Adair County
R-II
School District
Teacher
Handbook
2019-2020
Table of Contents
Professional
Elementary
Drills and Schedules
High
School Drills & Schedules
Extra
Curricular
Forms
EDUCATIONAL PHILOSOPHY/SCHOOL DISTRICT MISSION Policy 0200
We believe that in a democratic society, education must
help the students realize their worth as individuals and should lead them
toward becoming productive members of society.
Beliefs and Visions
The Adair County R-II Schools are committed to the ideals
set forth in the Missouri Learning Standards and support the priorities of the
Show-Me-Improvement program.
As such, we recognize each student as a unique individual.
We believe that education should provide an opportunity for the maximum
development of each individual within the limitations of his or her capacities.
We believe that the foundation of the district’s
educational program is based on the development of competencies in the basic
fundamentals of reading, oral and written communication and mathematics. Students will gather, analyze and apply
information and ideas; communicate effectively with in the beyond the
classroom; recognize the solve problems; and will acquire skills necessary to
make decisions and act as responsible members of society.
It is, therefore, the responsibility of the Adair County
R-II School District to provide an educational environment for children of the
district, which will foster and accelerate their intellectual, physical,
artistic, social and career development.
ORGANIZATION, PHILOSOPHY AND
GOALS Policy 0200*
School District Philosophy
In carrying out its responsibilities, the Board of
Education is guided by the desire to use the resources of its community, its
staff and its students to provide the highest quality education permitted by
its financial resources. In reaching
decisions the Board will attempt in every case to act in the best interests of
its students.
A philosophy of education is the foundation on which a
school district is built, and upon which the product of the school program is
evaluated. The philosophy herein
subscribed to by the Board of Education shall be a guide in determining the
policies, rules and regulation of the school district.
Recognizing each student as a unique individual, we believe
that education should provide an opportunity for the maximum development of
each individual within the limitations of his or her capacities. Through education, it is possible for the
individual to discover and endeavor to achieve to the limits of his or her
capacities.
We believe that in a democratic society, education must
help the student realize his or her worth as an individual and should lead him
or her toward becoming a productive member of society. Strong emphasis must be placed upon
democratic values that are important for an effective and satisfying personal
and social life.
We believe that the role of the teacher in the educational
process is to provide opportunities for the individual to achieve at the
maximum level of capacity, to create a learning situation in which individual
motivation for learning is the stimulus for achievement, and to promote through
teaching and example the principles of the democratic way of life.
We believe that parents/guardians have definite
responsibilities in education. They need
to have a basic confidence in the school, and they need to impart this
confidence of the students. The
parents/guardians may do this by cooperating to the fullest with the schools,
by encouraging the student to give his or her best efforts to the daily school
responsibilities, and by participating in school activities.
We believe that the student must have responsibilities in
the educational program of the community.
The most important of these is attitude.
The student is obliged to come with an open mind, equipped with all the
necessary materials, ready to fulfill the responsibilities in the learning
process. The basic attitude should be
that the school is an institution of opportunity, staffed with trained
personnel to help the student become a contributing member of society.
We believe that the foundation of the district's
educational program is based on the development of competencies in the basic
fundamentals of reading, oral and written communication and mathematics.
It is therefore, the responsibility of the Adair Co R-II
School District to provide an educational environment for children of the
district, which will foster and accelerate their intellectual, physical, social
and career development.
ORGANIZATION,
PHILOSOPHY AND GOALS Policy
0200a
School
District Goals & Objectives
The Board of Education is charged
on behalf of the public with the responsibility of determining the goals of the
Adair County R-II School District. In
discharging that responsibility the Board has addressed four primary
areas: education, professional
personnel, school environment and district operations.
It is the commitment of the Board
to develop policies to implement the goals within each area. Furthermore, it is the commitment of the
Board to review annually and restate as necessary the goals within each area so
that the programs will at all times speak directly to the stated goals.
Education
Professional
Personnel
School Environment
District Operations
PERSONNEL SERVICES
Absences, Leave and Vacation
Policy 4310* 4310a* 4320 4320* 4321 4411
General Attendance
1.
Sick Leave
– Professional and support staff employees whose assignments call for 12 months
of full-time employment will be entitled to ten (10) days of sick leave. Professional and support staff employees
whose assignments call for full-time employment only during the regular school
term will be entitled to eight (8) days of sick leave. Unused sick leave will be cumulative to
seventy-five (75) sick leave days. An
absence of over one (1) through four (4) hours shall be counted as a half-day
of sick leave.
Absences may be charged
against sick leave for the following reasons:
a.
Illness,
temporary disability or permanent disability of the employee. The board reserves the right to require a
physician’s certification attesting to the illness or disability of the
claimant and/or inclusive dates of the employee’s incapacitation if the
absence is for more than ten (10) consecutive days. FMLA health certification procedures apply to
FMLA-qualifying absences, even if such absences are paid sick leave. The district need not wait ten (10) days
before requesting an FMLA Certification of Health Care Provider form in
conjunction with a preliminary designation that FMLA applies to an absence.
b.
Illness or
injury to a member of the immediate family.
The Board defines “immediate family” to include spouse, parents,
children, mother-in-law, father-in-law, grandparents, grandchildren, brothers
and sister of an employee or employee’s spouse.
(Note: “Family” for FMLA purposes
is more limited.)
c.
Illness or
injury of other relatives, with permission granted by the superintendent.
A district employee shall
not be entitled to use sick days during the period the employee receives
Workers’ Compensation for time lost to work-related incidents.
Any certificated employee
who is a member of a retirement system shall remain a member during any period
of leave under sick leave provisions of the district or under Workers’
Compensation. The employee shall also
receive creditable service credit for such leave time, if the employee makes
contributions to the system equal to the amount of contributions that he or she
would have made had he or she been on active service status.
Sick Leave Pay
The following applies to
the sick leave pay for professional employees:
1. Professional
staff employees who have reached the maximum number of accumulated sick leave
days (75) shall have the option of annually “selling” back to the district any
sick days which he/she may accumulate for that contract year above the maximum
at the rate of $20.00 (twenty dollars) per day.
This “sell back” must be requested in writing by the employee no later
than May 30 of the year in which the request is being made. The request must be made to the
superintendent.
Personnel Leave
The Board of Education shall adopt regulations for
the following types of leave for District
employees:
1. Sick
Leave
2. Personal
Leave
3. Bereavement
Leave
4. Leave
for Jury Duty
5. Military
Leave
6. Leave
of Absence
7. Family
and Medical Care Leave (See Policy and Regulation 4321)
Specific provisions of the various types of District
leave are set out in Regulation 4320.
Paid Sick Leave
Sick leave may only be used for illness of the staff
member or the staff member's immediate family. Immediate family is defined as
spouse, parents, grandparents, children, sibling or spouse’s sibling, mother or
father‑in-law, or grandchild. The Superintendent/designee may request a
physician’s statement regarding an absence and/or verification that the
employee may return to work.
Personal Leave
Paid personal leave days may only be used for
personal business that cannot be transacted in nonwork hours. Personal leave
days cannot be used for work stoppages, vacation or recreation use. Employees
desiring to use personal days must schedule a request to the faculty principal
at least one week in advance. The Superintendent/designee has the right to deny
any request for personal leave that does not conform to the policy or would
cause a hardship to students or staff. Employees will be provided with two (2)
days of personal leave per year.
Professional and support staff members employed in excess of nine (9)
months shall be granted one (1) additional day.
Unused personal leave days will accumulate as sick leave days.
Bereavement Leave
A maximum of three (3) days may be used in any
school year for bereavement purposes. Use of these days will be charged to
personal leave and if insufficient personal leave is available, to sick leave.
Bereavement leave is available only upon the death of a member of the
employee’s immediate family, as that term is defined in the sick leave
regulation. Bereavement leave is not
accumulative.
Leave for Jury Duty
Employees called for jury duty or subpoenaed to
testify in a civil or criminal proceeding will be granted leave apart from
personal leave. Employees will receive their normal pay less any jury or
witness fees received.
Military Leave
An employee who is a member of the National Guard,
or an organized military service of the United States, and who is required by
laws of the United States or the State of Missouri to report for military duty,
including training, shall be eligible for a grant of military leave.
Application for military leave shall be made in
advance, as soon as practicable after the employee becomes aware of his/her
obligation to report and immediately upon the employee’s receipt of official
notice to report. A copy of the official
orders must be added to the leave application.
The Superintendent/designee must approve the application. Emergency mobilization orders shall be dealt
with on an individual basis.
The District recognizes that employees who receive
notice to report for duty typically are not provided with discretion as to when
to report. However, whenever an employee
has a choice as to when to report for military duty, the employee’s military
leave shall be arranged during periods in which school is not in session. When
the employee is given a choice as to when to report for duty, the
Superintendent/designee may request that the employee seek a change in military
orders if such a change appears to be in the best interest of the District.
Employees shall receive leave with pay for the first
fifteen (15) calendar days of military leave in each federal fiscal year. Additional military leave shall be without
pay, except as required by federal and state law.
Each employee shall furnish a copy of the employee’s
military payroll voucher to the Superintendent/designee within thirty (30) days
of the employee’s return to regular assignment so that the necessary salary
adjustments can be made.
Employee eligibility for reinstatement after
military duty is completed shall be determined in accordance with federal and
state laws.
Leave of Absence
Upon the recommendation of the
Superintendent/designee and the approval of the Board, an employee of the
District may be granted a leave of absence for non‑Family and Medical
Leave Act (FMLA) child care, education, or other good cause. Such leave is
renewable upon written request for one additional year only. Application for
leave is to be made in writing to the Superintendent/designee via
Principal/supervisor and must include the period for which the leave is
requested and the reasons for the request. The period should be set to least
disrupt the education of students. Requests for leave for an entire school year
should normally be made in writing before March 1 of the preceding year.
If leave is approved by the Board, the employee is
not paid for the period of the leave. Insurance benefits may be continued by
the employee by making all payments to the Payroll Office, one month in
advance. The applicant shall have been a
certificated employee of the school district for not less than six (6)
consecutive years immediately preceding the application. Whenever a leave of absence has been granted
by the Board to the end of the school year, the employee must notify the
Superintendent in writing by the first day of March of an intention to resume
his/her position at the beginning of the next school year. Failure to notify
the Superintendent/designee of such intention will be regarded as a
resignation.
Upon completion of an approved leave, provided
proper notification is given, a teacher will be re-employed by the District
unless placed on involuntary leave of absence if tenured; or, if notified of
nonrenewal of contract by April 15 if a probationary teacher.
If desired, and whenever feasible, the employee will
be placed on the same or equivalent position to the one held prior to the
approved leave.
NOTE: Leave of absence without pay under the
provisions of this regulation does not apply as service towards tenure for
probationary teachers.
Family and Medical Leave
The Board of Education recognizes that leaves of
absence are occasionally necessary due to family or medical reasons. The District has adopted detailed procedures
to ensure compliance with the Family and Medical Leave Act of 1993 (FMLA). As provided by District regulations, eligible
employees are entitled to use up to twelve (12) workweeks of unpaid leave for
family and medical reasons. The Board of
Education has designated a District administrator to act as FMLA Compliance
Officer. As part of its compliance
program, the District will notify each employee of the name, address and
telephone number of the District’s FMLA Compliance Officer and will provide a
statement of commitment to adhere to FMLA regulations. The FMLA Compliance Officer will regularly
evaluate the District’s FMLA compliance to ensure fair and equitable
opportunities for all eligible employees.
Eligible Employees
Employees eligible for family and medical leave
must:
1. Have
been employed for a total of at least
twelve (12) months (not necessarily
consecutive);
and
2. Have
worked at least 1,250 hours during the twelve (12) months immediately preceding
the commencement of the leave (for noninstructional staff and part‑time
instructional staff); or
3. Have been considered full‑time
(for instructional staff); and
4. Be
employed at a work-site where the employer employs at least fifty (50)
employees within a 75‑mile radius.
An eligible employee may take unpaid leave for the
following reasons:
1. The
birth of the employee's child (leave must be concluded within one (1) year of
the date of birth).
2. The
placement of a child with the employee for adoption, or foster care when foster
placement is pursuant to State action (leave must be concluded within one (1)
year of the date of placement).
3. The
care of the employee's child (including biological, adopted, or foster child,
stepchild, legal ward, or child of a person standing in loco parentis, who is either under age 18, or age 18 or older and
is incapable of self-care because of mental or physical disability), spouse or
parent (including a person who stood in
loco parentis to the employee when the employee was a child ‑‑
but not parent “in-law”), who has a serious health condition.
4. The
serious health condition of the employee that makes the employee unable to
perform the essential functions of the employee's position.
For purposes of FMLA policy, a serious health
condition* is defined as an illness, injury, impairment, or physical or mental
condition that involves the following:
1. Inpatient
care (overnight stay) in a hospital, hospice, or residential medical care
facility, including any period of incapacity or any subsequent treatment in
connection with such inpatient care.
2. Continuing
treatment** by a health care provider***, including the following:
a. A
period of incapacity of more than three consecutive calendar days and any
subsequent treatment or period of incapacity relating to the same condition
that also involves:
i. Treatment two or more times by a
health care provider, by a nurse
or physician's assistant under direct supervision of
a health care provider, or by a provider of health care services under order
of, or on referral by, a health care provider; or
ii. Treatment
by a health care provider on at least one occasion which results in a regimen
of continuing treatment**** under the supervision of a health care provider.
3. Any
period of incapacity due to pregnancy, or for prenatal care (even if the
absence does not last more than three days and the employee or family member
does not receive treatment from a health care provider during the absence);
4. Any
period of incapacity or treatment for such incapacity due to a chronic serious
health condition (even if the absence does not last more than three days and
the employee or family member does not receive treatment from a health care provider
during the absence). A chronic serious health condition is one which:
a. Requires
periodic visits for treatment by a health care provider, or by a nurse or
physician's assistant under direct supervision of a health care provider;
b. Continues
over an extended period of time (including recurring episodes of a single underlying condition);
c. May
cause episodic rather than a continuing period of incapacity (e.g., asthma, diabetes,
epilepsy, etc.).
5. A
period of incapacity which is permanent or long‑term due to a condition
for which
treatment
may not be effective. The employee or family member must be under the continuing supervision of, but need not be
receiving active treatment by, a health care provider.
Examples include Alzheimer's, a severe stroke, or the terminal stages of a disease.
6. Any
period of absence to receive multiple treatments (including any period of
recovery therefrom) by a health care provider or by a provider of health cares
services under orders of, or on referral by, a health care provider, either for
restorative surgery after an accident or other injury, or for a condition that
would likely result in a period of incapacity of more than three consecutive
calendar days in the absence of medical intervention or treatment, such as
cancer (chemotherapy, radiation, etc.), severe arthritis (physical therapy),
kidney disease (dialysis).
* Unless complications develop, serious health condition does not include cosmetic treatments, such
as most treatments for acne or plastic surgery, the common cold, the flu, ear
aches, upset stomach, minor ulcers, headaches other than migraine, routine
dental or orthodontia problems, periodontal disease, etc. Treatment for substance
abuse by a health care provider or on referral by a health care provider may be
a serious health condition if the conditions of this policy are met. Absence
due to use of the substance, rather than for treatment, does not qualify for
FMLA leave.
** Treatment includes, but is not limited to,
examinations to determine if a serious health condition exists and evaluations
of the condition. "Treatment" does not include routine physical, eye,
or dental examinations.
*** Health
care provider includes doctors of medicine or osteopathy, podiatrists,
dentists, clinical psychologists, optometrists, chiropractors (for limited
purposes), nurse practitioners, nurse-midwives, clinical social workers, so
long as they are licensed (if required by state law) and are performing within
the scope of their practice as defined under state law; Christian Science
practitioners listed with the First Church of Christ, Scientist, Boston,
Massachusetts; any health care provider from whom an employer or a group health
plan’s benefit manager will accept certification to substantiate a claim for
benefits; a health care provider as defined above who practices in a country
other than the United States and is licensed in accordance with the laws of
that country.
**** Regimen
of continuing treatment includes, for example, a course of prescription
medication or therapy requiring special equipment to resolve or alleviate the
health condition. A "regimen of continuing treatment" that includes
the taking of over‑the‑counter medications such as aspirins,
antihistamines, or salves, or bed rest, drinking fluids, exercise, and other
similar activities that can he initiated without a visit to a health care
provider, is not, by itself, sufficient to constitute a regimen of continuing
treatment for purposes of FMLA leave.
Length of Leave
All Employees
An eligible employee is entitled to up to twelve
(12) workweeks* of unpaid leave
within a twelve‑month period without loss of seniority or benefits. When
both spouses in a family work for the District, they will be entitled to a
total of twelve (12) weeks of unpaid leave (rather than 12 weeks each) for the
birth, adoption, or foster placement of a child, or to care for a parent with a
serious health condition.
The amount of leave available to an employee at any
given time will be calculated by using the calendar year.
All leave taken under the policy and leave for any
other reason that would qualify under FMLA (e.g., worker's compensation leave
that qualifies as a serious health condition), will be counted against the
employee's leave entitlement under FMLA.
Instructional Employees—End of Term Exceptions
If an instructional employee** seeks leave for any
purpose, including the employee's own serious health condition, of at least
three (3) weeks in duration and the requested leave would begin more than five
(5) weeks prior to the end of the academic term (school semester), the District
may require the employee to continue taking leave until the end of the school
term,*** if the instructional staff member's return to employment would
otherwise occur during the three (3) week period before the end of such term.
If the instructional employee seeks leave for any
purpose other than the employee's own serious health condition, less than five
(5) weeks prior to the end of the academic term, the District may require the
staff member to continue taking leave to the end of the term, *** if the leave
is greater than two (2) weeks in duration and the return to employment would
occur within two (2) weeks prior to the end of the term.
If the instructional employee takes leave for any
purpose other than the employee's own serious health condition, within three
(3) weeks prior to the end of the term, and duration of the leave is greater
than five (5) days, the District may require the staff member to continue the
leave until the end of the term.***
* When an employee is not required to report for
work for one or more weeks (e.g., instructional employees who do not report for
work during Christmas/New Year holiday, or during the summer) such days do not
count against the employee's FMLA leave.
