9-12 Academics Overview
Rigor, Relevance, Passion and Purpose is our focus at Lisle High School. In Grades 9-12, our students engage in academic experiences that provide the essential education, skills, and experiences necessary to effectively prepare them for college and career. Through more than 100 available courses, 14 clubs & activities and 20 sporting opportunities, our students have robust and relevant learning experiences across both academic and extracurricular activities. It is this type of well-rounded, rigorous education that allows Lisle students leave our schools with the skills and knowledge necessary to be future ready. An overview of all the courses offered at Lisle High School can be found on the Lisle High School “About” page.
Lisle High School is accredited by the Illinois State Board of Education and the North Central Association of Colleges and Secondary Schools. Chicago Magazine named Lisle Senior High School the Number One Public High School in the Chicago Suburbs in DuPage County in 2016, and the high school has been included on the U.S. News ranking of the top high schools in Illinois and the nation multiple years.
- Lisle High School Philosophy
- Graduation Requirements
- Grading System
- Honor Rolls
- LHS Special Programming Options
- Seal of Biliteracy
- Instructional Technology
It is the philosophy of Lisle High School that every student, regardless of race, creed, or ethnic background, should be given the opportunity to work toward his or her full potential. We will strive to provide each student with a program of instruction that will best suit his or her individual needs. We will also try to maintain an environment conducive to quality social and emotional development.
Within these limits and through efficient application of its resources, the staff will identify and help those students who require special attention and programs because of their scholastic abilities, vocational plans, interests, physical and mental health, personality, or family background.
We will at all times promote an atmosphere in which desirable relationships among all people are encouraged and valued. We will strive to reflect the nature of the community from which our students are drawn, while at the same time, exposing our students to the diversity of cultures and values in our total society and helping them adapt to the ever-changing nature of both the national and international community.
|Improve Academic Achievement of All Students||Develop and Implement 21st Century Skills||Ensure a healthy, safe, nurturing and empowering learning environment|
Creative Problem Solving
Social & Emotional Learning
|College & Career Readiness||Complex Problem Solving||Diversity|
|Academic Literacy||Clear Communication||Decision-Making|
|Increased Rigor||Develop Claims with Reasons and Evidence||Growth Mindset|
|Transfer of Knowledge||Resources and Technology||Social Awareness|
Twenty-two credits earned including:
A. 4 credits of English (see special requirement described below)
B. 2.5 credits of Social Studies including:
- l credit of U.S. History,
.5 credit American Government/American Civics
C. 2 credits of Science
D. 3 credits of Mathematics
E. .5 credit of Health Education
F. .5 credit of Consumer Education
G. 3.5 credits of Physical Education (see number 2 below)
H. 1 credit Career and Technology Education (Business, Family and Consumer Science and Technology Education) or the Humanities (Music, Art, and World Languages)
I. 5 Elective Credits
The following will determine classification status for students at Lisle High School:
Less than five high school credits.
Five or more credits
Attainment of a passing grade in both Algebra (which may be satisfied in eighth grade) and English I or English I Honors.
- Eleven or more credits
- Attainment of a passing grade in Geometry (Applied Geometry, Geometry or Geometry Honors), Civics, and English II or English II Honors.
- Sixteen or more credits
- Attainment of passing grades in United States History or Advanced Placement United States History, English III and Algebra 2.
Final Grade Point Average (GPA) is based on all semester grades earned from 9th through 12th grade. All courses are included in determining the GPA. Honors and Advanced Placement courses have weighted grades and receive an additional point for a semester grade of A, B, or C. All student academic, attendance, grade and credit information is available at the student's PowerSchool Portal.
LHS uses a four point grading scale: A= 4, B=3, C=2, D=1, F=0. An accumulated grade point average of 2.50 lies between a B and a C. Honors and Advanced Placement course grades are weighted so A=5, B=4, C=3.
Lisle High School does NOT maintain a class ranking system.
Semester grades are determined by 80% for the term and 20% for the final examination.
All courses at Lisle High School have two categories in their semester grades, summative and formative. Formative work and assessments are designed to prepare students for their summative assessments by providing an opportunity for practice and preparation. In effect, these are “assessments for learning”. Summative assessments are measures “of learning” of the course standards. The summative category is weighted between 75-95% of the semester weight, while formative is weighted between 5-25% of the overall grade. Please refer to the course syllabus for more information on each individual course.
Grades communicate student achievement of learning standards; students’ grades should not be reduced or inflated due to student behaviors outside of the standards.
Standards are clearly communicated to students with clear indicators of proficiency and exemplars.
Grading policies are consistent among teacher of a course and common assessments are utilized to measure student achievement.
Students learn at different rates and should have multiple opportunities to demonstrate their knowledge of standards; students are expected to take steps to correct errors of knowledge, understanding or skills.
