Escambia County Middle School by lpOwL6R


									                       2012 / 2013
                 Faculty / Staff Handbook
                      Anthony L. Morris, Ph.D.,
Jason Petro,
Assistant Principal                               Assistant Principal
Table of Contents
Statement of Beliefs / Mission Statement……………………….…………………………………3
Model Middle School Philosophy ………………………………………………….………..……5

Preparatory Program…………………………………………………………………….……….5-7
Response to Intervention (RtI)…………………………………………………………………8-10
Ethics/Parent - Teacher Relations / Public Relations..……………………………………………11

Absentee Records /Homeroom / Class Record Book / STI Record Book………………………..12
Faculty Attendance / Leaving Campus / Obtaining a Substitute Teacher………………………..13
Sick Leave / Personal Leave/Professional Leave………………………………………………..14
Faculty Meetings / Field Trip Procedures………………………………………………...…...….15
Food & Drinks / Guest Speakers / Hall Passes / Lesson Plan Books………………………….....16
Planning Period/ Mailboxes / PTA …...…………………………………………………..…..….17
Purchasing /Student Records / Take-In / Teacher Dress ……………....…………………………18
Teachers’ Lounge/Telephones……………….…………………………………………………..19
Records Room Regulations / Time Clock/ Visitors ………………………………..………….....20

Enrollment / Guidance & Counseling / Make-Up Work/ Media Center. ………..………………21
Non-Instructional Items / Schedule Changes / Student Discipline/Classroom Rules.....................22
Team Discipline/Effective Classroom Management/Student Discipline Forms………….. ….....23

Tips for Preventive Discipline/Room appearance..........................................................................24
Bulletin Boards /Textbooks / Withdrawals ………………………………….……………….…..25
Evaluation Process/Professional Learning Plan..………………………………..………..…..25-26

Grades, Testing & Homework……………….………………………………………………...…26
Progress Reports/ Testing, & Homework / Syllabuses / Promotion………………………...…....27
Suspension of Students /ISS/OCS/ Assemblies…………………………………………..........…28

Inventory of School Property / Maintenance / Fund-Raising Activities……….………...…….....29
Extra-Curricular Activities / Fire & Tornado Drills…………………………….…………..……30
Division of Responsibilities……………………………………………………….……....….…..31
Bell Schedule………………………………………………………………………………….….32

           Escambia County Middle School
                Statement of Beliefs
   1. Each student is a valued individual with unique physical, social, emotional, and
      intellectual needs.
   2. A safe and physically comfortable environment promote student learning.
   3. A student’s self-esteem is enhanced by positive relationships and mutual respect
      among and between students and staff.
   4. Students learn best when they are actively engaged in the learning process.
   5. Students learn in different ways.
   6. Students learn best when they have appropriate opportunities for success.

                            Mission Statement
The mission of Escambia County Middle School is to serve the community by
challenging and inspiring each student to develop his or her potential in heart, mind, and
body. This will be accomplished through a quality, flexible curriculum rooted in
development of character and pride and provided by a dedicated staff in a safe and caring

                                “The Era of Change”

        It is readily apparent to any observer of the educational scene that we are
caught up in an era of change. This fact is evident in many ways. There is a
curriculum reform movement, and there is a school re-organization movement.
There is a heated exchange in education concerning the manner by which we create
better education for the disadvantaged minorities, and there are civil rights pressures
to have the schools play a more democratic equalitarian role in the education of low-
income youth. Things are happening, and curriculum reform is moving at a fast
pace. Not only do we have a revolution in the subject-matter areas, but
concomitantly the approaches to the subject-matter are somewhat revolutionary in
terms of what has been customary in our elementary and middle schools.

        The other visible concerns technology. It is ludicrous to think that schools can
lag far behind the technical growth of a society and rely solely on chalkboards or
slide projectors as the only elements supporting their educational programs.

        The difference between the school we have and the one that will emerge from
this era of change is difficult to visualize, but surely we can tell from the present
trends that good schools use team teaching and team learning in combination with
open educational dimensions established on differential learning basis, all which
ensure the greatest growth for the individual child.

        Emphasis will be on teaching and learning, progress will be unlimited, and
individuality will be illuminated. Continuity and relatedness will be the theme of
education as the learner is projected into a program of teaching.

Model Middle Schools begin with a philosophy and a vision that all children belong and can learn in
the mainstream of school and community life. Middle Schools provide students with a transition
from the intimacy of the elementary classroom to the anonymity of the comprehensive high school.

The Model Middle School is formed around the interdisciplinary teaching team.
Teachers of core subjects (language arts, science, math, social studies and/or reading) can be
organized into teams. The teams serve the academic needs of the students by promoting
collaboration among students and teachers. The team is important for the social development of
students because it provides a sense of belonging to a smaller group within the entire school.

The keys to successful teaming are organization, identity, management, instruction, and
evaluation. In this setting, teachers are encouraged to share resources and techniques. They are
also free to give and receive support and are not isolated in their own classrooms.

The classrooms are arranged into pods and teams. The close proximity of these rooms allows
team teachers to be in communication with each other without the inconvenience of time and
distance. For example, adjustments to the daily schedule to accommodate an interdisciplinary unit
are easily accomplished within the team. Orderly movement of students is also supported and
more easily supervised in this arrangement.

Common planning times will be provided for team teachers. Ideas for use of common planning time
include discussing students’ progress, the planning of team events, developing interdisciplinary
units, updating records, and brainstorming solutions to problems. It is recommended that all teams
have a structured meeting schedule that is adhered to in order to communicate regularly. Copies of
the minutes from team meetings are to be submitted to the principal after each meeting.

Preparatory School
Escambia County Middle embodies the operation of two schools within one – Escambia County
Middle School and Escambia County Middle “Preparatory” School. The Escambia County Middle
School is run like any typical middle school with the exception of predominant gender base classes
and pod and team teaching arrangements. The preparatory school operates on a different level,
and students within the program are held to higher standards. The purpose of the preparatory
school is to provide an opportunity for learners to gain a deeper understanding of science and math
by offering two extra classes in the eighth grade: Advanced 8th Grade Mathematics and Biology.

There are several opportunities provided to students enrolled in the preparatory school.

    1. Students will have an opportunity to pick up an extra credit in Biology I that will count
       toward their high school graduation.
    2. The Biology I t class that students take in the eighth grade will sufficiently prepare them for
       State tests that are administered in the fall of the year at the high school.
    3. Students who remain in the preparatory program throughout high school will have an
       opportunity to complete all required credit hours for graduation by the end of their junior
       year in high school. These students’ senior year can be used to take college courses, thus

       completing their first year of college by the end of their senior year. These students will be
       able to attend their senior prom and high school graduation with their senior class.
    4. Each year students are in the program, a field trip of their choice as a group consensus, is
       arranged during several days of spring break for them to take.
    5. Students have the option of wearing uniform shirts that are uniquely different from the
       regular uniforms.

Students in the preparatory school are held to higher standards than students in the regular school

Preparatory Program: The following requirements must be met for admission:

    1. Students must have satisfactorily completed the pre-preparatory (pre-prep) class during
       the 7th grade.
    2. Students must take and pass a pre-test with a score of at least 75% if they were not in the
       7th grade pre-prep class.

In order to remain in the preparatory program, students must:

    1. Maintain quarterly grades of at least 70 on quarterly reviews in core subjects.
             Students who are unable to maintain a 70 average on a quarterly report in any of
                his/her academic subjects will be placed on academic probation. Failure to pull
                averages up by the next quarterly review may result in reassignment to a less
                challenging math or science class or both if student is failing both.
    2. Maintain good discipline (must not have more than one suspension. More than one
       suspension is reason for automatic dismissal from the program.). Also, continued
       infractions of discipline listed in the Code of Conduct book will result in a committee review
       for program dismissal consideration.
    3. Continuous classroom disruptions will be closely monitored for dismissal considerations.
       As determined by the Progress Monitoring Team.
    4. Students who are found to be ineligible for the program will be dismissed and placed in
       classes that are more suitable for their academic ability and behavior.