** Instructional
employee, as defined by the FMLA, means a person employed principally in an
instructional capacity, whose principal function is to teach and instruct
students in a class, a small group, or an individual setting, and includes
athletic coaches, driving instructors, and special education assistants such as
signers for the hearing impaired. The
term does not include teacher assistants or aids who do not have as their principal
function actual teaching or instructing, or auxiliary personnel such as
counselors, psychologists, curriculum specialists, cafeteria workers,
maintenance workers, bus drivers, or other primarily noninstructional
employees.
*** When an employee is required to take leave until
the end of an academic term, only the period of leave until the employee is
ready and able to return to work shall be charged against the employee's FMLA
leave entitlement.
Coordination with Existing
Leave Policies
During a family or medical leave provided under this
policy for birth, placement of a child for adoption or foster care, or for care
of a family member, an employee shall first exhaust all unused vacation or
personal days before continuing such leave on an unpaid basis.
During a leave related to the employee’s serious
health condition, the employee shall exhaust all available paid sick leave,
personal leave or vacation before continuing such leave on an unpaid basis.
At the conclusion of a family or medical leave
provided under this policy and regulation, an employee may elect to extend
leave pursuant to the provision of other Board policies and regulations
governing extended leave, so long as the employee is eligible for extended
leave under such other policy or regulation.
The amount of time taken for FMLA leave will be deducted from the period
of leave available under other extended leave policies. Once the FMLA portion
of the employee’s leave has ended, and the employee has elected to continue on
leave pursuant to another Board policy or regulation, the remaining portion of
the leave will be governed by the provisions of the other policy or regulation
with respect to compensation, benefits, reinstatement, and all other terms and
conditions of employment as set forth in the other policy or regulation.
Certification
If an employee takes a leave of absence because of
the serious health condition of the employee or the employee's family member,
the employee must submit to the Superintendent/designee, a written medical certification
form (available in the
Superintendent/designee’s office) from a health care provider of the serious
health condition. Failure to provide such certificate upon request may result
in denial or delay of leave.
The District reserves the right to require that the
employee receive a second (and possibly a third) opinion from another health
care provider (at the District's expense) certifying the serious health
condition of the employee or the employee's family member. The District
reserves the right to require that an employee provide the District with
re-certification of the medical condition for which leave is taken.
Before returning to work, an employee who is on
leave of absence due to his/her own serious health condition must submit to the
Superintendent/designee, a health care provider's written certification form
that the employee is able to return to work (form available in the
Superintendent/designee’s office).
Failure to provide such certification may result in the delay or denial
of job restoration. During the employee's leave, the District may also
periodically inquire as to the employee's intent to return to work. Employees requesting family leave, i.e.,
leave for the birth, adoption, or placement of a child for foster care, or to
care for a child or parent with a serious health condition, pursuant to this
policy may be requested to provide reasonable documentation of the family
relationship.
Intermittent or Reduced
Leave
Leave taken under this policy for the birth of a
child, the placement of a child for adoption or foster care, or to care for
such child may be taken on an intermittent or reduced work schedule only with
the approval of the Board of Education.
Non‑Instructional Employees
Leave taken because of the employee or family member's
serious health condition may be taken on an intermittent or reduced‑schedule
basis when medically necessary. If an employee seeks leave on an intermittent
or reduced‑schedule basis, the employee must submit medical
certification, as discussed above, and additional certification from a health
care provider, that the intermittent or reduced‑schedule leave is
medically necessary.
The District may require an employee taking
intermittent or reduced‑schedule leave to transfer temporarily to an
alternative available position for which the employee is qualified or may
modify the employee's current position to better accommodate the employee's
recurring periods of leave.
The employee must make a reasonable effort to
schedule the treatment so that it is not unduly disruptive to District
operations.
Instructional Employees
Leave taken because of the employee or family
member's serious health condition may be taken on an intermittent or reduced‑schedule
basis when medically necessary. If an employee seeks leave on an intermittent
or reduced‑schedule basis, the employee must submit medical
certification, as discussed above, and additional certification from a health
care provider that the intermittent or reduced‑schedule leave is
medically necessary.
If an instructional employee requests intermittent
leave to care for a spouse, son, daughter, or parent, or for the serious health
condition of the employee, that is foreseeable based on planned medical
treatment, and the employee would be on leave for more than twenty (20) percent
of the total number of working days over the period of the leave, the District
may require the employee to:
1. Take
leave for a period or periods of a particular duration, not greater than the
duration of the planned treatment; or
2. Transfer
temporarily to an available position for which the employee is qualified, which
has equivalent pay and benefits and which better accommodates recurring periods
of leave than does the employee's regular position.
The employee must make a reasonable effort to
schedule the treatment so that it is not unduly disruptive to District
operations.
Insurance Premiums
During an employee's family or medical leave of
absence, the District will continue to provide health and life insurance
coverage for employees who are eligible for insurance benefits. Voluntary
deductions (employee contributions) for
(dependent) insurance for health/life/vision/dental (and employee disability
and/or supplemental life insurance) must be paid in full each month and
received by the twenty-fifth (25th) day of the month. Payments are
to be submitted to the insurance office. Employees should contact the insurance
office regarding specific arrangements for making the required payments.
Job Restoration
Upon return from family or medical leave in
accordance with this policy, the employee will be returned to the same or an
equivalent position with no loss in benefits that accrued prior to the leave of
absence. An employee who does not return to work at the end of an authorized
leave may be subject to termination.
If an employee fails to return to work after the
period of unpaid family or medical leave has ended, the District may recover
health insurance premiums paid under the group plan during the leave period,
except in certain circumstances (e.g., continuing serious health condition of
employee or family member needing care, or other circumstances beyond control
of employee). The District may recover any other insurance premiums (e.g.,
premiums for supplemental life insurance or for dependent coverage), submitted
on behalf of the employee, for which the District has not been reimbursed,
either upon the employee's return to work or the employee's failure to return
after unpaid family or medical leave has ended.
Notification
An employee who can reasonably foresee the need to
take family or medical leave is required to notify the District of the date of
commencement and the expected duration of the leave at least thirty (30) days
in advance of the leave, or if the need for the leave is not foreseeable, as
soon as practicable. When the need for leave is foreseeable, an employee's
failure to provide 30 days notice prior to taking leave may result in denial or
delay of leave. An employee requesting leave under this policy should submit a
completed application for leave form (forms available in the Superintendent’s
office) to the Superintendent/designee.
An employee who requests leave under this policy
shall receive written notice of the specific expectations and obligations of
the employee, and the consequences for failure to meet these obligations. Such
written notice shall be provided within a reasonable time after the employee
gives notice of the need for leave under this policy, usually within two (2)
business days.
An employee who requests leave that qualifies as
family or medical leave under this policy, and who does not specifically
request leave under this policy, shall be notified that such leave has been
designated, and will be counted, as FMLA leave. Such notification shall occur
promptly, usually within two (2) business days after the District has become
aware that the leave qualifies as FMLA leave. The notification may be oral or
in writing; however, oral notification that the leave has been designated as
FMLA leave will be confirmed in writing on or before the next payday, unless
the next payday occurs less than one week after the oral notification, in which
case, written confirmation will be provided on the subsequent payday.
Family and Medical Leave Information
The foregoing regulation presents the pertinent
provisions of the Family and Medical Leave Act of 1993 and complies with the
requirements of the Act. If any employee desires additional information or
explanation of the procedures and provisions of the Act, he/she is encouraged
to seek additional information by obtaining a copy of the Act through the
Superintendent’s office or arranging a conference with the
Superintendent/designee.
PERSONNEL SERVICES
PROFESSIONAL ACTIVITIES, TRAINING AND PROFESSIONAL
GROWTH Policy 4411
Professional Development Program
The Board shall provide a Professional Development
Program to be in compliance with State Statutes regarding assistance for
beginning teachers. A committee will be elected by the teachers to develop a
plan to carry out the goals of the Professional Development Program.
The Professional Development Program shall further
be in compliance with the "Outstanding Schools Act" Section 7 of
Senate Bill #380 of the 87th General Assembly.
The District will establish a Professional
Development Committee to work with beginning teachers and experienced teachers
in identifying instructional concerns and remedies; assist beginning teachers
with implementation of their professional development plan; serve as a
consultant upon a teacher's request; arrange training programs for mentors;
assess faculty needs and develop in‑service opportunities for school
staff; present faculty suggestions, ideas and recommendations pertaining to
classroom instruction within the School District; and review and evaluate the District's staff
development program.
In any year, expiring with fiscal year 2024, in which the
amount appropriated and expended for transportation of students is less than
25% of the allowable costs of providing student transportation, the Board, by a
majority vote, may allocate less than 1% of professional development funds to
student transportation. However, in no case will the amount allocated be
less than 0.5% of professional development funds.
REGULATION
Professional Development Program
The District supports professional development of
its certified staff through the maintenance of a professional development
committee as well as assistance programs for new teachers and resource programs
for experienced teachers.
Professional Development Committee
The purpose of the committee is to identify
instructional concerns and remedies; assist beginning teachers with the
implementation of their professional development plan; serve as consultant at a
personal teacher's request; arrange training programs for mentors; assess
faculty needs; develop in‑service opportunities for school staff; and
provide District administration with suggestions, ideas and recommendations
concerning instruction.
Committee Composition
Eligibility to serve on the committee will be restricted
to certified employees with a minimum of five years of teaching and /or
administrative experience. Members selected will serve for a staggered three
(3) year term with one of the committee selected each of three years. New
members will be selected by classroom teachers, librarians and counselors. New
members will be selected on or by April 30 of the year preceding the member's
term. Teaching will be completed by June 30 and membership will commence on
July 1 of the new school year. Efforts will be made to insure that each
attendance center is represented on the committee and that a cross-section of
grade levels and disciplines are represented. Administrators may be selected to
serve on the committee but will not participate in the selection process.
New Teacher Assistance Program
Each inexperienced teacher employed by the District
will be assigned a mentor by the building principal. Mentors will be required
to possess at least five (5) years of teaching experience and have received or
be willing to complete mentor training. Mentors will work closely with their
assigned new teachers during the teachers' first two (2) years upon request or
at the direction of the building principal during the mentoring period.
New teachers, with the assistance of their mentors,
will prepare professional development plans. The plans will be consistent with
the evaluation criteria and will establish plans of development for the
teachers' first two (2) years of teaching.
Local
Business Externships
Local business externship means an experience in which a
teacher supervised by the District gains practical experience in a business,
located within the District, through observations and interactions with
employers and employees who are working on issues related to subjects taught by
the teacher. Any hours spent in a local business externship will count as
contact hours for professional development.
CONFERENCES AND TRAVEL (Regulation
4420)
The Superintendent may authorize
professional leave for attendance of personnel at state, regional, and national
meetings without pay deduction. The number of absences allowable for
professional leave is a judgment value on the part of the Superintendent and is
subject to budget limitations for employing substitutes and reimbursement for travel,
meals and lodging and registration
Conferences and Travel
In order to conservatively use funds and to provide
an equal opportunity for staff to attend conferences, the following guidelines
are established with respect to requests to be away from assigned duties in
order to attend workshops and conferences:
1. Requests
will be submitted in sufficient time to the Superintendent/designee fourteen
(14) days prior to scheduled Board meetings. Further, requests must be
submitted in sufficient time for Board approval prior to the date of the
conference workshop.
2. The
District will only pay membership registration fees, with nonmembers being
reimbursed only for member fees.
3. Normally,
no more than two persons from each school will attend conferences, depending
upon available funding.
4. For
major conferences held locally (reading, math, curriculum and instruction,
etc.), normally only two (2) days of release time should be approved in order
to permit attendance by as many teachers as possible.
5. The
equitable allocation of travel funds to schools and offices will be the
responsibility of the Superintendent/designee.
6. Conference
requests need to have an invitation or pamphlet attached for verification of
activity and a brief rationale for the request.
7. Conference
attendees will not be paid unless a "report of conference" and
verification of expenses are submitted.
8. Request
to attend professional conferences in order to sell items or to man booths for
professional organizations will not be approved.
9. Employees
must state on application whether or not the sponsoring organization is paying
the conference attendee any "honorarium" or travel expenses. An
employee receiving an honorarium must use a vacation or personal leave day.
Otherwise, the honorarium must be remitted to the District.
Action
All administrators who process
conference and workshop requests shall inform their personnel of these
guidelines prior to making any recommendation and forwarding the request.
PERSONNEL
SERVICES Policy
4440(Regulation 4440)
Professional Activities, Training and Professional Grants
Mentoring
The District’s
mentoring goal is to facilitate the growth and development of new educators by
pairing them with experienced veteran educators. Through the effort of both the
mentor and the mentee, the mentee shall draw upon the experience and knowledge
of the veteran mentor to enhance their own professional skills and enhance
student learning. It is vital to the success of our students that new educators
become integrated, through the mentoring program, into the school’s culture and
are given the opportunity to better themselves with the assistance of one of
their veteran peers.
Through the mentoring
program the Board hopes to not only create a stronger learning community but
also a community where the strong professional and personal bonds between the
educators in the District provide students and employees the best possible
working and learning environment.
PERSONNEL
SERVICES Regulation
4440
Professional Activities, Training and Professional Grants
Mentoring
District mentoring
guidelines are as follows:
I.
The mentor will introduce and help to integrate
the mentee into the culture of the school, the district, and the community by:
a. Instructing
the mentee on the District’s policies, procedures, CSIP, and goals.
b. Communicating
the social environment of the surrounding community.
c. Familiarizing
the mentee with local, district, and national organizations that are active
within the school environment.
d. Discussing
any classroom issue the mentee may have; such as how the school handles race,
gender, or disability issues.
e. Providing
ongoing assistance with data analysis, assessments procedures/practices.
f.
Discussing any district initiatives or parental
concerns the mentee would find helpful to know about.
g. If
necessary, explaining district acronyms.
II.
The mentoring program will provide a systematic
and ongoing program review/evaluation by all stakeholders:
a. The
program will identify all stakeholders.
b. The
program will identify desired mentoring outcomes, timelines for those outcomes,
and how the desired outcomes will be measured.
c. The
program will include a systematic and continuous system for gathering feedback
on the mentoring program from mentors, mentees and administrators. (One
possible method of gathering data would be through pre and post surveys of
mentors and mentees, etc.).
d. The
program will be based on a foundation of best teaching and student learning
practices.
e. The
program will require independent/anonymous exit interviews, so clear reasons
for staff departure can be determined.
f.
The program will be supported by central office
and school board trend data.
g. The
program will be included in broader Professional Development program
evaluations.
III.
The mentoring program will include an
individualized plan for beginning educators that aligns with the district’s
goals and needs and:
a. The
individualized plan will be aligned with the District’s Teacher/Educator
Evaluation standards.
b. The
individualized plan will be a systematic and concise mentoring and professional
development plan that prioritizes the immediate and future needs of the new
educator.
c. The
individualized plan will align with all the district’s CSIP and certification
requirements.
d. The
individualized plan will establish outcomes for new educators.
e. The
individualized plan will be an extension or part of a professional development
plan that may have begun during student teaching/internship or culminating
project in college.
f.
The individualized plan will establish classroom
or on the job observations that are guided by and contain a checklist of best
practices observed by the mentor.
g. The
individualized plan will encourage structured experiences and expectations for
all new educators.
IV.
The mentoring program will have appropriate
criteria for selecting the mentors that will operate within the program:
a. The
mentor will have a minimum of three years of teaching experience.
b. The
mentor will be committed to optimizing student learning.
c. The
mentor will show enthusiasm and a commitment to the education profession.
d. The
mentor will have a commitment to self-growth and a commitment to the growth of
any future mentee.
e. The
mentor will hold the same or similar position in respects to the grade and
subject area of the mentee.
f.
The mentor/mentee will have the ability to use
mechanisms that will be in place to end the pairing if either the mentor or
mentee is not satisfied.
g. The
mentor will have an understanding of both broad educational issues and specific
teaching/learning issues.
h. The
mentor will have a strong understanding of pedagogy, instructional expertise
and relevant administrative issues.
i.
The mentor will be made available, through
release time or some other mechanisms, to mentor their assigned mentee.
j.
The mentor will be assigned by the building
principals with input from the grade level or department level chair person.
k. The
mentor shall be supported in time and effort by the administration and the
school board.
V.
The mentor program will provide comprehensive
mentor training to all mentors:
a. The
mentor training program will teach the prospective mentors that the mentoring
process is not an evaluation and that confidentiality is required between
mentor and mentee (unless it is a situation involving child endangerment).
b. The
mentor training program will include cognitive coaching and collaborative
training skills.
c. The
mentor training program will include observation and feedback on the training
and skills of the mentors.
d. The
mentor training program will provide the mentors with an awareness of the
phases of first-year educators (stress, depression, etc.).
e. The
mentor training program will provide mentors with a catalogue of the resources
that are available to beginning educators.
f.
The mentor training program will teach mentors
the need to recognize the need for knowledge and strategies in regards to
classroom management.
g. The
mentor training program will provide for formation of mentoring consortia.
h. The
mentor training program will teach mentors to focus on exemplary teaching and
assessment practices.
i.
The mentor training program will teach mentors
to build working strategies that encourage problem solving and independent
thinking.
j.
The mentor training program will teach mentors
the importance of student assessments and how these assessments may be utilized
to guide future classroom instruction.
k. The
mentor training program will instruct the mentors on the importance of
including a self-assessment that identifies whether mentoring is meeting both
the mentor’s and the mentee’s expectations.
l.
The mentor training program will stress the importance
of student learning.
VI.
During the mentoring program mentors will be
given sufficient time to observe the beginning educators and for the beginning
educators to observe master educators. The times of the observations should be
structured in a way that limits that amount of time a substitute teacher is
required while still allowing multiple opportunities for the observations.
These results may be achieved by:
a. Aligning
class schedules and planning periods in a way that allows for the completion of
mentoring duties.
b. Utilizing
state and local professional development funds, career ladder, or stipends to
support the mentor’s additional duties.
c. Providing
release time for at least three observations and meetings between the mentor
and the mentee.
d. Encouraging
colleges to support mentors and mentees, using online classes, having personal
visits and/or using a beginning educators’ assistance program
Mentor
Assignments/Program Delivery
Mentors will be allowed
a sufficient amount of time to observe the teaching of the mentee. These
observations should be accomplished via release time and schedule coordination.
