ADELANTO SCHOOL DISTRICT
ADMINISTRATIVE PROCEDURES HANDBOOK
A SOURCEBOOK FOR PRINCIPALS August 2006
The children we teach will not care how much we know until they know how much we care." Thomas Sergiovanni Administrative Procedures Handbook Page 1 Administrative Procedures Handbook Page 2 Adelanto School District Administrative Procedures Handbook
Mission Statement for Adelanto School District We will use all educational resources to build upon the District's foundation to meet the educational needs of all students by continually improving the content of our learning programs, which demonstrate our commitment to education. Our commitment involves a strong community/school relationship which will produce life long learners.
Adelanto School District Board of Education
VACANT, Trustee Michelle Cox, Trustee Holly Eckes, Trustee Brad Letner, Trustee Christine Turner, Trustee
Christopher van Zee, Superintendent of Schools
Introduction The purpose of this handbook is to provide a brief overview of specified topics to support principals in their day to day decision making, perhaps triggering some creative ideas, as well as providing a degree of district-wide standardization, predictability and consistency. It is not intended to be memorized, but instead, referred to as situations/questions arise. Topics are presented in alphabetical order, not by order of importance, for that reason.
. For detailed information, refer to the contacts list at the back of this document or the Adelanto Elementary School District (AESD) website, www.aesd.net: Policies and procedures for the district may be researched by clicking the “School Board” link, then go to “Board Information.” You may search any given topic from the “Search Board Policies” window. The Teachers’ Contract may be researched by clicking on “Jobs/Benefits,” then “Online Teacher Contract.” [CTRL]-[F] (holding down both keys at once) will bring up the “find” menu. Merely type in a few key words for your topic of inquiry to quickly reference the contract. The CSEA, classified personnel contract may be found by clicking “Jobs/Benefits,” then “CSEA Contract.” This document may also be searched with [CTRL] [F].
Administrative Procedures Handbook Page 3
Appendices 49 Assemblies 6 Assessment 6 Associated Student Body (ASB) 6 Attendance Accounting 7
Badges 7 Barbecues and Other Non-CNS Foods on Campus 7 Board Agenda Items 7 Board Meeting Protocol 8 Budgets 8
California Law 8 Categoricals 8 Child Abuse 9 Complaints 9 Conferences 10 Contractual Issues 11 Custody Issues 11
Directory Information Disciplinary Memo – Elements to Include 12 Discipline - Student 12 Arrest/Apprehension Special Education Student Searches Discipline – Rules Committee 14 Donations 14 Drugs/Alcohol Policy 14
Effective Schools 14 Emergencies 16 Enrollment Procedures 17
Field Trips 17 Fire and Earthquake Information to Have on Hand 18 Flyers From Outside Organizations 19 Food Services 19 Fund Raising 20
Gifts to School Personnel 23 Grievances - Certificated 23
Administrative Procedures Handbook Page 4 Classified 23
Homeless Students 23 Homework Policy 24
Individualized Education Program (IEP) 25 Immunizations 25 Inclement Weather 25 Inter/Intradistrict Transfers-Students 26 Intervention programs 26
Leaves and Absences 26 Length of the School Day/Year 27
Maintenance Work Orders 27 Media/News Releases 27 Movies/DVDs (in classrooms) 27
Non-Registered Students on Campus 27
Opening School Checklist 28 Organizational Chart 30
Parent Disruption/Danger 29 Parent Volunteers 29 PDSA 29 Pledge of Allegiance 31 Procedures and Board Policies 31 Programs Descriptions 31 Promotion Exercises 32 Purchase Orders 32
Radios (District communication) 32 Records Reviews for New Students (Principal’s Review) 33 Restraining Orders 33 Restrooms (Students’) 33
Safe School Plans 33 Section 504 of the Rehabilitation Act 35 Sensitive Curricular Topics 36 Sexual Harassment 36 Special Education/Section 504 Referrals 36 Staffing – Adding staff 36 Student Dress Code 36 Administrative Procedures Handbook Page 5 Student Records 36 Student Work Permits 38 Subpoenas 38 Substitute Teachers 38 Suicide Threat 38
Transportation (student) Eligibility 38 Truancy 38
Vendors 39 VIP Invitations to School Events 39 VIP Protocol 39 Visitors 39
Walk-Throughs 40 Web Resources 42 Withholding Grades 41 Who Do We Contact? – by topic 44
Administrative Procedures Handbook Page 6 Assemblies Prior to approval, assess the educational merit and appropriateness, the time required for each performance, and their effect on existing programs and schedules. Assemblies should be closely tied to the academic program and grade level content standards. Along with approval to fund from the Categorical Office, the following (underlined items) are required in order to fund an assembly. Please keep in mind that funding will take from two to three weeks from the time the request is made: - On the purchase order, include: The name of the assembly The date(s) of the assembly The time(s) of the assembly Price If prepayment is required, please write “Prepay by ___(date)___” in big letters on the face of the purchase order. - A contract: signed by one of the above and the vendor. - Proof of Insurance or Hold Harmless agreement signed by the vendor. - W-9 filled out completely and signed by the vendor - Invoice
Assessment Each fall, administrators and teachers will receive a staff Curriculum Handbook listing the dates of assessments to be given throughout the year. The Curriculum Coordinator will contact schools with the dates of all STAR assessments once they have been established. Adelanto District has Criteria Reference Tests in language arts, math, and specific grade levels in the content areas of science and social studies.
Associated Student Body (ASB) Student organizations may raise and spend money in order to promote the - general welfare, morale and educational experiences of the students and to finance worthwhile activities which go beyond those provided by the district. Student body funds are administered by the ASB. Student body funds shall be supervised by a faculty advisor who shall countersign all checks drawn upon them. The student body fund shall be under the general supervision of the building principal. Student body funds may be related to the following activities: 1. Student government 2. Student clubs 3. Student entertainment 4. Student publications 5. Class activities 6. School band 7. Chorus 8. Interscholastic activities
1. Funds of any student body organization may be deposited or invested in banks whose accounts are insured by FDIC. 2. No fund raising may occur prior to receiving district approval. Funds collected shall be turned in to the faculty advisor before the end of each school day to be safeguarded. They shall be deposited as soon thereafter as possible. See Fundraising section of this handbook). 3. Records shall be maintained of the receipt and disbursement of all such monies in accounts according to the activity involved. 4. Disbursements shall be made by check only upon the request of a staff advisor and with the approval of the principal. 5. An invoice or voucher shall be obtained to verify payment in accordance with district policies and regulations. Administrative Procedures Handbook Page 7 6. Contracts for materials or supplies, whether on purchase or rental, may be made for a one-year period only by the principal in accordance with state law and applicable bidding policies of the Board. 7. All funds should be of an exchange nature and large balances should not be permitted to accumulate. Money should not be raised or collected unless there is a definite purpose for doing so. 8. No funds shall be expended without the signature of the faculty advisor of the organization, a student representative of the organization and the principal. 9. All student body accounts shall be audited quarterly by the district auditor. 10. A financial report of the condition of each general organization shall be submitted to the Board annually. 11. All purchases must be supported by minutes showing student body approval of the purchase. [BP 3452 Student Body Funds]
Attendance Accounting Some of the common reasons to excuse student absences include: 1. Personal illness 2. Medical, dental, optometric, or chiropractic appointments 3. Attendance at funeral services for a member of the immediate family 4. Participation in religious instruction or exercises in accordance with district policy
A 1% INCREASE IN ADA RESULTS IN AN ADDITIONAL $432,000 IN REVENUE. That is 7 additional teachers, or more than 36,000 hours of classified support.
Badges (Staff ID) Adelanto School District badges are to be worn when on school sites. If lost, a new one may be obtained from the Human Resources Department.
Barbecues and Other Non-CNS Foods on Campus Programs need to promote healthy choices. Food may not be sold or distributed from one hour before school starts, through one hour after school dismissal. Homemade food may not be sold or served on school campuses. Items which are pre-wrapped and perishables that require refrigeration are the sole responsibility of the fundraising group and may not utilize the CNS refrigerators or freezers. Education Code requires compliance with CURFFL – California Uniform Retail Food Facilities Law. Any food sales conducted outside the district’s food services program shall meet nutritional standards specified in law, Board policy and administrative regulations and shall not impair student participation in the district’s food service program. Prepared foods require food handling permits and food handling certification for those preparing foods. Failure to comply with policies and the law place each party involved at risk. For further clarification, refer to the Fundraising section of this manual, BP 3554 (Other Food Sales), or contact the Director of Child Nutritional Services (CNS).
Board Agenda Items Board agenda items are to be submitted for approval two weeks prior to the Board meeting. A specific form for Board approval of fundraisers is available through the budget clerk. All other Board agenda items are to be sent to the Assistant Superintendent services for approval. Please follow the Board format when submitting items. Agenda items must include: Background information Student Achievement Impact Expenditures and Funding Source Administrative Procedures Handbook Page 8 Administrative recommendation
Administrative Procedures Handbook Page 9 Board Meeting Protocol Greet the Board president, Board Members, Superintendent, Assistant Superintendents and audience before starting a presentation. Direct comments to the trustees, not the audience Place cell phones off or on vibrate Refrain from side-conversations during the meetings Fill out appropriate form prior to the Board meeting and give to the secretary if you would like to speak on a particular subject Budgets
Categorical Budgets 1. The Director of Student Achievement will work with schools to ensure that all reported budget data reflects the best known apportionments and allocations. 2. Categorical funding is supplemental and is to be used to support the academic program for which the categorical funding source specifies by state and/or federal requirements. CBET can only be used for teaching parents and community members English. Parents must sign a contract to verify their commitment to help teach English. ELAP can only be used to assist students in grades 4 through 8 to master English. Drug Free and TUPE is for drug alcohol and smoking prevention. GATE is for gifted and talented students but may also be shared with high achieving students. Title I is for improving reading, writing and math. It is a Federal supplement designed for low socioeconomic students in need of academic support. Schools must meet or exceed the district poverty level in order to qualify for this funding. There is no carry-over of this fund from year to year. SLIP, School-Library Improvement Plan is one of the least restrictive programs and is used for overall school improvement. Discretionary can be used for anything. Middle schools are allocated additional district funding in their discretionary budgets to support athletic programs.
California Laws The following URL is a handy resource for all of California’s laws, including Education Code. There is an easy to use search engine. http://www.leginfo.ca.gov/calaw.html
Categoricals CPM – Categorical Program Monitoring (formerly known as CCR) -- State audits of categorical programs are conducted every three or four years. The state determines which categorical programs will be audited and coordinates their visit with the district Director of Student Achievement.
Single Plan for Student Achievement – This template can be accessed at the California Department of Education website: www.cde.ca.gov/nclb/sr/le/documents/single plan temp.doc The Single Plan for Student Achievement must be updated/written annually by the School Site Council (SSC) and presented to the Board for final approval.
Administrative Procedures Handbook Page 10 Child Abuse Every school district employee is a mandated reporter, and as such is obligated to report suspected child sexual, physical, and emotional abuse, as well as neglect. Reports will be made to Child Protective Services at the numbers listed below. If the student is in serious immediate danger, also notify the police department.
Hotline Phone Numbers: (800) 827-8724 or (909) 381-4526 1. In conducting the site investigation, be cautious to not ask leading questions. Mandated reporters do not need detailed information or evidentiary proof to make a report. A reasonable suspicion is all that is required. “Was it the teenager next door?” is NOT an appropriate question. Instead, “Who was it?” will have less of a tendency to steer the response. “Reasonable suspicion” means that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing, when appropriate, on his or her training and experience, to suspect child abuse or neglect... (Pen. Code, §11166.)
2. To report known or suspected child abuse, any employee shall report by telephone to the local child protective agency. The telephone report must be made immediately, or as soon as practically possible, upon suspicion. This report will include: a. The name of the person making the report b. The name of the child c. The present location of the child d. The nature and extent of any injury e. Any other information requested by the child protective agency, including the information that led the mandated reporter to suspect child abuse When the verbal report is made, the mandated reporter shall note the name of the official contacted, the date and time contacted, and any instructions or advice received.
3. Within 36 hours of making the telephone report, the mandated reporter shall complete and mail to the local child protective agency a written report which includes a completed Department of Justice form (DOJ SS 8572). Forms are available at every school site as well as at the district office.
4. Employees reporting child abuse to a child protective agency are encouraged, but not required, to notify the principal as soon as possible after the initial verbal report by telephone.
(For more information, visit: http://hss.co.san-bernardino.ca.us/dcs/reporting_child_abuse/default.htm) [AR 5141.4 Child Abuse Reporting Procedure]
Complaints Each school will have a process for handling complaints that is included in the district parent handbook. Parents who are not able to resolve complaints at the site level will be referred to the district office where they may file a formal complaint with the Superintendent’s secretary. Formal complaints will be investigated by a district office administrator. In addition, the Williams Lawsuit Settlement has a separate complaint procedure for parents who question sufficiency of textbooks, teacher qualifications or clean and safe facilities. Complaints may be made to the site principal or to the Superintendent’s secretary.
12 Step Complaint Investigative Process (Lozano Smith-Details in the Lozano Smith Professional Development Seminars for School Administrators (PDSA) booklet) 1. Initial meeting with complainant 2. Assessing the nature of the complaint 3. Decide who should conduct the investigation 4. Make a list of what you need to verify 5. Review the documentation Administrative Procedures Handbook Page 11 6. Make a list of the witnesses 7. Draft questions for each witness 8. Conduct interviews 9. Review results and conduct additional interviews 10. The report 11. Corrective action 12. Re-publicize policies/rules [AR 1312.1 Complaints Concerning District Employees] [cf. 1312.2 - Complaints Concerning Instructional Material] [cf. 1312.3 - Uniform Complaint Procedures] [Lozano Smith]
Conferences Green Sheet - Conference Request Form The green sheet must be approved by the Principal and an Assistant Superintendent or Director of Fiscal Services. Once approved, a purchase order must be completed along with conference registration. If there are no conference fees, a green sheet must still be approved for mileage, hotel, meals or other reimbursements. The front of the PO must include the name of the conference, when it is, where it is, and who will be attending. The green conference approval sheet must be attached. Employees are responsible to arrange their own transportation and lodging and if vendors do not accept purchase orders, may have to cover costs with their credit cards pending district reimbursement. A check to cover hotel costs may be issued if requested at least four weeks in advance and presented with a hotel invoice. DO NOT PERMIT RESERVATIONS TO BE PLACED OR ANY FINANCIAL COMMITMENTS MADE UNTIL ALL APPROVALS ARE IN PLACE.