In order to ameliorate stress that can come as a result of academic overload, students are provided
with additional opportunities to prepare for the program starting in the sixth grade. These
opportunities are provided through enrollment in an advanced math class in the 6 th grade; a pre-
advanced math class); and a pre-preparatory (pre-prep) class in the 7th grade.

The advanced Math Class
This class, consisting of higher order math skills, and taught by a highly-qualified teacher of math,
is offered to students in the sixth grade. At least three (3) of the following requirements must be
met for admittance into the advanced math class:

    1. Must have a yearly average of at least 80% on fifth (5th) grade math scores
    2. Must score a three or four on the State test in math
    3. Must remain free of major disciplinary infractions while in the 5th grade (2 or more
       suspensions will eliminate chances of entering the advanced math class)

    4. Two teacher recommendations (One from 5th grade math teacher and one from another
       core subject teacher)

The advanced math class is a fast-paced class that is highly structured. Students who are placed
in this class must be able to focus, follow directions, and accept daily challenges in order to keep
up. Therefore, admission into the program will be on probationary terms. Quarterly reviews of
academic and behavior progress will be reviewed by a committee to determine continued program
eligibility. In order to remain in the program, the following requirements must be maintained:

    1.   Students must maintain at least a 70 average throughout the class for each quarterly
             Grades falling below 70% on quarterly reviews will result in academic probation.
                  Students who are unable to pull grades up to satisfactory results by the next
                  quarterly review may be taken out of the class and placed in one that is less
                  challenging to their overall academic performance.
    2.    Students must remain free of major disciplinary problems (more than 1 suspension will
         result in automatic dismissal from the program).
    3.   Continuous violation of offenses listed in the Code of Conduct book will result in a
         committee review for dismissal considerations.

Pre-Prep Program
At least four of the following requirements must be met for admission into the pre-prep program:

    1.   Must score at least 70% on the admission pre-test
    2.   Must score a 4 on the State Test in Math and Reading
    3.   Must be recommended by previous math teacher
    4.   Must have at least an 80 yearly average in math during 6th grade
    5.   Must have a good discipline record (must not have been suspended more than one time
         the previous year)

In order to remain in the program, the following requirements must be maintained:

    1. Must Maintain a quarterly average of at least 70 in all core subjects
           a. Falling below 70% will result in academic probation. Students who are unable to
                 pull grades up to satisfactory results by the next quarterly review may be taken out
                 of the class and placed in one that is less challenging to their overall academic
    2. Students must remain free of major disciplinary problems (more than 1 suspension will
       result in automatic dismissal from the program).
    3. Constant violation of offenses listed in the Code of Conduct book will result in a committee
       review for dismissal considerations.
    4. Continuous classroom disruptions may be cause for dismissal from the program, as
       determined by the Progress Monitoring Team.

Response to Intervention (RtI)
RtI is a highly structured program that integrates core instruction, assessment, and intervention
within a multi-tiered system to maximize student achievement and reduce behavior problems.
Through implementation of RtI, schools identify and monitor students at risk, use problem solving,
and data-based decision-making to provide research-based interventions and adjust the intensity
of interventions based on the student’s response.

 RtI done well at the classroom level will provide data from which educators can make instructional
decisions for individuals and groups of students. Given high quality decisions, RtI shows promise
in supporting all students, especially those at risk of failing to achieve state performance standards.

Positive Behavior Supports (PBS) is a national research-based model for reducing discipline
referrals, reducing the number of students suspended and/or expelled, reducing the number of
students in special education, and improving student achievement. PBS uses a behaviorally-
based systems approach to enhance the capacity of schools, families, and communities to design
effective environments that improve the link between research validated practices and the
environments in which teaching and learning occur. This model is consistent with RtI principles.

The proactive design for PBS is to address the needs of students in Tier I, whole class/school/class
(80%); Tier II, strategic interventions for students with challenging behavior (15%); and Tier III
which addresses the more serious behaviors that often require functional behavior assessments
and behavior intervention plans (5%)

Alabama’s instructional model of RtI has three tiers that focus on academic and behavioral
strategies in the general education setting. The purpose of the problem-solving process is to
develop academic and behavior intervention strategies that have a high probability of success.
The three tiers of RtI are:

1. Tier 1
Tier I instructional content is a research-based instructional practice based on the Alabama Course
of Study (ACOS) for each specific content area and should include benchmark assessments of all
students at least three times a year to identify need for intervention and ongoing progress
monitoring. Instruction should include modeling, multiple examples, corrective feedback, and
multiple opportunities for student practice.

Instruction is designed for all students, and instruction is delivered by the general education
teacher and should meet the needs of at least 80 percent of the students. Teachers should use a
variety of supports as soon as a student begins to struggle in their classroom. Strategies should
include flexible grouping, differentiated instruction, re-teaching, and multiple opportunities for
practice. Teachers may also adjust their method of instruction and provide additional support
and/or accommodations.

Progress Monitoring
Documentation is of vital importance in the RtI process. Therefore maintaining good
documentation is key for providing evidence of this service provided to students. ECMS staff will
use grades recorded in grade books and lesson plans that follow pacing guides to document Tier I
instruction. Other forms of documentation will include:

             a. Annual State scores will be used as the screening method as well as serve as
                baseline data for students entering school who are at risk of academic difficulties
                and for students who have exceeded benchmarks and need more challenging

             b. Within the first two weeks of school, each student’s State scores will be listed on
                profile sheets to assist with progress monitoring. Benchmarks will be set to
                monitor progress as well as allow for adjustments to instructions. Other progress
                monitoring tools will consist of common and/or regularly administered
                assessments as well as technology programs such as STI assessments, Read
                180 assessments, and Study Island assessments.

2. Tier II
Tier II interventions are designed for students (approximately 15%) who are not adequately
progressing in Tier I instruction. These interventions provide additional attention and usually take
place in the general education classroom. Tier II interventions should begin as soon as possible
after students have been identified through screening or benchmark assessments and should be
monitored regularly. Materials and strategies should also be aligned with Tier I instruction, and
should include opportunities for modeling.

General education students who are identified as at-risk from Tier I, including students identified as
enrichment, 504, ELL, and Title I will receive Tier II instruction.
Special education students who need intervention will receive their instruction through special
education services described in their IEPs and are not in Tier II. These students can
be pulled for special education services during the Tier II intervention time.

The decision to provide Tier II intervention is based on student data and may be made by the
general education teacher, a grade level team, a PST, etc. Because Tier II intervention is a
service, rather than a place, it can take place inside or outside of the general education classroom.
There is no set time limit for Tier II interventions to last. Therefore, students will move in and out of
tiers depending on their ability to grasp intended concepts. Students who are having a hard time
grasping concepts will be closely monitored by the PST on a regular basis.

Progress Monitoring
Assessments should be more focused, diagnostic in nature, and should be based on specific skill
needs. Results should lead directly to intervention services. Once an intervention is in place,
response to the intervention should be monitored on a regular basis, i.e., weekly or bi-weekly.

Discussion of student progress in Tier II should take place in formal team meetings as well as
informally between the general education teacher and interventionist or specialized teacher.
Communicating and monitoring data occurs most easily through graphing student progress. The
graph could also serve as a convenient performance record that can be easily understood by
teachers, administrators, parents, and students.

3. Tier III
Tier III interventions should be provided by a specialized teacher/counselor or special education
teacher who is highly skilled in the particular area of weakness. Tier III interventions usually take
place outside the general education classroom (could be before or after school).