Additionally, when executing the mentoring program the following elements
should be met:
1. That
every new educator participates in a mentoring program approved and provided by
the district for a minimum of two years.
2. That
the program should provide the new educator with an introduction to District
students, community, district, school, and classroom in a way that is
systematic, ongoing and individualized.
3. The
program will have classrooms visits with pre and post conferences and allow
time for mentor/mentee activities and meetings.
Program Accountability
All mentor programs
will have systematic and ongoing program review and evaluation by all
stakeholders that identifies mentoring outcomes and their measurements, gathers
feedback from stakeholders, and includes anonymous exit interviews.
The Board of Education's ultimate goal in education is to
provide the highest quality educational experience to all District
students. The District's
performance-based evaluation system contributes to that goal by promoting the professional
improvement of each staff member and, when necessary, by providing data to
remove an employee whose employment is detrimental to students.
Performance-based evaluation is a process endorsed by the
Board of Education for performance improvement that includes identification of
performance expectations, documentation of performance, discussion of
performance, development of improvement plans, and making personnel decisions
based upon performance. The evaluation
process for every employee is an on-going process that takes place every day. Formal, summative evaluations will be
prepared and reviewed with each tenured teacher at least every other year. All other District employees will receive
summative evaluations annually.
The District’s performance evaluation system incorporates
the seven “Essential Principles of Effective Evaluation” adopted by the State
Board of Education and set out as follows:
Notwithstanding the State’s essential principles, the major
focus on the District’s evaluation system is on positive learning outcomes,
cognitive and affective, for District students.
Educators are responsible for the positive learning outcomes for their
students.
The Board recognizes the fundamental experience differences
between tenured and probationary teachers. Accordingly, District evaluators
will focus their attention, non-exclusively, on probationary teachers and on
tenured teachers whose practices adversely affect student learning.
District evaluators will be trained and assessed on their
ability to consistently evaluate educators under their discretion.
SUMMATIVE
EVALUATION REPORT
Teacher:_________________________ |
Grade/Subject:____________________ |
|
|
School Year:______________________ |
School Code:______________________ |
|
|
Tenure Status:____________________ |
|
LEVEL
OF CONTRIBUTION TO STUDENTS
Detrimental
−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−−→
Significant
1 2 3 4 5 6
1. Student
achievement on state standardized testing[1]:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
20% of students show regression over past year. |
10% of students show regression over past year. |
Students achieve consistently below expected level. |
Students achieve consistently above expected level. |
70% of students demonstrate mastery level. |
80% of students demonstrate mastery level. |
□ |
2. Students
are engaged in instructional activities:
1
□ |
2 □ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Students are generally not involved in instructional
activities. |
Students are rarely involved in instructional activities. |
Students are involved in some but not all instructional
activities. |
Students are generally engaged in all instructional
activities. |
Students are able to choose from a variety of activities
and materials. |
Students’ information utilized from outside instructional
activities. |
□ |
3. Students
demonstrate knowledge of the subject matter:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
The students do not participate in class discussions or
pass examinations due to a lack of knowledge of the subject matter. |
50% of the students respond correctly during class
discussions, class activities and examinations. |
90% of the students are able to successfully demonstrate
their knowledge of the subject matter through class discussions, activities
and examinations. |
100% of the students are able to successfully demonstrate
their knowledge of the subject matter through class discussions, activities
and examinations. |
90% of the students are able to demonstrate/ achieve a grade of “B” or higher. |
The students are able to demonstrate an application of
their knowledge to other subject areas and situations outside of the school
setting. |
□ |
4. Students demonstrate positive interactions
with teacher and with other class members:
1 □ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Students are disrespectful. |
Students show little concern for the interests of others. |
Students’ negative interactions are disruptive to learning
activities. |
Students’ conduct rarely interferes with instructional
activities. |
Students are routinely positive interactions with teacher
and class members. |
Students show high regard and respect for teacher and
class members. |
□ |
5. Teacher
responds in a constructively to administrators’ directives:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Often hostile to administrative directives. |
Indifferent to administrative directives. |
Routinely complies with administrative directives. |
Complies with administrative suggestions and directives. |
Solicits suggestions for improvement. |
Takes pride in colleagues, students, school and District
accomplishments. |
□ |
6. Teacher
communicates learning objectives to students and parents:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Teacher consistently fails to communicate learning
objectives. |
Relies on standard lesson plans without regard to class
composition. |
Occasionally modifies plans to suit class composition. |
Consistently informs students of the objectives in class. |
Consistently advises parents and students of learning
objectives and student success. |
Involves parents and students in developing learning
objectives. |
□ |
7. Students
demonstrate enthusiasm for learning activities:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Students do not show interest in the subject matter. |
Students express displeasure with the subject matter. |
Students show some enthusiasm about the subject matter. |
Majority of students consistently demonstrate enthusiasm
and are actively engaged. |
Students seek additional information and activities
related to the subject matter. |
Students find outside resources associated with the
subject matter. |
□ |
8. Teacher
contributes to student self-esteem and confidence:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Demeans and belittles students. |
Fails to recognize student achievement. |
Inconsistently praises students and student work. |
Students demonstrate confidence in their interaction with
classmates and teacher. |
Consistently praises students and student work. |
Creates an atmosphere where students freely encourage and
recognize classmates’ achievement. |
□ |
9. Students
use of instructional time:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Students do not pay attention to the instructor or
participate in the assigned lesson. |
Students show some interest during the lesson and use
part of the time for learning activities. |
Students are consistently attentive to the teacher and
participate in the activities. |
Students utilize time and instruction on a consistent
basis. |
Students are continuously focused on the instruction and the activities. |
Students are able to continue their activities after
school or during other allotted times during the day. |
□ |
10. Teacher
demonstrates flexibility in meeting student needs:
1
□ |
2
□ |
3
□ |
4
□ |
5
□ |
6
□ |
Rating |
Little evidence of planning to meet student needs. |
Relies on standard materials and techniques regardless of
composition of class. |
Occasionally responds to student instructional
differences. |
Recognizes student differences and attempts to meet
needs. |
Recognizes student differences and incorporates
individual learning programs. |
Individually plans and implements programs for each
student. |
□ |
TOTAL |
□ |
Evaluator:________________________ |
Teacher:_________________________ |
|
|
Date:_________________________ |
Date:____________________________ |
PERSONNEL
SERVICES Policy
4630
Performance
Evaluation
Staff
Conduct
The Board of Education requires all staff members to serve
as positive role models for District students.
District schools exist to provide quality, cognitive, and affective
education for District students in a safe and appropriate setting. In achieving these objectives, staff are
required to meet certain performance criteria including, but not limited to:
RESIGNATION OF PROFESSIONAL STAFF MEMBERS
Policy 41304710 4710a* 4730 4730*
4731 4740
SEPERATION
Resignation: Certificated Staff
Certificated employees who for any reason intend to
retire or resign are encouraged to indicate their plans in writing to the Board
as early as possible. Resignations become effective at the end of the school
year in which they are submitted. Resignations to become effective earlier than
at the end of the school year require a release by the Board and must be
considered on an individual basis. Letters of resignation shall be submitted to
the Superintendent/designee and the principal/supervisor. The letter should
state reasons and an effective date for the resignation.
It is the practice to recommend release from
contracts for those certificated employees who request to resign prior to July
31 when there is good cause. After July 31, a certificated employee may
petition the Superintendent to recommend a release from contract for extremely
unusual reasons. Should the Superintendent decline to recommend a release and
the certificated employee leaves the District, the District reserves the right
to pursue any and all legal options available to it.
The intent of this policy is to formulate a workable
procedure to enable professional staff to withdraw from written contracts while
at the same time ensuring that the school Board will be able to fulfill its
responsibility to provide competent and qualified teachers for the students of
the district.
Certificated employees who wish to resign should address a
letter of resignation to the Superintendent.
The letter should state the reasons and effective date for the
resignation.
In accordance with Missouri law, a tenured teacher who
desires to terminate his or her contract at the end of a school term shall give
written notice of such intention to do so and the reasons therefore no later
than June first of the year in which the term ends. After June 1, tenured teachers are bound by
their indefinite contracts for the ensuing school year. Non-tenured, certificated employees are bound
by their contracts for the next school year, as of the date on which the
contracts are fully executed by the Board and the employee.
The Board recognizes that, on occasion, certificated
employees of the Adair County R-II School District may wish to approach the
Board requesting to be released from their contract. The Board discourages such request. However, the Board will entertain such a
request and may, at its discretion, on a case-by-case basis, vote to release
the certificated employee from the contract if the certificated employee agrees
to pay to the School District the respective sum listed below as legal
consideration for being released from the contract:
Request
by non-tenured certificated employee under contract for the next school year
received on or before June 1: $750.00
Request by any certificated employee received on or before
July 1: $1000.00
Request by any certificated employee received on or before
August 1: $2000.00
Request by any certificated employee received after August
1: $3000.00
Certificated
employees who wish to be released from their contracts in accordance with this
payment method should request such release in letter format as discussed above.
Nonrenewal/Termination: Probationary Teacher
Pursuant to section 168.126.2, RSMo. (Supp. 1992),
the Board of Education may choose to non-renew a probationary teacher's
contract for the coming school year or may choose to terminate a probationary
teacher's employment during the term of a contract in accordance with procedures
outlined in Regulation 4730.
The Board of Education may terminate a probationary
teacher's contract during the term of a contract for statutory causes as
follows:
1. Physical
or mental condition that renders the teacher unfit to instruct or associate with
children.
2.
Immoral conduct.
3. Willful
or persistent violation of, or failure to obey, the school laws of the state or
the published regulations of the School District.
4. Excessive
or unreasonable absence from the performance of duties.
5. Conviction
of a felony or a crime involving moral turpitude.
6. Incompetence,
inefficiency, or insubordination.
Prior to mid-contract termination of a probationary
teacher for causes 1-6, the teacher will be provided with written charges and
will be provided with an opportunity for a due process hearing before the Board
of Education as set forth in Regulation 4730.
Prior to the mid-year termination for cause #6, the teacher will also be
provided with a notice of deficiencies and probationary period as set forth in
Regulation 4730.
Nonrenewal/Termination: Probationary Teacher
Pursuant to section 168.126.2, RSMo. (Supp. 1992),
the Board of Education may choose to non-renew a probationary teacher's
contract for the coming school year or may choose to terminate a probationary
teacher's employment during the term of a contract in accordance with the
following procedures:
Definitions
The
following definitions shall apply in the administration of the Missouri Teacher
Tenure Act:
1.
Teacher: Any employee of a school district, except a metropolitan school
district, regularly required to be certified under laws relating to the
certification of teachers, except superintendents, assistant superintendents
and any other persons regularly performing supervisory functions as their primary
duty.
2.
Permanent Teacher: Any teacher who has been
employed or who is hereafter employed as a teacher in the same school district
for five successive years, and who has continued or who thereafter continues to
be employed by the school district; except that, when a permanent teacher
resigns or is permanently separated from employment by a school district, and
is afterward re-employed by the same school district, re-employment for the
first school year does not constitute an indefinite contract, but if he or she
is employed for the succeeding year, the employment constitutes an indefinite
contract; and except that any teacher employed under a part-time contract by a
school district shall accrue credit toward permanent status on a prorated
basis. Any permanent teacher who is
promoted with his or her consent to a supervisory position including principal
or assistant principal, or is first employed by a district as a principal or
assistant principal, shall not have permanent status in such position, but shall
retain tenure in the position previously held within the district, or, after
serving two years as principal or assistant principal, shall have tenure as a
permanent teacher of that system.
3.
Probationary Teacher: Any teacher as herein defined
who has been employed in the same school district for five successive years or
less. A teacher recognized as a
full-time teacher by a public school retirement system shall be recognized as a
full-time teacher by a public school retirement system shall be recognized as a
full-time teacher under sections 168.102 to 168.130. In the case of any probationary teacher who
has been employed in any other school system as a teacher for two or more
years, the Board of Education shall waive one year of his or her probationary
period.
Nonrenewal
1. On
or before the 15th day of April in each school year, the Board will notify in
writing each probationary teacher whose contract will be nonrenewed for the
next school year.
2. A
probationary teacher is not entitled to a warning, a probationary period,
notice of charges, nor a hearing prior to the Board's decision to nonrenew the
contract of a probationary teacher.
3. A
probationary teacher whose contract is nonrenewed may request a concise
statement of the reasons for the Board's decision.
Termination of Employment During the Term of a
Contract
1. If,
in the opinion of the Board of Education, a probationary teacher is performing
his/her professional duties in an incompetent or insubordinate manner, the
Board/Superintendent will provide the teacher with a written statement setting
out the deficiencies in the probationary teacher's performance and will provide
the teacher with a ninety- (90) day probationary period within which to resolve
the deficiencies.
2. If
improvement, satisfactory to the Board, has not been made during the ninety-
(90) day probationary period, the Board may terminate the employment of a
probationary teacher. Prior to
consideration of termination, the Board/Superintendent will provide the
probationary teacher with a written Statement of Charges and Notice of Hearing.
Upon request, the Board will conduct a due process hearing to consider
termination.
3. The
Board may also terminate a probationary teacher's contract during the term of a
contract for statutory causes as listed in Policy 4730.
Termination of Contract: Permanent Teacher
Pursuant to sections 168.114 and 168.124, RSMo.
1986, the Board of Education may terminate a permanent teacher's indefinite
contract for one or more of the following causes:
1. Physical
or mental condition that renders the teacher unfit to instruct or associate
with children.
2. Immoral
conduct.
3.
Incompetency, inefficiency, or
insubordination.
4. Willful
or persistent violation of, or failure to obey, the school laws of the state or
the
published regulations of the School District.
5.
Excessive or unreasonable absence
from the performance of duties.
6. Conviction
of a felony or a crime involving moral turpitude.
The indefinite contract of a permanent teacher may
be terminated for the foregoing reasons only in accordance with the procedures
prescribed by sections 168.116, 168.118, and 168.120, RSMo. 1986.
Termination of Contract: Permanent Teacher
Pursuant to state statute, the Board of Education may
terminate the contract of a permanent teacher at anytime during the teacher’s
employment in accordance with the following procedures:
Termination
for Incompetence, Insubordination and Inefficiency
1. Permanent teachers considered for
possible termination for incompetence, insubordination, and inefficiency will
be provided with a notice of performance deficiencies and an opportunity to
resolve the noted deficiencies. The
notice of deficiencies will advise the teachers of the specific performance
concerns, which if not resolved may result in dismissal charges being
filed. At the time the notice of
deficiency is issued, a District administrator will be appointed to work with
the teacher to assist in remediation.
2. The period of remediation will extend
for a period of not less than thirty (30) days.
In individual cases the period of remediation may be set for a period of
time in excess of thirty (30) days.
However, even where the remediation period is set for longer than thirty
(30) days, if satisfactory improvement is not made, the remediation period may
be terminated at any time after expiration of thirty (30) days. A meeting will be conducted between the
teacher and designated administrator at the beginning of the period of
remediation. The purpose of this meeting
will be to review the notice of deficiency and to discuss the procedures to be
utilized during the remediation period.
3. If any of the previously noted
deficiencies have not been resolved by the end of the period of remediation,
the Board or the Superintendent may authorize issuance of a Statement of
Charges and a Notice of Hearing. The
Statement of Charges will list the incidences of deficient performance that
occurred during the period of remediation.
The Notice of Hearing will advise the teacher of the proposed date of
hearing. However, if the teacher does
not request a hearing, the Board may vote to terminate the teacher’s contract
without a hearing. If requested by the
teacher, a hearing before the Board will be held no sooner than twenty (20)
days nor later than thirty (30) days after receipt of the Statement of Charges.
Termination for the
Remaining Statutory Causes
1. In cases other than incompetence,
insubordination or inefficiency, there will be no notice of deficiencies and no
period of remediation. These procedures
are not followed due to the gravity of the charges.
2. The dismissal process for cause under
this subsection is initiated by a Statement of Charges and a Notice of
Hearing. The Statement of Charges will
provide the teacher with the alleged acts of misconduct which, if proven, may
result in termination. The Notice of
Hearing will advise the teacher of the proposed date of hearing. However, if the teacher does not request a
hearing, the Board may vote to terminate the teacher’s contract without a
hearing. If requested by the teacher, a
hearing will be held no sooner than twenty (20) days nor later than thirty (30)
days after receipt of the Statement of Charges.
Reduction in Force:
Certificated Staff
If it becomes necessary to reduce the number of
teachers due to a decrease in enrollment, District reorganization or the
financial condition of the District, the Board will act to retain the most
qualified teachers while following all applicable statutory guidelines.
The Board may place a permanent teacher upon unrequested
leave of absence without pay when the Board determines that such action is
necessary because of a decrease in pupil enrollment, District reorganization or
the financial condition of the District. In placing such a teacher on leave,
the Board will be governed by the provisions of the Teacher Tenure Law and
District policies and regulations.
Reduction
in Force: Certificated Staff
Procedures
The
Board and the Superintendent acting to maintain the highest quality education
program will determine which positions need to be reduced or eliminated. In making this decision, the focus will be on
the position and not upon the person filling the position.
Once
it has been determined which positions are to be reduced or eliminated, the
identity of the teacher to be placed on involuntary leave of absence will be
decided. In identifying teachers, the following
rules will be applied:
a.
Probationary teachers will be the first
teachers to be placed on leave within each area of specialization to be
reduced. The selection of a specific
probationary teacher will be made in the best interests of the instructional
program.
b. If no probationary teachers, or an
insufficient number of probationary teachers, are employed in the area to be
reduced, permanent teachers will be considered for placement on involuntary
leave. Permanent teachers will be selected on the basis of performance-based
evaluations and seniority. However,
seniority will not be controlling unless the performance-based evaluations are
equal. In comparing the
performance-based evaluations of permanent teachers, each teacher’s three most
recent summative evaluations will be considered.
c. In
no case will a permanent teacher be placed on a leave of absence while probationary teachers are retained in
positions for which the permanent teacher is qualified.
Reinstatement
1. Permanent
teachers will be recalled in the inverse order of their placement on leave of
absence – the last laid off, first recalled.
2. Leave under this regulation who are
properly qualified to fill such positions.
3. Probationary
teachers will be recalled in the order best determined by the Board based upon
the instructional needs of the students.
4. Failure
to report to duty on the reinstatement date, without Board approval, will
constitute a breach of contract and will terminate the employment of the
teacher.