Formative assessments are used to provide descriptive feedback in order to allow students to self-assess progress towards a standard.
Lisle High School attempts to meet the individual needs of students by providing ability grouping in several academic areas. A student's permanent record reflects the level of courses taken.
HONORS and AP COURSES
The purpose of the Honors/AP courses at Lisle High School shall be to provide challenging educational experiences to pupils of outstanding ability, maturity, and motivation. The honors courses shall be designed to use approaches which are in keeping with this type of pupil and to foster standards of achievement which are greater than that expected in a regular high school program. Departments develop criteria for the enrollment of students in honors courses.
If students don’t fully meet these criteria, they may also choose to “opt-in” to an honors class. Applications to opt-in and deadlines for consideration are available in the Main Office and on the high school website.
Students do receive weighted grades. See section on grading. A student earning a D or lower at the end of the first semester will be removed from the Honors course and scheduled into a regular education section of that course.
SPECIAL EDUCATION SERVICES
Lisle High School is committed to the success of all students. Reflective of this commitment is the placement of students with disabilities in the least restrictive environment. Inclusion facilitators are on the staff to individually assist those students with Individual Education Plans (IEP). Students with IEP’s may participate in any of a variety of education settings in order to best support their growth.
TECHNOLOGY CENTER OF DUPAGE (TCD) (Junior-Senior)
This is an opportunity for students to receive advanced career and technical training in an area preparing them to enter the job market or to go for post secondary education. For information on TCD programs, please reference their website.
The Illinois State Seal of Biliteracy is an award granted by the Illinois State Board of Education and Lisle Community Unit School District 202 in recognition of students who have attained a high level of proficiency in two or more languages by high school graduation. Students who have earned the Illinois State Seal of Biliteracy or the Illinois State Commendation Toward Biliteracy will be acknowledged at graduation and this achievement will be denoted on student transcripts and diplomas.
Lisle High School currently operates under a 1:1 Chromebook policy. Students are loaned these devices, including a charger and a case, with the expectation that they will treat the technology with care. Teachers of all subjects utilize these devices to enrich their curricula. With pedagogy still as a guiding factor, teachers design lessons that maximize these devices and enhance engagement for all learners. Students are responsible for ensuring the device is charged and ready to use in class. Lisle High School utilizes a variety of digital tools including Google Apps for Education, along with other instructional platforms. The integration of technology provides an enhanced learning experience for our students and gives them an opportunity to redefine what mastery looks like in any content area.
- Career & Technical Education (CTE)
- Fine Arts
- Physical Education, Health, Driver's Education
- Social Studies
- World Languages
The mission of Career and Technical Education (CTE) is to provide college and career readiness instruction through a dynamic, hands-on curriculum, providing students the education and skills necessary to prepare them for a specific college major and/or career. Students will acquire the ability to work independently, as part of a team, and think creatively to solve problems.
The Lisle High School English program furthers the continuum of rigor and academic excellence from Lisle Junior High School. The four- year high school program focuses on composition, language, and literature and is designed to encourage students to become critical and analytical readers, logical and insightful thinkers, and skilled users of written and oral communication. The curriculum offers the opportunity for students to hone their language potential in courses that are challenging but commensurate with their abilities while preparing them to engage in a complex, dynamic society. Students who successfully complete the required eight credits for graduation will meet both the career and college readiness standards as outlined in the Illinois State Standards.
The Fine Arts Department will work with students to develop innate human characteristics in order to facilitate a better understanding of culture and traditions of oneself and others. A focus on creativity and its link to technology, as well as other disciplines, will challenge students to think outside of convention and problem solve, which are skills in the 21st century.
The mission of the Lisle Mathematics Department is to provide students with the mathematical concepts and skills necessary for success in college and the workplace. The instruction, tasks, and assessments are aligned with the Common Core State Standards and Standards for Mathematical Practices. Students will be encouraged to think and to make conjectures while persevering through challenging problems. They will be educated to be critical thinkers and collaborative problem solvers.
The mission of the Lisle High School Physical Education, Driver Safety and Education and Health Department is to educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors.
The mission of the Lisle High School Science Department is to promote life-long learning and acquisition of knowledge through the use of science and engineering practices. The student’s classroom experience will encourage the development of intellectual curiosity and scientific literacy. The department provides effective and challenging curriculum and instruction based on the Next Generation Science Standards. Science teachers at Lisle High School consistently utilize best practices to deliver the curriculum, including cooperative learning, guided practice, independent practice, laboratory experiences, modeling, problem-based learning, real-world applications, and use of technology.