Tier III interventions are intended for students with significant deficits and require the most
intensive services available. A decision to move a student to Tier III interventions is determined by
a problem-solving team (PST) after several documented individualized interventions in Tier II have
resulted in limited progress (i.e., achievement gap between student’s progress and expected
benchmark remains significant. The interventions in Tier III are skill specific and should be
delivered by someone highly skilled in that area. The interventions should increase in intensity and
require smaller groupings for instruction. These interventions are more likely to occur outside the
general education classroom and will require curriculum strategies that focus on accelerating

The frequency of assessment should increase in Tier III. There is an extreme sense of urgency;
therefore, the response to the intervention should be monitored more frequently. Diagnostic
assessments should be given to provide a comprehensive look at the student’s strengths and
areas of need. Assessments should provide specific information on how to meet the student’s
instructional needs.

Decisions regarding Tier III intervention services are determined by a problem-solving team and
should be based on diagnostic assessments and progress monitoring. Plans should be made by
the team to review student progress on a regular basis in order to make timely instructional
decisions. When teams are discussing prescriptive interventions at Tier III, they should consider a
reasonable target for the student within a specified period of time to implement the intense

If the student is successful with the intervention and demonstrates sufficient progress the team
may consider whether the student is able to move to Tier I or Tier II. If the student does not make
sufficient progress in Tier III, the team may consider several options, including referring the student
for a special education evaluation. It is imperative that proof is available to confirm that the
interventions were implemented with fidelity.

RtI has been systematically programmed into the curriculum at ECMS, with primary focus on
Reading and Math. Some of the intervention services will be provided in our after school program
(Moonlight Classes three days per week – Tuesday, Wednesday, and Thursday – for two hours –
3:00 – 5:00 p.m.). The following specific procedures have been established to provide students
with RtI services:

5th Grade
Math and Reading
Students will be provided two blocks of instructional time in Reading and Math. Tier I will be
implemented in the first instructional block. Students who are not able to grasp intended concepts

during first block will be remediated during the second instructional block. Students who do not
need remediating will be provided enrichment activities.

6th Grade
Sixth Grade Students will be assigned to two blocks of instructional time for Math. The regular
math class will consist of Tier I instructions. The second block of Math instruction will consist of
Tier II Instructions (remediation services). Students who do not need remediation will be assigned
to the “A” Plus Program or other enrichment activities.

As educators, we have given great effort to preserve the good reputation of all and to make
allowances for human fallibility. Teachers should consider all their dealings with parents and
students as privileged and confidential as the following suggestions are adhered to:
    1. Teachers should never discuss students with anyone not authorized to receive information
        about students.
    2. Teachers should never permit students to criticize another teacher.
    3. Teachers should demonstrate a high degree of loyalty to the school, students, faculty,
        and staff.
    4. Teachers should keep all personal information regarding students confidential.

Parent/Teacher Relations
Teachers are reminded that we are acting en loco parentis with regard to the children for which we
are responsible. Parents are our partners in the education of our children. When considering
whether or not to contact a parent regarding a situation, teachers are reminded to ask themselves,
"If this were my child, would I want to know?" If you have confronted a problem regarding grades or
discipline and feel it is beyond your control, a parent contact should be your next step. Some
helpful tips when discussing problems with parents include:
 • Clearly define the issue, but do not dwell too long on the problem.
 • Speak only to concerns you see in your class; stay away from hearsay.
 • Present ideas for positive change and solving problems.
 • Enlist support of parents.
 • Never discuss other students or make promises that you can not keep.
 • Document all contacts.

Teachers must not discuss any matters with parents who may be dissatisfied with the management
of their child in the presence of the class. Such matters must be discussed in private. The
designated pod offices are good places to hold these meetings. When necessary, teachers can
request an administrator’s presence at the meeting.

Public Relations
Good public relations are important in every school. We are here to serve the community, and the
manner in which we communicate with parents is very important. A telephone call or note sent
home before a minor problem develops into a serious one is appreciated by parents and fosters
cooperation between the school and home.

The teacher as a public relations person strives to do the following:
• offers quality learning opportunities that contribute to students’ growth and happiness
• respects pupils and accepts them as persons with individual needs
• contributes to the positive image of the school
• models justice and love in an attractive learning environment
• upholds and cooperates with local school leadership and faculty
• is ethical in dealing with the public.

Absentee Records
Each classroom teacher will be responsible for taking and posting attendance on the Information
Now system (INow) each class period. In the event that the school is experiencing technical
difficulties, the teacher should submit all absentees to the office via written documentation.

Call roll each day at the designated time.
• Absentees are to be recorded for any student who is not in class within the designated
  time (usually within 5 minutes after class starts). A record of absence can be used as a
  legal document. Therefore, it is the responsibility of each teacher to maintain accurate
  records of all absences.

Homeroom Section
Please note that homeroom will be held the first 15 minutes of the day. Morning announcements
will be made during homeroom. Teachers are expected to make sure students who are in their
classrooms remain quiet and attentive during announcements.

Class Record Book / STI Record Book
As previously stated, a teacher’s class record book is a legal document and should be handled as
such. Courts have been known to subpoena a teacher’s class record book for verification
purposes. The STI Record Book is a convenient system for storing and averaging grades. It assists
with progress reports and provides a fast record of evaluation of students. Teachers at ECMS are
required to store grades in INow as well as maintain an up-to-date hard copy. Some uniformity in
the class record book is necessary in order for the book to be understood and used in the absence
of the teacher. Also, if a grade is needed after the close of school, someone other than the teacher
may be required to determine the grade. Grade books should include the following:

1. Indicate the teacher's full name, room number, and the period each class is taught.
2. List names alphabetically with section numbers.
3. Leave page space for second, third and fourth quarters.
4. Indicate absences from class by "X" in the space for a day of absence. Circle the "X” when the
    absence has been excused, or place a “U” over the “X” when no excuse is provided within the
    proper time frame.
5. Record grades in a consistent manner, i.e. 98, 88, 86, etc. Indicate the assignment for which the
    grade has been recorded. An index to your method at the front of the book would be helpful.
6. Every student should receive at least one grade per week,10 per nine weeks with the exam.
7. Record enough grades to give a satisfactory picture of the student's progress or lack of the

Faculty Attendance
Research indicates that students' test scores can be affected by teachers' absenteeism. Each
teacher is required to be at school and signed and clocked in by 7:25 a.m. Teachers who are late
will receive written documentation. First bell sounds at 7:25 a.m., at which time teachers are to be
standing on the hall near or at their classrooms to monitor students’ entrance into the building and
into their classes. If students are not in their rooms when the tardy bell rings, they are considered
absent or tardy and should be handled accordingly. All tardy students need to report to the office
for tardy slips before admission into the classroom. If a teacher is not in his/her room by 7:30 a.m.
and has not notified the principal or an assistant principal, a substitute teacher will be called. If a
substitute teacher arrives and the teacher comes later, the substitute teacher remains on duty and
the teacher is sent home. Should a teacher have to leave the campus for any emergency or other
valid reason, he/she must get permission from either the principal or an assistant principal. In the
event an emergency occurs and a teacher needs to leave before dismissal time, an emergency
leave form needs to be completed (form may be obtained from the office), which will include the
number of minutes/hours that had to be used. After an accumulated number of at least four hours
has been recorded, employee will be charged leave for half-a-day. Anytime leave has to be taken,
employees must sign and clock out. All teachers, other than ones assigned to duty, are permitted
to leave the campus at 3:25 p.m.

Teachers must scan and sign in and out daily.

Leaving Campus During the School Day
Leaving campus during the school day is highly discouraged for all staff members, even during
times, when a staff member is not directly assigned a class. Remember, all eyes are on Board of
Education employees, and the school day is not a time for personal activities. Teachers who
schedule appointments during the school day will be charged the appropriate amount of time for
which leave was taken. The time taken will be recorded on a leave form and when at least four
hours have been accrued, leave will be charged accordingly. This rule also applies to leave taken
due to emergency situations. The “accumulated leave forms” will be maintained in the office.
Additionally, permission to leave campus for any reason needs to be obtained from an
administrator. Also, employees MUST sign and clock in and out for all leave.

Obtaining a Substitute Teacher
It is the responsibility of the teacher to obtain a substitute teacher when he/she is going to be
absent from school. A list of approved substitutes will be provided and updated throughout the
school year.