5. Leaves
of absence under this regulation will continue for a period of up to three (3)
years unless extended by the Board. If a
teacher has not been recalled during this period, the teacher’s employment will
automatically terminate.
Additional
Consideration
1. The tenure status of teachers placed on
leave under this regulation will not be impaired because of such leave.
2. Occupation during such leave.
Due
Process
1. Permanent
teachers will be given a written statement of the reasons for the selection for
involuntary leave under this regulation.
2. Upon
request, the permanent teacher will also be provided with the following:
a. Description of the procedure used to implement the
reduction in force.
b. The information relied upon by the Board and the
administration in making reduction in force decisions.
3. Permanent
teachers, upon written request, will also be provided with an opportunity to appear
before the Board and to convince the Board that they were erroneously selected
for involuntary leave under this regulation.
SUPPORT SERVICES Policy
5250
Safety,
Security and Communications
Use of
Tobacco Products
The Board of Education recognizes that the use of
tobacco products represents a health and safety hazard. Similarly, the use of
substances appearing to be tobacco products, including, but not limited to,
e-cigarettes, creates an environment where tobacco products are endorsed. Therefore, the use of tobacco products and
substances appearing to be tobacco products shall be prohibited in all District
buildings, grounds and vehicles. This Policy applies to all employees, students
and patrons attending school-sponsored activities and meetings.
(Form
5260)
The Board of Education directs the Superintendent to ensure
that the administration and management of all District operations be in compliance
with local laws and regulations pertaining to student and staff safety and
state and federal laws and standards regarding occupational safety and
health. At various times District
supervisors will issue specific safety standards and will provide ongoing
directives, oral and written, to maximize employee and student safety. Failure to comply with such safety directives
will be considered serious misconduct and will result in disciplinary action up
to and including dismissal.
Safety Requirements
In order to promote safety and to reduce the occurrence of
injuries to the employee; to the employee’s colleagues, students and visitors
to our schools, the following requirements are mandated by the Board. These requirements are not intended to be
exclusive, but to be illustrative for measures required to promote safety. Moreover, these requirements are in addition
to all relevant requirements of federal and state law, as well as, Board
policy. Employees will be required to
review, sign and return this policy on an annual basis. These requirements are:
1. All
accidents are to be reported, in writing, to your supervisor on the date they
occur.
2. All
unsafe conditions are to be reported to your supervisor immediately.
3. No
running or horseplay is permitted.
4. The
use of alcohol or non-prescribed drugs during work hours is strictly
prohibited. The use of prescribed drugs is permitted subject to the limitations
imposed by the prescribing physician.
5. Standing
on chairs, desks, boxes, or any object other than a ladder or step stool is
prohibited.
6. When
using chemicals, all appropriate safety equipment must be used. If the appropriate safety equipment is not
available, the absence of same should be reported to your supervisor
immediately.
7. If
your duties require you to drive, the use of a seatbelt is mandatory. The use of a cell phone for phone calls or
texting is prohibited in a moving vehicle.
8. The
use of employer provided safety devices is mandatory.
STUDENTS
Policy 2100
Nondiscrimination and
Student Rights
The Board of Education reaffirms its belief
that every student regardless of race, color, sex, national origin, age,
ethnicity, religion, disability, sexual orientation or perceived sexual
orientation be given equal opportunity for educational development.
The Board recognizes the importance of
providing each student with a school environment conducive to intellectual,
emotional and social growth through participation in a full range of
educational programs and activities. Board and staff commitments insure
equal educational opportunities in course offerings, guidance and counseling,
test procedures, extracurricular activities, discipline procedures and student
support services. Nov. 2010
It shall also be a violation of District policy for any
teacher, administrator, or other school personnel of this District to tolerate
sexual harassment or harassment because of a student’s race, color, national
origin, ethnicity, disability, sexual orientation, or perceived sexual
orientation, as defined by this Policy, by a student, teacher, administrator,
other school personnel, or by any third parties who are participating in,
observing, or otherwise engaged in activities, including sporting events and
other extracurricular activities, under the auspices of the School District.
For purposes of this Policy, the term “school personnel”
includes school board members, school employees, agents, volunteers,
contractors, or persons subject to the supervision and control of the District.
The school system will act to promptly investigate all
complaints, either formal or informal, verbal or written, of unlawful
harassment or unlawful discrimination because of race, color, sex, national
origin, ethnicity, disability, sexual orientation, or perceived sexual
orientation; to promptly take appropriate action to protect individuals from
further harassment or discrimination; and, if it determines that unlawful
harassment or discrimination occurred, to promptly and appropriately discipline
any student, teacher, administrator, or other school personnel who is found to
have violated this Policy, and/or to take other appropriate action reasonably
calculated to end the harassment/discrimination.
DEFINITIONS
AND EXAMPLES
Sexual Harassment
For purposes of this Regulation, sexual harassment of a
student consists of sexual advances, requests for sexual favors, sexually‑motivated
physical conduct, or other verbal or physical conduct or communication of a
sexual nature when:
1. A school employee causes a student to
believe that he or she must submit to unwelcome sexual conduct in order to
participate in a school program or activity, or when an employee or third party
agent of the District causes a student to believe that the employee will make
an educational decision based on whether or not the student submits to
unwelcome sexual conduct; or
2. When the unwelcome sexual conduct of a
school employee or classmate is so severe, persistent or pervasive that it
affects a student’s ability to participate in or benefit from an educational
program or activity, or creates an intimidating, threatening, or abusive
educational environment.
Examples of conduct which may constitute sexual harassment
include:
· sexual advances;
· touching,
patting, grabbing, or pinching another person’s intimate parts, whether that
person is of the same sex or the opposite sex;
· coercing,
forcing, or attempting to coerce or force the touching of anyone’s intimate
parts;
· coercing,
forcing, or attempting to coerce or force sexual intercourse or a sexual act on
another;
· graffiti of
a sexual nature;
· sexual
gestures;
· sexual or
dirty jokes;
· touching
oneself sexually or talking about one’s sexual activity in front of others;
· spreading
rumors about or rating other students as to sexual activity or performance;
· unwelcome,
sexually-motivated or inappropriate patting, pinching, or physical
contact. This prohibition does not
preclude legitimate, non-sexual physical conduct such as the use of necessary
restraints to avoid physical harm to persons or property, or conduct such as a
teacher’s consoling hug of a young student, or one student’s demonstration of a
sports move requiring contact with another student. (NOTE: Where the perpetrator
is an adult and the victim is a student, welcomeness is generally not
relevant.)
· other
unwelcome sexual behavior or words, including demands for sexual favors, when
accompanied by implied or overt threats concerning an individual’s educational
status or implied or overt promises of preferential treatment.
Harassment
Because of Race or Color
For purposes of this Regulation, racial harassment of a
student consists of verbal or physical conduct relating to an individual’s race
or color when:
1. The harassing
conduct is sufficiently severe, persistent, or pervasive that it affects a
student’s ability to participate in or benefit from an educational program or
activity, or creates an intimidating, threatening, or abusive educational
environment;
2. The harassing conduct
has the purpose or effect of substantially or unreasonably interfering with an
individual’s academic performance; or
3. The harassing
conduct otherwise substantially and adversely affects an individual’s learning
opportunities.
Examples
of conduct which may constitute harassment because of race or color include:
· graffiti
containing racially-offensive language;
· name-calling,
jokes, or rumors;
· threatening
or intimidating conduct directed at another because of the other’s race or
color;
· notes or cartoons;
· racial
slurs, negative stereotypes, and hostile acts which are based upon another’s
race or color;
· written or
graphic material containing racial comments or stereotypes which is posted or
circulated and which is aimed at degrading individuals or members of protected
classes;
· a physical
act of aggression or assault upon another because of, or in a manner reasonably
related to, race or color;
· other kinds
of aggressive conduct such as theft or damage to property which is motivated by
race or color.
Harassment Based Upon National Origin or Ethnicity
For purposes of this Regulation, ethnic or national origin
harassment of a student consists of verbal or physical conduct relating to an
individual’s ethnicity or country of origin or the country of origin of the
individual’s parents, family members, or ancestors when:
1. The harassing conduct is so severe,
persistent or pervasive that it affects a student’s ability to participate in
or benefit from an educational program or activity, or creates an intimidating,
threatening, or abusive educational environment;
2. The
harassing conduct has the purpose or effect of substantially or unreasonably
interfering with an individual’s work or academic performance; or
3. The
harassing conduct otherwise substantially and adversely affects an individual’s
learning opportunities
Examples of conduct which may constitute harassment because
of national origin or ethnicity include:
· graffiti
containing offensive language which is derogatory to others because of their national
origin or ethnicity;
· jokes,
name-calling, or rumors based upon an individual’s national origin or
ethnicity;
· ethnic
slurs, negative stereotypes, and hostile acts which are based upon another’s
national origin or ethnicity;
· written or
graphic material containing ethnic comments or stereotypes which is posted or
circulated and which is aimed at degrading individuals or members of protected
classes;
· a physical
act of aggression or assault upon another because of, or in a manner reasonably
related to, ethnicity or national origin;
· other kinds
of aggressive conduct such as theft or damage to property which is motivated by
national origin or ethnicity.
Harassment Because of Disability
For the purposes of this
Regulation, harassment because of the disability of a student consists of
verbal or physical conduct relating to an individual’s physical or mental
impairment when:
1.
The harassing conduct is so severe, persistent or pervasive
that it affects a student’s ability to participate in or benefit from an
educational program or activity, or creates an intimidating, threatening, or
abusive educational environment;
2.
The harassing conduct has the purpose or effect of
substantially or unreasonably interfering with an individual’s work or academic
performance; or
3.
The harassing conduct otherwise adversely and substantially
affects an individual’s learning opportunities.
Examples
of conduct which may constitute harassment because of disability include:
· graffiti
containing offensive language which is derogatory to others because of their
physical or mental disability;
· threatening
or intimidating conduct directed at another because of the other’s physical or
mental disability;
· jokes,
rumors, or name-calling based upon an individual’s physical or mental disability;
· slurs,
negative stereotypes, and hostile acts which are based upon another’s physical
or mental disability;
· graphic
material containing comments or stereotypes which is posted or circulated and
which is aimed at degrading individuals or members of protected classes;
· a physical
act of aggression or assault upon another because of, or in a manner reasonably
related to, an individual’s physical or mental disability;
· other kinds
of aggressive conduct such as theft or damage to property which is motivated by
an individual’s physical or mental disability.
Harassment Because of Gender
For purposes of this Regulation, gender harassment of a
student consists of verbal or physical conduct relating to an individual’s
gender when:
1. The
harassing conduct is sufficiently persistent or pervasive that it affects a
student’s ability to participate in or benefit from an educational program or
activity, or creates an intimidating, threatening, or abusive educational
environment; or
2. The harassing conduct has the purpose
or effect of substantially or unreasonably interfering with an individual’s
academic performance; or
3. The harassing conduct otherwise
substantially and adversely affects an individual’s learning opportunities.
Examples
of conduct which may constitute harassment because of gender include:
· graffiti
containing offensive language;
· name-calling,
jokes, or rumors;
· threatening
or intimidating conduct directed at another because of the other’s gender;
· notes or
cartoons;
· slurs,
negative stereotypes, and hostile acts which are based upon another’s gender;
· written or
graphic material containing comments or stereotypes which is posted or
circulated and which is aimed at degrading individuals or members of protected
classes;
· a physical
act of aggression or assault upon another because of, or in a manner reasonably
related to gender;
· other kinds
of aggressive conduct such as theft or damage to property which is motivated by
gender.
Harassment Because of Sexual Orientation or Perceived
Sexual Orientation
For purposes of this Regulation, harassment of a student
because of sexual orientation or perceived sexual orientation consists of
verbal or physical conduct relating to an individual’s sexual orientation or
perceived sexual orientation when:
1. The harassing conduct is sufficiently
persistent or pervasive that it affects a student’s ability to participate in
or benefit from an educational program or activity, or creates an intimidating,
threatening, or abusive educational environment; or
2. The harassing conduct has the purpose
or effect of substantially or unreasonably interfering with an individual’s
academic performance; or
3. The harassing conduct otherwise
substantially and adversely affects an individual’s learning opportunities.
Examples of conduct which may constitute harassment because
of sexual orientation or perceived sexual orientation include:
· graffiti
containing offensive language;
· name-calling,
jokes, or rumors;
· threatening
or intimidating conduct directed at another because of the other’s sexual
orientation or perceived sexual orientation;
· notes or
cartoons;
· slurs,
negative stereotypes, and hostile acts which are based upon another’s sexual
orientation or perceived sexual orientation;
· written or
graphic material containing comments or stereotypes which is posted or
circulated and which is aimed at degrading individuals or members of protected
classes;
· a physical
act of aggression or assault upon another because of, or in a manner reasonably
related to, sexual orientation or perceived sexual orientation;
· other kinds
of aggressive conduct such as theft or damage to property which is motivated by
sexual orientation or perceived sexual orientation.
REPORTING PROCEDURES
Any student who believes he or she has been the victim of
sexual harassment or harassment based on race, color, national origin,
ethnicity, disability, sexual orientation, or perceived sexual orientation by a
student, teacher, administrator, or other school personnel of the School
District, or by any other person who is participating in, observing, or
otherwise engaged in activities, including sporting events and other
extracurricular activities, under the auspices of the School
District, is encouraged to immediately report the alleged
acts to an appropriate District official designated by this Regulation.
Any teacher, administrator, or other school official who
has or receives notice that a student has or may have been the victim of sexual
harassment or harassment based on race, color, sex, national origin, ethnicity,
disability, sexual orientation, or perceived sexual orientation by a student,
teacher, administrator, or other school personnel of the District, or by any
other person who is participating in, observing, or otherwise engaged in
activities, including sporting events and other extracurricular activities,
under the auspices of the District, is required to immediately report the
alleged acts to an appropriate District official designated by this Regulation.
Any other person with knowledge or belief that a student
has or may have been the victim of unlawful discrimination, sexual harassment
or harassment based on race, color, national origin, ethnicity, disability,
sexual orientation, or perceived sexual orientation as set forth above, is
encouraged to immediately report the alleged acts to an appropriate District
official designated by this Regulation.
The School District encourages the reporting party or
complainant to use the report form available from the principal of each
building or available from the School District office, but oral reports shall
be considered complaints as well. Use of
formal reporting forms is not mandated.
Nothing in this Regulation shall prevent any person from reporting
harassment directly to the Compliance Officer or to the Superintendent. The District will respond to male and female
students’ complaints of discrimination and harassment promptly, appropriately,
and with the same degree of seriousness.
1. In each school building, the building
principal is the person responsible for receiving oral or written reports of
discrimination, sexual harassment, or harassment based on race, color, national
origin, ethnicity, disability, sexual orientation, or perceived sexual
orientation at the building level. Any
adult School District personnel who receives a report of discrimination, sexual
harassment, or harassment based on race, color, national origin, ethnicity,
disability, sexual orientation, or perceived sexual orientation shall inform
the building principal immediately.
Upon
receipt of a report, the principal must notify the District Compliance Officer
immediately, without screening or investigating the report. The principal may request but may not insist
upon a written complaint. A written
statement of the facts alleged will be forwarded as soon as practicable by the
principal to the Compliance Officer. If
the report was given verbally, the principal shall personally reduce it to
written form within twenty-four (24) hours and forward it to the Compliance
Officer. Failure to forward any
harassment report or complaint as provided herein will result in disciplinary action
against the principal.
2. The School Board has designated the K-12 principal as the District
Compliance Officer with responsibility to identify, prevent, and remedy
unlawful discipline and harassment. The
District Compliance Officer shall receive reports or complaints of unlawful
discrimination, sexual harassment, or harassment based on race, color, national
origin, ethnicity, disability, sexual orientation, or perceived sexual
orientation; oversee the investigative process; be responsible for assessing
the training needs of the District’s staff and students in connection with the
dissemination, comprehension, and compliance with this Regulation; arrange for
necessary training required for compliance with this Regulation; and insure
that any investigation is conducted by an impartial investigator who has been
trained in the requirements of equal educational opportunity, including
harassment, and who is able to apply procedural and substantive standards which
are necessary and applicable to identify unlawful harassment, recommend
appropriate discipline and remedies when harassment is found, and take other
appropriate action to rectify the damaging effects of any prohibited
discrimination, including interim protection of the victim during the course of
the investigation.
If
any complaint involves the Compliance Officer, the complaint shall be filed
directly with the Superintendent.
The
District shall conspicuously post a notice against unlawful discrimination and
harassment in each school in a place accessible to students, faculty,
administrators, employees, parents, and members of the public. This notice
shall include the name, mailing address, and telephone number of the Compliance
Officer; the name, mailing address, and telephone number of the Missouri
Commission for Human Rights; the state agency responsible for investigating
allegations of discrimination in educational opportunities; and the mailing
address and telephone number of the United States Department of Education,
Office for Civil Rights, and the United States Department of Justice.
3. A copy of Policy 2130 shall appear in
the student handbook, and the Regulation shall be made available upon request of
parents, students, and other interested parties.
4. The School Board will develop a method
of discussing this Regulation with students and employees. Training on the
requirements of nondiscrimination and the appropriate responses to issues of
harassment will be provided to all school personnel on an annual basis, and at
such other times as the School Board in consultation with the District
Compliance Officer determines is necessary or appropriate.
5. This Regulation shall be reviewed at
least annually for compliance with state and federal law.
6. The District will respect the privacy
of the complainant, the individuals against whom the complaint is filed, and
the witnesses as much as possible, consistent with the District’s legal
obligations to investigate, to take appropriate action, and to conform with any
discovery or disclosure obligation
INVESTIGATION
Upon
receipt of a report or complaint alleging unlawful discrimination, sexual
harassment, or harassment based upon race, color, sex, national origin, ethnicity,
disability, sexual orientation, or perceived sexual orientation, the Compliance
Officer shall immediately undertake or authorize an investigation. That investigation may be conducted by
District officials or by a third party designated by the District.
The
investigation may consist of personal interviews with the complainant, the
individual against whom the complaint is filed, and others who have knowledge
of the alleged incident or circumstances giving rise to the complaint. The investigation may also consist of the
evaluation of any other information or documents, which may be relevant to the
particular allegations.
