Student & Parent Handbook

2016 - 2017

bowen seal designs (7-17-13) final 72dpi white outline

This Handbook Belongs to:

Bowen High School

2710 East 89th Street


Main Office: 773-535-7650

Attendance Office: 773-535-6330 or 773-535-6631

Table of Contents

Message from the Principal                                                                          


Vision Statement, School Colors, School Crest & Mascot


Administrative Directory


Teacher Leader Directory


Bowen High School Student Fees


Bell Schedule


Start On Time (Hall Sweeps)


High School Graduation Requirements


Promotion Requirements


Service Learning Information


Standardized Testing Requirements


BHS Expectations


BHS Assembly Expectations


CPS Student Code of Conduct


BHS Student Dress Code Policy


Attendance Policies


Homework Policy


Message from the Principal

Dear Student,

Welcome to the Bowen High School 2016-2017 academic year! The beginning of a new school year is always a great opportunity to reflect upon your personal goals. A new beginning is a time to look back at previous accomplishments and assess what needs to be done to ensure future success. Last year, we made significant strides in freshmen-on-track rates and attendance. These are key indicators that our staff is continuously improving its services for you, our most prized asset!

Your high school experience should be a positive one where you will learn concepts, make new friends, and deepen your identity. You must believe that you will be successful and truly believe it is impossible to fail. At Bowen, we will prepare you with the tools necessary to visualize and implement your goals to ensure you are prepared for success. As you look to the challenges ahead, remember to identify what you want for your future, believe you deserve it, and most importantly, know you can achieve it.

The Bowen Student Handbook is crafted to provide useful information about our school rules, regulations, academic requirements, clubs, organizations, student privileges and responsibilities. Having this information at hand, will help you understand how to get and stay on the path to college success.

We are looking forward to a great year at Bowen High School. Once again, welcome!


Nia Abdullah

Nia Abdullah

Vision Statement

All Bowen students and families will obtain an excellent education, compete globally, and affect positive change in their community.

School Colors

Purple and Gold

School Crest

bowen seal designs (7-17-13) final 72dpi white outline

School Mascot


Description: Bowen_Boilermakers.pdf

Administrative Email Directory


Nia Abdullah -

Assistant Principal

Catherine Whitfield – cbwhitfield2

Athletic Director

Chet Love -

Dean of Attendance

Brianna Nkemeh –

Business Manager

Ofelia Sosa -

Case Manager (SPED)

Cheryl Jenkins-Richardson -

Dean of Students

Darnell Wilson -


Edward Gonzalez

Lunchroom Manager

Ebonie Hannah –

Lead Counselor

Darlene Mathews -


Timothy Wedryk -

Technology Coordinator

David Stokman -

Post-secondary Coach

Janelle Stewart –

Youth Advocate

Karen Stewart –

Teacher Leader Email Directory

Curriculum Coordinator

Katie Smith -

Department Chairs

Applied Arts

Vanessa Young -


Elizabeth Hayes –


Claire McCauley –


Patricia Holloway -


Jason Grey –

Social Science

Maureen Gilligan –

Grade Level Leaders


Michael Golabek - 


Gina Ferguson - 


Gina Ferguson - 


Joi Lively- Greene - 

BHS Bell Schedule

Bowen Bell Schedule


M, T, Th, F



8:00 - 8:48a

8:00 - 8:40a


8:48 - 9:03a

8:40 - 8:55a


9:07 - 9:55a

8:59 - 9:39a


9:59 - 10:47a

9:43 - 10:23a



10:27 - 11:07a


11:43 - 12:31p

11:11 - 11:51a


12:35 - 1:23p

11:55 - 12:35p


1:27 - 2:15p

12:39 - 1:19p


2:15 - 2:30p

1:19 - 1:34p


2:34 - 3:22

1:38 - 2:18p

Flex PD: 2:25 - 3:25p



Bowen has a closed campus policy. This means that students are not permitted to go outside for lunch or at any time during the school day for any reason unless accompanied by a staff member for the purpose of an educational activity. This policy is for the protection of students, parents, and staff.