    1. When a teacher knows in advance that it will be necessary to be absent (e.g. personal and
       professional leave) the administration should be notified in advance and a substitute
       should be contacted.
    2. When a teacher is unable to come to school because of personal illness or an emergency
       and a substitute has not been contacted, the teacher is to call the principal or an assistant
       principal at home by 6:30 a.m. If problems occur in making this contact, the school should
       be contacted no later than 7:00 a.m.

    3. For problems experienced en route to work, it is requested that teachers call the school
       office to notify the principal or an assistant principal of the problem at the first available
    4. If a teacher becomes ill at school and must leave the campus, the principal or assistant
       principal must be informed, and arrangements to cover classes will be made. Care should
       be taken to clock and sign out before leaving.
    5. The following materials must be made available for the substitute teacher: class rolls, duty
       assignment, and lesson plans. Each teacher is required to keep an emergency folder in
       the office with lesson plans updated by quarter. Teachers are not to leave movies for
       substitutes UNLESS the movie is subject-related and an accountability measure is in
       place. i.e. questions pertaining to the movie, etc.
    6. No teacher is allowed to pay for a substitute teacher out of his/her own pocket.

Sick Leave
All Escambia County teachers have nine sick leave days per year that may be accrued to a
maximum of 180 days. Sick leave is identified in the Rules and Regulations of the school system
• personal illness
• incapacitating injury
• attendance upon an ill member of the immediate family
• death in the immediate family
Leave may be recognized for the illness of some person for whom strong personal ties exist. In
such a case, a written statement of the unusual circumstances must be filed with the school
It is the responsibility of the faculty / staff member to sign payroll indicating the type of leave to be
taken (sick leave or personal leave) upon returning to work. Failure to do so will result in the
docking of pay. Pay will also be docked if a teacher does not have the type of leave he or she
indicated to be taken. The automated system is designed to default to docking of pay if leave that
was indicated does not exist.

Personal Leave
Two days of personal leave are allowed unless employees have made arrangements to purchase
additional days from the Escambia County Board of Education. Employees must complete the
appropriate form "Request for Personal Leave" prior to the anticipated leave for approval with the
principal (except in emergency cases when oral permission can be provided). Again, be extremely
careful that when attempts to use personal leave, or any other leave, that the requested leave is
available. Otherwise, the system will default to “Docking of Pay.” It is not the responsibility of the
bookkeeper to keep up with employees’ leave. Usually, this information is printed on the bottom of
pay stubs each month.

Professional Leave
A common question that comes to mind is how do educators improve their ability to retool teaching,
update curricula, integrate new research methodologies into instruction, meet the growing list of the
sociopolitical needs of students, and raise test scores? The most frequent answer is professional
development. Professional development is a critical component in addressing student
achievement. Please keep the following in mind when seeking professional leave:

All faculty and staff members must have the correct professional leave forms filled out completely.
This includes documentation for the workshop as well as the principal’s and superintendent’s
approval. Approval from the Superintendent must be obtained before registering for any workshop.
Failure to submit proper authorization at least ten (10) days prior to the date of the activity may
result in leave not being considered. Also, failure to obtain authorization from appropriate sources
prior to registering for professional leave may result in funds used for the leave not being

Only one professional leave day is suggested per semester. However, the need for additional
professional leave days for employees will be at the discretion of an administrator.

Upon completion of the professional development workshop, the teacher should schedule a time,
immediately following the workshop, to meet with the principal or an assistant principal to discuss
how information gathered from the workshop can be shared with the rest of the faculty.

When taking professional leave, please adhere to county rules regarding reimbursement
procedures, i.e. the amount allowed for meals, etc.

Faculty / Departmental Meetings
All Monday afternoons shall be kept free of appointments or obligations that would interfere with
attendance at faculty meetings. Faculty meetings will be called as needed and announced to the
faculty. Every other Monday will be set aside for grade level/departmental data meetings. A
written report of all grade level/departmental meetings must be submitted to the principal.
Attendance at all meetings will be noted.

Field Trip Procedures

All field trips at ECMS will be relevant to the curriculum of the class taking the trip.

All field trips must have a meaningful and/or academic purpose. Some field trips may be provided
as academic incentives. The following procedures must be followed in scheduling a field trip.
Failure to follow any one of these procedures could result in the cancellation of the field trip or non-
approval of a future trip.

1. All field trips must be approved by the principal at least three weeks prior to the trip and it
   should be put onto the school calendar. The principal will work to avoid conflicts with other
   activities. A field trip is not officially scheduled until it receives the principal's approval, and is
   not officially granted until the approval of the assistant superintendent is secured in writing.
2. A request for buses must be in the central office at least 10 working days prior to the trip. A
   copy of the form should be requested from the bookkeeper.
3. Inform the assistant principal of arrangements to cover classes that will remain behind.
4. If students will be eating lunch away from school, notify the cafeteria manager in writing at
   least one week in advance. The cafeteria, if requested, may prepare bag lunches.
5. Use "Parent Approval Form for Field Trips" for any student who will be attending the trip. No
   student may participate without a permission slip. A handout should be provided to

   participating students several days in advance of the trip. Information to students should
   include a deadline for permission slips to be turned in.
6. The day before the trip, record all the names of the students going on the field trip. This
   document should be submitted to the attendance clerk and all affected teachers.
7. No student should be marked absent from school if participating in a school-sponsored trip.
   Likewise, students should not be marked present under the assumption that they are on a field
   trip. Marking students present who are not at school because it was assumed they were on
   the field trip is unacceptable and could result in formal documentation.

Food and Drinks in the Classroom
In order to model appropriate expectations to our students, teachers should not take food into any
classrooms. Also, teachers are to take extra precautions to ensure that students do not take any
food or drinks into the classrooms including the computer labs. Food and drinks may be
consumed in planning areas and the cafeteria.

Guest Speakers
All guest speakers must have prior approval from the principal before reporting on campus and
must sign-in through the Main Office.

Hall Passes
Students should be discouraged from going into the hallway during class time. Students in the
hallway cannot learn. Any student who must go into the hall during classes must have his/her hall
pass signed by the teacher he/she is assigned to for that period. Passes can be obtained from the
Main Office and must be filled out completely. The following information is to be included on all
passes: 1) Student’s name, 2) Destination, 3) Departure time, 4) and Signature of teacher
issuing the pass.

When students are issued passes to another teacher’s room, they must have notated on the pass
the signature of the teacher for whom the pass was issued for them to visit along with the time of
departure from that teacher.

Lesson Plans
All of us recognize that effective teachers have always carefully planned their teaching procedures
by mapping out comprehensive long-range plans and plans for each day's activities. Over the
years an essential characteristics that identifies good teachers is the ability to plan effectively. Each
teacher is issued a lesson plan template that will assist in this careful planning.

Teachers should use lesson plans in keeping with the staff improvement evaluation model so that
all teaching is toward specific objectives, involves sound principles of learning, and proper
evaluation techniques.

Each teacher should enter in the plan sufficient detail to clearly state objectives, to indicate
appropriate activities to achieve the objectives, and to set forth evaluation procedures. No teacher
should be required to be overly detailed in a daily plan so that he/she is overburdened with laying
out the plan and restricted in adapting it to immediate needs.

Teachers are required to keep their current plans on their desks at all times. School administration
or other key personnel should be able to find the plan book when visiting a classroom without
having to disrupt the teaching process.

Approved administrative procedures dictate that teachers keep written lesson plans, but certainly
never in a way that it restricts creative teaching or drains away the teacher's energy in preparing
plans. The purpose of lesson planning is not to check up on or to expect teachers to be so specific
that they are caught in burdensome record keeping. Lesson plans should chart a proper course for
quality instruction and serve as a record of the course of instruction for each unit and for the year.
Good plans provide a perspective for the future, action for the present, and retrospective for the

Planning Period
The research of effective schools suggests specific areas for all staff members to address planning
opportunities. In considering activities for your planning period, please consult the Escambia
County Middle School’s Improvement Plan and be aware of the current school goals.