Expense Sheet Complete the expense sheet. Snacks (in the middle of the day, ie: sodas, cookies, etc) are not reimbursable. When the conference covers breakfast and lunch, meals will not be reimbursed. Alcoholic beverages will not be reimbursed. Gratuities may be reimbursed at no more than 15%. Reimbursement is made only for meals not provided by the conference. Mileage must be actual and reasonable. Meals may not exceed $60 per day, with guidelines of a maximum of $10 for breakfast, $20 for lunch, and $30 for dinner. Reimbursement is provided only to conference participants. Items to be submitted after the conference (within seven days of return): Original ITEMIZED meal receipts including tax and tip (no more than 15%) not to exceed $60 per day. Reimbursement is made only for meals not provided by the conference. Alcoholic beverages will not be reimbursed. Copy of conference approval form (green sheet). Copy of conference registration form. Copy of conference agenda (itemized list of activities and meals that you receive when you arrive at the conference) Original hotel bill. Phone calls, movies, honor bar charges, etc., are not reimbursable. Original airline receipts with itinerary. Original rental car receipts. Within 10 days after returning from a conference or workshop, a written and/or oral report must be submitted to the district center for distribution to appropriate personnel and as information provided in a report to the Board. Administrative Procedures Handbook Page 12 [AR 4131.3 4231.3,4331.3 Conference/Workshop Attendance]
Contractual Issues The teachers’ contract may be accessed on the district website, www.aesd.net. Contracts are documents negotiated by two parties, and there are protections, obligations and rights for both therein. Do not go by “past practice” or what is customarily assumed. Know and abide by the actual wording of the contract. Click “Jobs/Benefits” Then click “Online Teacher Contract” For specific topics, press [CTRL] [F] together and type a key word in the box. ie: “evaluation” You will then be taken to the first incidence of the word “evaluation” in the contract. “Find next” will advance to the next incidence of your search word. The classified contract may be accessed on the district website, www.aesd.net . Click “Jobs/Benefits” Then click “CSEA Contract.” For specific topics, press [CTRL] [F] together and type a key word in the box. ie: “evaluation” You will then be taken to the first incidence of the word “evaluation” in the contract. “Find next” will advance to the next incidence of your search word. For further assistance with the classified and teachers’ contracts, contact the Assistant Superintendent of Human Resources or the Director of Human Resources.
Custody Issues – Parent Custody Conflicts Refer to any court orders that are on file or that the parents present. The most recent, stamped and signed by the court, that the school possesses is the one that is honored. Absent a court order stating otherwise (Lozano Smith. Refer to the PDSA booklet for more details): any parent with custody, whether primary or not, should be treated as a parent. any parent without custody still has access to student records. stepparents have no rights absent written permission from natural parent or court order. notices can go to the parent with whom the student is living and need not go to all parents.
Types of Custody: Joint Custody: Joint legal and physical custody. Joint Legal Custody: Both parents share the right and responsibility to make decisions relating to the health, education and welfare of the child. Joint Physical Custody: Each parent must have significant periods of physical custody, shared in such a way as to assure a child of frequent and continuing contact with both parents. Sole Legal Custody: That parent has the sole right and responsibility to make decisions relating to the health, education and welfare of the child. Sole Physical Custody: A child shall reside with and be under the supervision of one parent, while the other parent may be granted visitations by the court.
For records: Legal Custodial Parents - Both parents have identical rights. Non-Legal Custodial Parent – These parents may view, but not challenge student records. Physical, but Non-Legal Custody – These parents have no right or responsibility to make decisions regarding their child’s education. Non-Physical, Non-Legal Custody – Unless a court order otherwise specifies, these parents should not be allowed to visit the child’s classroom, or remove the child from class, unless the custodial parent consents in writing to such
Administrative Procedures Handbook Page 13 contact. This type of consent would be no different than consent given for a friend or relative to visit or remove the child from class. Non-Physical, Non-Legal Custody, with Visitation – Should not remove the student from class, absent a court order or consent from the custodial parent. This parent should be considered as a friend or relative of the child.
Definition of “Parent” Natural parent, adopted parent or legal guardian: If parents are divorced or legally separated, only a parent having legal custody of the pupil may challenge the content of a record, offer a written response to a record, or consent to release records to others. Either parent may grant consent if both parents have notified, in writing, the school or school district that an agreement has been made. Stepparents: Generally, the rights of stepparents are limited to those areas where they have received the consent of a natural parent. [BP 5021 Noncustodial Parents] [Lozano Smith] Directory Information The Superintendent or designee may authorize the release of student directory information to representatives of the news media, prospective employers or nonprofit organizations as provided by law. Unless prohibited by the parent/guardian in accordance with law, directory information which school officials may disclose consists of the following: student's name, address, telephone number, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of athletic team members, dates of attendance, degrees and awards received, and most recent previous school attended. Telephone numbers shall be released only with express parental consent. [BP/AR 5125.1 Release of Directory Information] [BP 5125 Student Records] Disciplinary Memo – Elements to include When writing a disciplinary memo to staff, the following are elements which should be included (refer to FRISK Manual): 1. When did the incident happen (date and time)? 2. Where did the incident occur (place)? 3. What happened (Describe what rule, policy or collective bargaining agreement provision was violated; who was affected; how severe was the violation)? 4. What must be done (provide clear and precise directives to correct misconduct)? 5. When it must be done (provide reasonable timelines)? Please share a copy of the memo with the Human Resources Department prior to sharing with the employee. [Lozano Smith]
Discipline - Student The jurisdiction of the school to impose disciplinary actions on student misconduct is outlined below. They include acts related to school activities or attendance to include, but not be limited to: 1. while on school grounds. 2. while going or coming from school 3. during the lunch period, whether on or off the campus 4. during, or while going to or coming from, a school sponsored activity 5. while on any other school’s grounds.
The purpose in student discipline is to affect a positive change in the student’s behavior. Intervention plans including SST/SAT, behavior plans, parent conferences and alternative methods of discipline should always be attempted prior to suspension or recommendation of expulsion.
Administrative Procedures Handbook Page 14 When serious infractions involving drugs and weapons occur, contact the district office. Most schools usually suspend from school and recommend expulsion, depending on the circumstances of the violation. Board policy states that on the fourth suspension in one school year students are referred to behavior SARB Board policy states that on the fifth suspension in one school year, the recommendation of expulsion (See Appendix for the summary of suspendable and expellable offenses)
Arrest/Apprehension of Student Police officers, officers of the juvenile court, and other authorized law enforcement officials have an absolute right to enter a school to take a student into custody or to make an arrest of a student. If a minor student is removed from school into the custody of a peace officer, the principal or designee shall immediately notify the parent/guardian or responsible relative regarding the student's release and the place to which he/she is reportedly being taken, except when the minor has been taken into custody as a victim of suspected child abuse or unless instructed by the peace officer not to contact parents. [AR 5145.11 Questioning And Apprehension/Questioning on School Grounds] [Education Code 48906]
Questioning of Student (Lozano Smith – refer to PDSA booklet for further details) School districts may question or interview students at any time during the school day concerning a matter reasonably related to the school’s educational function, provided that such questioning is not arbitrary, capricious or harassing. Districts are not required to inform the student’s parents prior to such questioning, but it is advisable to contact parents when police are questioning their child unless a police officer directs otherwise.
Searches Schools may conduct searches based on “reasonable suspicion.” Staff may: - Request that pockets be emptied. - Have student lift a pant leg to expose articles that might be hidden in socks or shoes.
Staff may not conduct strip searches or body cavity searches, no matter the circumstance. The parent/guardian of a student subjected to an individualized search shall be notified by the district as soon after the search as possible. [AR 5145.2 Individual search and seizures] (Lozano Smith)
Special Education – Disciplining students with disabilities Students with disabilities are subject to discipline similar to non-disabled students except: More than ten suspension days per school year constitute a change in the student’s placement, an action that requires an IEP meeting. When suspending a special education student more than five total days, contact the Director of Pupil Services. If a disabled student is recommended for expulsion, a manifestation determination IEP must be conducted and conclude that the behavior was not the result of the student’s disability. Under IDEA 2004, on a case-by-case basis, school personnel may consider any unique circumstances when determining whether to order a change in placement for a child with a disability who violates a code of student conduct. Contact the Pupil Services Director if a special education student has seven accumulated days of suspension in one school year. A behavior plan may need to be implemented as a part of that student’s IEP. Administrative Procedures Handbook Page 15 Teacher Notifications - MANDATORY Anytime a student is suspended from school, a copy of that suspension will be distributed to the student’s teacher(s). Teachers will be immediately notified of any student who poses a risk to self or others. The principal shall expeditiously disseminate the information to those teachers, counselors and administrators directly supervising or reporting on the behavior or progress of the student for the purpose of working with the student in an appropriate fashion, to avoid being needlessly vulnerable or to protect other persons from needless vulnerability.
Information Received by Teacher Any information received by a teacher, counselor, or administrator shall be confidential for the limited purpose of rehabilitating the student and protecting students and staff, and shall not be disseminated further by the teacher, counselor, or administrator except insofar as communication with the student, his/her parents/guardians, law enforcement personnel, and the student’s probation officer is necessary to effectuate the student’s rehabilitation or to protect students and staff. Unlawful dissemination of such information is a misdemeanor.
[US Department of Education website: http://www.ed.gov/policy/speced/guid/idea/idea2004.html] [AR 5144 Student Discipline]
Discipline Rules Committee E.C. § 35291, 35291.5, and 35291.7 require school site discipline rules to be established by school committees with specific membership and filed with the governing board. parents will be notified annually at the beginning of the year. at least every four years, school rules will be reviewed/adopted/modified, by a committee comprised of at least: (1) Parents. (2) Teachers. (3) School administrators. (4) School security personnel, if any. (5) For junior high schools and high schools, pupils enrolled in the school. the governing board may review, at an open meeting, the approved school rules and procedures for consistency with Board procedures and state statutes.
Donations Donations to schools must be accepted by the Board. All donations must be listed on the district donation form and submitted to the district’s ASB clerk for presentation to the Board for approval. All gifts, grants and bequests shall become district property. [BP 3290 Gifts, Grants and Bequests]
Drugs/Alcohol Policy No employee shall unlawfully manufacture, distribute, dispense, possess, use or be under the influence of any alcoholic beverage, drug or controlled substance as defined in the Controlled Substances Act and Code of Federal Regulations before, during or after school hours at school or in any other district workplace. [BP 4020 Drug and Alcohol Free Workplace]
Effective Schools Correlates (Lezotte 1991) Effective Schools Correlates provide a framework for reform based on seven guiding principles, or correlates, derived from empirical investigations and case studies of school success. They describe the culture and learning climate of schools where students are achieving. The correlates have continually led
Administrative Procedures Handbook Page 16 schools, administrators, and teachers towards looking at ways to improve the culture of a school, and the achievement of its students.
A Clear and Focused Mission In the Effective School, there is a clearly articulated school mission through which the staff shares an understanding of and commitment to the instructional goals, priorities, assessment procedures, and accountability. • The school staff knows and understands the primary mission of their school • Student learning is the most important criteria used in making decisions • State level standards are incorporated in and aligned with the local curriculum • The instructional program focuses on specific grade or course level student expectations. • Performance indicators have been identified and agreed upon by school staff
High Expectations for Success In the Effective School, there is a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of essential school skills and that they, the staff, have the capability to help all students do so. • Teachers believe that all of their students can achieve and expect their students to achieve, and their behaviors communicate this to the students • Attention is distributed equally between low and high achieving students • Students know what is expected of them, and teachers provide opportunities for students to experience success • Teachers provide opportunities for student responsibility and leadership
Instructional Leadership In the Effective School, the principal is the instructional leader who shares leadership with the rest of the staff. He or she is a leader of leaders. • The principal, with the rest of the staff, emphasizes that the purpose of the school is learning • The principal and teachers are active and involved with all aspects of the school. They are resourceful, bold, supportive and dedicated to the mission of the school • The principal and teachers convey high expectations for student, staff, and administrator performance • Both principal and teacher collaborate to strengthen the instructional programs and monitor progress of students
Frequent Monitoring of Student Progress In the Effective School, student academic progress is measured frequently. A variety of assessment procedures are used and the results of the assessments are used to improve individual students’ performance and to improve the instructional program. • Achievement data drives changes in instructional programs and school procedures • Test data, grade distribution and enrollment patterns are analyzed by race, gender, ethnicity and socio-economic status to detect any inequity and to ensure that all students are learning • Summaries of student performances are shared with all staff and reported to the community. Both district-wide and individual school scores are analyzed by all staff to make inferences about program success and target new areas for school improvement • Norm-referenced tests and/or authentic assessments are designed and/or used by teachers to assess the degree of student mastery of grade level or course objectives
Opportunity to Learn and Student Time on Task In the Effective School, teachers allocate a significant amount of classroom time to instruction in the essential skills. • The time allocated for instruction in content areas is specified. The amount of time allocated to instruction in a particular content area is positively associated with learning • Teachers reduce the number of digressions and focus instruction on the objective to be learned • Teachers clearly communicate the purpose or goal of each lesson Administrative Procedures Handbook Page 17 • The student success rate, in achieving standards, is 80-85% to insure productive learning. This is accomplished by teachers monitoring the quality of their lessons, revising and reteaching and differentiating student assignments for the same objective
Safe and Orderly Environment In the Effective School, there is an orderly, purposeful business-like atmosphere which is free from threat of physical harm. The school climate is conducive to teaching and learning. • The school staff believes, and their behavior demonstrates, that consistency across the staff is key to a positive climate • The school staff accepts the proposition that they are on duty at all times and everywhere while at school • There is a positive climate for students. Good behavior, achievement, efforts and attributes are rewarded • Well-kept interiors and administrative attention to the school’s appearance are important
Home/School Relations In the Effective School, parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school to achieve the mission. • Parents have a clear understanding of school goals and curriculum standards through frequent communication • Parents are given information on how to help their children at home • Parents are given complete information on their child’s progress, including results in statewide tests and whether or not the child is achieving at, below or above grade level • Multiple means are used to communicate with parents including handbooks, newsletters, notes home, telephone calls, parent/teacher conferences, home visits, home learning packets and school and class meetings, etc. [California Center for Effective Schools, University of California Santa Barbara]
Emergencies In the event of an emergency, deal first with the situation at hand, then notify the Superintendent via the Superintendent’s Secretary (246-8691 x221) who will disseminate the information as is appropriate. It is important that the superintendent be notified anytime law enforcement, an ambulance or the fire department is dispatched to your site.
Air Evacuation (Mercy Air): Paramedics or law enforcement personnel will make the decision to conduct an air evacuation and identify an appropriate landing zone. If it is deemed necessary, it is important that students and staff remain well clear of the landing zone, as ground-debris can be accelerated to over 100 MPH.
Bomb Threat: The Bomb Threat Checklist (there’s one at the back of this handbook) should be kept by the telephones of, and reviewed with, all who might be fielding such calls (the people who answer the phones) Do not use two way radios Keep calm Listen. Do not interrupt Be courteous Keep the caller talking. Ask the caller to repeat information Record information Notify a co-worker or supervisor that a bomb threat is in progress Complete the Bomb Threat Checklist
Campus Lock Down: Listed are some considerations if it becomes necessary to lock a campus down: Administrative Procedures Handbook Page 18 Restroom needs of staff and students. Press/Media Students who are away from their classes- “strays” Classes that are out of their classrooms Staff needs Parent/community needs and safety Dismissal - Delayed? Safe? Lunches. Dinners? Communication (staff, parents, etc)
Enrollment Procedures Homeless Students – Homeless students shall be admitted to the district with residence verification such as a hotel or motel receipt, letter from social service agency or homeless shelter verifying the student lives within the district and/or an affidavit from the parent/guardian stating the family lives within the district. Special Education – Students entering the school with an active IEP must be served under the terms of that IEP pending a transition IEP meeting. During this transition time, the previous IEP will be implemented as much as is possible and the match between needed services and site programs assessed. Ensure that appropriate general and special education personnel are notified of the student’s enrollment and special needs. Section 504 – Notify all staff working with the student of the existence, and conditions of any Section 504 Individual Service Plans (ISP). English Learners - Any student with a language other than English noted on the Home Language Survey (HLS), and with no documentation of classification as Initial-Fluent English Proficient (I-FEP) or Redesignated-Fluent English Proficient (R-FEP). These students will be placed in an age and language appropriate setting based on California English Language Development Test (CELDT) and other assessments.
