HALL -WOODWARD



HALL-WOODWARD

ELEMENTARY SCHOOL

125 NICHOLSON ROAD

WINSTON – SALEM, NC 27107

(336) 771 - 4550

2011 – 2012

STAFF HANDBOOK

Theme: Communications

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8/18/11

TABLE OF CONTENTS

School Calendar 4

Philosophy/ School Vision / Mission / 2006-2007 Focus 5

“Children Learn What They Live”____________________________________________8

Working Agreement 9

Program Description_______________________________________________________10

Parent-Student-School Compact______________________________________________12

Contact People____________________________________________________________14

Single School Culture 15

Faculty & Staff Roster 17

Map / Traffic Pattern_______________________________________________________21

VIP Calendar / VIP Forms __________________________________________________23

HWES Staff Development/Technology/Marzano’s __ ____________________ 26

SIT-You Have A Voice Guidelines 29

Meeting Schedules 30

Committees 31

School Leadership 36

Personnel Policies and Guidelines____________________________________________ 38

School Day________________________________________________________

Staff Absences_____________________________________________________

Hazardous Weather__________________________________________________

Substitute Folder____________________________________________________

Breaks____________________________________________________________

PTA Meetings______________________________________________________

Duty Free Lunch____________________________________________________

Telephones________________________________________________________

Dress Code________________________________________________________

Verification of Sick Leave____________________________________________

Professional______________________________________________________________42

Planning__________________________________________________________

Attendance Sheets___________________________________________________

Reporting to Parents_________________________________________________

Parent Conference Information_________________________________________

Record Keeping____________________________________________________

Cumulative Folders__________________________________________________

Staff Meetings______________________________________________________

Email_____________________________________________________________

Mailboxes_________________________________________________________

Class Schedules_____________________________________________________

Student Registration_________________________________________________

Early Leaves_______________________________________________________

Field Trip Information_______________________________________________

Half-Time Employees________________________________________________

Support Personnel___________________________________________________

Building / Materials_________________________________________________

Buses_____________________________________________________________

Media Center______________________________________________________

Personal Education Plan (PEP)/Gateway Folders__________________________

Items to Share with Parents___________________________________________

Office Efficiency__________________________________________________________53

Finances / Field Trip Information_____________________________________________54

Effective Classroom Management/Discipline Guidelines for Staff___________________56

Emergency Procedures_____________________________________________________78

Checklist-Bomb Threat_____________________________________________________82

Procedures for Panic/Danger Situations________________________________________83

Guidelines & Schedules 92

Forms___________________________________________________________ ______110

School Improvement By-Laws and Plan_ ___________________ 137

Job Descriptions__________________________________________________________166

Employee Evaluation Information____________________________________________173

Attached Policies_________________________________________________________ 217

Tobacco Free Schools Policy 1331_____________________________________

Student Rights, Responsibilities Policy 5131_____________________________

Guidelines for Student Discipline AR 5131_______________________________

Attendance and Make-up Work AR 5110 ________________________________

Technology Information____________________________________________________267

2011-2012 CALENDAR SUMMARY

August 2011

23 Open House (5:30-7:30) Report Card Dates

25 First Day for Students 8th - November

31st- January

September 2011 Fundraiser Month 17th - April

5 Holiday-Labor Day 13th - June

8 PTA/Open House/Curriculum Night

16 Ident-A-Kid

October 2011 1st Quarter Progress Report Dates

21 Fall Harvest Festival September 6th

26 Fall Picture Day September 27th (Mid-term Interim)

27 Fall Treat October 18th

27 End of Quarter

28 No School for students

November 2011

10 Curriculum Night/Science

11 Holiday - Veteran’s Day 2nd Quarter Progress Report Dates

15 Holiday Portraits November 15th

22 Fall Picture Make-ups December 6th (Mid-term Interim)

23-25 Holiday - Thanksgiving January 10th

December 2011

8 PTA/Student Performance/ Curriculum Night

20 Winter Treats

21-January 2 Winter Holidays

January 2012

3 1st Day Back to School

12 Parent Curriculum Night

16 Holiday - Martin Luther King Jr's Birthday

20 End of Quarter

23 No School for students

February 2012 3rd Quarter Progress Report Dates

9 PTA/Student Performance February 7th

14 Valentines Dance (During School) February 21st (Mid-term Interim)

20 No School for Students March 13th

March 2012

6 Spring Portraits

22 Parent Curriculum Night/Movie

29 Spring Treat

29 End of Quarter

30 Rsv Day/No School for students

April 2012 4th Quarter Progress Report Dates

2-6 Spring Break/Holiday April 24th

12 Class Pictures May 8th (Mid-term Interim)

14 PTA Spring Fling

26 PTA/Student Performance

May 2012

28 Holiday - Memorial Day

JUNE 7 LAST DAY OF SCHOOL/End of Quarter

Bad Weather Make-up Days School Improvement Team Meeting Dates

November 23, February 20, (Time: 4:00 p.m. until 5:00 p.m.

June 8, June 11, June 12, June 13, August 22, September 7, October 5, November 9,

March 30, April 2, April 3, April 4 December 7, Janurary 18, February 22, March 15,

*Days missed will be made up in the above order April 25, May 16, June TBA

HALL – WOODWARD ELEMENTARY

2010-2011 FOCUS

Rigor, Relevance, Relationships, and Results

SCHOOL PHILOSOPHY

The Hall – Woodward Elementary School staff is committed to providing a quality-learning environment for each student. They will assist every child in reaching his / her potential in educational, physical, and personal growth in these ways:

Students are encouraged to understand the importance of learning, to develop a sense of duty and responsibility, and to apply themselves enthusiastically in attaining goals.

Parents are encouraged to be involved and supportive of the educational process through open communication with staff and through active involvement in school activities.

The school consists of the students, staff, parents, and community. We will strive to work together to produce valuable and able citizens for our future.

VISION

Home, school, and community working together for the academic and social success of children.

MISSION

We believe that by providing a safe and secure environment, recognizing and respecting individual differences, and utilizing different ways of teaching, all children will learn through the combined efforts of home, school, and community.

SCHOOL MOTTO

“Working Together Learning Happens Here”

SCHOOL THEME

Communications

Children Learn What They Live

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight.

If children live with fear, they learn to be apprehensive.

If children live with pity, they learn to feel sorry for themselves.

If children live with ridicule, they learn to feel shy.

If children live with jealousy, they learn to feel envy.

If children live with shame, they learn to feel guilty.

If children live with encouragement, they learn confidence.

If children live with tolerance, they learn patience.

If children live with praise, they learn appreciation.

If children live with acceptance, they learn to love.

If children live with approval, they learn to like themselves.

If children live with recognition, they learn it is good to have a goal.

If children live with sharing, they learn generosity.

If children live with honesty, they learn truthfulness.

If children live with fairness, they learn justice.

If children live with kindness and consideration, they learn respect.

If children live with security, they learn to have faith in themselves and in those about them.

If children live with friendliness, they learn the world is a nice place in which to live.

By Dorothy Law Nolte, Ph.D.

Working Agreement for Hall-Woodward

Work cooperatively.

Celebrate accomplishments.

Be open, truthful, honest, and forgiving.

Respect others.

Listen deeply to others.

Show sensitivity to differences.

Accept and understand what is said.

Agree to disagree.

Participate actively.

Open your mind to change.

Accept the differences of others while keeping your own identity.

Avoid stereotyping.

Acknowledge everyone’s individuality.

Demonstrate care and concern.

Keep a positive attitude.

Accept constructive criticism.

Look beyond the outer person.

Treat each other as equals.

Maintain confidentiality.

Speak in “I” and “me” statements.

Appreciate each other.

Learn and grow.

Be flexible and adjust.

Be punctual.

HALL-WOODWARD ELEMENTARY SCHOOL

Magnet Theme: Communications

Preparing students with effective communication skills for lifelong learning in a technological and culturally diverse society.

Grade Levels: Pre-K-5 Type of Program: K-5 Public Education Schoolwide Title I

Partnerships:

Accion Hispana, B B & T, Baptist Hospital,

Disco Rodeo, Duke Power, Rite-Aid Drug,

Dollar General, Friedland Moravian Church, Gallins Vending,

Hispanics in Action, Hispanic Arts Initiative,

Hispanic League, Kernersville Kiwanis, Five Points Tire & Auto

5 Star International Food Store, Lowes Food,

Mt. Tabor Methodist Church, Oak Forest United Methodist Church,

Oaklawn Baptist Church, Parkview Christian Church, Parkview Pizza Hut,

Old School Social Club, Que Pasa Latino Communications, Inc.

SAMs Club, Sedge Garden United Methodist Church, Oak Summit Church, Target

VIP Corporate Volunteers, Wal-Mart,

Winston-Salem Chamber of Commerce

Winston-Salem Foundation, Winston-Salem State University, WSJS

Program Description:

Hall-Woodward Elementary School offers a child-centered program in all academic areas with a focus on communication skills (reading, writing, speaking, listening, viewing), Spanish instruction, critical thinking, cultural awareness, and the use of communication through performance. Students use available technologies for accessing communications, video, television production, multi-media instruction, and publishing. Writing is emphasized across the curriculum and literature is emphasized in the communication skills program. Parent and community involvement is an integral part of the school's program.

Special Features:

*Emphasis on Excellence in all Academic Areas

*Computer Assisted Instruction

*Activities to Promote Effective and Confident Public Speaking

*Analytical and Creative Writing Programs in all Curriculum Areas, including

the use of word processing beginning in Kindergarten

*Literature emphasized in Communication Skills instruction

*In school television broadcasts produced and developed by students

*Book Clubs and Drama experiences to encourage interest in reading and writing

*Student production of newspapers and magazines

*Infusion of cultural arts throughout the curriculum

*Parent, Business, and Community Involvement

*Cooperative Learning

*Team Teaching

Student Services

The following services are provided to the students at Hall-Woodward Elementary School.

Mentor/Mentees

☺GAP (Girls Achieving Progress)

Brittany Malloy

Kyla Stroud

Essie McKoy

☺GQ (Gentlemen of Quality)

Eric Jones

Kenneth Jordan

Enrichment Activities

☺Summer Enrichment (Rising 2nd, 3rd, 4th, and 5th Graders)

☺Kinder Kamp (Incoming Kinders)

Tutoring

☺Hall-Woodward Tutoring

Heather Barksdale

☺Corporate Volunteers

Susan Paschal

Co-Curricular Activities Eric Jones

☺D-Unity Dancers

☺Boys and Girls Basketball

☺Boys and Girls Soccer

☺Reading Group

☺Video/Media Group

☺Odyssey of the Mind

☺SAVE (Students Against Violence Everywhere)

☺Student Council

☺Safety Patrol

☺Back Pack Group

HALL-WOODWARD PARENT-STUDENT- SCHOOL COMPACT

2011-2012

Hall-Woodward Elementary School and parents have jointly developed, agreed upon and distributed to all participants a School-Parent-Student Compact. We believe that by providing a safe and secure environment, recognizing and respecting individual differences, and utilizing different ways of teaching, all students will learn through the combined efforts of home, school, and community. Shared responsibility between parents and school staff is necessary in order for students to attain the high level of performance necessary to meet North Carolina’s academic performance standards. We ask that you promise to do this by completing and signing the part of the agreement that belongs to you.

PARENT RESPONSIBILITY

We will support the social, emotional and academic growth of our child in the following ways:

1. Send my child to school daily, on time, and prepared to learn.

2. Attend parent/teacher conferences and other school functions.

3. Assist with all homework activities.

4. Read, sign and return all school communication.

5. Keep parent contact and emergency information up to date.

Parent’s Signature _______________________________ Date ________

STUDENT RESPONSIBILITY

I will support my own social, emotional and academic growth by doing the following things:

1. Get at least eight hours of sleep every night.

2. Complete and return all of my assigned homework.

3. Attend school every day, on time.

4. Show respect to everyone.

5. Obey all school rules.

Student’s Signature _______________________________ Date ________

SCHOOL RESPONSIBILITY

We will support the social, emotional and academic growth of students in the following ways:

1. Provide high quality curriculum and instruction, which prepares students for their future.

2. Develop activities that promote a safe and caring environment.

3. Maintain ongoing communication with parents.

4. Provide parents with information and techniques to help their child learn.

5. Maintain an environment that promotes cultural understanding and mutual respect.

Teacher’s Signature _____________________________ Date _________

COMMUNICATION

To support the social, emotional and academic growth of students, communication will be carried out in the following ways:

1. Parent-Teacher conferences and school visits.

2. Regular communication with parents (phone calls, progress reports, AlertNow, notes, parent bulletin board, weekly newsletter).

3. Quarterly grade-level newsletters.

I agree_____ I disagree_____ with the compact __________________________________Date_________________

Signature

School: Hall-Woodward

Level: Elementary

Principal: Essie M. McKoy

Assistant Principal: Kenneth M. Jordan III

EC Referral Coordinator: Leslie Miller

K-2 Curriculum Coordinator: Susan Paschal

3-5 Curriculum Coordinator: Heather Barksdale

Instructional Coach Shayne Willis

Section 504 Coordinator: Leslie Miller

AIG Referral Coordinator: Shayne Willis

NC Testing Coordinator: Heather Barksdale

Textbook Coordinators: Kenneth M. Jordan II

Heather Barksdale

Susan Paschal

NCWISE Technician: Shelly Ferner

AIG Teacher 3rd, 4th, 5th Grade: AIG Designated Personnel

Diabetes Care Manager 1: Cecelia Dunlap

Brenda Jarrett

Diabetes Care Manager 2: Lori Fisher

Linda Tanner

Partnership Program Contact: Susan Paschal

PTA Volunteer Coordinator: Millie Kimel

Volunteer Program Contact: Eric Jones

2011-2012 Single School Culture Guidelines

• Certified Staff should arrive to school by 8:15 a.m. and work at least 7 hours and 45 minutes. (See Mrs. McKoy if you have any concerns.)

• Classified Staff should arrive to school by 7:30 and leave at 3:30 p.m. unless otherwise notified. All COMP time must be approved prior to use.

• All staff will sign in and sign out each day. Sign in/out locations will be announced.

• Arrive to all meetings on time. All certified employees should attend all PTA meetings, Curriculum Nights, and special events as outlined in the Calendar Summary. Plan early!

• Sign-in at arrival and departure times for all school related events with an administrator.

• Leave campus only upon approval by Mrs. McKoy. There will be a sign-out book for leaving campus only for SL or an emergency and it must be recorded in subfinder. (Mrs. McKoy will initial).

• All employees must wear identification badges at all times.

• Model appropriate behaviors that we expect of our students (i.e., no gum chewing, no inappropriate attire).

• Remember to always have your assigned instructional assistant helping with students. They should not be in the classroom alone unless they are substituting or providing coverage (the coverage should be approved by an administrator).

• Adhere to ALL duty assignments.

• Read emails and weekly agendas.

• Parking in front of the school is NOT allowed.

• Every child and every adult should be quiet during announcements. Everybody needs to observe the “Moment of Silence.” If during testing times, we forego the pledge, etc., then you may do it quietly in your room.

• All recess time must conclude by 2:55 p.m. and classrooms should be quiet.

• Adults must be in close proximity to students on the playground.

• Students should not be allowed in the lounge unless accompanied by an adult.

• Remember to utilize outside exit doors if located around the media center.

• Children (your own children) are welcomed on RS days unless notified otherwise.

• Adhere to our “Working Agreements” even when attending events/workshops/training/etc. off campus.

• Please keep commitments when agreeing to attend workshops/conferences/trainings/etc.

Single School Culture Guidelines (Safety Reminders)

1. Wear identification badge at all times.

2. Supervise students closely and know where your students are at all times.

3. Look for ways that safety can be improved.

4. Keep all students out of the lounge.

5. Keep in close proximity to your students.

6. Keep doors locked when unoccupied.

7. Report all unknown faces/strangers immediately to the front office.

8. Keep outside doors locked at all times.

9. Dismiss students according to dismissal plan.

10. Keep all scissors, objects, or anything that can be used as a weapon in a locked closet.

11. Take all drills seriously and follow protocol. Remember to take roster, inhalers, and important information with you.

12. Be vigilant, report anything of concern.

13. Report closet doors, especially custodian closets, if unlocked.

14. Make sure that NO chemicals are in your classroom.

15. Report any suspicious conversation, activity, or knowledge to the office immediately.

16. Never leave your classroom unattended.

17. Report any strangers on the playground.

18. Report any suspicious activity in the parking lot.

19. Review safety handbook, policies, and guidelines often.

20. Do not block any exits.

21. Make sure all heavy items (TV, etc.) are properly secured.

22. Do not allow pets or live animals in for show and tell. Always seek permission.

23. Remember students should use a hall pass when permission is granted to go to specific destination.

24. All staff should be in their assigned location. Teachers will need to “greet and meet” their students in the mornings.

Single School Culture Interventions

1) Verbal warning and follow-up sent to the instructional team.

2) Meet with the instructional team.

3) Devise a written plan of action (possibly daily sign-in/duty assignment)

4) Letter of reprimand of how it impacts your evaluation.

Single School Culture Monitoring Schedule

Eric Jones- Parking Lot

Kenneth Jordan – Bus Ramp

Susan Paschal – Second Grade POD

Heather Barksdale – Third Grade POD

Essie McKoy – Building and Campus (checking duty locations)

Mrs. Martinez and Office Staff – Reviewing monitors

Single District Culture

Inappropriate Student/Teacher Relations

Failure to Sign Evaluation Forms

Inappropriate Use of Email

Energy Conservation-Shut-Down Computers; Turn off PC and TV Monitors

Flex Time (7 hours 45 minutes)

Parents Keep Progress Reports

Protected Teacher Workdays

Doctor’s Note Required

Updated: 8/18/11

HALL-WOODWARD ELEMENTARY SCHOOL

FACULTY AND STAFF

2011-2012

STATE NO. 390 LOCAL NO.044

Principal: Essie M. McKoy

Asst. Principal: Kenneth M. Jordan III

Secretary I: Miranda K. Martinez

Secretary II/Data Manager: Shelly Ferner

Secretary III/Parent Support: Tina Salgado

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Grade Lead Teacher Assistant Room#

PRE-KINDERGARTEN

Shanda Morrison Luzdary Sanchez 306

KINDERGARTEN

Kay Chesson Keesha Williams 308

Amber Cooley Regina Penn 312

Jeanette Morrison Ernestine Williams 304

Jennifer Jackson Maria Morales 305

Kathryn Lawrence Patricia Sprague 314

Nora Pauley Misty Hughes 303

Leslye Phillips Faye Reich 309

Catherine Seivers Kendall Slade 307

Emily Terrell Diane Fordham 302

GRADE ONE Grade Level Assistants

Janice Browning 313

Catherine Falkson 318

Rachel Harris 215

Kristin Malliet 216

Vinca Modaress-Razavi M-4

Jennifer Murphy Kathy Pizzulo 317

Alisha Reid Phyllis Pitts M-1

Elizabeth Roach 315

Harriett Watson 316

GRADE TWO Grade Level Assistants

Peggy Cunningham P-7

Kelly James P-1

Millie Kimel Darlene McCracken P-4

Jacqueline Potter Porfiria Girgis P-6

Susan Sullivan P-3

Catherine Thomas P-5

Patricia Wood P-2

Grade Lead Teacher Assistant Room#

GRADE THREE Grade Level Assistant

Daphonnie Buchanan P-5

Melissa Lange P-1

Michelle Marshall P-2

Kelley McLaughlin Lynn Evans P-3

Carla Montgomery P-6

Sue Perrino P-7

Myla Rogers P-4

GRADE FOUR Grade Level Assistant

Deneia Attucks 212

Laura Corbello 209

Evie Randolph Linda Brown M-8

Anna Rubin 202

Nissa Vogel 201

Marjorie Wheeler 211

GRADE FIVE Grade Level Assistant

Catherine Apostolides 205

Karen Armstrong 203

Robin Corn Darryl Gordon 206

Kevin Cornell 204

Brittany Malloy 213

Linda Tanner 208

Jordan Williams 214

SPEECH

Dora Harris 208-A

PRT

Barbara Dunlap-Scales M-3

Tara Ferris M-3

Carol Lamm M-3

Amanda Parsons M-3

Cynthia Samuels M-3

Evelyn Sherrill M-3

ESL ESL Assistants

Lori Fisher M-7

Candace Heckstall Brenda Jarrett M-7

Susan Moretz M-7

Katharine Llanaj M-6

Jessenia Matamoros Debbie Wolfe M-6

Andrea Moore(Lead) M-6

LD RESOURCE

Loretta Dunwoody M-3

Grade Lead Teacher Room#

ART

Joanna Portis M-9

Melinda Hall (Day ) M-9

MEDIA

Lynn Blankenship Media

MEDIA CLERK

Mason Hughes Media

MUSIC

James Dorsett 104

Laura Adkins (Day 5) 104

PHYSICAL EDUCATION

Deborah Horn GYM/203-A

Ashley Chunn (Day 4 ) GYM/203-A

GUIDANCE

Leslie Miller 203-B

Norma Corley (Day 1,2,3) 203-B

TECHNOLOGY

Chippy Weavil Office/319

ISS/TECHNOLOGY ASSISTANT

Greg Fox M-5/319

COMPUTER LAB

Erikka Gale-Lane 311

SUCCESSMAKER

Mary Hemphill 320

SCIENCE

Taka Jarrett 319

CURRICULUM COORDINATOR

Heather Barksdale 3-5 109

Susan Paschal K-2 WR3

INSTRUCTIONAL COACH

Shayne Willis M-5

HOME SCHOOL COORDINATOR

Eric Jones Office-5

Grade Lead Teacher Room#

RETELL FACILITATOR

Linda Brown 214

WELLNESS FACILITATOR

Darryl Gordon-Fields M-2

LOCAL AIDE

Cecelia Dunlap WR4

SOCIAL WORKER

Kathy FitzJeffries 215-A

PSYCHOLOGIST

Sherry Todd 215-A

SCHOOL NURSE

Natasha Gonzalez 215-A

CASE MANAGER

Chris Campbell 215-A

CUSTODIANS

Roderick Jackson

Jean Allen

Darryl Eldridge

MAGNET EXPRESS BUSES

Brenda Jordan (6:30-8:30a.m. & 2:40-6:00p.m.)