The following goals are provided for your consideration when planning school improvement
activities. A sample of activities that would qualify for meeting these objectives include:
• communicating with parents
• library research and professional development
• preparing class lessons
• reviewing student cumulative files
• general room housekeeping
• peer observation and conferencing
• grading papers.

This list is not intended to be exhaustive, but should give teachers some general ideas. Certainly,
school improvement time is not to be used for personal activities.

Teacher mailboxes are provided for teachers in the teachers’ lounge near the Main Office. Boxes
should be checked daily, especially each morning, and before leaving school at the end of the day,
as pertinent information for which employees may be held accountable will often be placed in these

Parent-Teacher-Student Association
Teachers are encouraged to join the local PTA and attend all meetings. Meetings will be held at a
time that is appropriate to accommodate the schedules of teachers and parents. The PTA is an
excellent public relations body, and this membership will provide an added opportunity to meet and
know the students' parents. As an effort to solicit the support and participation of parents, students
will provide the entertainment. The entertainment for each meeting will be provided by a different
grade level. Therefore, teachers will be asked to assist with this endeavor. Entertainment should
be short, yet effective, so as not to place a time-intensive burden on teachers and parents.
Teachers are urged to become active voices in the PTA organization, making their opinions and
ideas known.

No teacher will be allowed to purchase anything for the school without a purchase order (PO)
signed by the principal. Purchases that are paid for with personal funds prior to obtaining a PO will
be at the purchaser’s expense (will NOT be paid by the school). Before you make any purchases,
consult with the bookkeeper for specific information. Any purchases made without checking with
the bookkeeper and getting proper approval will not be paid by the school.

Also, when making a purchase, please be sure to ask yourself how the merchandise can be used
in the classroom for instructional purposes. Items such as: paper towels, air fresheners, candy, etc.
are not permitted. Please consult with the bookkeeper for further clarification.

Teachers should limit their spending to the amount that has been granted to each teacher. If a
teacher spends over his /her allocation, he / she will be responsible for the over charge.

The Escambia Board of Education is a tax-exempt school system. We do not pay sales tax for
merchandise. Teachers should NOT pay any sales tax when making any purchases. Employees
are to present a tax exempt letter, which can be obtained from the bookkeeper, to the cashier when
making purchases. If taxes are charged, the purchaser will be responsible for paying the taxes.

Student Records
All cumulative student records are located in the records room. It is the responsibility of the section
teacher to review the student records and make sure they are kept up to date. Because all records
are not automatically delivered to the school, section teachers must:
• review their records by October 1 each year
• request any missing records through the Records Clerk
• continue this process throughout the year when new students arrive.

At the close of the school year, section teachers are responsible for updating the cumulative
records for the year that has just ended. If files are not reviewed and requested early in the school
year, it makes for a very confusing and hectic close of school. Keep your files up to date. The
assistant principal or designee will check cumulative records at the close of school.

All students are allowed to enter the building when the take-in bell rings at 7:30 a.m. Until that time,
students are to remain outside or in the gym during inclement weather. Students are not allowed
to come into the building in the morning except in cases of inclement weather. The more orderly
we can get students to enter our building, the sooner we can get them on task to start instruction.

Students eating breakfast may enter the cafeteria from 7:00 a.m. to 7:25 a.m. and then return
outside when they finish eating. The teachers on cafeteria duty should not allow students to
congregate. Only students eating breakfast are allowed in the cafeteria.

Teacher Dress
Teachers are to dress in a professional manner with acceptable community standards of good
taste and decency. Teaching is a profession and employees’ attire should comply with high
standards associated with the job. Men should be attired in shirts that are tucked in. Wearing a tie

will add to your professional image. Females should wear dresses/skirts that are decent in length
using the length test that is prescribed to students (a dollar bill’s length from the top of your knees
to the bottom of the garment). Unless serving in the capacity of a physical education (PE) teacher,
or an agreed upon employee “dress down” day has been established, ALL employees should dress
in a professional manner. Teachers should also be reminded that their behavior and attire should
always serve as a model for our students. Neat, attractive attire, good grooming, and good
manners can have a positive influence on student behavior and one's self-concept. Looking
attractive on the job is not exercising vanity, but rather evidences a zest for life and a sense of

Employee Dress Code (Specific Recommendations):

       No western style jeans (except for custodians and bus drivers and as allowed for special
        occasions as approved by the principal).
       No “sagging” pants.
       No revealing (be extra mindful of cleavage showing) or ragged attire.
       No sweat-suit type attire (except for PE teachers, bus drivers, or custodians).
       No athletic type shoes (except as allowed for special occasions or special work as
        approved by the principal.) No flip flops.
       No tank tops or t-tops.
       No T-shirts that are considered underwear as outer wear (except as allowed for special
        occasions or special work as approved by the principal).
       No facial jewelry (except earrings for females).
       No “leggings” without proper coverage (shirts/skirts/dresses that are decent in length - use
        the same length test prescribed for students – a dollar bill’s length from the top of your
        knees to the bottom of the garment).

Teachers' Lounge
The teachers' lounge contains many conveniences for faculty and staff such as drink machines,
snack machines, microwaves, sinks, etc. It is hoped that each person will do his/her best to pick up
all trash and help keep these rooms neat. Students should never be sent to the lounge, as this
room is for teachers and other staff members. No food should be placed in the refrigerators for
extended periods of time. When extended holidays are approaching, i.e. Christmas, Thanksgiving,
spring break, etc., make sure all your food items are removed from the refrigerator. Also, make
sure the microwave is cleaned when foods that are warm spill over. Failure to comply with these
directives could result in written documentation.

The telephones in the Main Office are not to be used by students except in emergencies. These
are business phones and as such cannot be occupied with non-business calls.

Teachers have access to the telephone in the teachers’ lounge. The telephones in the Main Office
need to remain free for usage by the secretaries and other office personnel. All personal calls that
are made should be limited to one minute. Teachers who need to make school-related long
distance calls are welcome to use the sign-in log and telephone in the office.

Teachers should never leave class to use the telephone except in extreme emergencies.
Messages will be sent to teachers if immediate attention is necessary, or messages will be put in
the teachers' mailboxes.

Records Room Regulations
The records room is located in the Main Office complex. Because student records are confidential,
the following specific regulations must be followed:
• No one is permitted in the records room area without receiving approval from the administration.
   There is a log that must be signed prior to usage of the vault.
• Always return cumulative folders to their correct place in the file cabinet (alphabetical order).
• Never leave a cumulative folder out of a file cabinet. No folders are to be placed on
   top of the file cabinets.
 • If you can not locate a student's cumulative folder, contact the registrar immediately.
 • Please do not bring food or drink items into the records room.
 • The records room should remain clean and in order at all times.

Time Clock
All faculty / staff should clock and sign in for starting the work day and clock and sign out ending
the work day. Under no circumstances should another employee sign or clock in for another
employee. Any employee found in violation of this directive will be served written documentation.
There will be no exceptions. If an employee fails to clock in, it will be automatically deducted from
his/ her sick leave days. If an employee does not have any sick leave days, he / she will not be
paid for that day.

1. All visitors are required to report to the Main Office.
2. All visitors are to sign the visitor's record in the Main Office. The ONLY exceptions
        -School System maintenance and warehouse employees.
         -Agencies in the process of food or staple deliveries.
3. All letters of introduction are to be verified by the school secretaries. Visitors are to see the
    principal and his or her designee after the letter has been verified.
4. All visitors are to be issued a visitor’s pass. The only exceptions are persons to see
    administrators, counselors, or secretaries in the Main Office.
5. Visitors who are parents or guardians of students enrolled in the school may be allowed to visit
    classrooms only after the teacher has been made aware of the request and it has been
    approved by an administrator. In most cases parents will only be allowed such permission
    during a teacher's planning or conference period.
6. Teachers should stop and ask visitors not wearing office passes if they need
    assistance. If the visitor has not checked in at the office, the teacher should direct him/her to
    the Main Office. The office should be contacted if the person is acting in a suspicious manner.
7. Any visitor who does not desire to follow the above procedures is to be referred directly to the
     principal or an assistant principal.