Field Trips All field trips must be academically focused and meet California standards. Excursions must be tied into teachers’ instructional plans. Students are encouraged to follow up the excursion with a writing activity. Arrange to get on the School Site Council agenda as soon as possible if you are planning on using site funds for the field trip. Prepare Purchase Order with all necessary backup and turn in to the District Office at least two weeks before the field trip. At least two months prior to the trip, the sponsor must complete the Teacher/Sponsor Field Trip Checklist and submit it to the principal for preliminary approval. The principal completes the Principal’s Field Trip Assurance and submits it to the Superintendent (or designee) for final approval. If the trip requires an overnight stay or is out of state, Board approval is required. If the trip is not on the “Suggested Field Trip List,” a Request for One-Time Board Approval of Trip Not on the Suggested Field Trip List form must be completed and submitted to the Board for approval.
1. Minimum of two months before your trip: a. Select trip from "Approved Field Trip List." Consider objectives, standards, suggested grade level and distance. b. Call destination to set trip date and discuss any arrangements. c. Call the transportation department to confirm date of travel. d. Immediately complete "Request for Field Trip Transportation" and submit it a minimum of two weeks prior to the week of the trip. The Request for Field Trip Transportation needs to include the Funding Code. Complete a "Purchase Request" (if needed to pay for any admission fees). Obtain a signed and completed W-9 from the vendor. e. If purchase orders are not accepted and a check must be issued, the purchase order must be submitted to purchasing with the words, “Advance Payment Required” highlighted and bold at least four weeks before the trip. f. Contact parents/guardians for possible assistance on trip. Administrative Procedures Handbook Page 19 g. Contact Child Nutrition Services at (760) 246-5531 or fax a copy of the "Request for Field Trip Transportation" request form, complete with the estimate of student meals that will be needed and the time that they are needed.
2. One week before trip: Notify parents/guardians of trip plans and send home field trip permission forms. 3. Two days before trip: a. Reconfirm transportation with transportation department. b. Prepare bus seating chart. c. Make arrangements for any students not participating on field trip. d. Secure purchase order and class field trip permission forms. e. Confirm field trip departure date, number of meals needed and departure time with the Child Nutrition Services offices.
4. Day of trip: Things to take: purchase order form, class field trip permission forms, bus seating chart (one copy to secretary, one copy to bus driver).
If the proposed field trip is not on the Board approved list If the proposed field trip is not on the Board approved list, a Board request must be put forth so the Board may grant permission to attend this field trip. As is the case with all Board requests, it must include: Background information – brochures, flyers, information about the destination Student Achievement Impact – How will this trip support mastery of grade level content standards Expenditures and Funding Source Administrative recommendation
Fire and Earthquake Information to Have on Hand The principal of each school shall conduct fire drills at least once a month in all elementary and middle schools. (Code of Regulations, Title 5, Section 550)
1. All students, teachers, and other employees shall be required to leave the school building in an orderly and rapid manner. Teachers shall ascertain that no student remains in the building. 2. Teachers shall be prepared to select alternate exits and direct their classes to these exits in the event the designated escape route is blocked. 3. A record shall be kept in the principal's office of each fire drill conducted. A copy of the record shall also be filed in the Office of the Superintendent or Director of Classified Human Resources. In the event that fire is discovered in any part of the school, the fire department shall be called immediately after the signal is given to evacuate the building. Principals and teachers shall recognize that it is essential in any emergency to prevent panic by giving students clear direction and supervision.
In case of an actual fire emergency, the following actions will be taken: 1. Sound fire signals. 2. Call police and fire departments, and notify the Superintendent’s office. 3. Students and adults evacuate the building to outside assembly areas. 4. In outside assembly areas, teachers shall take roll, report missing students, and provide assistance to injured students. 5. If the fire is serious, students shall be taken to an alternate location for protective custody until parents/guardians can pick them up or until they can be safely transported to their homes.
Earthquake While Indoors at School When an earthquake occurs, the following actions shall be taken inside the school building and in Administrative Procedures Handbook Page 20 individual classrooms:
1. The teacher or other person in authority shall implement the DROP action. Each student shall: a. Get under equipment (desk, table, etc.) where available. Otherwise get next to an inside wall or under an inside doorway. b. Drop to knees with back to the windows and knees together. c. Clasp both hands firmly behind the head, covering the neck. d. Bury face in arms, protecting the head. Close the eyes tightly. e. Stay there until the procedure or emergency is over or until subsequent instructions are given. Such instructions will depend upon circumstances and the extent of damage to the buildings. [AR 3516.1 Fire Drills and Fires] [AR 3516.3 Earthquake While Indoors in School]
Flyers From Outside Organizations Prior to posting flyers from organizations outside the school and district, they must have the approval of the superintendent or designee.
Food Services (CNS-Child Nutrition Services) Families are encouraged to prepay meals. Payment may be made to the school cafeteria or online on the district website under “NUTRITION.” During any school year on the first occasion that a student does not have money to pay or does not bring a sack lunch from home, the student shall be provided an option of calling home to have money or a sack lunch brought to school. The student will be allowed to charge two times. Until the charges are reimbursed, a student will receive a nutritious snack and milk. Non-CNS food sales are prohibited during school hours, and within one hour before or after school hours. Homemade foods shall not be sold on school premises or provided for class parties. Meals may be served to adults other than employees and Board members who are on campus during meal times for a legitimate purpose, such as serving as a classroom volunteer. The (middle school) snack bar is a privilege and not a required service. No charges are allowed at the snack bar and all debt to the cafeteria must be paid before purchase from the snack bar is allowed. Food Allergies - the cafeteria and/or the office has a form that must be completed by a medical professional. Generally, children with food allergies or intolerances do not have a disability as defined under Section 504 of the Rehabilitation Act or Part B of Individuals with Disabilities Education Act (IDEA), and the school food service may, but is not required to, make food substitutions for them. However, when in the licensed physician's assessment, food allergies may result in severe, life-threatening (anaphylactic) reactions, the child's condition would meet the definition of "disability," and the substitutions prescribed by the licensed physician must be made. Account charges are the responsibility of the parent/ guardian. Benefits determined by the Free and Reduced meal program are determined within 10 working days of the application being received at the District Food Service office located at 11824 Air Expressway, Adelanto, CA 92301. Charges made prior to benefit determination are the responsibility of the parent/ guardian. The Food Service computer system tracks both positive and negative balances of each student for the entire time that they are enrolled in the District. Reminder notices are printed weekly by the cafeteria to be distributed by the office/ teacher. The CNS staff does not assume responsibility for students getting these notes home. Parents are encouraged to pay in advance, utilizing Administrative Procedures Handbook Page 21 the online Parent Accounting Management System (PAMS) program - this allows parents to track balances and make automatic payments. Each school site has a cashier and they are able to run activity reports reflecting student purchase activity- please allow 24 hours to generate these reports.
[BP 3550 Food Service/Child Nutrition Program] [BP 3554 Other Food Sales] BP 3551 Food Service Operations – Cafeteria Fund] Fundraising Complete the Fundraiser Assurances page and submit it to the superintendent for approval prior to starting any fundraising. Principals may authorize parent groups to conduct fund raising activities with prior approval of the superintendent. Be certain that all fund raisers meet all regulations prior to submission for approval. There shall be no more than four fundraisers per school, per year. Fundraising activities shall not encroach on instructional time. Elementary school fundraisers should normally be conducted at the school, after school hours. Fundraising activities in the community should be limited and subject to the approval of the superintendent. After the fundraiser is held, parents/guardians shall be told how much money was raised and how it was spent. No students shall be made to feel uncomfortable or pressured to provide funds Staff is expected to emphasize the fact that donations are always voluntary No students shall be barred from an activity because they did not participate in fund-raising. No door to door solicitation by students shall be permitted The Board prohibits the collection of money in school or on school property or at any school- sponsored event by a student for his/her own benefit Food Related Fund Raising Restrictions o Fundraising programs need to promote healthy choices. o Food may not be sold from one hour before school starts, through one hour after school dismissal. o Homemade food may not be sold or served on school campuses o Snack foods which may be sold shall be of good nutritional quality, such as nuts, dried and fresh fruit, yogurt, juices, cheese, seeds, sandwiches and milk. Such foods should contain no more than a moderate amount of salt, sugar or fat. They can only be things that supplement a meal and may not exceed 175 calories for elementary and 250 calories for middle school students. No more than 35% of the total calories should be from fat. No more than 10% of calories from saturated fats. Sugar will comprise not more than 35% of the total weight. 100% fruit juices, fruits, nuts, nut butters and seeds are exempt. o Items which are pre-wrapped and perishables that require refrigeration are the sole responsibility of the fundraising group and may not utilize the CNS refrigerators or freezers. Education Code requires compliance with CURFFL – California Uniform Retail Food Facilities Law. o Any food sales conducted outside the district’s food services program shall meet nutritional standards specified in law, Board policy and administrative regulations and shall not impair student participation in the district’s food service program. [BP 1321 Solicitation of Funds From and By Students] [BP 3554 Other Food Sales]
Proposed Fundraisers/Vendors List Schools can help promote a healthy learning environment by using healthy fundraising alternatives.
Items You Can Sell Things You Can Do �Activity theme bags �Auction (teacher does something for kids) �Air fresheners �Bike-a-thons Administrative Procedures Handbook Page 22 �Bath accessories �Bowling night/bowl-a-thon �Balloon bouquets �Car wash (pre-sell tickets as gifts) �Batteries �Carnivals (Halloween, Easter) �Books, calendars �Dances (kids, father/daughter, Sadie Hawkins) Vendors �Brick/stone/tile memorials �Family/glamour portraits � All for Kidz (The Ned Show) �Bumper stickers & decals �Festivals � America’s Lemonade Stand �Buttons, pins �Fun runs � CC Fundraising �Candles �Gift wrapping � Fantastic Fundraising �Catalogue Sales �Golf tournament � Maredy Corporation �Christmas trees �Jump-rope-a-thons � Oriental Trading Company �Coffee cups, mugs �Magic show � Red Apple Morley �Cookbooks �Merchant Discount Cards � Red Apple Morley �Crafts �Read-a-thons � Scholastic Book Fair �Christmas ornaments �Recycling cans/bottles/paper � West Coast Fund Raising �Coupon books �Science fairs �Customized stickers �Singing telegrams �Emergency kits for cars �Spelling bee �First aid kits �Talent shows �Flowers and bulbs �Tennis/horseshoe competition �Foot warmers �Treasure hunt/scavenger hunt �Football seats �Walk-a-thons �Giant coloring books �Workshops/classes �Gift baskets �Gift certificates Healthy Foods �Gift items �Frozen bananas �Gift wrap, boxes and bags �Fruit and nut baskets �Greeting cards �Fruit and yogurt parfaits �Hats �Fruit smoothies �Holiday wreaths �Lunch box auctions �House decorations �Trail mix �Jewelry �License plates or holders with school logo �Lunch box auctions �Magazine subscriptions �Megaphones Sell Custom Merchandise �Monograms �Bumper stickers/decal �Music, videos, CDs �Calendars �Newspaper space, ads �Cookbook made by school �Pet treats/toys/accessories �Logo air fresheners �Plants �T-shirts/sweatshirts �Pocket calendars �Pre-paid phone cards �Scarves �School art drawings Items Supporting Academics �School Frisbees � Read-A-Thon �School spirit gear �Science Fair �Sell/rent wishes �Spelling Bee �Souvenir cups �Spirit/seasonal flags �Stadium pillows �Stationery �Student directories �Stuffed animals �T-shirts, sweatshirts �Tupperware �Valentine flowers �Yearbook covers �Yearbook graffiti
Administrative Procedures Handbook Page 23 The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, age, disability, political beliefs, sexual orientation, or marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternate means for communication of pro-gram information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call (202) 720-5964 (voice and TDD). USDA is an equal opportunity provider and employer. *Adapted from: Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002. Healthy Fundraising Candy, baked goods, soda and other foods with little nutritional value are commonly used for fundraising at school. Schools may make easy money selling these foods, but students pay the price. An environment that constantly provides children with sweets promotes unhealthy habits that can have lifelong impact. As we face a national epidemic of overweight children, many schools are turning to healthy fundraising alternatives.
Benefits of Healthy Fundraising Healthy Kids Learn Better: Research clearly demonstrates that good nutrition is linked to better behavior and academic performance. To provide the best possible learning environment for children, schools must also provide an environment that supports healthy behaviors.
Provides Consistent Messages: Fundraising with healthy foods and non-food items demonstrates a school commitment to promoting healthy behaviors. It supports the classroom lessons students are learning about health, instead of contradicting them.
Promotes a Healthy School Environment: Students need to receive consistent, reliable health information and ample opportunity to use it. Finding healthy alternatives to fundraising is an important part of providing a healthy school environment. P
Consequences of Unhealthy Fundraising Compromises Classroom Learning: Selling unhealthy food items contradicts nutrition messages taught in the classroom. Schools are designed to teach and model appropriate skills and behaviors. Nutrition principles taught in the classroom are meaningless if they are contradicted by other activities that promote unhealthy choices, like selling candy and other sweets. It’s like saying, “You need to eat healthy foods to feel and do your best, but it is more important for us to make money than for you to be healthy and do well.” Classroom learning about nutrition remains strictly theoretical if the school environment regularly promotes unhealthy behaviors.
Promotes the Wrong Message: Selling unhealthy foods provides a message that schools care more about making money than student health. We would never think of raising money with anything else that increases student health risks, but food fundraisers are often overlooked. As schools promote healthy lifestyle choices to reduce student health risks and improve learning, school fundraisers must be included.
Contributes to Poor Health: Foods commonly used as fundraisers (like chocolate, candy, soda and baked goods) provide unneeded calories and displace healthier food choices. Skyrocketing obesity rates among children are resulting in serious health consequences, such as increased incidence of type 2 diabetes and high blood pressure.
