarded to their preferred email account.

comply with these requests, it is sometimes not possible. Except for serious emergencies, we

Playing music on personal devices is permitted during regular school hours. Headphones must
information.
be worn at all times when using these devices. Music must be played at a level not audible to
anyone else.
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does not disrupt the learning environment. Unless directed by a teacher, mobile phones are
not permitted in classrooms, labs, studios, gyms or other instructional space, including the
Wrigley Theatre.
information.
Cell phones may be confiscatedconfiscated and brought to the appropriate dean or upper
school officeoffice if the device has been used in an inappropriate way in an instructional
space.
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confiscationconfiscation of the device for the remainder of the day, revocation of cell phone
privileges and detention(s).
Art Studio Use

● Only students actually working on art projects may be in our art rooms to
work independently after school hours.
● No students are allowed to use the art studios unsupervised after 6:30 p.m.
● All school rules and values are to be followed after school in the art studios.
● Music may be played at a level that does not exceed a talking level or cause others
to shout to hear one another. Music with inappropriate language is not permitted.
Any such music will be confiscatedconfiscated and the student may be subject to
disciplinary action.
● All materials used must be put away and cleaned up. Students who do not clean up
will be subject to disciplinary action. All running water, lights and music must be
turned offoff when you leave and the door must be pulled shut and locked.
● Art materials or supplies that may need to be used outside of the art studios must
be checked out. Any materials taken from the room must be signed-out. For
example, removing a roll of tape without signing it out is considered theft.
● Any use of sprays (paint or glue) of any sort in the art studios (or any part of the
school) is prohibited.
Student Vehicles
Parking adjacent to the school buildings is prohibited on all school days. The parking lot
behind the upper school building is reserved for faculty and staffstaff. Cars parked there
without the appropriate decal may be towed. Latin reserves a space for handicapped persons
behind the upper school building. Any car that does not display handicapped parking plates
risks being ticketed by the Chicago Police and/or towed.
information.
Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:48 PM 2022L003763
2022L003763
Calendar, H
24050762
EXHIBIT DD
From: Latin School of Chicago | Randall Dunn <noreply@latinchicago.myenotice.com>
Sent: Friday, May 20, 2022 9:19 AM
To:
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Subject: Additional Updates to Student/Family Handbook
UPDATED HANDBOOK
Dear Families, Faculty and Staff,
We continue to make updates to our Student/Family Handbook in

coordination with the Illinois State Board of Education (ISBE). Most recently,
we have added the following points which were approved by the Board of
Trustees at a meeting this week. They are:
 Bullying is contrary to State Illinois law and the policy of Latin School.
Bullying will not be tolerated. This Bullying Prevention Policy is based
on the engagement of a range of school stakeholders, including
students and parents or guardians.
 "Restorative measures" means a continuum of school-based

alternatives to exclusionary discipline, such as suspensions and
expulsions, that (i) are adapted to the particular needs of the school
and community, (ii) contribute to maintaining school safety, (iii)
protect the integrity of a positive and productive learning climate, (iv)
teach students the personal and interpersonal skills they will need to
be successful in school and society, (v) serve to build and restore
relationships among students, families, schools, and communities,
and (vi) reduce the likelihood of future disruption by balancing
accountability with an understanding of students' behavioral health
needs in order to keep students in school, (vii) increase student
accountability if the incident of bullying is based on religion, race,
1
ethnicity, or any other category that is identified in the Illinois Human
Rights Act.
You can find the complete updated Student/Family Handbook on the Head
FILED DATE: 8/21/2023 10:48 PM 2022L003763
of School page on RomanNet under "Links." Any further updates to the

handbook will be shared at the start of the school year.
Please reach out if you have any
Randall Dunn, head of school
questions.
Randall Dunn
Head of School
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Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:48 PM 2022L003763
2022L003763
Calendar, H
24050762
EXHIBIT EE
2022-2023
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Dear Families,
This handbook serves as your guide to life at La n School of Chicago. We expect students and
expecta ons of our school.
Whenever possible, if students have ques ons about school expecta ons or rules, we urge
them to seek out adults in the community to discuss these concerns or ques ons. The faculty,
staff and administra on of La n strive to foster a system of values in students that will sustain
them both during their me at La n and beyond.
The school reserves the right to make changes to the expecta ons outlined in this handbook
and will no fy the community of all major policy changes with appropriate no ce.
La n School of Chicago stands behind the principle that there shall be no discrimina on against
any person in admission, employment, or otherwise because of race, color, religion, na onal
origin, disability, gender, sex (including pregnancy, sexual orienta on, or gender iden ty),
gene c informa on, military status, or age.
Sincerely,
La n School of Chicago
Table of Contents
Mission Statement 2
Vision Statement 2
Educa onal Philosophy 2
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School Values 3
Community Expecta ons & School Rules 4
Addi onal Informa on for Parents/Guardians 13

Academic Program 18
A endance 23
General Informa on & Policies 29
Parent/Guardian Ma ers 35

Academic Program 37
A endance 43
Expecta ons Specific to the Middle School 52
Academic Honesty 55
General School Informa on 57
Parent/Guardian Ma ers 58

Academic Program 62
Co-Curricular Opportuni es 76
A endance 77
Student Conduct 83
General Policies & Informa on 99
Family & Faculty Communica ons 106
1
Mission Statement
La n School of Chicago provides its students with a rigorous and innova ve educa onal
program in a community that embraces diversity of people, cultures and ideas. La n inspires its
Vision Statement
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Our vision for educa onal excellence is to reinforce the value of an exemplary liberal arts
educa on that makes learning inquiry-based, personal and inclusive. Our educa onal approach
will expand each La n Learner’s capacity for purposeful learning – whether in our school, our
city or our world.
Educa onal Philosophy

We believe that educa on is an act of transforma on. Combine intellectually curious students
suppor ve and the results are extraordinary. Our students take ini a ve and ac vely engage in
their own learning. They develop confidence, courage and tenacity. They learn to think
independently, work collabora vely and express themselves with poise. They acquire leadership
skills and the desire to make a difference in the world. As they rise to meet a range of academic,
athle c and ar s c challenges, they are able to discover and appreciate their unique quali es
and capabili es. Demonstra ng integrity and compassion, our graduates go forth from a school
that values each of them for their individual talents and passions. La n School of Chicago
● Encouraging excellence in all academic and personal pursuits; Crea ng an educa onal
complemented by a concern for the moral, physical, psychological and aesthe c
development of each student; Developing and retaining excellent faculty and staff.
for others and the environment; Cul va ng resilience, independence, leadership and
moral courage.
● Sustaining a diverse, inclusive and mul cultural community that affirms and values each
individual.
● A rac ng dedicated families commi ed to the mission of the school.
● Promo ng programs in all divisions that integrate our students with the community.
● Developing the financial and physical resources to support the school’s needs.
2
School Values
The following school values were ar culated, with input from the broader community, by the
Strategic Planning Commi ee during the 2012-2013 school year and they were adopted by the
Excellence
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● Our students iden fy their passions, learn to advocate for themselves and become
architects of their own educa on.
● Our school promotes physical and emo onal wellness because they are essen al to the
Community
ac ons, because we shape the lives of others in our community.
Integrity
● We are honest, fair and fulfill the commitments we make, building a culture of respect
and mutual trust.
● We give our best effort, take intellectual risks and learn to persevere.
● We reflect and live with purpose, working toward goals that embody our genuine
interests.
3
Community Expecta ons & School Rules
for viola ng them, there is certain conduct expected of all students and families who are part of
the La n community.
The major rules of the school reflect La n’s values of excellence, community and integrity. Their
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Although these rules do not impact students of different ages in the same way and each division
approaches discipline differently, they do set community wide guidelines of acceptable
behavior.



For the wellbeing of every member of the school community, La n seeks to build a climate of
respect, trust, integrity and growth. When anyone in the community is uncivil, disrespec ul,
disrup ve or guilty of harassment, bullying or cyberbullying, the whole community is
diminished. Such behaviors seriously compromise the ethical and educa onal quality of life at
La n, and we treat these viola ons very seriously.

to the and/or vandalism. Because we value student health and well-being, we do not allow our
students to place themselves or others at risk by their ac ons or their possessions.
Off-Campus, Vaca on and Out-of-School Behavior

The behavior of students during vaca ons and other out-of-school hours is the
responsibility of parents/guardians. Nevertheless, a student who engages in serious
misconduct away from school has violated a major school rule and is subject to
disciplinary ac on, including but not limited to conduct that is illegal; conduct that
endangers the safety or well-being of the student, other persons or their property; or
conduct that substan ally interferes with ac vi es at La n. Examples of off-campus
conduct that La n may regulate includes, but is not limited to, serious or severe bullying
or harassment targe ng par cular individuals; threats aimed at teachers or other
4
students; the failure to follow rules concerning lessons, wri ng papers, using computers,
or par cipa ng in other online school ac vi es; and breaches of school security devices.

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Our goal is to help students understand what it means to be responsible ci zens. Responsible
ci zens recognize, however, that ac ons have consequences. Viola ng major rules and
expecta ons of the school can result in disciplinary consequences. Again, faculty, administra on
The head of school has final responsibility for all decisions regarding student disciplinary
ma ers. In discharging this responsibility, the head of school works in close collabora on with
the division directors. The head of the school's decisions in disciplinary ma ers are
discre onary and based on determina on of the best interests of the student involved and the
community. The head of the school's decisions in par cular disciplinary ma ers are final and are
not subject to review by the Board of Trustees or any commi ee thereof or by the courts. The
Community rules and expecta ons and disciplinary consequences are outlined in further detail
in the lower, middle and upper school sec ons of the handbook.

student a re will be neat, clean and appropriate for a school environment. During the year,
gradua ons) where students are expected to come to school dressed for a special event.
Health Policies
Families must submit required medical forms and records through Magnus.
According to Illinois state law, students must have an up-to-date Cer ficate of Child Health
Examina on (Physical) on file in the Nurse’s Office or face exclusion from school. This cer ficate
is required for all students new to La n, those entering certain grades and all students
par cipa ng in interscholas c sports. The form requires a physical examina on by a doctor,
5
precise dates of past and current immuniza ons, and the doctor’s signature.
that the form is completed well before classes begin in the fall. In addi on, all
with important medical informa on and the authority to act in case of an emergency. Students
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will not be allowed to a end classes or par cipate in any school ac vi es un l all required
health forms have been submi ed.
will contact a parent, guardian or emergency contact person designated by the parent/guardian
to get permission for the student to leave.
Medica on
Parents/guardians whose children require regular medica on and as-needed medica on such
as inhalers or EpiPens must complete the Medica on Permission Form (found on RomanNet). In
some cases it may be useful for the nurse to have a supply of the student’s medica on, along
with wri en instruc ons from a doctor for dispensing that medica on if the need arises.
As noted on the Emergency Medical Form, with the approval of the student’s consul ng
physician, the school nurse may, with discre on, offer students an antacid tablet,
an -diarrheals, cough drops, or acetaminophen or ibuprofen, unless parents/guardians indicate
their objec on on that form. A list of medica ons stocked in the nurse’s office may be found on
RomanNet.
Allergy Policy
La n is commi ed to providing a safe and inclusive environment for all students. The school
goal is to reduce exposure in the school se ng through educa on, awareness, and developing a
policy that guides our prac ces and assigns shared responsibility and accountability. La n
products that contain peanuts or tree nuts, nor will it inten onally purchase items that list
We ask the La n community to not bring food products into the upper or middle school
buildings that contain peanuts or tree nuts. Addi onally, we ask that all members of the La n
from the registered nurse or registered die an.
Parent/Guardian Responsibili es
Parents/guardians must provide an annual updated Allergy Ac on Plan complete with the
6
an EpiPen with them at all mes. A me delay in receiving medica on in an anaphylac c event
is cri cal to your child’s survival. Carrying an EpiPen does not imply that your child must
self-administer the medica on during an a ack. The majority of La n’s faculty is trained on
administering an EpiPen. See the lower school sec on for lower school EpiPen policies.
● Parents/guardians must complete a Prescrip on Medica on form that permits a child to
carry his or her medica ons.
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● Students are required to provide the school with a minimum of one addi onal EpiPen to
stock in the Nurse’s Office. A second addi onal pen to keep in the cafeteria is
encouraged.
● Parents/guardians are responsible for providing the school with all necessary medica on
medica ons are not expired.
● Parents/guardians must meet with La n’s food service provider if their child’s allergy is
food-related.
● Parents/guardians are responsible for communica ng informa on about life-threatening
allergies to coaches. (Not all La n coaches also work at the school.)
● Please look for detailed informa on about school treats or food for celebratory events in

La n School of Chicago is commi ed to learning as an act of transforma on. Rigorous and
innova ve, transforma ve learning also requires mul ple and o en compe ng points of view,
reflected in the varied experiences and perspec ves of the school’s many cons tuents. In
keeping with the Principles of Best Prac ce for Equity and Jus ce set forth by NAIS, La n
respects, affirms, and protects the dignity and worth of each member of the school, regardless
of race, ethnicity, gender expression, sexual orienta on, religion, na onal origin, age,
La n inten onally seeks to admit students and families of various iden es and backgrounds,
and works to create a school culture in which each student feels equally at home. La n creates
a highly talented, heterogeneous team of faculty, administrators, and staff by working to
remove barriers to the recruitment, reten on and promo on of these individuals. La n is also
La n recognizes its social responsibility as a premier educa onal ins tu on in the city of
Chicago. Desiring a mutually suppor ve rela onship with the larger community, the school
prepare students for the world they will encounter outside of La n. All students are expected to
par cipate in community outreach and service work during their me at La n with the
7
La n School of Chicago is commi ed to strengthening its iden ty as an ins tu on that shapes
jus ce are integral to the school's academic and service endeavors.

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the Strategic Plan which states, “La n will be an inclusive, welcoming and suppor ve school for
all students, families, alumni, faculty and staff” and will “...strengthen support for new students,
By enrolling at La n School of Chicago, students will be part of a school community that openly
discusses, in an age-appropriate manner, ability, age, ethnicity, na onal orgin, gender iden ty/
expression, race, religion, sexual orienta on and socioeconomic status. These efforts are based
on research and best prac ces which demonstrate that a diverse and inten onal learning
environment fosters rich conversa ons, intellectual capacity, compassion, collabora on and
apprecia on across differences. The aspira on behind this effort is both to achieve educa onal
excellence and to see, hear and value every child and family that is a member of our
community.
Compu ng and Technology Policy Purpose

The compu ng and technology resources at La n School of Chicago are intended to promote
members of the community (students, faculty, staff, administrators, visitors and any other users
of technology at the school). These guidelines and rules have been created to reflect both the
school’s policies and expecta ons for behavior of those associated with La n. It is important to
understand that exis ng school policies on acceptable behavior, harassment and conduct s ll
to maintain a safe, posi ve and produc ve environment when making use of technology.
Modifica ons or addi ons to technology, other than common user se ngs (i.e. volume,
brightness, desktop images), should be approved first by the Informa on Technology (IT)
Department. This includes cable connec ons, projector se ngs/alignment, and the addi on of
new hardware and installa on of applica ons. In order to ensure proper licensing,
recordkeeping and compa bility with the technology infrastructure of the school, all purchases
or licensing of so ware, hardware or computer services for the school should be coordinated
8
Users who fail to comply with wri en policies or the school’s expecta ons for behavior risk

La n encourages users to u lize the school’s connec on to the internet to explore and
inves gate topics of interest, but the primary focus must be on ma ers related to the academic
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mission or opera on of the school. The school reserves the right to block access to the internet
Traffic to websites that take up an inordinate amount of bandwidth and impact other users’
restricted if the school deems it necessary. The school employs a web content filter to prevent
Personal Technology
computers/laptops, iPads/tablets, and/or cell phones) to the La n computer network, including
phone lines, needs to first contact the IT Department and obtain the required permission. La n
reserves the right to inspect any personal technology device on campus and all files contained
on that system.
Social Media
With regard to social media, best prac ces include:
● Be respec ul. Anything you post in your role as a La n community member reflects on
the ins tu on as well as yourself. Be respec ul of the school and yourself at all mes.
school in promo ng and presen ng its mission, culture, and values to the community at
large as reflected by the public ac ons and statements of its cons tuents.
While Facebook and other social media sites are permi ed, students are expected to close
those applica ons during classes.
Online Rela onships Between Students and Employees

Current students should not ini ate or accept social media rela onship requests from
employees of the school. The one excep on would be if the employee is a rela ve of the
student. If a student receives a friend request from an employee, they should no fy their
Privacy
Individuals using La n’s compu ng and network resources will not generally have their ac vity
9
reasonable suspicion that compu ng resources have been misused, a policy has been violated
or when rou ne maintenance and monitoring of computers and the network reveal possible
viola ons of policy. IT will turn over relevant findings to the appropriate divisional office or head
of school for any poten al disciplinary ac ons.
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Sensi ve data (academic records, financial data, employee and student informa on) should not
be stored unencrypted on any desktop, laptop or portable storage device. Whenever possible,
before moving sensi ve school data.
Accounts
Members of the La n community are provided with various accounts to access various
account informa on and should not disclose their passwords to anyone. Users should also
General
To report security viola ons or abuse of network or compu ng resources or to raise any
concerns or ques ons, please contact the IT Department at IT@la nschool.org or call
312.582.6130.
Consequences
Students who fail to follow the compu ng and technology policies of the school, who damage
or a empt to damage the technology infrastructure of the school, or who perform illegal acts
with school technology risk proba on, suspension, expulsion or other disciplinary ac on. The IT
Department should be no fied of any incident that impacts or could have an impact on the
opera ons of school systems.
Crisis Policies
Because an emergency situa on or an unan cipated event can transform La n in a moment, it
is important that the school has a plan in place to deal with poten al crises that can have a
las ng effect on the La n community. During a crisis it is important to address the issues calmly.
La n’s Crisis Plan procedures (outlined in detail on RomanNet in the Security and Safety group)
are intended to provide you with a basic road map to follow during such a me of crisis.
Although it is our hope that we will never have to use this plan, it is be er to have something to
10
ensuring the safety and privacy of the rest of the La n community. Make sure to follow the
instruc ons of faculty, administrators, staff members and local authori es during a crisis.

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Fire – Evacua on procedures in the event of smoke, fire or an alarm

Serious Injury or Illness – Emergency procedures, including first aid
Crisis Communica ons

It is the school’s policy to put student welfare first. Decisions regarding communica ons will be
legi mate interest in events occurring.
Snow Days/Extreme Weather Condi ons

informa on will be posted to the school’s website (la nschool.org), and will be communicated
the Emergency Closing Center (emergencyclosingcenter.com) which provides informa on to all
Traffic Procedures
We would like to thank parents/guardians in advance for following all La n traffic procedures,
and for obeying designated traffic safety personnel. Please email traffic@la nschool.org with
any sugges ons or comments. Please look for detailed procedures for each division on
RomanNet in the Security and Safety group. Addi onal informa on about lower school
procedures can also be found in the lower school sec on of this handbook.
Dropping Off Students
If you drop students off at school, please follow these general guidelines:
● Pull as far into the traffic chute as possible. This will allow other cars to pull in a er you
and will give non-La n traffic an opportunity to con nue down the street and clear busy
intersec ons (such as North and Clark).
Follow all direc ons given by La n staff and other safety personnel.
● Wait un l you have entered the chute before unloading. Safety personnel may indicate
that you are to pull up farther before le ng students out of your car.
● Do not drop off students from any travel lane. This includes students being dropped off
by taxi. If the chute is full, you must circle the block un l the chute is cleared.
11
● To make the drop-off process as smooth as possible, please do whatever you can to have
belongings.
The driver should remain in the driver’s seat at all mes. Never leave a car una ended;
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Picking Up Students
circle the block un l your student comes out.
● If your student is not ready when you arrive, please circle the block un l they are.
● If you are picking up a child from an a er-school ac vity (4 p.m. or later), please be
considerate of others and obey posted parking and traffic signs.
● The driver should remain in the driver’s seat at all mes. Never leave a car una ended;
General Guidelines
● If you decide to park your car, please take advantage of the legal parking op ons in the
marked.
● Please do not block intersec ons, crosswalks, driveways or entrances to alleys and
are reserved and paid for by faculty and staff.
reserved for buses that transport athle c teams to and from the school.
● Pick up or drop off your child only next to the curb. Stopping in the street, even for a
Bicycles
The bike cage by the parking area in the alley behind the upper school is available to all La n
sec on. Forms are to be submi ed to the Facili es Office, and access is usually granted the
same-day. Students will need their ID card to access the bike cage. Briefly, the terms of use are:
● Keep the bike cage neat at all mes. Lock bikes to the rack inside the cage. No bikes are
to be le overnight.
● Report lost ID badges to Facili es immediately.
12
There are addi onal bike racks at the lower school entrance, on the south end of the middle
than the bike cage, so students u lizing these racks should make sure that they have a
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high-quality lock. Because La n is not responsible for lost or stolen property, students should
bring bicycles to school at their own risk.
Addi onal Informa on for Parents/Guardians

The Board of Trustees is the governing body of La n School of Chicago. At present it includes up
to 24 members elected at the annual mee ng of the school (eight each year for three-year
terms), the president of the Alumni Associa on, the president of the Parent Associa on, the
one-year terms. The board meets nine mes during the school year.
The Parent Associa on