In
determining whether the alleged conduct constitutes a violation of this
Regulation, the District shall consider:
· the
nature of the behavior;
· how
often the conduct occurred;
· whether
there were past incidents or past continuing patterns of behavior;
· the
relationship between the parties involved;
· the race, national origin, ethnicity,
sex, and age of the victim; the identity of the
perpetrator, including whether the perpetrator was in a position of
power over the student allegedly subjected to harassment;
· the
number of alleged harassers;
· the
age of the alleged harassers;
· where
the harassment occurred;
· whether there have been other
incidents in the school involving the same or other students;
· whether the conduct adversely affected
the student’s education or educational
environment;
· the
context in which the alleged incidents occurred.
Whether
a particular action or incident constitutes a violation of this Regulation
requires a determination based on all the facts surrounding the circumstances.
The
investigation shall be completed no later than fourteen (14) days from receipt
of the report. The District Compliance
Officer shall make a written report to the Superintendent upon completion of
the investigation. If the complaint
involves the Superintendent, the report may be filed directly with the School
Board. The report shall include a
determination of whether the allegations have been substantiated as factual and
whether they appear to be violations of this Regulation. The Compliance Officer’s obligation to
conduct this investigation shall not be extinguished by the fact that a
criminal investigation involving the same or similar allegations is also
pending or has been concluded.
SCHOOL
DISTRICT RESPONSE
1. Upon receipt of a report that a
violation has occurred, the District will take prompt, appropriate formal or
informal action to address, and where appropriate, remediate the
violation. Appropriate actions may
include, but are not limited to, counseling, awareness training, parent-teacher
conferences, warning, suspension, exclusion, expulsion, transfer, remediation,
or discharge. District action taken for
violation of this Regulation shall be consistent with the requirements of
applicable collective bargaining agreements, state and federal law, and
District policies for violations of a similar nature of similar degree of
severity. In determining what is an appropriate
response to a finding that harassment in violation of this Regulation has
occurred, the District shall consider:
· what response is most likely to end
any ongoing harassment;
· whether a particular response is
likely to deter similar future conduct by the harasser or others;
· the amount and kind of harm suffered
by the victim of the harassment;
· the identity of the party who engaged
in the harassing conduct.
· whether the harassment was engaged in
by school personnel, and if so, the District will also consider how it can best
remediate the effects of the harassment.
In
the event that the evidence suggests that the harassment at issue is also a
crime in
violation
of a Missouri criminal statute, the Board shall also direct the District
Compliance Officer to report the results of the investigation to the
appropriate law enforcement agency charged with responsibility for handling
such crimes
2. The results of the District’s
investigation of each complaint filed under these procedures will be reported
in writing to the complainant and other parties by the District in accordance
with state and federal laws regarding data or records privacy, and consistent
with the privacy rights of the alleged harasser.
3. If the District’s evaluation of a
complaint of harassment results in a conclusion that an individual has engaged
in unlawful discrimination or harassment in violation of this Regulation, or
that school personnel have failed to report harassment as required herein, that
individual may appeal this determination by use of established School Board
procedures for appealing other adverse personnel and/or education-related
actions. If the District’s evaluation of
a complaint of harassment results in a conclusion that no unlawful harassment
has occurred, an individual who was allegedly subjected to harassment and
believes that this conclusion is erroneous may appeal this determination by use
of established School Board procedures for appealing other adverse personnel
and/or education-related actions. An
individual who was allegedly subjected to unlawful discrimination or harassment
may also file a complaint with the Missouri Commission for Human Rights, the
United States Department of Education, Office for Civil Rights, or the United
States Department of Justice. In
addition, such individual may choose to file suit in the United States District
Court or the State Circuit Court.
4. Copies of all complaints of harassment
and the investigations conducted pursuant to them shall be maintained at the
main administrative offices of the School District.
RETALIATION
Submission
of a good faith complaint or report of unlawful discrimination, sexual
harassment, or harassment based upon race, color, disability, national origin,
ethnicity, or sexual orientation will not affect the complainant or reporter’s
future employment, grades, learning, or working environment, or work
assignments.
The
School District will discipline or take appropriate action against any student,
teacher, administrator, or other school personnel who retaliates against any
person who reports an incident of alleged sexual, racial, ethnic, sexual
orientation discrimination, disability-related harassment or violence, or any
person who testifies, assists, or participates in a proceeding, investigation,
or hearing relating to such harassment or violence. Retaliation includes, but is not limited to,
any form of intimidation, reprisal, or harassment.
Sexual Harassment
Sexual harassment constitutes unlawful sex
discrimination. It is the policy of the Board of Education to maintain a
learning and working environment that is free from sexual harassment.
It shall be a violation for any employee of the
School District to harass another staff member or student through conduct or
communication of a sexual nature. It shall also be a violation of this policy
for students to harass other students through conduct or comments of a sexual
nature. Furthermore, it shall be a violation of this policy for any person who
is not an employee or student of the District to harass a staff member or
student of the District through conduct or comments of a sexual nature while
such employee is engaged in the performance of duties for the District or while
such student is under District supervision.
The Board of Education is committed to maintaining a
work environment for its employees that is free from sexual harassment. Furthermore, the Board of Education strongly
believes that no person in the School District shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any educational program or activity.
Definition of Sexual
Harassment
In Employment
Sexual harassment in employment includes, but is not
limited to, unwelcome sexual advances, requests for sexual favors, and verbal
or physical conduct of sexual nature when:
1. Submission
to such conduct is made either implicitly or explicitly a term or condition of
an individual's employment.
2. Submission
to or rejection of such conduct by an individual is the basis for employment
decisions affecting that individual.
3. Such
conduct creates an intimidating, hostile, or offensive work environment.
4. Qualified
employees are denied employment opportunities or benefits because the opportunities
or benefits are given to another employee who submitted to an employer's sexual
advances or requests for sexual favors.
Under Title IX (applies to students and employees)
Title IX forbids discrimination on the basis of sex
in any educational program or activity that receives federal funds. This
includes a prohibition on sexual harassment. The Office for Civil Rights of the
U.S. Department of Education defines sexual harassment under Title IX as
follows: "Verbal or physical conduct of a sexual nature, imposed on the
basis of sex, by an employee or agent of a recipient that denies, limits,
provides different, or conditions the provisions of aid, benefits, services or
treatment protected under Title IX."
Sexual harassment under Title IX includes, but is
not limited to, unwelcome[2]
sexual advances, requests for sexual favors, and verbal or physical conduct of
a sexual nature when:
1. Submission
to such conduct is made either implicitly or explicitly a term or condition of
an individual's academic status or progress, or employment.
2. Submission
to or rejection of such conduct by an individual is the basis for educational
or employment decisions affecting that individual.
3. Such
conduct creates an intimidating, hostile, or offensive educational or work
environment.
4. Qualified
students or employees are denied educational or employment opportunities or
benefits because the opportunities or benefits are given to another student or
employee who submitted to sexual advances or requests for sexual favors.
Examples of Sexual
Harassment
Unwelcome Sexual Advances
Whether the advance is "unwelcome" is
determined on a case‑by‑case basis. Unwelcome advances may include,
but are not limited to, the following:
1. Any
invitation (even subtle) intended to result in a sexual liaison.
2. Invitations
to dinner or social events, when refusal results in the loss of a promotion or
in other adverse employment action.
3. Propositioning
an employee.
Unwelcome Verbal Conduct of a Sexual Nature
This may include, but is not limited to, the
following:
1. Sexually
provocative or explicit speech.
2. Jokes
of a sexual or crude nature.
3. Derogatory
comments directed to males or females as a class (language directed toward a
specific employee is more likely to be viewed as sexual harassment).
4. Demeaning
comments.
5. Threats
for not agreeing to submit to sexual advances.
6. Writing
sexually explicit memos.
Unwelcome Physical Conduct of a Sexual Nature
This may include, but is not limited to, the
following:
1. Grabbing
or twisting an individual's arm.
2. Any
unwarranted touching.
3. Sexually
offensive pranks.
4. Drawing
sexually explicit cartoons, other drawings, or graffiti.
5. Gestures
indicating sexual behavior.
6. Suggestive
winks.
7. Kissing.
Conduct Towards Students
In addition to the foregoing examples, students may
experience harassment that is unique to their situation, some of which may not
be immediately recognized as sexual harassment, but which may support a
potential claim against the District and/or its employees if not remedied. Such
harassment may include, but is not limited to, the following:
1. Unwanted
sexual behavior, such as touching, oral comments, sexual name calling,
spreading sexual rumors, jokes, pictures, leers, overly personal conversation,
cornering or blocking a student's movement, pulling at clothes, students
"making out" on school premises.
2. A
student in a predominantly single‑gender class who is subjected to sexual
remarks by a teacher or students who regard the comments as joking and part of
the usual class environment.
3. Interfering
with a student's achievement in a predominantly or historically single‑gender
class by hiding tools or equipment, questioning the student's ability to handle
the work, or suggesting that the student is "abnormal" for enrolling
in the class.
4. Purposefully
limiting or denying students access to educational resources because of their
gender.
5. Teasing
a student about the student's enrollment in a predominantly or historically
single‑gender class.
Nature of Sexual Harassment
Sexual harassment is not limited to conduct by males
toward females. Sexual harassment may occur between any or all of the
following:
1. Student
to student.
2. Staff
to student.
3. Student
to staff.
4. Male
to male.
5. Female
to female.
6. Male
to female.
7. Female
to male.
Investigation of Sexual
Harassment Complaints
Complaints Involving Employees
1. If
an employee believes that he/she is being sexually harassed, the employee is
encouraged to bring the concern to the
attention of the employee's supervisor.
2. If
the employee feels that such contact with the supervisor would be
inappropriate, if the situation is not satisfactorily resolved by the
supervisor, or if the employee simply feels more comfortable speaking with someone other than the supervisor,
the employee should contact the Title IX compliance coordinator for the School
District.
3. If
neither the employee's supervisor nor the Title IX compliance coordinator is of
the same sex as the employee, or the employee for any other reason would prefer
to report the employee's concern to another supervisor/administrator within the
District, the employee may do so.
However, it is essential that the report be made to someone with the
authority and obligation to act upon the concern.
4. Any
supervisor/administrator who receives a report, orally or in writing, from any
employee regarding sexual harassment of that employee by another employee, non‑employee
doing business with the District, or student must notify the Title IX
compliance officer within twenty‑four (24) hours or within a reasonable time
thereafter.
5. Oral
complaints of sexual harassment will be put in writing by the complainant or by
the person who receives the complaint, and should be signed by the complainant.
However, the complainant's refusal to sign a complaint does not relieve the
District of the obligation to investigate the complaint.
6. An
employee who believes that he/she has been subjected to sexual harassment shall
not be required to confront the alleged harasser prior to making the report.
7.
Following receipt of the report,
District personnel will promptly and fully investigate the complaint and will
notify the employee and the alleged harasser of the results of the
investigation. Investigations will be conducted with full recognition of the
rights of all parties involved.
8. Upon
receipt of the report, the Title 1X officer will appoint an investigator to
investigate the complaint. The investigation shall commence within forty‑eight
(48) hours after such appointme
9. The
District will maintain the confidentiality of the complaint and the details of
the investigation to the fullest extent possible.
10. The
investigator will put his/her findings in writing and will forward a copy to
the Title IX compliance officer within one (1) week after concluding the
investigation, or within a reasonable extension of time thereafter, for good
cause shown.
11. If
the investigation substantiates the complaint, the District will take
appropriate disciplinary action against the offender(s), commensurate to the
severity of the harassment (up to and including termination of employment). If
the offender is a student, disciplinary action will be taken in accordance with
Board established Policy 2610. If the offender is not an employee of the
District, the District will take appropriate action within the scope of its
authority to eliminate and redress the harassment.
12.
If the investigation is
indeterminate, the matter will be designated as unresolved, and the
investigation file will be maintained by the Title IX compliance officer in a
file separate and apart from any student or personnel file.
13. There
will be no retaliation against or adverse treatment of any employee who uses
this procedure to resolve a concern when such complaint has been brought in the
good faith belief that the complainant has been subjected to sexual harassment.
14. The
responsible administrator shall follow up regularly with the complaining
employee to ensure that the harassment has stopped and that no retaliation has
occurred.
Enforcement
Employees
Each supervisor and administrator is responsible for
maintaining an educational and work environment free from sexual harassment. In
accordance with that responsibility, each site manager, or his/her designee,
shall take appropriate actions to enforce the School District's sexual
harassment policy, including but not limited to the following:
1. The
supervisor/administrator shall provide an inservice regarding sexual harassment
to all staff by the end of the first full calendar week of each school year.
2. The
supervisor/administrator shall provide a copy of the policy to all new
employees of the District prior to the commencement of the employee's duties.
3. The
supervisor/administrator shall further instruct employees regarding the
procedures for reporting sexual harassment in the educational setting on an
as-needed basis.
4. The
supervisor/administrator shall take prompt action to investigate all complaints
of sexual harassment.
5. The
supervisor/administrator shall take appropriate disciplinary action, as
necessary.
Students
Each building administrator is responsible for
maintaining an educational and work environment free from sexual
harassment. In accordance with that
responsibility, each building administrator, or his/her designee, shall take
appropriate actions to enforce the School District’s sexual harassment policy,
including but not limited to the following:
1. All
vulgar or sexually offensive graffiti shall be removed from the premises.
2. The
building administrator shall provide an inservice regarding sexual harassment
(including sexual harassment involving students) to all staff by the end of the
first full calendar week of school.
3. Student
instruction regarding sexual harassment shall be provided annually by the end
of September to all students in grades six through twelve. Age appropriate instruction will also be
presented to pre-kindergarten through fifth grade students.
4. All
homeroom teachers shall discuss this policy with their students within one
month after its adoption by the Board and during the first week of the school
year thereafter. Written copies of the
policy shall be given to each student in grades six through twelve (and in
lower grades as may be appropriate) as part of these discussions. Discussion shall be conducted in an age
appropriate manner and should assure students they need not tolerate any form
of sexual harassment.
5. All
teachers, counselors, and administrators shall instruct students on the
procedures for reporting sexual harassment within the educational setting on an
as needed basis.
6. The
building administrator shall take prompt action to investigate all complaints
of sexual harassment.
7. The
building administrator shall take appropriate disciplinary action, as needed.
Notifications
A copy of the School District’s sexual harassment
policy shall:
1. Be
displayed in a prominent location at each work site.
2. Be
provided to each current employee, and to each new employee prior to
commencement of their duties.
3. Appear
in any School District newsletter or work site publication that sets forth the
School District's comprehensive rules, regulations, procedures, and standards
of conduct for employees.
The District's Title IX compliance officer will be
available to answer all questions regarding this policy or its implementation.
Discipline/Consequences
Complaints Involving Employees
1. Any
employee who engages in the sexual harassment of anyone while on school
property, or while in the employ of the District off school property will be
subject to disciplinary action, up to and including dismissal.
2. Any
employee who permits or engages in the sexual harassment of a student will be
subject to disciplinary action up to and including dismissal.
3. Any
employee who receives a complaint of sexual harassment from a student and who
does not act promptly to forward that complaint to the principal and the
District's Title IX coordinator shall be disciplined appropriately.
4. Any
employee who retaliates, or engages in conduct that could be interpreted as
retaliation, against any person who has made a complaint of sexual harassment
or who has participated in the investigation of a complaint of sexual
harassment will be subject to discipline, up to and including dismissal.
5. Any
nonemployee doing business with the District who engages in sexual harassment,
or who retaliates against any person who has made a complaint of sexual
harassment or who has participated in the investigation of a complaint of
sexual harassment, will be subject to discipline to the extent that the
District has control over the nonemployee and his/her employer.
6. Any
employee who brings a false charge of sexual harassment shall receive
appropriate discipline. The term "false charge" means a charge
brought in bad faith, that is, without the good faith belief that one has been
subjected to sexual harassment. The term "false charge" does not
include a charge that was brought in good faith, but which the District was
unable to substantiate.
Complaints Involving Students
1. Any
student who engages in the sexual harassment while on school property or while participating
in school activities, will be subject to disciplinary action, up to and
including expulsion.
2. Any
employee who permits or engages in the sexual harassment of a student will be
subject to disciplinary action, up to and including dismissal.
3. Any
employee who receives a complaint of sexual harassment from a student and who
does not act promptly to forward that complaint to the principal and the
District’s Title IX coordinator, shall
be disciplined appropriately.
4. Any
student who brings a false charge of sexual harassment shall receive
appropriate discipline. The term “false
charge” means charges brought in bad faith, that is, without the good faith
belief that one has been subjected to sexual harassment. The term “false charge” does not include a
charge that was brought in good faith, but which the District was unable to
substantiate.
TITLE IX GRIEVANCE PROCEDURE
(Sexual
Harassment)
Level 1: Principal or Immediate Supervisor (Informal and optional—may be bypassed by grievant)
Many problems can be solved by an informal meeting
with the parties and the principal or coordinator. A student who believes that
he/she has been subjected to sexual harassment is encouraged to first discuss
it with the teacher, counselor, or building administrator involved with the
objective of resolving the matter promptly and informally. Employees with a
sexual harassment complaint are encouraged to first discuss it with their
principal or immediate supervisor with the same objective. If the individual's
teacher/supervisor is the person alleged to have engaged in sexual harassment,
the grievant should skip Level 1 and go directly to Level 2.
Level 2: Title
IX Coordinator
If the complaint or issue is not resolved at Level 1
or if the grievant chooses to skip Level 1, the grievant may file a signed,
written grievance stating: 1) the nature of the grievance; 2) the remedy
requested; and 3) the date the grievance was submitted. The Level 2 written
grievance should be filed with the Title IX Coordinator within fifteen (15)
days of the event or incident, or from the date the grievant could reasonably
become aware of such occurrence.
The Coordinator has authority to investigate all
written grievances. If possible, the Coordinator will resolve the grievance. If
the parties cannot agree on a resolution, the Coordinator will prepare a
written report of the investigation which shall include the following:
1. A
clear statement of the allegations of the grievance and remedy sought by the
grievant.
2. A
statement of the facts as contended by each of the parties.
3. A
statement of the facts as found by the Coordinator and identification of
evidence to support each fact.
4. A
list of all witnesses interviewed and documents reviewed during the
investigation.