The following fees can be paid by money order or in cash:

9th, 10th and 11th Grade: $150 fee includes course and student fees, and school ID and lanyard

12th Grade: $200 fee includes course and student fees, school ID and lanyard, graduation fee and cap & gown

Payment plans are available upon request ($35 is required at orientation to start payment plan)

Start On Time – Hall Sweeps

When the bell rings students have 5 min to get to class. Volunteering teachers, security and administration will all be in the halls encouraging students to move along and get to class ON TIME. Students who are caught in the hall after the bell has rung will be escorted to one of our sweep rooms to be processed.

Bowen Hallway Behavior

When tardy bell rings

Sweep Behavior

When being escorted to sweep room

While in sweep room:

When returning to class:

Hall Sweep Consequences

High School Graduation Requirements

Your high school education will open the door to countless possibilities in post-secondary education and the workforce. Your coursework will prepare you to be college and career ready. Your core courses will emphasize the fundamental subject areas of English, Mathematics, Science and Social Science. Other courses available for you to take include World Language, Art, Music, Drafting, Physical Education/Health and ROTC, and electives offered in the core subject areas. You will also have the opportunity to experience and explore a program of career development in preparation for the numerous career education and technical training choices available to you. Please work with your high school counselor to ensure that all required courses are completed prior to graduation.

You are encouraged to strive for high levels of achievement, which will pave the way for continued success throughout your high school years. We wish you successful completion of all high school graduation requirements. Best of luck!




Credit Bearing Requirements


English I, English II, English III, English IV.

4 credits


Algebra, Geometry, Advanced Algebra/Trigonometry. (Students successfully completing Algebra and/or Geometry prior to entering high school will follow an appropriate three-year math sequence.)

3 credits


Biology and 2 years of Laboratory Science, which must include Chemistry, Earth and Space Science, Environmental Science, or Physics.

3 credits

Social Science

World Studies, United States History, and one other Social Science course.

3 credits

World Language

Two years of the same world language.

2 credits

Fine Arts

One year of Music and one year of Art or Drafting.

2 credits

Physical Education

One year of Physical Education I/Health or ROTC I/Health and Physical Education II/Drivers Education or ROTC II/Drivers Education in 9th and 10th grades.

2 credits

* All students must take four years of PE beginning Fall 2014 or have an approved waiver.  Please see Counselor for additional information.

Career Education/ROTC/Advanced Academic Option

CTE programs, advanced academic/fine arts options or ROTC III, ROTC IV.

2 credits


Selection of an additional three courses not already listed above.

3 credits

Total Credits Required

Students must earn a minimum of 24 credits as described above to earn a diploma from the Chicago Public Schools.

Non-Credit Bearing Requirements

Service Learning

Four approved classroom-integrated service-learning projects that amount to a minimum of forty hours. Twenty hours must be completed by the end of tenth grade.

Consumer Education

Complete a course integrating consumer education curriculum.

Public Law 195

Demonstrate knowledge of U.S. and Illinois constitutions as part of subject-area curricula and/or Constitution test.


Public Act 93857 requires students to take the Prairie State Achievement Examination (PSAE) as a condition for receiving a regular high school diploma.

Promotion Requirements

Minimum units of credit required for promotion from:

Grade 9                             5.0 credits + 10 Service Learning Hours

Grade 10                          11.0 credits + 20 Service Learning Hours

Grade 11                          17.0 credits + 30 Service Learning Hours

Grade 12                          24.0 credits + 40 Service Learning Hours

Students who do not meet these requirements are required to make up their deficiencies in Summer School, Evening School, or Saturday School.

Service Learning (SL) Information

What is service learning?

Service learning is a CPS requirement for graduation which enables students to take what they have learned and share it in a productive way for the benefit of other people.  Service learning has three parts: learning something new, service, and reflection.  All three parts must be completed to earn the service learning credit

What are the requirements?