CAFETERIA STAFF

Cathy Dillard, Manager

Joan Klein

Tarver

Sadie Coleman

Lucille Smith

Randolph Evans

Margaret Gravett

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Traffic Pattern for Hall-Woodward

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Car Riders will be dropped off and picked up in front of the school.

Enter from Nicholson Road and pull to the left curb to drop off/ pick up students.

Cars entering from Wintergreen Drive must turn right and circle through the staff parking lot and exit again onto Wintergreen.

The staff parking lot will be open for parents to park during the first day of school, on open house, and during PTA meetings.

Calendar for Progress Report/Report Card Dates

Calendario de los reportes de progreso Tarjeta de Calificaciones

Listed below is the calendar of the dates students will receive Progress Reports and Report Cards.

Abajo se hallara las fechas en las cuales los estudiantes recibiran sus reportes de progreso VIP y sus tarjetas de calificaciones.

Progress Report Dates/Fechas de reporte de progreso

|First Quarter/Primer Cuarto |Second Quarter/Segundo Cuarto |Third Quarter/Tercer Cuarto |Fourth Quarter/Cuarto Cuarto |

|Tuesday, September 6 |Tuesday, November 15 |Tuesday, February 7 |Tuesday April 24 |

|Martes, 6 de septiembre |Martes, 15 de noviembre |Martes, 7 de febrero |Martes, 24 de abril |

|Tuesday, September 27 |Tuesday, December 6 |Tuesday, February 21 |Tuesday, May 8 |

|Interim Report |Interim Report |Interim Report |Interim Report |

|Martes, 27 de septiembre |Martes, 6 de diciembre |Martes, 21 de febrero |Martes, 8 de mayo |

|Tuesday, October 18 |Tuesday, January 10 |Tuesday, March 13 | |

|Martes, 18 de octubre |Martes, 10 de enero |Martes, 13 de marzo | |

Report Card Dates/Fechas de tarjeta de calificaciones

|First Quarter/Primer Cuarto |Second Quarter/Segundo Cuarto |Third Quarter/Tercer Cuarto |Fourth Quarter/Cuarto Cuarto |

|Tuesday, November 8 |Tuesday, January 31 |Tuesday, April 17 |Friday, June 13 |

|Martes, 8 de noviembre |Martes, 31 de enero |Martes, 17 de abril |Viernes,13 de junio |

WSFCS RCS, RC & RS Staff Development

|WORKDAY |PROTECTED FOR |RATIONALE FOR DESIGNATION |

|Monday, August 15, 2011 |STAR3 Workshop |Reserved for school based professional |

| | |development |

|Tuesday, August 16, 2011 |STAR3 Workshop |Reserved for school based professional |

| | |development |

|Wednesday, August 17, 2011 |RS |Reserved for school based professional |

| | |development |

|Thursday, August 18, 2011 |RCS |Reserved Central |

|Friday, August 19, 2011 |RC |Reserved Central |

|Monday, August 22, 2011 |RS |Reserved for school based professional |

| | |development |

|Tuesday, August 23, 2011 |RCS |Reserved for school based professional |

| | |development |

|Wednesday, August 24, 2011 |RS |Reserved for school based professional |

| | |development |

|Friday, October 28, 2011 |RS |Reserved for school based professional |

| | |development |

|Monday, October 31, 2011 |RC |Reserved Central |

|Monday, January 23, 2012 |RS |Reserved for school based professional |

| | |development |

|Monday, February 20, 2012 |RC |Reserved Central |

|Friday, March 30, 2011 |RS |Reserved for school based professional |

| | |development |

|Thursday, June 7, 2012 |Last Day for Students | |

|Friday, June 8, 2012 |RS |Reserved for school based professional |

| | |development. |

|Monday, June 11, 2012 |RS |Reserved for school based professional |

| | |development. |

|Tuesday, June 12, 2011 |RS |Reserved for school based professional |

| | |development |

|Wednesday, June 13, 2011 |RS |Reserved for school based professional |

| | |development |

*** Teacher Assistants, PRT’s, and local assistants will not work the following days:

August 22, 2011 March 30, 2012 June 12, 2012

October 28, 2011 June 11, 2012 June 13, 2012

January 23, 2012

Technology Workshops

2011-2012

Grade Book Grades 3-5 – Certified Staff required to attend

August 24

School Wires Basic – Certified Staff required to attend

Grades K-2 – 9:00-10:00 – Media Center

Grades 3-5 – 10:00-11:00 – Media Center

September 13

Learning Village/Tech Resources – Cerified Staff required to attend

Grades K-2 – 7:30-8:25 – Media Center

September 15

Learning Village/Tech Resources – Cerified Staff required to attend

Grades 3-5 – 7:30-8:25 – Media Center

Optional – To Be Scheduled as Needed

Email

Excel Report Cards/VIP Reports

Teacher Webportal

netTrekker

Learn360

Atomic Learning

Document Cameras and Smart Tablet

Flip Cameras

Smartboard Clickers

Online Opportunities

Moodle

Professional Development

As Needed in House

NCWise – new homeroom staff

School Improvement Team

You Have A Voice Guidelines

          The School Improvement (SIT) team exists to improve the overall experience of all students, parents, and staff members. In order to achieve this, the SIT has established a method for parents and staff members to communicate issues and concerns to the SIT. In order to maintain the integrity and validity of You Have a Voice, the following guidelines have been established:

ϖ The concern or issue should affect more than one class or person.

ϖ The concern or issue should include enough specific information so the problem can be addressed adequately.

ϖ The concern or issue should include possible solutions as to how the problem can resolved.

ϖ If the concern or issue includes names of specific individuals, confidentiality will be honored.

ϖ Personnel issues or conflicts will be given directly to administration and handled privately.

  Please be familiar with and follow the above guidelines so that the communication process between parents, staff, and the SIT can operate effectively.

MEETING SCHEDULE 2011-2012

Staff Development/Faculty Meetings Every Tuesday at 7:30 AM unless notification given for a different time or day

Leadership Team Every Friday, 7:45 AM (as needed)

(Principal, Assistant Principal, Curriculum Coordinators, Instructional Coach, School Counselors, SIT Chairs)

Instructional Team Daily 9:00-9:30 AM

Every Friday, 9:15 – 12:00

(Principal, Assistant Principal, Curriculum Coordinators, Instructional Coach)

Office Team Every 2nd Thursday of Quarter 7:30 AM

Teacher Assistants Every 1st Thursday of Quarter 7:30 AM (As needed)

School Improvement Team Time: 4:00 p.m. - 5:00 p.m

August 22 (9:00 a.m.), September 7, October 5, November 9, December 7, January 18, February 22, March 15, April 25, May 16, June TBA

(Representative Group)

Instructional Team Meet with grade levels once a week to talk about curriculum instruction, student achievement, best practices, and student assessments. Minutes should be kept in a notebook for documentation reasons and site visit by federal officers. Grade levels may meet another day of the week to discuss field trips, non-direct instructional items, etc.

School Assistance Team (SAT) Every Wednesday; other dates as scheduled

Committees TBA by Chairperson

*Meetings above will be conducted as needed

COMMITTEES/REPRESENTATIVES

(All committee chairpersons are responsible for sending minutes of all meetings to the IT.)

*Academic Committee

Assist in reading, writing, math, social studies, science and tutoring. (Set up and implement school-wide reading recognition program, assist with effective integration of Accelerated Reader program, assist with implementation of activities such as Read Across America and National Library Week, etc., provide leadership and coordination of Family Curriculum Nights, establish school-wide and problem solving incentives, assist the Science Rep in carrying out building level Science Fair, establish and implement school-wide initiatives which encourage and celebrate writing and publishing of student work, plan in conjunction with curriculum coordinators the Young Author/s Celebration, plan and assist with activities related to Social Studies, and assist curriculum coordinators in planning and implementing a comprehensive tutorial program.)

Budget Committee

Give input and make recommendations into how the different monies are allocated.

*PBIS/Discipline/Incentives Committee

Coordinate, plan, and oversee PBS. Meet with teachers to discuss discipline issues of specific student(s), recommend interventions, discuss classroom management techniques and alternative strategies, and assist with implementing the “Discovery Zone” school-wide. Coordinate, plan, and oversee activities to promote student achievement, character, and effort in connection with ACE Awards.

D-Unity (Dance) Support Committee

Coordinate events, organize performances, manage students, communicate with parents about events, and oversee D-Unity events.

*Faculty Affairs Committee

Coordinate and oversee social activities for the staff (Holiday Party, Teacher of Year Breakfast, End-of-Year Luncheon) and oversee benevolence (illnesses, deaths, births, academic advancement, etc.)

*Field Day

Plan, coordinate and oversee the end of year Field Day Extravaganza activities.

Fund Drive Committee

Collect donations for various organizations (Arts Council, College Fund, Red Cross, and United Way)

*Grade Chairs

Grade chairs are responsible for coordination of activities at each level. Among the tasks they are asked to do are: Act as curriculum liaison for the grade level, conduct regular grade level meetings for coordination of the instructional program, share information, plan with the Curriculum Coordinator for grade level testing and instruction, assume leadership role for the special grade level projects, collect and turn in to the secretary all monies, requisitions and other materials as needed, and assist in other areas as needed.

Media/Video Club Committee

Serve as advisors to Media/Video club members, demonstrate use of equipment for morning announcements/TV broadcasts, delegate roles and responsibilities for members during announcements/broadcasts, and plan special media events.

*Parent Involvement Committee

Coordinate with other committees (Academic, PTA, Field Day, etc.), when feasible, and oversee activities /events that build student, parent, and teacher relationships (Curriculum Nights, Muffins for Moms, Donuts for Dads, Field Day, Spring Fling, etc.)

*Parent Teacher Association (PTA) Committee

Assist PTA Board in carrying out PTA activities (coordinate, set-up, serve, clean-up PTA fundraiser dinners; plan PTA fundraisers and events).

Safety Patrol Committee

Serve as advisors to the Safety Patrol Members, set guidelines and selection criteria, and oversee all patrol activities.

SAVE (Students against Violence Everywhere) Committee

Serve as advisors, set guidelines in conjunction with state and national guidelines, and oversee all SAVE activities.

*School Assistance Teams (SAT)

Meet with teacher of student with SIGNIFICANT academic and /or behavior, medical challenges, recommend alternative instructional or managerial strategies.

Student Council Committee

Act as advisors at all Council meetings, supervises student projects, evaluate work of the council and recommend needed change.

Technology/Media Advisory Committee

Assist in selection of materials/equipment, evaluate media and technology programs, assist in planning the incorporation of communications and technology into the school, make recommendation concerning effectiveness of related operations, and advise in other areas as requested.

* One member from EACH grade level/group MUST serve on this committee.

Committees 2011-2012

Academics

PK-Morrison, S.

K – Lawrence

1 – Harris/Modaress

2 – Potter/Wood

3 – McLaughlin/Rogers

4 – Wheeler

5 – Malloy

Specialist - Media

ESL – Fisher

PRT – Lamm/Dunlap-

Scales

IA – Slade/Williams, K.

Budget

McKoy

Jordan

Barksdale

Paschal

Martinez

Marshall

Seivers

Weavil

D-Unity

Gordon**

Rubin

Williams, J.

Harris, R.

Slade

Brown

Faculty Affairs

PK – Morrison

K – Jackson

1 – Murphy

2 – Thomas

3 – Buchanan

4 – Rubin

5 – Cornell

Specialist – Horn

ESL – Llanaj

Faculty Affairs (Cont’d)

PRT – Ferris

IA – Evans/Sanchez

IA –Hemphill/Morales

Field Day

K – Phillips

1 – Malliet/Modaress

2 – Thomas

3 – Perrino

4 – Rubin

5- Apostolides/

Williams,J.

Specialist–Dorsett

ESL – Matamoros

IA – Pitts/Pizzulo

Fund Drives

United Way

*Gale-Lane-Rep.

*Williams, E.-Rep.

Cunningham

Arts Council

*Portis-Rep.

*Williams, K.-Rep.

Wood

United Negro College Fund

*Reich-Rep.

*Pizzulo-Rep.

Jarrett, T

Red Cross

*Fox-Rep.

*Sprague/Girgis-Rep.

Corn

Grade/Group Chair

K – Phillips

1 – Roach

2 – James/Thomas

3 – Lange

4 – Corbello/Randolph

5 – Apostolides/Malloy

Specialist – Horn

IA – Jarrett, B

ESL- Fisher

LEP

Moore – LEAD

Jarrett, B

Wolfe

Moretz

Fisher

Matamoros

Llanaj

Heckstall

Paschal

Barksdale

Willis

McKoy

Media/Video Club

Cornell**

Media**

Hughes, Mason

Morrison, J.

Watson/Reid

James

Sullivan

Pitts

Sprague

Terrell

Penn

Gale-Lane

Parent Involvement

K – Pauley

1 – Modaress

2 – Kimel

3 – Parsons

4 – Vogel

5 – Tanner

Specialist – Horn

ESL – Moretz

PRT – Ferris

IA – Hughes/Williams, K

IA – Penn/Morales

HSC – Jones

PSC - Salgado

PTA

K – Morrison, J.

1 – Watson

2 – Kimel

3 – Lange

4 – Attucks

5 – Armstrong

Specialist – Portis

ESL – Fisher

IA – Jarrett, B/Sanchez

PSC – Salgado

PBIS (Discipline and

Incentives)

K – Pauley

1 – Malliet/Reid

2 – James

3 – Montgomery

4 – Randolph

5 – Tanner

Specialist – Dorsett

ESL – Llanaj

PRT – Sherrill/

Dunlap-Scales

IA – Brown/Wolfe/

Reich

**Committee Chair/s

Safety Patrol

Gordon**

Jarrett, T

Attucks

Malloy

Falkson

SAVE

EJones**

Jackson, J.

SAT

Guidance**

K - Chesson

1 - Browning

2 - Sullivan

3 - Perrino

4 - Corbello

5 - Apostolides

PRT – Lamm/Sherrill

ESL – Moretz/Fisher

Heckstall

SIT

PK/K – Seivers**

1 – Falkson

2 – Cunningham

3 – Marshall**

4 – Wheeler

5 – Corn

Specialist – Portis

ESL – Moore

IA – Fordam/Dunlap

PRT – Lamm

EC - Dunwoody

Technology – Weavil

Media - Blankenship

Guidance – Miller

Principal – McKoy

AP - Jordan

SIT (cont’d)

CCs –

Barksdale/Paschal

LTMF - Willis

Parliamentarian-

Barksdale

HCS – Jones

STAR3

Seivers

Terrell

Cooley

Rogers

Buchanan

Barksdale

Matamorros

Willis

Paschal

McCracken

McKoy

Student Council

Horn

Vogel

Browning

Cornell

Mason, Hughes

Technology/Media Advisory

Weavil**

K – Lawrence

1 – Murphy

2 – Potter

3 – McLaughlin

4 - Attucks

5 - Cornell

Media -Blankenship

◊◊IT serves on all Committees. 7/20/11

SCHOOL NAME:

|COMMITTEE |REPRESENTATIVE |

|UNITED WAY |Gale-Lane |

| |Williams, E. |

| |Cunningham-Support |

|UNCF |Reich |

| |Pizzulo |

| |Jarrett, T.-Support |

|ARTS COUNCIL |Joanna Portis |

| |Williams, K. |

| |Wood-Support |

|TAC |Rep: |

| |Alt: |

|RED CROSS |Fox |

| |Sprague |

| |Girgis |

| |Corn-Support |

National Board Certified

Janice Browning Susan Moretz

Kay Chesson Sandra Sherrill

Catherine Falkson

School Leadership Team

Principal:

• Principal Instructional Leadership

• School Goals Leadership

• Personnel Supervisor for Certified and Classified Staff

• Management of School-wide Professional Development Planning

• Budget and Finance Leadership and Development

• Supervision of Instructional Supply Acquisition

• Staff Meeting Agenda

• Monitor All Team Leader Activities

• PTA Board Liaison

• Staff and Program Evaluation Process

• Management of Building, Property Improvements

• Facilitation of General Maintenance Program

• Cafeteria Management Contact

• Facilitation of Student Discipline Policy & Program Development

• Official School Spokesperson to the Public

• FYI to the Faculty

• Facilitation of School to Home Communication to Parents

• Development and Assessment of School Handbook Processes and Procedures

• Facilitation of Master Schedule Development

• LEA Representative

• Supervision of Student Attendance Process

• Supervision of all Committees

• Crisis Incident Coordinator

• Management of Immunization Process for all students

Assistant Principals:

•Assistant in Instructional Leadership •LEA Designee

•Conduct Classroom Walk-throughs

•Assistant in Personnel Supervision

•Assistant in School Goals Leadership

•Assistant in Staff and Program Evaluation

•Implementation and Supervision of Day to

Day Discipline Program

•Management and Implementation of

Transportation

•Magnet Express

•School Assistance Team-if needed

•Assembly Program Set-Up Contact

•Class Scheduling for Special Events

•Crisis Operations Designee/Safety Plans

•Facilitation of School Newsletter

Development

•Facilitation of School Newsletter Development

•Supervision of Day to Day Safety and Building

Inspections, Cleanliness

•Immunization

•Monitoring Day to Day Cafeteria Discipline

•Supervision of Equipment Repair

•Supervision of After-School Activities

•NC Registery

•Supervision of Substitute Teachers &

Performance

•Coordination and Acquisition of Textbooks

•Development of Emergency Plan

•Monitoring Parking Lot Areas

•Fire Inspection/Fire Drills

•Recycling

•Document Parent Conferences

•Assembly Program Set-Up of Events

•Special Events Assistant

•Safety Emergency Plan

•Supervision of After-School Activities

Curriculum Coordinators:

• Coordination of Staff Development Activities

• Classroom Strategies Leadership

• Curriculum Development leadership

• Instructional Needs Leadership

• Coordination of Acquisition of SCOS Instructional Materials

• Coordinates Student Placement Process

• Supervision of Student Entry/Withdrawal Process

• Testing Coordinator

• Collaboration with principal in development of master schedule

• Organization and Inventory of Book Room and All School-wide Instructional Materials

• Order and Organization of Curriculum Sections of the Cumulative Folder

• Collaboration with teachers on all day-to-day instructional activities

• Organization and Supervision of tutorial program

• Coordinating Gateway Details

Instructional Coach:

• Serve as Learning Team Facilitator

• Assist teachers with teaching and students with learning

• Attend meetings for the purpose of aligning curriculum, assessment, and instruction

• Assist in analyzing and compiling achievement data

• Assist with coordination of Staff development Activities

• Conduct walk-throughs

• Classroom Strategies Leadership

• Curriculum Development leadership

• Instructional Needs Leadership

• Assist with planning curriculum events

• Collaboration with teachers and specialists on all day-to-day instructional activities

• Assist with organization and supervision of tutorial program

• Assist Leadership and Instructional Team Members

• Serve on committees

School Counselors:

• Classroom Guidance Coordinator

• School Referral Coordinator

• Counseling Individuals and Groups

• Parent Support Program

• School Assistance Team Chair

• School Climate Support Designee

School Improvement Team (SIT) Chairs:

• Collaborates with Principal to Develop Agenda for SIT meetings

• Chairs SIT meetings

• Coordinates Development of SIT Plan

• Obtains Faculty Input to SIT Process

• Serves on the Leadership Team

Home School Coordinator:

• VIP Parent Classes • Back up for office staff

• Transportation for parents as needed • School Public Relations Support

• Liaison to parents, community, business, • Parent Conference liaison for teachers and administrative center as needed

• Home and School Communication • Greeter at front office/traffic crossing

• Administrative Support Designee for Principal

PERSONNEL POLICIES AND GUIDELINES

These are guidelines that are intended to answer many questions that arise and to insure the smooth operation of the school day. All staff members are expected to be familiar with and to follow the guidelines, the school board policies, and administrative regulations.