The Parent Associa on was founded in 1953 as an outgrowth of similar organiza ons in the Girls
La n School of Chicago and the Chicago La n School for Boys, which merged to create La n
School of Chicago. The Parent Associa on promotes mutual understanding and coopera on by
offering the opportunity for parents/guardians, faculty, students, administrators and trustees to
exchange ideas and work together to serve the school’s best interests. The Parent Associa on
also promotes good will between the school and the community.
Since 1953, the Parent Associa on has made many important contribu ons to the life of the
school, including Finders Keepers Thri Shop in 1971, the Romans’ Run and Bazaarnival, annual
ac vi es enjoyed by the en re school community. Income from annual dues and fundraising
goes to financial aid, faculty grants for further study, physical improvements for the school and
While the Parent Associa on’s work is efficiently carried out through commi ees under the
direc on of an Execu ve Board and a Board of Directors, only the dedica on and loyal support
of parents/guardians makes possible the realiza on of its goals.
Enrollment Contract
Prior to matricula on, each La n parent/guardian signs a one-year-only enrollment contract.
The school reserves the right to dismiss any student or deny re-enrollment to any student who,
13
engaged in conduct which is detrimental to the school. The contract specifies that if, a er April
15, a student is withdrawn, expelled, ill for a prolonged period or leaves the school for all or
part of the school year for any reason, the parents/guardians are legally bound to pay the full
amount of the year’s tui on and fees. Tui on insurance is offered to all parents/guardians.
Delinquent Payment of Tui on and Fees

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To offer a superb educa onal experience for each child, La n relies on parents/guardians to
meet their financial obliga ons for tui on and fees promptly and fully. The school’s only
allowed to par cipate in Project Week, not be allowed to sit for exams, and/or transcripts and
other documents may be withheld from college applica ons and other external programs.) If
accounts are not paid in a mely fashion, students may be excluded from school and may be
asked not to return. Please contact the school’s Business Office if you would like to discuss a
payment issue.
Withdrawing From La n
When a student withdraws from La n prior to gradua on, their parents/guardians should email
other educa onal ins tu ons. Without this permission, the only informa on we will be able to
provide is a transcript and the dates of a endance.
Parent/Guardian Access to School Files

The school keeps cumula ve files on all students while they a end La n. The files contain
the student, the original copy of the student’s applica on, notes from teachers, the student’s
disciplinary records and other miscellaneous records and papers rela ng to the student.
Parents/guardians who wish to examine their child’s folder should call the division director for
an appointment. Colleges to which students apply may ask students and/or their
parents/guardians to sign records waivers to ensure that no access or influence was asserted
during their college applica on procedures, and La n encourages them to do so. This is
standard opera ng procedure for all college-bound students in the United States.
Photo Policy
It is the prac ce of La n to takes photographs, videos and voice recordings of students involved
in a variety of school programs/ac vi es (including on-campus, off-campus, and/or virtual
programs/ac vi es), which may be used in print and electronic publica ons, promo onal/news
materials, adver sements, social media, Internet posts, email communica ons, and archives,
for educa onal, opera onal and/or promo onal purposes related to the school and its
programs/ac vi es. During remote learning, faculty/staff members may take screenshots of
students in their homes or other study loca ons outside of school. The school does not
compensate or reimburse students or their families for use of their images or recordings. La n
does not publish students’ names or other iden fying informa on in conjunc on with their
images without parent/guardian permission. The school is not responsible for third party use of
digital or other photographic material that is copied or used without the school's permission. A
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student’s enrollment in the school cons tutes consent to the school’s capture of such images
and recordings, and their publica on. If you have any ques ons about this policy, or the use of a
student’s image, please contact La n’s Communica ons Office
(communica ons@la nschool.org).
Official Media Channels

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La n School of Chicago's official media channels, including email, website, RomanNet and social
media, as well as other en es, including the Spirit Shop, are not to be used to promote
individual or group, student- or faculty-led projects not affiliated with the school. Rather,
opportuni es to promote these types of efforts include announcements at Gathering or
assembly, the upper school Instagram account or individual outreach.

It is the inten on of every teacher at La n that students in their classroom will understand the
material as it is presented. When a student has difficulty, the teacher will work individually with
the student as much as me allows. A er all available internal resources have been exhausted,
parents/guardians may be encouraged to seek the services of a paid tutor. If the
parent/guardian wishes to hire a La n teacher as a paid tutor, the following policy and steps
must be followed:
interven onist (lower school) may also be involved in the decision.
the student.
● No La n faculty member is allowed to tutor their current students. Teachers may not
tutor students whom they will teach in the upcoming fall.
● No La n faculty member is allowed to tutor any La n middle or upper school student for
○ Tutoring that provides maintenance, support and remedia on of learning is
considered appropriate.
excep on is those students who regularly receive accommoda ons from learning
resources. La n faculty may not tutor students to maintain AP, Honors or Challenge
● If parents/guardians desire enrichment ac vi es for their children, they may wish to
contact the school. Division offices or department chairs may have on file informa on on
● Teachers and parents/guardians must be aware that school obliga ons (e.g. faculty
mee ngs, team mee ngs, commi ee work, etc.) always take precedence over tutoring
for pay, and the need to cancel or reschedule sessions should be clear to all par es.
15
The Consensus Guidelines of the Parent Associa on

The Parent Associa on has reached the following consensus guidelines regarding social
ac vi es outside of school that involve La n students and their parents/guardians. Please share
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Communica on with your child

● Have a conversa on with your child about where you stand on alcohol and drug use.
Teens who know that their parents/guardians are firmly against illegal underage drinking
communica on with your child while sta ng clearly your expecta ons for their behavior.
● Be aware of how your child plans to travel to and from par es.
reach your child.
Legal Ma ers
● The legal curfew hours for minors ages 12 through 16 in the City of Chicago: 11 p.m. on
tobacco products, electronic cigare es, or alterna ve nico ne products, and 21 years
punishable offense. (35 ILCS 130/6; 235 ILCS 5/6-16.1; 705 ILCS 405/5-615)
forms (“cannabis concentrate'', “cannabis flower”, “cannabis-infused products”;
vapables, smokables, edibles), in Illinois is 21 years old.
(h ps://www.illinoispolicy.org/what-you-need-to-know-about-marijuana-legaliza on-in-
illinois).
Law:
(h ps://www2.illinois.gov/ilcc/Educa on/Pages/Parental-Responsibility/Know-The-Law.
aspx)
are guilty of a Class A misdemeanor. This will result in a fine. Note that you are
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of a Class 4 felony. This could result in both a fine and/or jail me.
● You will not be guilty of viola ng the law if you request help from the police to
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are the first one to call—not if the police show up a er a complaint from a

● Do not sponsor ac vi es you or your children are unable to control (such as
● Do not serve alcohol to others’ children who are under 21, nor allow young people to
bring alcohol or other drugs into your home.
visi ng your home to take alcohol and refill the bo les with water. Parents/guardians
don't typically know exactly where the bo le was filled to or if the alcohol is diluted with
your home.
● Welcome open communica on among parents/guardians to verify dates and mes of
social events and confirm supervision of the event. If your child tells you they are going
home that alcohol will not be available. Some ques ons you should be able to answer
before permi ng your child to a end:
○ Who will be a ending?
Bowl, Parker vs. La n Basketball games, Scholarship Dinner/Romans Raise & Revel,
Prom.
code and let your child know ahead of me that they will not have access to the home
over the weekend.
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18
Academic Program
curriculum.
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challenge and inspire young learners to be crea ve, imagina ve and innova ve thinkers. The
program is designed to nurture each student’s curiosity, mo va on, and ability to solve
problems by approaching learning as a process of explora on, inquiry and discovery. We believe
The lower school’s inquiry-based learning sparks students’ imagina ons and keeps their love of
learning alive while they gain new skills and proficiencies. Our students are encouraged to take
ini a ve and to engage ac vely in their own learning by thinking independently, working
collabora vely, and expressing themselves with confidence.
Social Emo onal Development and Learning

We believe that fostering social emo onal growth in students is just as important as teaching
them academic skills. The social emo onal pedagogy that is used in the lower school is based
teaching that focuses on the strong link between academic success and social-emo onal
learning (SEL). The program is based on the idea that “a high-quality educa on for every child is
built on the founda on of a safe and joyful learning community.”
The RC approach consists of a set of prac ces that build academic and social emo onal skills

Engaging academics
Posi ve community
Effec ve management

doing; students construct knowledge and develop understanding through the interac on of
their own thinking with their experiences in the real world; students learn in a suppor ve,
open-ended, predictable, and posi ve environment where they feel safe and are encouraged to
and, students learn as a result of though ul guidance from teachers.
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open-ended explora ons, students develop curiosity and a desire to learn.
Homeroom
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with whom they spend the greatest por on of each school day. Each homeroom teacher is well
teaching. The homeroom teacher is responsible for each student’s instruc on in literacy,
mathema cs and social studies.
Assemblies
Assemblies for the lower school are held on most Fridays throughout the school year in our first
floor gymnasium. Students and teachers come together as a community to celebrate and
recognize our accomplishments, perform and be ac ve audience members, and promote a
For some assemblies, such as grade level presenta ons, holiday programs, etc.,
parents/guardians are invited to assemblies, sea ng begins a er morning arrival rou nes and at
the direc on of the recep onist. We ask that parents/guardians do not a empt to enter the
gym earlier because of our busy day and early morning ac vi es. No food or beverages are
Homework Philosophy
single most beneficial form of homework. Students should be reading in and out of school on a
Our digital por olios (SeeSaw) provide insight into the daily learning experiences.
level expecta ons on Back to School Night. Together, lower school educators and
parents/guardians work to implement best prac ces for home-school connec ons.

Inclusivity and support embeds an -bias educa on and social-emo onal learning into
classroom curriculum. There is a focus on healthy iden es and connec ons. The Learning for
Jus ce guides our instruc on around inclusivity and support. This is done through units of study,
literature, classroom discussions, and school-wide assemblies. A cornerstone is the use of
children’s literature to start important conversa ons designed to foster empathy and respect
across differences while giving children the knowledge and prac ce needed to iden fy bias and
stand up to injus ce.
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Parent/Guardian/Teacher Conferences and Grade Reports
Classes will not be in session one day in the fall and one day in the spring, so that homeroom
teachers may hold individual conferences with the parents/guardians of each child in their
classes. A limited number of conferences with specials teachers will be available on these dates.
Teachers generally use conference me to describe a student’s academic strengths and areas for
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growth, rela onships with other students or adults, ability to work independently, and ability to
express and cope with feelings. Teachers appreciate your observa ons of your child at home. It
is not uncommon for different behaviors to manifest themselves at home and at school. The
extent to which teacher observa ons correspond (or do not correspond) with your observa ons
is some mes a produc ve springboard for discussion about how you and the teacher may best
help your child. Your insights about your child’s percep ons and feelings are not just helpful;
they are essen al if both school and home se ngs are to be conducive to construc ve, healthy
Students are o en quite curious about what is discussed in these conferences. We suggest that
parents/guardians emphasize their child’s strengths in such conversa ons. Construc ve sets of
goals are the healthiest outcome of most conversa ons about parent/guardian-teacher
conferences.
In addi on to the formal conference dates, parents/guardians or teachers may ini ate a
mee ng whenever either considers one is desirable. We encourage you to request a conference
through the homeroom teacher whenever you have ques ons or concerns about your child’s
academic progress or social and emo onal development. The director may be present at the
Grade Reports
Grade reports are wri en for parents/guardians and contain formal, wri en assessments of
student progress. The grade reports are frank appraisals of a student’s performance that
address strengths, challenges, and areas of growth.

A detailed report of the cogni ve, social, emo onal, and physical development of the student is
wri en in June.
Note that reports for junior and senior kindergartners are wri en only once, at the end of the
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Grades 1-4
Teachers use checklists to evaluate the variety of skills covered across subject ma er areas.
Wri en comments are provided to round out the learning profile of each student’s personal and
in academic areas.
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Standardized Tes ng
La n is a member school of the Educa onal Records Bureau. In late spring, appropriate tests are
administered to lower school students in grades three and four to provide compara ve scores
students are faring and how different aspects of our curriculum or instruc on compare with
measure, and parents/guardians should look to regular school reports for a complete profile

group discussions, stories and ac vi es, counselors work to complement the pursuit of
classrooms on a rota ng basis to lead discussions and ac vi es on a variety of topics that focus
on friendships and social emo onal learning. Goals for Roundtable classes include promo ng
safety, fostering interest in and respect for differences among people, and suppor ng
responsible, effec ve par cipa on in small groups and in the community.

In addi on to regular physical educa on classes, the lower school’s Rising Romans program
offers further athle c opportuni es for students in third and fourth grades. We believe that the
best way to prepare our athletes for future interscholas c compe on is to provide intensive
skill instruc on and compe ve skill-based compe ons. Sports in the program include
cross-country, volleyball, basketball, baseball/so ball, soccer, and Girls on the Run. Girls on the
Run (GOTR) is a physically ac ve, curriculum-based youth program that inspires girls to be
joyful, healthy, and confident while crea vely integra ng running.
All of the sessions emphasize skill development, sports terminology, and transi onal skills for
compe ve play. Interscholas c compe on occurs during our cross-country season. Rising
Romans helps with the transi on into middle and upper school athle cs, while a ending
22
To par cipate in lower school athle cs, a student must be registered via UltraCamp.
Addi onally, students who miss or sit out of their regular physical educa on class, or who fail to
a end other classes throughout the day, may not par cipate in athle cs that day.

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out to the wider community. Service projects may include connec ons with the Lincoln Park Zoo
or animal shelters, book collec ons for various schools and organiza ons, food and toy drives,
food prepara on for shelters, holiday cards and le ers for nursing home residents, and holiday
giving trees.
Volunteer service and environmental clubs are offered to students as both before and
a er-school opportuni es. Many parents/guardians par cipate in these clubs’ projects and
ac vi es. Informa on on service and philanthropic opportuni es will be sent home or posted
on RomanNet occasionally during the school year. For more informa on concerning family
service opportuni es, please contact Tim Cronister, head of Student Life at La n.

The Extended Day program supports La n families by offering a safe, suppor ve program before
and a er the school day for students enrolled in junior kindergarten through fourth grade. It
provides a balance of the organized ac vi es and free me that students need at the end of
their busy school days. Our students par cipate in a host of exci ng and educa onal ac vi es
including cra s, games, and outdoor play. For those students who require me for homework, a
The program offers enrollment op ons for before and a er school care. Morning Extended Day
is available from 7:15 to 8 a.m. In the a ernoon, care is available between 2:30 and 6 p.m.
Look for details about the Extended Day program on RomanNet. Registra on occurs through
UltraCamp. You also may email extendedday@la nschool.org with ques ons.
ASR (Grades 1-4)

A variety of arts, academic, and athle c ac vi es are available a er school hours for students in
grades one through four. Students enroll in A er School Resource sessions in pre-announced
registra on periods during the school year. Registra on occurs through UltraCamp. Expanded
informa on about these programs is available through the lower school office and on
RomanNet. You also may email asr@la nschool.org with ques ons.
Addi onal Opportuni es

Each year, there are a number of other ac vi es offered before and a er school that are lower
school clubs. These opportuni es might only be offered during certain mes of the year, and
the list is con nuously evolving. Some of our past ac vi es have included the following:
23
● FLLOW (Future La n Leaders of Our World) (grades 3-4)
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A endance
7:15 a.m. Extended Day begins (students must be signed up in order to par cipate)
8 a.m. Students are admi ed into their classrooms
8:15 a.m. Classroom instruc on begins in grades JK-4
A ernoon dismissal
2:30 p.m. JK and SK
3 p.m. Grades 1-2
Arrival Notes
we ask parents/guardians not to drop students off at the lower school before 7:55 a.m., unless
Because every moment of the school day is important in the educa on of each student, we
encourage students to arrive at school in me to be organized and ready to start the day when
instruc on begins. To aid in the transi on from home to school, please help your child arrive at
par cipate in classroom instruc on that begins at 8:15 a.m.
students may enter at 7:55 a.m. and wait in the designated areas un l 8 a.m. At all other mes,
Tardiness
If your child arrives late to school, they must be walked in and an adult
(parent/guardian/caretaker) must check in with the recep onist. The child’s tardiness will be
reported for a endance record keeping. Excessive tardies will result in a mee ng with
parents/guardians and the division director to determine a course of ac on.
Absences
Absences from school are disrup ve to your child’s learning and development and should be
24
recorded unexcused absence. The absence repor ng form can be found on the LS
Parent/Guardian RomanNet page. It is important that you let the school know each day your
child will be absent. If your child is absent due to illness, the lower school assistant will inform
the school nurse. If your child needs to leave during the day for any reason, an adult must come
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into the building to check them out with the recep onist. Returning students should then be
walked back in and checked in with the recep onist. You must escort your child into and out of
the building and check in with the recep onist, whenever your child arrives a er 8:15 a.m. or
leaves prior to regular dismissal me. We recognize this may be an inconvenience, however the
safety of our students is a high priority.
If your child needs to leave from the health office during the day, we ask that the
parents/guardians no fy the front desk when they arrive, and your child will be walked down to
the front desk.
lower school nurse, lower school director and division assistant in wri ng or by email.
Parents/guardians are discouraged from planning absences from school, and are asked to
consult with the director before discussing the prospects with children or making any
reserva ons. Remember that discussions and classroom ac vi es that are missed cannot be
recreated with wri en work. In some cases, tutorial work may be required upon a child’s return
from an extended absence.
Holiday Dismissals
The school strongly discourages students from leaving early for, or returning late from vaca on.
To do so is disrespec ul to the school and limits a student’s con nuity of study. Family trips,
long weekends, and vaca ons should be planned around, and not during, days when school is in
The general school calendar is posted on the school’s website at la nschool.org/calendars. (For
detailed calendar informa on, log into RomanNet.)

Thanksgiving Break – Tuesday, November 23, regular dismissal me
Winter Vaca on – Friday, December 17, noon dismissal
Spring Vaca on – Friday, March 18, regular dismissal
Parent/Guardian Absence from Home

wri ng or by email. The student’s teacher and the school nurse needs to know about
parent/guardian absences, along with the following informa on in case of emergencies:
25
will be staying.
emergency. This informa on is essen al.
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Student Expecta ons

We believe that elementary school is a me to grow and learn from mistakes. Therefore, we are
emo onal and educa onal needs. We also believe that all members of our community should
be safe both emo onally and physically. Therefore, the safety of all faculty, staff and students is
respect for others, La n lower school provides a safe and inclusive environment for all. While
students learn to follow the guiding principles of the lower school and to be responsible ci zens
of their community through redirec on and logical consequences. Student standards of
discipline in the lower school res ng with the faculty and administra on.
Bullying will not be tolerated at La n. Bullying means any severe or pervasive physical or verbal
act or conduct, including communica ons made in wri ng or electronically, directed toward a
(4) Substan ally interfere with the student’s ability to par cipate in or benefit from
other services, ac vi es or privileges provided by La n.
Bullying can take many forms including, but not limited to, ac ons such as physical violence,
harassment, sexual harassment, threats, in mida on, stalking, sexual violence, the , public
humilia on, destruc on of property, teasing and name-calling, social exclusion, and/or
retalia on for complaining about bullying.
26
nega ve effects on the vic m listed in the defini on of bullying above. Cyberbullying also
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includes the distribu on by electronic means of a communica on to more than one person or
the pos ng of material on an electronic medium that may be accessed by one or more persons
if the distribu on or pos ng creates any of the nega ve effects on the vic m listed in the
defini on of bullying.
school reserves the right to inves gate bullying and cyberbullying allega ons and to proceed as
the school considers appropriate.
Harassment is a form of bullying and means verbal or physical conduct (including conduct using
technology) directed toward an individual that has the purpose or effect of substan ally
interfering with the individual’s educa onal or work performance, or crea ng an in mida ng,
hos le, or offensive working or academic environment. Harassment can take many forms –
verbal, wri en (including pos ngs of text, photos or video on the Internet), visual, physical,
psychological – and is o en, but not always, associated with an individual’s actual or perceived
race, ethnicity, religion, sexual orienta on, gender-related iden ty and expression,
socioeconomic status, or physical characteris cs. This defini on of harassment will be
interpreted and applied by La n consistently with current legal standards, as well as accepted
standards of mature behavior, professional responsibili es, academic freedom, and freedom of
expression.
advances, requests for sexual favors and other verbal, wri en, physical or visual conduct of a
sexual nature. These unwanted requests, advances, or other conduct may also be conveyed via
the internet, cell phones or other digital media.
Inten onal or persistent misrepresenta on of a student’s iden ty may cons tute harassment.
However, bullying should not be confused with social conflict. Bullying is NOT: single episodes of
social rejec on or dislike; single episode acts of nas ness or spite; random acts of aggression or
in mida on; mutual arguments, disagreements, or fights. Although these behaviors do not
cons tute bullying, they are not acceptable within La n.
27
When incidents of actual bullying do take place, the incidents will be addressed immediately
and parents/guardians will be called upon to par cipate in conferences with the teacher,
counselors and the director.
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responsible for the student will handle minor disciplinary issues, an accumula on of minor
conduct expecta ons occurs that cannot best be handled internally, the administra on will
contact parents/guardians to discuss the ma er.
Possible consequences to instance of conduct viola on include, but are not limited to:
● Parent/guardian, teacher and/or administrator conference to review student’s conduct