Some service learning projects will be offered by teachers while completing classwork; other service learning projects will be offered by the Service Learning Coordinator, Mrs. Holloway.  All students are welcome to ask her for opportunities to complete projects other than those offered by teachers.  Mrs. Holloway can be found in room 405, or she contacted by

What are some examples of SL?

Standardized Testing Requirements

Advanced Placement Exams

Students enrolled in an Advanced Placement (AP) class will take the AP test in May according to the national schedule released by College Board. If you are enrolled in an AP course, you are required to take the exam.  If you do not take the exam, you will fail your AP course and pay $80 for your unused test.


Students receiving English as a second language and bilingual support will take the ACCESS test in January and February, according to the schedule determined by the bilingual lead. 

EXPLORE, PLAN and SAT (EPAS)Freshmen will take the Explore and sophomores will take PLAN periodically throughout the year to help students and teacher prepare students to succeed on the PSAE. Juniors will take SAT practice test during these times.

BHS Expectations

All BHS students have the right to be educated in a safe, respectful and welcoming environment. Every educator has the right to teach in an atmosphere free from disruption and obstacles that impede learning. The school environment should be characterized by positive interpersonal relationships among students and between students and staff.  To that end, BHS has adopted a Positive Behavior Intervention System to ensure that we are actively working towards an environment where adults and students can thrive.

PBIS is based on research that indicates that the most effective discipline systems use proactive strategies designed to prevent discipline problems. Before consequences are given, students must first be supported in learning the skills necessary to enhance a positive school climate and avoid negative behavior. This research also shows that there is a strong link between a positive school climate and academic success for all students when students clearly understand behavioral expectations.

The BHS PBIS Plan includes: teaching positive school rules; implementing a social emotional skills development and enhancement programs; positively reinforcing appropriate student behavior; using effective classroom management (Discipline in the Secondary Classroom); providing early intervention and support strategies for misconduct; and appropriate use of logical and meaningful consequences including the use of restorative practices.


Students are expected to learn and model the BHS Student Behavioral Expectations follow all school and classroom rules and demonstrate appropriate social skills when interacting with both adults and peers. When behavioral expectations are not met, the student is expected to work to improve behavior.


• I come to school regularly and on time, ready to learn


• I take responsibility for my actions.

• I choose how I respond to others.

• I give my best in everything I do


• I am responsible, like everyone else, for maintaining safety at school.

• I help maintain a clean and safe campus that is free of graffiti, weapons, and drugs.

• I report any bullying or harassment.

• I avoid conflicts and physical or verbal violence.


Parents/Caregivers will take an active role in supporting BHS efforts to maintain a welcoming school climate.


Each teacher has a fundamental role in supporting a positive classroom and school. This includes utilizing effective classroom management strategies to create an environment conducive to learning and prevent misconduct. The teacher is responsible for:


Each school administrator is a role model and a leader. School administrators, in collaboration with instructional staff and community support, are responsible for establishing a caring school climate and safe environment by:

a. Intensive behavioral supports and strategies

b. Adapted curriculum and instruction

c. Communication strategies

d. Community agency referrals

Assembly Expectations and Logistics

Students will:

Teachers will:


Security will:

Roles of Administration

B. Nkemeh

· Assist with passing out programs at the door for students entering the auditorium

· Assist with escorting classes to appropriate areas of the auditorium

· Assist with rotating & monitoring student behavior in the gym

D. Mathews & J.Norman

· Assist with clearing the floors – Mathews (4th), Norman (3rd), Robinson (2nd)

· Report to the auditorium to assist with rotating & monitoring behavior in the assembly