A strong and effective Social Studies program helps students make sense of the world in which they live, it allows them to make connections between major ideas and their own lives, and it helps them see themselves as members of the world community. It is the mission of the Lisle District 202 Social Studies Department to utilize the tools of the Common Core to provide students with the historical thinking skills to become good citizens, neighbors, members of society and informed participants on a local, national, and global level. With the culmination of their studies, students will be prepared to successfully navigate the requirements of capstone courses. Social Studies must also help students understand, respect, and appreciate the commonalities and differences that give people character and identity. The complexities of history can only be fully understood within an appreciation and analysis of diversity, multiple perspectives, inter-connectedness, interdependence, context and enduring themes.
The Social Studies department works to refine our instructional practice, coordinate curriculum and general learning philosophies, and stay informed regarding best practices and pedagogical innovation.
The mission of the World Language Department is to foster the acquisition of another language. The purpose of learning another language is to communicate with the people who speak it and to understand their culture. Students will realize that the learning of another language has long lasting effects in both their personal and professional lives. Students will expand their multi-cultural and global awareness allowing them to function as better global citizens. We will provide students with ways to make language learning more meaningful through the teaching of culture, connecting with content from other disciplines, and the comparison of the target language with their native language.
Multi-Tiered System of Supports (MTSS) is a systemic, continuous-improvement framework in which data-based problem solving and decision-making is practiced across all levels of the educational system for supporting all students.
- Enrichment & Acceleration Programs
- Academic Supports
- Social Emotional Learning Supports
- Special Education
Lisle 202 Board of Education believes that all students across the achievement spectrum should be challenged and supported to develop their potential. Lisle High School teachers meet the needs of all learners. Teachers use a differentiated approach to instruction and actively plan for students' differences so that all students can best learn. Teachers divide their time, resources, and efforts to effectively teach students who have various backgrounds, readiness skill levels, and interests. All teachers provide differentiation by allowing students to have choice in many of their learning opportunities. Differentiation in the classroom includes enrichment opportunities for students who are ready for deeper and more complex levels of understanding. Teachers work with small groups and individual students to target skills and provide the necessary feedback to help students grow and achieve at high levels.
Accelerated Learning Program
Accelerated learning includes the placement of a student at the instructional level that best matches that student’s needs by allowing access to curriculum that is usually reserved for older students. The Accelerated Learning opportunities are open to all students regardless of race, ethnicity and gender, religion, sexual orientation, or disability who meet the district’s criteria of high ability. Accelerated learning options include access to our honors and Advanced Placement and Dual-credit opportunities. All students can opt into these classes by completing a form from their counselor.
To efficiently differentiate instruction for all students, tiered models of intervention are used. This problem-solving method can be applied to all students including small groups and individual student interventions. Behavioral and/or instructional supports are prioritized and put in place in the classroom and/or as a pull out service. Ongoing progress monitoring is done to ensure interventions are robustly implemented. One major challenge in improving the outcomes of our students involves providing access to the type of services and support they need to succeed. That is, moving away from a one-size-fits-all approach and moving toward differentiation based on talent and need.
Learning Lions is a Tier one intervention support where students can be tutored by a Lisle High School teacher in the areas of math, science, English, social studies and other electives. Students are also allowed to make up tests and quizzes, as Learning Lions also serves as our testing center.
Students can get help from other peers throughout the day, as well as before and after school in the library.
Intervention Study Hall
Students struggling in the academic courses may be placed into an Intervention Study Hall, a Tier two intervention. This is a small study hall setting, usually with less than 6 students, where the teacher checks on students’ grades and follows up with teachers on ongoing progress.
Algebra Core and World History Core
These classes provide additional supports for students as a tiered intervention. These classes are co-taught with regular education teacher and special education teacher. Class size is limited to less than 20 and allow for more remediation for all students.
Social emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
The District works to implement SEL through climate, culture and infusion. Climate refers to building safe and respectful learning environments throughout the school and school day, direct instruction refers to using a variety of programs to explicitly teach SEL skills and infusion refers to the integration of SEL principles throughout instruction. In a Multi-tiered System of Supports (MTSS) approach integrates SEL curriculum and strategies to support positive behavior.
For more information please visit the Student Services page.
Lisle District 202 offers a full continuum of special education and related services to students found eligible to receive special education services. This process involves a comprehensive evaluation and looks at many aspects of child’s development. You or your child’s school can request an evaluation. Schools use many strategies to help students receiving special education services succeed in general education settings. These strategies include: assistive technology, accommodations, modifications, and push in/pull out services. Please visit the Student Services section of our website for a complete District overview.
Lisle High School is committed to the success of all students. Reflective of this commitment is the placement of students with disabilities in the least restrictive environment. Inclusion facilitators are on the staff to individually assist those students with Individual Education Plans (IEP). Students with IEPs may participate in any of a variety of education settings in order to best support their growth.