● Expulsion
students at La n lower school. Students may be asked to permanently leave La n if their
behavior does not meet La n’s standards and expecta ons.

they witness bullying, it is expected that the individual shall no fy their division director or a
trusted adult in the school who will inform the division director. All inves ga ons of bullying
should be conducted so that the privacy and the rights of the individuals involved are protected.
prejudice an individual’s future at La n, even if the complaint cannot be substan ated. The
school will accept anonymous complaints of bullying via the Suspected Bullying Ac vity
Anonymous Form.
Lower School
28
Middle School
Upper School
US Counselor Anneliese Kranz 312-582-6468 akranz@la nschool.org
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US Counselor Jane Knoche 312-582-6408 kjnoche@la nschool.org

9/10 Dean of Students Bridget Hennessy 312-582-6296 bhennessy@la nschool.org
11/12 Dean of Students, Nick Baer 312-582-6405 nbaer@la nschool.org
Student Dress
The lower school dress code intends to help students make posi ve choices regarding
engagement in the classroom. As stated in the first sec on of the Student/Family Handbook, we
ask that students dress in clothing that is neat, clean, and appropriate for school and that
enhances their learning experience rather than detracts from it.
The dress code intends to help students make posi ve choices regarding appropriate dress for
the school environment allowing for full, unrestric ve movement and engagement in the
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classroom. While the dress code is actually quite permissive, there are several restric ons for all
● No clothing with offensive language, pictures, or symbols;

● No midriff tops.
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are specifically used for physical educa on. Slip-on gym shoes and hiking boots or shoes are not
acceptable for physical educa on. All clothing and personal belongings should be clearly labeled
need to have appropriate cold weather clothing available at all mes.
General informa on & Policies

Lunch and Snacks
on the cafeteria/ food service page of RomanNet. The Parent Associa on and members of the
faculty, staff and administra on work closely with the food service team to create healthy,
balanced and nutri ous op ons for lunch, snacks and beverages served to our lower school
students.
The lower school makes every effort to be a nut-aware environment, and our food service team
can accommodate most dietary restric ons. A documented note from a medical doctor,
preferably a child’s pediatrician, outlining any medical condi on that requires any dietary
restric ons must be presented to the lower school director and the school nurse to request an
excep on be made for exemp on from any part of the food service program. Exemp ons will
only be made if our food service team is not able to accommodate the dietary restric ons
We understand that children can some mes be picky eaters or prefer to eat only certain kinds
of food. We ask that parents/guardians work with their children to iden fy foods that they will
eat while challenging them to explore different foods or a “new” food each day or each week.
Carefully reviewing the weekly menu with your child and helping iden fy several op ons will
help assure good nutri on as well as encourage healthy ea ng habits. All students are served a
celebra ons or class projects that involve food, La n’s food service will supply the needed items
that faculty and staff will order. This is to ensure the safety and well-being of all our students,
Medical and Health

The best resource for detailed informa on about lower school medical requirements and
policies is the Lower School Nurse’s Office page on RomanNet.
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The school nurse supports learning by implemen ng health promo on and safety strategies.
The nurse provides assessment and interven ons for injuries and illnesses occurring during the
The nurse communicates with the family when further assessment or interven on is necessary
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For children with chronic or episodic health condi ons, the nurse works with the students,
condi on during the school year, based upon the recommenda on of the primary care
physician. The nurse serves as a health educa on resource for students, faculty and
parents/guardians.
Medical and Health Documenta on

La n students’ health records are recorded and maintained on Magnus, an online database. All
student records should be updated by August 1 including:
● Medica on Authoriza on Form: The Medica on Authoriza on Form is required for all
students. This form allows your student to receive over the counter medica ons from
the school health office during the school day. A parent/guardian signature and a
physician signature are required for your child to receive medica ons at school,
entering junior kindergarten, senior kindergarten and all students new to La n.
● Immuniza on records are required by State Law. See RomanNet for more informa on
about 2022-23 immuniza on requirements. Exemp ons from required immuniza ons
will only be given for state approved medical or religious reasons and with sufficient
documenta on.
● Asthma/Allergy/Seizure Ac on Plan: If your child does not require an ac on plan, click

state law. If a student fails a screening and rescreening the parent/guardian will be
no fied and referred for formal tes ng.
● La n contracts with a speech/language pathologist to administer speech and language
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Food Allergies Requiring Emergency Medica on
● A Food Allergy Ac on Plan is required to be uploaded in Magnus yearly.
● Before the start of the school year please submit two doses of each medica on
prescribed in the food allergy ac on plan (FAAP), labeled with your child’s name and an
expira on date. The FAAP and medica ons are placed in bags located in both the child’s
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homeroom class. Teachers take the safety bag and a copy of the FAAP with them on field
trips.
● Stock Epinephrine auto-injectors are located throughout the school and all staff and

● An Asthma Ac on Plan is required to be uploaded in Magnus yearly.
labeled with your child’s name and an expira on date.
● A parent/guardian may give permission for the student to self- administer the inhaler at
school by indica ng this on the Over-The-Counter Medica on form. The school nurse
prefers to see all students when they use an inhaler to evaluate their lung sounds and
response before and a er the medica on.
● The Health Office does not stock inhalers.
Medica ons During the School Day

● The Lower School Health Office keeps a supply of Acetaminophen, Ibuprofen, Antacids
(Tums), Benadryl, and Hydrocor sone cream. With permission from the
parent(s)/guardian(s) and child’s physician, the school nurse can administer these
medica ons during the school day. The school nurse will generally try a
non-pharmacological interven on before a medica on, and will no fy a parent/guardian
if a child is given Acetaminophen, Ibuprofen or Benadryl.
● If any over-the-counter not listed above, or prescrip on medica on is required to be
given during school hours, the medica on must be provided in the original packaging
along with authoriza on from the prescriber.

illness but the goal is to minimize the amount of illness and school me lost.
Pediatrics suggests answering these quick ques ons:
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children should stay home from school un l they are fever free for 24 hours without
medica on.
● Does your child have a contagious illness, such as the flu or pinkeye? If so, keep them at
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home un l they’re no longer infec ous (ask your doctor for guidance as do when they
● Any symptoms of COVID require a student to stay home un l a nega ve PCR test is
obtained. For further informa on regarding symptoms of COVID or COVID protocols,
click here.
No fica on of health trends

immediate no fica on when there is an abnormal amount of a highly contagious
condi on in a class or grade level.
excluded from school for the appropriate amount of me, as dictated by the Illinois
Head Lice
● The school does not do rou ne lice checks but the school nurse is available for
consulta on and guidance. Please see the nurse’s page on RomanNet for a plethora of
evidence based informa on about lice and our lice policy.

further evalua on or monitoring, the parent/guardian will be contacted by the school
nurse with an assessment of the injury and recommenda ons for medical follow up
needed. The responsible adult who witnessed the event will also contact the family to
explain how the injury occurred.
the parent/guardian of the incident.
posted them.
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● If your child is assessed as having an illness or injury necessita ng an evalua on in the
emergency department, we will a empt to reach you before calling an ambulance.
Head Injuries
The school nurse will evaluate every student who obtains a significant blow to the head. The
school nurse does a concussion checklist at the me of incident, five minutes, and 30 minutes
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a er. If they are concerned about the status of the student, the parent/guardian will be
contacted immediately. If the student passes the evalua on the nurse will email the
parents/guardians informa on on signs and symptoms to monitor, as concussion symptoms can
some mes manifest hours a er an injury. Please see concussion policy posted on RomanNet for
further informa on.
Electronic Devices
To minimize distrac ons that may interfere with the learning environment, electronic devices
special project or assignment, a place to store the device will be designated. At the same me,
Parents/guardians will be no fied if these items are being used inappropriately.
administra on. This includes fidget toys that have been recommended by doctors.
Communica on Between School and Home

Communica on is the key to maintaining a strong school-home partnership. We make every
a empt to keep you informed about your child’s academic and social progress, and we would
you have ques ons about assignments, evalua ons, or your child’s development, the primary
source of informa on is the homeroom teacher.
Your best source of accurate informa on regarding school policies, events, grade ac vi es, and
the school community is RomanNet. Parents/guardians also can call the lower school office at
312.582.6200 if they have further ques ons. Everyone at the lower school welcomes your
ques ons and comments, so don’t hesitate to contact us.
(Find faculty contact informa on in the Resource sec on of RomanNet.) You may also leave a
take calls, check voicemail, or respond to emails during the school day since that me is
the manner and tone we expect from our students. In conversa ons about sensi ve issues, the
adults should first discuss ma ers without children present.
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School Night.
Traffic and Parking

A detailed outline of all lower school traffic policies and procedures, including a map of our
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pickup process is available in the Security and Safety sec on of RomanNet.

To ensure the safety and security of our students, as well as to facilitate traffic management, all
parents/guardians, caregivers, and others who pick up or drop off children at La n will be
required to have a La n placard prominently displayed in their vehicle.
on RomanNet. To download these forms as well as to find more informa on and maps
concerning specific drop-off and pick-up procedures, and traffic and parking in the area, please
traffic@la nschool.org for ques ons or concerns.
illegally, you do so at your own risk. We appreciate your coopera on in asking neither the
school nor the Police Department for special considera ons with respect to city regula ons. The
police will cket and/or tow you if you violate traffic laws.
● The Constella on at the southeast corner of North Blvd. and Dearborn;
● James/Kilmer House Garage, 1560 N. Sandburg on Germania St. (reduced rates for La n
guests at the James/Kilmer House Garage with valida on from any recep on desk), and
Always drop off and pick up children curbside on Dearborn heading north. In the mornings,
student safety patrols will assist your children ge ng out of their cars. In the a ernoons,
teachers and La n personnel will help to assure that children get into their vehicles. Please note
that La n personnel may not assist with buckling children into car seats or seat belts.
Pick-up Procedures
We know that drop-off, and especially pick-up, can be stressful for even the most pa ent
drivers. At the same me, we are located in a congested residen al area and we con nuously
A series of cones form a chute star ng at Burton Place and extending to North Boulevard in the
northbound lane. The students will be wai ng with their grade level and teachers at various
intervals along Dearborn. Traffic personnel will direct vehicles displaying a La n traffic placard
35
travel lane in order to keep the crosswalks clear. Drivers should circle the block un l they are
Dismissal mes are staggered to accommodate the volume of traffic on Dearborn Parkway so
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kindergarten or senior kindergarten student (2:30 p.m. dismissal) and a first, second, third, or
mes, junior kindergarten or senior kindergarten students may wait in the Courtesy Room at no
charge to the parent/guardian un l the older children are dismissed at 3 p.m. or 3:15 p.m. If the
older child is absent, it is expected that the junior kindergarten or senior kindergarten students
will be picked up at 2:30 p.m.
During the first days of school, we encourage families and teachers to work together to
informed of these changes to assure the safety of each child during our busy dismissal mes.
As difficult as our pick-up procedures might be, we ask that children be picked up promptly at
dismissal me. Teachers have a er-school obliga ons and are not available to supervise
students a er dismissal, and children become upset if they remain a er their classmates have
sign up for this plan if you cannot consistently commit to the school dismissal mes.
Since we cannot guarantee outside supervision a er school hours, the following policy is in
effect: Any student who is not picked up by the me traffic has cleared in front of the building
will be taken inside and an automa c $50 will be charged to the parent/guardian account.
When there is a change in transporta on plans, please inform the teacher in wri ng; students
will not be allowed to take alternate means of transporta on without wri en permission from
parents/guardians.
Pet Policy
the lower school during drop off and pick up mes. With heavy foot traffic, noise and ac vity in
front of the school at these mes animals can feel threatened/frightened and, at mes, react
nega vely. If it is absolutely necessary to bring your pet, please make sure that it is on a leash at
all mes and please stand on either the north or south side of the lower school building instead
Parent/Guardian Ma ers
36
at the front desk with the school recep onist. The parent/guardian should wait while the
recep onist makes contact with the intended party. The recep onist will then allow the
parent/guardian into the school. Parents/guardians must wear the provided name badge during
their me in the building and return their name badge to the recep onist when they leave.
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Masks must be worn at all mes by visitors inside the lower school building.
me or opportunity to visit other parts of the building, engage in impromptu conversa ons with
faculty, staff or their child, or conduct any business not related to the inten on of the visit.
Guidelines for Parent/Guardian Cell Phone Use

To ensure a produc ve learning environment for all, please limit your use of cell phones to the
area outside the first floor recep on desk. Please turn your cell phone off while visi ng or
recep onist will locate you.
Tutoring
Outside tutoring may be beneficial to some students. In cases where tutoring is recommended
homeroom teacher work together to assure consistency and con nuity for the child. Outside
If the parent/guardian wishes to hire a La n teacher as a paid tutor, please follow the guidelines
detailed in the first sec on of the Student/Family Handbook, under Addi onal Informa on for
Parents/Guardians.
Par es Held for Individual Students

Because exclusion is very hard on a child’s self-esteem, the Parent Associa on and faculty join
together to strongly urge that these guidelines be followed when planning par es:
● Please do not pass out invita ons at school.
● Because our students come from different religious tradi ons, please try to avoid par es
● Please do not discriminate against any children.
● Please try to structure all party ac vi es to be inclusive, emo onally safe, and respec ul
37
Lost and Found
Items found throughout the school may be turned into the lower school office where they will
be kept in a “lost-and-found” box. All items will be kept in the office for a period of four weeks;
on the last school day of each month le items will be donated to a charity. Parents/guardians
are asked to check with the lower school office personnel if they wish to search the
lost-and-found box.
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Bicycle Storage
building during the day. Bikes cannot be le overnight. La n is not responsible for lost or stolen
bikes.
38
Academic Program
homeroom mee ngs are devoted to individual and group advising as the need arises, as well as
day-to-day school business: reading announcements, giving ideas to student government,
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hearing reports from student government commi ees, execu ng service projects, preparing for
examina ons, holding school elec ons, selec ng courses and similar ac vi es. Students are
expected to a end homeroom just like all other classes.
They receive copies of progress reports, notes of commenda on and quarterly grade reports.
encouraged to contact the homeroom teacher for informa on and help.

Middle school students study English, world language, mathema cs, history/social studies,
science, physical educa on, performing and visual arts, affec ve educa on, and computer
science. Informa on about the specific courses can be found on La n’s website
www.la nschool.org under Academics.
Each student must fulfill the requirements in the following courses to qualify for promo on to

World Languages: four consecu ve years of study (French, Spanish, La n or Mandarin Chinese)
Mathema cs: four years of study
Physical Educa on: four years of study
Affec ve Educa on: four years of study
grade. The Mathema cs Department chair makes the placement decisions in consulta on with
Project Week
All middle school students par cipate in Project Week. During the school year, middle school
39
students will par cipate in the following ac vi es:
Grade 5 – Lorado Ta trip (November)
Grade 6 – Springfield/St. Louis/ Hannibal, MO trip
Grade 7 – Outdoor educa on, team building, Chicago Neighborhoods
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Following grades and defini ons have been adopted as standard in the middle and upper
schools:
B 80 up to, not including, 90 – Good (Honors): proficient, competent work
C 70 up to, not including, 80 – Sa sfactory: creditable work
D 60 up to, not including, 70 – Passing, but unsa sfactory barely meets minimum
requirements
F Below 60 – Unsa sfactory (No Credit): fails to meet minimum requirements
* Teachers have the discre on to assign plus or minus grades in these ranges, except that, by
tradi on, La n does not award the grade of A+.
In addi on, the following symbols are used on report cards, as required:
Inc. Incomplete

The final grade takes into account the student’s performance over the en re course. It reflects
the teacher’s best es ma on of the value of the student’s work taken as a whole. The whole
may differ from the sum of the parts. A student who improves steadily is doing work that
reflects growing mastery of the subject, and the final grade should reflect that growth. Similarly,
is cause for concern. Especially in sequen al courses, where mastery at one level has a
significant bearing on the student’s ability to perform well in succeeding levels, a declining
performance may suggest a student may need addi onal help in the future due to an unstable
founda on. Final grades should also reflect that reality. A student who does outstanding work in
the la er stages may receive a course grade that is substan ally above the strict numerical
well below passing on the final exam may receive a failing grade for the course even if their
Final grades also reflect dimensions of a student’s performance that are not suscep ble to
quan fica on but are no less important. Class par cipa on, regularity of a endance,
enthusiasm, coopera on and intellectual curiosity are vital considera ons in assessing student
performance at La n, and they are factored into course grades.
40
arrive at a way to solve the problem. The solu on will be the middle school director’s choice of
one of the following op ons:
● Summer School: In most situa ons, students are expected to go to summer school,
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either at La n or at another school approved by La n. Regardless of where a student

a ends summer school, the student must take and pass a La n examina on at the end
● Repea ng a Course: In some situa ons, a student may be permi ed to repeat a failed
requirement that the student must take and pass an examina on at La n to receive
credit.
The middle school director will make the final determina on in such situa ons.
that is not resolved within this me will automa cally be recorded as an “F” and will be part of
the student’s permanent record. In special situa ons, the middle school director may extend
the me allo ed for removing a grade of “Incomplete.”
Department Policies
Language
of instruc on in that language without doing one of the following:
earning at least a “C-” on a proficiency exam administered by the Language Department.
● Successfully repea ng the course the next academic year.
● Being tutored in the language and earning at least a “C-” on a proficiency exam
Note: Students may not study a na ve language for language credit.
Math
following year, unless alterna ve plans are made in advance with the approval of both the
middle school director and the Mathema cs Department chair.
41
Physical Educa on (PE) Medical Excuse
Any student may be excused from physical educa on class for a maximum of three days with a
note from home. A er three days, the student should obtain a doctor’s note or have someone
from home contact the middle school office. Students are encouraged to a empt to par cipate
on a modified level whenever possible. If a student does not par cipate in physical educa on
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class, that student may not par cipate in a er-school athle cs that day.
Uniform
Students are required to wear an appropriate gym uniform including: gym shoes, orange La n
T-shirt or any La n sweatshirt, navy La n shorts or any La n sweatpants. One-piece swimsuits
are required for girls during physical educa on swim units.
Academic Proba on
A student may be placed on academic proba on at any point if, in the judgment of the middle
school director, the student’s academic performance is deficient. While a student is on
academic proba on, his/her progress will be monitored closely and reviewed at least quarterly
by the middle school director. The student’s parents/guardians will be no fied in wri ng of the
proba on.
By placing a student on proba on the school is no fying the student and his/her family of the
seriousness of the situa on. At the same me, the school works with the student and family to
middle school director and a learning resource teacher, a student on proba on, along with
At the quarterly review of each student on proba on, the middle school director will evaluate
● Remove the student from proba on and restore them to the status of “student in good
standing.”
● Require that the student remain on proba on for at least the next quarter.
● Require the student to a end summer school.
opportunity to re-enroll at La n for the next or any succeeding school year.
In any of the above cases the student’s parents/guardians will discuss the situa on with the
middle school director and will have the situa on confirmed in wri ng. Having admi ed a
student, La n is strongly commi ed to helping that student enjoy academic success.
Accordingly, the school postponed for as long as possible a final decision involving expulsion or
student’s academic work will improve sufficiently for them to con nue at the school.
Unfortunately, despite our best efforts, such turn-arounds do not always occur. Hence, the
school suggests that parents/guardians of a student on academic proba on, especially in the
42
second semester, begin to explore alternate educa onal op ons, notwithstanding the fact that
no final decision has been made concerning re-admission to La n. We urge parents/guardians
to take this sugges on seriously as the final decision not to re-enroll a student is o en not made
un l June. If the parents/guardians have not yet taken steps to provide for the student’s future
at another school, the student may, at that point, find it difficult to find an opening.
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If a student is on academic proba on when the school issues re-enrollment contracts for the
next year, no contract will be sent. Instead, the parents/guardians will receive a le er from the
Parents/guardians receiving such a le er are strongly encouraged to consult promptly with the
director to discuss the situa on.
In most cases, the middle school director will inform the parents/guardians as to when a final
as long as possible, making a final decision not to permit the student to re-enroll for the next
year. In some situa ons, however, the head of school and the middle school director may inform
the parents/guardians at the me a student’s re-enrollment contract is withheld that the
Decisions not to re-enroll a student are made by the head of school, are final, and are not
subject to review by the Board of Trustees or any commi ee thereof.
In very rare situa ons, students whose re-enrollment contracts have been issued and returned
with the required deposit find themselves suddenly in very acute academic difficulty, causing
unusual, and the school makes every effort to avoid them. However, the school reserves the
right not to permit a student to enter La n for the next or for the succeeding school year even
Tutoring
A er school hours and on weekends, some of our teachers tutor La n students and charge a
fee. We have a firm policy: a teacher may not offer paid tutoring to a student who is presently in
one of that teacher’s classes; anyone with du es which extend to an en re grade level (grade
team leaders) or en re division (administrators, learning resource teacher, counselor) may not
tutor students in said grade or division during the school year. In addi on, no teacher may tutor
any student for money un l a er 5 p.m. in the La n buildings or 4 p.m. off campus.
When we are convinced that a student would benefit from tutoring above and beyond what we
provide at no addi onal charge, we no fy the parents/guardians. We explain what the needs
must be no fied if a student is being tutored in any discipline.
43
In some circumstances, students can benefit from private tutoring. Well-designed and carefully
that is not well conceived can be counterproduc ve and can prevent rather than enhance a
student’s success. Accordingly, La n has guidelines to assist both the student and
parent/guardian:
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If a student feels the need for tutoring, or if a parent/guardian so wishes, the first step is to
involve the homeroom teacher and the middle school director.
meet with the subject ma er teacher(s) involved for a diagnosis of the problem. The school’s
inclina on is to arrange for the student to work first with the teacher involved, o en with the
staff may be a necessary next step for some students.
If the services of a paid tutor s ll seem to be called for, the subject ma er teacher(s), with the
touch at once with the subject ma er teacher(s). Tutoring is invariably more produc ve when
tutor and teacher(s) are in frequent communica on. Close collabora on ensures that the right
monitored closely.
Standardized Tests
Sec ons from the Educa onal Records Bureau Educa onal Ap tude/Achievement (ERB) tests
are given to fi h, sixth, seventh and eighth graders. Current reports are available on RomanNet.
first conference day comes shortly a er the first quarter grade reports are posted. Students are
asked to reflect on their progress a er the end of Quarter 1 and 3, and to meet with their
Students will lead a conference to reflect on performance and to share goals with their
parents/guardians have ques ons or concerns (contact the middle school office at
Grade Reports
Fi h grade students will receive narra ve progress reports at the end of the first and third
quarters, and development checklists at the end of the second and fourth quarters. Star ng in
44
sixth grade, students will receive grade reports. During the first and third quarters these will be
narra ve, while the second and fourth quarter reports will show grades only.
Parents/guardians who are unable to view their child’s grade report on RomanNet should no fy
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gradereports@la nschool.org.
Progress Reports
In addi on to the quarterly reports, parents/guardians may receive progress reports whenever
a teacher feels it important to no fy the parent/guardian of a student’s academic status. These
reports specify areas of concern, sugges ons for improvement or commenda ons for work well
done. Parents/guardians should review these reports with their child and plan strategies to
improve the situa on if the teacher’s comments so suggest. O en, however, the teacher is
merely no fying the parents/guardians of a concern and not seeking parent/guardian
collabora on in correc ng it. The purpose of these reports is to promote academic success, not
to create strife between the student and parents/guardians at home. A prompt, construc ve
response to informa on reports is in everyone’s best interests.
Academic Records
Middle school academic records are kept on file in the middle school office. Middle school
records are not part of a college transcript and are not sent to colleges. These records reflect
semester grades, final grades and standardized tes ng.
wri ng. Middle school transcripts do not include academic informa on from the lower school
years.
Parent/Guardian Access to School Files

The school keeps cumula ve folders on all students while they are at La n. The folders contain
copies of all grade reports, informa on reports, standardized test scores, correspondence
involving the student, the student’s original applica on and other miscellaneous records and
papers.
school office to set up an appointment.
Recommenda ons
The middle school follows the Na onal Associa on of Independent Schools’ “Principles of Good
Prac ce for Member Schools” regarding the confiden ality of all recommenda ons. NAIS
advises, “A school takes all reasonable and lawful measures to maintain the confiden ality of
reports and informa on exchanged among schools concerning students and parents.”
A endance
45
Daily Schedule
8 a.m. - 3:20 p.m.
Building Access
La n’s middle school recep on is open from 7 a.m. - 6 p.m. during the school year. The
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Please report all absences, tardies, and appointments to: msa endance@la nschool.org.