Dr. Richardson

· Assist with escorting classes to appropriate areas of the auditorium

· Assist with rotating & monitoring student behavior in the gym

D. Wilson & K. Stewart

·  Assist with escorting classes to appropriate areas of the auditorium

· Assist with rotating & monitoring student behavior in the gym

·         Address all severe behavior infractions

C. Whitfield

*Communicate with security for pulling classrooms

* Monitor the flow into the auditorium

* Assist with rotating & monitoring student behavior in the auditorium

* Address all severe behavior infractions

N. Abdullah

* MC/Announce each of the presentations/acts

* Assist with making sure student noise levels are appropriate

* Address all severe behavior infractions

Disciplinary Infraction: CPS Student Code of Conduct

Education thrives when parents, students, and teachers work together toward common goals. Discipline is an integral component of education that works best when everyone involved knows exactly what to expect. To ensure a unified purpose among schools, CPS developed the Student Code of Conduct. It sets forth a firm foundation for students, parents, and teachers to build effective school and classroom behavior management programs. Teachers will distribute the Code of Conduct during the first week of school. If you do not receive it, ask your child’s teacher or your school principal. More specifics can be found in the Code of Conduct from Chicago Public Schools

Acts of Misconduct are categorized into 6 groups. The first two groups are reserved for minor infractions that result in either a detention or parent teacher conference. Consequences for Group 3 violation are at administrator’s discretion; however the minimum is a parent-teacher conference. Groups 4-6 are major violations with the minimum of a suspension. Further consequences are at the principal and Board of Education’s discretion.

Group 1 – Inappropriate Behaviors

1-3 Disruptive behavior

1-4 Loitering

1-5 Cutting class

1-6 Persistent tardiness

Disciplinary Action - First Violation

Minimum: Teacher-Student Conference, Reflection Sheet, Referral to therapeutic group

Maximum: Teacher-Student-Parent Conference, Peer Jury Referral

Disciplinary Action - Repeated/Flagrant Violations

Minimum: Teacher-Student-Parent-Resource-Person- Admin Conference        

Maximum: In-School Suspension

Group 2 – Disruptive Behaviors

2-1 Posting unauthorized materials

2-2 Leaving school without permission

2-5 Failing to abide by school rules and regulations

2-7 Use or possession of tobacco products and lighters

2-8 Defying school personnel

Disciplinary Action - First Violation

Minimum: Teacher-Student Conference, Reflection Sheet

Maximum: Teacher-Student-Parent-Resource Person- Administrator Conference, In-School Suspension

Disciplinary Action - Repeated/Flagrant Violations

Minimum: In-School Suspension

Maximum: Suspension (one to five days) or Disciplinary Reassignment

Group 3 – Seriously Disruptive Behaviors

Any behavior that is seriously disruptive

3-2 Gambling

3-3 Fighting – two people, no injuries

3-4 Profane, indecent, immoral language

3-5 Persisting in serious acts of disobedience or misconduct

3-8 Forgery

3-9 Display of gang affiliation

3-10 Bullying behaviors

Disciplinary Action - First Violation

Minimum: Teacher-Student-Parent-Resource Person-

Administrator Conference, Referral to therapeutic group

Maximum: Suspension (one to three days)

Disciplinary Action - Repeated/Flagrant Violations

Minimum: In-school suspension: (one to five days)

Maximum: Suspension (one to five days) Disciplinary

Reassignment by Network

Group 4 – Very Seriously Disruptive Behaviors

4-1 False activation of a fire alarm

4-3 Assault

4-4 Vandalism or criminal damage to property

4-5 Battery or aiding in a battery

4-6 Fighting that results in injury

4-7 Theft

4-11 Trespassing

4-13 Possession of a dangerous object

4-14 Use or possession of alcohol

Disciplinary Action

Minimum: Teacher-Student-Parent-Resource Person- Administrator Conference, Referral to therapeutic group

Maximum: Suspension (one to five days), Disciplinary Reassignment by Network

Group 5 – Most Seriously Disruptive Behaviors

5-1 Aggravated assault

5-6 Gang activity or displays of affiliation

5-7 Inappropriate sexual conduct

5-10 False activation of a fire alarm that causes evacuation

Disciplinary Action

Suspension (five to ten days) and/or Disciplinary Reassignment and/or Police Notification. Both arrest by the Police and expulsion. If a student is expelled, Alternative School Placement may be recommended for the period of the expulsion.