5. A
narrative describing attempts to resolve the grievance.
6. The
Coordinator's conclusion as to whether the allegations in the grievance are
meritorious.
If the Coordinator believes the grievance is valid,
the Coordinator will recommend appropriate action to the Superintendent.
The Coordinator will complete the investigation and
file the report with the Superintendent within fifteen (15) days after receipt
of the written grievance. The Coordinator will send a copy of the report to the
grievant.
If the Superintendent agrees with the recommendation
of the Coordinator, the recommendations will be implemented.
The Coordinator and Superintendent may appoint an
outside investigator once a written grievance is filed.
Level 3: The
Board of Education
If the Superintendent rejects the recommendations of
the Coordinator, and/or either party is not satisfied with the recommendations
from Level 2, either party may make a written appeal within ten (10) days of
receiving the report of the Coordinator to the Board of Education. On receipt
of the written appeal, the matter shall be placed on the agenda of the Board of
Education for consideration not later than their next regularly scheduled
meeting. A decision shall be made and reported in writing to all parties within
thirty (30) days of that meeting. The decision of the Board of Education will
be final.
Other Options for Grievant
At any time during this process, a grievant may file
a complaint with the Missouri Human Rights Commission or with the U.S.
Department of Education, Office for Civil Rights.
DRUG FREE WORKPLACE Policy
4870
The unlawful possession, use or distribution of
illicit drugs and alcohol on school premises or as a part of school activities
is strictly prohibited.
Employees under the influence of alcohol, drugs, or
controlled substances while on duty are a serious risk to themselves, to
students and to other employees. Employees who display physical manifestations
of drug or alcohol use while on duty, may be subject to drug testing. Any employee who violates this policy will be
subject to disciplinary action up to and including termination and referral for
prosecution. Employees may also be required to satisfactorily participate in
rehabilitation programs.
As a condition of employment, all employees must
abide by the terms of this policy.
Employees who are convicted of a drug offense which occurred on school
premises or while on duty must notify the Superintendent of their conviction. Notification must be made by the employee to
the Superintendent within five (5) days of the conviction. Within ten (10)
days, the Superintendent will provide notice of such violation to the Impact
Aid Program, United States Department of Education, or other appropriate
government agency.
The District will institute a drug‑free
awareness program to inform employees of:
1. The
dangers of drug and alcohol abuse in the workplace.
2. This
policy of maintaining a drug‑free workplace.
3.
Available
counseling and rehabilitation.
4. The
penalties that may be imposed upon employees for drug abuse violations
occurring in the workplace.
On the basis of medical certification, employees
with the illness of chemical dependency shall qualify for the employee benefits
and group insurance coverages that are provided for under group health and
medical insurance policies. The confidential nature of the medical records of
employees with chemical dependency shall be preserved in the same manner as for
all other medical records.
The District's responsibility for chemical
dependency is limited to its effects on the employee's job performance. If the
employee violates this policy, refuses to accept diagnosis and treatment, or
fails to respond to treatment, and performance is adversely affected, the
employee will be subject to employment action in proportion to the performance
problem. Implementation of this policy will not require or result in any
special regulations, privileges or exemptions from the standard administrative
practice applicable to job performance requirements.
Upon the request of the Department of Elementary and
Secondary Education or an agency of the United States, the District shall
certify that it has adopted and implemented the drug prevention program
described in this policy, in the form required by such agency. The District shall
conduct a biennial review of this policy to determine its effectiveness,
implement necessary changes, and to ensure that the disciplinary sanctions are
consistently enforced.
This policy shall be distributed in writing to all
present and future employees.
ALCOHOL AND ILLICIT DRUGS Policy
4872
The District prohibits all employees from the possession,
distribution, or presence under the influence of alcohol and non-prescribed
controlled substances while on school premises.
This prohibition is exemplified by Policy 4870 Drug-Free Workplace and
Policy/Regulation 4871 Driver Drug Testing.
Violation of this policy as well as Policies 4870 and 4871 will result
in disciplinary action up to and including termination. In addition, such violation may result in
substantially reduced or forfeiture of workers compensation benefits where the
use of substances prohibited by this policy was in conjunction with or related
to a work place injury.
Post Accident Drug / Alcohol Testing
Employees under the influence of alcohol, drugs, or
controlled substances while on duty are a serious risk to themselves, to
students, to other employees, and to District property. Where an employee
holding a safety sensitive position is involved in an accident producing
injury, the District will require the employee to submit to post injury
alcohol/drug testing. Post accident
testing will be utilized after any accident
§ involving
the loss of life;
§ resulting
from a violation of Board Policy or Regulations, or municipal, state, or federal
law;
§ which
results in an injury to a person who receives medical treatment;
§ resulting
in disabling damage to any motor vehicle or piece of District equipment;
§ resulting
from a violation of a safety regulation or safety directive.
Refusal to submit to post injury testing will result in
disciplinary action up to, and including termination, and may result in
forfeiture of Workers Compensation benefits for injuries related to the request
for testing.
Employees holding a non-safety sensitive position will be
subject to post accident drug testing where a District administrator has
sufficient cause to suspect the employee’s use of alcohol or non-prescribed
controlled substance producing accident, in conjunction with or related to a
work place testing. Such post accident
testing will be utilized in the instance of the occurrence of any of the five
instances set forth in this policy.
Safety Sensitive Positions:
The following list of positions are hereby classified as
“safety sensitive” due to the serious risk of harm that can result from
performing said job duties while impaired by drugs or alcohol; therefore,
employees occupying such positions are subject to drug testing in accordance
with published Board Policies and Regulations:
Any district employee whose job duties involve the
performance of supervising children, including, but not limited to teachers,
teachers’ aides, lunchroom/playground monitors, etc.
The Board of Education recognizes the need and value of a
systematic and on-going program of curriculum review. The Board encourages and supports the professional
staff in its efforts to identify and review new curricular ideas, develop and
improve existing programs and evaluate all instructional programs.
The Board of Education directs the Superintendent to
continuously carry out the curriculum development and implementation
process. As used in this Policy,
curriculum is the process, attitudes, skills and knowledge that is taught and
learned at the appropriate levels in District schools.
However, the Board of Education is responsible for the
approval and adoption of curriculum used by the District.
Similarly, the Board may adopt the District’s own education
standards, in addition to those already adopted by the state, provided the
additional standards are in the public domain and do not conflict with the
standard adopted by the State Board of Education.
Each District school
will devote at least one class period in preparation for Veteran’s Day in order
to convey the meaning and significance of Veteran’s Day. In addition, the Board may annually designate
Veteran’s Day as a school holiday.
SUPPORT SERVICES Policy
5410
Inventory
Management
Inventory Requirements
Annual Inventory
The
Board shall require a physical count of all stock supply and equipment items at
least once each year. This inventory
total shall be recorded on the District’s accounts. This is done to provide:
1.
Complete local property
information for ready reference.
2.
Information for insurance purposes.
3.
For audit needs to determine
capital worth.
4.
For accountability of the
physical property of the District.
The building principal is
responsible for the inventory. The
person responsible for the room and its contents should take the inventory.
GENERAL ADMINISTRATIVE INFORMATION
* If you
cannot be at school, notify the principal by 6:30 a.m. to get a substitute.
Please
call: C660-216-1491 Superintendent
C660-341-4882 K-12
Principal
* Teachers should arrive at 7:30 a.m. and be in
their classrooms by 7:45 a.m. to be available to students. School is out at 3:38 p.m. and teachers may
leave at approximately 3:45 p.m.
Appointments should be made after school if at all possible. If you must leave during regular school
hours, get approval from the principal.
Faculty members are expected to stay for scheduled meetings or parent
conferences.
* Fill out a
"Requisition" form and give to principal. Items purchased without requisitions and
purchase orders will be paid for by YOU!
* Under no
circumstances will students be left unattended.
If a problem comes up which requires you to leave your classroom, notify
the office so arrangements can be made to supervise your students.
* Please
schedule library in advance with the Librarian.
* Read the
bulletin daily to your students and check for faculty information. Teachers wishing to place announcements on the
bulletin should inform Chandi one day in advance.
* Important
messages will be notified by an “all call” on the phone system.
* Do not
share faculty information or discuss or allow to be discussed by students in
your classroom policies or actions taken by the school board or administration.
* All
teachers should check their mailboxes at least once a day.
* All after
school meetings will be placed on the school calendar in Chandi's office.
* All faculty
should be prompt when fulfilling administrative requests and turning in
reports.
* The
superintendent will make a board meeting report via e-mail after regularly
scheduled board meetings. It will usually
be the third Wednesday.
* Lunch count
will be taken first thing daily. All
teachers will submit lunch count through the SIS program. Substitute teachers will be assisted by
office staff.
* High School
attendances and tardies will be taken hourly by the teacher through the SIS
program. Substitute teachers will take
attendance on daily slips.
* Students
exhibiting unusual problems should be referred to the counselor in
writing. Counselor referral forms are
included in the “Blank Forms” online.
* Consult with
and keep your K-12 principal informed on the progress of your class.
* Teachers
are not required to belong to any union, teacher’s organization or professional
affiliation. Everyone is encouraged to
belong to CTA.
* Do not
leave students unattended in the building after activities.
* All
teachers are required to attend all faculty meetings and workshops.
* Teachers do
not have the authority to release a student from school.
* Faculty
members who are in the building late are responsible for locking outside doors
to the building.
DISCIPLINE
1. The teacher
should handle their own classroom discipline as much as possible.
2. If you find
it necessary to send a student to the office, bring the student, send an E-mail
message, have the student hand carry a brief description of the incident, or
phone the office on the intercom. It may
be impossible for you to leave your classroom.
Do this calmly and quickly without hesitation or debate.
3. Any time
you send a student to the office, you must fill out an incident report
describing the problem.
4. Attempt to
foresee discipline problems developing and try to get things cooled down before
a major crisis develops. Don't
contribute to the problem in the way you handle it.
5. Being
extremely organized. Keeping the students
working will do much to help maintain order.
6. A student
that uses profane language should be reported to the office. It will not be tolerated!
7. Students
shall not leave their seats when the bell rings, but wait for the teacher to
dismiss them.
8. During the
passing period each teacher shall be out at their doorway to help supervise.
9. Teachers
with a planning period should remain at the classroom door until the last bell
rings for that period or another teacher arrives to use the same classroom.
CLASSROOM
Should
show good housekeeping practices at all times.
This is a teacher's responsibility.
When the class leaves the room, the desk, chair, floor, tables, and etc.
should be clean and free of all paper and books. Teachers should observe the condition of
their desks or tables at the beginning of the year and when you see a student
defacing or writing on a desk, he should be required to clean it off. The appearance of your classroom reflects on
you!
ACCIDENTS
Any
accident where first aid is needed should have an accident report filled out
and kept on file in the office. This is
the teacher's responsibility to complete the report as soon as possible
Examples: Turned
ankle, Severe laceration, Fainted
MEDICATION
ALL
students who take ANY KIND of medication (prescription or over-the-counter)
must bring that medication to the respective office (elementary or high school)
to be placed until such time specified by parent note (if over-the-counter) or
Doctor's orders (if prescription) to take that medication. The nurse or office personnel will then dispense
the medicine as directed.
All
medication must be in original container and with the original prescription if
ordered by a physician. A parent note on
exact time of dosage and amount of dosage must accompany an over-the-counter
medicine. Asthma inhalers must have the
original prescription attached, but allowances will be made for students who
must carry them on their person after proper notification is given in the
office and recorded.
USE
OF THE TELEPHONE
The
main office phone should be used for school business calls only. If privacy is needed to confer with a parent
by telephone, please get approval from the Principal to use his telephone. Any personal calls that are
long-distance must be paid for by the caller.
FIELD
TRIPS
Staff
members taking field trips during the school day are responsible for seeing
that everyone gets a list of the students that will be gone at least five days
in advance. A field trip request form
must also be filled out and approved prior to scheduling. Permission slips for students must be
received from parents prior to any field trip off school property.
NON-DISCRIMINATION
Adair County R-II School does not discriminate on
the basis of race, color, national origin, sex, age, or disabling
condition. This policy regards
admission/access to treatment/employment in its programs and activities. This notification is made to: applicants for admission and employment;
students; parents of elementary and secondary students; employees; sources of
referral of applicants from admission and employment and all unions or
professional organizations holding collective bargaining or professional
agreements.
Any person having inquiries concerning the Adair
County R-II Public Schools’ compliance with the laws and regulations
implementing Title VI of the civil Rights Act of 1964 (Title VI), Title IX of
the Education Amendments of 1972 (Title IX), the Age Discrimination in
Employment Act (ADEA), Section 504 of the Rehabilitation Act of 1973 (Section
504), or Titles II and III of the Americans with Disabilities Act of 1990 (ADA)
is directed to the applicable Compliance Coordinator below who has been
designated by the Adair County R-II Schools to coordinate School District
efforts to comply with the laws and regulations implementing Title IV, Title
IX, the ADEA, Section 504, and the ADA.
The Adair County R-II School has established
grievance procedures for persons unable to resolve problems arising under the
statutes above. The Compliance
Coordinator for the applicable law, whose name is listed below, will provide
information regarding those procedures upon request.
Any person who is unable to resolve a problem or
grievance arising under the laws and regulations cited above may contact the
Office for Civil Rights, Region VII, 8930 Ward Parkway, Suite 2037, Kansas
City, MO 64114; phone (816) 268-0550.
The Nondiscrimination Compliance Coordinator
(Title VI, Title IX, ADEA, Section 504, and the ADA)
Shelly Shipman
205 West Dewey Street
Brashear, MO 63533
(660) 323-5272
STUDENT
GRADING
Report cards will be issued each
nine weeks. Progress reports shall be
mailed home during the 3rd and 6th week, of each quarter. Staff members shall use the following
guidelines in determining whether or not these will be mailed:
1. Students
receiving a grade below D.
2. Students
that you know are not working up to their potential.
3. Handing the
student this report to take home is unacceptable. They should be given to Ms. March for
mailing.
A student should not receive an F on
their report card without the parents being aware in advance. This is one of the reasons for the progress
report.
GRADING SCALE for K-12
A 95 - 100% C 74 - 76%
A- 90 - 94% C- 70 - 73%
B+ 87 - 89% D+ 67 - 69%
B 84 - 86% D 64 - 66%
B- 80 - 83% D- 60 - 63%
C+ 77 - 79% F 59 and below
Grades need to be posted in the SIS
program no later than Monday for the previous week. At the end of the quarter, teachers will be
instructed as to when they can upload grades.
WEIGHTED GRADE SYSTEM
The primary purpose of the weighted
grade system is to assist in calculating class rank based upon courses
recognized as college preparatory. Most
colleges consider class rank as a critical factor in determining a student’s
admission.
The weighted grade system
awards more points for difficult academic courses. A 20% exact calculation will be given to the
weighted classes.
A = 13.2 B+
= 10.8 C+
= 7.2 D+
= 3.6
A- = 12 B =
9.6 C = 6 D = 2.4
B- = 8.4 C- = 4.8 D- = 1.2
Because the following
courses demand a high level of written communication skills, problem solving,
and creative thinking abilities, they are considered weighted:
Algebra II Physics Pre-Calculus
Spanish II Advanced
Biology Accounting
Spanish III Chemistry Advanced Government
Sociology
All classes offered for
dual enrollment will be weighted. Any
classes offered for dual enrollment but not taught for dual enrollment will
remain weighted. Dual enrollment classes
may include but are not limited to the following:
Exposition College
English
American Literature I
& II Public Speaking American History I
& II
College Algebra Chemistry Western
Civilization I & II
College Trigonometry Sociology Advanced
Government
Psychology Fine
Arts Appreciation Advanced
Biology
MoVIP (Missouri Virtual Instruction Program) offers
Advanced Placement courses that will be certified by College Board and taught
by AP certified teachers. These courses
are recognized as allowing students to access higher-level courses and will be
accepted as weighted courses. Other
MoVIP or approved distance learning courses that have course and content
comparable to weighted courses (i.e. Algebra II, Physics, Chemistry, etc) will
be considered weighted. The above list
is not necessarily all-inclusive as course titles and offerings may vary from
year to year. Each year the list of
course offerings for weighted and dual enrollment courses will be approved by
Board action.
DUAL
ENROLLMENT
Dual Enrollment courses
are offered at Brashear High School through Moberly Area Community
College. Students may take these courses
and receive college credit through MACC as well as high school credit through
our school. Courses cost $78.00 per
credit hour (or $234.00 per three hour semester class). Students are expected to pay for the classes
in full at the time of enrollment.
Students will pay for only one semester worth of classes at a time. Instructors and textbooks will be furnished
by the district. (Students may enroll in
these classes for high school credit only at no charge.) Students must test into these courses by
showing a qualifying score on the ACT or COMPASS test prior to enrollment. MACC will offer select online dual credit
courses for $78.00 per credit hour (or $234 per three hour semester class).
Classes
offered for dual enrollment may include:
College
Freshman English Exposition American History
I
American
Literature I Sociology Western
Civilization I & II
American
Literature II Fine Arts
Appreciation College Algebra
College
Trigonometry Chemistry Advanced Biology
Psychology Advanced
Government Public Speaking
GRADUATION GOALS
1. Student will
acquire knowledge and skills to gather, understand, analyze and apply
information and ideas.
2. Students will
acquire the knowledge and skills to communicate effectively within and beyond
the classroom.
3. Students will
acquire the knowledge and skills to recognize and solve problems.
4. Students will
acquire the knowledge and skills to make decisions and act as responsible
members of society.
SENIOR
INTERNSHIP PROGRAM
What
you should know about Internship…
Internship is an out of
the classroom learning opportunity.
Demonstrating responsibility, communication skills, and maturity are
essential to participate in this opportunity.
While in an internship position, you are expected to act as adult
members of the community. As an intern
you may be paid or you may be working as a volunteer. Compensation is at the mentor’s discretion. Whether you are paid or not, interning is an
educational activity. The goal of interning
is to provide you access to a learning environment outside the classroom. Your internship must be related to your
future career goals.
I. Class
offered to BHS seniors
A. Year-long Internship/Apprenticeship
II. Requirements - Students must:
A.
Express a sincere interest
in a career choice and complete an application.
B. Sign
a contract and have parent signature also.