A. SCHOOL DAY

Full-time Employees: 7:30 A.M. - 4:00 P.M. (Teachers may use a flexible schedule unless a meeting has been arranged. The latest time of arrival should be no later than 8:15 A.M. and the minimum work time is 7 hours and 45minutes.) It will be imperative that all employees (certified and classified) assist with the dismissal the first five weeks of school. We want to ensure that students arrive home safely. Therefore, be flexible during this period. Classified employees must record their time on the computer time sheet daily.

Half Time Employees: Based on grade level needs

Classified: 7:30 A.M. - 3:30 P.M.

Student Day: 8:45 A.M. - 3:15 P.M.

Professional Workday hours will be 8:00 A.M. to 4:00 P.M. on the first day of school and on those Staff Development days provided by the system. Exceptions will be approved on an individual basis.

B. STAFF ABSENCES

Illness - Any staff member who is to be absent due to personal illness, or illness or death in the IMMEDIATE family, must notify the SubFinder by calling in or accessing it on line at the earliest possible time and before 6:00 a.m.

If you will be absent due to any of the reasons below, prior approval must be submitted in writing to Mrs. McKoy.

• Personal Leave (Advanced notice required. Five days pre-approval.)

• Professional Leave

WS/FCS has included the State Board of Education Leave Policies and Regulations in the local WS/FCS Leave policies for the information of WS/FCS employees and the public. In the event of a change in State Leave Regulations, the amended State Leave regulation as posted on the State Department of Public Educations website, supersedes the State regulations included in WS/FCS Policy 4150.

C. HAZARDOUS WEATHER

• School Opens Late - All personnel report at NORMAL TIME, UNLESS SPECIFICALLY STATED OTHERWISE IN MEDIA REPORTS.

• School Closes Early - An announcement will be made if staff is to leave early.

• School Closed for the Day - Ten-month employees do not report unless Media announcements or AlertNow calls indicate otherwise. Other employees report at regular time unless Media announcements or AlertNow calls indicate otherwise.

Although you are expected to come in at the normal time on a delayed schedule, please use common sense regarding the safety of the roads. Late arrivals are expected to make up the time missed (7 hours 45 minutes).

D. SUBSTITUTE FOLDER

A substitute folder is to be prepared and filed in the office and classroom by August 31, 2011. The folder should include:

1) A daily/weekly schedule for P.E., Music, lunch, breaks, etc.

2) Current seating chart if applicable

3) Any special notes the substitute may need to run the classroom efficiently

4) An EMERGENCY (general) set of lessons, to be updated periodically

5) Emergency /Evacuation Plans

6) Extra seatwork that is kept current

7) Discipline information and procedures

E. BREAKS

No break will be scheduled for you, but each teacher and aide may arrange to take a brief break at an appropriate time (not to exceed ten minutes) according to his/her class schedule. Teachers should not take breaks during instructional time unless it is an emergency. Please be reminded that you are responsible for the safety and well being of your students at all times. Afternoon breaks should be taken after the dismissal of students.

F. P.T.A. MEETINGS

Full-time teachers are expected to attend all PTA Meetings. Half-time teachers are requested to attend the first and last meetings.

-Do not assign homework on P.T.A. nights

-Meeting Dates - 6:00 - Tuesday/Thursday Evenings

August 23 – Open House

September 8 – PTA/Open House/Curriculum Night

October 21 – Fall Festival

November 10 – Curriculum Night/Science

December 8 – PTA/Student Performance/Curriculum Night

January 12 – Parent Curriculum Night

February 10 – PTA/Student Performance

March 22 – Parent Curriculum Night/Movie

April 14 – Spring Fling

April 26 – PTA/Student

G. DUTY FREE LUNCH

Duty free lunch will begin in September. During the first weeks teachers are responsible for teaching students appropriate cafeteria procedures and behavior. It is the teacher’s responsibility to bring students to the cafeteria on time and to pick them up promptly. If you are unable to cover your class, please arrange to trade off with someone else. ALL TEACHERS ON DUTY ARE RESPONSIBLE FOR MONITORING ALL STUDENT BEHAVIOR.

H. TELEPHONE

Be courteous in using any business phone. Limit call time. Phone messages are left for faculty members in the mailbox. Only in an emergency is any classroom educational climate interrupted for a phone call. Calls made to parents regarding school related business should be made as discreetly as possible. Sometimes parents waiting in the office can overhear conversations. Phone calls to parents should not be made during instructional time. Please use the phones in the nurse office by room 215, lounge and red carpet. Office phones must be available to conduct school business. Do not use the secretary’s desk phone to answer a call.

I. DRESS CODE: Guidelines for Dress and Appearance (Policy 4116.8)

All faculty members are expected to adhere to standards of dress and appearance that are compatible with an effective learning environment at work, attending school functions, or representing the school in any capacity. Cleanliness, neatness, and professionalism are the primary components to appropriate dress and appearance. Examples of prohibited dress or appearance include, but are not limited to, those listed below.

At a minimum, the following dress or appearance is prohibited:

a. Clothing that contains advertisements for tobacco, alcohol or drugs; pictures or graphics of nudity; words that are profane, lewd, vulgar, or indecent;

b. Halter or bare midriff tops, or bare midriffs;

c. Spaghetti straps or tank tops;

d. Strapless shirts or tube tops;

e. Bare feet;

f. Short shorts or skirts;

g. Pants, slacks or jeans that sag below waist;

h. Hats, caps, or bandanas; (Unless the headwear is worn based on a sincerely held religious belief or practice.)

i. Underpants or bras showing or worn as outerwear;

j. Provocative, revealing attire that exposes cleavage; and

k. Excessive body piercing is prohibited; (The principal may request that distracting piercing be removed) and,

l. Heelies or shoes that convert into skates.

4.6.2 Verification of Sick Leave

(a) School system personnel who are absent for three (3) consecutive or seven (7) cumulative days in a school year may be required to provide written documentation of the reason(s) for their absence within 15 consecutive calendar days of the absence that triggers this notice requirement, such as: a note from the teacher or employee explaining the reason for the absence or a note/letter from a health care professional. (If a school employee suffers from a chronic health condition, such as diabetes or asthma, that is likely to cause occasional and/or sporadic absences, one note or letter from the employee’s health care provider describing the condition and the reasons for the occasional and/or sporadic absences will be sufficient.)

(b) School system personnel who are absent the day before or after a holiday or during the first or last 10 days of the school year also may be required to provide written documentation of the reason(s) for their absence.

(c) Excessive undocumented absences is considered neglect of duty and is grounds for a written reprimand or warning, a disciplinary suspension without pay or termination depending on the number and frequency of unexcused and/or undocumented absences.

Current rules:

(d) If an employee is absent for ten or more consecutive workdays or requests sick leave or Family Medical Leave for more than 3 consecutive work days due to the employee's serious health condition or to care for a spouse, child or parent who is ill or disabled, the employee shall be required to complete a Certificate of Need form which should include the following information:

1. The date the serious health condition began;

2. The probable duration of the condition;

3. The appropriate medical facts regarding the condition;

4. A statement from the employee's physician certifying that the employee is unable

to perform the functions of his or her job; or

5. If the employee is requesting sick leave to care for a family member, a statement explaining the

need for the employee to provide the care and an estimate of the time that the need will continue;

and,

6. If intermittent or reduced schedule leave is requested, the dates or proposed schedule for the

intermittent or reduced schedule leave.

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

Policy Identification Priority: Quality Teachers, Administrators, and Staff Category: Qualifications and Evaluations Policy ID Number: QP-C-014

Policy Title: 16 NCAC 6C .0601 and 16 NCAC 6C .0602 Policy regarding the Code of Ethics for North Carolina Educators

Current Policy Date: 02/05/1998

Other Historical Information: Previous board dates: 06/05/1997

Statutory Reference:

Administrative Procedures Act (APA) Reference Number and Category: 16 NCAC 6C .0601 and .0602

Preamble: The purpose of this Code of Ethics is to define standards of professional conduct.

The responsibility to teach and the freedom to learn, and the guarantee of equal opportunity for all are essential to the achievement of these principles. The professional educator acknowledges the worth and dignity of every person and demonstrates the pursuit of truth and devotion to excellence, acquires knowledge, and nurtures democratic citizenship. The educator exemplifies a commitment to the teaching and learning processes with accountability to the students, maintains professional growth, exercises professional judgment, and personifies integrity. The educator strives to maintain the respect and confidence of colleagues, students, parents and legal guardians, and the community, and to serve as an appropriate role model.

To uphold these commitments, the educator:

I. Commitment to the Student.

A. Protects students from conditions within the educator’s control that circumvent learning or are detrimental to the health and safety of students.

B. Maintains an appropriate relationship with students in all settings; does not encourage, solicit, or engage in a sexual or romantic relationship with students, nor touch a student in an inappropriate way for personal gratification, with intent to harm, or out of anger.

C. Evaluates students and assigns grades based upon the students’ demonstrated competencies and performance.

D. Disciplines students justly and fairly and does not deliberately embarrass or humiliate them.

E. Holds in confidence information learned in professional practice except for professional reasons or in compliance with pertinent regulations or statutes.

F. Refuses to accept significant gifts, favors, or additional compensation that might influence or appear to influence professional decisions or actions.

II. Commitment to the School and School System

A. Utilizes available resources to provide a classroom climate conducive to learning and to promote learning to the maximum possible extent.

B. Acknowledges the diverse views of students, parents and legal guardians, and colleagues as they work collaboratively to shape educational goals, policies, and decisions; does not proselytize for personal viewpoints that are outside the scope of professional practice.

C. Signs a contract in good faith and does not abandon contracted professional duties without a substantive reason.

D. Participates actively in professional decision-making processes and supports the expression of professional opinions and judgments by colleagues in decision-making processes or due process proceedings.

E. When acting in an administrative capacity:

·Acts fairly, consistently, and prudently in the exercise of authority with colleagues, subordinates,

students, and parents and legal guardians.

·Evaluates the work of other educators using appropriate procedures and established statutes and regulations.

·Protects the rights of others in the educational setting, and does not retaliate, coerce, or intentionally intimidate others in the exercise of rights protected by law.

1. ·Recommend persons for employment, promotion, or transfer according to their professional qualifications, the needs and policies of the LEA, and according to the law.

III. Commitment to the Profession

A. Provides accurate credentials and information regarding licensure or employment and does not knowingly assist others in providing untruthful information.

B. Takes action to remedy an observed violation of the Code of Ethics for North Carolina Educators and promotes understanding of the principles of professional ethics.

C. Pursues growth and development in the practice of the profession and uses that knowledge in improving the educational opportunities, experiences, and performance of students and colleagues.

Adopted by the State Board of Education June 5, 1997.

.0601 PURPOSE AND APPLICABILITY

The purpose of these rules is to establish and uphold uniform standards of professional conduct for licensed professional educators throughout the State. These rules shall be binding on every person licensed by the SBE, hereinafter referred to as "educator" or "professional educator," and the possible consequences of any willful breach shall include license suspension or revocation. The prohibition of certain conduct in these rules shall not be interpreted as approval of conduct not specifically cited.

History Note: Authority G.S. 115C-295.3;

Eff. April 1, 1998.

.0602 STANDARDS OF PROFESSIONAL CONDUCT

(a) The standards listed in this Section shall be generally accepted for the education profession and shall be the basis for State Board review of performance of professional educators. These standards shall establish mandatory prohibitions and requirements for educators. Violation of these standards shall subject an educator to investigation and disciplinary action by the SBE or LEA.

(b) Professional educators shall adhere to the standards of professional conduct contained in this Rule. Any intentional act or omission that violates these standards is prohibited.

(1) Generally recognized professional standards. The educator shall practice the professional standards of federal, state, and local governing bodies.

(2) Personal conduct. The educator shall serve as a positive role model for students, parents, and the community. Because the educator is entrusted with the care and education of small children and adolescents, the educator shall demonstrate a high standard of personal character and conduct.

(3) Honesty. The educator shall not engage in conduct involving dishonesty, fraud, deceit, or misrepresentation in the performance of professional duties including the following:

(A) statement of professional qualifications;

(B) application or recommendation for professional employment, promotion, or licensure;

(C) application or recommendation for college or university admission, scholarship, grant, academic award, or similar benefit;

(D) representation of completion of college or staff development credit;

(E) evaluation or grading of students or personnel;

(F) submission of financial or program compliance reports submitted to state, federal, or other governmental agencies;

(G) submission of information in the course of an official inquiry by the employing LEA or the SBE related to facts of unprofessional conduct, provided, however, that an educator shall be given adequate notice of the allegations and may be represented by legal counsel; and

(H) submission of information in the course of an investigation by a law enforcement agency, child protective services, or any other agency with the right to investigate, regarding school-related criminal activity; provided, however, that an educator shall be entitled to decline to give evidence to law enforcement if such evidence may tend to incriminate the educator as that term is defined by the Fifth Amendment to the U.S. Constitution.

(4) Proper remunerative conduct. The educator shall not solicit current students or parents of students to purchase equipment, supplies, or services from the educator in a private remunerative capacity. An educator shall not tutor for remuneration students currently assigned to the educator's classes, unless approved by the local superintendent. An educator shall not accept any compensation, benefit, or thing of value other than the educator's regular compensation for the performance of any service that the educator is required to render in the course and scope of the educator's employment. This Rule shall not restrict performance of any overtime or supplemental services at the request of the LEA; nor shall it apply to or restrict the acceptance of gifts or tokens of minimal value offered and accepted openly from students, parents, or other persons in recognition or appreciation of service.

(5) Conduct with students. The educator shall treat all students with respect. The educator shall not commit any abusive act or sexual exploitation with, to, or in the presence of a student, whether or not that student is or has been under the care or supervision of that educator, as defined below:

(A) any use of language that is considered profane, vulgar, or demeaning;

(B) any sexual act;

(C) any solicitation of a sexual act, whether written, verbal, or physical;

(D) any act of child abuse, as defined by law;

(E) any act of sexual harassment, as defined by law; and

(F) any intentional solicitation, encouragement, or consummation of a romantic or physical relationship with a student, or any sexual contact with a student. The term "romantic relationship" shall include dating any student.

(6) Confidential information. The educator shall keep in confidence personally identifiable information regarding students or their family members that has been obtained in the course of professional service, unless disclosure is required or permitted by law or professional standards, or is necessary for the personal safety of the student or others.

(7) Rights of others. The educator shall not willfully or maliciously violate the constitutional or civil rights of a student, parent/legal guardian, or colleague.

(8) Required reports. The educator shall make all reports required by Chapter 115C of the North Carolina General Statutes.

(9) Alcohol or controlled substance abuse. The educator shall not:

(A) be under the influence of, possess, use, or consume on school premises or at a school-sponsored activity a controlled substance as defined by N.C. Gen. Stat. § 90-95, the Controlled Substances Act, without a prescription authorizing such use;

(B) be under the influence of, possess, use, or consume an alcoholic beverage or a controlled substance on school premises or at a school-sponsored activity involving students; or

(C) furnish alcohol or a controlled substance to any student except as indicated in the professional duties of administering legally prescribed medications.

(10) Compliance with criminal laws. The educator shall not commit any act referred to in G.S. 115C-332 and any felony under the laws of the Unite States or of any state.

(11) Public funds and property. The educator shall not misuse public funds or property, funds of a school-related organization, or colleague's funds. The educator shall account for funds collected from students, colleagues, or parents/legal guardians. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

(12) Scope of professional practice. The educator shall not perform any act as an employee in a position for which licensure is required by the rules of the SBE or by Chapter 115C or the North Carolina General Statutes during any period in which the educator's license has been suspended or revoked.

(13) Conduct related to ethical violations. The educator shall not directly or indirectly use or threaten to use any official authority or influence in any manner that tends to discourage, restrain, interfere with, coerce, or discriminate against any subordinate or any licensee who in good faith reports, discloses, divulges, or otherwise brings to the attention of an LEA, the SBE, or any other public agency authorized to take remedial action, any facts or information relative to actual or suspected violation of any law regulating the duties of persons serving in the public school system, including but not limited to these Rules.

History Note: Authority G.S. 115C-295.3;

Eff. May 1, 1998.

PROFESSIONAL RESPONSIBILITIES

A. PLANNING

Planning is an essential component of good instruction. Lesson plans are expected to be clear as to the purpose of the lesson and the activities of the students. Plans shall be available in your classroom at all times, and shall be checked periodically by the Instructional Team.

It is expected that planning time will be used effectively and wisely. You will be provided released time during specialists’ classes. Feel free to visit these classes at any time. Please make sure that students arrive and leave specialists' classes on time.

B. ATTENDANCE SHEETS

NC Wise attendance on line should be completed no later than 9:30 A.M. each morning. Students arriving after the 8:45 time (excluding late buses/breakfast) should report directly to the office where they will be given a tardy slip.

Send all excuses and tardy slips to the office inside the attendance folder by 9:30 a.m.. If these are not dated, please date each excuse and put the teacher name on it. It is imperative that attendance is accurate and up-to-date.

The Compulsory Attendance Law requires parents, guardians and custodians to notify the school of the reason for each known absence and tardy with a signed note or phone call to the office explaining the reason for the absence

The law also states that parents shall be notified when a student has 3 unexcused absences for the year, 6 unexcused absences for the year and 10 unexcused absences for the year. This will be handled in the office.

C. REPORTING TO PARENTS

Teachers are expected to keep accurate and appropriate records of student progress. Grade books shall be kept to substantiate both progress and grades given. Turn in to the office Progress Reports at the end of each nine-week reporting period. Progress reports shall be sent to the parents regularly. (See calendar) Teachers are encouraged to make contact with parents by notes, phone calls, or visits as needed. Contacts should be documented and logged. All classroom teachers should make positive contacts by September 23, 2011. (Submit documentation of parent contact for Title I purposes to Mr. Jones.) The administrative team will review information submitted.

D. PARENT CONFERENCES

All Parents Want To Know -

*Discipline Policies

*What subjects their children will study

*Pertinent school rules and procedures

*How to help their child learn

Other Questions To Expect from Parents

*Is my child doing as well as he should

(Is he working up to his ability?)

*What group is he in and why?

(Flexible grouping within your classroom needs to be explained.)

*What kind of books is he using?

(Show some and explain why.)

*May I see some of his work?

(Show some-preferably from a file, which will show progress and changes.)

*Does he get along well with the other children?

(If not, tell in what ways. Don't use a flat "NO". Try to tell some ways in which he does work well with others.)

*Does he obey you? (In what ways does or doesn't he?)

*Does he respect the rights and property of others?

*How is he at getting along in individual subject areas?

*How can I help at home? (Cite specific ways.)

*Does he eat his lunch?

*Is it all right to call you at home?