When a new student is enrolled it becomes necessary for teachers to ensure that progress made
while the student attended another school be taken into account when compiling quarterly grades.
These grades may be acquired from the registrar.

Guidance and Counseling
Guidance and counseling services offered to students at ECMS include:
    • individual and group counseling
    • referrals to community resources
    • testing
    • student development
    • information on opportunities available in career areas
    • scheduling

Students will be seen by the counselor at the request of students or based on referrals from
teachers and other employees. If an employee feels that it would be in the best interest of a
student to receive counseling from a counselor, the following steps must be followed:

    1. A counseling referral form will be completed by the individual making the referral and
       turned in to the counselor. Forms may be obtained from the office.
    2. The counselor will schedule appointments for student meetings at a time that is less
       intrusive on students’ academic schedules. Students’ appointment times will be placed in
       teachers’ boxes, and teachers will send students to the counselors’ office with a pass at
       the scheduled times.
    3. When students are dismissed from the counselor’s office, the counselor will sign the pass
       indicating the time student leaves the counselor’s office.
    4. In the event an emergency situation is perceived, the student is to be sent or escorted to
       the office. The office personnel will make sure protocol is followed regarding an
       appointment to meet with the counselor.

Students are NOT to be sent to the counselor’s office without an appointment from the counselor.
Following these procedures will provide more security to accountability of our students’ where-a-

Make-up Work
When students have excused absences, (i.e. for illness, legal reasons, death in the family, etc.),
make-up work must be provided for the student. A reasonable amount of time (usually three days)
should be given to complete the work. It is the responsibility of each teacher to come up with
guidelines for completion of make-up work that complies with county policy. These guidelines
should be communicated to students at the beginning of the school year. Additionally, these rules
should be clearly stated by the teacher and enforced for all students.

Media Center
The Library Media Center operates on a timed schedule. Each team is assigned specific days each
month that are available for their students' use. These days can be arranged by consulting with the
media specialist and getting scheduled on her calendar. A maximum of four students can be sent

for individualized work at any time providing space is available. A hall pass is necessary for
students to come to the Library.

All sixth grade language arts classes will be introduced to the Library during the first
quarter. Library skills are taught through the language arts classes and on request from
other subject area teachers.

Books will be pulled for classroom use if book titles, subject areas, and/or time period are
submitted at least one day in advance.

Non-instructional Items
Students are not allowed to bring non-instructional items to school for reasons other than academic
purposes. This list includes radios, tape recorders, electronic games, yo-yos, skateboards, cell
phones, etc. These items often encourage theft and when misused, disrupt the instructional
program. These items should be confiscated and turned in to the office where guidelines for
returning them will be followed.
In the event a student refuses to turn over non-instructional items, teachers are to write a referral
for possession of the item and for defiance and send the student, as well as the referral, to the
office. Again, students are not to be sent to the office for discipline without a referral.

Schedule Changes
The principal or his designee must approve all schedule changes. All changes will be made in the
best interest of the students while maintaining the integrity of the entire school schedule. There will
be no schedules changed after the first two weeks of school.

Student Discipline / Classroom Rules
Student discipline involves much more than office referrals and suspensions. At ECMS we believe
that engaging instruction and classroom structure are the best ways to minimize discipline
problems. Continuous improvement of the instructional program is our number one method for
keeping students out of trouble. A policy to govern student behavior for Class A offenses is to be in
place at the beginning of the school and discussed with students. This policy may be devised by
individual teachers, by pods, teams, or as a school-wide initiative. Discipline plans that each
teacher will follow is to be turned in to the office within the first week of school. It is also an
excellent idea to inform parents of the specific class rules and consequences and to maintain
written documentation that this information has been made available to them.

It is the responsibility of each teacher to follow procedures that include a documented conference
with a parent for all Class A offenses before sending students to the office. Sending students to
the office for Class A offenses is to be the final step of the discipline process. In the event a
student is sent to the office for violation of Class A offenses, evidence of parent contact regarding
student’s behavior must be provided. Additionally, requiring students to complete behavior essays
is not to be used as a form of discipline. All writing assignments are to be meaningful and

academically related to authentic assignments. Requiring students to construct knowledge by
answering specific questions regarding behavior is encouraged.

Team Discipline
The Model Middle School is formed around the concept of team work. This team concept should
also apply to the discipline plan that is established to create a classroom environment that
contributes to learning. Team teachers should work together to design a management plan that
gives them control and power to deal effectively with student problems. Team control of the
process, as opposed to administrative action, greatly increases a teacher's ability to successfully
manage the classroom.

A team management plan should have a clear hierarchy of consequences for misbehavior that is
followed for each student. This might consist of a sequence of steps ranging from student-teacher
conference to a parent phone call or conference, and ending with an office referral when all other
team efforts to solve the problem have been exhausted. This plan gives team teachers the time
and opportunity to find the most effective methods of dealing with individual students.

Documentation of student misbehavior and consequences is a critical part of the team
management plan. The team should develop forms for recording incidents of student discipline and
create a team file for each student. It is also recommended that teams designate days of the week
for meetings during the team planning period (i.e. Tuesdays are the day for student/team
conferences.) This record keeping and communication will provide all team teachers an awareness
of incidents that occur and the discipline plan steps that have already been covered. When
misbehavior reaches a point where an office referral is necessary, the student file can be readily
available to show what action has already been taken.

Effective Classroom Management
Another responsibility of teachers is the development of effective classroom management. Good
classroom management does not just happen. Classrooms where students are highly involved in
learning activities and are free from disruption and chronic behavior problems are not accidental.
They exist because effective teachers have a clear idea of the types of classroom conditions and
student behaviors that are needed for good learning environments. These teachers work very hard
to produce such environments with organization and structure that anticipates problems that might
occur and defuses them.

Student Discipline Referral Form
The student discipline referral form is the form used at ECMS. It is suggested that this form be
used with discretion as it becomes part of the student's permanent records. It is also a part of any
disciplinary hearing at the Central Office. So be sure it is grammatically correct. The form must be
filled out completely with a description of the deviant behavior, including profanity as it was
spoken. No abbreviations or unfinished words are appropriate. This form should be sent to the
administrator along with the student’s behavior log.

Discipline Problems
Teachers and their teams should handle minor negative behaviors such as eating in class, name
calling, not being prepared for class, talking, arguments between students, chewing gum, etc. If a
discipline problem occurs that the teacher cannot handle, the teacher should fill out a discipline

form and send the student to the office. Once the child arrives in the office, the administration will
handle the problem in the manner that is deemed appropriate. Since the teacher has exhausted all
means known to correct the problem and has not been successful, the office will make the decision
on what needs to be done.

The following are appropriate examples of aggressive behaviors for sending students to the office:
    fighting
    threatening a teacher
    disrespect to a teacher
    habitually disruptive behavior, after proper steps have been taken
    possession of weapons
    possession of controlled substances

Tips for Preventive Discipline
I. Start the year firm and consistent. According to research, one can predict how well a teacher
    will manage the classroom and the extent of student engagement in tasks by the manner in
    which the teacher's management of behavior is handled the first three weeks of school.
2. Set limits. Clearly communicate standards of acceptable behavior to students. Post a chart of
    classroom rules and give each student a copy.
3. Use as much non-verbal correction as possible. Our children thrive on verbal confrontation.
    They seem to always have an answer for verbal corrections. Silence makes them
    uncomfortable and can often solve a problem expediently.
4. Be consistent. Interpret school rules in the same manner each day regardless to who the child
    in violation may be. Plan routine management activities to reduce noise, as well as minimize
    the loss of instructional time.
5. Be fair. Treat students with respect and expect the same from them. Students should be given
    an opportunity to explain a classroom problem before they are disciplined.
6. Accentuate the positive. Compliment students when they show improvement or do well in
    studies or behavior.
7. Nip it in the bud. When a potential problem is developing, use eye contact, signaling devices,
    and proximity of control to defuse a situation. Also, correct students privately when possible.
8. Parents can help, too. Most parents appreciate being informed when their child is becoming a
    classroom problem (see "Parent/Teacher Relations).
9. The office is like a savings account. Draw on it all the time and there is not much protection.
    The principal or assistant principal, like the banker, can advise and assist. However, only you
    the teacher can determine the cases where a withdrawal can be made – usually after all
    possible means of handling a problem have been exhausted.