III. Class work - Students will:
A. Prepare
resume
B. Prepare
cover letter
C. Contact
employer
D. Research
job seeking skills
E. Research
career choice
F. Research
post-secondary education possibilities
IV. Benefits - Students:
A. Gain
“real world” experience
B. Learn
from others
C. Gain
better understanding of career choice
D. See
need for additional post-secondary training
See School Counselor for Details
STUDENT A+ ELIGIBILITY
For a student to be eligible for the financial incentives
of the program, students must be certified as an A+ student by A+ Coordinator,
Mrs. Cheryl Reeve, at BHS. To be
certified as an A+ student, an individual must do the following:
For more information or a full explanation of the above
requirements, please contact Mrs. Cheryl Reeves, A+ Coordinator at (660)
323-5272.
Homework On Time (HOT) Program
(Grades
4-12)
Mission: To develop and foster the responsibility of our
students and provide assistance to students who need help completing
assignments and learning to manage the work load of our high school schedule.
What: Students completing less than 60% of their assignment
will receive a HOT Sheet from their teacher.
That assignment is due by 7:55 the next day. If a student fails to complete a HOT Sheet
and doesn’t turn it in by 7:55 the next morning, the student will serve a
mandatory after-school detention or before school detention the next
morning. If the assignment is not done
and turned in by 7:55, the student will serve a full day of In School
Suspension (after serving detention).
Completed Hot Sheet assignments may be awarded partial credit at the
teacher discretion as long as the partial credit is not below 65%. If any student shows a pattern of incomplete
HOT sheets and is receiving excessive days in ISS, other interventions may
include but are not limited to, mentoring, Saturday school, referral to the
Juvenile Office, etc.
HALL PASS
1. Each
faculty member is expected to have a hall pass unique to his/her
department. (Should be too big for
student's pockets, but not large enough to do physical damage.)
2. You must
impress upon students to have everything with them for class.
3. Students
who are given permission to use the restroom or to be in the hall, must have a
pass. There should never be more than
one student in the hall, from the same class.
Students are provided with “Hall Pass Pages” in their Time
Trackers. We suggest you require the
student to use the Time Tracker Hall Pass with your initials before permitting
them to leave the room. This provides a
record of which students have been out of the classroom.
4. Emergencies
such as sickness, injuries, and etc. will be recognized as necessary time to be
in the hall.
5. Teachers
and students will not interrupt other classes unless absolutely necessary.
6. Teachers
should report students in the hall.
7. Teachers
that must have students in the hall for necessary school business, should plan
ahead and let all personnel and the office know a day ahead of time which
students will be in the hall, what their purposes are, and what time they will
be in the hall. Also, what time they
should return to the classroom.
Calendar
of
Professional
Development Activities
Submitted
to the Board for Approval:
May
14, 2019
The Adair County R-II School District will focus professional
development goals on implementing and maintaining data teams to:
1. Analyze
test data and student achievement.
2. Develop
strategies and action plans to meet expectations/goals established by data
teams.
3. Review/revise
curriculum to meet student needs.
4. Provide
resources to teachers on instructional strategies/techniques for student
improvement.
School will be dismissed on the following dates at 1:30
p.m. for professional development activities.
Date |
Elementary & High School |
September 23-24, 2019 |
LIM Signature Training
(New Starr and those who haven’t participated prior) |
September 30, 2019 |
Emotional Poverty in All
Demographics @ Macon |
October 21, 2019 |
P/T Conferences |
November 11, 2019 |
Todd Whitaker @ Novinger |
January 13, 2020 |
MoreNet |
February 10, 2020 |
Trauma Informed
Simulation ?? |
March 23, 2020 |
P/T Conferences |
April 20, 2020 |
Assist with Conference
Track/Work in Classroom |
ADAIR COUNTY R-II
SCHOOL DISTRICT
BOARD OF
EDUCATION PROGRAM EVALUATION SCHEDULE
The
Board reviews the goals and objectives of each program and service provided by
the district on an annual basis. This
evaluation process guides staff and resource allocation.
The following list of programs and services, individuals
responsible for the program or service and the evaluation timelines is reviewed
annually during the July Board meeting.
At that time, revisions in the schedule may be made to reflect needed
changes.
Month Program/Service Person(s)
Responsible
July, 2019 Food Service Superintendent & Board
PDC Calendar
& Goals PDC
Chairperson
Federal
Programs Federal
Programs Director
August, 2019 Tax
Rate Hearing Superintendent
& Board
Building/Grounds
Maintenance Maintenance
Director
Review
District Mission /Goals/CSIP Board,
CSIP Chairperson
Review
District Evaluation Plan Superintendent
& Board
September, 2019 Transportation Transportation
Director
Safety Safety
Coordinator
PL
94-142 Compliance Plan & Budget Special
Education Director
Special Education
October, 2019 Technology
Plan Review/Revision Superintendent
November, 2019 Testing/Student
Achievement Guidance Counselor
Audit
Report Superintendent
& Board
LMC
Policy Handbook/ Library
Media Specialist
Collection Improvement
Plan
December, 2019 Budget
Revision Superintendent
& Board
January, 2020 Superintendent
Evaluation Board
Student
Activities Principals
Health
Services Nurse
February, 2020 Principal
Evaluation Superintendent
& Board
Community
Education Superintendent
March, 2020 Certified
Staff Evaluation Principals,
Superintendent & Board
Homeless/Migrant/ESOL/ELL Superintendent
April, 2020 Support
Staff Evaluation Principals,
Superintendent & Board
May, 2020 At-Risk At-Risk
Coordinator
June, 2020 Preliminary
Budget Superintendent
& Board
Yearbook Yearbook
Advisor
Curriculum
Review/Revisions Principals
PROGRAMS/SERVICE
COORDINATORS
2019-2020 School
Year
Adopted by Board
July 17, 2019
LEA Shelly
Shipman
Homeless Coordinator Shelly
Shipman
ELL Coordinator Shelly
Shipman
Compliance Officer Shelly
Shipman
Custodian of Records Renee
Reeves
Federal Programs
Coordinator Shelly
Shipman
Special Education
Coordinator Shelly
Shipman
Special Education Asst. Tonya
Wood
Special Education Asst. Nancy
Peterson
Guidance Coordinator Ellie
Hazen
Testing Ellie
Hazen
School Liaison Ellie
Hazen
SIS Coordinator Christy
Grissom
Transportation
Coordinator Jeff
McHenry
Maintenance/Facilities/Safety
Coordinator Shelly
Shipman
Maintenance/Facilities
Director Ron
Parrish
Safety
Director Kelli
Baker
Food Service
Coordinator Renee
Reeves
Food Service Director Cathy
March
Professional
Development Chairperson Tammy
Wolter
Parents as Teachers
Educator Kaitlin
Guffey
Technology Coordinator James
Scudder
Health Services
Coordinator Sheri
Turner
Library/Media Services
Coordinator Tammy
Wolter
Student Attendance
Manager Chandi
March
Student Grades Manager Karla
Hettinger
Athletic Director Nathan
Miller
Student Activities
Coordinator (Elem./HS) Shelly
Shipman
Local Improvement Plan,
High School Christy
Grissom
Local Improvement Plan,
Elementary Christy
Grissom
CSIP Coordinator Shelly
Shipman
CSIP Director Christy
Grissom
MSIP Coordinator Shelly
Shipman
Wellness Shelly
Shipman
Wellness Assistant Kelli
Baker
LUNCH SCHEDULE
August 14, 2019
SHIFT ARRIVE DEPART GRADE/CLASS
1 11:34 11:59 K-Bane
2 11:34 11:59 1st
Grade-Tuggle
3 11:37 12:02 2nd
Grade-Jemes
4 12:07 12:32 Junior High
Physical
Science
7th-Health/PE
8th-PE/Health
5 12:35 1:00 3rd
Grade-Borgmeyer
6 12:35 1:00 4th
Grade-Whitlow
7 12:35 1:00 5th
Grade-Clark
8 12:35 1:00 6th
Grade-Nelson
9 1:07 1:32 High School
Mentors
Creative
Writing
Resource
Home
Improvement
Geography/Current Events
Geometry
Foreign
Language/Online
ADAIR
COUNTY R-II SCHOOL DISTRICT
OFFICE
OF ADMINISTRATION
BRASHEAR,
MO 63533
The
Adair County R-II School District’s school wide assessment schedule for the
2018-2019 school year is as follows:
September
25 – September 27 2nd Grade Otis-Lennon S.A.T 18
7th
Grade Otis Lennon S.A.T 8
October 16
11th
Grade PSAT/NMSQT (optional)
December 3-20
Fall
EOC
February
12 11TH Grade ASVAB
March 24
Junior
ACT Test
April 7
Junior ACT Make-Up Date
April 1 – May 8
End
of Course Exams: Biology, English II, Algebra I,
Government,
Algebra II, American History, Geometry,
English
I, Physical Science
April
1 – May 21 State MAP Math - Grades 3-8
April 1 – May 21
State
MAP Communication Arts - Grades 3-8
April 1 – May 21
State
MAP Science – Grades 5, 8
April 8
12th Grade
Work Keys
Individuals
UNDER twenty-one (21) years of age who have not completed an approved program
are encouraged to contact the Screening Coordinator for further information
regarding screening. If the scheduled
screening is appropriate for the individual, he/she is encouraged to
participate. If the scheduled screening
is deemed inappropriate, then an individual screening program will be made
available.
For more
information contact:
Ellie
Hazen, Testing Coordinator
Adair
County R-II Schools
Brashear,
Missouri 63533
(660)
323-5272
ellie_hazen@brashear.k12.mo.us
FIRE DRILL
As a safety
precaution and in accordance with the Missouri State School Laws, fire drills
will be held during the school year. The
signal for a fire will be announced over the
telephone intercom system followed by a continuous bell.
Students will evacuate the building in a quiet and orderly fashion. No talking will be allowed. The object is to evacuate the building as
quietly and orderly as possible. Once
you are outside, the following procedure will be used unless given other last
minute instructions by your teacher at the time of the alarm. Line up facing the building and remain so
until you hear the long bell, which indicates all clear at which time you will
re-enter the building and return to your respective classes.
All
teachers should follow their class out and when the safety area has been
reached, make certain that all students are accounted for. Make sure all windows are closed and doors
shut.
1. PE class will exit main door south to
ball field.
2. Weight Room will exit the
southeast stage door turning south to the ball field.
3. Learning Center classes will exit
south door of room to northeast stage door turning south to ball field.
4. Art room will exit through northeast
stage door turning south to ball field.
5. Business room will exit the main
door south to ball field.
6. Resource room will exit the
northeast stage door turning south to ball field.
7. Lower Math room will exit
classroom door and continue through west exit doors south to ball field.
8. Upper Math room will exit the
south door at the east end of the hallway then south to the ball field.
9. Social Studies room will exit the
south door at the east end of the hallway then south to the ball field.
10. Sixth Grade will exit classroom
door turning left in main hallway, exit the south door at the east end of the
hallway then south to the ball field.
11. Cafeteria will exit the single
door in the east side of the room, continue east around the building and south
to the ball field.
12. Upper English room will exit the
south door at the east end of the hallway then south to the ball field.
13. Library will exit library
turning left through the west exit doors south to the ball field.
14. Music will exit music room
turning left to the west exit doors south to the ball field.
15. Science will exit science room
turning right through the west exit doors south to the ball field.
16. Lower English room will exit
classroom door turning right through west exit doors south to ball field.
TEACHERS
TAKE ROLL IMMEDIATELY ON REACHING DESIGNATED AREA!
TORNADO DRILL
As a safety precaution, and in accordance
with the Missouri State School Laws, tornado drills will be held during the
school year. The signal for a tornado drill will be announced over the telephone
intercom system followed by a series of short bells. All students will go to designated areas in a
quiet and orderly manner. Students and
teachers will move to shelter in the following order:
LOWER RESTROOMS BOYS
LOCKER ROOM GIRLS LOCKER ROOM TEACHER WORKROOM
Lower Math Business Social Studies
Lower English Art 6th
Grade
TEACHERS
TAKE ROLL IMMEDIATELY ON REACHING DESIGNATED AREA!
EARTHQUAKE
EMERGENCY PLAN
An earthquake strikes
without warning; therefore the teacher or person in charge should direct the
students to get under their desk or a table and cover their heads. If they can't do this, they should get
against a wall away from windows and falling objects. Students should be reminded to stay as calm
as possible and listen for instructions.
If the students are in
the lunchroom, in special classes like art, remedial, music, library, etc., get
under the table. If in the bathroom, get
in the doorway. If outside, stay in an
open area, away from the building and power lines. Do not try to come back in the building until
you are instructed to do so.
When an earthquake is
over, the principal or head teacher will give a signal, a loud blow of a
whistle, for evacuation of the building.
If for any reason the principal or head teacher, cannot make teachers
and pupils receive his evaluation alert, the teacher will have students wait
two minutes and proceed on their own.
Follow the procedure out of the building as for fire drill -- first
making sure that way is safe.
The teacher will see
that students will not run aimlessly and blindly out of the building. There is always danger of electrical wires,
falling debris, and gas leaks which cause fires.
TEACHERS
TAKE ROLL IMMEDIATELY ON REACHING DESIGNATED AREA!
TEACHER
ALERT INSTRUCTIONS
In some instances
teachers may need to be alerted about an emergency situation or event taking
place. The signal for an alert will be announced over the telephone intercom
system followed by a short-short-long-short-short-long bell. All teachers should then check their e-mail
section for the alert.
MORNING GYM DUTY 7:30-7:55
Week of Duty Week of Duty
Aug. 14 All Faculty Jan.
7 Wolter
Aug. 20 Wick Jan. 14 Wood
Aug. 27 McGinnis Jan.
21 Kincaid
Sept. 3 Baker
Jan. 28 McHenry
Sept. 10 Moots Feb. 4 Reeves
Sept. 17 Scudder Feb.
11 Killen
Sept. 24 Miller Feb.
18 Reese
Oct. 1 Wolter Feb.
25 Wick
Oct. 8 Wood Mar.
3 McGinnis
Oct. 15 Kincaid Mar. 10 Miller
Oct. 22 McHenry Mar. 17 Wolter
Oct. 29 Reeves Mar. 24 Wood
Nov. 5 Killen Mar.
31 Kincaid
Nov. 12 Reese Apr. 6 McHenry
Nov. 19 Wick Apr. 14 Reeves
Nov. 25 McGinnis Apr. 21 Killen
Dec. 3 Baker Apr.
28 Reese
Dec. 10 Moots May 5 Wick
Dec. 17 Scudder May 12 McGinnis
Jan. 7 Miller May 18 Baker
All high school teachers will be assigned morning gym
duty. This duty lasts for one week at a
time. Students should not be allowed
outside of the building before school once they have arrived at school. At 7:40 students wanting to eat breakfast
will be dismissed. At 7:55 all students
can be dismissed to go to their lockers.
ELEMENTARY FIRE INFORMATION
As
a safety precaution and in accordance with the Missouri State School Laws, fire
drills will be held during the school year.
The signal for a fire will
be announced over the telephone intercom system followed by a continuous bell. Students will evacuate the building in a
quiet and orderly fashion. No talking
will be allowed. The object is to
evacuate the building as quietly and orderly as possible. Once you are outside, the following procedure
will be used unless given other last minute instructions by your teacher at the
time of the alarm. Line up facing the
building and remain so until you hear the long bell, which indicates all clear
at which time you will re-enter the building and return to your respective
classes.
All
teachers should follow their class out and when the safety area has been
reached, make certain that all students are accounted for. Make sure all windows are closed and doors
shut.
Kindergarten File out south past
the multipurpose room and exit hallway doors and proceed west between the
buildings then south to the ball field.
First Grade File out south
past the multipurpose room and exit hallway doors and proceed west between the
buildings then south to the ball field.
Second Grade File out west and
exit the west doorway then turn south to the ball field.
Third Grade File out west and
exit the west doorway then turn south to the ball field.
Fourth Grade File out west and
exit the west doorway then turn south to the ball field.
Fifth Grade File out west and
exit the west doorway then turn south to the ball field.
Sixth Grade Exit classroom door turning left in
main hallway, exit the south door at the east end of the hallway then south to
the ball field.
Office File out
south past the multipurpose room and exit hallway doors and proceed west
between the buildings then south to the ball field.
Resource File out south
past the multipurpose room and exit hallway doors and proceed west between the
buildings then south to the ball field.
Girl's Restroom File out south past the
multipurpose room and exit hallway doors and proceed west between the buildings
then south to the ball field.
Boy's Restroom File out south past the
multipurpose room and exit hallway doors and proceed west between the buildings
then south to the ball field.
Reading/PAT File out west then
turn south and exit doors then proceed
Guidance/Nurse west between the
buildings then south to the ball field.
Speech File out
south past the multipurpose room and exit hallway doors and proceed west
between the buildings then south to the ball field.
Multi-Purpose Room Exit southwest doorway turning
west then south to the ball field.
Industrial Arts/Shop Exit through the shop and proceed
south to the ball field.
TEACHERS TAKE ROLL IMMEDIATELY ON REACHING DESIGNATED AREA!
ELEMENTARY TORNADO INFORMATION
As
a safety precaution, and in accordance with the Missouri State School Laws,
tornado drills will be held during the school year. The signal for a tornado drill will be announced over the telephone
intercom system followed by a series of short bells.
All students will go to designated areas in a quiet and orderly
manner. Students and teachers will move
to shelter in the following order:
Girls & Boys Bathrooms: Kindergarten
Grade
1
Resource
Grade 5
Grade
2
Grade
3
Grade
4
Multi-Purpose
Industrial
Arts/Shop
PAT Room: Grade
6
Stay in your Room: Counselor/Nurse
Speech
PAT
Counselor/Nurse
Room: Reading
TEACHERS TAKE ROLL IMMEDIATELY ON REACHING DESIGNATED AREA!
EARTHQUAKE
EMERGENCY PLAN
An earthquake strikes
without warning; therefore the teacher or person in charge should direct the
students to get under their desk or a table and cover their heads. If they can't do this, they should get
against a wall away from windows and falling objects. Students should be reminded to stay as calm
as possible and listen for instructions.
If the students are in
the lunchroom, in special classes like art, remedial, music, library, etc., get
under the table. If in the bathroom, get
in the doorway. If outside, stay in an
open area, away from the building and power lines. Do not try to come back in the building until
you are instructed to do so.