● 3:20-5 p.m. - Students have access to hallways and locker bays, the first-floor lobby, the
library (Hub) and specific supervised areas.
● 5 p.m. - Students are expected to be out of the building by 5 p.m. unless par cipa ng in
a faculty-supervised ac vity. The library is closed.
building unless they are par cipa ng in a specific ac vity under the direct supervision of a
teacher.
Absence from School

we need to know where the student is, and we want to be certain that the parent/guardian is
aware that the student is not in school. If a student is ill or unable to a end school for some
family reason, WE ASK THAT A PARENT/GUARDIAN report absences, appointments and tardies,
to: msa endance@la nschool.org.
school. We ask parents/guardians to impress upon their children that the child must no fy the
parent/guardian at once so that the parent/guardian can then no fy the school. Only a
parent/guardian or an adult designated by the parent/guardian may no fy the school of an
excused absence. We cannot accept reported absences from anyone else. We will call the
homes of students unaccounted for as soon as a endance is taken.
par cipa ng in a er-school events such as sports, rehearsals, club mee ngs, performances, etc.
on that day. Addi onally, a student who is excused from physical educa on class for health or
illness reasons is excluded from a er-school athle cs on that same day.
La n students are responsible for making up their work fully and promptly following an
46
absence. The middle school office will not provide homework for a student missing just one day.
can be picked up between 3:30 p.m. and 4 p.m. in the middle school office or a er 4 p.m. at the
middle school recep on desk. Students and parents/guardians also should check RomanNet.

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or before or a er school. A er an excused absence, students are responsible for seeing each of
their teachers to find out what work has been missed and to make arrangements for making up
that work. Students who fail to make up work missed within the prescribed me will receive a

If a student is absent without excuse from an academic obliga on, the student will receive a
Tardiness to School
responsibility to arrive on me for school every day. Oversleeping is not an acceptable excuse
for tardiness. Tardiness to school/ homeroom counts toward the accumula on of tardies that
could result in disciplinary ac on. Students who arrive at school a er 8:10 a.m., should report
to the middle school office (MS 152). To report a tardy excused, please email the middle school
office at msa endance@la nschool.org.
Tardiness to Class
When a student is late for class, that student will be admi ed and marked tardy during the first

responsible for bringing a note from the parent/guardian to the middle school office before
homeroom indica ng me of departure, me of return and the reason for the departure. The
student then must check out with the middle school office at the appointed me and check-in
with the middle school office upon return to school.

La n’s staff includes a full- me school nurse. When a middle school student becomes ill during
school, the student should go to the Nurse’s Office for assistance. If the student must go home
owing to illness, the nurse will telephone the parent/guardian to secure permission to send the
47
student home and to explain the nature of the illness to the parent/guardian. No student will be
permi ed to go home un l parent/guardian consent is obtained. Students must sign out with
the school nurse or risk being charged with an unexcused absence.
Children’s Hospital, 225 E. Chicago Ave.) and will call the parent/guardian at once. Except for
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simple treatment or life-threatening emergencies, hospitals may not, by law, deliver more
sophis cated medical services without wri en consent of a parent or guardian.

advocate who supports and advises the student with academic and social ma ers. Each grade
meets twice each eight day cycle, once to review student ma ers and once to discuss curricular
coordina on. The support team meets once every eight days to discuss students from all four
grade levels. The middle director leads the support team mee ngs. The middle school dean,
counselor, nurse, learning resource teacher and the director of diversity, equity and inclusion
are all members of the support team.
Learning Resources
Our teachers are commi ed to making themselves available to students outside the classroom
for extra support. For those students who are experiencing more general academic difficul es
because of challenges with work organiza on, me management, reading efficiency,
problem-solving strategies, or learning differences, La n offers a range of services through the
customize a program that will best fit their needs. Students can take advantage of these services
Counseling
The middle school counselor brings an exper se in child and adolescent development to all
aspects of school life, including individual student needs, school climate, interac on with
affirm and advocate for all students.
The counselor offers regular programs and flexibly arranged services, reflec ng La n’s
commitment to respond effec vely to a wide variety of needs. She works as a team with
teachers, learning resources staff, parents/guardians and specialists outside the school to
support students’ needs. The counselor also teaches affec ve educa on courses, par cipates in
parent/guardian discussions and organizes presenta ons on bereavement, divorce and other
areas of special interest.
48
Middle School Athle cs
Middle school athle cs offer something for everyone. Students of all ability levels are
encouraged to par cipate. Interscholas c sports are available each season for students in
grades five through eight. There is a team for everyone who wants to play. Prac ce me is used
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for instruc on in basic skills, strategy and condi oning. Skill development, teamwork and
sportsmanship are emphasized at all mes.
Detailed instruc ons regarding online registra on will be sent to all middle school families in
August. Students will register one season at one me. Prior to each season, email
announcements will be sent to all middle school students and parents/guardians reminding
them to register for the upcoming season.
Announcements regarding registra on also will be posted on the middle school athle cs
bulle n board prior to each season.
Ini al team mee ngs and prac ces for students in grades five through eight take place on the
first day of school, immediately a er school. Coaches will distribute prac ce schedules for the
first two weeks at this me (which also will be available on the team pages on RomanNet and
on the Athle cs bulle n board) Once rosters are selected, all game and prac ce schedule
informa on will be available on RomanNet. Athletes must have an updated physical
examina on on file before prac ce begins.
Depending on sport and level, athletes may have the opportunity to compete in a number of
ways, including intrasquad scrimmages, in-house tournaments, interscholas c games, and
league play.
Teams will meet three to five days per week, sport and level dependent, from approximately
3:30-5:15 p.m. Suggested pick-up me is 5:30 p.m. for outdoor sports. There are some Saturday
compe ons, especially Cross Country and LLWP. Girls and Boys Volleyball play in leagues where
games are played later in the evening (6-7:30 p.m.) than some of our other sports. Children with
outside ac vi es that could result in prac ce and game conflicts should no fy the coach once
prac ces begin. In general, it is not a problem for students to miss an occasional prac ce or
game. We understand and support the outside ac vi es that our students par cipate in.
However, we do expect students to commit to a ending prac ces and games. We ask that each
athlete be present for at least two-thirds of the prac ces and games. If a student’s schedule
prevents him/her from mee ng this commitment expecta on, then we would suggest that
par cipa on would not be worthwhile for all involved. Coaches will typically reward athletes
with be er a endance the majority of playing me in compe ons.
It is best if players can stay for the en re prac ce, but if other commitments require that a
player leave prac ce early, the player need only tell the coach that they must leave early. For
49
outdoor prac ces where students need to leave early, pick-up from the field is highly
recommended as students are not allowed to return to the school alone from the field.
Home games usually end by 6:30 p.m., and buses from away games usually arrive back at La n
to allocate me between sports and homework should ask their homeroom teacher or the
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Li le League Water Polo typically prac ces Monday through Friday, from 5:30-6:30 p.m.
Fall Sports
Winter Sports
Spring Sports
Girls Soccer, So ball, Baseball, Boys Volleyball, MS Track Club, Coed Swim Club
As part of our goal to help our students become good ci zens, the middle school offers many
opportuni es for students to be engaged with the wider community. Students regularly
par cipate in community service with their homeroom or grade level. In the fall and spring the
en re middle school par cipates in service days and students can choose to par cipate in (or
lead) service ini a ves in clubs or a er school.

One significant opportunity that has been part of the middle school experience for more than
ini a ve focused on reading buddies, to being an all-division program which includes tutoring
and other opportuni es. The partnership has also expanded to include students and faculty
Clubs
The middle school offers an a er-school ac vi es program to students beginning in October.
Program offerings will be finalized in early September, at which me parents/guardians will
receive a list of ac vi es. The ac vi es range from visual arts to academic teams to
newspapers. The bulk of ac vi es will be offered between athle c seasons with fewer offerings
when most students are par cipa ng in sports. Some ac vi es will be offered before school to
50
Middle school students par cipa ng in band or chorus have the opportunity to share their work
All middle school students also can choose to par cipate in the fi h and sixth grade theater
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would like to par cipate and accommoda ons can be made for those students who have
scheduling conflicts with prac ces and rehearsals. If scheduling conflicts are significant, the
student, parent/guardian and drama teacher will need to determine whether being part of the
middle school produc ons will be worthwhile for the student.
Student Government
Student government is made up of elected student grade representa ves who meet weekly. In
addi on, there is an open forum mee ng held each week for anyone interested in par cipa ng
in student government. The middle school president and/or eighth grade representa ve run
mee ngs.
Student Expecta ons

Bullying will not be tolerated at La n. Bullying means any severe or pervasive physical or verbal
act or conduct, including communica ons made in wri ng or electronically, directed toward a
(4) Substan ally interfere with the student’s ability to par cipate in or benefit from
other services, ac vi es or privileges provided by La n.
Bullying can take many forms including, but not limited to, ac ons such as physical violence,
harassment, sexual harassment, threats, in mida on, stalking, sexual violence, the , public
humilia on, destruc on of property, teasing and name-calling, social exclusion, and/or
retalia on for complaining about bullying.
nega ve effects on the vic m listed in the defini on of bullying above. Cyberbullying also
51
includes the distribu on by electronic means of a communica on to more than one person or
the pos ng of material on an electronic medium that may be accessed by one or more persons
if the distribu on or pos ng creates any of the nega ve effects on the vic m listed in the
defini on of bullying.
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school reserves the right to inves gate bullying and cyberbullying allega ons and to proceed as
the school considers appropriate.
Harassment is a form of bullying and means verbal or physical conduct (including conduct using
technology) directed toward an individual that has the purpose or effect of substan ally
interfering with the individual’s educa onal or work performance, or crea ng an in mida ng,
hos le, or offensive working or academic environment. Harassment can take many forms –
verbal, wri en (including pos ngs of text, photos or video on the Internet), visual, physical,
psychological – and is o en, but not always, associated with an individual’s actual or perceived
race, ethnicity, religion, sexual orienta on, gender-related iden ty and expression,
socioeconomic status, or physical characteris cs. This defini on of harassment will be
interpreted and applied by La n consistently with current legal standards, as well as accepted
standards of mature behavior, professional responsibili es, academic freedom, and freedom of
expression.
advances, requests for sexual favors and other verbal, wri en, physical or visual conduct of a
sexual nature. These unwanted requests, advances, or other conduct may also be conveyed via
the internet, cell phones or other digital media.
Inten onal or persistent misrepresenta on of a student’s iden ty may cons tute harassment.
However, bullying should not be confused with social conflict. Bullying is NOT: single episodes of
social rejec on or dislike; single episode acts of nas ness or spite; random acts of aggression or
in mida on; mutual arguments, disagreements, or fights. Although these behaviors do not
cons tute bullying, they are not acceptable within La n.
When incidents of actual bullying do take place, the incidents will be addressed immediately
and parents/guardians will be called upon to par cipate in conferences with the teacher,
counselors and the director.
responsible for the student will handle minor disciplinary issues, an accumula on of minor
52
conduct expecta ons occurs that cannot best be handled internally, the administra on will
contact parents/guardians to discuss the ma er.
Possible consequences to instance of conduct viola on include, but are not limited to:
● Parent/guardian, teacher and/or administrator conference to review student’s conduct

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● Expulsion
students at La n lower school. Students may be asked to permanently leave La n if their
behavior does not meet La n’s standards and expecta ons.

they witness bullying, it is expected that the individual shall no fy their division director or a
trusted adult in the school who will inform the division director. All inves ga ons of bullying
should be conducted so that the privacy and the rights of the individuals involved are protected.
prejudice an individual’s future at La n, even if the complaint cannot be substan ated. The
school will accept anonymous complaints of bullying via the Suspected Bullying Ac vity
Anonymous Form.
Lower School
Middle School
Upper School
US Counselor Anneliese Kranz, 312-582-6468 akranz@la nschool.org
US Counselor Jane Knoche, 312-582-6408 kjnoche@la nschool.org
9/10 Dean of Students Bridget Hennessy, 312-582-6296 bhennessy@la nschool.org
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11/12 Dean of Students, Nick Baer 312-582-6405 nbaer@la nschool.org
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In the enrollment contract each parent/guardian signs with the school annually,
parents/guardians agree to support the rules, policies and regula ons of the school as
described in the first sec on of the Student/Family Handbook. That includes, in part,
parent/guardian support for the expecta ons the school has for student conduct.
54
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Expecta ons Specific to the Middle School

In addi on to the rules and expecta ons for the en re school community that are described in
the first sec on of the Student/Family Handbook, the middle school has specific policies that
are appropriate for students in grades five through eight.
Dress Code
As stated in the first sec on of the Student/Family Handbook, we ask that students dress in
The middle school dress code intends to help students make posi ve choices regarding
several restric ons for all students, regardless of gender:
● No clothing with offensive language, pictures or symbols.
● No exposed midriffs.
prefer not to spend me policing student dress, we do believe it is important to set boundaries
that allow for full, ac ve par cipa on in the business of school and learning. Dress code
infrac ons will be handled by the Dean of Students.

property. Students should not exchange locker combina ons. In addi on, students may only use
physical appearance of your locker. Any decora ons on the inside or outside doors of lockers
55
material.
Lunchroom Duty
All students, collec vely and individually, are responsible for keeping the cafeteria in order
during the en re day. One aspect of this is snack and lunchroom duty, which is required of all
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Audience E que e
Because so many significant learning experiences take place in assemblies, special emphasis is
placed on audience e que e. We have the following expecta ons in all assemblies:
● A endance will be taken at all assemblies. Unexcused absences from assemblies will be
● To call an assembly to order, the person conduc ng it will walk to the front of the stage
order promptly.
ques ons should raise their hands and wait quietly to be recognized. Calling out is not in
order.
● Audience reac ons should be civilized. Applause is in order, but whistling, stomping or
calling out is both rude and disrup ve. An audience best registers its disapproval with
stony silence.
● Audiences should be a en ve. Speaking to one’s neighbor, shuffling papers or doing
anything that distracts others or which manifests ina en veness is unacceptable.
Student Guests
Middle school students may have guests, providing the following condi ons are met:
● The student host must present a wri en parent/guardian request for a visita on to the
middle school director at least 24 hours before the day of the visit.
● The middle school director will then send a no ce to the appropriate faculty and staff
regula ons of the school.
If a La n student wishes to meet a friend in school at the end of the day, that friend should wait
in the recep on area in the main lobby on the first floor.
Visita ons will not be approved during standardized tes ng days or conference days.
56
In order to minimize distrac ons which may interfere with the learning environment, iPods and
during the school day. A screen free me is in place a er school un l 3:45 p.m. Students who
need to do homework during that me should report to the middle school office. Cell phones
may be used in the middle school office with permission. If a student brings any of these items
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school day, the item may be confiscated, disciplinary ac on may take place and
Since La n’s primary goal is to provide a quality educa on, the school does not see any wisdom
While students are permi ed to use iPads and laptops for academic purposes, under the
Gambling
Students are not allowed to par cipate in be ng or gambling, including such things as be ng
on pick-up spor ng events, etc.
All viola ons of rules or general expecta ons involving middle school students will be dealt with
school.
Academic Honesty
(this includes paraphrasing or quo ng the words of another in any wri en work without giving

beyond basic instruc on can be considered academic dishonesty.
as addi onal outcomes commensurate with the viola on. Mul ple viola ons and/or a severe
viola on(s) may result in disciplinary proba on, suspension, or expulsion. See the appropriate,
subsequent sec on regarding disclosure of disciplinary informa on to colleges/universi es.
57
All members of the faculty and staff have a responsibility to see that students meet our
expecta ons. They will make students aware of misconduct and may recommend morning or
a ernoon deten ons, keep students a er school, report the behavior to the middle school
director or dean of students, or send the student to the middle school office.
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deal with all viola ons of rules or general expecta ons.
Consequences for Infrac ons

Student expecta ons, outlined in the first sec on of the handbook and above, have been
established to create a safe and produc ve learning environment for all members of the school
community. Advisors will discuss these expecta ons with students several mes during the
school year. Students who fail to meet these expecta ons will be subject to the following
consequences.
Tardy Deten on
Parents/guardians will be no fied by email when a student accrues four (4) tardies. An
a ernoon deten on will be assigned to students for every five (5) unexcused tardies. Deten on
will be held from 3:15-3:45 p.m. Any student receiving two (2) or more tardy deten ons in a
semester will be subject to further disciplinary ac on including, but not limited to, a ernoon
deten on and/or suspension, or a parent/guardian conference.
A ernoon Deten on
An a ernoon deten on will be assigned to students for repeated deten ons, viola on of school
rules or infrac ons of middle school behavioral expecta ons. Deten on will be held from
3:30-4:30 p.m. Outside of school ac vi es could be impacted at the discre on of the middle
Deten on Guidelines
A student may be required to a end deten ons for conduct including but not limited to:
● cu ng a class
● being late to class more than five mes
● disrup ng class
● dress code viola ons
● wri ng on desks, walls, lockers or windows
● behaving inappropriately in the cafeteria or corridors
● being uncoopera ve with a subs tute teacher
58
A student who is late to deten on will serve that deten on at the same me the following day
whenever possible, along with an addi onal session. If a student does not serve both of these
deten ons or if a student cuts deten on, the student may be suspended from school.
Parents/guardians will be no fied in wri ng or by telephone when an a ernoon deten on is
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assigned.
Suspension
A student may be suspended for conduct including but not limited to:
● engaging in insolent behavior
● involvement in a fight or endangers the physical or emo onal well-being of another
student
● possessing any school keys without permission
● causing serious injury to people or damage to property
● leaving school grounds without permission
● involvement with the
● chea ng or plagiarism
● ac ng in a prejudicial manner toward a student or group of students
out-of-school. The student must bring his/her parents/guardians upon returning to school. A er
safety or welfare of the La n community, the school reserves the right to expel that student
immediately
Social Proba on
Students may be placed on social proba on for unacceptable conduct, habitual tardiness,
unexcused absence from class or school, or for viola ng other school rules. A student will be
placed on social proba on if, in the judgment of the appropriate members of the
administra on, the circumstances warrant.
When a student is placed on social proba on a conference shall take place with the student and
appropriate members of the administra on and faculty. At the conference, the student’s
conduct shall be reviewed. Appropriate expecta ons for the student’s future behavior shall be
explained. In addi on, the dura on of the student’s proba on and a plan for review of the
student’s behavior at a later date shall be set forth by the school. Expecta ons set forth are
intended to be correc ve, not merely puni ve. The school recognizes its role in helping the
student to improve their conduct. Parents/guardians will be no fied in wri ng of the social
proba on if they do not par cipate in the proba on conference.
When a student is placed on social proba on, that student is on no ce that any subsequent
revoca on of that student’s opportunity to re-enroll at La n for the next or any succeeding
59
school year. In addi on, a student on social proba on may be banned from par cipa ng in any
extracurricular ac vi es or sports, and/or may be forbidden to a end any other La n func ons
on or off campus.
A behavioral contract is an agreement between La n and a student on the consequences of
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con nued behavioral infrac ons. Behavioral contracts list a progression of consequences for
and/or numerous disciplinary infrac ons. Parents/guardians will have an opportunity to look
over the contract and ask ques ons before it is put into effect.
General School Informa on

Cafeteria
Library
The library program is designed to ensure that students become effec ve and though ul users
of informa on in the 21st century. The library is commi ed to teaching informa on access, use,
and evalua on skills, and its ul mate goal is to foster the confidence, competence, enjoyment
and dedica on required of a program of lifelong learning and reading.
The Middle school library “The Hub” is at the heart of many instruc onal, research and social
ac vi es in the school, and hosts author visits, reading challenges and other literacy-related
periodicals and research collec ons. During the school year, The Hub is open from 7:45 a.m. to

The middle school office is frequently asked by parents/guardians to deliver messages to
students during the school day. Parents/guardians should be aware that the office is extremely
busy and it is o en simply not possible to drop the day’s work and locate a student to deliver a
parent/guardian’s message about a er-school plans. We will place messages on the student’s
locker as soon as it is possible. In a real emergency, the day’s business will be stopped, and we
will make every effort to deliver the message. Rou ne messages should be called into the
middle school office no later than 2 p.m. The school kindly requests parent/guardian
coopera on in this ma er.
Traffic Procedures
In addi on to the general traffic procedures outlined in the first sec on of the handbook, a
60
detailed explana on of all middle/upper school traffic policies and procedures is available in the
Security and Safety sec on of RomanNet.
Thank you to parents/guardians for following all La n traffic procedures, and for obeying
designated traffic safety personnel and helping the school to keep everyone in our community
safe. Please e-mail traffic@la nschool.org with any ques ons or comments.
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Parent/Guardian Ma ers
Channels of Communica on
From me to me parents/guardians have school-related ques ons or concerns based on the
comments they hear from their children or from other parents/guardians. The middle school
office is always interested in hearing what parents/guardians are thinking on a wide variety of
subjects. Parents/guardians should be aware that there are accepted procedures and
communica on channels to address issues in a construc ve fashion.