CONFERENCING TECHNIQUES

1. STARTING THE CONFERENCE

*Go to the door to greet your guest, introduce yourself if you are strangers, and try to make the parent feel comfortable and at ease.

*Walk about the classroom commenting on some activity under way, materials, and the view, perhaps some irrelevant item. Don't plunge into the conference. Express appreciation for the opportunity of working with parents. Assure them that you really need them and that your working together is a privilege.

*Begin--and end--the conference with a positive comment about the child.

*Try not to take notes during the conference. Jot them down immediately afterwards. If you do not think that you can remember all the points covered, jot them down as unobtrusively as possible.

2. WORKING TOGETHER

*Don't let your desk be a barricade between you. Use two or three chairs grouped together. The individual conference is a partnership; so don't let the presence of desk "break-up" the partnership feeling.

*Don't get bogged down in generalities. "Johnny is doing all right...there are no problems...nice to have met you." This is nice for parents to hear but most of them would rather get it in a note or letter.

*It is usually possible to evaluate a pupil’s progress without being critical. Instead of "John seems unhappy in his relations with others," be articulate in what you are trying to explain.

*When you offer suggestions to the parents, it's often wise to offer alternatives so that the parents may decide which to use. Most parents don't really want advice; they want support. If they can be led to make their decisions, the advice will be more likely accepted.

*Find out what the parent thinks and feels about his child. This is important, because you can better understand the child’s behavior if you know the parent's attitude.

*If a parent suggests a plan of action, accept it if at all possible, but leave no doubt as to the proper roles of the teacher and parents in conducting the business of the classroom.

*Avoid any tinge of argument.

*If you think it is necessary, assure the parent that your profession requires that you keep all information about your pupils and parents confidential.

*Don't take it for granted that all parents want your help. Many of them will come for the first time only because they feel they should. If you give them the impression that you think they need your help, your attitude may be taken for criticism. Let their suggestions come out in the course of the discussion.

*If you have no suggestions for improving a bad trait, don't bring it up.

3. AVOIDING PROBLEMS

*Don't send the parent away loaded down with countless suggestions. Concentrate on one or two things on which you can work together to help the child. Similarly, don't confuse the parent by trying to show every piece of work the child has done in the past nine months. What you don't show in the conference the parents can look over at home.

*Don't press inquiries if the parent is obviously reluctant to respond. As one parent remarked: "I don't mind telling almost anything, but I don't like to be asked."

*You may get an unflattering earful about "that" other teacher Eddie had. In such a situation, be sure your attitude reflects only well of the teacher and of other teachers and schools, also.

*Similarly, don't let comments about other children enter the conversation. Don't compare brothers and sisters.

*Don't suggest home activities that are really the responsibility of the school.

*When you say "no", take a long time and explain it softly.

*Be on your guard for your facial expressions. A wince or slight frown at the parent's comment may embarrass him. Especially avoid surprise or disapproval.

*It is a mistake for you to try to tackle serious psychological troubles or children. Refer them to the consulting psychologist.

*Don't show the parents only the poorest or the best work. Show the whole range. If possible, show how the work has improved or changed.

*Don't use educational "double-talk." Words like "immature, aggressive, maladjusted and retarded" may have different meanings for the parent.

*Provide paper and pencil for parents if they desire to take notes.

4. CONCLUDING THE CONFERENCE

*The conference, which you began with encouraging news, should end on the same note of optimism. For example, "I am so glad, Mrs. Taylor, that you suggested helping Karen by taking the spelling list for use at home. I am sure it will help her with her spelling."

*Summarize major areas of discussion.

*Agree upon action needed.

*Clarify the next steps.

*Extend a visit to attend school at any time.

FACTS OF LIFE

1. THE OTHER PERSON WILL ACT AS YOU ACT. TALK LOUDLY AND HE WILL TALK LOUDLY. Speak softly and he will speak softly. If you are enthusiastic, then he will follow suit.

2. FIRST IMPRESSIONS ARE IMPORTANT.

If you want parents to believe you are competent, friendly and perceptive, you must act that way. If you want the conversation to be informal and friendly, start it off that way. Think and talk positively. Don't ask "no" questions if you want "yes" answers.

3. "TO BE ABLE TO LISTEN TO OTHERS IN A SYMPATHETIC AND UNDERSTANDING WAY IS PERHAPS THE MOST EFFECTIVE MECHANISM IN THE WORLD FOR GETTING ALONG WITH PEOPLE AND TYING UP THEIR FRIENDSHIP FOR GOOD." Oliver Wendell Holmes made that statement many years ago, and it is still true today. Look at the person who is doing the talking, lean slightly toward him and appear interested. Ask questions, but don't interrupt with your views. Ask him to tell you more and repeat some of the things he has said-implying that you were listening. Preface some of your remarks with "as you pointed out." Remember that you invited the parent in to receive as well as impart. You receive by listening.

4. NO ONE EVER WINS AN ARGUMENT. The idea is to make it possible for the other person to understand why you say what you say. Let him state his case fully before you start yours. Pause and reflect before answering his questions to be certain that you are carefully considering his side of the matter. Keep it impersonal and objective. Talk calmly but confidently.

5. BE FREE WITH PRAISE. Before the conference concludes, have ready several nice things to say about the pupil. The effect of a really sincere compliment can be electric and long lasting if the conference concludes with a positive comment about the child.

6. MAKE SURE YOUR STORY "HANGS" TOGETHER. What you say in the conference should agree with what you write on the report card.

7. WATCH YOUR LANGUAGE - Here are some expressions, which may have unnecessary negative implications, and more positive expressions, which may be substituted:

NEGATIVE EXPRESSIONS POSITIVE EXPRESSIONS

Lazy Can do more when he tries

Trouble maker Disturbs class

Uncooperative Should learn to work with others

Stupid Can do better with help

Never does the right thing Can learn to do the right thing

Impertinent Discourteous

Stubborn Insists on having his way

Liar Doesn't always tell the truth

Sloppy Could do neater work

Failed Failed to meet requirements

Mean Has difficulty getting along with others

Time and again Usually

Dubious Uncertain

Poor grade of work Working below his standards

Selfish Seldom share with others

Rude Inconsiderate of others

Show-off Tries to get attention

Will fail him, unless Has a chance of passing, if

E. RECORD KEEPING

All records and reports are expected to be neat, accurate and turned into the office on time. All records and reports are to be done in black ink. Records and reports should not be worked on during instructional time.

F. CUMULATIVE FOLDERS

The teacher is responsible for an initial check and periodic update of each child's cumulative folder in the class. Cumulative folders are filed in the Records Room according to class. Do not store folders in the classroom. All cumulative folders are due back in the files before the end of the day. Remember that confidential and privileged information is contained in the cumulative folders and therefore they are never to leave the building. Please do not pull materials from folders for the first ten days. A parent has a right to study his child's cumulative folder. A certified employee must sign out the folder in the office for this purpose. That person should remain with the parent to interpret information in the folder. Student records are to carry the child's legal name as shown on the birth certificate until the school receives a copy of legal papers making a name change. Student may use and be called by the given name of their parent's choice (including nicknames).

ALL CUMULATIVE FOLDERS ARE TO BE REVIEWED DURING RS DAYS. CHECK FOR SPECIAL NEEDS SUCH AS IEPs, 504 PLANS, RETENTIONS AND ETC.

G. STAFF MEETINGS

Staff meetings will be held on Tuesday mornings at 7:30 A.M., unless otherwise indicated.

H. E-MAIL

Check your E-Mail daily.

I. MAILBOXES

Check your mailboxes in the morning, at lunch and before leaving each day for important messages or information.

J. DAILY CLASS SCHEDULES

An individual daily/weekly class schedule outline, showing times to begin and end each segment of the instructional day, is to be submitted to the principal no later than September 9, 2011 and updated periodically. A copy should be included in your substitute folder. Classroom schedules are to be posted in the room and outside your door.

K. STUDENT REGISTRATION

Do not enroll any student not listed on your roster; notify the office staff immediately of this situation.

L. EARLY LEAVES - STUDENTS

Any student who needs to leave school during the instructional day must report to the office for dismissal. Parents will be urged to send a written request for early dismissal. The parent or guardian picking up the child must sign a release in the office before leaving. Under no condition should a teacher release a child directly to an adult from the classroom unless the office has notified you.

M. FIELD TRIPS (one per quarter)

Field trips are encouraged as an excellent way of increasing our student's awareness of their world of building acceptable behavior and socialization skills. We will follow the recommended WS/FC schools list for field trips.

• Submit your plans for educational fields trip with the principal at least 15 working days in advance. (Grade level chair).

• Make the assistant principal and secretary aware of transportation needs immediately.

• PARENT PERMISSION MUST BE SECURED BEFORE ANY STUDENT LEAVES CAMPUS.

• NO STUDENT IS TO BE DENIED A TRIP DUE TO LACK OF MONEY.

• Teachers are responsible for finding adequate chaperones for the supervision of students.

• If the trip affects lunch, the teacher must notify the cafeteria manager that the class will not eat or will need bag lunches at least 15 days in advance.

The Board of Education on May 2003 approved revisions in policy 6153 field trips.

N. HALF-TIME EMPLOYEES

• Hours for half-time employees will be set according to the needs of the program in which they are working.

• Breaks and lunch are not included in the four-hour schedule. Each person will be expected to use time judiciously in taking care of personal needs.

• Half-time professionals are expected to attend two of the four PTA meetings. The first meeting is required.

O. SUPPORT PERSONNEL

Support personnel are given the same professional respect as the regular classroom teacher. When a specialist visits your classroom to teach a lesson, teachers are expected to refrain from activities that detract from the lesson such as putting up bulletin boards, denying students access as punishment, etc. Please do not walk through the gym or cross the Media Center when classes are in session. We want to make sure that students and staff respect the instructional time for all curriculum areas.

P. BUILDING AND MATERIALS

• All books and materials in this school are here for use by students. Teachers are expected to supervise the distribution and care of these materials. When appropriate, students will be held responsible for lost and damaged materials.

• Under School Board Policy AR 4116.9 (Revised 1985) teachers bear some responsibility for the cleanliness of the room. Efforts should be made to instill in students pride in the care of the building. Teachers are responsible for locking doors and for turning out lights.

• Tape is not to be used on light fixtures or venetian blinds.

• Insects are always a problem in buildings; therefore, students and teachers are asked not to eat in classrooms. Snacks and foods should be stored in plastic bags or containers.

• Electrical appliances are not allowed in the classrooms.

• No personal, commercial extension cords are to be in the building. The office will provide a regulation cord if one is needed. Extension cords are for temporary use only.

• At the end of the day blinds should be closed with slats pointed upward for appearance, protection from broken glass and conservation of heat.

• Staff members are not to charge long distance calls to the office. If it is necessary to place a long distance call while at work, you may do so by dialing "O" instead of "1" and the number you are calling. You can then ask the operator to charge the call to your home phone number.

• With a staff of more than 100 people and two refrigerators it is impossible to provide long-term storage for food. Please do not put open drinks or food in the refrigerator for more than one day. The refrigerators will be cleaned each week on Friday at 1:00 P.M. and all items not claimed before then will be discarded.

• All trays and dishes must be returned to the cafeteria at the end of the lunch period.

• Smoking is prohibited in the building and on the school grounds.

Q. BUSES/BUS DUTY

You are an integral part in the successful arrival and dismissal of students riding the bus. Your dependability and cooperation in making student transportation safe and orderly is needed and appreciated. If you are not able to be on duty during any part of your assigned schedule, please arrange for someone to be on duty for you.

MORNING DUTY - The assistant principal, with help from selected staff, will be responsible for bus duty in the mornings.

AFTERNOON DUTY –Staff will assist with supervision until the buses arrive on campus. Afternoon duty ends when all buses have loaded and departed from school.

Bus drivers should be on their bus as students load. Loading will be front to back. When a bus appears to be ready to depart, board it to see if conduct is proper. Then permit the bus to leave.

RESPONSIBILITY OF BUS DRIVERS

We appreciate the job you do and want to work with you to make your job pleasant and transportation for our students safe.

1. In the morning students are not to be dismissed from the bus until the staff member on duty has given a signal.

2. When you arrive on campus you are welcome to use our lounge.

3. Do not congregate on one bus.

4. It is the driver's responsibility to load his or her bus.

a. The driver must be out of the driver’s seat.

b. Students are to be loaded from the front of the bus.

5. Do not change your bus route or bus stops.

6. Do not let students off at non designated stops unless a Hall-Woodward School official has approved a parental request for a change of let-off point.

7. Assign seats when necessary to maintain good conduct and safety.

8. You must be in charge of your bus. Children will respond well if you are firm, fair, and consistent with discipline and treat all children the same. Do not make threats that you cannot carry out. Only school officials can suspend students from the bus.

9. Use bus discipline slips to report all student violations. CHILDREN ARE NOT TO BE APPOINTED MONITORS OR BE ASKED TO TAKE NAMES.

10. All violations, including standing on the bus, are to be reported on bus-discipline slips NO LATER than the day following the violation.

11. Don't get into a "lose face situation" such as arguing or shouting at a child or arguing with parents - REPORT the incidents!

12. Keep your bus consistently neat and clean. Do not leave trash in the stairwell of the bus.

We expect these guidelines to be followed by all drivers until the last day of school.

R. MEDIA CENTER

Classes surrounding the Media Center will use the classroom outside doors when traveling from one place to another in the building. During inclement weather students will travel silently through the Media Center on either side of the bookcases. Students or staff should not detour through the Media Center classroom space. They are to use the areas and halls surrounding the Media Center.

DO NOT send students to the Media Center for disciplinary reasons.

Arrangements for student research should be scheduled with the Media Coordinator.

S. PERSONAL EDUCATION PLAN (PEP) GATEWAY FOLDERS

PEP conferences should be held with parents of all Level 1 and 2 students and a yellow Gateway folder should be developed for these students. Some students will already have a folder if they were a level 1 or 2 in the previous grade. Conferences should be completed by the end of the first quarter. Include information about the gateways for grades 3 and 5 students (parents should be given a brochure) and suggestions for helping the student at home. The parent and teacher should signed and date the PEP once it has been discussed. Documentation should be kept throughout the school year on intervention efforts. Complete the checklist to determine the folder’s contents.

ITEMS TO BE DISCUSSED AND SHARED WITH PARENTS

• Objectives and skills that must be mastered by the end of the school year in order to be promoted to the next grade.

• An overview of K-2 assessment and state mandates

• Gateways, PEPs

• Classroom discipline plan and school-wide discipline

• Review report card

• Review “Core Framework of Responsibilities for V.I.P.” Program (student, parent, school)

• Review progress report form

• Share materials that will be covered during the “first nine weeks”, include activities that parents can do at home to help their child

• Future meeting dates (if known)

• Provide copy of “available times” teacher may be reached for a conference

• Share supplies that will be needed

• Share any field trip dates (if available)

• Share important information in Student Handbook (i.e., attendance policy, tardies, etc.)

• Any other information deemed necessary

T. OFFICE PROCEDURES & RULES

1. The office staff is usually extremely busy in the mornings, all staff are asked to refrain from making requests or visits to the office unless it is an unavoidable emergency. Due to parent contact and tardy notes being written, please make your request after 9:30 a.m.

2. Due to confidential information that must be secured, please do not go behind a secretary’s desk. Assistance in conducting office business (answering phones, etc.) is appreciated but can only be handled by the office staff. Please refrain from jumping in between the business of the office and parents. The office is a place that the business of the school is conducted. Please refrain from socializing in the office. Please do not lounge in the front office.

3. NC Wise attendance should be completed by 9:30. Students that come in tardy should report to the office for a tardy slip. Please place attendance folders in the box in the office.

4. DO NOT PUT NOTES OR REQUESTS IN THE ATTENDANCE FOLDER. Please have the student delivering the attendance to hand your written requested information to the secretary.

5. Requests for supplies, copies, etc. should be made prior to when you need them. Please review the copy procedures. Do not send to the office or workroom for copies, supplies, or requests without proper notification.

6. Teachers will not be called out of the classroom for phone calls unless it is an emergency. Please take care of personal business before or after instructional hours. Personal calls tie up the phone.

7. Personal phone calls, calls to parents, etc. should not be made during the instructional time unless an emergency situation arises. Phone calls by students are not allowed; do not send students to use the phone. Please use your Bogen phone (989) for an outside line. If you have called a parent and expect to receive a return call during your planning, please advise the office so we may locate you to receive your call.

8. Please refrain from talking about the behavior and academic performance of students in the front office or hallways. If a location is needed to conference with a parent, please advise the secretary.

9. Please do not use the secretaries’ desk office phones. The front office phones must remain available for incoming calls. Calls may be answered from the telephone available on the red carpet area, the lounge, off from the media center. These same phones and your Bogen line (989) may be used for contacting parents. If it is unavoidable to answer your call in the office, please ask to use a back office to receive your call.

10. Minor injuries should be taken care of in the classroom. Each staff member should have a first aid kit in his or her room. If you do not have one, please advise C. Dunlap. Sick students should be sent to the office with a completed health form advising the nature of the illness. An injury report form must be completed with every accident and the parent contacted.

11. Student injuries, illness will be handled by the front office. Please do not call parents to pick up students and send students to the office to go home.

12. When requesting to see the principal, assistant principal, nurse, data manager, or home school coordinator, please stop at the secretary's desk first to see if they are available. Many times they are in conference, on the phone, or with a student.

13. Do not send children to the office without a hall pass. Send the D-1 form, health room form, etc. Students will not be allowed to remain in the office if the principal or assistant principal is not available. STUDENTS MUST HAVE A HALL PASS AT ALL TIMES. LINE LEADERS CAN CARRY PASS WHEN LEAVING THE ROOM. STUDENTS WILL BE RETURNED IF THEY DO NOT HAVE A HALL PASS.

14. A Grade Level Finance meeting will take place to go over in detail all financial requirements. You are held responsible for all funds accepted from students and required to send a receipt to parents as well as documentation to the office for funds. Please ask when in doubt. Please review the Duties and Finance Memorandum.

15. For financial, payroll purposes, data management, each and every request is based on a deadline that must be met for administrative and Central Office purposes. Inconsistencies in these areas are noted at our school, central office, and Raleigh.

16. Repairs can be submitted by email to Martinez or Weavil. Please provide the room number and the details of your repair request. Moving of boards is no longer accepted by the maintenance department, so arrange your rooms accordingly. White boards are no longer furnished by the system.

17. Review and/or register with subfinder, and remember each time you are not physically in the building, your absence must be on subfinder and reported before 6:00 a.m. All certified positions require a substitute unless prior approval. Please sign in on all reserved days before 9:00 a.m. or you will be charged a day without pay.

18. Workshops must be preapproved and submitted on the absence form with detail information, and all registered workshops require that the form be printed and turned in to payroll in advance. You will be charged personal leave and charged for the substitute if the guidelines are not followed.

MEMORANDUM

To: Grade Chairs, Teachers and Committee Chairs

From: M. Martinez, Finance Secretary

Date: August 17, 2011

Re: Duties and Finances

To insure that accurate records are kept for events and field trips, please make sure that all money received from students is recorded on the Teacher Cash Sheet and the parent is sent a receipt. All teachers must receipt all monies collected and turn in the total with the teacher cash sheet in the brown envelope to the office each morning by 9:30 a. m for deposit. Please total the money and turn in a counted total ($1, $5, $10, $20, etc. and change grouped together) to me with the teacher cash sheet, to be deposited in your grade account. The same cash sheet is used for that particular field trip until all students have paid, and your entire class roster should be listed on the cash sheet. At the end of the year, please turn in all forms, receipt books and documentation. Please use the teacher cash sheet to log money for book orders, etc. Each year all accounts are audited for money taken in by students, adults and staff. Please receipt all money and keep accurate records. All financial information must be recorded in ink. All money must be turned in daily in advance of the field trips. Buses will be canceled if funds are not received 10 days in advance. There will be no exceptions. Excessive collection of field trip funds will be unavailable for use. All event and field trip money must go through Mrs. Martinez. Money will be accepted from teachers daily.

Teacher Cash Sheet – Please list all students enrolled in your class, all persons involved in the event or all staff members (regardless if money is received from them). The Teacher Cash Sheet must be turned in with each deposit and the amount documented must match $ turned in.