When an earthquake is
over, the principal or head teacher will give a signal, a loud blow of a
whistle, for evacuation of the building.
If for any reason the principal or head teacher, cannot make teachers
and pupils receive his evaluation alert, the teacher will have students wait
two minutes and proceed on their own.
Follow the procedure out of the building as for fire drill -- first
making sure that way is safe.
The teacher will see
that students will not run aimlessly and blindly out of the building. There is always danger of electrical wires,
falling debris, and gas leaks which cause fires.
TEACHERS
TAKE ROLL IMMEDIATELY ON REACHING DESIGNATED AREA!
TEACHER
ALERT INSTRUCTIONS
In some instances
teachers may need to be alerted about an emergency situation or event taking
place. The signal for an alert will be announced over the telephone intercom
system followed by a short-short-long-short-short-long bell. All teachers should then check their e-mail
section for the alert.
Communications Procedures
Situations
Fire
and tornado bells may signal emergencies or drills. They will be followed by an “All Call”
intercom message to clarify the situation.
Tornado is a series of short rings (. . . . . . . . . . . . . . . . . . . . . . . . )
Fire is a continuous ring (------------------------------------)
Alert
is a jingle bell ring (. .
---- . . ----)
Literacy Group
Meeting Dates
3:45 – 4:45
September 4
October 21
November 25
January 13
February 19
March 23
April 30
May 18
Evenings in Education
August
13 Drop-Off School Supplies Night
5:30 Elementary teachers
September 4 NHS Carnival / Parent Technology
Night 5:30 Elementary teachers/NHS
November 1 Red Ribbon Week Celebration
5:30 Elementary teachers
March 6 Reading Week Celebration
5:30 Elementary teachers
April
6
Book Fair /Author
Night/Leadership Night 5:30
Elementary teachers
May
18
End of Year
Celebration
5:30 Elementary teachers
Topics are subject to change.
MORNING GYM DUTY 7:30-8:05
Team Gym Duty per quarter
Teams will have specific days during each week
1st Quarter
Tuesday
Justine, Amanda Homework help will be Mrs.
Peterson and Mrs. Erwin in their classrooms.
Wednesday Anna, Kaitlin
Thursday Tammy, Kaitlyn
Friday Toni, Chelsea
2nd Quarter
Tuesday Toni, Kaitlyn
Wednesday Tammy, Kaitlin
Thursday Anna, Amanda
Friday Justine,
Chelsea
3rd Quarter
Tuesday Kaitlin, Chelsea
Wednesday Toni, Justine
Thursday Amanda, Anna
Friday Kaitlyn, Tammy
4th Quarter
Tuesday Anna, Toni
Wednesday Kaitlyn, Amanda
Thursday Justine, Tammy
Friday Chelsea,
Kaitlin
All elementary teachers will be assigned (in groups) morning gym
duty. Each pair will have one day per week and then rotate at the
quarter. Students should not be allowed outside of the building before school
once they have arrived at school. At 7:55 students who are eating
breakfast will line up by grade to go to the cafeteria. At the 8:05 bell, all
students will participate in morning meeting.
Concession Stands
All
regular season concession stands will be assigned at the beginning of the
school year. Each class will be assigned
2 nights. Concession profits will be
divided up after the sports season is over.
If you are not able to work on your assigned night, you are responsible
for finding a replacement.
GATE DUTY
All
teachers are expected to work the game or games for which they have been
scheduled. If you find it impossible to
work, you are responsible for finding a substitute.
GATE DUTY
FALL
SOFTBALL/BASEBALL SCHEDULE
DATE OPPONENT
Sept.
5-Thursday North Shelby (JV/V SB) ________________________
Sept.
12-Thursday Meadville (SB/BB) ________________________
Sept.
17-Tuesday Novinger (SB/BB) ________________________
Sept.
20-Friday La
Plata (SB/BB) ________________________
Sept.
23-Monday Knox Co. (JV/V SB) ________________________
Oct.
1-Tuesday Bucklin/Macon
Co. (SB/BB) ________________________
Oct.
10-Thursday Green City (JV/V SB) ________________________
Oct.
11-Friday Marion Co. (JV/V SB) ________________________
JUNIOR
HIGH BASKETBALL
DATE OPPONENT
Oct.
24-Thursday Bucklin/Macon Co. ________________________
Oct.
25-Friday Green City ________________________
Nov.
7-Thursday Linn Co. ________________________
Nov.
8-Friday Meadville ________________________
Nov.
18-Monday Mary Immaculate ________________________
VARSITY
BASKETBALL
DATE OPPONENT
Dec.
9-Monday Higbee
________________________
Dec.
17-Tuesday La Plata ________________________
Dec.
14-Friday Meadville ________________________
Jan.
9-Thursday Marion Co. ________________________
Jan.
10-Friday Bevier ________________________
Jan.
24-Friday Newtown Harris ________________________
Jan.
27-Monday North Shelby ________________________
Feb.
4-Tuesday Scotland Co. ________________________
Feb.
10-Monday Brashear Tourney ________________________
Feb.
11-Tuesday Brashear Tourney ________________________
Feb.
12-Wednesday Brashear Tourney ________________________
Feb.
13-Thursday Brashear Tourney ________________________
Feb.
14-Friday Brashear Tourney ________________________
Feb.
15-Saturday Brashear Tourney ________________________
Feb.
20-Thursday Novinger ________________________
SPRING
BASEBALL
Mar.
18-Monday Bucklin/Macon Co. ________________________
April
14-Tuesday Canton _____________ ___________
April
16-Thursday Green City ________________________
April.
20-Monday Marion Co. ________________________
Apr.
21-Tuesday Milan ________________________
Apr.
30-Thursday Marceline ________________________
May.
8-Friday Putnam
Co. ________________________
May
12- Tuesday Schuyler Co. ________________________
GENERAL DUTIES OF SPONSORS
1. Seeing that
all class meetings are held in an orderly manner. Make sure that the secretary takes minutes
and other officers fulfill their responsibilities.
2. Make sure
that the principal is given two days prior notice before class meetings.
3. Discuss
meeting schedules with principal in order to avoid conflicts, whenever
possible.
4. Seeing that
all class funds are turned into the office as soon as possible. When handling class or organizational funds,
always make all records available to Renee Reeves.
5. Whenever an
activity requires a bus, make sure the principal is informed one week in
advance.
6. Whenever an
activity requires the use of school facilities, make sure the principal is
informed one week in advance.
7. See that
school property used for activities is in good condition and returned.
8. Building
may be used until 10:00 p.m. unless approved by principal for longer period of
time.
9. All high
school classes and organizations may have two parties only, one of which must
be in the building.
10. When a
student leaves a school sponsored party without receiving permission from the
sponsor, they will not be allowed to return.
11. All class
and organization parties must be approved by the Principal. Requests should come from the sponsor
and not from the students.
CLASS AND ORGANIZATION SPONSORS
Seniors................................................................................. Martha
Reese/Kelli Baker
Juniors............................................................................... Tonya
Wood/Nathan Miller
Sophomores......................................................................... Erin
Moots/Cheryl Reeves
Freshmen................................................................................... Jeff
Wick/Mike Killen
8th Grade..................................................................... Diane
McGinnis/Tammy Wolter
7th Grade.............................................................................. James
Scudder/Jo Kincaid
National Honor Society......................................................................... Tammy
Wolter
Student Council.................................................................................. Christy
Grissom
Yearbook............................................................................................ Diane
McGinnis
Jr. High/Varsity Cheerleader/Spirit.......................................................... Chandi
March
Academic Bowl................................................................. Mike
Killen/Tammy Wolter
Math & Science Club............................................................ James
Scudder/Jo Kincaid
Band............................................................................................................ Jeff
Wick
Art Club..................................................................................................... Kelli
Baker
FBLA..................................................................................................... Martha
Reese
Athletics……………………………………….......................................... Nathan
Miller
Renaissance...................................................................... Christy
Grissom/All Faculty
LESSON
PLANS - CLASS OBJECTIVES
Lesson Plans are necessary for good teaching. Weekly lesson plans are due in your Google
drive lesson plan folder Monday morning or the first school day of the week by
noon. They should be brief and contain
the following information:
1.
Objective and page covered - Such as: Multiplication of 2 digit numbers, pg. 178.
2.
Briefly describe activities you will be doing.
3.
Any teaching materials you will need.
4.
How you check for comprehension - Such as: Practice, pg. 179
5.
All of these will not be present every day: such as on test
day.
On the first day of each class, faculty members should have
a typed handout prepared for each student with 10 of 15 basic or general
objectives to be covered. Students need
to know what’s going to be learned in each class.
CLASSROOM
MANAGEMENT SKILLS
1. Teach
standing up.
2. Move around the room during testing sessions.
3. Establish
a set routine for starting class.
4. Do not accept late assignments. (Except when legally excused.)
5. Do not let students go back to locker during
class.
6.
Do not admit a student that has been absent without an excuse from the
office.
TECHNOLOGY
USAGE
(Technology
Safety) Policy 6320
Internet Usage
The Board of Education recognizes that it is important for
students to have access to electronic-based research tools and to master skills
for their application to learning, problem solving, production of work, and
presentation of information. The Board
also recognizes that while these resources represent extraordinary learning opportunities
and enriching educational materials, they also offer persons with illegal,
immoral or inappropriate motives avenues for reaching students, teachers,
staff, parents/guardians and members of the community. Additionally, these resources present tempting
opportunities for users to explore areas that are either confidential, have
restricted access, are inappropriate or are disruptive to the classroom or
workplace. It is the purpose of District
policy and regulations to outline acceptable student and employee behavior with
respect to use of District technology and electronic resources.
Personal
Responsibility
Access
to electronic research requires students and employees to maintain consistently
high levels of personal responsibility.
The existing rules found in the District’s Behavioral Expectations
policy (Board Policy/Regulation 2610) as well as employee handbooks clearly
apply to students and employees conducting electronic research or
communication.
One
fundamental need for acceptable student and employee use of District electronic
resources is respect for, and protection of, password/account code security, as
well as restricted databases files, and information banks. Personal passwords/account codes may be
created to protect students and employees utilizing electronic resources to conduct
research or complete work.
These
passwords/account codes shall not be shared with others; nor shall students or
employees use another party’s password except in the authorized maintenance and
monitoring of the network. The
maintenance of strict control of passwords/account codes protects employees and
students from wrongful accusation of misuse of electronic resources or
violation of District policy, state or federal law. Students or employees who misuse electronic
resources or who violate laws will be disciplined at a level appropriate to the
seriousness of the misuse.
Acceptable
Use
The
use of the District technology and electronic resources is a privilege, which
may be revoked at any time. Staff and students are only allowed to conduct
electronic network-based activities which are classroom or workplace related.
Behaviors which shall result in revocation of access shall include, but will
not be limited to: damage to or theft of system hardware or software;
alteration of system hardware or software; placement of unlawful information,
computer viruses or harmful programs on, or through the computer system; entry
into restricted information on systems or network files in violation of
password/account code restrictions; violation of other users’ rights to
privacy; unauthorized disclosure, use or dissemination of personal information
regarding minors; using another person’s name/password/account to send or
receive messages on the network; sending or receiving personal messages on the
network; and use of the network for personal gain, commercial purposes, or to
engage in political activity.
Students
and employees may not claim personal copyright privileges over files, data or
materials developed in the scope of their employment, nor may students or employees
use copyrighted materials without the permission of the copyright holder. The Internet allows access to a wide variety
of media. Even though it is possible to
download most of these materials, students and
staff
shall not create or maintain archival copies of these materials unless the
source indicates that the materials are in the public domain.
Access
to electronic mail (E-mail) is a privilege and designed to assist students and
employees in the acquisition of knowledge and in efficiently communicating with
others. The District E-mail system is
designed solely for educational and work related purposes. E-mail
files are subject to review by District and school personnel. Chain letters, “chat rooms” or Multiple User
Dimensions (MUDs) are not allowed, with the exception of those bulletin boards
or “chat” groups that are created by teachers for specific instructional
purposes or employees for specific work related communication.
Students
or employees who engage in “hacking” are subject to loss of privileges and
District discipline, as well as the enforcement of any District policy, state
and/or federal laws that may have been violated. Hacking may be described as the unauthorized
review, duplication, dissemination, removal, damage, or alteration of files,
passwords, computer systems, or programs, or other property of the District, a
business, or any other governmental agency obtained through unauthorized means.
To
the maximum extent permitted by law, students and employees are not permitted
to obtain, download, view or otherwise gain access to “inappropriate matter”
which includes materials that may be
deemed inappropriate to minors, unlawful, abusive, obscene, pornographic,
descriptive of destructive devices, or otherwise objectionable under current
District policy or legal definitions.
The
District and school administration reserve the right to remove files, limit or
deny access, and refer staff or students violating the Board policy to
appropriate authorities or for other disciplinary action.
Privileges
The
use of District technology and electronic resources is a privilege, not a
right, and inappropriate use will result in the cancellation of those
privileges. All staff members and
students who receive a password/account code will participate in an orientation
or training course regarding proper behavior and use of the network. The password/account code may be suspended or
closed upon the finding of user misuse of the technology system or its
resources.
Network
Etiquette and Privacy
Students
and employees are expected to abide by the generally accepted rules of
electronic network etiquette. These
include, but are not limited to, the following:
1. System users are expected to be
polite. They may not send abusive,
insulting, harassing, or threatening messages to others.
2. System users are expected to use
appropriate language; language that uses vulgarities or obscenities, libels
others, or uses other inappropriate references is prohibited.
3. System users may not reveal their
personal addresses, their telephone numbers or the addresses or telephone
numbers of students, employees, or other individuals during E-mail
transmissions.
4. System users may not use the District’s
electronic network in such a manner that would damage, disrupt, or prohibit the
use of the network by other users
5. System users should assume that all
communications and information is public when transmitted via the network and
may be viewed by other users. The system
administrators may access and read E-mail on a random basis.
6. Use of the District’s electronic
network for unlawful purposes will not be tolerated and is prohibited.
Services
While
the District is providing access to electronic resources, it makes no
warranties, whether expressed or implied, for these services. The District may not be held responsible for
any damages including loss of data as a result of delays, non-delivery or
service interruptions caused by the information system or the user’s errors or
omissions. The use or distribution of
any information that is obtained through the information system is at the
user’s own risk. The District
specifically denies any responsibility for the accuracy of information obtained
through Internet services.
Security
The
Board recognizes that security on the District’s electronic network is an
extremely high priority. Security poses
challenges for collective and individual users.
Any intrusion into secure areas by those not permitted such privilege
creates a risk for all users of the information system.
The
account codes/passwords provided to each user are intended for the exclusive
use of that person. Any problems, which
arise from the user sharing his/her account code/password, are the
responsibility of the account holder.
Any misuse may result in the suspension or revocation of account
privileges. The use of an account by
someone other than the registered holder will be grounds for loss of access
privileges to the information system.
Users
are required to report immediately any abnormality in the system as soon as
they observe it. Abnormalities should be
reported to the classroom teacher or system administrator.
The
District shall use filtering, blocking or other technology to protect students
and staff from accessing internet sites that contain visual depictions that are
obscene, child pornography or harmful to minors. The District shall comply with the applicable
provisions of the Children’s Internet Protection Act (CIPA), and the
Neighborhood Internet Protection Act (NCIPA).
Vandalism
of the Electronic Network or Technology System
Vandalism
is defined as any malicious attempt to alter, harm, or destroy equipment or
data of another user, the District information service, or the other networks
that are connected to the Internet. This
includes, but is not limited to the uploading or the creation of computer
viruses, the alteration of data, or the theft of restricted information. Any vandalism of the District electronic
network or technology system will result in the immediate loss of computer
service, disciplinary action and, if appropriate, referral to law enforcement
officials.
Consequences
The
consequences for violating the District’s Acceptable Use Policy include, but
are not limited to, one or more of the following:
1. Suspension of District Network
privileges;
2. Revocation of Network privileges;
3. Suspension of Internet access;
4. Revocation of Internet access;
5. Suspension of computer access;
6. Revocation of computer access;
7. School suspension;
8. Expulsion; or
9. Employee disciplinary action up to and
including dismissal.
Performance Evaluation
Policy
4610
Certificated Personnel
Performance Evaluation
The Board of Education's ultimate goal in education is to
provide the highest quality educational experience to all District
students. The District's
performance-based evaluation system contributes to that goal by promoting the
professional improvement of each staff member and, when necessary, by providing
data to remove an employee whose employment is detrimental to students.
Performance-based evaluation is a process endorsed by the
Board of Education for performance improvement that includes identification of
performance expectations, documentation of performance, discussion of
performance, development of improvement plans, and making personnel decisions
based upon performance. The evaluation
process for every employee is an on-going process that takes place every
day. Formal, summative evaluations will
be prepared and reviewed with each tenured teacher at least every other
year. All other District employees will
receive summative evaluations annually.
The District’s performance evaluation system incorporates
the seven “Essential Principles of Effective Evaluation” adopted by the State
Board of Education and set out as follows:
Notwithstanding the State’s essential principles, the major
focus on the District’s evaluation system is on positive learning outcomes,
cognitive and affective, for District students.
Educators are responsible for the positive learning outcomes for their
students.
The Board recognizes the fundamental experience differences
between tenured and probationary teachers. Accordingly, District evaluators
will focus their attention, non-exclusively, on probationary teachers and on
tenured teachers whose practices adversely affect student learning. District evaluators will be trained and
assessed on their ability to consistently evaluate educators under their
discretion.
All absences
MUST be accounted for.
Chandi will
complete these forms.
END OF SCHOOL
CHECK-OUT SHEET
_____ 1. Complete
inventory of books and supplies and turn forms into the office.
_____ 2. Have
all grades submitted in SISK12.
_____ 3. Complete
and turn in textbook and supply requisition forms for next year.
_____ 4. Give
Principal list of maintenance needed in classroom.
_____ 5. Turn
in keys.
_____ 6. Notify
Principal of suggested curriculum changes for your department.
_____ 7. Notify
office of summer address and phone number.
_____ 8. Class
and organization sponsors complete all necessary business.
_____ 9. Turn
in teacher handbook and/or CSIP book.
_____10. If
you are not returning please give the office your pin # for your phone.
_____11. Prepare
yourself for a fun-filled summer.