Student Services

Every morning as we wake up, thousands of children in Missouri wake up homeless. Education can play a significant role in meeting the needs of homeless children and youth, providing an environment that supports their physical, social, and emotional growth. By providing children, youth and their families with resources and support to achieve stability and the confidence for success in school, homeless education programs have significantly improved the odds that today’s homeless children do not have to be tomorrow’s homeless adults. Contact the District Homeless Coordinator, Dr. Jennifer Patterson at 636-851-4076. 

Educational Stability

New requirements under Title I of the ESEA, as amended by the ESSA, highlight the need to provide educational stability for children in foster care, with particular emphasis on collaboration between SEAs, LEAs, and child welfare agencies to ensure that students in foster care have the opportunity to achieve at the same high levels as their peers. These provisions emphasize the importance of limiting educational disruption by keeping children who move in foster care (due to entering the foster care system or changing placements) in their schools of origin, unless it is determined to be in their best interest to change schools. These provisions also ensure that, if it is not in their best interest to remain in their schools of origin, children in foster care are enrolled in their new schools without delay. In implementing these provisions, SEAs, LEAs, and child welfare agencies must ensure compliance with other applicable laws, such as Title VI of the Civil Rights Act of 1964 (Title VI), the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504), among others. Taken in totality, these provisions promote greater stability for children in foster care so that they can continue their education without disruption, maintain important relationships with peers and adults, and have the opportunity to achieve college- and career-readiness. The Francis Howell School District has designated Dr. Jennifer Patterson, 636-851-4076, as the Foster Care Liaison. 

School of origin is defined as the school in which a child is enrolled at the time of placement in foster care.  School districts and Children’s Division must ensure that a child in foster care enrolls or remains in his or her school of origin unless a determination is made that it is not in the child’s best interest. (ESEA section 1111(g)(1)(E)(i)). If a child’s foster care placement changes, the school of origin would then be considered the school in which the child is enrolled at the time of the placement change. 

Certain factors should be considered when determining if it is in a child’s best interest to remain in his or her school of origin, the Foster Care Liaisons between the two districts, the Children’s Division case manger, foster parents, biological parents (if applicable), juvenile officer, etc. takes into consideration all factors relating to a child’s best interest.

These factors include the appropriateness of the current educational setting and proximity of placement. Though the specific factors may vary depending on context, in order to make a holistic and well-informed determination, a variety of student-centered factors should be considered. These factors may include:

• Preferences of the child;
• Preferences of the child's parent(s) or education decision maker(s);
• The child's attachment to the school, including meaningful relationships with staff and peers;
• Placement of the child's sibling(s);
• Influence of the school climate on the child, including safety;
• The availability and quality of the services in the school to meet the child's educational and socio-emotional needs;
• History of school transfers and how they have impacted the child;
• How the length of the commute would impact the child, based on the child's developmental stage;
• Whether the child is a student with a disability under the IDEA who is receiving special education or related aids and services and, if so, the availability of those required services in a school other than the school of origin; and
• Whether the child is an EL and is receiving language services, and, if so, the availability of those required services in a school other than the school of origin, consistent with Title VI and the EEOA.

Transportation costs should not be considered when determining a child’s best interest.

All students and children currently enrolled in the eighth grade and younger must be accompanied and directly supervised by an adult to be admitted to or remain at the event.

Youth spectators as described above will not be admitted to the stadium without a designated adult. Any youth spectators without a designated adult will be held outside the stadium until a parent/guardian comes to pick them up or accompany them into the game.

Accompanying adults are asked to maintain active supervision of those youth spectators for which they have assumed responsibility for the entire contest. Any youth spectators found to be without adult supervision will be returned to the adult(s) that brought them to the event. If the adult(s) are unable to be found, the student will be escorted from the stadium until a responsible adult arrives to pick them up. There is no re-entry once a spectator leaves an event.

2022-23 School Year

• Social Distancing is encouraged in the bleachers and while standing throughout the stadium.
• Stadium bleachers will be cleared marked to designated spaces for seating.

Sportsmanship/Cheering Expectations

For the enjoyment of all, the following expectations for fans, players, and students will be enforced:

• No student seating on the front row of the bleachers. No standing on the floor
• Continuous standing in designated areas only
• No profanity or implied profanity allowed
• No disrespectful chants including personal remarks directed at players and officials
• No singling out players by number or name on posters, signs, or chants
• No disrespectful behaviors to other fans, players, or cheerleaders
• Cheerleaders will not cross over half-court in basketball games
• Sportsmanship Banners will be displayed at all schools and appropriate expectations will be explained during public service announcements
• Cheer for your own team – Not against the other team!