WSFCS Field Trip Request Form – Grade chair completes this form and turns it in to me to obtain approval and a bus will be requested. (a minimum 3 week advance notice is required)

WSFCS Field Trip Parental Permission Form – Please use this form in addition to your own grade level form if you decide to produce your own form.

Cafeteria Bag Lunch Request – The cafeteria must be notified 15 days prior to a field trip for each class. Please inform the cafeteria manager and a copy of this form must be turned in to the office anytime classes will not have lunch through the cafeteria program. (All teachers are required to follow this procedure for special lunch treats, field day/picnic, etc. - any time your class will not be provided lunch by the cafeteria.)

Check Request Form & Deposit Form – A deposit and check request for payment for field trips must be completed on this form and your request made 5 school days in advance.

Request for Purchase Form - This form must be completed and approved before any purchase is made and then returned with the original receipt. Preferable the materials needed must be purchased by the school with a school check instead of making a personal purchase and being reimbursed.

Fund Raising Approval Form – This form must be completed by all committee chairs raising funds for student organizations. (Ex: Student Council, etc.) NO FUND RAISING IS PERMITTED WITHOUT THIS APPROVAL.

PLEASE NOTIFY THE CAFETERIA, VOLUNTEERS AND SPECIALISTS WHEN CLASSES WILL BE

AWAY ON FIELD TRIPS.

AVERAGE BUS DRIVER SALARY IS $17 AN HOUR (MUST ADD 1 EXTRA HOUR PER TRIP) and BUS

MILEAGE IS $1.50 PER MILE, PLUS BUS CHARGE FOR ACTIVITY BUSES.

I look forward to working with you and making this a great financial year. Thank you for your cooperation in meeting all financial requirements. If I can be of assistance, please ask!

Effective Management Strategies-

Moving From Compliance to Community

Philosophy of Discipline

Most discipline programs focus on getting students to do as they are told. For years, teachers have been told that they must be “in control” of their children. This approach is about forcing students to be compliant. The assumption is that students know how to behave and willfully choose not to be good out of disrespect and disregard for the teacher. This is founded in the belief that children are naturally bad and must be whipped into shape by stern treatment. Fear is confused with respect. This model of discipline holds that punishments and positive reinforcements make a student behave.

Certainly, students must follow their teachers’ directions. However, what if there was a better way to get students to do this? What if students wanted to comply with directions rather than have to be forced to do so? This approach involves the teacher building positive relationships with students and helping students build positive relationships with their peers, in other words, building a “community of learners.” This model of discipline assumes that students are naturally good and will behave once they understand how their behavior affects the harmony of relationships. Students respect their teachers because they admire them.

Creating a community of learners is a proactive approach to discipline. Whereas, punishing a student for lack of compliance is a reactive approach. We as educators must plan activities, lessons, and environments that foster a community of learners. We must “think ahead” of our students and anticipate possible student behavior to given situations. Teachers must create conditions for positive student behavior. Teaching engaging lessons in a structured and monitored environment is the best way to head off any potential discipline problems.

Proactive Approaches to Discipline

• Planning and teaching engaging lessons that are interactive and multisensory.

• Differentiating the instruction for each student’s instructional level.

• Seating arrangements that separate students who do not get along or who get along too well.

• Supervised transitions in and out of the classroom.

• Allow only small groups of students to move at a time- no mass exodus

• Organize a structured environment and routines and be consistent.

• Review rules and expectations daily.

• Have a behavior management plan that allows for redemption if behavior improves.

• Monitor and supervise students at all times. Use student monitors sparingly.

• Minimize individual competition and maximize cooperation, teamwork and an esprit de corps.

• Eliminate outdoor or indoor games that stimulate aggression.

• Secure money, items of value, and novelty objects.

• Model self-control and appropriate reactions to stress.

• Model compassion and forgiveness.

Where and When We Have Discipline Problems (ranked by number of occurrences):

1. On the bus- mostly afternoons

2. In the boys’ restroom- during whole class bathroom breaks

3. On the playground (To a lesser degree in the Gym) - during free play, after a competitive game, and coming in from the playground

4. In the classroom - while the teacher is out of the room or not looking/ during unstructured time in the classroom/during transitions

5. In the hallways - while the line is stopped or waiting

6. In the cafeteria - while waiting in the serving line and during table dismissal

The following information is presented in the spirit of helping teachers in the development of their classroom management plans. It is meant to be thought provoking and non-judgmental. While groups of people are mentioned, it is not meant to be accusatory in any way. Nothing is to be gained by pitting groups of people against one another. By understanding the scope of the issues surrounding behavior management and how they are all interconnected, our staff will be better able to work as a team to solve problems.

General Profile of the Typical Student Sent to the Office:

• Hispanic and African-American males and African-American females (What can we do to better meet the unique needs of these students?)

• Absentee mothers or fathers (How can we address emotional needs of students who miss a parent?)

• Single mothers and fathers (How can we help students who face emotional or economic hardships resulting from estranged parents?)

• Often live with grandparent(s) or aunt.

• Some parents are in denial about the scope of the problem.

• Some parents make excuses for their child’s behavior. They have an external locus of control and are teaching their child to have one as well.

• Some parents do recognize that there is a problem but are at their wits end about what to do.

• Student is hypersensitive to being disrespected by both children and adults.

• Looks for approval and respect from peers- but does not know who to get it in a positive way.

• Gravitates toward other students who are not a good influence.

• Often “immune” to punishments and rewards and they do not decrease negative behaviors or increase positive behaviors.

• Stubborn

• Does not see connections between negative behavior and negative consequences. Does not anticipate negative consequences as a result of acting negatively. Does not “think before he acts.”

• Resents being called down for negative behavior. Often acts disrespectfully to authority figures.

• Little compassion or empathy for others.

• External locus of control vs. internal locus of control. Their world view is that bad things happen to them. No understanding of how they create their own world. No sense that they can make good things happen for themselves.

THE STUDENT BEHAVIOR LOG

▪ The purpose of the Student Behavior Log (SBL) is to further promote Single School Culture by utilizing one universal form of documenting student behavioral concerns. The SBL provides a more consistent form of communication for all parties involved; this includes administration, staff, and parents.

▪ Each grade level will utilize a student behavior log for each student. The log lists most common classroom offenses and consequences to be administered as agreed upon by grade level teams.

▪ The SBL does NOT replace D1 referrals or Classroom Management systems (ex. Cards or Color systems primarily seen in K-2); the SBL is a SUPPLEMENTAL tool and should be used as a bridge between Classroom management and D1 referrals.

For Example: Stage 1-Color Card system used (student has progressed from Green to Red throughout the day)

Stage 2-SBL is now utilized as an intervention and possible communication tool with parents.

**More severe offenses will require D1 referrals. These are listed on the H-W Discipline Guidelines. Logging these incidents in the SBL is not required.

▪ How to fill out the SBL:

When a student has exhausted the classroom discipline system (ex. Card on RED), then the SBL becomes an additional tool to use. Be sure to fill out the following information completely for each incident:

o Date of incident

o Identify specific offense from the offense chart and elaborate more specific information under

the COMMENTS section. Answer the questions where it happened, when it happened and in

who’s class. (Please use any form of composition paper if more space is needed to provide the

sufficient details.

o Identify if a parent was contacted, when they were contacted (date and time if convenient), and

how they were contacted (ex. Phone, email, conference).

o Identify any other concerns that may have contributed to the behavior (social or academic).

o *Some behaviors can be linked to a student’s inability to grasp some academic concepts.

o **Concerns with Social Skills (how students interact with others) can be referred to Guidance

Counselors for assistance.

o Following up with positive comments to parents AFTER they have been contacted about a

behavioral concern is ESSENTIAL to establishing and maintaining a good supportive

relationship throughout the school year. Make sure you have a positive follow-up contact with

parents within a 2-3 day time frame.

When to Fill Out a D1 and Refer Student to the Office:

• After student has accumulated a full Student Behavior Log (SBL) = 10 incidents

• After attempts to solve the problem with the student and the parent and failed.

• If offense is extreme. (please refer to H-W Discipline Guidelines for more details)

Examples include but are not limited to:

a) If students are fighting.

b) Possession of a weapon or look-a-like weapon.

c) Possession of an illegal substance.

d) Bullying. See school system’s definition of bullying.

• If you determine that a referral to the guidance counselor, school nurse, or school social worker is not in order.

When Not to Fill Out a D1 and Refer Student to the Office:

• When the child has not done homework.

• When the child uses a pen rather than a pencil.

• When the child has lost a book or a folder.

• When a child does not cover his/her mouth when sneezing. (Yes, students have been sent to the office for this!)

• When there is not enough evidence to support the accusation.

• When the parent is not aware of the problem. Give the parent the opportunity to deal with the problem before it gets to the office.

How to Fill Out a D1

Reminders:

• Fill out completely and legibly

• Remember that a copy will be mailed home to parents.

• Attach a note if you have additional information to share. Please note that parents do have the rights to any of their child’s public school records. Better yet, see an administrator in person to explain the situation surrounding the offense.

• Spell words correctly and use good grammar

• State offense in neutral language and avoid inflammatory words or phrases

• Do not sound angry or exasperated.

• Do not use the names of other students on a particular student’s D1.

• Do not write what you think the consequence should be.

How to Talk to A Parent About a Problem:

• BEFORE A PROBLEM OCCURS, AT THE BEGINNING OF THE YEAR, CALL WITH POSITIVE COMMENTS ABOUT THE CHILD. BUILD A RAPPORT WITH PARENT.

• Say good things about the student before you launch into the problem.

• Think how you would feel if someone were talking to you about your personal child and maybe even share some pertinent lessons you have learned from being a parent.

• Call parents with problems before sending student to the office. Parents want the opportunity to deal with the problem before it gets to the office.

• Do not sound angry or exasperated.

• Have talking points written down before you call the parent.

• State the offense in a non-judgmental way.

• Do not make the situation sound hopeless.

• Express caring and concern and a willingness to help the student.

• Express willingness to partner with the parent to address the problem.

• Do not sound as if you will carry a grudge against the student because of the misbehavior.

• Do not mention the names of any other students involved. Do not speak negatively of other students, parents or staff members.

• Do not say anything that could be interpreted as blaming the parent.

• Document that you have called the parent.

• If a parent loses his/her temper with you, listen patiently and let him/her vent. When he/she has run out of steam, say that you are willing to try to work the problem out and that you hope that he/she is too. Seek out a point on which you agree and work from there. Try to negotiate a win-win situation. If he/she is abusive or disrespectful, politely say that you are willing to seek a solution to the problem when he/she is willing to talk to you a civil manner and end the conversation.

• Email the principal and assistant principal about the situation.

Consequences for Misbehavior:

• Consequences for misbehavior should be in proportion to the offense.

• Consequences should be given in the spirit of changing the student’s behavior, not out of a desire to punish the child.

• Discuss consequences for misbehavior with parents. Often they can help suggest consequences that have the desired outcome of changing the behavior.

• Once a child is sent to the office, consequences will be in line with school system policy.

• Do not tell an administrator what the consequence should be. Consequences will be determined after the student has been given due process and an investigation is completed. School system policy is used in determining what consequence is appropriate.

• Aggravating and mitigating circumstances must be considered in deciding what the consequence should be. See school system’s guidelines for discipline for a listing of aggravating and mitigating circumstances.

• It is school board policy that suspensions can not take place without the parent being contacted. If the parent can not be reached by phone, the suspension will have to take place after the parent has been met with face-to-face. If the parent can not be contacted, an alternate consequence may be substituted. Possible alternative consequences may include: time spent in the office, silent lunch, or an after school stay.

Realistic Expectations from an Office Referral

• An office referral will not always make the student stop a negative behavior or start a positive behavior.

• Students react differently to an office referral. On some, it makes an impact and behavior improves. On others, it does not seem to phase them and behavior does not improve.

• An office referral may cause a rift between the parent(s) and the teacher.

• Administrators will support a referring teacher to the point that policy allows. It is hard to defend the actions of a teacher who has not followed policy or good teaching and supervision practices.

• Maintaining positive and productive relationships between teachers and students and their parents is paramount and will be a main goal of problem-solving.

• Administrators will suggest strategies and resources that may help the situation. For example, we may suggest that the school counselor, social worker, home-school coordinator, or parent support coordinator get involved.

• School system policies will be followed.

• Students will be granted due process. Witnesses will be interviewed. This does not mean that we doubt the word of the referring teacher. It is an automatic part of processing an office referral.

• Teachers making referrals are not judged to be bad teachers. However, many times during an investigation, it does become apparent that a teacher did not follow school system polices or good teaching and supervision practices. For example, students fighting when a teacher is not properly supervising the class. This does not excuse the student for acts of misbehavior, but it does make it hard to keep the parent focused on the child’s actions when they are looking for others to blame.

Rewards

• Use rewards sparingly. Alfie Kohn wrote a book called Punishment by Reward. The premise of the book is that rewards train students to comply for the wrong reasons. They begin to feel entitled to a reward for every little act of compliance. Students should comply because it is the right thing to do.

• Be genuine in the granting of the reward.

• We have a dental referral rate of 38%. Please reconsider giving candy as a reward.

Justice:

Many times our responses to misbehavior are out of a sense of justice. A student has committed a transgression and he/she must be “paid back.” We don’t want a child to “get away with” breaking a rule. These concepts have their basis in our system of American justice and do have some merit. Thus, every effort will be made to see that “justice is served” while operating within the limits of school board policy. In conjunction with our ideals of fairness, is our belief that our goal as educators must be broader than dispensing justice. Our American justice system is designed for adults whereas we work with children. Therefore, our primary goal is to help the child to stop negative behaviors and adopt positive ones.

Due Process:

The school board has set up a system for handling student discipline that is modeled somewhat on the American justice system. All students who are sent to the office have the right to “due process.” This means that they must be given the opportunity to tell their side of the story. If witnesses are available, they must be interviewed. Mitigating and aggravating circumstances must be considered. Being an elementary student is considered to be a mitigating circumstance. Young children do not have the fully developed rational judgment, the moral and ethical standards, or the emotional maturity to make the best decisions about their behavior. Please see the school system’s Guidelines for Discipline for more details and a listing of all mitigating and aggravating circumstances.

Common Arguments that Some Parents Use When a Child is Sent to the Office:

Most parents are very supportive of the school’s efforts to discipline their child. However, there is an occasional parent who will disagree with us. Common arguments are:

• The teacher should have called me about the problem.

• The teacher does not like my child and targets him/her.

• The teacher has poisoned the opinions of other teachers so that they have branded him/her a troublemaker too.

• Other students do not like my child and lie on him/her.

• Other students are blaming my child to keep themselves or their friends out of trouble.

• Other students bother my child and you don’t do anything, but when my child does the least little thing, he/she gets in trouble.

• The teacher was out of the room. Why wasn’t he/she supervising my child?

• I have taught my child to “not take junk from nobody” and to physically fight back when they are hit, punched, kicked, etc. My child was protecting themselves.

• I told the teacher to keep my child away from that troublemaker.

How Can We Make a Difference?

It takes everyone working together to make a positive difference for challenging students. There is not one magic solution. However, that does not mean the situation is hopeless. While we may not be able to transform the challenging student’s behavior, we can make incremental positive changes that can build in momentum over time. We can not “cure” the child, but we can manage his/her behavior by having a plan to target specific behaviors. With persistence, flexibility and creativity, we can tailor a behavior management plan that will improve the situation.

DISCIPLINE GUIDELINES

Attached are school-wide guidelines for HALL-WOODWARD ELEMENTARY SCHOOL.

It is expected that all teachers follow these guidelines in order to establish consistent expectations for all students by all teachers.

1. Before making a referral to the office all other avenues should be exhausted first (parent contact/conference, classroom consequences, etc.). A referral should be made to the home school coordinator after the teacher has been unable to make home contact. A referral to the principal or assistant principal should be made as a last alternative unless students are fighting, blatantly disrespectful, or creating a major disruption in the classroom. Students sent to the office without a DISCIPLINE FORM will be sent back to the classroom.

2. Students are never to be placed in the hallway or outside the classroom for disciplinary reasons. If a student must be sent out of the room then a referral needs to be made to the office.

3. Do not send students to the office for “time out” unless you are making a disciplinary referral. They will be sent back to your classroom.

4. ALL staff members are expected to be out in the halls supervising students in the a.m. and p.m. The classroom teacher and assistant will need to help with supervision and loading buses in the afternoons due to the staggered bus schedule. No staff member is to leave campus until all buses are loaded. Staff members on bus duty may leave after buses pull out.

5. Staff members are role models for students. Please refrain from eating, drinking, and chewing gum in front of students. LEAVE COFFEE CUPS, DRINKING CUPS, AND ETC., IN THE LOUNGE AND CAFETERIA.

6. Hall passes are to be used by all students. If a student does not have a pass they will be sent back to get one. If you see a student without a pass, send him/her back to get one.

Please remember that we continue to promote a positive climate in our school. The manner in which we address students should be done in as positive manner. How we address a student, what we say, and how we say it is important and can affect a child’s self-esteem.

Implementing A Comprehensive Discipline Program

Our responsibility is to work with our students to achieve the following:

• a safe environment

• an orderly climate

• pleasant surroundings

• a supportive atmosphere

• an environment conducive to learning

• a place where children’s needs are a priority

The school administration will work with the staff and with the Discipline Committee to facilitate strategies to help with this effort. We will assist you by making clear our expectations of what we are seeking as viable strategies for our staff to adopt and use in all situations.

1. Consistency in supervision - We want all students to be in situations where they are continuously supervised as a matter of prevention of discipline incidents. How we achieve these goals involves many different strategies. We will maintain consistency in situations regarding the teacher’s role in supervision. Teachers are responsible for controlling the behavior of children while they are in school. Administration plays a supportive supervisory role in this effort; however, it is primarily the teacher’s role to manage behavior on a moment by moment basis. All expectations for specific deportment in every school area has already been delineated in the teacher and student handbooks. We request that every teacher become thoroughly familiar with its contents. It needs to be noted that the administration will closely monitor our staff’s attention to supervisory duties and address areas of concern. We firmly believe that this will enhance and strengthen our disciplinary procedures.

2. Consistency in what is considered acceptable in all common areas in the school as well as in classrooms - There should be evidence that students and staff understand the expectations for discipline (i.e. quiet halls). Discipline expectations and proper behavior should be modeled and taught thoroughly at the beginning of the year, as well as taught throughout the year. Students need continuous reinforcement and reminders of what are the appropriate procedures for moving and participating in the school.

3. Consistency in communication with students - We want to be able to feel confident that discipline is always administered in a calm, rational, reasonable, manner. We should never hear adults’ voices or children’s voices raised in unkind tones throughout the building. Specific voice tones send out messages and create either inviting or non inviting feeling tones in the building. The focus should be on the behavior, not on the emotional response to behavior.

4. Attention to nurturing and supporting students in order to build self direction and a sense of fairness and concern from the school - Before we begin to mete out punishments, we must spend double time sharing ourselves with our students, teaching them what we want from them, building on this by praising them and practicing with them over time, establishing a relationship of mutual respect, not “I’m the teacher, you’re the student, I am the only one who counts; comply or else..”.

5. Focus on effective teaching and planning strategies as a deterrent to discipline problems Lesson plans, as stated in other areas of the handbook should be on teacher desks for the entire week at the beginning of the week. There should be evidence of long range planning and organization. Students know when things are impromptu and they respond likewise.

6. Focus on getting parents on our team rather than on antagonistic strategies to hold parents accountable - Working to build a partnership with parents should be evident with parents. We should be able to detect a team relationship. When parents speak of the teacher child relationship they should express that their child has a sense of value by the teacher as a class member. If parents are treated with dignity and respect, and are brought completely in the process, they will most often be supportive if they understand the reasoning behind consequences and know that efforts are being made to reinforce their child’s behavior while at the same time protect self esteem. Hard to reach parents should not be beat over the head, but strongly sought and solicited for involvement.

7. Attention to attractive, well implemented classrooms displaying student work and showing academic emphasis in specific subject areas - Students should own the classroom. The classrooms should display things they have done - things which are evident of the current curriculum being addressed. Instructional posters such as displays of “The Writing Process” have value, yet there should be many examples of student writing displayed along with such a poster. Student work and projects should highlight a variety instructional focus area in the classroom. There should be areas in the classrooms where students can access individual projects of activities when they finish assignments given by the teacher. Additionally, students should have a repertory of activities to do while others are finishing. No student should sit idly in the classroom waiting on the next activity. Attention to this detail will prove helpful by eliminating dead time, opportunities for discipline problems to arise.