Group 6 – Illegal and Most Seriously Disruptive Behaviors

6-1 Use, possession, and/or concealment of a firearm/destructive

device or other weapon

6-3 Arson

6-4 Bomb threat

6-5 Robbery

6-6 Sale, distribution or intent to sell or distribute alcohol, illegal drugs, etc

6-7 Sex violations

6-9 Murder

6-10 Attempted murder

6-11 Kidnapping

Disciplinary Action

Police Notification and/or arrest, suspension for 5 to 10 days, and

expulsion for a period of not less than one calendar year, or as

modified on a case-by-case review by the Chief Executive Officer or designee. Alternative School Placement may be recommended for the period of the expulsion.

BHS Student Dress Code

The following Dress Code is to provide an environment conducive to learning without distractions. These rules also apply to all school-sponsored events.

Attendance Policies

Attendance Expectations

Regular and punctual school attendance provides you with an essential foundation for achieving academic success and assists you in developing habits necessary for college, career and professional life.  Consistent attendance enables you to benefit from shared experiences that are integral to your learning process and cannot be replicated outside of the classroom.  Students are expected to be in school every day. Parents are expected to contact Bowen High school on the day of the child’s absence.

Please call 773-535-6331 or 773-535-6011 and leave a message: Please briefly state your name and your child’s name. Also, include the reason for the absence and leave a valid/operating callback number. In addition, please note; parents must provide a written note with the dates and reason of the child’s absence to the attendance office as soon as possible. The purpose of the student’s absence note is to determine if it is excused or unexcused.

Credit for all courses is based on class attendance. You are allowed no more than four (4) absences (excused or unexcused) per semester and no more than eight (8) absences (excused or unexcused) for the school year.

Excused Absences

Tardy Policy

Unexcused Tardy

Excused Tardy


Class Cut Policy

Truancy Policy

A “truant” is defined as a child subject to compulsory school attendance and who is absent without valid cause from such attendance for a school day or portion thereof. “Valid cause” for absence shall include illness, observance of a religious holiday, death of the immediate family, family emergency, and shall include such other situations beyond the control of the student as determined by the board of education in each district, or such other circumstances, which cause reasonable concern to the parent for the safety or health of the student.

“Chronic or habitual truant” shall be defined as a child subject to compulsory school attendance and who is absent without valid cause from attendance for 10% or more of the previous 180 regular attendance days.

Extended Illness

If a student is going to be absent for an extended period (more than 5 days) the parent/guardian should immediately contact the student's counselor, the Attendance Office and the School Nurse. A doctor’s note with a verifiable number must be given to the Attendance Office immediately. You may either fax the note to (773)535-6489 or bring it to the Attendance Office.

Illness during School Hours

A student who becomes ill while in school should be escorted to the Nurse's Office. If the student is too ill to remain in school, the parent/guardian must be notified before the student is allowed to go home. The parent/guardian should come to school to pick up the student. The student should show the early dismissal (ED) to all his/her teachers upon returning to school.

Excused from Class

Students who wish to be excused from classes to participate in a school-sponsored activity (field trip, game, dance, assembly, etc.) must secure the permission of the teacher of each class to be missed at least one day before the event. A teacher has the right to refuse permission to be absent from their class or such extracurricular events.


Athletes & Attendance

Athletes must be in school for the entire day and attend all classes unless excused by the principal or athletic director.  If an athlete cuts a class or leaves the building unannounced, he/she will be ineligible to participate in that day’s practice and/or games.  

Homework Policy

Students will have homework assignments EVERY night. Any student who does not complete homework assignments risks failing his or her classes. Any student who is failing a class will be assigned to mandatory tutoring for that subject. The Chicago Board of Education mandates that homework be assigned regularly to students. Homework should be a sequence of well-planned, meaningful assignments for completion outside of class.

The following are suggested time allocations for homework:

9th ..........................120 min/day                        10th ........................130 min/day

11th ………….…….140 min/day                        12th ….…………….150 min/day