● Listen carefully when your child talks about school. Children some mes say they don’t
like a teacher. But when parents/guardians check further they o en learn their child
doesn’t like where they are si ng, or the fact that this teacher requires more homework
than someone else. Children some mes say they are bored. When parents/guardians
check further they find their child doesn’t understand the material and may need
addi onal help.
● It is always appropriate to first call the teacher involved when a ques on pertains to a
par cular class or classroom curriculum. Parents/guardians should approach this
conversa on as a sharing of informa on in order to benefit their child. If more than a
phone call is needed, parents/guardians should request a mee ng at school with the
teacher. At this mee ng parents/guardians can relate to the teacher what they have
the specifics. It is always valuable for parents/guardians to hear the teacher’s
perspec ve. Talk with your child’s teacher about your concerns.
● Teachers want children to succeed. Some mes small changes can make a big difference.
A mutually beneficial rela onship is forged when parents/guardians understand and
inform a teacher’s posi on or when a teacher is able to hear valuable new informa on
allowing him or her to consider new strategies. Both should approach such mee ngs as
“win-win” opportuni es.
● If such a mee ng proves incomplete or unsa sfactory, a parent/guardian may choose to
pursue the ma er further. If the ques on concerns curricula or personnel, the
appropriate department chair should be contacted. A mee ng with the chair can o en
help to clarify the “hows” and “whys” of curricular ma ers. Remember, academic
departments have the primary responsibility for se ng curricular policy. An effec ve
curriculum is constantly undergoing scru ny and review, and it is the job of department
members to examine what curriculum will be most valuable and challenging for their
students. Dimensions such as mastery of skills, content, process, problem solving, rigor
and thinking and analysis must all be considered. At mes, the chair may wish to bring
parent/guardian sugges ons before the en re department for further discussion.
61
● Finally, a parent/guardian may always bring both curricular and extracurricular ques ons
to the division director who will make every effort to sort out the ques ons and provide
a response that accurately reflects what the school considers being in the best interest
of the student and the school community.
Social Events
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In-School Events
The middle school student government annually agrees upon and supports a series of dances
and ac vi es, which are then scheduled into the La n calendar. Par cipa on in each event
requires parents/guardians to fill out and sign a standard permission form. It is the
responsibility of the students to submit signed permission forms prior to the deadline for each
ac vity. Failure to do so will usually mean that the student may not a end that event. The social
calendar for the year is published each fall. Based on current student and parent/guardian
a tudes, the middle school specifically recommends that students should not prearrange a
“date” for these events. Middle school dances and ac vi es are considered to be group social
events.
Private Events
The Parent Associa on has established the following guidelines for families sponsoring social
events outside of school: When invi ng one-half or more members of a grade to a private social
62
Guiding Principles
We rely on the coopera on of every member of the school community to uphold our values.
Although faculty and administrators deal most directly with viola ons of school rules, every
member of the La n community is encouraged to foster a climate in which our values can
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flourish. In the upper school, we believe a La n educa on is more than a transcript; it is what
La n’s Statement of Teaching and Learning captures the responsibili es students and faculty
hold to further the school’s values and educa onal mission.
We expect that La n parents/guardians will also support the values of the school. By signing the
enrollment contract, parents/guardians agree to support the rules, policies and regula ons of
the school as described in this handbook, including our expecta ons for student conduct.
While specific rules and expecta ons are discussed in this handbook, the school reserves the
right to dismiss any student, or to deny re-enrollment to any student who, in the sole judgment
of the school, has had unsa sfactory academic or social performance, has engaged in conduct
63
which is detrimental to the school or whose parent(s) or guardian(s) have engaged in conduct
which is detrimental to the school.
Academic Program
Planning Courses
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study that is challenging and realis c, reflects their interests and sa sfies the school’s
minimum-load, course-distribu on and cumula ve-credit requirements.
Given the nature of their subject ma er and skill development, some departments, in some
academic courses, place students into courses (e.g., science, math, and world language).
Student placement is a process that upper school department chairs and faculty complete with
care. Students are placed in classes where we believe they can find success, be appropriately
challenged as a learner, and experience joy in the learning process. We believe deeply in the
value of student self-advocacy and of engaging students directly about their unique path
through our program; therefore, placement for classes is considered each school year.
Placement in one class does not determine a student’s placement in future classes.
The minimum course load for students in grades nine through twelve is five half-credits per
semester, not coun ng Independent Study Projects (ISP), PE, Affec ve Ed, or College Counseling
classes. Students should approach taking more than three Honors or AP courses with cau on
and discuss this decision with their family and advisor.
While enrolled at La n School of Chicago, only courses taken at, or in partnership with, La n will
confer credit toward gradua on requirements. A senior who fails to meet gradua on
school director, a senior may be able to make up the missing credit or credits and receive a La n
diploma upon comple on.
Gradua on Requirements
To graduate, a student must a end La n during their en re senior year and earn a cumula ve
minimum of 24 credits. Students must pass each of the 24 credits with a qualifying le er grade
(typically, D or be er), distributed as follows:
English 11 and one English 12 elec ve in each subsequent semester.
Language: Three credits for three consecu ve years of a single language (Spanish, French,
Mandarin, La n). A student may not sa sfy the world language requirement through the study
of a language that is spoken in the student’s home, even if it is not the primary language
spoken.
Mathema cs: Three credits, including Algebra 2 and Geometry.
64
History.
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Physical Educa on: Two credits; One credit is earned for grade nine Wellness and one addi onal
credit is to be earned over grades ten, eleven and twelve. La n Athle cs par cipa on is
approved for PE credit if par cipa on expecta ons are met.
Computer Science: One half credit earned over grades nine through eleven. The Global Online
Academy introductory course in Computer Science will be accepted to fulfill the computer
science gradua on requirement.
Affec ve Ed: One credit, earned over one semester each year. There is no Affec ve Ed offered in
grade 10.
Note: Credit earned from an ISP cannot be used to sa sfy a gradua on requirement.
Service Learning: Service learning opportuni es for upper school students are built into the
school day through community programming that takes place throughout the school year.
Addi onal service learning opportuni es that take place outside of school hours are offered to
interested students.
Project Week: Full par cipa on is required of every student every year in order to receive a
La n diploma. If a student misses a por on of a project due to illness or other extenua ng
Week credit.
director.
65
Four Year Plan
Below is a graphical display of gradua on requirements intended to help students plan their
FILED DATE: 8/21/2023 10:48 PM 2022L003763

English: 4 credits,
including one credit
for English 9, one
credit for English 10,
one credit for English
11, and one English
course in each
History and Social
Studies: 3 credits;
one credit is met by
Global Studies and
the remaining credits
must include at least
one year of U.S.
History.
World Language: 3
credits, in a
three-year sequence
of a single language.
Science: 3 credits,
including one year
each of Physics,
Chemistry, and
Biology.
Ninth grade Global
Studies Visual Arts
Mathematics: 3
credits, including
Algebra 2 and
Geometry.
66
Computer Science:
1/2 credit earned over
grades 9-11
credits, 1 credit is
FILED DATE: 8/21/2023 10:48 PM 2022L003763
earned for grade 9

Wellness and 1 credit
is to be earned over
grades
participation is
approved for PE
credit granted
expectations are met. Wellness
Affective Ed: 1 credit,
earned over 1
semester each year
**No Affective Ed in
grade 10**
Electives (GOA, ISP,

etc.)
24 credits to graduate, 5 class minimum load, 7 class maximum, ISPs/GOAs do not satisfy
graduation requirements, nor do they count toward 5 class minimum. The only exception is that
Computer Science credit can be earned by GOA.

If a student wishes to drop or add an academic class, they should first consult with their advisor
and/or dean to ensure that the reasons for the change are valid and that gradua on
If a student drops a course before the end of the first quarter, no record of the course appears
on the student’s transcript. The transcript of a student who drops a course a er that point, but
semester of a year-long course will show a le er grade for the semester.
Class Sec on Limits

All academic class sec ons are to have a maximum of eighteen students, except English classes
which are capped at sixteen. Some elec ve classes have different sec on limits. The limit should
67
only be exceeded in excep onal circumstances, namely when one or more of the following
condi ons is met:
A) Enrollment in a class is a prerequisite for addi onal classes and the cap could disrupt
B) The cap would prevent a student from being placed in the appropriate proficiency or
skill level
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Capstone Projects
Capstones are op onal for seniors interested in a challenging, in-depth, mul -disciplinary
both a La n advisor and an external advisor. Students interested in Capstone work submit a
formal proposal to the Capstone Commi ee at the end of the junior year and begin their work
school community, as well as submit their work to the Capstone Commi ee for cri cal review.
Senior Projects
Senior projects are also op onal but more limited in scope than Capstone Projects, allowing
the senior year, during which me they carry a reduced academic load. Unlike ISPs and
final product that is shared with the community. Senior Projects do not appear on a student’s
transcript.

have reached the end of a sequence of courses before gradua ng, or they may want to pursue a
par cular crea ve or research interest not included in the school’s current offerings. An ISP
should lead to a unique final product and demonstrate as much planning and accomplishment
Credit earned from an ISP cannot be used to sa sfy a gradua on requirement. ISPs can not be
used to fulfill or replace core subject area curricular requirements.
A student who wishes to undertake an ISP should seek a faculty or staff member willing and
able to advise the project. With the ISP advisor’s direc on, that student should write a
proposal. Forms for such proposals are available on RomanNet.
Completed applica ons for ISPs must be submi ed to the upper school office by the published
deadline. No applica ons will be considered following this date. All proposals will be reviewed
68
collec vely by a group appointed by the upper school director. If approval is given, the ISP must
be completed according to the specified parameters. ISPs should meet in person a minimum of
three mes a cycle and will typically be done for Pass/Fail credit. ISP proposals reques ng that
the course receive a le er grade will be expected to meet more frequently, involve greater
ISPs, regardless of how rigorous, will not carry the designa on of Advanced Placement or
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Honors. Addi onally, the ISP will not be displayed on a student’s transcript un l comple on has
occurred.
Grades are reported on quarterly grade reports using the le er scale and symbols shown below.
At quarter one for many classes, grades are not assigned, and SBA (Standards-Based) may be
reported. Standards-based courses use different scales to determine a student’s mastery of
course content and skill development. All courses convert mastery of standards, proficiency
levels, or percentages to a le er grade at the end of Q2 (semester one), Q3, and Q4 (semester
2/final grade). Departmental and course-specific grading policies are included in course syllabi.
A Excellent
B Good
C Sa sfactory
D Unsa sfactory
Addi onal Symbols Used
F Failing
P Passing
I Incomplete
W Withdrawn
Teachers have the discre on to give plus or minus grades in these ranges. La n teachers do not
Grade Reports
Teachers write comments on all students at the end of the first and third quarters. Teachers
below C-, if the student’s grade has changed by at least a le er grade from the previous quarter,
Progress Reports
69
Faculty use progress reports to update students and families on significant changes in
reference specific assessments or behaviors and, if needed, the necessary course of ac on to
report to facilitate conversa on and support.
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Grading Policies for Semester and Final Assessments

In December and in May students may have exams or other forms of final assessments in many
courses. Exam week is included in the academic calendar and a endance is expected. In most
situa ons, the final assessments count as a significant part, but no more than 20%, of the final
grade. At the teacher’s discre on, and as stated in the syllabus, a teacher may weigh a final
assessment at 25% if it is to the benefit of the student’s final grade.

The method for determining a student’s grade will be published in the course syllabi. Faculty
have discre on to determine the method by which final grades are determined. Departments
may have different processes for grade conversions and calcula ons. However, the grading
process will be consistent across different sec ons of the same course. In all cases, teachers will
be able to provide documented evidence of how the grade was determined.
Incomplete Grades
In special situa ons, the upper school director, in consulta on with the assistant upper school
Students who earn a grade of “Incomplete” for a given academic quarter are typically expected
to complete the work within 15 school days following the end of that quarter. An “Incomplete”
that is not resolved within this me will result in the student not receiving credit for the
outstanding work and a grade will be issued. In special situa ons, the upper school director may
extend the me allo ed for removing a grade of “Incomplete.”

Students who fail a course needed to meet a departmental gradua on requirement or the
following:
Summer School: In some situa ons, you would be expected to a end summer school at La n. If
you a end summer school at La n, you must take and pass an examina on at the end of the
Repea ng the course: In some situa ons, you may be permi ed or required to repeat a failed
In rare situa ons, the school may approve tutoring arrangements over a summer, with the
70
requirement that you must take and pass at La n an examina on at the end of the tutoring to
receive credit.
GPA
La n does not calculate class rank or GPA, which is in line with the policy of many of our peer
independent schools. While it is true that colleges and universi es ask students and college
FILED DATE: 8/21/2023 10:48 PM 2022L003763
indicate that their ins tu on does calculate these metrics. On any applica on or form that
job applica ons - students should indicate that their school does not calculate. It is important to
understand that this policy in no way nega vely impacts students, whether that be in the
argue it benefits students. Without GPAs, ins tu ons are required to look more closely at our
students’ curricula and grades, and it is more difficult for them to compare La n students in
Colleges and universi es are accustomed to reviewing large por ons of their applicant pool
There are extenua ng circumstances where a GPA is absolutely required. Division I and II
athle cs, applica on to service academies, and certain scholarship opportuni es are some
examples. Students should always a empt to select an alternate op on that indicates that their
should seek the support of the College Counseling Office who will guide them through obtaining
and releasing this informa on.
Academic Monitoring: Concern and Proba on

La n School provides an academic environment that values a fundamental expecta on that
upper school understands that students may need addi onal support to be successful,
or Academic Proba on. This process of placement is a suppor ve and proac ve one that has
● to enhance and encourage communica on and support at all levels, especially between
student.
Academic Concern
student’s advisor, and/or members of the student support team, in collabora on with the
71
the student and family that addi onal steps to improve their academic performance need to be
taken.
Academic Proba on
FILED DATE: 8/21/2023 10:48 PM 2022L003763
semester, they may be placed on Academic Proba on. The upper school director, assistant
upper school director and student support team determine Academic Proba on status. If placed
on Academic Proba on, it is a signal to the student and their family that the student’s academic
performance raises concerns about the student’s enrollment status at La n.
Once a student is placed on Academic Proba on, the following support steps are taken:
● A mee ng will be held with the student, family, student support staff and advisor to
specifies the condi ons of Academic Proba on.
and/or advisor.
● A student’s status in any honors level course or elec ve(s) courses will be assessed to
determine fit and best interest.
process may be eliminated or addi onal steps added.
Academic proba on will last un l the end of the following semester when it will be reassessed.
Students can work their way back into good standing, and off of Academic Proba on, by
If a student who has been on Academic Proba on during a previous semester later shows
academic decline that would merit a status on Academic Proba on again, the student will be

standing may not immediately be placed on Academic Concern or Proba on. In these
circumstances, medical documenta on is required. The school will partner with the student and
standing by the following semester may be placed on Academic Concern or Proba on, if the
student support team deems it necessary. For more informa on regarding medical leave, please
refer to that por on of this handbook.
72
Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:48 PM 2022L003763
2022L003763
Calendar, H
24050762
EXHIBIT FF
IN THE CIRCUIT COURT OF COOK COUNTY, ILLINOIS
COUNTY DEPARTMENT, LAW DIVISION
FILED DATE: 8/21/2023 10:48 PM 2022L003763
ROBERT BRONSTEIN, individually, and as )

Independent Administrator of the Estate of Nate, )
a minor, Deceased; ROSELLENE BRONSTEIN, ) Case No. 2022 L 003763
individually, and as Next Friend of M.B. and S.B., )
minors, ) Hon. Scott D. McKenna
)
Plaintiffs, ) Calendar H
)
vs. ) JURY DEMAND
)
LATIN SCHOOL OF CHICAGO, an Illinois )
not-for-profit, et al. )
)
Defendants. )
DECLARATION REGARDING DEFENDANT

ANNELIESE KRANZ PURSUANT TO 735 ILCS 5/2-622
I, Danielle J. Gould, pursuant to 735 ILCS 5/1-109 and 735 ILCS 5/2-622 (a)(1), declare
under penalty of perjury and under the laws of the state of Illinois that the following is true and
correct:
1. I am one of the attorneys for Plaintiffs.
2. I have consulted with two mental health professionals (the “reviewing professionals”)
whom I reasonably believe are familiar with, and knowledgeable regarding, the relevant
issues involved in this particular action, and specifically Counts IX and X of the Second
Amended Complaint (“SAC”), which are re-pled in the Third Amended Complaint
(“TAC”).
3. Attached as Exhibits 1-2 hereto are the redacted reports of these two reviewing
professionals addressing the conduct of Defendant Anneliese Kranz in her capacity as a
school counselor at the Latin School of Chicago. The reviewing professionals have both
practiced in the same professional area that is at issue in this action (school psychology,
school counseling services, student support services) for the last ten (10) years, and are
qualified by their experience to render opinions in the subject area of this case and
specifically Counts IX and X of the SAC, which are re-pled in the TAC.
4. The reviewing professionals are qualified by experience and have demonstrated

competence in the subject of this case.
5. Ms. Kranz is identified on latinschool.org as an Upper School Counselor, holding both a

bachelor’s and master’s degree. Ms. Kranz is also a licensed clinical professional counselor
(LCPC), which would enable her to provide counseling outside of the school setting, i.e.,
in a private practice setting.
a. The mental health professional whose report is attached as Exhibit 1 holds
comparable or higher degrees for purposes of working as a school counselor with a
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Master of Arts in Educational Psychology and an Education Specialist degree, as

well as a current School Psychologist certification and certifications in Cognitive
Behavior Intervention for Trauma in Schools (CBITS) and as a Nationally Certified
School Psychologist (NCSP).
b. The mental health professional whose report is attached as Exhibit 2 holds

Master of Science in Rehabilitation Counseling, and is a Licensed Clinical
Professional Counselor, a Certified Rehabilitation Counselor, and a Certified
Vocational Evaluation Specialist.
6. The reviewing professionals have determined, after a review of the relevant mental health
records and other information and materials involved in this action, and as stated in their
respective reports attached hereto as Exhibits 1-2, that there is a reasonable and
meritorious cause for the filing of the professional negligence claims against Ms. Kranz
and her employer, the Latin School of Chicago as originally set out in Counts IX and X of
the SAC, which are now re-pled in the TAC, to the extent allegations governed by 735
ILCS 5/2-622 are levied against them.
7. I have reason to believe that the reviewing professionals are knowledgeable as to the
appropriate standards of care in cases such as this and, based on this, that there is a
reasonable and meritorious cause for the filing of Counts IX and X of the TAC against
Anneliese Kranz and her employer, the Latin School of Chicago, to the extent allegations
governed by 735 ILCS 5/2-622 are levied against them.
Under penalties as provided by law pursuant to Section 1-109 of the Code of Civil
Procedure, the undersigned, Danielle J. Gould, certifies that the statements set forth herein are true
and correct.
Dated: August 21, 2023 By: _____/s/ Danielle J. Gould_______