More than 15 percent of children are overweight, a three-fold increase from the 1970’s.1 At 400,000 deaths per year, poor eating habits and a sedentary lifestyle are fast becoming the leading cause of death in the United States, just behind smoking at 435,000 deaths per year. 2
References 1 Ogden CL., Flegal, KM Carroll MD and Johnson CL. valence and Trends in Overweight Among US Children and Adolescents, 1999-2000. JAMA 2002;288: 1728-1732 2 Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Actual causes of death in the United States, 2000. JAMA. 2004;291(10):1238-1246 Additional Resources Clearinghouse for Fundraising Information: http://www.fund-raising.com/index.htm Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002. http://www.co.shasta.ca.us/Departments/PublicHealth/ CommunityHealth/projlean/fundraiser1.pdf Guide to Healthy School Stores. Alabama Department of Public Health Nutrition & Physical Activity Unit, 2004. http://www.actionforhealthykids.org/index.htm (Select Alabama in box at right and scroll down to “Links to State Team-Recommended Tools and Resources.”) Healthy Fundraising & Vending Options. Produce Administrative Procedures Handbook Page 24 for Better Health Foundation. http://www.5aday.com/html/educators/options.php Healthy Fundraising/Health Related Fundraising. http://www.fundraiser- finder.com/fundraising-cat/healthy.php Idaho Recommendations for Promoting a Healthy School Nutrition Environment. Idaho State Department of Education, 2004. http://www.sde.state.id.us/child/docs/ promotingahealthyschoolnutritionenvironment.pdf Non-Food Ways to Raise Funds and Reward a Job Well Done. Texas Department of Agriculture, 2004. http://www.agr.state.tx.us./ foodnutrition/newsletter/NonFoodRewards.pdf School Fund Raiser Ideas: Alternatives to Selling Junk Food and Sodas: http://departments.oxy.edu/uepi/cfj/resources/ AlternativeFundRaisers.htm
Gifts to School Personnel The Governing Board recognizes that students and parents/guardians may wish to express feelings of appreciation through personal gifts, but encourages them to write personal notes of appreciation. District staff accepting gifts from students or parents/guardians should be sensitive to the feelings of other students and use discretion if gifts are opened in front of others. District employees shall not receive gifts, presents, or articles of value from students or classes, nor shall they give such gifts or receive gifts from any vendor, including publishers, doing business with or attempting to do business with the school district. [BP 5133 Gifts to School Personnel]
Grievances Certificated : There may be times when disagreements in the interpretation of the contract between the district and employee groups arise. In such cases, the employee must comply with the directive of his/her supervisor, then under the contract, implement the following grievance process Level One: Informal conference with the grievant and immediate supervisor Level Two: Complaint in writing and conference with principal and the principal’s immediate supervisor Level Three: Complaint goes to the Superintendent Level Four: Complaint goes to the Board Level Five: Submit a request for Binding Arbitration to the Superintendent [Article 11 of the contract between ADTA and ASD]
Classified – Throughout all phases of the classified grievance process, the district representative has ten days to respond, at which time if no response is received, the grievance automatically advances to the next level. (Refer to Article 14 Grievance Procedures of the CSEA Collective Bargaining Agreement for detailed process and timeline.) Informal Level: Conference with supervisor. Failing this: Formal Level: Level One: Complaint in writing to supervisor and opportunity for either party to request a conference Level Two: Complaint in writing to the assistant superintendent and opportunity for assistant superintendent or grievant to request a conference Level Three: Complaint in writing to the superintendent and opportunity for superintendent or grievant to request a conference Level Four: State mediation Level Five: The grievant may appeal the decision to the Board of Trustees. The School Board shall schedule a hearing [Article 14 of the contract between CSEA and ASD]
Homeless Students McKinney-Vento in a Nutshell: Express prohibition against segregating homeless students - The statute expressly prohibits a school or State from segregating a homeless child or youth in a separate school, or in a separate program within a school, based on the child or youth’s status as homeless.
Administrative Procedures Handbook Page 25 Requirement for transportation to and from school of origin - Transportation is provided, at the request of the parent or guardian (or in the case of the unaccompanied youth, the liaison) to and from the school of origin. Immediate school enrollment requirement - If a dispute arises over school selection or placement, an school must admit a homeless child or youth to the school in which enrollment is sought by the parent or guardian, pending resolution of the dispute. Changes in “best interest” determination – Schools must make school placement determinations on the basis of the best interest of the child or youth. In determining what is a child or youth’s best interest, a school must, to the extent feasible, keep a homeless child or youth in the school of origin, unless doing so is contrary to the wishes of the child or youth’s parent or guardian. Local liaison in all school districts - Every district must designate a local liaison for homeless children and youth.
Homeless students living in the district shall be admitted to district schools upon presentation of any of the following:
1. Hotel or motel receipts. 2. A letter from a social service agency or homeless shelter verifying that the child lives within the district. 3. An affidavit from the parent/guardian stating that the family lives within the district. A reasonable effort shall be made to secure an address, phone number and medical release from the parent/guardian when a child is placed in a classroom. If you suspect a student is homeless, he is entitled to additional rights and privileges. Please contact the district’s Homeless Liaison immediately. [AR 5111.13 Residency for Homeless Children] [EDUCATION FOR HOMELESS CHILDREN AND YOUTH PROGRAM, Title VII-B of the McKinney-Vento Homeless Assistance Act, as amended by the No Child Left Behind Act of 2001]
Homework Policy Homework is an extension of a student’s lesson to help reinforce concepts. It is work that students can do independently at home. The general rule of thumb is ten total minutes of homework for each year of school (ie: fifty minutes for a fifth grade student). Homework must be tied to teachers’ lessons and California standards. Board policy states: The principal and staff at each school shall develop and regularly review a school-site homework plan which includes guidelines for the assignment of homework and describes the responsibilities of students, staff and parents/guardians. The plan shall identify all of the following:
1. For each grade level, the amount of time that students shall be expected to spend on homework shall be appropriately increased to reflect the complexity of content and maturity of the student. 2. For each grade level, the extent to which homework assignments shall systematically involve participation by parents/guardians 3. The means by which parents/guardians shall be informed about: a. Homework expectations b. How homework relates to the student's grades c. How best to help their children 4. Techniques that will be taught to help students allocate their time wisely, meet their deadlines and develop good personal study habits 5. The access that students shall have to obtain: a. Resource materials from the library media center b. Assistance and/or tutoring through telephone help lines and/or after-school centers 6. The means by which teachers shall coordinate assignments so that students do not receive an overload of homework one day and very little the next 7. For each grade level, the extent to which homework assignments shall emphasize independent research, reports, special reading and problem-solving activities. Administrative Procedures Handbook Page 26 [AR/BP 6154 Homework/Make-Up Work]
Administrative Procedures Handbook Page 27 Immunizations Upon enrollment, students must present evidence of full immunization against diphtheria, pertussis (whooping cough), tetanus (Td), poliomyelitis, measles, mumps and rubella (MMR) as documented by a physician, nurse or clinic in the manner prescribed by the State Department of Health Services. Students seven years old or older shall not be required to be immunized against pertussis or mumps. (Health and Safety Code 120335) Upon enrollment, children entering school or a child care and development program at the kindergarten level or below shall also present evidence of immunization against Hepatitis B. Children who have not reached the age of four years, six months shall also present evidence of immunization against Haemophilus influenzae type b. (Health and Safety Code 120335) Upon enrollment on or after July 1, 1999, children entering, advancing, transferring or repeating 7th grade shall present evidence of Hepatitis B immunization. (Health and Safety Code 120335) Any student without the required evidence of immunization shall be excluded from school until the immunization is obtained or until the student presents a letter or affidavit of exemption from his/her parent/guardian or physician. Exemption is allowed when the parent/guardian states in writing that immunization is contrary to his/her beliefs. Exemption is also allowed to the extent indicated by a physician's written statement describing the medical condition of the child and the probable duration of the medical condition or circumstances which contraindicate immunization. [AR 5141.31 Immunizations]
Individualized Education Program (IEP) IEP meetings are centrally scheduled through Pupil Services. Minimally the parent(s), a special education teacher, a general education teacher (if child is or may participate in a regular education environment), and a district representative who is qualified to provide or supervise the provision of special education services and is knowledgeable about the general curriculum and the availability of resources. The psychologist should also be present at initial, triennial and meetings resulting in a change in placement. By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is: . Current levels of performance . Annual goals . Special education and related services . Participation with nondisabled children . Participation in state and district-wide tests . Dates and places. The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last. . Transition service needs. Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs. . Needed transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school. . Measuring progress and how parents will be informed
[AR 6159 Individualized Education Program] [www.ed.gov US Department of Education website]
Inclement Weather Snow: Contact Transportation or listen to radio station KATJ 100.7 MHz or Y102 KFRG, to determine school closure days due to snow. Heat: The judgment of the principal is critical, particularly between 100F and 110F. 100F degrees – Caution. Watch for effects. 105F degrees – School decision to stay inside 110F degrees – Mandatory: No outdoor activities
Administrative Procedures Handbook Page 28 Inter/Intradistrict Transfers - Students Interdistrict transfers are transfers between school districts. All interdistrict transfers are handled at the district office. Parents are to contact the district receptionist to complete an interdistrict transfer request form. Intradistrict transfers are made between schools within the district. Parents are always encouraged to have their children attend their home school. Parents wishing to attendance at a different school shall contact the Enrollment Center. All students on transfers complete district-provided contracts where behavior and attendance is monitored for annual renewal. Principals may approve intradistrict transfers pending space available. Childcare and/or babysitting are not grounds for approval priority.
Intervention Programs Saturday school – Offered at some middle schools, for academic enrichment, intervention and discipline. Summer school – Accessible to all identified district students for academic enrichment/GATE and for intervention. Before and after school programs – Either program is offered at schools for both enrichment and for intervention. REACH – A Science Research Associates (SRA) program, in part, designed to accelerate students’ mastery of reading. In this model, it is implemented for 2 ½ hours per day and is for fourth through eighth grade students more than two years below grade level. High Point – is also used to accelerate students’ mastery of reading. It is implemented for 2 ½ hours per day and is used to support students in grades 4 through 8 who are more than two years below grade level in reading. Additionally, it is used to support English learners in ELD classes at the middle school level. Math Academy – The second math offering at the middle school level, creating a double block of mathematics for target students. English Language Development (ELD) – is required for all students identified by the CELDT as English language learners. Section 504 – for disabled students who may not qualify for, or require, special education services. School Attendance Review Board (SARB) – meets weekly at the district office. SARB-A is for attendance problems. SARB-B is for behavior problems. SAT/SST – The Student Advocacy Team/Student Study Team is a site team comprised of the student’s teacher(s), the counselor, administrator(s), and possibly special education personnel. Their charge is to design successful intervention programs to support students. SART – The School Attendance Review Team is a site level team that reviews attendance problems and designs and monitors intervention plans to ameliorate those problems. During SART, an attendance contract is completed between the student, parent and administrator. Before referring students to the next level, SARB, students must have participated in SART at the site level. Referrals to SARB must include the SART contract. Behavior Contracts – Each student with a history of behavior problems should have a behavior contract. This contract is designed to ameliorate the student’s negative behaviors and should be monitored regularly. (see Appendices 4 and 5 for samples) PRIM – Pre-Referral Intervention Manual, by Hawthorn Press, is a sourcebook of interventions. Organized by common problem areas, it offers a plethora of ideas, specifically targeted to those problem areas. Each site has at least one.
Leaves and Absences All leaves and non-illness absences must be pre-approved by the administrator’s supervisor. All certificated absences will be documented on the pink leave sheet and classified on the blue leave sheet. Absence reports should be turned in prior to leave when possible or within 24 hours when an employee returns to work. Failure to submit an absence report on a timely manner could result in a payroll dock. Administrative Procedures Handbook Page 29 Refer questions and concerns to the Human Resources Department. [Lozano Smith]
Required Minimum Instructional Minutes (Ed Code) Per Year (A) 36,000 minutes in kindergarten. (B) 50,400 minutes in grades 1 to 3, inclusive (C) 54,000 minutes in grades 4 to 8, inclusive (D) 64,800 minutes in grades 9 to 12, inclusive
[EC 46201.5] Maintenance Work Orders All work orders shall be processed through the district’s on-line work order system, www.opras.com/adelanto . Any questions about input procedures or anything relating to the work order program should be directed to the maintenance and operations office (760) 246-0429.
Media/News Releases Other than publications within the district, all outside releases will be channeled through the superintendent. District employees shall contact the superintendent’s office when contacted by a reporter. If administrators speak to the press they should make it clear that they are expressing their own personal viewpoints when so doing. They should not express viewpoints on behalf of the district unless they have been designated to do so. [BP 1112 Media Relations]
Movies/DVDs in Classrooms All movies must be approved by the site principal. Only G rated movies may be shown, and only if they directly relate to the instructional program and state content standards. Teachers are discouraged from showing movies and videos in their entirety, but instead, just the clips that best support the lesson being taught. Teachers shall carefully preview all supplementary instructional materials in order to ensure that, in their professional judgment, the materials are: 1. directly related to the course of study in which they are being used 2. appropriate for students' age and maturity levels Supplementary instructional materials must also be consistent with criteria developed for the selection and evaluation of other instructional materials. If the teacher believes that the materials may be in conflict with district criteria, the teacher shall confer with the principal or designee before using them. When using supplementary materials, teachers shall provide appropriate introductory and follow-up activities. In addition, teachers shall ensure that supplementary materials do not supplant the use of basic texts or teaching activities. All materials must be used within legal copyright limits. [BP 6161.11 Supplementary Instructional Materials] Non-Registered Students on Campus According to the Administrative Regulation 1250, school age children wanting to visit campus must have principal permission to do so. Administrators are discouraged from allowing visitors on campus due to liability and insurance issues. This includes staff members' children. These children are not covered by district liability or worker's compensation insurance.