8. Use of variety of learning strategies to address learning styles - Classrooms should be places where students have an opportunity to discuss, question, work in cooperative groups, sing, recite, debate, experiment, create, publish, complete projects, etc., move freely at appropriate times, involve themselves in meaningful, challenging, activities. A variety of activities should be utilized to insure that all learning styles, auditory, visual, tactile-kinesthetic, are addressed. Boring, uninteresting, classrooms are breeding grounds for discipline problems.

9. Adherence to grade level discipline strategies - If the proper steps are followed consistently by all teachers, students will learn that we are serious about creating a safe, orderly climate. It is important that students are given every opportunity to save face and get back on track before behavior becomes serious. Providing the structure enables them to do this.

10. Use of school resources personnel - SAT, IEP Committee, consultation with the home-school coordinator, counselor, social worker, as well as the psychologist should be our effort early on to assist in meeting potential problems before they escalate. Sometimes we can become focused on building a case for labeling a problem when we will get more mileage by using our resources to develop comprehensive service plans for students.

11. Administrative visibility - The administration’s focus this year will be to prioritize time to visit in classrooms and commons areas so that our students will see our visibility and be reinforced by our presence.

Building a dignifying environment -

The teacher must focus on creating within the student that he or she is valued and can trust the teacher. This valuing, trust relationship develops over time in an environment that communicates clarity, fairness, and support for helping that child get closer to what the teacher wants to occur in the learning environment for the student. Words and actions of the teacher must speak this clear message to the students.

Attention to neatness and Orderliness -

Classrooms should be well organized, colorful, neatly arranged places for learning. Most of what should be visible in the classrooms should be tasteful displays of student work rather than posters, etc., that have little learning value. Desks should be arranged for optimal learning opportunity. The room should be free from clutter and outdated materials. Learning areas should be well organized and there should be evidence that these areas are created for specific instructional purposes. Desks and learning spaces for students should be clean and organized at all times as a matter of daily routine. Students cannot learn in a cluttered, unattractive, learning environment.

Follow through with discipline strategies -

1. Focus on building in a sense of value and belonging with the student from day one. The student should have a sense that you value and care for him or her.

2. Clearly teach and practice procedures daily during the first nine weeks.

3. Early on begin to dialogue with support personnel if you need to make them aware of a student that will need extra support and nurturing with discipline. Speak in terms of support and reinforcement for the student.

4. Put in place a bulletin board that positively reinforces desired behaviors for each student in class.

5. Develop an alternative written plan to positively reinforce desired behaviors with any student who needs extra support if their behavior seems to be scattered in several areas. Sign this plan with the student to create a contract that the student may keep on their desk to share with their parents as they progress. Catch the child demonstrating desired behavior and reinforce him or her intermittently to instill the desired behavior intrinsically.

6. Maintain your log of strategies as well as documentation of your positive reinforcement plan.

7. Be thoroughly familiar with the specific behaviors that a D-1 may be written for, as well as the process for writing the D-1 if this becomes necessary. Follow through with each step.

8. Share all your supportive information with the administration. Administrative responsibility at this point will include seeing a referred student, investigating the referral incident, considering aggravating and mitigating circumstances, and responding from a menu of actions:

Student Conference

Teacher Conference

Phone Call to Parent

Immediate Time-Out from Classroom

Face to face Parent Conference

Referral to Discipline Committee

If out-of-school suspension is warranted, parents will be notified by a phone call as well as, a discipline referral notice

Hall-Woodward Discipline Committee Referral and Minutes

Date of Referral ____________________ Meeting Date(s)_______________________

Student___________________________ Teacher ______________________________

Behavior(s) of concern:

Strategies already tried:

Strategy Length of time Amount of Success

Strategies the committee is suggesting the teacher try:

Strategy Length of Time Amount of Success

Next meeting(s) date(s): ____________________________________________________

Next steps: ______________________________________________________________

Teacher fills out bold area. Submit form to the Assistant Principal. You will be notified of the meeting date. Bring cum folder to the first meeting.

PLEASE POST THE FOLLOWING SCHOOL EXPECTATIONS IN YOUR CLASSROOM:

1. Walk through the halls in a quiet and orderly manner.

2. Keep hands, feet, and body parts to yourself.

3. Show respect to all adults and students.

4. Use appropriate language at all times.

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Guidelines for above rules:

1. Students should not talk in the halls. All students should walk on the right side of the hall. Students need hall passes at all times unless supervised.

2. Self-explanatory.

3. Teach students how to be respectful, and as adults, we need to show respect to one another. MODEL--MODEL--MODEL.

4. Model appropriate language. We need to be careful HOW we talk to students. Sometimes the students misunderstand.

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Cafeteria:

1. Students should leave the classroom and enter the cafeteria without talking except to the cafeteria staff.

2. No collection of trash, the cans will be out front. Emphasize that students ONLY talk to people sitting beside and directly across from them.

3. Students should "stand up" and not lean against the walls.

4. Teachers are responsible for overseeing that students leave the cafeteria tables and areas clean before leaving the tables.

5. Students are responsible in grades 1-5 for taking trays and trash to window area.

CODE 5 EMERGENCY

The announcement:

“Code 5 in the Kindergarten Building,” or “Code 5 in the 300 Building Hallway,” or“Code 5 in the Media Center”

will be used when there is an emergency situation in the building, such as a student or staff medical emergency or disruptive behavior.

When the Code 5 Announcement is made over the intercom, the following procedure will be followed:

1. Administration will come to the area immediately.

2. Teachers should clear the immediate vicinity of students.

EMERGENCY PROCEDURES

1. Faculty and staff should increase visibility in the halls and direct all visitors without a nametag to the office. If the person refuses to cooperate please notify the office staff immediately.

2. Lock classrooms when unoccupied.

3. Report any suspicious person or activity to the office.

4. In the event of an emergency, we will use the following procedures:

A. In the case of an intruder, an intercom announcement will be made using the following code – “We need to secure the building, please remain in your current location until further notice.” Watch team report to the office. Lock all classroom doors, close blinds and direct students to crawl under desks or tables away from windows and doors. Do not attempt to apprehend any suspicious person.

Classes on the playground should be alert for the same code – “We need to secure the building, please remain in your current location until further notice.” At this time teachers are to signal to the students by waving both arms in the air. All students should drop to the ground and remain there until the teacher signals for them to get up. If students must leave the campus, go directly to a secured location.

B. In case of a bomb threat, the following alert will be used – “This is an emergency fire drill.” Then the shrill signal will be sounded. Classes should be at least three hundred (300) feet from the building. No person will be permitted to re-enter the building until representatives have given approval from the police or fire department. Teachers should check the roll book when exiting the building. Office staff should refer to bomb threat caller identification card. Teachers have a separate checklist for bomb threats.

Since bombs are sometimes wired to the electrical system (such as light switches or clock and bell systems) it is best to leave all electrical switches in the position in which they were found.

If a suspicious object is found REPORT IT. DO NOT TOUCH, MOVE OR JAR THE OBJECT OR ANYTHING ATTACHED TO IT.

Teachers should follow the fire drill procedures for checking to make sure all students have left the building.

If there is a power failure, the office staff will notify classes using a bullhorn.

C. Hazardous materials emergencies include emergencies involving any toxic or hazardous materials

that present a threat to students or school employees. Examples of such emergencies are:

Transportation accidents nearby

Accidents at nearby industries

The release of hazardous materials on school property such as chemistry laboratory accident.

Due to the variety of hazardous materials emergencies to which a school may be subjected, a variety of protective actions might be taken. The public address system will be used to notify you of appropriate procedures to follow.

5. Be able to account for the whereabouts of all students during an emergency.

POST ALL EMERGENCY PLANS IN A CONSPICUOUS PLACE IN THE CLASSROOM.

EMERGENCY SIGNALS

Signal Event Action

|Continuous Ringing Bell |Fire or Fire Drill |Move students out of building to your |

| | |designated area on the school grounds. |

| | | |

| | |If an actual fire, be prepared to move students|

| | |to a secured location. |

|Announcement: “Watch Team report to the |Tornado Watch (Conditions are favorable for a |Be alert for changing weather conditions. |

|office” |tornado to develop) |Review the tornado plan. Do not turn on the |

| | |television. |

|Yellow “Tornado Watch” Cards are delivered| | |

|to each classroom. | | |

|Continuous Shrill |Tornado Warning or Drill |Move students to designated area in the |

| | |building. Students kneel and put hands over |

| | |head. |

|Announcement: |Bomb Threat |Move students outside to the very edge of the |

|“This is an emergency fire drill” | |school grounds. Be prepared to move to a |

|followed by a shrill | |secured location. |

| | |(Parkview Church of God parking lot) |

| | |Do not turn off lights |

| | |Report any thing unusual to the office. |

|Announcement: |Lock Down |*Lock all classroom doors |

|“We need to secure the building. Please | |*Close Blinds |

|remain in your current location until |Possible intruder in the building. |*Students crawl under desks |

|further notice. Watch team report to the | |*Do not turn on television in areas where |

|office” |Possible terrorist action |students are. |

| | |*If outside, teachers signal students to drop |

| |Possible National Emergency |to the ground and remain still. Wait for |

|Watch team will go to every classroom to | |further directions. |

|inform you about the specifics of the |Possible emergency near the school |If in your best interest, you may be directed |

|situation. | |to move your students inside the building. |

| |Possible release of chemicals nearby |*Lights off |

TEACHER CHECKLIST – FOR USE IN CASE OF BOMB THREAT

To be completed upon request, detached Room No._____________________

and returned to the principal within Teacher_______________________

five (5) minutes Times_________________________

Date__________________________

DO NOT ANNOUNCE A BOMB THREAT TO YOUR CLASS.

SURVEY YOUR ROOM CAREFULLY, then respond to each question on the list. This checklist is designed to assist the teacher in checking the classroom for explosives. Your search will assist authorities in determining the necessity of evacuating the building. If you feel your room and its contents are free from any foreign or suspicious objects, check the YES column. If a suspicious object is found, REPORT IT. DO NOT TOUCH, MOVE OR JAR THE OBJECT OR ANYTHING ATTACHED TO IT.

YES NO DID I CHECK MY ROOM FOR ANY:

___ ___ Extraneous wires or strings?

___ ___ Packages?

___ ___ Ticking sounds?

___ ___ Lengths of pipes?

___ ___ Dynamite caps or sticks?

___ ___ Exposed match books?

___ ___ Unexplained objects?

DID I LOOK:

___ ___ On the floor, around the baseboard?

___ ___ On the walls, behind pictures, etc.?

___ ___ On the ceiling, from suspended objects, etc.?

___ ___ In the student and teacher desks?

___ ___ Among the books, bookshelves, etc.?

___ ___ In the closets, storage areas, etc.?

___ ___ Among the packages?

___ ___ To the best of my knowledge this room is free from

any foreign article that could contain explosives.

FOLD CHECKLIST, SEND TO PRINCIPAL, THEN CALMLY RESUME NORMAL CLASS ACTIVITIES.

PROCEDURES FOR PANIC/DANGER SITUATIONS:

In the event of any emergency, the principal should be contacted first. In conjunction with appropriate team members, a decision will be made about which procedures will be needed.

1. EMERGENCY TELEPHONE COMMUNICATIONS: When needed, the telephone coordinator, Miranda Martinez, will contact each grade level chairperson to disseminate information. ***Use of telephone tree to spread information during after-school hours.***

2. EMERGENCY FACULTY MEETING: A meeting will be called as needed by the principal/crisis team to give pertinent information related to the emergency event(s).

3. PARENT COMMUNICATIONS: Crisis Team Members will assist office staff with emergencies that require excessive telephone calls. When appropriate to the crisis event, a letter to parents will be sent as soon as possible to inform them of the crisis event.

4. COMMUNICATION WITH STAFF AND STUDENTS: In the event of a situation that could cause an intense emotional reaction in a significant number of people (i.e. death of a child or staff member, suicide, etc.), communication with staff and students will be needed. Crisis Intervention Team members and/or school psychologist(s) as needed. The following are some suggestions to use as needed:

Classroom Session: Counselor (with assistance from team members) will instruct teachers on how to conduct class appropriate to the event and be available to conduct class sessions if teachers want or need assistance.

Faculty Session: Follow up faculty meeting(s) may be needed to help the staff deal with the emotional event.

Individual Session: Assist with talking to individual faculty and students experiencing emotional distress.

5. TRAFFIC CONTROL: Principal and/or Assistant principal will assign the responsibility of traffic control as needed.

6. EQUIPMENT: Bullhorn (located in the office)

Walkie Talkie (located in the office)

7. DESIGNATION PROCEDURES: (Principal or designee will make assignments).

HALL-WOODWARD ELEMENTARY SCHOOL

FIRE EVACUATION PLAN

|Signal for Fire/Fire Drill-Continuous Horn Blast; sounds like a siren. | |

|Return to Classes-School Bell (3 Times) | |

| | | | | |

|Location |Assigned area during ALERT | |Location |Assigned area during ALERT |

|302 |Exit on the WEST side of the building through outside doors and| |201 |Exit outside door and form lines a safe |

| |form lines at the farthest point in the lower playground on the| | |distance (min. 25 ft.) away from the building |

| |west side of the building. | | |and the sidewalk. |

|303 | | |202 | |

|304 | | |203 | |

|305 | | |204 | |

|306 | | |205 | |

|307 | | |206 | |

| | | |208 | |

|Location |Assigned area during ALERT | |209 | |

|308 |Exit through outside doors and form lines at the farthest point| | | |

| |on the back lower playground | | | |

|309 | | | | |

|311 | | |Location |Assigned area during ALERT |

|319 | | |211 |Exit outside door and form lines on west side |

| | | | |of upper playground closest to the street. |

|320 | | |212 | |

|WR3 | | |213 | |

|  |  | |214 | |

|Location |Assigned area during ALERT | |215 | |

|312 |Exit outside doors and form lines on the bus parking lot. | |216 | |

|313 | | | | |

|WR4 | | | | |

|  |  | |Location |Assigned area during ALERT |

|Location |Assigned area during ALERT | |110 |Exit through outside door next to lounge. |

|314 |Exit building to sidewalk leading to bus loading area. | |104 | |

|315 | | |Auditorium | |

|316 | | | | |

|317 | | |Location |Assigned area during ALERT |

|318 | | |Pods |Exit at least 300 feet away onto the |

| | | | |playground. |

| | | |Mobiles | |

|Location |Assigned area during ALERT | | | |

|Cafeteria |Exit outside doors to sidewalk leading to bus loading area. | | | |

| |(If cafeteria has several classes, form lines in faculty | | | |

| |parking lot.) | | | |

| | | | | |

|NO Lines should form on the FRONT Sidewalk nor should they BLOCK any entrances! |

|All other persons exit through nearest outside door and move as far away from the building as possible. |

| | | | | |

|1. Teachers should see to it that classroom windows and doors are closed when the class leaves the room. (may use class monitors) |

|2. Teachers should be responsible for making sure the entire class is accounted for when the class is outside by checking the attendance roster. |

|3. All persons should move as quickly as possible in an orderly fashion away from the building and to designated areas. |

| | | | | |

TORNADOES

A Tornado Watch * means that weather conditions are more favorable than usual for a tornado to develop. A watch is a recommendation for planning, preparation, and increased awareness (i.e., to be alert for changing weather, listen for further information, and think about what to do if the danger materializes.

A Tornado Warning * means that a tornado is either imminent or has been reported. A warning indicates the need to take action to protect life and property.

*Definitions taken from the National Weather Service Website.

After delivering the warning cards, the watch team will station themselves at windows to visually monitor weather conditions.

Hall-Woodward School Tornado Warning Schedule

Signal for Tornado Warning– SHRILL

Return to Classes – SAME AS FIRE DRILL BELL

Location at Location to Occupy During Alert – 300 BUILDING

Time of Alert

300 BUIDING

302 Stay in room – left (block) wall only

303. In corridor outside Room 302

304 & 305 Hallway outside classroom doors and in nearest bathroom

306 & 307 Hallway outside classroom doors and in nearest bathroom

308. Hallway outside of classroom

309. Workroom 3 (Paschal’s Room)

311 Hallway outside classroom door

312. Hallway outside classroom door

313 & 314 Hallway outside classroom doors and in nearest bathroom

315 & 316 Hallway outside classroom doors and in nearest bathroom

317. Workroom 4 (Dunlap’s Room)

318 Stay in room – right (block) wall only

319 & 320 Stay in Room

Any overflow from this 300 wing will squat along the wings around the Red Carpet.

Doors to Red Carpet Area should be closed.

200 BUILDING

201. Hallway outside classroom door

202. Hallway outside classroom door

203. Hallway outside classroom door

204. Counselor’s Office (Guidance Counselor)

205. Boy’s restroom and hallway outside Room 204

206. Hallway outside Room 205

208 & 209 Hallway between Rooms and Media Center

211. Corridor between Rooms 211 and 209

212. Corridor between Rooms 211, 212, & 209

213. Hallway between Rooms and Media Center

214. Hallway outside Room 214

215. Room 216 (against block wall)

216. Stay in room (against block wall)

Media Center: To Media Center Office (Stay out of glassed in room)

100 BUILDING

Auditorium Any class occupying auditorium should move into the Music

Room. In case of large assemblies, classes go to regularly

assigned places.

Office Vault or File Room

Cafeteria Cafeteria bathroom and under work tables in kitchen

Staff

Music, Stay in rooms

Guidance, and

Curriculum

MOBILE UNITS

Mobiles I, II, III, and IV To hall outside Music Room

Mobile V To hallway outside of room 211

Mobile VI Hallway outside of Computer Lab

Mobile VII Hallway outside room 309

Mobile VIII Hallway outside room 206

Mobile IX Hallway outside room 206

POD(Second Grade

P1, P2, P3, P4, Speech Room and Hallways outside Rooms 206 & 205

P5, P6, P7. Hallway outside Room 211 & 212 (stay away from electrical outlet)

POD(Third Grade)

P1, P5 Enter the doors by bus lobby area by the mobiles to hall 316, double stack students

P2, Enter the doors by bus lobby area by the mobiles to hall 304, double stack students

P3, P7 Enter the doors by bus lobby area by the mobiles to hall 313, double stack students

P4, P6 Enter the doors by bus lobby area by the mobiles to hall 318, double stack students

SPECIAL NOTES:

In the event of a Tornado Watch, occupants of the Pods will be moved to assigned classrooms. James, Wood, Sullivan, and Kimel should use the door next to Tanner’s room and go to their assigned classroom. Thomas, Potter, and Cunningham should use the door next to Wheeler’s room and go to their assigned classroom. All students and teachers in the Third Grade POD should enter the side door bus lobby area by the mobiles and report to their assigned classroom. Teachers should have a plan of activities to do with students while in their assigned classrooms. A Tornado Watch can last several hours, so have many activities planned.

2nd Grade Assigned Classrooms 3rd Grade Assigned Classrooms

James – Armstrong Lange – Watson

Wood – Cornell McLaughlin – Browning

Kimel – Tanner Buchanan – Murphy

Sullivan – Apostolides Perrino – Lawrence

Thomas – Wheeler Marshall – Cutter

Cunningham - Attucks Rogers – Falkson

Potter – Corbello Montgomery – Roach

If announced for mobile units to move to an assigned classroom, use these rooms:

Mobile 1 – Williams, J Mobile 5 – Malloy

Mobile 2 – Harris Mobile 6 – Computer Lab

Mobile 3 – Malliet Mobile 7 - Phillips

Mobile 4 – Music Room Mobile 8 – Corn

Mobile 9 – Media Center

If any occupants are already in Alert Places – remain until alert is over.

If in any place other than designated alert spaces, move to space assigned to homeroom. That is – auditorium, cafeteria, etc.

If classes are on the playground, teachers should bring pupils into the building and go to the designated alert areas. All adults should come inside the building.

In the event of a Tornado Warning, housekeepers should shut off all electricity except the lights. All staff should close all doors and stay away from windows.