Room Appearance
Research reveals that the physical appearance, comfort and organization of the classroom have an
effect on student learning and behavior. The individual teacher cannot control the comfort, but
other factors can be controlled. Bulletin boards and student displays should be current, decorative,
interesting and educational. They should be “CRT” and/or “ARMT+” relevant, and seasonal.
Teachers’ rooms must be kept free of paper and other debris throughout the day. Classroom
appearance will be considered in the teachers’ evaluation process Student committees or monitors
can provide assistance in creating and maintaining a well-managed classroom.

Bulletin Boards
Bulletin boards can be used to determine the climate of the school. Attractive bulletin boards add
personality and life to a school. Therefore, bulletin boards within the classroom and on the
hallways will be maintained by teachers throughout the year. A list of bulletin boards that will be
checked by administrators will be maintained in the office. Each team or pod is required to sign the
list indicating which month they will take on the responsibility of maintaining specific boards that are
on the list.

Students should take care, of any state-issued books. Any abuse or loss will result in a fine or
charge for the value of the book. Students with book charges that have not been cleared will not be
issued textbooks the following year.

If a student loses a book, he/she must pay for the book before being issued another one. If the lost
book is found, the student will be refunded the cost of the book. The school is not responsible for
books taken out of the classrooms.

When a student is withdrawn from school it is necessary for the office personnel to gather all
relative academic, conduct, and attendance information. In fulfilling these tasks teachers may be
called upon to provide this information on an impromptu basis. Recognizing that this practice may
impede instruction, there is no other means of accurately gathering this data. Therefore, teachers
will be asked to provide the information immediately upon request. Clearance should not be
granted to students who have books out or overdue fines.

                               EVALUATION PROCESS

The EDUCATE Alabama evaluation process is a formative evaluation system designed to provide
data about teachers’ current performance based on the Alabama Quality Teaching Standards
(AQTS) and to set expectations, goals, and plans for professional growth. There are five standards
with 39 performance indicators. Each indicator will be rated using a rubric. Numeric scores will not
be given. The levels of performance are: emerging, applying, integrating, and innovating.

EDUCATE Alabama uses four data sources for evaluation.
     1. Classroom observations – minimum of 2 formal unannounced observations
     2. Dialogues and Principal’s data
     3. Collaborative Summary Report (CSR)
     4. Professional Learning Plan (PLP)
Information from the teacher’s self-assessment may be used to complete the CSR at the option of
the teacher.

The data from the observations, dialogues, and principal’s data will be included to complete the

Professional Learning Plan
The EDUCATE Alabama PLP is to be developed collaboratively by the evaluator and teacher
using the CSR, the teacher’s Self-Assessment, and subject area/grade level, or school-wide
student achievement goals. Usually, no more than two professional learning goals (Indicators,
cross-cutting areas) should be included. That is why the PLP form has only two sets of boxes. In
those situations where it is felt that more than two areas of focus are necessary, an additional form
can be attached. The PLP should be prepared during the Collaborative Summary Conference, or
soon after at a separate meeting.

An important item for all teachers to remember is that school administration or Central Office
personnel can observe them informally at anytime. Again, the teacher's lesson plans should be
kept on his/her desk so they are immediately accessible to the administrator or supervisor who
may be conducting an observation.

A. GRADES, TESTING AND HOMEWORK POLICY: The following statements and policies of
regulation have been prepared to aid faculty members to a better understanding and more uniform
interpretation of our grading system. The key to the present grading system is:

        A       EXCELLENT                 90-100
        B       GOOD                      80-89
        C       AVERAGE                   70-79
        D       PASSING                   60-69
        F       FAILING                   0-59

Marks attempt to measure growth, attitude, and effort that take place in the individual students in
the various subject-matter fields and to evaluate their personal and social attitudes. Teachers are
encouraged to give teacher-made and standardized tests as much as possible as an aid in
determining competency in subject fields. Teachers are also encouraged to observe their students
closely and have informal conferences with them.

The school year will be divided into four-9 week grading periods. Unannounced “Pop” Tests should
not be used when averaging a student’s grade for the report card. Unannounced tests may be
used as a tool for the teacher to determine which skills and materials will need to be re-taught or

reinforced. There will need to be a minimum of 10 grades per nine-weeks grading period including
exam in each subject area to average for the report card.

The school year will be divided into four 9-week grading periods. Progress reports for all students
will be sent home at 4 weeks intervals from each teacher. Report cards will be distributed at the
completion of each 9-week grading period.

No more than two major tests shall be administrated on any given day. Testing material should be
reasonable in length and specific. (Ex. Test material that covers 2 or 3 long chapters is
unreasonable unless specific material in the chapters has been identified). Teachers in each grade
need to devise a Testing Calendar/Schedule to defuse any misunderstandings about the date and
subject each test will be administered. A copy of the testing calendar/schedule needs to be turned
in to the office.

Homework assignments should be based on the need to reinforce skills that have been introduced
and reinforced with practice. Homework assignments should also be limited to 15 minutes per night
per subject. The decision to give a homework assignment should be based on the need to
reinforce skills that are currently being taught or as a continuation of a unit, project, or other
assignment that is presently being covered.

Weekend and holiday homework assignments are discouraged except in the case of long-range
assignments. All assignments should be relevant and meaningful to the particular subject for which
it is assigned.

A syllabus for objectives shall be provided by each teacher that informs the student and parents of
the objectives to be covered as well as any assignments for in-class and out-of-class. Also
included on the syllabus should be test dates in each subject for that objective as well as study-
guide information where the material to study may be found. All information regarding objectives
that will be covered, study guides used to accomplish objectives, and assessments used to
measure objectives is to be made available to parents by posting it on the school’s website.

B. PROMOTION: In case of questions concerning the promotion of pupils, it shall be the policy of
the Board of Education that the principal and teachers are granted the authority to make a final
decision in such matters.

Students who fail to meet grade requirements will not advance to the next grade by social

Formula for averaging semester grades to determine pass\fail:

First semester and second semester grades will be averaged at the end of the school year.
This grade will determine pass or fail for the year.

Seventh and eighth grade students must pass both English and Math in order to advance to
the next grade. Students in the 7th and 8th grades who fail only Math or English may make up
that course by passing the course in summer school. Those who fail both subjects will be

Any student (grades K-6) attaining more than fifteen unexcused absences during a school
year will not receive credit for any of his/her work and will repeat the entire grade unless
student attends the Truancy Diversion Program.

Any student (grades 7-12) attaining more than fifteen unexcused absence in a course will
fail that course for the year unless student attends the Truancy Diversion Program.

SUSPENSION OF STUDENTS FROM SCHOOL: It is our policy and has always been our policy
that we take no great pleasure in the suspension of students. However, it sometimes becomes
necessary. In cases of suspension, the student has the privilege of taking his books home
and reading and working on assignments with NO credit given. Students are encouraged to
keep up so that grades will not suffer when they return to school. Any tests or assignments,
missed while on suspensions will not be made up. A grade of “0” will be assigned to the
student on the day of suspension. When a student returns to school after a suspension, no
discussion of the misbehavior will be held. We feel he/she has paid the price for his/her
misbehavior and should be treated like any other student.