FILED DATE: 8/21/2023 10:48 PM 2022L003763
EXHIBIT 1
Report of , Ed.S, N.C.S.P.
(Anneliese Kranz)
FILED DATE: 8/21/2023 10:48 PM 2022L003763
I hold a Master of Arts in Educational Psychology and an Education Specialist degree. I hold a
current School Psychologist certification in the state of and have also held certifications
in and . I am certified in Cognitive Behavior Intervention for Trauma in
Schools (CBITS) and as a Nationally Certified School Psychologist (NCSP).
I have worked in this field for over ten (10) years as a Behavior Therapist, School Psychologist, or
Director of Student Supports in a school setting. In my role as the Director of Student Supports,
in a large metro area school district located in , I provided leadership, guidance,
and direction to the school counseling, school social work, and psychological services,
departments on legal, ethical, and professional practices related to providing school-based
mental health services. More specifically, I provided guidance and direction as it pertains to
student safety and responding to students in distress. At several districts and schools, I have
coordinated crisis response teams, provided direct crisis response to students, and provided
training on best practices in responding to students in crisis.
Nathan (Nate) Bronstein was a fifteen-year-old boy attending the Latin School of Chicago
during the fall of 2021 for his sophomore year of high school. Nate died by suicide on January
13, 2022, before my involvement in this matter. During his time at Latin, Nate and his parents,
Rosellene and Robert Bronstein, engaged with various personnel at Latin, including
(a) Anneliese Kranz, who is identified on latinschool.org as an Upper School Counselor, holding
both a bachelor’s and master’s degree, and (b) Jane Knoche, who is identified on latinschool.org
as an Upper School Counselor, holding both a bachelor’s and master’s degree. Ms. Kranz and
Ms. Knoche are referred to together herein as the School Counselors.
I have reviewed over 150 pages of mental health records relating to Nate, including all such
records from the Latin School of Chicago, which consist of e-mail communications involving the
School Counselors and Ms. Kranz’s Counselor Notes. I have also reviewed the allegations in the
Second Amended Complaint. I also understand and/or assume the following facts represented
by the Bronsteins: (1) neither School Counselor informed either of Nate’s parents that Ms. Kranz
assessed Nate for suicidal ideation on or around October 19, 2021; (2) neither School Counselor
obtained a Signed Release of Information for the School Counselors to communicate with
Compass Health Center or AMK Counseling to share information to support the social,
emotional, and educational development of Nate at Latin; and (3) Mrs. Bronstein continued to
seek help and guidance from Latin, including from the School Counselors, regarding Nate in
October, November, and December 2021.
In addition to reviewing documents and my understanding of the communications and lack

thereof between and among the Bronsteins, Nate, the School Counselors, and other Latin
personnel, I rely on the outlined ethical and professional standards and best practices for school
based mental health providers (school counselors, school social workers, school psychologists).
1
Such standards and best practices are outlined by the National Association of School
Psychologists (NASP), the American School Counselor Association (ASCA), the American
Foundation for Suicide Prevention (AFSP), and the Substance Abuse and Mental Health Services
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Administration (SAMHSA). The guidance developed by these agencies should be relied upon by
school based mental health professionals working in public, private, and charter school settings.
I offer my opinion regarding the actions, and failure of action, of Ms. Kranz regarding Nate to a
reasonable degree of professional certainty based on my professional experience, my review of
the documents and information provided, and the standards and best practices outlined by
NASP, ASCA, AFSP, and SAMHSA applicable to school counselors.
It is my opinion that:
- Ms. Kranz should have conducted an adequate assessment of suicidal ideation with
Nate on 10/19/2021 after Mrs. Bronstein reported “I am afraid he is going to hurt
himself or hurt me”. Available documents do not indicate that an adequate assessment
of suicidal ideation was conducted according to best practice outlined by SAMHSA (see
below). An inadequate or incomplete safety assessment likely impacted outcomes such
as appropriate determination of risk as well as meaningful follow up, support, and
intervention for Nate. In addition, the risk of harm to others should have been assessed
and documented given the nature of the reported concerns.
o According to SAMHSA (2009), a suicide assessment should involve the following
five steps to evaluate and triage risk:
§ 1) Identify Risk Factors – note those that can be modified to reduce risk
§ 2) Identify Protective Factors – note those that can be enhanced
§ 3) Conduct Suicide Inquiry – suicidal thoughts, plans, behavior, and intent
§ 4) Determine Risk Level and Intervention – determine risk, choose
appropriate intervention to address and reduce risk
§ 5) Document – assessment of risk, rationale, intervention, and follow up
- Ms. Kranz should have properly documented the assessment for suicidal ideation,
outcome of assessment, and intervention or supports provided to Nate. According
to NASP (2015), “Schools are legally responsible for documenting every step in the
assessment and intervention process. Such documentation ensures that protocols were
followed. Every school district should develop a documentation form for support
personnel and crisis response team members to record their suicide intervention actions
and caregiver communication.” Ms. Kranz’s Counselor Notes do not reflect such
documentation occurred.
- Ms. Kranz should have consulted with another school counselor or mental health
professional at Latin regarding the safety concerns reported by Mrs. Bronstein and
the subsequent assessment for suicidal ideation and outcomes. According to ASCA
(2016), school counselors should “act to eliminate and/or reduce the potential for harm
to students and stakeholders in any relationships or interactions by using safeguards
2
such as informed consent, consultation, supervision, and documentation.” It is best
practice to consult with another mental health professional when making decisions
about how to best support a student in crisis. Ms. Kranz had access to other school
FILED DATE: 8/21/2023 10:48 PM 2022L003763
counselors, such as Ms. Knoche, that should have provided professional consultation.
Given Ms. Knoche’s engagement with Mrs. Bronstein in making referrals for additional
mental health providers, she had some level of awareness of the situation.
- Ms. Kranz should have informed Mr. Bronstein and/or Mrs. Bronstein that she
conducted an assessment for suicidal ideation with Nate on 10/19/2021. Parents
should receive notification of the assessment and outcome as well as receive
guidance and resources to ensure the safety of their child. According to the Model
School District Policy on Suicide Prevention developed by AFSP, ASCA, NASP, and The
Trevor Project (2019) the following is best practice regarding parental notification: “The
principal, designee, or school mental health professional shall inform the student’s
parent or guardian on the same school day, or as soon as possible, any time a student is
identified as having any level of risk for suicide or if the student has made a suicide
attempt (pursuant to school/state codes, unless notifying the parent will put the student
at increased risk of harm). Through discussion with the student, the principal or school-
employed mental health professional will assess whether there is further risk of harm due
to parent or guardian notification. If the principal, designee, or mental health
professional believes, in their professional capacity, that contacting the parent or
guardian would endanger the health or well-being of the student, they may delay such
contact as appropriate. Consultation with another mental health professional is
recommended before taking such inaction. If contact is delayed, the reasons for the
delay should be documented. Legally, the parent should not be contacted, and Child
Protection Services should be notified if abuse or neglect is suspected.” In the situation
with Nate, the decision not to notify parents of the assessment of suicidal ideation and
outcomes did not appear to be due to the risk of increased harm to Nate. Mrs. Bronstein
was open, honest, and collaborating with Ms. Kranz as well as following
recommendations and referrals to outside mental health agencies. In addition, while
there is no confirmation in the documents that Ms. Kranz consulted with Ms. Knoche
around the situation in general or around the decision to not notify parents of the
assessment, it would be expected that Ms. Kranz would have communicated with
Ms. Knoche in this type of situation.
- Ms. Kranz should have obtained a signed Release of Information form from the
Bronsteins to communicate and collaborate with Nate’s outside mental health
assessors and providers (Compass Health Center and AMK Counseling) to share
critical information to best support the social, emotional, and educational
development of Nate at Latin. According to NASP (2015), “It is best to obtain a release
from the primary caregiver to facilitate the sharing of information between the school
and community agency and it is highly recommended the school contact the agency to
3
share critical information.” Sharing of information may have provided the school team at
Latin with additional insight and information to better support Nate. In addition, it would
have been beneficial for the school team at Latin to provide critical information
FILED DATE: 8/21/2023 10:48 PM 2022L003763
regarding Nate’s report of cyberbullying to his outside mental health providers to ensure
he was properly supported. ASCA (2016) indicates school counselors should, “Attempt to
establish a collaborative relationship with outside service providers to best serve
students. Request a release of information signed by the student and/or
parents/guardians before attempting to collaborate with the student’s external provider.”
as well as “Provide internal and external service providers with accurate and meaningful
data necessary to adequately assess, counsel and assist students.”
- Ms. Kranz, in conjunction with other school personnel, should have created a plan
to provide appropriate support to Nate at Latin given the social emotional and
behavioral challenges Nate was experiencing at school. Ms. Kranz should not have
dismissed Nate’s social emotional and behavioral challenges as a “family issue” to be
“addressed with professionals outside of the school” given “his resistance to any support
at Latin”. While it is evident that there were “family issues” and social emotional
challenges that would more appropriately be addressed with outside mental health
providers, there was also evidence of Nate having issues at school that should have been
addressed by school-based professionals. According to ASCA (2020), “Through their
work in classroom, group and individual settings, school counselors work to create
supportive relationships with all students and to identify students’ social/emotional
needs.” In addition, ASCA (2016), indicates that school counselors should “collaborate
with all relevant stakeholders, including students, school faculty/staff and
parents/guardians when students need assistance, including when early warning signs of
student distress are identified.” According to Latin school counseling records and emails,
Nate was exhibiting the following social emotional and behavioral needs at Latin:
challenges transitioning to a new school, difficulty making friends at a new school,
reported bullying and peer ostracization, withdrawal, social isolation, skipping classes,
school refusal, and depression. In addition, school counselors and other mental health
professionals should be trained and equipped with strategies to appropriately support
“resistant” students. Creating a plan for supports would ensure everyone is on the same
page (School Counselors, administrators, teachers, the Bronsteins, and Nate) regarding
what supports are available and/or put in place for Nate, when to access them, and how
to access them.
- Ms. Kranz should have known that bullying (perceived or real) can have a
significant negative impact on a student’s social emotional well-being and any
previously existing mental health concerns may be exacerbated by bullying. Action
should have been taken to appropriately investigate Nate’s report of cyberbullying to
mitigate any potential social emotional stressors. In addition, appropriate follow up
support should have been provided in the form of notifying parents and referring Nate
to a counselor (a Latin School Counselor or outside provider) to check in around how he
was coping with the situation. According to NASP (2015), “Providing a safe, positive, and
4
welcoming school climate; and ensuring that students have trusting relationships with
adults serves as the foundation for effective suicide prevention efforts. Youth who report
frequently bullying others and those who report being frequently bullied are at increased
FILED DATE: 8/21/2023 10:48 PM 2022L003763
risk for suicidal thoughts and behavior. Bully-victims (those who report both bullying
others and being bullied) are at the highest risk for suicidal thoughts and behaviors.” It is
critical adults take all reports of bullying seriously to facilitate a safe school environment
and trusting relationship. Nate reported the cyberbullying because he trusted the
administrator to support him in making it stop, and his experience was unfortunately
dismissed, and his feelings invalidated. Ms. Kranz either was informed of Nate’s
cyberbullying and failed to take appropriate steps to protect Nate, or Ms. Kranz failed to
ensure proper processes were in place so that she or Ms. Knoche would be informed
upon a student reporting cyberbullying.
- Upon Nate’s report of cyberbullying, Dean Hennessy should have referred Nate to
one of the School Counselors to identify appropriate supports given the previously
reported safety concerns, ongoing bullying incidents, and existing symptoms of
anxiety and depression. Supports at Latin may have included identifying a trusted adult
at school, frequent check-ins with a trusted adult, support with peer relationships, and
safety planning around stressors. Supports should have been determined in
collaboration with Nate, his parents, and outside mental health providers (Compass and
AMK). Any identified supports should/could have been communicated to his new school
(Parker) to ensure continuity of care. According to the Model School District Policy on
Suicide Prevention developed by AFSP, ASCA, NASP, and The Trevor Project (2019),
“Schools have a responsibility to intervene in situations in the school environment that
exacerbate a student’s risk, particularly when the risk was known to the school.” Dean
Hennessy should have made the School Counselors aware of Nate’s report of
cyberbullying. Assuming she did notify the School Counselors of Nate’s report of
cyberbullying, the School Counselors, including Ms. Kranz, should have provided
appropriate supports to ensure Nate’s social emotional well-being and safety given the
precipitating circumstances. Appropriate supports and intervention, at minimum, would
have included notifying parents. According to ASCA (2016), school counselors should
“provide parents/guardians with accurate, comprehensive and relevant information in a
caring manner as appropriate and consistent with legal and ethical responsibilities to the
students and parents/guardians.” School administrators and school based mental health
professionals (school counselors, school social workers, school psychologists) should
collaborate when instances of bullying are reported to promote a safe and supportive
school environment. Ms. Kranz should have made administrators, including Dean
Hennessy, aware of the need for such collaboration, especially for students such as Nate
with challenges with peer relations, ostracization, school refusal, and symptoms of
depression.
5
It is my professional opinion that the actions of Ms. Kranz were below the acceptable ethical and
professional standards as well as best practices applicable to school counselors as outlined by
ASCA, NASP, AFSP, and SAMHSA regarding notification and involvement of parents,
FILED DATE: 8/21/2023 10:48 PM 2022L003763
communication with outside mental health providers, and internal communication,

collaboration, and planning to ensure the social emotional well-being and safety of Nate.
In my opinion, based on my review of available records and information, this case, and
specifically Counts IX and X as set out in the Second Amended Complaint or any similar
pleading, has reasonable and meritorious cause for filing based on the failure of professional
care on the part of Ms. Kranz.
My opinions are subject to modification and subject to review of additional material.
6
Works Cited
American Foundation for Suicide Prevention (AFSP), American School Counselor Association
FILED DATE: 8/21/2023 10:48 PM 2022L003763
(ASCA), National Association of School Psychologists (NASP), & The Trevor Project.
(2019). Model School District Policy on Suicide Prevention.
American School Counselor Association. (Adopted 2020, Updated 2022). The School Counselor
and Suicide Risk Assessment.
American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors.
National Association of School Psychologists (NASP). (2015). Preventing Youth Suicide: Guidelines
for Administrators and Crisis Teams.
Substance Abuse and Mental Health Services Administration. (2009). Suicide Assessment Five-
Step Evaluation and Triage (SAFE-T). https://store.samhsa.gov/product/Suicide-
Assessment-Five-Step-Evaluation-and-Triage-SAFE-T-/SVP09-0019
7
FILED DATE: 8/21/2023 10:48 PM 2022L003763
EXHIBIT 2
Report as to Anneliese Kranz
by , MS, LCPC, CRC, CVE
FILED DATE: 8/21/2023 10:48 PM 2022L003763
I. Professional Background
I have a Master of Science in Rehabilitation Counseling from

. I am a Licensed Clinical Professional Counselor in the state of Illinois
( ), a Certified Rehabilitation Counselor ( ), and a Certified
Vocational Evaluation Specialist ( ).
I have worked in the mental health field for nearly a decade with experience in private
practice, prisons, residential facilities, and a private school called
. I started my career as a mental health counselor at ,
which is a private school for adolescents with severe mental illnesses. In that role, I
conducted suicide and risk assessments, developed and implemented Safety Plans, did
crisis intervention work, and provided individual and group psychotherapy. In addition, I
was a senior Nonviolent Crisis Intervention instructor and part of the crisis response
team. I was promoted to Clinical Director at that school and in that role, I was responsible
for hiring, firing, training, and overall supervision of the mental health counselors as well
as Occupational Therapists, Behavior Analysts, Physical Therapists, and Speech
Language Pathologists at .
II. Documents Received and Reviewed
● Second Amendment Complaint, filed July 24, 2023

● Publicly Filed Exhibits to Second Amended Complaint
● Expert Witness Report as to Anneliese Kranz
● Expert Witness Report as to Jane Knoche
● School Profile of Anneliese Kranz, August 8, 2023
● School Profile of Jane Knoche, August 7, 2023
● AMK Counseling Services records, December 8, 2021, through January 14, 2022
● Compass Health Center records, October 21, 2021, through January 14, 2022
● Documents identified with bates labels MHDDCA LSC001-MHDDCA LSC095
III. Expert Witness Report
I reviewed the Expert Witness Report as to Anneliese Kranz attached hereto as Attachment
A and I am in agreement with the statements and opinions offered therein. I provide
additional commentary as to those statements and opinions as follows:
● Expert Witness Report Opinion: “Ms. Kranz should have consulted with another
school counselor or mental health professional at Latin regarding the safety
concerns reported by Mrs. Bronstein and the subsequent assessment for suicidal
ideation and outcomes.”
1
o My Additional Professional Opinion: Licensed Clinical Professional
Counselors (LCPC) in the state of Illinois, such as Ms. Kranz, are bound by
the code of ethics written by the American Counseling Association (ACA).
FILED DATE: 8/21/2023 10:48 PM 2022L003763
The Illinois Department of Financial and Professional Regulation (IDFPR)

recognizes that ethical code as its own as it pertains to those holding an
LCPC in the state. As such, Ms. Kranz is responsible for being familiar
with its tenants and implementing them when appropriate. Section C.2.e. of
the ethical code of the ACA states, “Counselors take responsible steps to
consult with other counselors, the ACA Ethics and Professional Standards
Department, or related professionals when they have questions regarding
their ethical obligations or professional practice.” While it is assumed and
supported that Ms. Kranz communicated with Ms. Knoche such that Ms.
Knoche had knowledge of issues related to Nate Bronstein, there is no
information or documentation to suggest that Ms. Kranz consulted with Ms.
Knoche as intended and expected by the ethical code to which Ms. Kranz is
bound to adhere. Specifically, I have seen no documentation that Ms. Kranz
and Ms. Knoche consulted as intended and expected by the ACA’s ethical
code because such a consultation would have resulted in a documented
effort with a purpose to ensure the safety of Nate Bronstein, including
communication with outside counselors and a Safety Plan.
● Expert Witness Report Opinion: “Ms. Kranz should have informed Mr.
Bronstein and/or Mrs. Bronstein that she conducted an assessment for suicidal
ideation with Nate on 10/19/2021. Parents should receive notification of the
assessment and outcome as well as receive guidance and resources to ensure the
safety of their child.”
o My Additional Professional Opinion: The ACA’s ethical code Section

A.1.a. states, “The primary responsibility of counselors is to respect the
dignity and promote the welfare of clients.” Part of promoting the welfare
of clients is recognizing that parents and guardians of minors are the
primary sources of support for them and as such, need to be informed of
any information learned during an assessment such as a suicide assessment
as it is literally a matter of life and death. This was a duty that Ms. Kranz
failed to complete.
● Expert Witness Report Opinion: “Upon Nate’s report of cyberbullying, Dean

Hennessy should have referred Nate to one of the School Counselors to identify
appropriate supports given the previously reported safety concerns, ongoing
bullying incidents, and existing symptoms of anxiety and depression.”
o My Additional Professional Opinion: School personnel have an

obligation to report any information regarding bullying to families of
students affected. Illinois law (105 ILCS 5/27-23.7) states that school
policy must include procedures for informing parents or guardians of all
students involved in the alleged incident of bullying and discuss, as
2
appropriate, “the availability of social work services, counseling, school
psychological services, other interventions, and restorative justice
measures.” Here, the School Counselors, both Ms. Kranz and Ms. Knoche,
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should have ensured that other school personnel understood, among other
things, that any peer dispute or other trigger reported by Nate Bronstein
that could impact his safety and well-being, including a report of
cyberbullying, would be reported by school personnel to either Ms. Kranz
or Ms. Knoche. There is no information or documentation to suggest
Ms. Kranz took the required steps here to ensure understanding and
appropriate action by other school personnel. To the contrary, the
treatment and disregard of Nate by Dean Hennessy upon his report of
cyberbullying supports only Ms. Kranz failed to lay any necessary and
critical groundwork to ensure the protection of Nate, including upon a
serious and potentially detrimental experience such as cyberbullying.
● Expert Witness Report Opinion: “Ms. Kranz should have conducted an

adequate assessment of suicidal ideation with Nate on 10/19/2021 after Mrs.
Bronstein reported “I am afraid he is going to hurt himself or hurt me”.
o My Additional Professional Opinion: Latin School of Chicago’s own