Pre-Game Activities

• Must be school organized and approved
• No coolers
• Faculty members (coaches, sponsors, or administrators) must do all cooking unless it is provided by an outside source (vendor, food trucks, etc.)
• Must be in a designated area set up by the Administration

Dress Code at Outside Events

Since a major part of Education-based-athletics is that we are an extension of the classroom, students will not be allowed to attend games without proper attire, students cannot be shirtless (males) or in sports bras (females) to wear body paint. Face paint is allowed as long as the student’s identity is recognizable.

Alternative Intervention Program (AIP)
Francis Howell Union High School
801 Corporate Centre Dr.
O’Fallon, MO 63368
Principal: Dr. Robert Gaugh
Phone: 636-851-5121
Fax: 636-851-4127

The Alternative Intervention Program (AIP) assists students to overcome obstacles, increase academic and behavioral expectations, as well as transition back to their home school setting.  AIP is a therapeutic program designed for secondary students who have been found to be under the influence or in possession of drugs or alcohol or who may otherwise need assistance in addressing a substance use problem. The purpose of the program is to offer counseling and educational services to students while also allowing them to continue their education. Students who successfully complete the program are able to return to school more quickly than the suspension that was assigned for the behavior.

Services Provided / Requirements of AIP: The following are services provided by Preferred Family Healthcare through the Alternative Intervention Program.  Students must complete all of the following in order to successfully complete AIP:

• Comprehensive drug/alcohol screening
• Individual and/or group counseling
• Education related to the harmful effects of alcohol and drug use
• Follow-up counseling at the student’s home school after the conclusion of the AIP placement

Attendance Expectations: For a first offense of being in possession or under the influence or drugs or alcohol, students are expected to attend AIP for a period of 9 days before being allowed to return to their home school.  When AIP is offered as a result of a Committee on Conduct hearing, students are expected to attend for a period of 10 days before being allowed to return to their home school.  Students are expected to arrive on time and attend for the full school day.  AIP follows the regular FHSD attendance calendar.  Absences from the AIP program must be made up before the student will be allowed to return to their home school.  

Achievement Expectations: Students are expected to work the entire time they are in attendance at the AIP program.  Each student will work on assignments gathered from their regular teachers and will access coursework through Canvas.  The AIP teacher will assist in gathering work from the home school.  The program allows students to stay on pace with the classes they have at the homeschool.

Behavior Expectations: AIP is a voluntary program and students are expected to adhere to a tight set of rules.  Students are expected to observe all of the rules as specified in the AIP contract.  Failure to do so may result in removal from the AIP program and the enforcement of the original days of suspension or the scheduling of a Committee on Conduct hearing.  

Other Information: The District is not legally obligated to provide transportation to and from the AIP program. Parents who cannot provide transportation must contact the Francis Howell Union office at 636-851-5121 to inquire about the possibility of transportation. In the event that the District provides bus transportation, students must comply with all school expectations regarding school building access. Failure to comply with expectations will result in the enforcement of the original 10-day out-of-school suspension. Please be advised that a student may not visit their home campus or any other District property during their attendance in AIP, other than for the purpose of attending school at AIP or participating in a Committee on Conduct hearing.
 

Francis Howell Union High School
801 Corporate Centre Dr.
O’Fallon, MO 63368
Principal: Dr. Robert Gaugh
Phone: 636-851-5121
Fax: 636-851-4127

The mission of the ALC is to help students overcome obstacles, increase academic and behavioral expectations as well as transition back to their homeschool setting.  The ALC is a long-term suspension program housed within Francis Howell Union High School.  Students in this program have an initial intake meeting and sign a written contract that includes academic, attendance, and behavioral expectations.  

Students are put on the Edmentum Online Learning System for the duration of their stay in the ALC.  The ALC core curriculum is aligned with state standards and FHSD curriculum.  Edmentum provides core curriculum and assessment tools to match skill levels of all students.  An individualized learning plan is developed for each student based on their academic history.  The counselor determines any prerequisites necessary and balances core classes with electives.  

Attendance Expectations: Students are expected to have 95% attendance to ensure full credit and the chance at the best possible grades.  

Achievement Expectations: Students are expected to work the entire three hours they are in the ALC.  A pacing chart is developed for each student based on the curricular expectations of each student’s individual learning plan.  Grades are determined by lesson grades and assessments.

Behavior Expectations: Students are expected to observe all the rules as specified in the ALC student contract.  Failure to do so may result in removal from the ALC program.  Minor discipline issues are handled on an individual basis.  Major discipline issues may result in removal from the ALC and the scheduling of another Committee on Conduct Hearing.