Administrative Procedures Handbook Page 30 Opening of School Checklist Appoint teacher in charge (TIC) and administrative designee Behavior plans reviewed with and distributed to appropriate staff Budgets – Is money in place to support goals for the year? Do plans so reflect? Conduct orientation/welcome meetings Distribute curriculum guides and grade level content standards Crisis response plan Develop annual calendar for staff meetings, trainings, staff development, etc. Develop staff emergency contact tree Distribute information regarding medically fragile students to appropriate staff District and school organizational charts District annual calendar listing staff development and assessment dates EL student records reviewed and students appropriately placed Enlist parent volunteers First day plan written and shared with staff. Some considerations include: Class schedules to parents/students Class lists First day registrations and class placements Getting students to and from buses and loaded on the correct buses in the afternoon List of parent volunteers and their tasks Greeting new families and directing them to the office Distributing class assignments Directing students and parents on the campus Assisting in kindergarten classrooms before school General assistance to teachers General assistance to office Walking new students to class Lunch and recess schedule. Coordinate with CNS Parent drop off and pick up. Parking lot Plan for getting students through lunch lines, especially kindergarten Plan for weaning parents from the children, especially kindergarten Plan for getting students to the correct buses and safely loaded at the end of the day Prepare opening of school discipline/expectations assemblies/classroom visits Supervision schedules Supporting kindergarten students and parents on the first day Volunteers/staff to direct and assist students to class What time are classrooms to be opened? Gates to the campus? GATE lists and students appropriately placed IEPs reviewed and distributed to appropriate staff. Special Education students properly placed Instructional materials – all classes have what they need Mail out “welcome back to school” letter to parents New staff orientation Plan for “warm body” counts which are forwarded to the Superintendent’s Secretary for the first ten days of school. Publicize the opening of school date and times in local publications and on school marquee Review “at risk” students and placements. Confer with parents. Retention? Summer school promotion? Promote with interventions? Safe Routes to School Plan Safety and security plans developed and reviewed with staff SST/SAT, Section 504 ISP and other support plans reviewed and distributed to appropriate staff Staff Handbook Staffing adjustments Substitute lesson plans collected from teachers Textbooks – all classes have what they need
Administrative Procedures Handbook Page 31 Parent Disruption/Danger Per PC 626.4, the principal may notify a person that consent to remain on the campus or other facility under the control of the principal has been withdrawn for a period of up to fourteen days, whenever there is reasonable cause to believe that such person has willfully disrupted the orderly operation of such campus or facility. The first conviction of violation of this prohibition may result in up to a $500 fine, and/or up to six months in jail. (See PC 626.4 for more details). [California Penal Code 626.4]
Parent Volunteers All volunteers must be Board approved prior to working in schools Fill out volunteer forms and mail to the Personnel Office Provide proof of TB clearance May require fingerprint clearance [BP 1240 Volunteer Assistance]
PDSA – The Plan Do Study Act Improvement Cycle
The Deming Wheel
Plan Develop a plan for improving quality at a process Do Execute the plan, first on a small scale Study Evaluate feedback to confirm or to adjust the plan Act Make the plan permanent or study the adjustments
Administrative Procedures Handbook Page 32 Organizational Chart (Mgmt)
Community
Board of Trustees
Superintendent
Information Systems Data Technologist
Assistant Superintendent Assistant Superintendent Assistant Superintendent Human Resources Administrative Svcs Deputy Superintendent Business Svcs
Director Director Classified HR Fiscal Services
Director Principals Principals Director, Pupil Svcs Psychologists Facilities and Planning
Director Assistant Principals Assistant Principals Director, Student Achievement MOC
Director Principals Assistant Principals Child Nutrition
Supervisor Media Center Coordinator Child Nutrition
Administrative Procedures Handbook Page 33 Pledge of Allegiance In every public elementary school each day during the school year at the beginning of the first regularly scheduled class or activity period at which the majority of the pupils of the school normally begin the school day, there shall be conducted appropriate patriotic exercises. The giving of the Pledge of Allegiance to the Flag of the United States of America shall satisfy the requirements of this section. In every public secondary school there shall be conducted daily appropriate patriotic exercises. The giving of the Pledge of Allegiance to the Flag of the United States of America shall satisfy such requirement. Such patriotic exercises for secondary schools shall be conducted in accordance with the regulations which shall be adopted by the governing board of the district maintaining the secondary school. The district respects the legal right of individuals not to participate in the salute to the flag for personal reasons. If a student has conscientious objections which interfere with full participation in the flag salute or Pledge of Allegiance, the student shall simply maintain a respectful attitude throughout the ceremony. (DP 808) [California Education Code 52720] [BP 6115 Patriotic Exercises]
Procedures and Board Policies Procedures can be found at the AESD website. 1. www.aesd.net 2. click on “School Board” 3. click on “Click here for Board information” 4. In the search window, type your topic
Programs Descriptions ACRC: Adelanto Community Resource Center located at Adelanto School. AVID – at all middle schools: Advancement via Individual Determination (AVID) is a program that targets students with potential to go to college, who need additional support to accomplish that potential. Core Knowledge – Bradach and El Mirage Schools K-8: The theory behind Core Knowledge is that there is a common body of knowledge that people should possess in order to be successful in society. ELD: English Language Development, for students not yet identified as English proficient. Rigby On Our Way to English, and Into English published by Hampton-Brown are ELD programs. High Point – is the English learner support program published by Hampton-Brown, offered at middle schools. NASA Explorer School – Columbia MS: Science, Technology, Engineering, Mathematics and Geography are the cornerstones to NASA’s support of schools in this program. GATE – All schools: Gifted and Talented Education (GATE) is instruction that is qualitatively different from the regular curriculum. It may be characterized by accelerated or enriched learning. REACH – Reading intervention program. Published by SRA, when implemented in a 2 ½ hour per day block, its goal is to accelerate reading skills acquisition for students profoundly behind (more than two years) and within a year, bring them to a level where they can successfully navigate through grade level materials. REACH is recommended for students in grades four through twelve. RSP – Resource Specialist Program offered at all schools for students with IEPs who benefit from special education small group or individual services for less than 50% of their instructional day. Special Day Class (SDC) Mild to Moderate for students with IEPs who require more than 50% of their day in a small group or individual setting. SDC Moderate to Severe for students with IEPs, who require more support than the mild to moderate program offers. Community Day School – located next to Pupil Services. It serves students who require a different level of support, or a different “kind” of school to meet their needs. Students are referred via expulsion, from Probation, or from SARB.
Administrative Procedures Handbook Page 34 College Bound – Columbia MS: A program of enriched studies for students who are committed to academic excellence and already know that they will be attending college. Visual and Performing Arts – George Visual and Performing Arts Magnet: George Visual and Performing Arts Magnet School teaches core academic skills and citizenship though the use of the arts.
Promotion Exercises Upon satisfactory completion of the terminal grade level at each school, students will receive certificates of promotion in addition to their report cards. These certificates may be distributed by teachers in the classroom or at special programs planned specifically for this purpose. A committee would be established to determine the way that the certificate will be distributed. This committee will consist of the principal, one representative of the senior-grade teachers, two parents from each senior-grade class. This committee will determine the nature and scope of the promotion activity. This decision will be by a majority vote. Promotions from elementary and middle schools are not graduations and the expectation is that these will not be formal ceremonies. Activities should be planned so that students do not need to purchase suits and new dresses to participate. Costs for families should be kept to a minimum. Invocations and/or benedictions shall not be included in promotion ceremonies. Ceremonies or programs involving prayer for graduates may not be sponsored by the school or district. Programs involving or inviting parents may require coordination between schools. [BP 5127 Promotion Exercises from 5/8]
Purchase Orders - The “Blue Book” (purchasing manual) provided to your school contains lots of valuable information. Please review the Blue Book before purchasing items or services. It is updated regularly and is a comprehensive resource about the purchasing process for principals. No purchases may be made without a numbered purchase order signed by the Superintendent, an Assistant Superintendent, the Director of Fiscal Services or the Director of Facilities and Planning. Include sales tax of 7.75% on all purchases. Prior to making a purchase order from an outside vendor, first check the warehouse pick list to determine if is something that is stocked in the district. Categorical Purchase Orders: send to the categorical program specialist for approval. Discretionary Purchase Orders: send to purchasing. Special Education and MOT Purchase Orders: send to purchasing
Walk Through Procedure Hand-carry the typed purchase order to the purchasing department to ensure funds are available and for approval. It must state the dates the items are to be picked up, and who is receiving them. Take the purchase order to the vendor and pick up merchandise. Return the receipt to the purchasing department with “okay to pay” written on it, signed and dated by you.
Open Purchase Orders PO sent to purchasing office stating the name of the vendor, account to be charged and the name(s) of the person(s) authorized to make pick ups. The purple “Open PO Contract” must be completed and attached. Upon receipt of merchandise, the person making the pick up must submit the receipt to purchasing, with “received by” or “OK to pay,” signed and dated. NOTE: You may not exceed the PO amount, or the closing date of the open PO.
Radios (district communication) Radios are not secure, and it is possible for persons with scanners and other receivers to monitor communication. Therefore, do not divulge sensitive or confidential information over the air.
Administrative Procedures Handbook Page 35 District-wide channels: Channel 1 may be used to talk to and from any school side or district office. In lieu of Ch 1, schools close to Mesa Linda may use Ch 2 which is located on that school site. It is linked to Ch 1 and conversations may be conducted from Ch 2 to a party on Ch 1. Radios are water resistant, but not water-proof. If they get soaked, immediately remove the battery and send the unit to the communications technician in the district office maintenance department On a regularly scheduled cycle, batteries are automatically replaced. Contact the communications technician if the current battery is having problems. Do not shout into the radio. Speak in a normal voice, approximately 2” to 4” from the front of the radio. Especially on Ch 1 or 2, press the transmit button and pause for a second prior to speaking. This will prevent losing the first word or two from your transmission. Do not transmit while running. Listen to ensure the channel is clear before keying to talk.
Records Review for New Students (see Appendix 10) Upon receipt of records for new students, the principal or designee will review those records and complete the Principal’s Records Review Checklist form, Appendix 10. The principal will use this information to ensure proper placement and services.
Restraining Orders If school staff knows or is informed that the restrained individual is on campus, they should call the police as soon as possible. Have a copy of the restraining order available for the officer when he/she arrives.
Restrooms (Students) Every public and private school maintaining any combination of classes from kindergarten to grade 12, inclusive, shall comply with all of the following: (1) Every restroom shall at all times be maintained and cleaned regularly, fully operational and stocked at all times with toilet paper, soap, and paper towels or functional hand dryers. (2) The school shall keep all restrooms open during school hours when pupils are not in classes, and shall keep a sufficient number of restrooms open during school hours when pupils are in classes. (b) Notwithstanding subdivision (a), a school may temporarily close any restroom as necessary for pupil safety or as necessary to repair the facility. [EC 35292.5 (a)] Safe Schools Safe Schools provides training, resources and technical assistance to establish a school/community environment which is physically and emotionally safe, well disciplined, and conducive to learning. To this end, the School Site Council shall write and develop a comprehensive safety plan addressing the areas of crisis preparedness, school environment and violence prevention, relevant to the needs and resources of that particular school. The site council shall consult with local law enforcement in the writing and development of the plan, as well as other school site councils and safety committees, when practical. The Adelanto School District Safe Schools Committee proposes the following goals. Goal One: All students and staff members are provided a safe teaching and learning environment. Personal Characteristics of Students and Staff: Schools will: o write a Safe Schools Plan of Action o write a crisis plan o consistently follow established discipline policies o have law-related education infused into the academic curriculum frameworks o have effective strategies to intervene at earliest possible point when students exhibit antisocial behaviors o have mechanisms to involve students in addressing school safety issues o set standards for adults and students to interact with each other in a caring, supportive manner Administrative Procedures Handbook Page 36 o have mechanisms to address student aggression Goal Two: All students are safe and secure while at school, when traveling to and from school, and when traveling to and from school-related activities. The School’s Physical Environment o Schools shall have visible law enforcement, staff and parental presence. o Students will have strategies in place on how to respond when they feel threatened or are in need of assistance o Staff shall attend and participate in the district’s Safe Schools Committee meetings and shall provide follow-up to staff and SSC members o Schools shall work with parents and community members to create a crime-free and safe community o Transportation will provide safe delivery and pick-up of students Goal Three: The School’s Social Environment (the leadership and organizational processes of the school). District programs and approved community resources are made available to students and parents. o A resource listing in maintained by the school to assist school personnel, parents and students regarding violence prevention, speakers/experts from the field, youth services/Sheriff’s Department/CWA Office/field trips, health services, family services, Community Toolbox, CRC, Westside Park Clinic, St. Mary, law enforcement, SELPA services, fire department and local health professionals. o Schools shall participate in the district’s SARB process, truancy reduction program and dropout prevention efforts o Schools shall provide families information regarding available community programs o Schools shall provide “at-risk” families information regarding available school/community programs o Schools shall host events and programs which actively involve students, parents, educators and community leaders throughout the school year o Schools will provide career paths, work related programs, partner with local businesses, feeder high school(s) and local colleges to provide students with job and career awareness to enable students to develop goals for their futures and plan continuing education Goal Four: The School’s Culture (the general atmosphere or spirit of the school) Schools provide the educational environment where students, parents, staff and community members shall effectively communicate in a manner that is respectful to all cultural, racial and religious backgrounds. o Students, parents and staff will work together to ensure that strategies are in place to build a sense of community within the school so that all feel pride in their school and feel they are valued members of the team o Schools will effectively communicate with students, parents and community members o Learning and productivity is valued, success expected of everyone and class time is use efficiently o Students shall collaborate with the school’s staff in the decision making process relating to the improvement of the school environment o Students, parents and staff will have the skills necessary to resolve conflicts peacefully o Schools shall provide effective leadership to address the challenges of racism, gang crime and violence on or around the school campuses [Education Code 35294.1, 35294.2] [AR 0450 Comprehensive Safety Plan]
Safe Schools Plan Each school shall report on the status of its school safety plan, including a description of its key elements in the annual school accountability report card (SARC) prepared pursuant to Sections 33126 and 35256. The school accountability report card shall contain the dates that the School Safety plan was last reviewed, updated and discussed with school faculty as well as a brief description of key elements included in the plan. Administrative Procedures Handbook Page 37 Safe Schools Planning Checklist ___ Comprehensive School Safety Plan - A school safety plan has been established and updated annually for the school as required by California Education Code Section 35294 et seq. The "Safe Schools - A Planning Guide for Action [2002 Edition]" and the "Safe Schools - A Planning Guide for Action Workbook [2002 Edition]" are excellent resource materials for creating safe and effective schools. ___ Assessments of School Safety - Appropriate sources of data have been reviewed to identify school safety issues (e.g., California Healthy Kids Survey, school crime data, suspensions/expulsions, counseling referrals, law enforcement reports, etc). ___ Funding Sources - Available funding sources are being targeted to address school safety issues (e.g., Title IV, Part A, Safe and Drug-Free School and Communities Act State Grant program funds); other No Child Left Behind funds that may be transferred from other program areas (Title II and Title V); and State (e.g., AB 1113, School Safety and Violence Prevention Act) and local funding resources. ___ Discipline Policies and Practices - Existing school-site discipline rules and procedures are regularly reviewed to ensure that they are being appropriately enforced and address student behavior problems and school safety issues. Student handbooks are given to all students and parents that explain codes of conduct, unacceptable behavior, and disciplinary consequences. ___ Professional Development Activities - All school personnel receive appropriate professional development that includes training on current laws affecting school safety, safe school strategies, crisis response planning, consistent enforcement of school discipline policies, and child abuse reporting. ___ Counseling and Guidance Services - Effective counseling and guidance services are available to all students (e.g., psychological and social services; attendance improvement; dropout prevention and recovery, and appropriate referral systems). ___ Collaborative Relationships - Students, parents, community organizations, and law enforcement agencies are actively involved in activities that contribute to improving school safety. ___ Safe School Programs and Strategies - Effective prevention/intervention programs and strategies are being used consistently to create a safe and drug-free learning environment and to address school safety and violence prevention issues that frequently impact campuses such as: Bullying Prevention Gang Risk Intervention Conflict Management Classroom Management Hate Violence-Motivated Behavior Harassment ___ Campus Security - Access to campuses has been appropriately restricted. The use of campus supervisors, security personnel, security equipment (e.g., communication systems, surveillance cameras and other detection devices, etc.), and canine searches are appropriately utilized. [Education Code Section 32286]
Section 504 of the Rehabilitation Act Section 504 of the Rehabilitation Act provides disabled students certain rights and protections. It assures disabled students appropriate access to the curriculum, and in many ways offers the same protections as special education. To qualify under Section 504 a student must:
Be determined to have a physical or mental impairment that substantially limits one or more major life activities including learning and behavior. Have a record of having such an impairment OR Be regarded as having such impairment.
Administrative Procedures Handbook Page 38 Though qualification is not as rigorous as it is for Special Education, the protections guaranteed and monitored by the Office of Civil Rights are clearly defined and in many ways parallel those guaranteed disabled persons under IDEA/special education. The student’s Individualized Service Plan is similar to an IEP plan, with annual reviews, goals, accommodations and modifications. When considering a student for a 504 plan, please contact the school psychologist to make certain that this is an appropriate intervention.
Sensitive Curricular Topics Human Development – Parents may opt their children out of instruction that conflicts with religious or moral beliefs, and students will receive alternate assignments/activities. Religion – In the event that concerns are expressed regarding the teaching of world religions, refer to the Social Studies Framework and Board policy. [AR 6141.2 Recognition of Religious Beliefs and Customs] [BP 6141.2 Recognition of Religious Beliefs and Customs]
Sexual Harassment – Investigation and Report Incidents of sexual harassment will not be tolerated in the Adelanto School District. Each report will be investigated, appropriately acted upon, and documented. When a report of sexual harassment is made, contact the Superintendent and the Human Resources Department before proceeding.