The teacher should inform students to take with them only coats and handbags which they have at their seats or which may be easily and quickly picked up. No students should be allowed to go to other places to pick up belongings once the signal has been sounded. When the class reaches its designated shelter area, students should be instructed to kneel face down, knees drawn under, and hands covering the back of the head. They should be positioned with the head toward the wall and back to the corridor. If available, coats and jackets can be used to cover heads, arms, and legs as a means of protection from flying missiles of glass and other debris. During the drill, please monitor students’ breathing, etc. All teachers should bring updated rosters and account for all students.

In the event of a tornado watch, the Watch Team – will distribute yellow tornado watch cards in the following manner:

McKoy, Jordan – Stationed in lobby and hall areas

Martinez, Salgado – office, monitoring Squawk Box

Dunlap – back hall of 300 building, M6 and M7

Weavil, Ferner – front hall of 300 building

Jackson – Gym and Music Room and Media Center

Allen – M1, M2, M3, M4

Paschal – Classroom along the front of 200 building

Jones – Second Grade Pod (check restrooms in pod for students)

Eldridge, Fox – Third Grade Pod (check restrooms in pod for students)

Miller - M5, M8, M9

Barksdale – Back of 200 building

Manager - Cafeteria

CRISIS INTERVENTION TEAM

Core Crisis Team:

Principal: Essie M. McKoy (Incident Coordinator)

Asst. Principal: Kenneth Jordan (Operations Designee)

Counselor: Leslie Miller

K-2 Curriculum Coordinator: Susan Paschal

3-5 Curriculum Coordinator: Heather Barksdale

Secretary: Miranda Martinez

ESL Teacher: Susan Moretz

Home-School Coordinator: Eric Jones

Data Manager: Shelly Ferner Custodian: Roderick Jackson

Custodian: Jean Allen

Custodian: Darryl Eldridge

Responsibilities: Consult and make initial decisions:

• How to distribute information

i.e. send a note around

• Fact finding

• Guess impact on faculty and students

AS NEEDED MEMBERS: Grade Level Chairs:

K: Leslye Phillips

1: Elizabeth Roach

2: Kelly James/Catherine Thomas

3: Melissa Lange

4: Laura Corbello/Evie Randolph

5: Tina Apostolides/Brittany Malloy

If Grade Chairs are needed the following teachers will cover their class:

K: Katherine Llanaj

1: Susan Moretz

2: Andrea Moore

3: Shayne Willis

4: Candace Heckstall

5: Jessenia Matamoros

Personnel with First Aid expertise: CPR

Susan Moretz Chippy Weavil

Janice Browning Kay Chesson

Deborah Horn Harriett Watson

Home School Coordinator: Eric Jones

Parent Support Coordinator Tina Salgado

Nurse: Natalie Gonzalez

EVACUATION PLAN

The following procedures would need to be implemented if students/staff were instructed to leave the campus:

1. Bomb Threat – Students and staff would need to relocate to a secure location. School buses would be at this site for transportation (if needed). Bus assignments would be designated by the school administration. Local media would advise parents to meet students at a secure location.

2. Fire – If a fire occurs, then relocate to a secure location.

3. Hazardous Materials/Chemical Emergency – Please relocate to a secure location.

4. Staff Assignments – If relocation occurs, specialists would be assigned to assist with each grade level.

Pre-K and Kindergarten –

All assistants Paschal

First Grade –

Lamm Hemphill Moretz

Dunlap Horn

Second Grade

Dorsett Fox Llanaj

Matamoros Jackson, R

Third Grade

Moore Gale-Lane Dunwoody

Jarrett, B Jarrett, T

Fourth Grade

D. Harris Barksdale Heckstall

Gordon Allen Miller

Fifth Grade

Jones Fisher Blankenship

Willis Eldridge Hughes, Mason

WS/FC SCHOOL CRISIS MANAGEMENT PLAN TEMPLATE

|School Name: Hall-Woodward Elementary |

|Chain of Command/Incident Response Team: |

|Role |Name |Title |Duties & Responsibilities |

|Incident Coordinator |Essie McKoy |Principal |Makes all decisions regarding school building, grounds, |

| | | |staff and students during a crisis. Represents school in |

| | | |any law enforcement or other emergency services command |

| | | |post and ensures proper communications between school staff|

| | | |and involved agencies. |

|Evacuation & |Kenneth Jordan |Assistant Principal |Supervises and coordinates all staff and student |

|Operations Coordinator | | |actions/evacuation during an incident, including school |

| | | |provided transportation. |

|Campus Security Coordinator |Kenneth Jordan |Assistant |Designates and supervises routes of entry and exit of |

| | |Principal |vehicles to campus |

| | | |Designates parking areas for law enforcement and emergency |

| | | |vehicles. |

| | | |Controls ingress and egress to campus |

|Communications Coordinator |Miranda |Lead Secretary |Answers incoming telephone calls, faxes and e-mails |

| |Martinez | |Shares information with IC and staff; |

| | | |Provides requested information or makes appropriate |

| | | |referrals; |

| | | |Makes outgoing telephone calls, faxes or e-mails; |

|Media Coordinator |Theo Helms |WS/FCS Director of |Writes press releases; |

| | |Marketing & |Writes notification to parents and students; |

| | |Communications |Meets with media representatives; |

| | | |Works cooperatively with other agency media coordinators. |

|Student Information & |Shelly Ferner |Data Manager |Gathers attendance records |

|Accountability Coordinator | | |Accounts for students |

| | | |Coordinates checkout of students who leave campus |

| | | |Notifies IC of any missing children |

| | | |Serves as contact for parents regarding location of |

| | | |children |

|Facility Coordinator |Roderick Jackson |Lead Housekeeper |Responsible for operations, control and shutting down of |

| | | |utility services in school. |

|Victim’s Assistance Center | |School Psychologist |Coordinates establishment of Victims Assistance Center(s) |

|Coordinator |Sherry Todd |Counselor |Coordinates provision of counseling or special needs to |

| |Leslie Miller | |students, staff and their parents. |

|Alarm: Plain English preferred |

|Evacuation Plan |

|Internal Evacuation Sites: Classes assigned to different locations |

|Alternative #1: See attached Evacuation Plan |

|Alternative #2 |

|External Evacuation Sites” |

|Alternative #1: Outside |

|Alternative #2: Parkview Christian Church |

|Evacuation Routes (attach maps): |

|Cafeteria evacuation plan |

|Campus Security Plan |

|Persons Responsible: Kenneth Jordan, Assistant Principal |

|Plan for control of road access: |

|Entry & Exit Routes and parking for Law Enforcement, Fire and EMS personnel |

|Injured students and staff |

|Signal: Red laminated paper in window/under door with room number on it |

|First Aid Plan: |

|First aid supplies and equipment (List): |

|Notification of Key Staff |

|Person responsible: |

|Attach list of names, telephone No’s and E-Mail addresses |

|Communications with Parents/Media |

|Person responsible: |

|Plan for production of students and staff attendance roster: |

|Location for media on/off campus: |

|Sample news releases on hard drive |

|Sample announcements for parents on hard drive |

|Supplies & Equipment |

| |

| |

| |

N:\law\forms\CrisisPl

Guidelines for Breakfast Duty

1. There will be 5 people on duty in the cafeteria for the first 8 weeks of school. After that there will be 4 on duty each morning. If you have a planned absence, please arrange to trade days with someone else on the schedule.

2. One individual will be responsible for directing students along the walls of the cafeteria as soon as they enter-AVOID coming down the middle of the cafeteria at all costs.

One individual will be responsible for the serving lines of the cafeteria-ensuring that students are orderly and quiet.

Two/three people should monitor the eating area of the cafeteria.

3. The serving lines of the cafeteria should be constantly monitored to assist students. The eating area of the cafeteria should have constant monitoring. And the entry/exit area of the cafeteria should be monitored. Staff will need to be mobile as much as possible to keep students on task (EATING).

4. As students enter the cafeteria, train students to put their book bags on tables specific to the particular grade level. Each grade level will have a particular table designed for book bags. Signs will be provided during the training period.

5. As students use the serving line they should exit and sit at the 1st available table on the same side of the cafeteria as the serving line they used.

6. Inform the Assistant Principal which students are not memorizing their student ID#’s or are holding up the line in other ways.

7. Enforce a no talking rule. Students need to eat quickly, but calmly. The average child should be done and exiting the cafeteria between 15-20 minutes.

8. TRAIN students to clean up after themselves, but be available to clean up the area as the students leave.

9. Students in Line A will come along the partition wall and leave down the Center Aisle. Students in Line B will enter along the right wall.

10. If any minor Discipline issues with students occur the 1st course of action is to move them to a Silent Table and document the date and that child’s name in the Breakfast Log. If a child has been at the table in breakfast past 15 minutes and is disruptive that child may need to be sent to class. If this happens, please inform the child that you will be by their classroom to speak with their teacher after breakfast and please follow through so that everyone involved is informed.

TEACHERS: if a student comes to class stating they were sent out of breakfast, please ask them the following question: “Who sent you out?” (so you know who should be getting in contact with you).

11. We need to be on the same page when communicating to the students. If one member of the team addresses a child, please be sure not to contradict that adult in the child’s presence. If the staff member is in error, wait until you are in private to approach the staff member.

Guidelines for Car-rider Drop-off Duty

1. There will be two staff members assigned to this duty on a rotational basis. The time is 7:45-8:30. All staff members should wear safety vests. Everyone should work together as a team to ensure effective supervision is being provided.

2. Students should unload and load from the sidewalk area and not where moving traffic is located. Assigned adults should escort students to their cars.

3. If parents attempt to drop off students before 8:15, please approach the car and politely and ask if the student is enrolled in the Y-Program’s before school care or a before school tutoring program. If not, inform parents about the school system’s policy that students can not be on school grounds until 30 minutes prior to the official start time. Since we start school at 8:45, students can not be dropped off until after 8:15.

4. If parents get upset, suggest they enroll their child in a before school program. You may want to have some brochures about the Y-program and other area daycares’ programs available to pass out.

5. Explain that the school does not have the personnel to supervise students before 8:15.

6. If you know in advance that you will be absent, please secure someone to supervise for you. Please include duties in substitute information.

Guidelines for Gym Duty

1. There will be two staff members assigned to this duty on a rotational basis. The time is 8:00-8:30. We will make every effort to avoid students being dropped off before 8:15 by having a duty station outside in the mornings, but we need a plan in place for those students who may somehow slip through, thus the 8:00 start time.

2. If you know in advance that you will be absent, please secure someone to supervise for you. Please include duties in substitute information.

3. Not all students eat breakfast and need to be supervised in the gym in the mornings. Some students finish eating breakfast and need a place to wait until 8:30.

4. 3-5 students should be trained to come in and sit on the stage steps. K-2 students sit to the right on the floor

5. Students may read during this time.

6. You may read to the students during this time.

|AM Duty-YEARLONG |

|Front Lobby Greeters: |Gale-Lane |8:15-9:00 | |Tardy Slips: |Salgado |8:45-9:15 |

| |Lamm | | | |Weavil | |

| |Heckstall | | | | | |

|Bus Lobby Greeters: |Jarrett |8:15-9:00 | |Office: |Dunlap |7:30-8:00 |

| |Moretz | | | |Ferner | |

| | | | | | | |

| | | | |Media Center: |Blankenship |8:15-9:00 |

|School Store: |Horn |8:15-8:45 | | |Hughes, Mason | |

| |Dorsett | | | | | |

| | | | |Gym: |Chunn, Hall, Adkins, | 8:00-8:30 |

| | | | | | One day a week | |

|Video Club: |Cornell |8:15-8:45 | | |Corley-Day 1,2,3 | |

| |Hemphill | | | | | |

|(as scheduled) |Gale-Lane | | |Toward PODS : |Gordon |8:30-9:05 |

| | | | | |Willis | |

|Buses: |Jordan |8:10-8:45 | | | | |

| |Fox | | |Front Traffic: |Jones | |

| |Miller | | | | | |

|AM Duty-see Rotational Schedule |

|GYM | | | |8:00-8:30 | | |

|BREAKFAST | | | |8:15-9:00 | | |

|CAR GREETERS | | | |7:45-8:30 | | |

|(to discourage early drop-offs) | | | | | | |

|PM Duty-YEARLONG |

|Stationed Toward PODS : |2nd and 3rd Grade |3:10-3:30 | |Media Center: |Blankenship/Hughes |3:10-3:35 |

|Outside: |Assistants(Evans,Girgis, | | | |D. Harris | |

| |& McCracken | | | |Dunwoody | |

| | | | | |Brown | |

|Front Lobby: |Gale-Lane |3:10-3:35 | | | | |

| |Lamm (by the GYM) | | |Bus Lobby: |Jarrett, B |3:10-3:35 |

| |Dunlap | | | |Jarrett, T | |

| | | | | | | |

|Front Traffic: |Jones |3:10-3:35 | |Buses: |Jordan |3:10-3:35 |

| |Weavil | | | |Dorsett | |

| | | | | |Willis | |

|Safety Patrol: |Gordon |3:10-3:35 | | | | |

|PM Duty-see Rotational Schedule |

|Late Bus: |K-2 Teachers & Paschal |3:35-3:55 | |Car Duty: |Team One (1st & 3rd QTR) |3:10-3:30 |

| |3-5 Teachers & Barksdale | | | |Portis, Llanaj, Moretz, Heckstall | |

| | | | | | | |

| | | | | |Team Two (2nd & 4th QTR) | |

| | | | | |Horn, Fisher, Moore, Matamoros | |

MORNING Duty Schedule

2011-2012

|  |Car Riders |  |Gym Duty |  |Breakfast Duty |

|Week of… |7:30-8:30 |  |8:00-8:30 |  |8:15-9:00 (8:45 Clean-Up) |

|8/25/11 & |

|1/16/12 |

|2011-2012 |

|Start Time |End Time |Line A |Line B |

|10:30 |11:00 |Malliet |Roach |

|10:37 |11:07 |Murphy |Harris |

|10:44 |11:14 |Reid |Falkson |

|10:51 |11:21 |Browning |Watson |

|11:00 |11:30 |Modaress |Pauley |

|11:07 |11:37 |Chesson |Morrison, J |

|11:14 |11:44 |Seivers |Terrell |

|11:21 |11:51 |Cooley |Lawrence |

|11:30 |12:00 |Jackson |Phillips |

|11:37 |12:07 |Thomas |Kimel |

|11:44 |12:14 |James |Cunningham |

|11:51 |12:21 |Potter |Sullivan |

|12:00 |12:30 |Wood |Montgomery |

|12:07 |12:37 |Perrino |Rogers |

|12:14 |12:44 |Buchanan |McLaughlin |

|12:21 |12:51 |Marshall |Lange |

|12:30 |1:00 |Tanner |Malloy |

|12:37 |1:07 |Corn |Armstrong |

|12:44 |1:14 |Cornell |Apostolides |

|12:51 |1:21 |Williams |Randolph |

|1:00 |1:30 |Wheeler |Attucks |

|1:07 |1:37 |Vogel |Rubin |

|1:14 |1:44 |Corbello | |

8/18/11

TO ALL TEACHERS: Pick up your class on time. This is important so that there aren’t several classes bunched up, waiting at the door. Have all children pick up trash and clean the table before leaving the table.                                                            Revised 8/18/11

|Hall-Woodward Duty Free Lunch Schedule             |

|2011-2012 |

|Start Time |End Time |Line Week A |Line Week B |

|10:30 |11:00 |Malliet (Pizzulo) |Roach (Pizzulo) |

|10:37 |11:07 |Murphy (Brown) |Harris, R (Brown) |

|10:44 |11:14 |Reid (Pitts) |Falkson (Pitts) |

|10:51 |11:21 |Browning (Moore) |Watson (Fisher) |

|11:00 |11:30 |Modaress (Matamoros) |Pauley (Moretz) |

|11:07 |11:37 |Chesson |Morrison, J |

|11:14 |11:44 |Seivers |Terrell |

|11:21 |11:51 |Cooley |Lawrence |

|11:30 |12:00 |Jackson |Phillips |

|11:37 |12:07 |Thomas (Girgis) |Kimel (Girgis) |

|11:44 |12:14 |James (McCracken) |Cunningham (McCracken) |

|11:51 |12:21 |Potter (Gale-Lane) |Sullivan (Gale-Lane) |

|12:00 |12:30 |Wood (Horn) |Montgomery (Music) |

|12:07 |12:37 |Perrino (Portis) |Rogers (Blankenship) |

|12:14 |12:44 |Buchanan (Gordon) |McLaughlin (Gordon) |

|12:21 |12:51 |Marshall (Evans) |Lange (Evans) |

|12:30 |1:00 |Tanner (Hemphill/Miller on day 5) |Malloy (Hemphill/Miller on day 5) |

|12:37 |1:07 |Corn (Dunlap) |Armstrong (Dunlap) |

|12:44 |1:14 |Cornell (Wolfe) |Apostolides (Wolfe) |

|12:51 |1:21 |Williams (Jones) |Randolph (Jones) |

|1:00 |1:30 |Wheeler (Llanaj) |Attucks (Heckstall) |

|1:07 |1:37 |Vogel (Jarrett, B) |Rubin (Jarrett,B) |

|1:14 |1:44 |Corbello (Fox) |  |

Hall, Chunn, and Adkins will eat in the cafeteria and supervise students each day they are here. Each teacher will alternate duty free weeks with their partner teacher. Kindergarten teachers will be covered by their assistants. Miller will cover day 5 for Hemphill. Corley will eat in the cafeteria and supervise students during day 1, 2, 3.