ISS / OCS: The purpose of detention hall is to provide punishment for minor offenses such as:
excessive tardiness, minor classroom disruption, and chewing gum. Students must report to
detention hall when assigned. Students who are assigned to detention hall and have to stay in for
a teacher need to make arrangements to stay in for that teacher before or after school or after
he/she has finished with detention hall. Anytime students are assigned to ISS/OCS, work from
each teacher is required. In the event teachers are unable to provide the same work that is offered
in the classroom while a student is in ISS/OCS, comparable work assignments must be provided.
Students are not to be given zeros for days they are in ISS/OCS. ISS/OCS students will not be
allowed to participate in programs and/or extra-curricular activities during their stay in ISS/OCS.

ASSEMBLIES: Assembly programs will be scheduled during the year. Teachers are to discuss
proper behavior in public meetings before each program with their students. Compliment your
students on their good behavior and discuss with them the areas that need to be improved. Keep
the following in mind concerning assemblies:
             1. Teachers will escort their classes to the gym and sit with them. Teachers will
                  supervise their own class and other students near them.
             2. All programs you wish to plan for your class, grade level, or the school should be
                  scheduled in the office and approved by the principal.
             3. Any visiting speaker or program scheduled for our students to hear or see must be
                  checked out and approved in advance by the principal.
             4. All teachers will attend assembly programs and help supervise students.

INVENTORY OF SCHOOL PROPERTY: At least twice each year, an inventory of school property
shall be made. Teachers will be responsible for taking inventory of their room, including all school
property within the room that has been assigned to that teacher. The office should be notified
immediately if any property is missing or cannot be located at any time during the year. The
assistant principal shall coordinate the inventory of school property. Do NOT move school property
from one room to another without telling the assistant principal in charge of inventory.

MAINTENANCE: It is the responsibility of each teacher to notify the office of any hazardous
conditions which may exist. If you are in doubt, but think a condition may be hazardous, please
notify the office immediately.
              1. REPAIRS: Notify the assistant principals in writing (a note will do) of your repair
                   needs. The repair request should include teacher’s name, room number and
                   repair need(s).
              2. AIR-CONDITIONERS: Do not operate the air-conditioners with the front cover off.
                   This does not give the unit the benefit of the filter and could cause damage to the
                   Teachers should check the furniture and equipment in their rooms frequently to
                   see that vandalism does not occur.

Schools shall make every effort to safeguard the instructional day from interruptions generated by
fund-raising activities. Fund-raising should not involve instructional time, school personnel, and
students during the school day. Teachers, school personnel, and students should not be involved
during the instructional day in displaying, distributing, selling or collecting money for items of a
fund-raising nature including, but not limited to, baked goods, cookies, tickets, magazines,
etc. Necessary accounting procedures will be done during non-instructional time. When these
 activities must involve instructional time, principals must give prior approval.

The Superintendent must approve all fund-raising projects in advance.

The following activities are prohibited: door-to-door selling by students in kindergarten through
middle school, fund-raising for the purpose of buying instructional supplies, and the awarding of
individual prizes and incentives to students in kindergarten through sixth grade.

Extra-curricular activities shall not interfere with instructional time.

Athletic events, including travel time, shall be scheduled outside of the instructional day. Students
shall not be excused from school before the end of the day for athletic events without the approval
of the Superintendent in advance.

Principals shall develop an activity period to be used for extra-curricular activities such as: pep
rallies, club meetings, and assemblies, which must occur during the school day. The activity period
will insure an abbreviated period for each class on those days.

Activities which should not occur during instructional time include: movies solely for the purpose of
entertainment, preparations for homecoming, parades, or athletic events; college or military
 recruitment; and any other practice or preparation that would necessitate taking students out of
 scheduled classes. Special consideration may be given to senior activities.

Special consideration shall be given to students when scheduling practice time and work sessions
on school nights. These sessions shall end no later than 9:00 p.m.

FIRE AND TORNADO DRILLS: The fire drill and emergency exit diagram shall be displayed in a
conspicuous place in your class.
           1. Make it a point to explain and show the emergency routes available.
           2. Appoint two (2) students each period to see that all windows are closed.
           3. Teachers will be the last to leave the rooms and buildings in a drill or emergency.
           4. FIRE DRILL: The signal for evacuation from the building is three (3) short bells.
           5. The signal to return to the buildings is the regular school bell.
           6. TORNADO DRILL: In the event of an approaching tornado, students should go
               into the halls and sit as close as possible to the walls. The signal will be a series
               of long intermittent ringing of the bell. Leave a window slightly open. All school
               personnel (faculty, custodian, lunchroom, secretarial) and all parents or visitors will
               participate in the drill unless they have the expressed permission of the principal to
               do otherwise.
           7. Make it a point to explain and show the emergency routes available.
           8. Appoint two (2) students each period to see that all windows are closed.
           9. Teachers will be the last to leave the rooms and buildings in a drill or emergency.

                                    DIVISION OF RESPONSIBILITIES

                                              THE PRINCIPAL


Accreditation Reports                                            School Policies and Organization
Classroom Visitations and Teacher Conferences                    Office Practice and Procedures
Department Meetings                                              Athletic Programs
Faculty Meetings                                                 Assembly Programs
In-Service Study                                                 Discipline-Special Problems
Scheduling Tests and Exams                                       Finances and Purchases
Conferences With:                                                Counseling Students
a. Parents                                                       Duty Assignments
b. Pupils
c. Staff Members

                              ASSISTANT PRINCIPALS’ GENERAL DUTIES

  Classroom Visitation                                          Lunch Duty
  State Textbooks                                               Inventory
  Discipline-General Problems                                    Student Counseling
  Fire and Tornado Drills                                        Parent Conferences
  Break Sales During Recess                                      Implement Data Meetings
  Assist with Curriculum Planning                                Model Lessons When Needed
  Assist with Budgets                                           Conduct monthly and quarterly data meetings
  Assist with Student Scheduling
  Be visible on halls during students’ transition during class changes
  Ensure that teachers are maintaining discipline
  Oversee Care and Maintenance of Building Grounds

                                ASSISTANT PRINCIPALS’ SPECIFIC DUTIES

  5TH & 6TH GRADE                                                            7th & 8th GRADE

      1. Inventory                                                           Supervise Custodial Staff
      2. State Textbooks                                                     Maintenance Supplies

                                Bell Schedule

   7:25 a.m.              Teacher’s Sign In
   7:30 a.m.           Students Enter Building
7:40 – 7:45 a.m.           Announcements


  Homeroom                   7:35 – 7:45              7:35 – 7:45
   1st Period                7:45 – 8:35              7:45 – 8:30
   Transition                8:35 – 8:40              8:30 – 8:35
   Break 5-6                 8:40 - 8:55              8:30 – 8:45
 2 Period 5-6                9:00 – 9:45             8:50 – 9:35
 2nd Period 7-8              8:40 – 9:45              8:35 – 9:35
   Break 7-8                 9:30 – 9:45              9:15 – 9:30
   Transition                9:45 – 9:50              9:35 – 9:40
   3rd Period               9:50 – 10:40             9:40 – 10:25
   Transition              10:40 – 10:45            10:25 – 10:30
   4th Period               10:45 11:35             10:30 – 11:15
   Transition              11:35 – 11:40            11:15 – 11:20
  Lunch 5-6                11:40 – 12:10            11:20 – 11:50
 5th period 5-6             12:15 – 1:00            11:55 – 12:35
 5th Period 7-8            11:40 – 12:30            11:20 – 12:05
  OCS Lunch                     12:10                    11:50
  Lunch 7-8                 12:30 – 1:00            12:05 – 12:35
   Transition                1:00 – 1:05            12:35 – 12:40
   6th Period                1:05 – 2:00             12:40 – 1:25
   Transition                2:00 – 2:05              1:25 – 1:30
   7th Period                2:05 – 3:00              1:30 – 2:15
   8th Period                                         2:20 – 3:00
   Dismissal                 3:00 – 3:10              3:00 – 3:10


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