Sexual Harassment Investigation (Lozano Smith – refer to PDSA booklet for more details) 1. Discretely maintain separation of complainant from the alleged harasser 2. Follow written policy until investigation completed 3. Use trained investigator 4. Conduct prompt investigation 5. Conduct thorough investigation 6. Document investigation 7. Maintain confidentiality 8. Take immediate corrective action designed to stop harassment 9. Notify complainant in writing of results
[BP 4319.11 4119.11,4219.11 Sexual Harassment] [Lozano Smith]
Special Education and Section 504 Referrals Referrals for special education assessment and possible services will be part of a multi-step process that will begin with Student Advocacy Team (SAT) at each site. Documented research-based interventions that will be reviewed and monitored by the teacher(s) and SAT and used in determining whether the student is making expected academic progress. Any questions regarding the SAT process, Section 504 and/or special education referral may be directed to the district psychologist assigned to the site or by contacting the Pupil Services office. [AR 6159 Individualized Education Program] Staffing – Adding staff Requests shall be made in writing utilizing the Adelanto School District Hiring Process Flow Chart (the pink request forms). Be sure to include the budget from which this request is being made. Submit the completed form(s) to the Assistant Superintendent of Human Resources or the Director of Human Resources (certificated or classified).
Student Dress Code The principal, staff and parents/guardians at a school will establish a reasonable dress code that prohibits students from wearing gang-related apparel when there is evidence of a gang presence that disrupts or threatens to disrupt the school’s activities. Such a dress code will be included as part of the school safety plan. Safe Schools Plans will be a part of each school’s site plan. [BP 5132 Dress and Grooming] Administrative Procedures Handbook Page 39 Student Records
The following mandatory permanent student records shall be kept indefinitely: 1. Legal name of student 2. Date and place of birth and method of verifying birth date
3. Gender of student 4. Name and address of parent/guardian of minor student a. Address of minor student if different from the above b. Annual verification of parent/guardian's name and address and student's residence - District Residency - Residency of Students with Caregiver - Residency Based on Parent/Guardian Employment - Residency for Homeless Children 5. Entrance and departure date of each school year and for any summer session or other extra session 6. Subjects taken during each year, half-year, summer session or quarter, and marks or credits given - Grades/Evaluation of Student Achievement) 7. Verification of or exemption from required immunizations 8. Date of high school graduation or equivalent
Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies. Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): o School officials with legitimate educational interest; o Other schools to which a student is transferring; o Specified officials for audit or evaluation purposes; o Appropriate parties in connection with financial aid to a student; o Organizations conducting certain studies for or on behalf of the school; o Accrediting organizations; o To comply with a judicial order or lawfully issued subpoena; o Appropriate officials in cases of health and safety emergencies; and o State and local authorities, within a juvenile justice system, pursuant to specific State law.
Administrative Procedures Handbook Page 40 Schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school. [AR 5125 Student Records] http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html USDE Website
Student Work Permits Principal reviews grades, conduct and attendance. Meeting the principal’s approval, the request is signed and forwarded to the Assistant Superintendent of Administrative and Educational Services. [AR 5113.1 Work Permits]
Subpoenas Should your office receive subpoenas, please refer them directly to the Director of Human Resources at the District Office. Do not accept them at your school office. Refer all copy services to the Director’s office as well. The Director will review the subpoenas and then authorize the release of documents.
Substitute Teachers Teachers must request substitutes on the substitute hotline as early as is possible. Options if substitutes are not available: If the teacher is away on school business, it may be possible to call them back to school. Split classes. Do not split more than four ways, as payment is made to a maximum of four teachers. Find certificated staff to cover the class. Do not have a para-educator cover the class.
Suicide Threat Staff shall promptly report suicidal threats or statements to the principal or mental health counselor, who shall promptly report the threats or statements to the student's parents/guardians. These statements shall otherwise be kept confidential. [BP 5141.52 Suicide Prevention]
Transportation Eligibility Bus transportation is provided to every student who resides more than 1¼ miles (grades K-3) or two miles (grades 4-8) from their school of residence, or who, due to school overcrowding is involuntarily sent to a school other than the student’s school of residence. Transportation is not provided to students who are voluntarily attending a school other than their school of residence due to parent request or student discipline issues. [BP 3541 Transportation Routes and Services]
Truancy Students shall be classified as truant if absent from school without a valid excuse three full days in one school year or tardy or absent for more than any 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof. Such students shall be reported to the attendance officer, or SARB. The parent/guardian of a student classified as a truant shall be notified of the following: (Education Code 48260.5) a. The student is truant b. The parent/guardian is obligated to compel the student to attend school c. The parent/guardian who fails to meet this obligation may be guilty of an infraction of the law and subject to prosecution pursuant to Education Code 48290-48296 d. The parent/guardian has the right to meet with appropriate school personnel to discuss solutions to the Administrative Procedures Handbook Page 41 student's truancy e. Alternative educational programs are available in the district f. The student may be subject to arrest by a probation officer, a peace officer, a school administrator, an attendance supervisor or his/her designee under Education Code 48264 if found away from home and absent from school without a valid excuse g. The student may be subject to suspension, restriction or delay of his/her driving privilege pursuant to Vehicle Code 13202.7 h. It is recommended that the parent/guardian accompany the student to school and attend classes with the student for one day [AR 5113 Absences and Excuses]
Vendors – Representatives fromTax Shelter Annuities, Home Loans, etc Please get prior approval from the Director of Human Resources prior to authorizing TSA, mortgage, or other vendors who seek to do business with your staff.
VIP Invitations to School Events Whenever schools hold public ceremonies such as graduations and celebrations of achievement, invitations should be extended as a matter of routine courtesy to Board of Education members, area legislators, and community partners who have a continuing interest in the school. For formal ceremonies, schools should submit plans and guest lists to the district office at least one month prior to the event.
Vendors (Tax Sheltered Annuities, Home mortgages, etc) Vendors seeking to do business on school sites must have evidence of prior approval from the Director of Human Resources.
VIP Protocol at School Functions Introduction Protocol: The general protocol for the order of introductions of dignitaries and guests is: U.S. President and cabinet members U.S. Congress officers & members Governors (home state first) Board of Education officers & members State Legislature officers & members Mayors (home county first) City Council officers & members Superintendent and Assistant Superintendents Community/business leaders School principal School staff PTA/PTSA/school council members Student leaders Speaking order protocol is generally reverse order, starting with the student leader and ending with the President of the United States.
Visitors All visitors are required to identify themselves with picture I.D. to the principal or designee upon entering the school grounds. Any person other than the following is considered an outsider and required to register upon entering school premises:
1. A student of the school, unless currently under suspension. 2. A parent or guardian of a student of the school. 3. A district officer or employee. Administrative Procedures Handbook Page 42 4. A public employee whose employment requires being on school grounds, or any person who is on school grounds at the school's request. 5. A representative of a school employee organization who is engaged in activities related to the representation of school employees. 6. An elected public official. 7. A publisher, editor, reporter or other person connected with or employed by a newspaper, magazine, other periodical, radio station or television station. (Penal Code 627.1, Evidence Code 1070) [AR 1250 Community Relations]
Walk-Throughs Walk-throughs are approximately three minute snapshots of the classroom, not intended to replace formal evaluations and observations, but to provide collegial coaching support to maintain a culture of continually growing teaching practices with a clear focus on student achievement. There are two key elements to the Downey walk-through model: “Frequent, short classroom visits, and conversations with teachers about how and why teachers make the decisions they do when planning, implementing, and evaluating their teaching.” They are intended to provide: A strategy for classroom visits that focus on teaching and learning Methodology for analyzing the classroom for feedback purposes Use of reflective prompts for providing meaningful feedback.
Downy’s Five Step Walk Through 1. In the first two seconds, determine if the students are on task. What are the sources of distractions to learning? 2. Document the curricular objectives/standards being taught. 3. What instructional practices are being implemented in the room? 4. Walk the walls. Does the room environment support mastery of the objective? 5. Note any health or safety issues.
Reflective Questions should challenge in such a manner as to answer the questions: How do our teachers align their instructional practices with the district curriculum? How are they using research-based "best practices"? How are they choosing the instructional strategies that will impact student achievement? How do I motivate staff to be reflective in their practice and personally accountable for their teaching decisions?
By having the right conversations, these kinds of self-reflective queries are generated by our teachers: How can I vary instruction methods to include a wider range of cooperative learning (partner work, small-group…) tasks? How can I be sure my curriculum is covering all state standards for the grade level? How can I develop lessons that challenge students to do more high-level thinking? When students are working on research reports, how can I help them do less copying of material and do more to make the material their own by summarizing, paraphrasing, and including personal examples and reflection? How can I integrate technology into my lessons in real ways? How can I do more to challenge the most gifted students in my class? How can I use less direct instruction and incorporate more inquiry-based learning in my lessons? What can I do to develop a classroom "tone" that is less teacher centered, more student centered? How can I use fewer reward-punishment enticements and do more to make student learning an intrinsic thing?
Reflection is: Administrative Procedures Handbook Page 43 “…the ability to look back and make sense of what happened and what you learned. But it’s also the ability to look forward, to anticipate what’s coming up and what you need to do to prepare.” Sommers, 2001
[Downey et al., 2004, p. 125] Withholding of Grades – Reciprocal Agreement Education Code §48094.3(a) requires the school district to which a pupil has transferred to also withhold grades, diplomas, or transcripts upon receiving notice from the former district. This section requires the receiving district to notify the parents in writing of the decision to withhold as specified in the education code. [E.C. §48904.3]
Administrative Procedures Handbook Page 44 ACSA (Association of California School Admin) www.acsa.org Adelanto City Hall www.ci.adelanto.ca.us Adelanto Chamber of Commerce www.adelantochamber.com Adelanto School District www.aesd.net Management Evaluation Forms http://www.aesd.net/resources/principals/evalform.htm Teacher Observation Form http://www.aesd.net/resources/teachers/StandardsforEvaluation.pdf American Legion – Adelanto www.angelfire.com/ca7/229/ Apple Computers www.apple.com AQMD – High Desert www.mdaqmd.ca.gov ASCD (Association for Supervision and Curriculum Dev) www.ascd.org Autism Resources www.autism-pdd.net AVID www.avidcenter.org API http://api.cde.ca.gov AYP http://ayp.cde.ca.gov
Bureau of Land Management – California www.ca.blm.gov
California Association of Bilingual Educators (CABE) www.cabe.org Cabo Yachts www.caboyachts.com California Art Education Association www.caea-arteducation.org California Association for the Gifted (CAG) www.cagifted.org California Commission on Teacher Credentialing www.ctc.ca.gov California Department of Education www.cde.ca.gov California Distinguished Schools (CA Sch Recog Prog) www.cde.ca.gov/ta/sr/cs/ California Law www.leginfo.ca.gov/calaw.html California Reading Association www.californiareads.org California Science Teachers Association www.cascience.org CASBO (California Association of School Business Officials) www.casbo.org CSBA (California School Boards Association) www.csba.org Child Protective Services (CPS) http://hss.co.san-bernardino.ca.us Computer Using Educators (CUE) www.cue.org
Daily Press Newspaper www.vvdailypress.com Dell Computers www.dell.com
FOSS Science Kits www.delta-education.com/science/foss/index.shtml
Hampton Brown www.hampton-brown.com High Desert Guidebook www.highdesert.com High Desert Mavericks (baseball) www.hdmavs.com Houghton Mifflin www.eduplace.com Hewlett-Packard www.hp.com
IDMS (Pulliam Group) www.idmsweb.com
Administrative Procedures Handbook Page 45 Juvenile Court http://www.sbcounty.gov/courts/?hp=http://www.co.san- bernardino.ca.us/courts/juvenile/minorOffenses.asp
Language Translator (crude, but works in a pinch) www.freetranslation.com Learning Disabilities Association of California http://www.ldaca.org/
Macmillan www.macmillan.com Maps (Google Street Maps) www.maps.google.com Megans Law List www.sbcounty.gov/sheriff/public/meganslaw/meganslaw.htm Microsoft www.microsoft.com Microsoft Office www.office.microsoft.com Middle Schools Reform www.middleweb.com Music Teachers’ Association of California www.mtac.org
National Alliance of Black School Educators (NABSE) www.nabse.org National Ass’n of Elem. Sch. Prin. (NAESP) www.naesp.org National Ass’n of Sec. Sch. Prin. (NASSP) www.principals.org National Science Teachers Association www.nsta.org
Parent Teacher Association (PTA) www.capta.org Phi Delta Kappa www.pdkintl.org Prentice Hall www.prenticehall.com Public Employment Relations Board (PERB) www.perb.ca.gov
San Bernardino County www.co.san-bernardino.ca.us San Bernardino County Superintendent of Schools www.sbcss.k12.ca.us Scott Foresman www.scottforesman.com Staples Office Supplies www.staples.com SELPA www.sbcss.k12.ca.us/selpa Special Education Advocacy – Wright’s Law www.wrightslaw.com
Time http://nist.time.gov/timezone.cgi?Pacific/d/-8/java Traffic Conditions (Cal Trans) www.dot.ca.gov/hq/roadinfo/
Victor Valley College www.vvc.edu Victor Valley Union High School District www.vvuhsd.k12.ca.us Victorville Airport (ex-George AFB) w ww.logisticsairport.com Victorville City Hall www.ci.victorville.ca.us
Weather Information www.weather.com West Ed www.wested.org
Administrative Procedures Handbook Page 46 2006-07 Phone number 246-8691 x ____ unless otherwise specified Topic Contact Person Phone
Accident Reports – Staff and Students Donna Landry 208 ASB Melanie Olson 223 Attendance Accounting Alicia Dencker Attendance/Truancy Michael Stewart 246-4155 x321
Badges (ID) Janice Dix 206
Benefits – Employee Jill Patterson (Cert) 207 Glissandia Watkins (Class) 267 Board Meeting Policy Marilyn Martin 221 Bomb Threat 911, then Chris van Zee 221 Budget David Carter 255 BTSA Pat Rudolph 233 Bulk Mailing Lydia Burns 200
Categoricals Martha Navarette 219 Child Abuse/neglect Suzette Davis 246-4155 x302 Compliance Martha Navarette 219 Complaints (uniform complaint procedure) Marilyn Martin 221 Employee Parent Construction Debbie Kirk 204 Contract Issues – Certificated JudyAnn Allen-Mendez 261 Contract Issues – Classified Donna Landry 208 Credentials Sheila Howlett 205 Curriculum and Materials Wendy Davies 224 Custody Melva Davis 214
Data - Student Tim Madoo 220 Disaster Preparedness Donna Landry 208 District Calendar Marilyn Martin 221 Donations Melanie Olson 223