|Cafeteria Table Assignments |

| | | |2009-2010 | | | |

| | | | | | | |

| |

| |

| |

| |

| |

|LATE BUS DISMISSAL |

|Week of… |Grades K-2 |Grades 3-5 |

|October 3, 2011 |Cunningham |Malliet |Apostolides |Dunwoody |

|October 10, 2011 |James |Murphy |Armstrong |Lange |

|October 17, 2011 |Kimel |Reid |Corn |Marshall |

|October 24, 2011 |Potter |Roach |Cornell |McLaughllin |

|October 31, 2011 |Sullivan |Modaress |Malloy |Mongomery |

|November 7, 2011 |Thomas |Watson |Tanner |Buchanan |

|November 14, 2011 |Wood |Chesson |Williams, J |Perrino |

|November 21, 2011 |Browning |Cooleu |Attucks |Rogers |

|November 28, 2011 |Falkson |Jackson |Corbello |Apostolides |

|December 5, 2011 |Harris, R |Lawrence |Randolph |Armstrong |

|December 12, 2011 |Malliet |Morrison, J |Rubin |Corn |

|December 19, 2011,April 2, 2012 |Murphy |Phillips |Vogel |Cornell |

|January 2, 2012 |Reid |Seivers |Wheeler |Malloy |

|January 9, 2012 |Roach |Terrell |Dunwoody |Tanner |

|January 16, 2012 |Modaress |Cunningham |Lange |Williams, J |

|January 23, 2012 |Watson |James |Marshall |Attucks |

|January 30, 2012 |Chesson |Kimel |McLaughllin |Corbello |

|February 6, 2012 |Cooleu |Potter |Mongomery |Randolph |

|February 13, 2012 |Jackson |Sullivan |Buchanan |Rubin |

|February 20, 2012 |Lawrence |Thomas |Perrino |Vogel |

|February 27, 2012 |Morrison, J |Wood |Rogers |Wheeler |

|March 5, 2012 |Phillips |Browning |Apostolides |Dunwoody |

|March 12, 2012 |Seivers |Falkson |Armstrong |Lange |

|March 19, 2012 |Terrell |Harris, R |Corn |Marshall |

|March 26, 2012 |Cunningham |Malliet |Cornell |McLaughllin |

|April 9, 2012 |James |Murphy |Malloy |Mongomery |

|April 16, 2012 |Kimel |Reid |Tanner |Buchanan |

|April 23, 2012 |Potter |Roach |Williams, J |Perrino |

|April 30, 2012 |Sullivan |Modaress |Attucks |Rogers |

|May 7, 2012 |Thomas |Watson |Corbello |Apostolides |

|May 14, 2012 |Wood |Chesson |Randolph |Armstrong |

|May 21, 2012 |Browning |Cooleu |Rubin |Corn |

|May 28, 2012 |Falkson |Jackson |Vogel |Cornell |

|June 4, 2012 |Harris, R |Lawrence |Wheeler |Malloy |

| |Morrison, J |Phillips |Tanner |Williams |

|Master Schedule - Grades K-5 |

| | | | | | | |

|  |3rd |5th |4th |K |1st |2nd |

|9:00-9:40 |Specials |WRITING |LANG ARTS- 5 |LANG ARTS |LANG ARTS |LANG ARTS |

| | | |PRTs | | | |

|9:45-10:25 |LANG ARTS- 4 |Specials |LANG ARTS- 1 |LANG ARTS |LANG ARTS |LANG ARTS |

| |PRTs | |PRT | | | |

|10:30-11:10 |LANG ARTS- 3 |LANG ARTS- 2 |Specials |R/W |LUNCH |R/W |

| |PRTs |PRTs | | |(10:30-11:30) | |

|11:15-11:55 |WRITING |LANG ARTS- 5 |WRITING |LUNCH |R/W |LUNCH |

| | |PRTs | |(11-12:00/7) | |(11:37-12:30) |

|12:00-12:40 |LUNCH (12:07-1:00) |LUNCH |MATH |Math |Recess |Math |

| | |(12:21-1:14) | | | | |

|12:45-1:25 |SCI/ RECESS |MATH |LUNCH |Specials |Math |Math |

| | | |(1:00-1:44) | | | |

|1:30-2:10 |MATH |MATH |MATH |Math |Specials |Recess |

|2:15-2:55 |MATH |RECESS /SCI |SCI/ RECESS |Recess |Math |Specials |

|2:55-3:10 |  |  |  |  |  |  |

| | | | | | | |

|* Samuels, Ferris, and Dunlap-Scales will have 12:00-1:00 to do Guided Math with 4th grade since 3rd/5th have lunch during this time. |

|* Mrs. Lamm could have 11:55-12:55 for lunch/planning and do Guided Math with 5th grade from 1:00-1:55 and 3rd grade from 2:00-2:55. |

|* This gives Mrs. Sherrill 11:55-1:00 to do Discovery Zone each day. |

| | | | | | | |

|K-2 Specials |

| | | | | | | |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|A |Computers |

|I |split two K classes |

| |*K Class A will have science on Day 4 at 12:00-12:40 |

| |*1st Grade class A will have science on Day 1 from 11:15-11:55 |

| | |*2nd Grade class A will have science on Day 2 from 11:15-11:55 |

| |1st Grade class A will need early lunch |

| |2nd grade class A will need last lunch |

| | | | | | | |

| |Split Classes H and I between B, C, D, E, F, and G only. NOT CLASS A |

| | | | | | | |

| |Science | |M - Media Center | | | |

| |PE | |G - Guidance | | | |

| |Music | |S - Success Maker (3-5 ONLY) | | | |

| |Computer | |W- Wellness | | | |

| |Art | |R - Retell (K-2 ONLY) | | | |

| |Enrichment |**Enrichment will consist of media, guidance and wellness for K-5. K-2 will also have retell and 3-5 will also have SuccessMaker. |

| | |Only these enrichment specials will rotate by quarter in the order shown above. |

| | | |

| | | |

| | | | | | | |

|3-5 Specials | |

| | | | | | | | |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 | |

|A |Computers |S W M G |PE |Music |Art |W M G S | |

|*3rd Grade Class A will have science on Day 6 at 11:15-11:55. | |

|*5th Grade Class A will have science on Day 3 at 11:15-11:55. | |

|*There will be NO 4th Grade class A | |

| | |

| | |

| |Science | |M - Media |

| | | |Center |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | | | | | |

| | | | | | | | |

Recess Schedule

These are times set from the Master Schedule. Please adhere to them. Everyone should be in the classroom by 2:45 every day.

|RECESS |

|TIME |TIME |LOWER FIELD |UPPER FIELD |

|12:00 |12:30 |1ST Grade | |

|12:40 |1:10 | |3rd Grade |

|1:00 |1:30 |2nd Grade | |

|1:40 |2:10 | |4th Grade |

|2:10 |2:40 |Kindergarten |5th Grade |

ART SCHEDULE

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |Day 6* |

|9:00 | | | | | | | |

|to |Montgomery |Buchanan |Perrino |Rogers |Lange |Marshall |McLaughlin |

|9:40 | | | | | | | |

|9:45 | | | | | | | |

|to |Cornell |Malloy |Tanner |Williams |Apostolides |Armstrong |Corn |

|10:25 | | | | | | | |

|10:30 | | | | | | | |

|to |Randolph |Rubin |Vogel |Wheeler | |Attucks |Corbello |

|11:10 | | | | | | | |

|11:15 | |

|to |PLANNING |

|11:55 | |

|12:00 | |

|to |LUNCH |

|12:40 | |

|12:45 | | | | | | | |

|to |Jackson |Lawrence |Morrison |Phillips |Seivers |Chesson |Cooley |

|1:25 | | | | | | | |

|1:30 | | | | | | | |

|to |Reid |Roach |Modaress |Watson |Malliet |Browning |Harris |

|2:10 | | | | | | | |

|2:15 | | | | | | | |

|to |Kimel |Sullivan |Thomas |Wood |James |Cunningham |Potter |

|2:55 | | | | | | | |

PE SCHEDULE

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 4* |Day 5 |Day 6 |

|9:00 | | | | | | | |

|to |Perrino |Rogers |Lange |Marshall |McLaughlin |Montgomery |Buchanan |

|9:40 | | | | | | | |

|9:45 | | | | | | | |

|to |Tanner |Williams |Apostolides |Armstrong |Corn |Cornell |Malloy |

|10:25 | | | | | | | |

|10:30 | | | | | | | |

|to |Vogel |Wheeler | |Attucks |Corbello |Randolph |Rubin |

|11:10 | | | | | | | |

|11:15 | |

|to |LUNCH |

|11:55 | |

|12:00 | |

|to |PLANNING |

|12:40 | |

|12:45 | | | | | | | |

|to |Morrison |Phillips |Seivers |Chesson |Cooley |Jackson |Lawrence |

|1:25 | | | | | | | |

|1:30 | | | | | | | |

|to |Modaress |Watson |Malliet |Browning |Harris |Reid |Roach |

|2:10 | | | | | | | |

|2:15 | | | | | | | |

|to |Thomas |Wood |James |Cunningham |Potter |Kimel |Sullivan |

|2:55 | | | | | | | |

MUSIC SCHEDULE

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 5 |Day 6 |

|9:00 | | | | | | | |

|to |Buchanan |Perrino |Rogers |Lange |Marshall |McLaughlin |Montgomery |

|9:40 | | | | | | | |

|9:45 | | | | | | | |

|to |Malloy |Tanner |Williams |Apostolides |Armstrong |Corn |Cornell |

|10:25 | | | | | | | |

|10:30 | | | | | | | |

|to |Rubin |Vogel |Wheeler | |Attucks |Corbello |Randolph |

|11:10 | | | | | | | |

|11:15 | |

|to |LUNCH |

|11:55 | |

|12:00 | |

|to |PLANNING |

|12:40 | |

|12:45 | | | | | | | |

|to |Lawrence |Morison |Phillips |Seivers |Chesson |Cooley |Jackson |

|1:25 | | | | | | | |

|1:30 | | | | | | | |

|to |Roach |Modaress |Watson |Malliet |Browning |Harris |Reid |

|2:10 | | | | | | | |

|2:15 | | | | | | | |

|to |Sullivan |Thomas |Wood |James |Cunningham |Potter |Kimel |

|2:55 | | | | | | | |

COMPUTERS

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 5 |Day6 |

| | | | | | |(in SM Lab) | |

|9:00 | | | | | | | |

|to |Lange |Marshall |McLaughlin |Montgomery |Buchanan |Rogers |Perrino |

|9:40 | | | | | | | |

|9:45 | | | | | | | |

|to |Apostolides |Armstrong |Corn |Cornell |Malloy |Tanner |Williams |

|10:25 | | | | | | | |

|10:30 | | | | | | | |

|to |Wheeler |Attucks |Corbello |Randolph |Rubin | |Vogel |

|11:10 | | | | | | | |

|11:15 | |

|to |PLANNING |

|11:55 | |

|12:00 | |

|to |LUNCH |

|12:40 | |

|12:45 | | | | | | | |

|to |Seivers |Chesson |Cooley |Jackson |Lawrence |Phillips |Morrison |

|1:25 | | | | | | | |

|1:30 | | | | | | | |

|to |Malliet |Browning |Harris |Reid |Roach |Watson |Modaress |

|2:10 | | | | | | | |

|2:15 | | | | | | | |

|to |James |Cunningham |Potter |Kimel |Sullivan |Wood |Thomas |

|2:55 | | | | | | | |

SCIENCE

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |Marshall |McLaughlin |Montgomery |Buchanan |Perrino |Rogers |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Armstrong |Corn |Cornell |Malloy |Tanner |Williams |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Attucks |Corbello |Randolph |Rubin |Vogel |Wheeler |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to |Malliet |James |Apostolides |LUNCH |PLANNING |Lange |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to |LUNCH |LUNCH |LUNCH |Seivers |LUNCH |LUNCH |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Chesson |Cooley |Jackson |Lawrence |Morrison |Phillips |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Browning |Harris |Reid |Roach |Modaress |Watson |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Cunningham |Potter |Kimel |Sullivan |Thomas |Wood |

|2:55 | | | | | | |

MEDIA – Q1

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |McLaughlin | |Marshall | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Corn | |Armstrong | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Corbello | |Attucks | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Cooley | |Chesson | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Harris | |Browning | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Potter | |Cunningham | | | |

|2:55 | | | | | | |

MEDIA – Q2

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Montgomery | | | |Lange |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Cornell | | | |Apostolides |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | |Randolph | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Jackson | | | |Seivers |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Reid | | | |Malliet |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |Kimel | | | |James |

|2:55 | | | | | | |

MEDIA – Q3

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Lange | |Perrino | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Apostolides | |Tanner | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | |Vogel | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Seivers | |Morrison | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Malliet | |Modaress | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |James | |Thomas | | |

|2:55 | | | | | | |

MEDIA – Q4

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |Rogers | |Buchanan | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Williams | |Malloy | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Wheeler | |Rubin | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Phillips | |Lawrence | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Watson | |Roach | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Wood | |Sullivan | | | |

|2:55 | | | | | | |

Guidance – Q1

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |Rogers | |Buchanan | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Williams | |Malloy | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Wheeler | |Rubin | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Phillips | |Lawrence | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Watson | |Roach | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Wood | |Sullivan | | | |

|2:55 | | | | | | |

GUIDANCE – Q2

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |McLaughlin | |Marshall | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Corn | |Armstrong | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Corbello | |Attucks | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Cooley | |Chesson | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Harris | |Browning | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Potter | |Cunningham | | | |

|2:55 | | | | | | |

GUIDANCE – Q3

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Montgomery | | | |Lange |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Cornell | | | |Apostolides |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | |Randolph | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Jackson | | | |Seivers |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Reid | | | |Malliet |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |Kimel | | | |James |

|2:55 | | | | | | |

GUIDANCE – Q4

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 | |

|9:00 | | | | | | | |

|to | |Lange | |Perrino | | | |

|9:40 | | | | | | | |

|9:45 | | | | | | | |

|to | |Apostolides | |Tanner | | | |

|10:25 | | | | | | | |

|10:30 | | | | | | | |

|to | | | |Vogel | | | |

|11:10 | | | | | | | |

|11:15 | | | | | | | |

|to | | | | | | | |

|11:55 | | | | | | | |

|12:00 | | | | | | | |

|to | | | | | | | |

|12:40 | | | | | | | |

|12:45 | | | | | | | |

|to | |Seivers | |Morrison | | | |

|1:25 | | | | | | | |

|1:30 | | | | | | | |

|to | |Malliet | |Modaress | | | |

|2:10 | | | | | | | |

|2:15 | | | | | | | |

|to | |James | |Thomas | | | |

|2:55 | | | | | | | |

SUCCESS MAKER – Q1

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Lange | |Perrino |See | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Apostolides | |Tanner |Computer | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | |Vogel |Lab | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | |Schedule | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | |For | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | | | | |Entire | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | | | | |Year | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | | | | |2011-2012 | |

|2:55 | | | | | | |

SUCCESS MAKER – Q2

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |Rogers | |Buchanan | |See | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Williams | |Malloy | |Computer | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Wheeler | |Rubin | |Lab | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | |Schedule | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | |For | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | | | | |Entire | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | | | | |Year | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | | | | |2011-2012 | |

|2:55 | | | | | | |

SUCCESS MAKER – Q3

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |McLaughlin | |Marshall | |See | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Corn | |Armstrong | |Computer | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Corbello | |Attucks | |Lab | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | |Schedule | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | |For | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | | | | |Entire | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | | | | |Year | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | | | | |2011-2012 | |

|2:55 | | | | | | |

SUCCESS MAKER – Q4

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Montgomery | | |See |Lange |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Cornell | | |Computer |Apostolides |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | |Randolph | | |Lab | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | |Schedule | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | |For | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | | | | |Entire | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | | | | |Year | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | | | | |2011-2012 | |

|2:55 | | | | | | |

WELLNESS – Q1

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Montgomery | | | |Lange |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Cornell | | | |Apostolides |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | |Randolph | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Jackson | | | |Seivers |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Reid | | | |Malliet |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |Kimel | | | |James |

|2:55 | | | | | | |

WELLNESS – Q2

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | |Lange | |Perrino | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | |Apostolides | |Tanner | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | |Vogel | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Seivers | |Morrison | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Malliet | |Modaress | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |James | |Thomas | | |

|2:55 | | | | | | |

WELLNESS – Q3

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |Rogers | |Buchanan | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Williams | |Malloy | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Wheeler | |Rubin | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Phillips | |Lawrence | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Watson | |Roach | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Wood | |Sullivan | | | |

|2:55 | | | | | | |

WELLNESS – Q4

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to |McLaughlin | |Marshall | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to |Corn | |Armstrong | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to |Corbello | |Attucks | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Cooley | |Chesson | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Harris | |Browning | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Potter | |Cunningham | | | |

|2:55 | | | | | | |

RETELL – Q1

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | | | | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | | | | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Seivers | |Morrison | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Malliet | |Modaress | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |James | |Thomas | | |

|2:55 | | | | | | |

RETELL – Q2

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | | | | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | | | | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Phillips | |Lawrence | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Watson | |Roach | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Wood | |Sullivan | | | |

|2:55 | | | | | | |

RETELL – Q3

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | | | | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | | | | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to |Cooley | |Chesson | | | |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to |Harris | |Browning | | | |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to |Potter | |Cunningham | | | |

|2:55 | | | | | | |

RETELL – Q4

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 |

|9:00 | | | | | | |

|to | | | | | | |

|9:40 | | | | | | |

|9:45 | | | | | | |

|to | | | | | | |

|10:25 | | | | | | |

|10:30 | | | | | | |

|to | | | | | | |

|11:10 | | | | | | |

|11:15 | | | | | | |

|to | | | | | | |

|11:55 | | | | | | |

|12:00 | | | | | | |

|to | | | | | | |

|12:40 | | | | | | |

|12:45 | | | | | | |

|to | |Jackson | | | |Seivers |

|1:25 | | | | | | |

|1:30 | | | | | | |

|to | |Reid | | | |Malliet |

|2:10 | | | | | | |

|2:15 | | | | | | |

|to | |Kimel | | | |James |

|2:55 | | | | | | |

YOUR SCHEDULE

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |Day 6 | |

|9:00 | | | | | | | |

|to | | | | | | | |

|9:40 | | | | | | | |

|9:45 | | | | | | | |

|to | | | | | | | |

|10:25 | | | | | | | |

|10:30 | | | | | | | |

|to | | | | | | | |

|11:10 | | | | | | | |

|11:15 | | | | | | | |

|to | | | | | | | |

|11:55 | | | | | | | |

|12:00 | | | | | | | |

|to | | | | | | | |

|12:40 | | | | | | | |

|12:45 | | | | | | | |

|to | | | | | | | |

|1:25 | | | | | | | |

|1:30 | | | | | | | |

|to | | | | | | | |

|2:10 | | | | | | | |

|2:15 | | | | | | | |

|to | | | | | | | |

|2:55 | | | | | | | |

|Bulletin Board Assignments |

|2011-2012 |

|LOCATION |GROUP RESPONSIBLE |

|Outside Cafeteria |5th Grade |

|Outside Gym |2ND Grade |

|Outside Boys Restroom (Media Center) |Student Council/GQ/GAP/Safety Patrol/SAVE |

|Outside Room 201 |Media Center |

|Outside Room 216 |3rd Grade |

|Outside Girls Restroom (Media Center) |4th Grade |

|Cafeteria Folding Wall |Guidance |

|Bus Lobby |ESL/ACE/Art |

|Outside Room 318 |1st Grade |

|Outside Room 302 |Kindergarten |

|Orange Carpet (outside Dunlap’s Office) |Science/Successmaker/Computer Lab |

|Front Lobby and Showcase |Art |

HEALTH PROBLEMS

TO: ALL CLASSROOM/HOME BASE TEACHERS

FROM: ESSIE MC KOY, PRINCIPAL

DATE: __________________________

Please list below any student in your class/home base with a health problem. This should include allergies, epilepsy, diabetes, heart problems, physical handicaps (i.e. prosthesis, hearing aid, wheel chair) and students who take prescribed medication at school daily. Please advise if medication will be administered at school.

This list should be completed for each class/home base room and returned to the office for the Public Health Nurses’ box as soon as the information is received or no later than September 2, 2011. If not applicable so indicate and return. A master list for the school will be completed.

NAME HEALTH CONCERN

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

TEACHER _________________________ GRADE_____ROOM#____

|Hall-Woodward Elementary School |Student's Name___________________________ |

| | | |Teacher______________ Room #:________ |

|Student to the Office |  | |Date:_____________ |

| | | | | | |

|Each teacher will send this sheet to the office when a student is not feeling well in the classroom. The student will be given a copy |

|of this form to be taken home to his parent/guardian as a record of information regarding this Office Visit. |

|Student to report to: | Teacher must check one of the below items: |

|Mrs. Martinez |  | Rash | |  |  | |

|Mrs. Salgado |  | Head Ache | |  |  | |

|Mrs. Ferner |  | Stomach Ache | |  |  | |

|Mrs. Weavil |  | Coughing | |  |  | |

|Mr. Jones |  | Vomiting | |  |  | |

| | | Runny Nose | |  |  | |

| | | Lice | |  |  | |

|Please send | | Injury (describe) | |  |  |

|change of | | Fever | |  |  | |

|clothes to the | | Soiled clothing | |  |  | |

|health room. | | Other (describe) |  | |  |

|  |

|next course of action. If you have questions regarding your child's condition, please consult with your family doctor. |

|Comments from Office Personnel: | | | | |

|  |  |  | |  |Time Parent called: contact made:  | |

|Signature of Office Personnel attending your child: |  |  |  | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Hall-Woodward Elementary School |Student's Name___________________________ | |

| | | |Teacher______________ Room #:________ | |

|Student to the Office |  | |Date:_____________ | |

| | | | | | | |

|Each teacher will send this sheet to the office when a student is not feeling well in the classroom. The student will be given a copy |

|of this form to be taken home to his parent/guardian as a record of information regarding this Office Visit. |

| | | | | | | |

|Student to report to: | Teacher must check one of the below items: |

|Mrs. Martinez |  | Rash | |  |  | |

|Mrs. Salgado |  | Head Ache | |  |  | |

|Mrs.Ferner |  | Stomach Ache | |  |  | |

|Mrs. Weavil |  | Coughing | |  |  | |

|Mr. Jones |  | Vomiting | |  |  | |

| | | Runny Nose | |  |  | |

| | | Lice | |  |  | |

|Please send | | Injury (describe) | |  |  |

|change of | | Fever | |  |  | |

|clothes to the | | Soiled clothing | |  |  | |

|health room. | | Other (describe) | |  |  |

|The faculty and staff at H-W try to meet the immediate medical problem of a child and then allow you, the parent, to decide the |

|next course of action. If you have questions regarding your child's condition, please consult with your family doctor. |

|Comments from Office Personnel: | | | | |

|  |  |  | |  |Time Parent called: contact made:  | |

|Signature of Office Personnel attending your child: |  |  |  | |

| | | | | | | |

Have a wonderful STAR3 year while jetting to our goals.

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Hall-Woodward Elementary

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