Student/Family Handbook states, “One of the primary roles of the
counselors is to provide support and expertise to students who may be
experiencing psychological stress, social difficulties, an acute crisis, or are
participating in high-risk behaviors” (Latin School of Chicago
Student/Family Handbook, 2021/2022, pg. 72). Ms. Kranz failed to
provide support and expertise to Nate during a time of psychological
stress, including because she failed to conduct an adequate, and/or
documented, assessment of Nate.
IV. Additional Opinions
● Ms. Kranz or another school counselor should have made efforts to make
contact with Nate in addition to sending emails to him.
o Documentation shows that Ms. Kranz attempted to contact Nate via email
on several occasions (e.g., 10/8, 10/15, 10/18 two times, 10/26 two times,
10/27, 10/29 two times, and 11/2). Only a fraction of the time did Nate
respond to Ms. Kranz and on several occasions, Ms. Kranz contacted
Nate’s mother to indicate that Nate had not responded at all to her. It was
clear to Ms. Kranz at this point that Nate needed support as evidenced by
her email to Ms. Bronstein on 10/12 stating, “it seems like Nate is really
struggling with the transition to Latin and is really missing Parker. It
sounds like he was missing his friends yesterday and that skipping classes
is not something he has ever done before.” It was also during this time that
Ms. Kranz assessed Nate for suicidal ideation. In addition, Ms. Kranz
received emails from Ms. Bronstein indicating Nate was in crisis. An
3
email dated 10/19 from Ms. Bronstein to Ms. Kranz states, “Things at
home are horrific. Nate has gone crazy. Mr. Bronstein and I think we need
to send Nate away, Nate is terrorizing us and sabotaging his school
FILED DATE: 8/21/2023 10:48 PM 2022L003763
responsibilities.” Another email from Ms. Bronstein to Ms. Kranz that

same day states, “I’m afraid Nate is going to hurt himself or hurt me.” At a
minimum, Ms. Kranz should have physically gone to Nate’s class, found
him at lunch, or otherwise made additional efforts to reach him during
these times. There is no documentation in the Latin records that supports
the idea that Ms. Kranz ever did anything other than send emails in an
attempt to reach Nate during this time and treat any non-responsiveness as
a basis to take no further steps.
● A Safety Plan should have been developed with input from all parties
including Nate’s parents, school administrators, counselors, and Nate
himself. Additionally, that plan should have been distributed to all parties
including teaching staff at Latin School of Chicago.
o Research clearly shows that Safety Plans are an efficacious way to

intervene in times of acute emotional distress. They are endorsed by the
American Academy of Pediatrics who state, “Safety Planning is an
evidence-based and effective technique to reduce suicide risk. Working
with the patient and the family, clinicians can guide patients to identify
effective coping techniques to use during crisis events” (American
Academy of Pediatrics, 2023). Well known researchers in the field of
mental health have written extensively in support of the use of Safety
Plans “Extant literature has demonstrated that suicide safety planning is an
efficacious intervention for reducing patient risk for suicide-related
behaviors” (Moscardini, et al., 2020). The fact that no Safety Plan was
ever developed is evidence of a lack of professionalism and due diligence
on the part of Ms. Kranz.
o Assuming that Ms. Kranz is the primary counselor responsible for Nate, it
is expected that she would be the author of the Safety Plan, or ensure that
such a plan was put in place.
● Ms. Kranz should have made an effort to enlist the help of a wider support
network for Nate.
o The ACA code of ethics section A.1.d. states, “Counselors recognize that
support networks hold various meanings in the lives of clients and
consider enlisting the support, understanding, and involvement of others
(e.g. religious/spiritual/community leaders, family members, friends)”. It
was known that Nate felt isolated and alone at Latin School of Chicago
but there is no documented evidence of school counselors themselves,
specifically Ms. Kranz, making, or directing administration to make, an
effort to involve the parents, religious leaders, other students, or teachers
4
in support of Nate. In addition, there was no release obtained that allowed
school staff to speak with the counselors at Compass Health Center or
AMK Counseling. Communicating with those providers would have
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allowed staff to share updates and assessment information. This could

have allowed Nate’s support network to act as a unit in collaboration with
one another including upon his report of cyberbullying.
● Ms. Kranz had no obligation to keep confidential anything that she knew or
was shared with her regarding Nate.
o While counselors in general have an obligation to maintain confidentiality

when working with their clients, no such obligation existed between Nate
and Ms. Kranz. The ACA code of ethics states in section B.2.a., “The
general requirement that counselors keep information confidential does
not apply when disclosure is required to protect the clients or identified
others from serious and foreseeable harm.” Additionally, Latin School of
Chicago’s own Student/Family Handbook states, “Confidentiality will be
maintained except in situations when there is a concern for the safety or
well-being of a student” (Latin School of Chicago Student/Family
Handbook, 2021/2022, pg. 72). Without the barrier of confidentiality,
open communication between school staff and the Bronstein family as
well as others should have been occurring and it was not.
V. Summary
Being a counselor in a school is a challenging job with many elements to consider. Being
able to act as a professional, a mentor, a role model, and an emotional support for
students is a task that not everyone is up to. As professionals, and adults who have a
position of power in the lives of young people, we have a responsibility to ensure that we
do no harm and always act in accordance with our professional ethics, the law, and
common sense. It is my professional opinion that Ms. Anneliese Kranz failed in this
regard.
Ms. Kranz failed in several key areas. The failure to create a Safety Plan represented a
failure to acknowledge what is widely known within the community of mental health,
they save lives. The failure in several key areas to communicate with stakeholders
represented a breakdown of Nate’s support network. Communication should have been
more clear, consistent, and proactive with outside providers such as counselors at AMK
and Compass, within the school itself, and also with the Bronstein family.
In my professional opinion, based on my review of available documents and information,

this case, and specifically, Counts IX and X as described in the Second Amended
Complaint or any similar complaint, Plaintiffs have a reasonable and meritorious cause
for filing these claims based on the failure of professional care on the part of Ms. Kranz.
5
Should additional records or information become available in the case of Nate Bronstein, I
reserve the right to amend the opinions contained herein.
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Sincerely,
References and Sources
American Counseling Association. (2014). Code of Ethics.
Moscardini EH, Hill RM, Dodd CG, Do C, Kaplow JB, Tucker RP. Suicide Safety Planning:
Clinician Training, Comfort, and Safety Plan Utilization. Int J Environ Res Public Health. 2020
Sep 4;17(18):6444. doi: 10.3390/ijerph17186444. PMID: 32899637; PMCID: PMC7559434.
Latin School of Chicago Student/Family Handbook, 2021.
Brief Interventions that Can Make a Difference in Suicide Prevention. (2023, February 22).
https://www.aap.org/en/patient-care/blueprint-for-youth-suicide-prevention/strategies-for-
clinical-settings-for-youth-suicide-prevention/brief-interventions-that-can-make-a-difference-in-
suicide-prevention/. American Academy of Pediatrics.
6
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ATTACHMENT A
(Anneliese Kranz)
FILED DATE: 8/21/2023 10:48 PM 2022L003763

1
FILED DATE: 8/21/2023 10:48 PM 2022L003763
I offer my opinion regarding the actions, and failure of action, of Ms. Kranz regarding Nate to a
reasonable degree of professional certainty based on my professional experience, my review of
the documents and information provided, and the standards and best practices outlined by
- Ms. Kranz should have conducted an adequate assessment of suicidal ideation with
Nate on 10/19/2021 after Mrs. Bronstein reported “I am afraid he is going to hurt
himself or hurt me”. Available documents do not indicate that an adequate assessment
of suicidal ideation was conducted according to best practice outlined by SAMHSA (see
below). An inadequate or incomplete safety assessment likely impacted outcomes such
as appropriate determination of risk as well as meaningful follow up, support, and
intervention for Nate. In addition, the risk of harm to others should have been assessed
and documented given the nature of the reported concerns.
o According to SAMHSA (2009), a suicide assessment should involve the following
five steps to evaluate and triage risk:
§ 1) Identify Risk Factors – note those that can be modified to reduce risk
§ 2) Identify Protective Factors – note those that can be enhanced
§ 3) Conduct Suicide Inquiry – suicidal thoughts, plans, behavior, and intent
§ 4) Determine Risk Level and Intervention – determine risk, choose
appropriate intervention to address and reduce risk
§ 5) Document – assessment of risk, rationale, intervention, and follow up
- Ms. Kranz should have properly documented the assessment for suicidal ideation,
outcome of assessment, and intervention or supports provided to Nate. According
to NASP (2015), “Schools are legally responsible for documenting every step in the
assessment and intervention process. Such documentation ensures that protocols were
followed. Every school district should develop a documentation form for support
personnel and crisis response team members to record their suicide intervention actions
and caregiver communication.” Ms. Kranz’s Counselor Notes do not reflect such
documentation occurred.
- Ms. Kranz should have consulted with another school counselor or mental health
professional at Latin regarding the safety concerns reported by Mrs. Bronstein and
the subsequent assessment for suicidal ideation and outcomes. According to ASCA
(2016), school counselors should “act to eliminate and/or reduce the potential for harm
to students and stakeholders in any relationships or interactions by using safeguards
2
such as informed consent, consultation, supervision, and documentation.” It is best
practice to consult with another mental health professional when making decisions
about how to best support a student in crisis. Ms. Kranz had access to other school
FILED DATE: 8/21/2023 10:48 PM 2022L003763
counselors, such as Ms. Knoche, that should have provided professional consultation.
Given Ms. Knoche’s engagement with Mrs. Bronstein in making referrals for additional
mental health providers, she had some level of awareness of the situation.
- Ms. Kranz should have informed Mr. Bronstein and/or Mrs. Bronstein that she
conducted an assessment for suicidal ideation with Nate on 10/19/2021. Parents
should receive notification of the assessment and outcome as well as receive
guidance and resources to ensure the safety of their child. According to the Model
School District Policy on Suicide Prevention developed by AFSP, ASCA, NASP, and The
Trevor Project (2019) the following is best practice regarding parental notification: “The
principal, designee, or school mental health professional shall inform the student’s
parent or guardian on the same school day, or as soon as possible, any time a student is
identified as having any level of risk for suicide or if the student has made a suicide
attempt (pursuant to school/state codes, unless notifying the parent will put the student
at increased risk of harm). Through discussion with the student, the principal or school-
employed mental health professional will assess whether there is further risk of harm due
to parent or guardian notification. If the principal, designee, or mental health
professional believes, in their professional capacity, that contacting the parent or
guardian would endanger the health or well-being of the student, they may delay such
contact as appropriate. Consultation with another mental health professional is
recommended before taking such inaction. If contact is delayed, the reasons for the
delay should be documented. Legally, the parent should not be contacted, and Child
Protection Services should be notified if abuse or neglect is suspected.” In the situation
with Nate, the decision not to notify parents of the assessment of suicidal ideation and
outcomes did not appear to be due to the risk of increased harm to Nate. Mrs. Bronstein
was open, honest, and collaborating with Ms. Kranz as well as following
recommendations and referrals to outside mental health agencies. In addition, while
there is no confirmation in the documents that Ms. Kranz consulted with Ms. Knoche
around the situation in general or around the decision to not notify parents of the
assessment, it would be expected that Ms. Kranz would have communicated with
Ms. Knoche in this type of situation.
- Ms. Kranz should have obtained a signed Release of Information form from the
Bronsteins to communicate and collaborate with Nate’s outside mental health
assessors and providers (Compass Health Center and AMK Counseling) to share
critical information to best support the social, emotional, and educational
development of Nate at Latin. According to NASP (2015), “It is best to obtain a release
from the primary caregiver to facilitate the sharing of information between the school
and community agency and it is highly recommended the school contact the agency to
3
share critical information.” Sharing of information may have provided the school team at
Latin with additional insight and information to better support Nate. In addition, it would
have been beneficial for the school team at Latin to provide critical information
FILED DATE: 8/21/2023 10:48 PM 2022L003763
regarding Nate’s report of cyberbullying to his outside mental health providers to ensure
he was properly supported. ASCA (2016) indicates school counselors should, “Attempt to
establish a collaborative relationship with outside service providers to best serve
students. Request a release of information signed by the student and/or
parents/guardians before attempting to collaborate with the student’s external provider.”
as well as “Provide internal and external service providers with accurate and meaningful
data necessary to adequately assess, counsel and assist students.”
- Ms. Kranz, in conjunction with other school personnel, should have created a plan
to provide appropriate support to Nate at Latin given the social emotional and
behavioral challenges Nate was experiencing at school. Ms. Kranz should not have
dismissed Nate’s social emotional and behavioral challenges as a “family issue” to be
“addressed with professionals outside of the school” given “his resistance to any support
at Latin”. While it is evident that there were “family issues” and social emotional
challenges that would more appropriately be addressed with outside mental health
providers, there was also evidence of Nate having issues at school that should have been
addressed by school-based professionals. According to ASCA (2020), “Through their
work in classroom, group and individual settings, school counselors work to create
supportive relationships with all students and to identify students’ social/emotional
needs.” In addition, ASCA (2016), indicates that school counselors should “collaborate
with all relevant stakeholders, including students, school faculty/staff and
parents/guardians when students need assistance, including when early warning signs of
student distress are identified.” According to Latin school counseling records and emails,
Nate was exhibiting the following social emotional and behavioral needs at Latin:
challenges transitioning to a new school, difficulty making friends at a new school,
reported bullying and peer ostracization, withdrawal, social isolation, skipping classes,
school refusal, and depression. In addition, school counselors and other mental health
professionals should be trained and equipped with strategies to appropriately support
“resistant” students. Creating a plan for supports would ensure everyone is on the same
page (School Counselors, administrators, teachers, the Bronsteins, and Nate) regarding
what supports are available and/or put in place for Nate, when to access them, and how
to access them.
- Ms. Kranz should have known that bullying (perceived or real) can have a
4
FILED DATE: 8/21/2023 10:48 PM 2022L003763
dismissed, and his feelings invalidated. Ms. Kranz either was informed of Nate’s
cyberbullying and failed to take appropriate steps to protect Nate, or Ms. Kranz failed to
ensure proper processes were in place so that she or Ms. Knoche would be informed
cyberbullying, the School Counselors, including Ms. Kranz, should have provided
appropriate supports to ensure Nate’s social emotional well-being and safety given the
precipitating circumstances. Appropriate supports and intervention, at minimum, would
have included notifying parents. According to ASCA (2016), school counselors should
“provide parents/guardians with accurate, comprehensive and relevant information in a
caring manner as appropriate and consistent with legal and ethical responsibilities to the
school environment. Ms. Kranz should have made administrators, including Dean
depression.
5
It is my professional opinion that the actions of Ms. Kranz were below the acceptable ethical and
professional standards as well as best practices applicable to school counselors as outlined by
ASCA, NASP, AFSP, and SAMHSA regarding notification and involvement of parents,
FILED DATE: 8/21/2023 10:48 PM 2022L003763

care on the part of Ms. Kranz.
6
Works Cited
FILED DATE: 8/21/2023 10:48 PM 2022L003763
7
Judge: Calendar, H
FILED
8/21/2023 10:48 PM
IRIS Y. MARTINEZ
CIRCUIT CLERK
COOK COUNTY, IL
FILED DATE: 8/21/2023 10:48 PM 2022L003763
2022L003763
Calendar, H
24050762
EXHIBIT GG
IN THE CIRCUIT COURT OF COOK COUNTY, ILLINOIS
COUNTY DEPARTMENT, LAW DIVISION
FILED DATE: 8/21/2023 10:48 PM 2022L003763
ROBERT BRONSTEIN, individually, and as )

Independent Administrator of the Estate of Nate, )
a minor, Deceased; ROSELLENE BRONSTEIN, ) Case No. 2022 L 003763
individually, and as Next Friend of M.B. and S.B., )
minors, ) Hon. Scott D. McKenna
)
Plaintiffs, ) Calendar H
)
vs. ) JURY DEMAND
)
LATIN SCHOOL OF CHICAGO, an Illinois )
not-for-profit, et al. )
)
Defendants. )
DECLARATION REGARDING DEFENDANT

JANE KNOCHE PURSUANT TO 735 ILCS 5/2-622
I, Danielle J. Gould, pursuant to 735 ILCS 5/1-109 and 735 ILCS 5/2-622 (a)(1), declare
under penalty of perjury and under the laws of the state of Illinois that the following is true and
correct:
1. I am one of the attorneys for Plaintiffs.
2. I have consulted with two mental health professionals (the “reviewing professionals”)
whom I reasonably believe are familiar with, and knowledgeable regarding, the relevant
issues involved in this particular action, and specifically Counts IX and X of the Second
Amended Complaint (“SAC”), which are re-pled in the Third Amended Complaint
(“TAC”).
3. Attached as Exhibits 1-2 hereto are the redacted reports of these two reviewing
professionals addressing the conduct of Defendant Jane Knoche in her capacity as a school
counselor at the Latin School of Chicago. The reviewing professionals have both practiced
in the same professional area that is at issue in this action (school psychology, school
counseling services, student support services) for the last ten (10) years, and are qualified
by their experience to render opinions in the subject area of this case and specifically
Counts IX and X of the SAC, which are re-pled in the TAC.
4. The reviewing professionals are qualified by experience and have demonstrated

competence in the subject of this case.
5. Ms. Knoche is identified on latinschool.org as an Upper School Counselor, holding both a

bachelor’s and master’s degree. Ms. Knoche is also a licensed clinical professional
counselor (LCPC), which would enable her to provide counseling outside of the school
setting, i.e., in a private practice setting.
a. The mental health professional whose report is attached as Exhibit 1 holds
FILED DATE: 8/21/2023 10:48 PM 2022L003763
Master of Arts in Educational Psychology and an Education Specialist degree, as

well as a current School Psychologist certification and certifications in Cognitive
Behavior Intervention for Trauma in Schools (CBITS) and as a Nationally Certified
School Psychologist (NCSP).
b. The mental health professional whose report is attached as Exhibit 2 holds

Master of Science in Rehabilitation Counseling, and is a Licensed Clinical
Professional Counselor, a Certified Rehabilitation Counselor, and a Certified
Vocational Evaluation Specialist.
6. The reviewing professionals have determined, after a review of the relevant mental health
records and other information and materials involved in this action, and as stated in their
respective reports attached hereto as Exhibits 1-2, that there is a reasonable and
meritorious cause for the filing of the professional negligence claims against Ms. Knoche
and her employer, the Latin School of Chicago as originally set out in Counts IX and X of
the SAC, which are now re-pled in the TAC, to the extent allegations governed by 735
ILCS 5/2-622 are levied against them.
7. I have reason to believe that the reviewing professionals are knowledgeable as to the
appropriate standards of care in cases such as this and, based on this, that there is a
reasonable and meritorious cause for the filing of Counts IX and X of the TAC against Jane
Knoche and her employer, the Latin School of Chicago, to the extent allegations governed
by 735 ILCS 5/2-622 are levied against them.
Under penalties as provided by law pursuant to Section 1-109 of the Code of Civil
Procedure, the undersigned, Danielle J. Gould, certifies that the statements set forth herein are true
and correct.
Dated: August 21, 2023 By: _____/s/ Danielle J. Gould_______

FILED DATE: 8/21/2023 10:48 PM 2022L003763
EXHIBIT 1
(Jane Knoche)
FILED DATE: 8/21/2023 10:48 PM 2022L003763

1
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I offer my opinion regarding the actions, and failure of action, of Ms. Knoche regarding Nate to
a reasonable degree of professional certainty based on my professional experience, my review
of the documents and information provided, and the standards and best practices outlined by
- To the extent Ms. Knoche was consulted with and/or made aware of the situation,
including the suicide assessment and decision to not notify parents, she should
have taken action to ensure ethical standards and best practice were adhered to in
order to properly support Nate. While there is no confirmation in the documents that
Ms. Kranz consulted with Ms. Knoche around the situation in general or around the
decision to not notify parents of the assessment, it would be expected that Ms. Kranz
would have communicated with Ms. Knoche in this type of situation as they are both
school counselors serving the same school and such consultation is standard practice.
According to ASCA (2016), school counselors “provide support, consultation, and
mentoring to professionals in need of assistance” as well as “apply an ethical decision-
making model and seek consultation and supervision from colleagues and other
professionals who are knowledgeable of the profession’s practices when ethical
questions arise”. Assuming and expecting that Ms. Knoche was aware of the situation,
she should have advised Ms. Kranz to notify parents of the suicide assessment and
outcomes. If Ms. Kranz was unwilling, Ms. Knoche should have consulted with another
mental health professional, supervisor, or administrator regarding the ethical concern for
additional guidance to ensure best practice was followed to best support Nate.
- Ms. Knoche should have taken steps to ensure the school obtained a signed Release
of Information form from the Bronsteins to communicate and collaborate with
Nate’s outside mental health assessors and providers (Compass Health Center and
AMK Counseling) to share critical information to best support the social,
emotional, and educational development of Nate at Latin. According to NASP (2015),
“It is best to obtain a release from the primary caregiver to facilitate the sharing of
information between the school and community agency and it is highly recommended
the school contact the agency to share critical information.” Sharing of information may
have provided the school team at Latin with additional insight and information to better
support Nate. In addition, it would have been beneficial for the school team at Latin to
provide critical information regarding Nate’s report of cyberbullying to his outside
mental health providers to ensure he was properly supported. ASCA (2016) indicates
school counselors should, “Attempt to establish a collaborative relationship with outside
2
service providers to best serve students. Request a release of information signed by the
student and/or parents/guardians before attempting to collaborate with the student’s
external provider.” as well as “Provide internal and external service providers with
FILED DATE: 8/21/2023 10:48 PM 2022L003763
accurate and meaningful data necessary to adequately assess, counsel and assist
students.” As mentioned above, ASCA (2016) indicates school counselors “apply an
ethical decision-making model and seek consultation and supervision from colleagues
and other professionals who are knowledgeable of the profession’s practices when
ethical questions arise”. Given it is best practice to obtain a signed Release of
Information from parents in this situation and that Ms. Knoche was aware these
documents were not obtained and the collaboration with outside providers was not
occurring, she should have noted Ms. Kranz’s deviation from best practices and ethical
standards and taken action. In this situation, Ms. Knoche could have communicated the
issue with Ms. Kranz and offered support. She could have gone to Ms. Kranz’s supervisor
to seek support if Ms. Kranz was unwilling to adhere to best practices. Lastly, she could
have obtained the signed Release of Information forms from Nate’s parents herself to
ensure a high standard of care for Nate. If any actions were taken, they should have been
documented, and no such actions by Ms. Knoche are documented in the records.
- Ms. Knoche, in conjunction with other school professionals, should have created a
plan to provide appropriate support to Nate at Latin given the social emotional
and behavioral challenges Nate was experiencing at school. There was evidence of
Nate having issues at school that should have been addressed by school-based
professionals. According to ASCA (2020), “Through their work in classroom, group and
individual settings, school counselors work to create supportive relationships with all
students and to identify students’ social/emotional needs.” In addition, ASCA (2016),
indicates that school counselors should “collaborate with all relevant stakeholders,
including students, school faculty/staff and parents/guardians when students need
assistance, including when early warning signs of student distress are identified.”
According to Latin school counseling records and emails, Nate was exhibiting the
following social emotional and behavioral needs at Latin: challenges transitioning to a
new school, difficulty making friends at a new school, reported bullying and peer
ostracization, withdrawal, social isolation, skipping classes, school refusal, and
depression. In addition, school counselors and other mental health professionals should
be trained and equipped with strategies to appropriately support “resistant” students.
Creating a plan for supports would ensure everyone is on the same page (School
Counselors, administrators, teachers, the Bronsteins, and Nate) regarding what supports
are available and/or put in place for Nate, when to access them, and how to access them.
- Ms. Knoche should have known that bullying (perceived or real) can have a
3
FILED DATE: 8/21/2023 10:48 PM 2022L003763
dismissed, and his feelings invalidated. Ms. Knoche either was informed of Nate’s
cyberbullying and failed to take appropriate steps to protect Nate, or Ms. Knoche failed
to ensure proper processes were in place so that she or Ms. Kranz would be informed
cyberbullying, the School Counselors should have provided appropriate supports to
ensure Nate’s social emotional well-being and safety given the precipitating
circumstances. Appropriate supports and intervention, at minimum, would have included
notifying parents. According to ASCA (2016), school counselors should “provide
parents/guardians with accurate, comprehensive and relevant information in a caring
manner as appropriate and consistent with legal and ethical responsibilities to the
school environment. Ms. Knoche should have made administrators, including Dean
4
depression.
FILED DATE: 8/21/2023 10:48 PM 2022L003763
It is my professional opinion that the actions of Ms. Knoche were below the acceptable ethical
and professional standards as well as best practices applicable to school counselors as outlined
by ASCA, NASP, AFSP, and SAMHSA regarding notification and involvement of parents,
care on the part of Ms. Knoche.
5
Works Cited
FILED DATE: 8/21/2023 10:48 PM 2022L003763
6
FILED DATE: 8/21/2023 10:48 PM 2022L003763
EXHIBIT 2
Report as to Jane Knoche
by , MS, LCPC, CRC, CVE
FILED DATE: 8/21/2023 10:48 PM 2022L003763
I. Professional Background
I have a Master of Science in Rehabilitation Counseling from

. I am a Licensed Clinical Professional Counselor in the state of Illinois
( ), a Certified Rehabilitation Counselor ( ), and a Certified
Vocational Evaluation Specialist ( ).
I have worked in the mental health field for nearly a decade with experience in private
practice, prisons, residential facilities, and a private school called
. I started my career as a mental health counselor at ,
which is a private school for adolescents with severe mental illnesses. In that role, I
conducted suicide and risk assessments, developed and implemented Safety Plans, did
crisis intervention work, and provided individual and group psychotherapy. In addition, I
was a senior Nonviolent Crisis Intervention instructor and part of the crisis response
team. I was promoted to Clinical Director at that school and in that role, I was responsible
for hiring, firing, training, and overall supervision of the mental health counselors as well
as Occupational Therapists, Behavior Analysts, Physical Therapists, and Speech
Language Pathologists at .
II. Documents Received and Reviewed
● Second Amendment Complaint, filed July 24, 2023

● Publicly Filed Exhibits to Second Amended Complaint
● Expert Witness Report as to Anneliese Kranz
● Expert Witness Report as to Jane Knoche
● School Profile of Anneliese Kranz, August 8, 2023
● School Profile of Jane Knoche, August 7, 2023
● AMK Counseling Services records, December 8, 2021, through January 14, 2022
● Compass Health Center records, October 21, 2021, through January 14, 2022
● Documents identified with bates labels MHDDCA LSC001-MHDDCA LSC095
III. Expert Witness Report
I reviewed the Expert Witness Report as to Jane Knoche attached hereto as Attachment A
and I am in agreement with the statements and opinions offered therein. I provide additional
commentary as to those statements and opinions as follows:
● Expert Witness Report Opinion: “Upon Nate’s report of cyberbullying, Dean

Hennessy should have referred Nate to one of the School Counselors to identify
appropriate supports given the previously reported safety concerns, ongoing
bullying incidents, and existing symptoms of anxiety and depression.”
1
o My Additional Professional Opinion: School personnel have an
obligation to report any information regarding bullying to families of
students affected. Illinois law (105 ILCS 5/27-23.7) states that school
FILED DATE: 8/21/2023 10:48 PM 2022L003763
policy must include procedures for informing parents or guardians of all

students involved in the alleged incident of bullying and discuss, as
appropriate, “the availability of social work services, counseling, school
psychological services, other interventions, and restorative justice
measures.” Here, the School Counselors, both Ms. Kranz and Ms. Knoche,
should have ensured that other school personnel understood, among other
things, that any peer dispute or other trigger reported by Nate Bronstein
that could impact his safety and well-being, including a report of
cyberbullying, would be reported by school personnel to either Ms. Kranz
or Ms. Knoche. There is no information or documentation to suggest that
Ms. Knoche took the required steps here, including upon Ms. Kranz’s
failure to do so. The treatment and disregard of Nate by Dean Hennessy
upon his report of cyberbullying supports only Ms. Knoche, following
Ms. Kranz’s failure, to which Ms. Knoche could not simply defer, failed to
lay any necessary and critical groundwork to ensure the protection of
Nate, including upon a serious and potentially detrimental experience such
as cyberbullying.
IV. Additional Opinions
● Ms. Knoche or another school counselor should have made efforts to make
contact with Nate.
o Documentation shows that Ms. Kranz attempted to contact Nate via email
on several occasions (e.g., 10/8, 10/15, 10/18 two times, 10/26 two times,
10/27, 10/29 two times, and 11/2), but ultimately did not take additional
efforts to follow up despite assessing Nate as a child and student in need.
Ms. Kranz and Ms. Knoche also received e-mails from Mrs. Bronstein,
which should have emphasized the seriousness of the circumstances to
trained and licensed school counselors. When Ms. Kranz did not take
additional steps to help Nate, Ms. Knoche should have, for example, by
physically going to Nate’s classrooms, finding him at lunch, and otherwise
made additional efforts to reach him during these times. No evidence
exists that supports the idea that, upon Ms. Kranz’s failure, Ms. Knoche
took the appropriate steps to help Nate.
● A Safety Plan should have been developed with input from all parties
including Nate’s parents, school administrators, counselors, and Nate
himself. Additionally, that plan should have been distributed to all parties
including teaching staff at Latin School of Chicago.
o Research clearly shows that Safety Plans are an efficacious way to
intervene in times of acute emotional distress. They are endorsed by the
American Academy of Pediatrics who state, “Safety Planning is an
evidence-based and effective technique to reduce suicide risk. Working
2
with the patient and the family, clinicians can guide patients to identify
effective coping techniques to use during crisis events” (American
Academy of Pediatrics, 2023). Well known researchers in the field of
FILED DATE: 8/21/2023 10:48 PM 2022L003763
mental health have written extensively in support of the use of Safety

Plans “Extant literature has demonstrated that suicide safety planning is an
efficacious intervention for reducing patient risk for suicide-related
behaviors” (Moscardini, et al., 2020). The fact that no Safety Plan was
ever developed is evidence of a lack of professionalism and due diligence
on the part of the school counselors at Latin School of Chicago.
o Ms. Knoche should have been aware of the fact that creating a Safety Plan
was an appropriate and necessary step that Ms. Kranz needed to take
(assuming Ms. Kranz is the primary counselor) and Ms. Knoche should
have intervened to either create one herself or alert administration in the
event that Ms. Kranz failed to complete the task.
● Ms. Knoche should have made an effort to enlist the help of a wider support
network for Nate.
o The ACA code of ethics section A.1.d. states, “Counselors recognize that
support networks hold various meanings in the lives of clients and
consider enlisting the support, understanding, and involvement of others
(e.g. religious/spiritual/community leaders, family members, friends)”. It
was known that Nate felt isolated and alone at Latin School of Chicago
but there is no documented evidence of school counselors themselves,
specifically Ms. Knoche, making, or directing administration to make, an
effort to involve the parents, religious leaders, other students, or teachers
in support of Nate. In addition, there was no release obtained that allowed
school staff to speak with the counselors at Compass Health Center or
AMK Counseling. Communicating with those providers would have
allowed staff to share updates and assessment information. This could
have allowed Nate’s support network to act as a unit in collaboration with
one another including upon his report of cyberbullying.
● Ms. Knoche had no obligation to keep confidential anything that they knew
or was shared with them regarding Nate.
o While counselors in general have an obligation to maintain confidentiality
when working with their clients, no such obligation existed between Nate
and either Ms. Kranz or Ms. Knoche. The ACA code of ethics states in
section B.2.a., “The general requirement that counselors keep information
confidential does not apply when disclosure is required to protect the
clients or identified others from serious and foreseeable harm.”
Additionally, Latin School of Chicago’s own Student/Family Handbook
states, “Confidentiality will be maintained except in situations when there
is a concern for the safety or well-being of a student” (Latin School of
Chicago Student/Family Handbook, 2021/2022, pg. 72). Without the
barrier of confidentiality, open communication between school staff and
3
the Bronstein family as well as others should have been occurring and it
was not.
FILED DATE: 8/21/2023 10:48 PM 2022L003763
● It is expected and reasonable to assume that Ms. Kranz and Ms. Knoche
were in regular communication with each other regarding the students at
Latin School of Chicago and as a result, share responsibility for the students.
o It is clear that Ms. Knoche was aware of the fact that Nate was struggling
and in immediate need of intervention as evidenced by the fact that she
was blind carbon copied (BCC) in an email sent from Ms. Kranz to Ms.
Bronstein on October 19, 2021. In that email, Ms. Kranz, in recognition of
the acute crisis Nate is experiencing, recommends Ms. Bronstein call 911
and refers her to Compass Health Center as a resource for partial
hospitalization.
o In an email directly to Ms. Bronstein from Ms. Knoche on October 25,
2021, Ms. Knoche provides referrals for a psychologist.
o Ms. Knoche sent another email directly to Ms. Bronstein on October 26,
2021, indicating that she had spoken with Ms. Kranz the day before
regarding Nate. Additionally, the email indicates that Nate talked with her
(Ms. Knoche) that morning and that he “is really upset” and “feels there is
no support for him” Ms. Knoche goes on to say, “He is actually right he
really has had no support from any department to check in with him and
see if everything is OK.”
o If, as supported by the documents I have reviewed, Ms. Knoche was aware
of the seriousness of the situation with Nate and also knew that Ms. Kranz
had not developed a Safety Plan, communicated the fact that a suicide
assessment had been conducted, or ensured communication with Nate’s
outside counselors, it was Ms. Knoche’s professional responsibility to take
action and complete those tasks herself.
V. Summary
Being a counselor in a school is a challenging job with many elements to consider. Being
able to act as a professional, a mentor, a role model, and an emotional support for
students is a task that not everyone is up to. As professionals, and adults who have a
position of power in the lives of young people, we have a responsibility to ensure that we
do no harm and always act in accordance with our professional ethics, the law, and
common sense. It is my professional opinion that Ms. Jane Knoche failed in this regard.
Ms. Knoche failed in several key areas. The failure to create a Safety Plan represented a
failure to acknowledge what is widely known within the community of mental health,
they save lives. The failure in several key areas to communicate with stakeholders
represented a breakdown of Nate’s support network. Communication should have been
more clear, consistent, and proactive with outside providers such as counselors at AMK
and Compass, within the school itself, and also with the Bronstein family.
4
In my professional opinion, based on my review of available documents and information,
this case, and specifically, Counts IX and X as described in the Second Amended
Complaint or any similar complaint, Plaintiffs have a reasonable and meritorious cause
FILED DATE: 8/21/2023 10:48 PM 2022L003763
for filing these claims based on the failure of professional care on the part of Ms. Knoche.
Should additional records or information become available in the case of Nate Bronstein, I
reserve the right to amend the opinions contained herein.
Sincerely,
5
References and Sources
American Counseling Association. (2014). Code of Ethics.

FILED DATE: 8/21/2023 10:48 PM 2022L003763
Moscardini EH, Hill RM, Dodd CG, Do C, Kaplow JB, Tucker RP. Suicide Safety Planning:
Clinician Training, Comfort, and Safety Plan Utilization. Int J Environ Res Public Health. 2020
Sep 4;17(18):6444. doi: 10.3390/ijerph17186444. PMID: 32899637; PMCID: PMC7559434.
Latin School of Chicago Student/Family Handbook, 2021.
Brief Interventions that Can Make a Difference in Suicide Prevention. (2023, February 22).
https://www.aap.org/en/patient-care/blueprint-for-youth-suicide-prevention/strategies-for-
clinical-settings-for-youth-suicide-prevention/brief-interventions-that-can-make-a-difference-in-
suicide-prevention/. American Academy of Pediatrics.
6
FILED DATE: 8/21/2023 10:48 PM 2022L003763
ATTACHMENT A
(Jane Knoche)
FILED DATE: 8/21/2023 10:48 PM 2022L003763

1
FILED DATE: 8/21/2023 10:48 PM 2022L003763
I offer my opinion regarding the actions, and failure of action, of Ms. Knoche regarding Nate to
a reasonable degree of professional certainty based on my professional experience, my review
of the documents and information provided, and the standards and best practices outlined by
- To the extent Ms. Knoche was consulted with and/or made aware of the situation,
including the suicide assessment and decision to not notify parents, she should
have taken action to ensure ethical standards and best practice were adhered to in
order to properly support Nate. While there is no confirmation in the documents that
Ms. Kranz consulted with Ms. Knoche around the situation in general or around the
decision to not notify parents of the assessment, it would be expected that Ms. Kranz
would have communicated with Ms. Knoche in this type of situation as they are both
school counselors serving the same school and such consultation is standard practice.
According to ASCA (2016), school counselors “provide support, consultation, and
mentoring to professionals in need of assistance” as well as “apply an ethical decision-
making model and seek consultation and supervision from colleagues and other
professionals who are knowledgeable of the profession’s practices when ethical
questions arise”. Assuming and expecting that Ms. Knoche was aware of the situation,
she should have advised Ms. Kranz to notify parents of the suicide assessment and
outcomes. If Ms. Kranz was unwilling, Ms. Knoche should have consulted with another
mental health professional, supervisor, or administrator regarding the ethical concern for
additional guidance to ensure best practice was followed to best support Nate.
- Ms. Knoche should have taken steps to ensure the school obtained a signed Release
of Information form from the Bronsteins to communicate and collaborate with
Nate’s outside mental health assessors and providers (Compass Health Center and
AMK Counseling) to share critical information to best support the social,
emotional, and educational development of Nate at Latin. According to NASP (2015),
“It is best to obtain a release from the primary caregiver to facilitate the sharing of
information between the school and community agency and it is highly recommended
the school contact the agency to share critical information.” Sharing of information may
have provided the school team at Latin with additional insight and information to better
support Nate. In addition, it would have been beneficial for the school team at Latin to
provide critical information regarding Nate’s report of cyberbullying to his outside
mental health providers to ensure he was properly supported. ASCA (2016) indicates
school counselors should, “Attempt to establish a collaborative relationship with outside
2
service providers to best serve students. Request a release of information signed by the
student and/or parents/guardians before attempting to collaborate with the student’s
external provider.” as well as “Provide internal and external service providers with
FILED DATE: 8/21/2023 10:48 PM 2022L003763
accurate and meaningful data necessary to adequately assess, counsel and assist
students.” As mentioned above, ASCA (2016) indicates school counselors “apply an
ethical decision-making model and seek consultation and supervision from colleagues
and other professionals who are knowledgeable of the profession’s practices when
ethical questions arise”. Given it is best practice to obtain a signed Release of
Information from parents in this situation and that Ms. Knoche was aware these
documents were not obtained and the collaboration with outside providers was not
occurring, she should have noted Ms. Kranz’s deviation from best practices and ethical
standards and taken action. In this situation, Ms. Knoche could have communicated the
issue with Ms. Kranz and offered support. She could have gone to Ms. Kranz’s supervisor
to seek support if Ms. Kranz was unwilling to adhere to best practices. Lastly, she could
have obtained the signed Release of Information forms from Nate’s parents herself to
ensure a high standard of care for Nate. If any actions were taken, they should have been
documented, and no such actions by Ms. Knoche are documented in the records.
- Ms. Knoche, in conjunction with other school professionals, should have created a
plan to provide appropriate support to Nate at Latin given the social emotional
and behavioral challenges Nate was experiencing at school. There was evidence of
Nate having issues at school that should have been addressed by school-based
professionals. According to ASCA (2020), “Through their work in classroom, group and
individual settings, school counselors work to create supportive relationships with all
students and to identify students’ social/emotional needs.” In addition, ASCA (2016),
indicates that school counselors should “collaborate with all relevant stakeholders,
including students, school faculty/staff and parents/guardians when students need
assistance, including when early warning signs of student distress are identified.”
According to Latin school counseling records and emails, Nate was exhibiting the
following social emotional and behavioral needs at Latin: challenges transitioning to a
new school, difficulty making friends at a new school, reported bullying and peer
ostracization, withdrawal, social isolation, skipping classes, school refusal, and
depression. In addition, school counselors and other mental health professionals should
be trained and equipped with strategies to appropriately support “resistant” students.
Creating a plan for supports would ensure everyone is on the same page (School
Counselors, administrators, teachers, the Bronsteins, and Nate) regarding what supports
are available and/or put in place for Nate, when to access them, and how to access them.
- Ms. Knoche should have known that bullying (perceived or real) can have a
3
FILED DATE: 8/21/2023 10:48 PM 2022L003763
dismissed, and his feelings invalidated. Ms. Knoche either was informed of Nate’s
cyberbullying and failed to take appropriate steps to protect Nate, or Ms. Knoche failed
to ensure proper processes were in place so that she or Ms. Kranz would be informed
cyberbullying, the School Counselors should have provided appropriate supports to
ensure Nate’s social emotional well-being and safety given the precipitating
circumstances. Appropriate supports and intervention, at minimum, would have included
notifying parents. According to ASCA (2016), school counselors should “provide
parents/guardians with accurate, comprehensive and relevant information in a caring
manner as appropriate and consistent with legal and ethical responsibilities to the
school environment. Ms. Knoche should have made administrators, including Dean
4
depression.
FILED DATE: 8/21/2023 10:48 PM 2022L003763
It is my professional opinion that the actions of Ms. Knoche were below the acceptable ethical
and professional standards as well as best practices applicable to school counselors as outlined
by ASCA, NASP, AFSP, and SAMHSA regarding notification and involvement of parents,
care on the part of Ms. Knoche.
5
Works Cited
FILED DATE: 8/21/2023 10:48 PM 2022L003763

2023-08-21 Public Exhibits - Third Amended Complaint

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2023-08-21 Public Exhibits - Third Amended Complaint

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Hearing Date: No hearing scheduled

* This Exhibit is filed under seal.

redacted for safety purposes.

Student, Class of 2025

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2017

Rishav Dasgupta, Class of 2018

“Is your accent real?”

“What do your people eat? Sh*t?”

Thank you for reading my story.

Alumni, Class of 2018

Alumni, Class of 2016

Alumni, Class of 2016

Student, Class of 2021

and that his behavior was completely inappropriate.

Alumni, Class of 2017

Alumni, Class of 2019

Alumni, Class of 2012

Alumni, Class of 2015

Student, Class of 2024

Student, Class of 2024

Alumni, Class of 2015

Alumni, Class of 2021

Alumni, Class of 2018

Student, Class of 2021

Alumni, Class of 2020

Student, Class of 2021

Alumni, Class of 2019

Alumni, Class of 2018

Student, Class of 2021

Alumni, Class of 2014

Alumni, Class of 2019

SM, Class of 2017

Alejandro Mendoza, Class of 2014

Kelsey Watkins, Class of 2019

Student, Class of 2022

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2019 This has a picture to go along with it

Alumni, Class of 2018

Alumni, Class of 2014

Alumni, Class of 2011

Alumni, Class of 2012

Alumni, Class of 2014

Alumni, Class of 2012

Cynthia Trujillo, Class of 2014

Cynthia Trujillo, Class of 2014

Alumni, Class of 2017

Miles Aronovitz, Class of 2020

Alumni, Class of 2017

Alumni, Class of 2020

Alumni, Class of 2018

Alumni, Class of 2017

Alumni, Class of 2017

Alumni, Class of 2017

Student, Class of 2026

Alumni, Class of 2020

Student, Class of 2026

Alumni, Class of 2020