E-mail Gary Jones 248 EMERGENCIES 911, then Chris van Zee 221 and Donna Landry 208 English Learners Martha Navarette 219 Evaluations, Certificated JudyAnn Allen-Mendez 261 Evaluations, Classified Donna Landry 208 Expulsions Melva Davis 214 214 Field Trips Jerry Crawford 230 Delise Barringer 246-4912 x318 Flyers from Outside Organizations Chris van Zee 221 Flyers from TSA and Home Loan Donna Landry 208 Food Services Delise Barringer 246-4912 x318
GATE Martha Navarette 219
IDMS Jason Doss 222 Tim Madoo 220 IEP Scheduling Veronica Monteilh 246-4255 x303 Inter/intra-district transfers Sandra Sraberg 218 Internet Gary Jones 248 ID badges Janice Dix 206
Liability (claims, legal) Donna Landry 208 Library Mary Carnes 224 Locks/keys Brad Ebmeyer 229
Mail Craig McMullen 210 Maintenance and Custodial Brad Ebmeyer 229 Movies/videos Wendy Davies 224
News/media releases Chris van Zee 221
Payroll Jill Patterson (Cert) 207 Glissandia Watkins (Class) 267 Purchasing Paula Ellinor 201 Police (School Resource Officer) Deputy Greg Grimm 956-7355
Radios (district) Greg Chesterton 226 Records – Personnel JudyAnn Allen-Mendez (cert) 261 Donna Landry (class) 208 Records – Student Wendy Davies 224 Retention Martha Navarette 219 Risk Management Donna Landry 208
Safety Donna Landry 208 SARB Cruz Gustafson 253 SASI Jason Doss 222 Section 504 Suzette Davis 246-4155 x302 Security system Brad Ebmeyer 229 Sexual Harassment Donna Landry 208 JudyAnn Allen-Mendez 261 Single Plan for Student Achievement Martha Navarette 219 Special Education Suzette Davis 246-4155 x302 Staff Development JudyAnn Allen-Mendez (cert) 261 Donna Landry (classified) 208 Staffing – Certificated JudyAnn Allen-Mendez 261 Staffing – Classified Donna Landry 208 Student Discipline Melva Davis 214 Student Health Issues Terry Olivares 246-4155 x308 Student Medical Emergency Terry Olivares 246-4155 x308 Student Transfer Melva Davis 214 Substitutes – Classified Tia Kanawyer 216 Substitutes – Teachers Tia Kanawyer 216 Supplies – Office and Instructional Lori McMillen 202
Technology (computers and network) Gary Jones 248 Telephones Greg Chesterton 226 Testing – CELDT Martha Navarette 219 Testing – CRT Tim Madoo 220 Testing – Classified Employee Janice Dix 206 Testing – Special Education Kathy Weaver 246-4155 x304 Testing – STAR Wendy Davies 224 Textbooks Wendy Davies 224 TOSAs Martha Navarette 219 Transportation Jerry Crawford 230 Truancy Michael Stewart 246-4155 x321 Melinda Andrews 530-1950
Vandalism to school property Brad Ebmeyer 229 Deputy Greg Grimm 956-7355 Volunteers Janice Dix 206
Website Tim Madoo 220 Gary Jones 248 Topic Page # Topic Page # Flyers from Outside Organizations 19 Food Services 19 Appendices 49 Fund Raising 20 ASB 6 Assemblies 6 Assessment 6 Gifts to School Personnel 23 Grievances 23 Attendance Accounting 7
Badges 7 Homeless Students 23 Board Agenda Items 7 Homework Policy 24 Board Meeting Protocol 8 Budgets 8 IEP 25 Immunizations 25 California Law 8 Inclement Weather 25 Categoricals 8 Inter/Intradistrict Transfers-Students 25 Child Abuse 9 Intervention programs 26 Complaints 9 Conferences 10 Leaves and Absences 26 Contractual Issues 11 Length of the School Day/Year 27 Custody Issues 11 Maintenance Work Orders 27 Directory Information 12 Media/News Releases 27 Disciplinary Memo – Elements to include 12 Movies/DVDs (in classrooms) 27 Discipline - Student 12 Arrest/Apprehension Non-Registered Students on Campus 27 Dangerous Weapons on Site Student Searches pening School Checklist Student Threat Protocol O 28 Discipline Rules Committee 14 Organizational Chart 30 Donations 14 Drugs/Alcohol Policy 14 Parent Disruption/Danger 29 Parent Volunteers 29 Effective Schools 14 PDSA 29 Emergencies 16 Pledge of Allegiance 31 Enrollment Procedures 17 Procedures and Board Policies 31 Homeless Affidavit Programs Descriptions 31 Promotion Exercises 32 Special Education Purchase Orders 32 English Learner
Radios (District communication) 32 Records Review for New Students (prin) 33 Field Trips 17 Restraining Orders 33 Fire and Earthquake Information 18 Restrooms (students’) 33 Topic Page # Topic Page # Teacher Contract website Safe School Plan 33 Transportation (student) Eligibility 38 Section 504 35 Truancy 38 Sensitive Curricular Topics 36 Sexual Harassment 36 Vendors (TSA, Mortgage, etc) 39 Special Education/Section 504 Referrals 36 VIP Invitations to School Events 39 Staffing – Adding staff 36 VIP Protocol 39 Student Dress Code 36 Visitors 39 Student Records 36 Student Work Permits 38 Walk Throughs 40 Subpoenas 38 Web Resources 42 Substitute Teachers 38 Withholding Grades 41 Suicide Threat 38 Who to Contact 44 Appendix 1 Some Handy Acronyms Appendix 2 Suspension Infractions Appendix 3 Expulsion Infractions Appendix 4 Behavior Tracking Worksheet (sample) Appendix 5 Behavior Contract (sample) Appendix 6 FBI Bomb Threat Checklist Appendix 7 Bomb Threat Evacuation Checklist Appendix 8 GATE Checklist Appendix 9 Juvenile Court Parent Information Appendix 10 Principal’s Records Review Checklist (for new enrollees) Appendix 11 Principal’s Field Trip Assurance Page Appendix 12 Teacher/Sponsor Field Trip Checklist Appendix 13 Request for One-Time Board Approval of Trip Not on the Suggested Field Trip List Appendix 14 Bus Seating Chart Appendix 15 Principal’s Fundraiser Assurance form Appendix 16 Handbook Additions form Appendix 1 - SOME HANDY ACRONYMS
AASA American Association of School CEU Continuing Education Unit Administrators CUE Computer Using Educators organization ACSA Association of California School CGCS Council of Great City Schools Administrators CH Communicatively Handicapped ACT/CPP American College Test/Career CHDP Child Health and Disability Program Planning Program CIF California Interscholastic Federation ADA Americans With Disabilities Act; also CPM Categorical Programs Monitoring Average Daily Attendance CRT Criterion Referenced Test ADD Attention Deficit Disorder CSA Community Service Association ADHD Attention Deficit Hyperactivity Disorder CST California Standards Test ADTA Adelanto District Teachers’ Association CSBA California School Boards Association AFT American Federation of Teachers CSEA California School Employees Association AMAE Association of Mexican-American CSF California Scholarship Federation Educators CSLA California School Leadership Academy AP Advanced Placement CSP Comprehensive Site Plan APU Azusa Pacific University CSUSB California State University San APE Adapted Physical Education Bernardino API Academic Performance Index CTA California Teachers Association ASB Associated Student Body CTIIP Classroom Teacher Instructional ASD Adelanto School District Improvement Program ASCD Association for Supervision and Curriculum Development DAC District Advisory Committee (Title 1 AVA American Vocational Association Programs) AVID Advancement Via Individual DARE Drug and Resistance Education Determination DELAC District English Learner Advisory Committee BSSAP Basic Skills Supplemental Assistance DHH Deaf and Hard of Hearing Program DM SELPA Desert-Mountain Special Education Local Planning Area CABE California Association for Bilingual DO District Office Education DOD Department of Defense CAC California Administrative Code; also DOE Department of Education Citizens Advisory Committee; DRA Developmental Reading Inventory also Community Advisory Committee; also Contract Administration Committee ECE Early Childhood Education CADA California Association of Directors of ED Emotional Disability Activities EEOC Equal Employment Opportunity CADE California Association of District Commission Educators EFRA Electronic Forms Routing Application CAHSEE California High School Exit EIA Economic Impact Aid Examination ELD English language development CASBO California Association of School EMF Electromagnet Field Business Officials EOC Economic Opportunity Commission; also CAL/OSHA California Occupational Safety and Emergency Operations Center Health Administration EPA Environmental Protection Agency CBEDS California Basic Educational Data ERIC Educational Research Information Center System ESL English as a Second Language CCR Coordinated Compliance Review ETS Educational Testing Service CDC Centers for Disease Control and Prevention CEEB College Entrance Examination Board FDIC Federal Deposit Insurance Corporation CELDT California English Language FEP Fluent English Proficient Development Test FEPC Fair Employment Practices Commission FSC Facilities Steering Committee NBPTS National Board for Professional FTE Full-Time Equivalent Teaching Standards NCCJ National Conference for Community and GAO General Accounting Office Justice GATE Gifted And Talented Education NEA National Education Association GED General Education Diploma NEA-ESP National Education Association— GESA Gender Expectations and Student Educational Support Personnel Achievement NEP Non-English Proficient GPA Grade Point Average NMSQT National Merit Scholarship Qualifying GSE Golden State Examination Test NPS Nonpublic School HH Home/Hospital NSA National Secretaries Association HHS Health and Human Services NSBA National School Board Association HI Hearing Impaired NSP New Standards Project HLS Home Language Survey HR Human Resources OCR Office for Civil Rights HSDP High School Diploma Program OEO Office of Economic Opportunity OH Orthopedically Handicapped IASA Improving America’s Schools Act OHI Other Health Impaired IDEA Individual with Disabilities Education OLA Office of Local Assistance Act ORACLE Operation Restart—A Contracted IEP Individualized Education Plan Learning Experience II/USP Immediate Intervention/Underachieving OSA Office of State Architecture School Program OSHA Office of Safety and Health I-FEP Initial – Fluent English Proficient Administration IPT IDEA Proficiency Test OT Occupational Therapy/Occupational IRI Informal Reading Inventory Therapist ISP Individual Service Plan (Section 504) IT Information Technology PAC Parent Advisory Council/Committee; also Principal’s Advisory Council JROTC Junior Reserve Officers Training Corps PACE Policy Analysis for California Education PDSA Professional Development Seminars- Lozano Smith or Plan-Do-Study-Act AN Local Area Network L (Deming) LEA Local Educational Agency PERB Public Employment Relations Board LH Learning Handicapped PERS Public Employees Retirement System LSH Language, Speech, and Hearing PH Physically Handicapped PQR Program Quality Review MADD Mothers Against Drunk Driving PO Purchase Order MECHA Movimiento Estudiantil Chicano de PLNU Point Loma Nazarene University Aztlan (Chicano Student Movement of PSAT Preliminary Scholastic Aptitude Test Mexico) PT Physical Therapy/Physical Therapist MOU Memorandum of Understanding PTA Parent Teacher Association PTS Problem Tracking System NAACP National Association for the PTSA Parent Teacher Student Association Advancement of Colored People NABSE National Alliance of Black School R-FEP Redesignated - Fluent English Proficient Educators RFP Request for Proposal NAEP National Assessment of Educational RFQ Request for Qualification Progress RIMS Riverside, Inyo, Mono, San Bernardino NASA National Aeronautics and Space Counties consortium Administration ROC Regional Occupation Center NASDC New American Schools Development ROP Regional Occupation Program Corporation ROTC Reserve Officers Training Corps RS Resource Specialist RSP Resource Specialist Program USDOL United States Department of Labor RU Redlands University VAPA Visual and Performing Arts SABE/2 Spanish Assessment of Basic VEA Vocational Education Act Education, Second Edition VI Visually Impaired SAC School Advisory Committee/Council VRC Vocational Rehabilitation Counselor SADD Students Against Drunk Driving VVC Victor Valley College SAPID School-Age Parenting and Infant Development WAN Wide Area Network SARB School Attendance Review Board WASC Western Association of Schools and SARC School Accountability Report Card Colleges SASI School Administrative Student Information WBE Women Business Enterprise SAIT School Assistance and Intervention Team WEE Work Experience Education SAT Scholastic Aptitude Test WWW World Wide Web SAT 9 Stanford Achievement Test, Ninth Edition YRS Year-Round School/Schedule SBCP School Based Coordinated Program SBCSS San Bernardino County Superintendent of Schools (county office) SCE State Compensatory Education SD Severely Disabled SDC Special Day Class SDL Severe Disorders of Language SDRT Stanford Diagnostic Reading Test SE Special Education SED Severely Emotionally Disturbed; also Socially and Emotionally Disabled SEEC Special Education Early Childhood SELPA Special Education Local Plan Area SEU Student Eligibility Unit SGI Small Group Instruction SH Severely Handicapped SIM State Instructional Materials SIP School Improvement Program; also Site Initiated Placement SLD Specific Learning Disabilities SNOR Student National Origin Report SOAP Student Opportunity and Access Program SPA Speech Pathology and Audiology SRA Science Research Associates SRO School Resource Officer SSC School Site Council STAR Standardized Testing and Reporting STRS State Teachers Retirement System
TDD Telecommunications Device for the Deaf TESA Teacher Expectations, Student Achievment TSP Technology Strategic Plan TSS Technology Support Systems
UCLA University of California, Los Angeles UCR University of California Riverside USIU United States International University USDOE United States Department of Education. Appendix 2 – Suspension Infractions
Infractions one through five (in italics below) may result in suspension on the first offense. Additionally, a student may receive a first offense suspension for any other infraction if the principal determines that the student is a danger to persons or property or threatens to disrupt the instructional process.
1. Caused, attempted to cause, or threatened to cause physical injury to another person [E.C. 48900(a)]. 2. Possessed, sold or otherwise furnished any firearm, knife, explosive, or other dangerous object unless, in the case of possession of any object, the pupil had obtained written permission to possess the item from a certificated school employee, which is in concurrence with the principal or the designee of the principal [E.C. 48900(b)]. 3. Unlawfully possessed, used, sold, or otherwise furnished, or had been under the influence of, any controlled substance listed in Chapter 2 (commencing with section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind [E.C. 48900(c)]. 4. Unlawfully offered, arranged, or negotiated to sell any controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and then either sold, delivered, or otherwise furnished to any person another liquid, substance, or material and represented the liquid, substance, or material as a controlled substance, alcoholic beverage, or intoxicant [E.C. 48900(d)]. 5. Committed or attempted to commit robbery or extortion [E.C. 48900(e)]. 6. Caused or attempted to cause damage to school property or private property [E.C. 48900(f)]. 7. Stole or attempted to steal school property [E.C. 48900(g)]. 8. Possessed or used tobacco, or any products containing tobacco or nicotine products, including but not limited to cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. However, this section does not prohibit use or possession by a pupil of his or her own prescription products [E.C. 48900(h)]. 9. Committed an obscene act or engaged in habitual profanity or vulgarity [E.C. 48900(i)]. 10. Sexual harassment (grades 4-12) [E.C. 48900.2]. 11. Unlawfully possessed, offered, arranged, or negotiated to sell any drug paraphernalia, as defined in section 11014.5 of the Health and Safety Code [E.C. 48900(j)]. 12. Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties [E.C. 48900(k)]. 13. Knowingly received stolen school property or private property [E.C. 48900 b(l)]. 14. Possessed an imitation firearm. As used in this section, "imitation firearm" means a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm [E.C. 48900(m)]. 15. Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code [E.C. 48900(n)]. 16. Harassed, threatened, or intimidated a pupil who is a complaining witness or witness in school disciplinary proceedings for the purpose of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both [E.C. 48900(o)]. Appendix 3 – Expulsion Infractions
Mandatory Expulsions: possessing, selling or otherwise furnishing a firearm brandishing a knife at another person unlawfully selling a controlled substance committing or attempting to commit a sexual assault or committing sexual battery possessing an explosive
Mandatory unless inappropriate: causing serious physical injury to another person except in self defense possession of any knife, explosive, or other dangerous object of no reasonable use to the student unlawful possession of any controlled substance, except for the first offense for the possession of not more than one avoirdupois ounce of marijuana, other than concentrated cannabis robbery or extortion assault or battery, as defined by Penal Code sections 240 and 242, upon any school employee
The principal may recommend a student’s expulsion for committing any other act which is grounds for suspension if either of the following conditions is met: other means of correction are not feasible or have repeatedly failed to bring about proper conduct and due to the nature of the act, the presence of the student causes a continuing danger to the physical safety of the student or others [Lozano Smith] Appendix 4 – Sample Behavior Tracking Worksheet
Name:
Date:
Describe the Behavior (verbal, physical other)
Describe the situation before the behavior occurred.
What were the triggers of the behavior? Appendix 5 - Sample Behavior Contract Name:
Date:
These are my goals:
1.
2.
3.
These are my consequences if I don’t meet my goals:
These are my rewards/reinforcers if I meet my goals: My contract will be reviewed on______
Signatures: Appendix 6 - FBI BOMB THREAT CHECKLIST
Exact time of call ______Date______
Telephone Number on Display (if available)______
Telephone Number of Person Calling This Phone Immediately Before and After the Threatening Call______Exact words of caller (complete this section immediately after call) ______
Threat Language: __Well spoken __Incoherent __Foul __Taped __Irrational __Message read
Try to keep caller on phone. You might: · Pretend you didn't understand the message · Ask the caller to repeat the message · Ask the caller if they will help you avoid injuries and death
Try to obtain the following information, not necessarily in order listed:
When is bomb going to explode?
Where is the bomb?
What does it look like?
What kind of bomb is it?
What will cause it to explode?
Did you place the bomb?
Why?
Where are you calling from?
What is your address?
What is your name? CALLER'S VOICE (check all that apply)
__Calm/Normal __Disguised __Sincere __Slurred __Male __ Stutter/Lisp __Slow __Crying __Broken __Female __Giggling __Deep __Loud __Rapid __International __Stressed __Accent______Angry __Excited
If voice is familiar, who did it sound like?______
Were there any background noises __Street noises __Factory noise __Children __Animal noises __Voices __Clear __PA system __Static __Music __Local __House noises __Long distance __Motor __Booth __Office noise __Other______
Remarks:______
______
Person receiving call: ______
Telephone number call received at:______
Notes: Appendix 7 - BOMB THREAT/EVACUATION CHECKLIST
_____ Have you reviewed the school safety policy with your staff?
_____ Have you briefed your staff and students about bomb threats?
_____ If a building is evacuated, does your staff know where to report?
_____ If in evacuations of extended duration, have you provided a location or phone number to report to for further instructions?
_____ Have you developed a plan for quickly closing the school?
_____ Do you have a predesignated location and time (for example, 15 minutes after evacuation) for an assembly point for staff and students?
_____ Does everyone know to take important items with them if evacuated and to plan for an extended evacuation?
_____ Designate a person who will be responsible for turning off coffee makers, flames, experiments, etc., in the event an evacuation is extended.
_____ Have someone assigned to lock safes, critical storage areas, and outer doors.
_____ Instruct staff to review their assigned space for any suspicious objects. The review should be quick visual checks. No suspicious objects should be moved, and be prepared to notify police of the exact location of any suspicious object(s).
_____ Students in classrooms should be instructed to take all books, book bags, purses, coats, etc., with them.
_____ Designate someone who will be responsible for checking restrooms and other out-of-the way places to ensure all persons are notified.
_____ Prepare for a threat and evacuation by cleaning the workspace of unused objects and boxes.
_____ Know what is in every container and/or label them. Appendix 8 – Principal’s GATE Checklist Principal’s G.A.T.E. Checklist In Place Planning Not in (Attach Stage Place Examples) Are GATE students clustered, grouped, pulled-out, or provided accelerated programming for core subjects as needed to provide adequate challenge, depth, and complexity?
Do GATE students receive differentiated curriculum, including depth, novelty, complexity, and acceleration?
Do GATE students receive varied learning opportunities and environments that extend students’ abilities, thinking skills, and judgments?
Are GATE students assessed annually to determine needs, and are learning opportunities and environments based upon those demonstrated needs?
Are all students provided with access and opportunity for GATE testing and identification in Spring as 2nd graders, or in other grades by parent or teacher request?
Are students provided with opportunity to be identified in a multiplicity of ways? Does the site actively participate in work collection for portfolio review, and other alternate identification procedures?
Do all students have access to programs that are the most appropriate for their needs? Are dually identified students (ELL & GATE or LH & GATE) receiving full service?
Are all teachers responsible for teaching G.A.T.E. students G.A.T.E. certified?
Are teachers engaged in annual staff development as relates to current GATE instructional methodology?
Are teachers at the site using staff development information to improve instruction for GATE students?
Are parents invited to participate in planning, implementing, and evaluating GATE activities?
Have at least 2 meetings been scheduled with parents this year specifically to address GATE issues?
Have parent satisfaction surveys been provided and the results reviewed?
Whenever possible, has information been disseminated in the primary language of the parent? Appendix 9 – Victorville Juvenile Court Parent Information
If your child has been arrested or received a Notice to Appear (a citation), the parent & child must appear on the date & time on the citation or as instructed by the probation officer.
When the parents arrive at Juvenile Court in Victorville, sign-in in the courtroom.
If the family has retained an attorney, please inform the clerk or the bailiff. If the family cannot afford an attorney, one will be appointed for your child.
The attorney will discuss the allegations in the petition with the parents and the minor. If you have any questions, please discuss them with your attorney.
Because of the confidentiality of all Juvenile matters, the court will only call one case into the courtroom at a time. Therefore, the wait to go into the courtroom may be lengthy. It is best NOT to bring small children with you to court.
Some cases at Juvenile Court are open to the public. A list of the public hearing cases is posted in the delinquency lobby each day.
Each parent will be asked to complete an information form. This information will be sent to Central Collections. They will mail the parents a notice to contact them within 20 days to schedule a financial interview. If the parents fail to schedule this interview, further legal action will be taken and the parents may be held financially responsible for the entire amount for attorney’s fees and other housing expenses.
At the Financial Interview, the Central Collections staff will review the parent's financial information and will make a determination if the parents have the ability to reimburse the county for attorney's fees and housing costs. They will also determine how much of the housing and attorney's fees will have to be paid and the amount to be paid each month. The paperwork will be sent to the court and will be made an order of the court. If the parents fail to pay this amount, further legal action will be taken. If the parents disagree with this amount, they can request that Central Collections set a Financial Review Hearing with the court. The parents must appear in court and the Judge will decide the amount to be reimbursed and the monthly payments.
DRESS CODE:
The dress code at Juvenile Court is strictly enforced. Shorts, tank tops, or bare feet are not permitted. All bags, purses, back pack, etc. are subject to search by security prior to entering the courtroom. All persons entering the courthouse will be electronically screened for weapons. ADELANTO ELEMENTARY SCHOOL DISTRICT Appendix 10 - PRINCIPAL’S RECORDS REVIEW CHECKLIST
Name Grade Date of Enrollment
Within one week of receiving records for a new student, the principal or the principal’s certificated designee (assistant principal, TIC or counselor) will review all new student records, specifically looking for placement data. Relevant data is to be shared with appropriate key staff people.
Check all significant items: IEP – Ensure the student is properly placed and notify site special education personnel and Pupil Services Office.
Section 504
SST
Home Language Survey indicates ______as the primary language English Learner Level ______English Learner Reclassified on (date)______
Notations reflecting previous discipline issues Number of previous suspensions ____ mainly for ______Expulsion or recommendation for expulsion for ______Currently pending expulsion in previous district. Record of Citation for ______Record of Conviction for ______Previously or currently on probation Data from this initial records review leads one to believe that this student might reasonably be a danger to self or others, and if so, the student’s teachers will be immediately notified.
SART or SARB
Behavior contract or SARB/SART contract.
At risk for retention or has been retained
GATE
Student owes the previous school money for textbooks, library books, or other unpaid debt.
Other areas noted: ______
Reviewed by: Date of review ADELANTO SCHOOL DISTRICT Appendix 11 - Principal’s Field Trip Assurance
Teacher(s) Requesting Trip
Date of Trip Location
Educational Purpose
Number of Participating Students Grade(s)
The trip sponsor has completed the Teacher/Sponsor Field Trip Checklist and submitted it to the principal for preliminary approval. Trips that require overnight stays or that are out of state, require prior principal and Board approval. Before trips of more than one day, the principal or designee shall hold a meeting for staff, parents/guardians and students to discuss safety and the importance of safety-related rules for the trip. For noncertificated adults who will assist in supervising students on the trip, the principal or designee may also hold a meeting to explain how to keep appropriate groups together and what to do if an emergency occurs. In advance of a study trip, teachers shall determine educational objectives which relate directly to the curriculum. Principals shall ensure that teachers develop plans which provide for the best use of students' learning time while on the trip. Teachers also shall provide appropriate instruction before and after the trip The adult/student ratio for this trip is at most 1:10 and is deemed appropriate for the activity and age of students. A district form 6153.1 is completed and signed for every student riding with their parent(s). No student is being transported other than those specified above who are riding with their parent(s), in a vehicle other than a district or properly chartered vehicle. No student shall be prevented from making a trip because of a lack of sufficient funds. No trip shall be authorized if any student would be excluded from participation because of a lack of sufficient funds. (Education Code 35330) Trip is on the “Suggested Field Trip” list. Transportation is available and committed. “Request for Field Trip Transportation” form completed and submitted. Needed purchase requests completed and submitted. Parents/chaperones contacted. Arrangements made with destination Child Nutrition Services notified with date, time, and number of meals that will be needed. Student permission forms completed and signed by parents. Arrangements made for non-participating students.
Principal’s Certification I have reviewed BP/AR 6153 and the details of this field trip and recommend superintendent approval Principal Date
Superintendent’s Approval (or designee) Approved Not Approved
Superintendent Date
ADELANTO SCHOOL DISTRICT Appendix 12 - Teacher/Sponsor Field Trip Checklist
Name Grade Date of Trip
Destination
Educational Purpose of Trip
Admission Costs Transportation Costs Funding Source $ $
Preliminary Principal Approval Date
Two Months Prior to the Trip Location is on the “Approved Field Trip List.” If so, skip to the next item. If not, Principal to complete Board request for one-time field trip approval
Obtain preliminary principal approval for the trip. Principal must submit the field trip plan to the superintendent or designee for final approval.
Contact the destination to set up trip date and discuss any arrangements
Call the Transportation Department (246-3278) to confirm availability of transportation on the specified date.
Immediately complete and submit the “Request for Field Trip Transportation” form.
Two Weeks Prior to the Trip Contact parents and seek volunteers to provide needed assistance/supervision for the trip.
One Week Prior to the Trip Confirm transportation
Prepare bus seating chart
Make arrangements for any student(s) not participating on the trip
Secure purchase order and class field trip forms
Confirm date, numbers of meals needed and departure time with Child Nutrition Services (246- 5531).
Day of the Trip Be sure to take: Purchase Order; Permission Forms; Bus seating chart (one copy to the secretary, one copy to the driver); First Aid Kit; Any needed medications and directions for administration. ADELANTO SCHOOL DISTRICT Appendix 13 - Request for One-Time Board Approval of Trip Not on the Suggested Field Trip List
I. Background Information Teacher(s) Grade Level(s)
Date of Trip Number of Students
Location
Description of the field trip
Attach flyers and brochures
II. Student Achievement Impact Describe how this will support mastery of grade level content standards.
III. Expenditure/Funding Source Admission & Fees Transportation Total Funding Source(s): $ $ $
IV Administrative Recommendation I have reviewed the relevant information regarding this one-time field trip request and determine it to be appropriate for the reasons listed on this request form. Therefore, I recommend Board approval.
Principal Date School
ADELANTO SCHOOL DISTRICT Appendix 14 - Bus Seating Chart Confirm the number of rows of seats on your particular bus prior to completing this chart. It may be necessary to seat students three to a seat. Remember to strategically seat adults for maximum supervision.
DRIVER Door ADELANTO SCHOOL DISTRICT Appendix 15 - Principal’s Fundraiser Assurance
All fundraisers must have prior approval of the Superintendent or designee. Ensure all Board criteria are met prior to submitting the request.
Description
Sponsoring Group Sponsor Date(s) of Event Projected Profit $
Purpose for Funds
Educational Benefit
Principal’s Assurances
A meeting is scheduled to debrief the fundraiser with parents. Specifically, how much money was raised and how the money was spent (Can be reported out at a PTA, SSC, foundation or Boosters meeting). No student will be made to feel uncomfortable or pressured to provide funds. Donations are voluntary. No student shall be barred from an activity because they did not participate in fund raising. No door to door solicitation by students will be permitted. This fund raiser is not for personal benefit.
Food-Related Assurances Food will not be sold from one hour before school starts, through one hour after final dismissal (AR 3554) Homemade food will not be sold or served on campus. Fundraisers will focus on the health and well being of students, including nutritionally responsible selections, and physical activity. Snack foods which may be sold shall be of good nutritional quality, such as nuts, dried and fresh fruit, yogurt, juices, cheese, seeds, sandwiches and milk. Such foods should contain no more than a moderate amount of salt, sugar or fat. They can only be things that supplement a meal and may not exceed 175 calories for elementary and 250 calories for middle school students. No more than 35% of the total calories should be from fat. No more than 10% of calories from saturated fats. Sugar will comprise not more than 35% of the total weight. 100% fruit juices, fruits, nuts, nut butters and seeds are exempt. Items which are pre-wrapped and perishables that require refrigeration are the sole responsibility of the fundraising group and may not utilize the CNS refrigerators or freezers. Any food sales conducted outside the district’s food services program will meet nutritional standards specified in law, Board policy and administrative regulations and shall not impair student participation in the district’s food service program. This fund raiser will not result in more than the fourth fund raiser for the school this school year. This fundraiser complies with AR/BP 1321 and AR/BP 3554.
Fundraising for books, tickets or materials not required for the curriculum: Principal approves fundraiser In the event funds are being collected for a book order, the staff member is to accept only checks and money orders made out directly to the vendor. A receipt will be issued to each student who makes a purchase.
Fundraising on behalf of a charitable organization: This fund raiser has the prior approval of the Board.
This fund raiser complies with all AESD policies and procedures, and I recommend Superintendent approval.
Principal Date
Contacts: CNS: [email protected] 246-4912 x 318 ASB Funds Clerk: [email protected] 246-8691 x223 Superintendent’s Secretary: [email protected] 246-8691 x221 Appendix 16 -Handbook Additions Please add any handbook information that might be helpful to you, or your colleagues in the future. Submit to the Assistant Superintendent for Administrative and Educational services.
TOPIC:______I’d like to see information about (DO researches and writes):
or: I’d like to see this text included (I researched and feel this would be helpful). Use additional pages as necessary: