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The Mobile County Public School System does not discriminate in its education and employment programs on the basis of religion, age, race, color, national origin, gender, marital or parent/guardian status, and disability. This district complies with all federal and state laws and regulations regarding discrimination. Inquiries regarding compliance and/or grievance procedures may be directed as follow. For student inquiries (including student disciplinary matters), contact Terrence S. Mixon, Sr., Executive Director, P.O. Box 180069, Mobile, Alabama 36618 or call (251) 221-4246. For Title IX inquiries and grievance procedures, contact Bryan Hack, Executive Manager, P.O. Box 180069, Mobile, AL 36618 or call (251) 221-4543. For employee inquires, contact George Smith, Employee Relations Administrator, P.O. Box 180069, Mobile, AL 36618 or call (251) 221-4531.

Revised August 2012 BOARD OF SCHOOL COMMISSIONERS Ken Megginson District 1

Judy P. Stout, Ph.D. District 2

Reginald A. Crenshaw, Ph.D. District 3

Rev. Levon C. Manzie District 4

Dr. William C. Foster District 5

SUPERINTENDENT Martha L. Peek

EXECUTIVE DIRECTOR DIVISION OF STUDENT SUPPORT SERVICES Terrence S. Mixon, Sr.

The Mobile County Public School System does not discriminate in its education and employment programs on the basis of religion, age, race, color, national origin, gender, marital or parent/guardian status, and disability. This district complies with all federal and state laws and regulations regarding discrimination. Inquiries regarding compliance and/or grievance procedures may be directed as follow. For student inquiries (including student disciplinary matters), contact Terrence S. Mixon, Sr., Executive Director, P.O. Box 180069, Mobile, Alabama 36618 or call (251) 221-4246. For Title IX inquiries and grievance procedures, contact Bryan Hack, Executive Manager, P.O. Box 180069, Mobile, AL 36618 or call (251) 221-4543. For employee inquires, contact George Smith, Employee Relations Administrator, P.O. Box 180069, Mobile, AL 36618 or call (251) 221-4531.

Revised August 2012 TABLE OF CONTENTS CALENDARS 2012-13 School Calendar...... 1 2012-13 Division of Student Support Services’ Master Calendar...... 2

DIVISION CONTACT INFORMATION Attendance Services Department...... 3 Student Discipline and Placement Department ...... 4 Guidance Services and Student Records Department ...... 5 Health and Social Services Department...... 6 Transportation Services Department...... 7 Student Assistance Department ...... 9

ATTENDANCE SERVICES DEPARTMENT Supervisor’s Areas of Responsibility ...... 10 Attendance Policy Compulsory School Attendance Law ...... 10 Definition of Truancy ...... 10 Truancy Protocol ...... 11 Truancy Protocol Flowchart ...... 12 Responsibility of Parents / Guardians / Students – Grades PreK-8 ...... 13 Early Warning Truancy / Discipline Program ...... 14 Responsibility of Parents / Guardians / Students – Grades 9-12 ...... 14 Early Warning Truancy / Discipline Program ...... 15 Responsibility of School Officials – Grades PreK-12 ...... 15 Responsibility of Attendance Officers / Social Workers – Grades PreK-12 ...... 15 High School Credit Restricted on the Basis of Excessive Unexcused Absences ...... 16 Attendance Requirements for School-Sponsored Activities ...... 17 Department of Public Safety Compliance ...... 17 Report of Withdrawal / Exclusion Status ...... 18 Circumstances beyond the Control of the Student ...... 18 Appeal Process...... 19 Maintenance of Attendance Records ...... 19 Responsibility of Teachers ...... 19 Responsibility of Registrars / Attendance Clerks...... 20 Responsibility of Administrators ...... 20

Student Enrollment / Withdrawal Compulsory Attendance Age ...... 20 Minimum Age at Which a Child May Enter School ...... 20 Late Enrollment ...... 20 Documents Required for School Admission ...... 21 Acceptable Proofs of Residence ...... 23 Withdrawal of Students ...... 23 Withdrawal / Enrollment during Testing Periods ...... 23

13 Homeless Students and Youth Enrollment Records for Homeless Students ...... 24 Withdrawal of Homeless Students ...... 24 English Language Learners (ELL), Migrant, and Immigrant Students’ Registration Registration Procedures for English Language Learners (ELL), Migrant and Immigrant Students ...... 24 Equity Statement ...... 26 Attendance Reporting Attendance Procedures for Outside Agencies ...... 26 STUDENT DISCIPLINE AND PLACEMENT DEPARTMENT Executive Director’s Areas of Responsibility...... 27 Tips for Principals ...... 27 Effective Parenting Initiative ...... 28 Discipline Protocol ...... 28 Discipline Protocol Flowchart ...... 29 Alabama State Department of Education’s Guidelines for the Search of Digital Device Seized during the Administration of a Secure Test ...... 30 Crisis Intervention Center ...... 31 Crisis Intervention Protocol Flowchart ...... 32 Student Handbook and Code of Conduct ...... 33 Unsafe School Choice Option ...... 33 Alternative School Programs ...... 33 Student Placement Executive Director’s Areas of Responsibility ...... 33 Attendance Zone Transfers ...... 34 Parent / Custody Issues ...... 34 Guardianships ...... 35 Permission for Emergency Enrollment ...... 35 Non-Resident Students...... 35 Advanced Enrollment ...... 35 Youth Correctional Facilities...... 35 Other Areas of Responsibility Zoning ...... 36 School Dropouts ...... 36 Fire Drills ...... 36 Severe Weather Drills ...... 36 School Safety Plans ...... 36 Safety Plan Checklist ...... 36 Requisition for Division of Student Support Services Forms ...... 37 State Code Numbers ...... 37 Non-Discrimination Statement ...... 37

GUIDANCE SERVICES AND STUDENT RECORDS DEPARTMENT

4 Supervisor’s Areas of Responsibility...... 37 Guidance Services Comprehensive School Counseling and Guidance Program ...... 38 School Counselors...... 40 Crisis Management and Intervention ...... 40 Accredited Schools...... 41 New Courses...... 41 Educational Planning Guide ...... 41 Student Records Education Records ...... 42 Survey Information ...... 43 Military Recruiters ...... 44 Directory Information ...... 44 Records Procedures Student Cumulative Folder Contents...... 45 Guidelines for Student Cumulative Folder ...... 45 Student Transcript Report - Grades K-12 ...... 46 Transfer and Storage of Records/Transfer of Records during School Year ...... 46 Storage of Inactive Records ...... 46 Instructions for Preparation of Records for the Student Records Department ...... 47 Transcripts ...... 47 Duplicate Diplomas ...... 48 Records Disposition (System-wide) ...... 48 HEALTH AND SOCIAL SERVICES DEPARTMENT Health Services Supervisor’s Areas of Responsibility ...... 48 Health Assessment and Care ...... 48 First Aid and Safety ...... 49 Communicable Disease Control ...... 49 Health Education ...... 49 Crisis Intervention ...... 49 Special Education Support ...... 50 Personnel Programs ...... 50 Information Relating to Health Services Communicable Disease ...... 50 Children with Health-Related Needs ...... 50 Medical Leave ...... 50 Pregnancy ...... 50 Chronic Ailment Statement ...... 51 Special Medical Diagnosis or Medical Procedures ...... 51 Medications for Students at School ...... 51 General Medication Regulations ...... 52 Accidents – School-Related ...... 52 Insurance Packets - Students ...... 52 Insurance – Athletic ...... 52 Insurance – ALL Kids ...... 52

5 Board of Adjustment Claim Forms ...... 52 Sports Physicals ...... 53 Dental Program ...... 53 Hearing Program ...... 53 Scoliosis Program ...... 53 Vision Research ...... 53 Attention Deficit Hyperactivity Disorder (ADHD) ...... 54 Communicable Disease Control – Regulations ...... 54 Communicable Disease Report ...... 54 Meningococcal Vaccine...... 54 Immunization Law – Mandatory ...... 55 Certificates of Immunization for Students Leaving System ...... 56 Head Lice and Protocol ...... 56 Drug Free Schools Program (Student Drug Testing) ...... 56

Health Services for Employees Flu Shots ...... 56 Breast Cancer...... 56 Drug Testing ...... 57 Medicaid Administration Claim (MAC) Reimbursement Program ...... 57 Health Professionals Offering Screening Assistance in School ...... 57 Employee Emergency Card ...... 57 Wellness Program ...... 57

Social Services Education for Homeless Children and Youth The McKinney – Vento Homeless Assistance Act...... 58 Who is Homeless? ...... 58 Enrollment Records ...... 59 Withdrawal of Homeless Students ...... 59 Child Nutrition Program – Free Meal Eligibility for Homeless Children ...... 59 Parents / Guardians / Students Rights...... 59 Services Provided to Homeless Students ...... 60 Posting of Homeless Information ...... 60 Social Workers ...... 60 Social Workers’ Areas of Responsibility ...... 60 McKinney-Vento (Homeless Education) Dispute Resolution Procedure ...... 61 TRANSPORTATION SERVICES DEPARTMENT Coordinator’s Areas of Responsibility ...... 61 Transportation Services Bus Stops ...... 62 Route Information ...... 62 Driver and Transportation Aide’s Absences...... 62 Driver Performance...... 63 Educational Excursions Relating to Transportation ...... 63 Emergency Evacuation Drill...... 63 Student Handbook and Code of Conduct...... 64 Student Discipline Issues...... 64 Supervision of Bus Drivers / Bus Aides ...... 65

6 Student Items Left on Buses ...... 65 Transportation Department’s Sites ...... 65

STUDENT ASSISTANCE DEPARTMENT Coordinator’s Areas of Responsibility ...... 65 At-Risk Purpose of Program ...... 66 20% Non-Profit, Non-Governmental Agency Suggested Responsibilities ...... 67

Children First Purpose of Program ...... 67

High Hopes Purpose of Program ...... 68

Title IV, Part A - Safe & Drug Free Schools and Communities Purpose of Program ...... 68 Services and Activities ...... 68 Red Ribbon Week ...... 69

7 APPENDIX

TABLE OF CONTENTS

STUDENT DISCIPLINE AND PLACEMENT DEPARTMENT State Fire Marshall Regulation ...... A-1 SDE Safety Plan Checklist ...... A-2 SDE Required Components Checklist...... A-3 SDE Incident Procedures Checklist ...... A-4 SDE Emergency Procedures Checklist...... A-5 SDE General Safety Program Checklist ...... A-6

GUIDANCE SERVICES AND STUDENT RECORDS DEPARTMENT Crisis Management and Intervention ...... A-7 Child Abuse and Neglect...... A-8 Written Report of Suspected Child Abuse/Neglect...... A-9 Death of Student or Staff Member ...... A-10 Traumatic Death or Events ...... A-11 Death of Student’s Family Member ...... A-12 Suicide ...... A-13 Suicide/Homicide Protocol ...... A-14 Functional Analysis and Records Disposition Authority ...... A-15 Cumulative Folder Guidelines ...... A-16

HEALTH AND SOCIAL SERVICES DEPARTMENT Federal, State Laws, and SDE Guidance Relating to School Health Services ...... A-17 McKinney-Vento (Homeless Education) Dispute Resolution Procedure ...... A-18 (Homeless Education) Parent/Guardian/Unaccompanied Youth Appeal Form SS-504 . . . A-19

STUDENT ASSISTANCE DEPARTMENT CAPP I and Tobacco CAPP (Overview, Guidelines, and Enrollment Form)...... A-20 CAPP II and E-CAPP II (Guidelines and Enrollment Form) ...... A-21

13 Mobile County Public Schools

2012-13 REVISED SCHOOL CALENDAR Board-Approved May 31, 2012

July 4 Independence Day (All Schools & Offices Closed) Wed. August 13-15 Professional Development Mon. - Wed. August 16 Institute Thurs. August 17 Work Day for Teachers (No Classes) Fri. August 20 1st Day for Students / 1st Quarter/1st Semester Begins Mon. September 3 HOLIDAY - Labor Day (All Schools & Offices Closed) Mon. October 19 1st Quarter Ends (44 Days) Fri. October 22 2nd Quarter Begins Mon. October 22 Parental Involvement Day (No Early Dismissal) Mon. November 12 HOLIDAY - Veterans' Day (All Schools & Offices Closed) Mon. November 22-23 HOLIDAY - Thanksgiving Thurs. - Fri. December 21 2nd Quarter/1st Semester Ends (42 Days) Fri. December 24- Jan. 1 HOLIDAY - Christmas & New Year's (12-Month Staff Works December 26-28) Mon. – Tues. January 2 Teachers' Work Day (No Classes) Mon. January 3 3rd Quarter/2nd Semester Begins Thurs. January 21 HOLIDAY - Dr. M. L. King, Jr.'s Birthday (All Schools & Offices Closed) Mon. February 11-12 HOLIDAY - Mardi Gras (All Schools & Offices Closed) Mon. - Tues. February 22 HOLIDAY - Presidents' Day (All Schools & Offices Closed) Wed. March 15 3rd Quarter Ends (49 Days) Fri. March 18 4th Quarter Begins Mon. April 22-26 SPRING BREAK (12-Month Staff Works April 22-26) Mon. - Fri. May 24 4th Quarter/2nd Semester Ends (45 Days)/Students Last Day Fri. May 27 Holiday – Memorial Day Mon. May 28 Teachers' Work Day/Last Day for Teachers Tues.

WORKDAYS AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE TOTAL Students 10 19 23 19 15 20 18 21 17 18 0 180 Teachers 15 19 23 19 15 21 18 21 17 29 0 187

ATTENDANCE PERIOD 1 2 3 4 5 6 7 8 9 BEGINNING Aug 20 Sept 18 Oct 16 Nov 14 Dec 14 Jan 24 Feb 25 Mar 25 Apr 29 ENDING Sept 17 Oct 15 Nov 13 Dec 13 Jan 23 Feb 22 Mar 22 Apr 19 May 24 TOTAL DAYS 20 20 20 20 20 20 20 20 20 180

HOLIDAYS FOR 240- AND 260-DAY TYPE EMPLOYEES OPTIONAL VACATION (12-month employees' school year is July 1, 2012-June 30, 2013) DAYS FOR 240-DAY July 4 Independence Day Dec. 31- Jan. 1 New Year's EMPLOYEE TYPE Sept. 3 Labor Day Jan. 21 Dr. M.L. King's B'day Nov. 12 Veterans Day Feb. 11-12 Mardi Gras 8 Dec. 24-25 Christmas May 27 Memorial Day

Any weather make up days will be added to end of school year.

1 DIVISION OF STUDENT SUPPORT SERVICES MASTER CALENDAR 2012-2013 DUE DATE ITEM CONTACT _____ August 20 * Copy of School’s Handbook and Terrence Mixon On or before Schoolwide Discipline Plan

August 20 * Health Assessment Record School Nurse

September 9 List of No Show Students Curt Belson

September 28 * Immunization Audit Report Wanda Hannon

September 26 * Updated Safety Plans Curt Belson

October 7 * Federal Survey Forms Terrence Mixon

October 17-21 National School Bus Safety Week Pat Mitchell

October 24-28 National Red Ribbon Week Rachael Davis

November National School Attendance Month Curt Belson

December 5 * Scoliosis Report-Initial Screening Wanda Hannon

February 6-10 National School Counseling Week Rebecca Elmore

March National School Social Workers’ Month Wanda Hannon

April 16-May 31 * New and Continuation Transfer Requests Terrence Mixon

May 12 National School Nurses’ Day Wanda Hannon

August-May Copies of ALL reports of accidents, suspected Wanda Hannon abuse and suicide should be forwarded immediately to Health Services Office.

August-May Communicable Disease Reports should be turned Wanda Hannon in to the Health Services Office on Friday of each week.

August-May Twenty – day (20) Attendance Survey Report Curt Belson Signed by teachers and housed in front office

*Denotes one-time reports; all others are due at the close of attendance months.

CONTACTS

2 ATTENDANCE SERVICES DEPARTMENT

Supervisor Curt Belson 221-4276

Secretary Linda Biggs 221-4282

Attendance/Truancy Clerk Labarron Mitchell 221-4278

Attendance Officers Tina Alexander 221-3269 D’Juna Douglas 221-5429 Margaret Gatlin 221-2226 Doris Johnson 221-2202 Andrea McWhorter 221-5427

Social Workers Lewis Autrey 221-5428 Emily Daniels 221-2131 Deidre Nealy-Hamilton 221-4288 Shauna Ward 221-4260

CONTACTS

STUDENT DISCIPLINE & PLACEMENT DEPARTMENT

3 Executive Director Terrence S. Mixon, Sr. 221-4247

Secretary 221-4247

Statistician Sandra Morris 221-4277

Receptionist Sharon Abrams 221-4245

Director of Student Discipline & Placement Lynda Allinder 221-6248

Discipline Appeals of Suspensions/Expulsions Pamela Moorer 221-4255 Alternative Placement Kina Greene 221-4257 Phoenix Program – Middle/High School P.O.I.N.T.E. Academy – Adjudicated Youth Middle & High School Suspension Data Kina Greene 221-4257

Enrollment/Placement Projections-New Construction Keturah McKinnis 221-4254 Transfers/Guardianships Natalie Peoples 221-4256 Enrollment/Attendance Data Sandra Morris 221-4277

Other Areas of Responsibility Federal Impact Aid Survey Natalie Peoples 221-4256 OCR Report Sandra Morris 221-4277 School Calendar 221-4246

Zoning Geo-coded Data Keturah McKinnis 221-4254 Zone Determination Keturah McKinnis 221-4254

CONTACTS

GUIDANCE SERVICES AND STUDENT RECORDS DEPARTMENT

4 Supervisor Rebecca Elmore 221-4310

Secretary Jim Fredriksen 221-4310

Itinerant Registrar Vacancy Drop-out Data

Student Records Nancy Sims 221-4274 Vickie Price 221-4275

CONTACTS

HEALTH AND SOCIAL SERVICES DEPARTMENT

Supervisor Dr. Wanda Hannon 221-4292

5 Secretary Carol Ramirez 221-4293

Abuse Reports Paige Mansfield 221-4295

Coordinator of Special Procedures/Programs Sharon Bailey 221-4303 CPR/1st Aid Scoliosis Program Continuing Education Special Procedures

Office Nurse Sharon Bailey 221- 4304 Student Drug Testing

Employee Health/Office Nurse Mary Montgomery 221-4296 Employee Health Job Related Injury Bus Driver Physicals Employee Drug Testing Incident/Accident Reports Student Insurance

Health Supplies Paige Mansfield 221-4295

Medicaid Reimbursement Wendelin Neal 221-4294

Special Programs Beatrice Dees 221-4297 Lions Club Dental Program Communicable Disease Reports Title I

Wellness Program Sharon Bailey 221-4303

State Compliance Tammi Thames 221-4301

Homeless Children and Youth Denise Riemer 221-4279 Social Workers Larissa Dickinson 221-4283 Ciji Bendolph 459-4463

CONTACTS

TRANSPORTATION SERVICES DEPARTMENT

Coordinator Pat Mitchell 221-5260 Clerk Glenda Peacock 221-5260

6 Fleet Manager Bob Brunson 221-5260 Maintenance Problems School Buses/ System Vehicles Clerk Patricia Brookins 221-5260 Clerk Sandy Hull 221-5260

Route Specialist – Zone 1 Duane Tucker 221-5248 Route Information Clerk Janna Williams 221-5248

Route Specialist – Zone 2 Misty Sullivan 221-5242 Route Information Clerk Brandi Anderson 221-5242

Route Specialist – Zone 3 Michael Simon 957-1231 Route Information Clerk Stacey Holifield 957-1231

Route Specialist – Zone 4 School Choice/Alternative Schools Karen Slater 221-5260 Route Information Clerk Kim Cooper 221-5260

Route Specialist – Zone 5 Lillie Ray 221-5260 Special Education Clerk Tonya Williams 221-5260

Route Specialist – Zone 6 Mary Ann Gill 221-5260 Magnets, Bus Driver Training Clerk Pamela Weekley 221-5260

Accidents Sandy Hull 221-5260 Buses and Service Vehicles

Commercial Driver License & Debbie Cross 221-5260 Alabama School Bus Certification Robert Williams 221-5260 New Drivers & Recertification

Driver Trainers Debbie Cross 221-5260 Robert Williams 221-5260

Driver Personnel Data Glenda Peacock 221-5260 Regular & Substitutes

Fueling Information Mickey Manning 221-5260 Buses and Service Vehicles Edulog

Payroll Cynthia Brooks 221-5260 Vacancy 221-5260

7 CONTACTS

STUDENT ASSISTANCE DEPARTMENT

Coordinator Rachael Davis 221-5224 Clerk Quinthia Alexander 221-5388

At-Risk Program  20% Community Agencies

8  The Pathway  University of Mobile Ram Kids

Children First Program  100 Black Men

High Hope Program  Mentoring and Tutoring for Alabama High School Graduation Exam (AHSGE)

Safe and Drug-Free Schools and Communities  CAPP I  Tobacco CAPP  CAPP II  ECAP II  SWAT  Red Ribbon Week

ATTENDANCE SERVICES DEPARTMENT

Supervisor’s Areas of Responsibility  Monitors compliance with State attendance laws.  Monitors compliance of Mobile County Public School System’s attendance policy.  Supervises Attendance Officers/Social Workers.  Coordinates Early Warning Truancy/Discipline Program.  Files truancy petitions in Juvenile Court.  Serves as system’s representative in Juvenile Court for truancy cases.  Prepares records for Juvenile Court.

9  Enters information and decisions made at Early Warning Truancy/Discipline Program, CAPP, and Juvenile Court in Truancy Tracking Program in Information Now.  Monitors attendance and student cumulative records in local schools.  Monitors public safety compliance relating to student attendance.  Monitors verification of students’ residence.  Serves on appeal committee relating to attendance issues.

ATTENDANCE POLICY

Compulsory School Attendance Law Code of Alabama, Section 16-28-12 Each parent, guardian, or other person having control or custody of any child required to attend school or receive regular instruction by a private tutor who fails to have the child enrolled in school or who fails to send the child to school, or have him or her instructed by a private tutor during the time the child is required to attend a public school, private school, church school, denominational school, or parochial school, or be instructed by a private tutor, or fails to require the child to regularly attend the school or tutor, or fails to compel the child to properly conduct himself or herself as a pupil in any public school in accordance with the written policy on school behavior adopted by the local board of education pursuant to this section and documented by the appropriate school official which conduct may result in suspension of the pupil, shall be guilty of a misdemeanor and, upon conviction, shall be fined not more than five hundred dollars ($500) and may also be sentenced to hard labor for the county for not more than 90 days. The absence of a child without the consent of the principal teacher of the public school he or she attends or should attend, or of the tutor who instructs or should instruct the child, shall be prima facie evidence of the violation of this section.

Code of Alabama, Amendment 16-28-16 An amendment of 16-28-16 of the Code of Alabama, specifies that each child who enrolls in a public school, regardless of age, is subject to the School Attendance and Truancy Laws of the state. Definition of Truancy Alabama Department of Education Prevention and Support Services – (May 2004) A parent, guardian, or other person having charge of any child officially enrolled in Alabama public schools (K-12) shall explain in writing the cause of any and every absence of the child no later than three (3) days following return to school. A failure to furnish such explanation shall be evidence of the child being truant each day he/she is absent.

The child shall also be deemed truant for any absence determined by the principal to be unexcused based upon the State Department of Education’s current School Attendance Manual. Seven (7) unexcused absences within a school year constitute a student being truant for the purpose of filing a petition with the Court.

Truancy Protocol The Mobile County Public School System, in collaboration with the Mobile County District Attorney’s Office, the Juvenile Court System, and Strickland Youth Center has implemented an Early Warning Truancy / Discipline Program.

Please refer to Truancy Protocol Flowchart on page 12.

10 11 Truancy Protocol Flowchart

LETTER # 1 1 Unexcused Absence Letter from school Phone call from school

LETTER # 2 2 Unexcused Absences Letter/call by Attendance Officer

LETTER # 3 Last warning before legal 3 Unexcused Absences system gets involved Letter from DA

LETTER # 4 5 Unexcused Absences Legal notice Invitation to EWTDP

Early Warning Truancy / Discipline Program

Attends No Show

Improvement Subsequent Unexcused Absences

Legal Notice - Petition to Juvenile Court

Juvenile System Preliminary Hearing with Judge Right to enter a plea Right to an Attorney

Admit Deny

Sentenced Trial with Judge or Blind Plea

Guilty Not Guilty

Sentenced

12 Responsibility of Parents/Guardians/Students - Grades PreK – 8 A. Students are required to be on time for school. It is the responsibility of the parent/guardian to make sure their children arrive on time each day. B. Anytime a student is absent, the parent/guardian must send a written note to school satisfactorily explaining the absence. A satisfactory note from the parent/guardian meets the following State guidelines: Illness; death in the immediate family; inclement weather (as determined by the principal) which would be dangerous to the life and health of the child; legal quarantine; emergency conditions as determined by the principal; and prior permission of the principal and consent of the parent/guardian. The note or doctor’s excuse must be sent to school within three (3) days of the student’s return to school to be counted as an excused absence. C. Students must attend one-half of the instructional day to be counted present. Tardies and early dismissals are strongly discouraged. The parent/guardian must send a written note if the student is checked out of school prior to completing one-half of the instructional day. D. All tardies are unexcused except Mobile County Public Schools’ transportation, inclement weather as determined by the principal, court appearances, and doctor/dentist appointments. E. A written note from the parent/guardian, as described above, will excuse absences for up to but not exceeding ten (10) absences. F. The parent/guardian of a student who is absent eleven (11) or more times must present a clinical or doctor’s excuse to the school in order for the absences to be excused. G. The parent/guardian of any student who has a chronic ailment that may cause the child to miss school during the year is required to provide the school with a doctor’s statement verifying the child’s condition. At the beginning of each school year, a new chronic ailment statement from the doctor must be provided. A parent/guardian note is still required within three (3) school days for any chronic ailment absence. Failure of the parent/guardian to provide the school with a chronic ailment doctor’s statement and/or parent/guardian’s note can result in unexcused absence accumulation and referral to Juvenile Court. H. Absences for family vacations are strongly discouraged and will be permitted only if there are unusual circumstances, within the principal’s discretion, that merit an excused absence. An excused absence will not be granted unless the parent obtains prior permission from the principal. I. Following the first unexcused absence, the principal will send a notice of absence letter to the parent/guardian. J. Following the second unexcused absence, the Attendance Officer/Social Worker will send a notice of absence letter to the parent/guardian. K. Following the third unexcused absence, the Mobile County District Attorney’s Office will send a notice of absence letter to the parent/guardian. L. On the fifth (5) unexcused absence, a student is referred to the Early Warning Truancy/Discipline Program. Attendance at the Early Warning Truancy/Discipline Program shall be mandatory except where prior arrangements have been made or an emergency exists. M. Any parent/guardian having housing instability that may cause the child to miss school is requested to communicate with the school’s registrar and/or administrator regarding their housing situation.

NOTE: Only three (3) days are excused for each occurrence of headlice. Students should return to school as soon as possible clear of lice and nits.

13 Early Warning Truancy/Discipline Program Parents and students will be referred to the Early Warning Truancy / Discipline Program on the fifth (5th) unexcused absence and on the fifteenth (15th) tardy to school. Referral to the program includes the following steps: 1. The parent/guardian will receive official notification by U.S. Mail. The notice will require the parent/guardian and middle/high school student to report to the Municipal Court located at Mobile Government Plaza. Elementary school students are not required to attend and should report to their school. 2. The parent/guardian and student will meet with the Attendance Officer/Social Worker and the District Attorney. The Attendance Officer/Social Worker will review the system’s Attendance Policy; the District Attorney will review the State of Alabama’s Attendance Laws and consequences of breaking the laws. 3. If the parent/guardian and student fail to appear at the scheduled Early Warning Truancy / Discipline Program, the parent/guardian will receive legal notice and possibly a court referral.

Responsibility of Parents/Guardians/Students - Grades 9 – 12 A. Students are required to be on time for school. It is the responsibility of the parent/guardian to make sure their children arrive on time each day. B. Any time a student is absent, the parent/guardian must send a written note to school satisfactorily explaining the absence. A satisfactory note from the parent/guardian meets the following State guidelines: illness, death in the immediate family; inclement weather (as determined by the principal) which would be dangerous to the life and health of the child; legal quarantine; emergency conditions as determined by the principal; and prior permission of the principal and consent of the parent/guardian. The note or doctor’s excuse must be sent to school within three (3) school days of the student’s return to school to be counted as an excused absence. C. Students must be in attendance one-half of the instructional day to be counted present. Tardies and early dismissals are strongly discouraged. The parent/guardian must send a written note if the student is checked out prior to completing one-half of the instructional day. D. All tardies are unexcused except Mobile County Public Schools’ transportation, inclement weather as determined by the principal, court appearances, and doctor/dentist appointments. E. A written note from the parent/guardian, as described above, will excuse absences for up to but not exceeding four (4) absences for any full credit course per semester and not exceeding two (2) absences for any half credit course per semester. Additional absences will require a doctor’s note in order to be coded excused. F. The parent/guardian of any student who has a chronic ailment that may cause the child to miss school during the year is required to provide the school with a doctor’s statement verifying the child’s condition. At the beginning of each school year, a new chronic ailment statement from the doctor must be provided. A parent/guardian note is still required within three (3) school days for any chronic ailment absence. Failure of the parent/guardian to provide the school with a chronic ailment doctor’s statement and/or parent/guardian’s note can result in unexcused absence accumulation and referral to Juvenile Court. G. Absences for family vacations are strongly discouraged and will be permitted only if there are unusual circumstances, within the principal’s discretion, that merit an excused absence. An excused absence will not be granted unless the parent obtains prior permission from the principal.

14 H. Following the first unexcused absence, the principal will send a notice of absence letter to the parent/guardian. I. Following the second unexcused absence, the Attendance Officer/Social Worker will send a notice of absence letter to the parent/guardian. J. Following the third unexcused absence, the Mobile County District Attorney’s Office will send a notice of absence letter to the parent/guardian. K. On the (5th) fifth unexcused absence, a referral will be made to the Early Warning Truancy / Discipline Program. Attendance at the Early Warning Truancy / Discipline Program shall be mandatory except where prior arrangements have been made or an emergency exists. L. Students over age seventeen (17) who accumulate more than ten (10) consecutive or fifteen (15) days total unexcused absences during a single semester may be withdrawn from school with written authorization from the Division of Student Support Services. The parent/guardian will be notified of pending withdrawal and given one (1) week to appear before the principal or Attendance Officer/Social Worker to show cause as to why the student should not be withdrawn from school. M. Any parent/guardian having housing instability that may cause the child to miss school is requested to communicate with the school’s registrar and/or administrator regarding their housing situation.

NOTE: Only three days are excused for each occurrence of headlice. Students should return to school as soon as possible when clear of lice and nits.

Early Warning Truancy/Discipline Program Parents and students will be referred to the Early Warning Truancy / Discipline Program on the fifth (5th) unexcused absence and on the fifteenth (15th) tardy to school. Referral to the program includes the following steps: 1. The parent/guardian will receive official notification by U.S. Mail. The notice will require the parent/guardian and middle/high school student to report to the Municipal Court located at Mobile Government Plaza. Elementary school students are not required to attend and should report to their school. 2. The parent/guardian and student will meet with the Attendance Officer/Social Worker and the District Attorney. The Attendance Officer/Social Worker will review the system’s Attendance Policy; the District Attorney will review the State of Alabama’s Attendance Laws and consequences of breaking the laws. 3. If the parent/guardian and student fail to appear at the scheduled Early Warning Truancy / Discipline Program, the parent/guardian will receive legal notice and possibly a court referral.

Responsibility of School Officials - Grades PreK - 12 The principal must make sure that the following measures are taken to correct attendance problems prior to action by the Division of Student Support Services: A. On the first (1st) unexcused absence, the principal/designee will send a letter to the parent/guardian. If the letter with parent/guardian’s signature has not been returned within seven (7) school days, a referral to the Attendance Officer/Social Worker will be made. A. Suspension days are excused absences. It is the discretion of the school’s administrator to allow suspended students to make up school work. B. Attendance Officers/Social Workers and Homeless Education Program Social Workers should be notified of parent/guardian’s disclosure of housing instability.

Responsibility of Attendance Officers/Social Workers - Grades PreK - 12

15 A. On the second (2nd) unexcused absence, the Attendance Officer/Social Worker shall make contact with the parent/guardian. The purpose of this contact is to inform the parent/guardian of the student’s attendance status and possible consequences. B. The Attendance Officer/Social Worker will make referrals to the Early Warning Truancy / Discipline Program on the fifth (5th) unexcused absence. C. Failure to appear at the Early Warning Truancy / Discipline Program may result in the filing of a complaint/petition against the parent/guardian under Code of Alabama (1975), section 16-28-12 (failure to cooperate), or truancy against the child, whichever is appropriate. D. The Attendance Officer/Social Worker may make referrals to Juvenile Court for prosecution in the following situations: 1. Failure to appear at the Early Warning Truancy / Discipline Program. 2. Additional unexcused absences since referral to the Early Warning Truancy / Discipline Program. 3. Seven (7) or more unexcused absences. E. Attendance Officers/Social Workers will make referrals to Homeless Education Social Workers regarding housing and stability issues.

High School Credit Restricted on the Basis of Excessive Unexcused Absences from Class A. Students are responsible for reporting to school and to each class in accordance with their approved schedules. B. The teacher shall be responsible for checking and recording attendance daily in their assigned classes. C. A student attending a principal/designee approved activity shall be counted present. The student is responsible for all assignments missed. C. The principal shall notify teachers, in advance, of students who will be attending approved activities. D. The principal shall notify teachers daily of students suspended or assigned to Retract (In-school Suspension). E. A student absent from class more than four (4) unexcused days for any full credit course per semester or two (2) unexcused days for any half credit course per semester shall not receive credit for the course, unless approved by the principal. Four (4) tardies to the same class shall constitute one (1) absence for that class. F. In cases of prolonged absence due to illness, the parent/guardian should seek assistance from the school nurse or make other reasonable arrangements with the principal. G. The principal/designee should make every reasonable effort to contact the parent/guardian of any absent student on the day of the absence. H. The principal shall notify the parent/guardian of the student’s attendance record after the first (1 st) day of unexcused absence. This should be documented and kept on file for future reference. I. On the fifth (5th) day of unexcused absence per semester for any full credit course or on the third (3rd) day of unexcused absence for any half credit course per semester, the principal shall notify, in writing, the parent/guardian of the student’s loss of credit because of excessive absences. The notification provides for an opportunity for the student and/or parent/guardian to request a conference to present evidence as to why credit should not be denied. J. In cases where extreme emergencies exist and can be verified, the principal may extend the maximum number of unexcused absences per term accumulated before credit is withheld. K. The principal is encouraged to establish a contingency plan by which students may redeem their credits. Each teacher shall be provided a copy of the plan. N. The parent/guardian may appeal the decision to withhold credit for a student based upon excessive unexcused absences. The appeal must be submitted, in writing, to the Executive Director of the

16 Division of Student Support Services within one (1) week of notification. The appeal should contain the reasons for the absences and any supporting documentation. The appeal will be considered by a three member committee consisting of an Attendance Supervisor or Attendance Officer/Social Worker, a representative of the Division of Curriculum and Instruction, and the Assistant Superintendent of the Division of Student Support Services/designee.

The committee can exercise one of the following: 1. Uphold the principal’s decision and withhold credit. 2. Overturn the principal’s decision and award credit. 3. Approve or revise the principal’s offer of a contingency plan.

Attendance Requirements for School-Sponsored Activities Students are prohibited from participating in all school-sponsored activities on the day of the absence. Additional restrictions may apply as set by local school administration.

DEPARTMENT OF PUBLIC SAFETY COMPLIANCE

 16-28-40. License applicant under 19 to provide documentation of school enrollment, etc; denial of application if requiste status not shown; role of school attendance official; effect of withdrawal from school; effect of conviction for certain pistol offenses on driving privileges. (a) The Department of Public Safety shall deny a driver’s license or a learner’s license for the operation of a motor vehicle to any person under the age of 19 who does not, at the time of application, present a diploma or other certificate of graduation issued to the person from a secondary high school of this state or any other state, or documentation that the person: (1) is enrolled and making satisfactory progress in a course leading to a general educational development certificate (GED) from a state approved institution or organization, or has obtained the certificate; (2) is enrolled in a secondary school of this state or any other state; (3) is participating in a job training program approved by the State Superintendent of Education; (4) is gainfully and substantially employed; (5) is a parent with the care and custody of a minor or unborn child; (6) has a physician certify that the parents of the person depend on him or her as their sole source of transportation; or (7) is exempted from this requirement due to circumstances beyond his or her control as provided in this chapter. (b) The attendance officer or chief attendance administrator, upon request, shall provide documentation of enrollment status on a form approved by the Department of Education to any student 15 years of age or older who is properly enrolled in a school under the jurisdiction of the official, for presentation to the Department of Public Safety, on application for, or renewal or reinstatement of, a driver’s license or a learner’s license to operate a motor vehicle. Whenever a student seventeen (17) years of age or older withdraws from school, the attendance officer or chief attendance administrator shall notify the Department of Public Safety of the withdrawal. Withdrawal shall be defined as more than 10 consecutive or 15 days total unexcused absences during a single semester. (c) Within five days of receipt of a notice of withdrawal, the Department of Public Safety shall send notice to the licensee that his or her driver’s license or learner’s license will be suspended under this article on the 30th day following the date the notice was sent unless documentation of compliance with this article is received by the department before the 30th day. (d) Whenever the withdrawal from school of the student, or the failure of the student to enroll in a course leading to or to obtain a GED or high school diploma, is beyond the control of the student, or is for the purpose of transfer to another school as confirmed in writing by the parent or guardian of the student, or is for the purpose of participating in a job training program approved by the State

17 Superintendent of Education, no notice shall be sent by the proper school official to the Department of Public Safety to suspend the license of the student. If the student is applying for or renewing a driver’s license or a learner’s license, the attendance officer or chief attendance administrator, upon request, shall provide the student with documentation to present to the Department of Public Safety to exempt the student from this section.

The local superintendent of education with the assistance of the county or city school attendance director as the case may be, or any other staff or school personnel, or the appropriate school official of any private secondary school, shall be the sole judge of weather the withdrawal is due to circumstances beyond the control of the person. Suspension or expulsion from school or imprisonment in a jail or penitentiary is not a circumstance beyond the control of a person.

Report of Withdrawal/Exclusion Status For purposes of these procedures only, a student shall be considered “withdrawn” from school if he/she: 1. has requested enrollment status and is not enrolled. 2. is seventeen (17) years of age or older and has accumulated more than ten (10) consecutive days of unexcused absences during a single semester or more than fifteen (15) days total unexcused absences during a single semester. 3. has formally withdrawn from school.

It shall be the responsibility of the local school principal to identify students who have “withdrawn” from school. The local school principal/designee shall complete and file, with the Department of Public Safety, the Enrollment/Exclusion Form (SS-401) for every student who is determined to be “withdrawn”. A copy of these forms should be forwarded to the Attendance Services Department.

The local school principal shall not report as “withdrawn”: 1. any student who is withdrawn from school for the purpose of transfer to another school, as confirmed in writing by the student’s parent/guardian; or 2. any student who has withdrawn from school for the purpose of participation in a job training program approved by the State Department of Education; or 3. any student whose absence from school beyond ten (10) consecutive days or 15 days total unexcused absences during a single term is, in the opinion of the principal, beyond the control of the student, as defined below.

When a parent/guardian requests the withdrawal of a student, an exit interview shall be conducted with the parent/guardian/student completing the Student Withdrawal Information Card. If the student is seventeen (17) years old or older, the Consent to Drop Out of School Form must also be completed. School personnel are responsible for completing Section II of the Student Withdrawal Information Card. If the reason for withdrawal is loss of housing or unaccompanied youth, the school’s staff must contact the Homeless Education Social Worker at 221-4275.

A list of students, who have not enrolled and whose records have not been requested by another school, must be submitted to the Supervisor of Attendance Services by the second (2nd) Friday in September.

Circumstances beyond the Control of the Student

18 For purposes of these procedures, circumstances beyond the control of the student are limited to the following situations: 1. Students who are mentally or physically unable to attend school. 2. Students who are regularly and legally employed under the provisions of the Child Labor Law. 3. Students who, because of the distance they reside from school and the lack of public transportation, are compelled to walk more than two miles to attend a public school. 4. In the professional judgment of the school principal, based on his/her knowledge and understanding of the student’s particular situation, there are extenuating circumstances that justify the student’s failure to attend school, provided however, that suspension, expulsion and imprisonment do not qualify as extenuating circumstances beyond the control of the student. 5. The student is homeless and/or is experiencing housing instability.

The school system, by and through the local school principal/designee of the Superintendent, shall be the sole judge of whether or not the circumstances meet the above criteria of “beyond the control of the student”.

Appeal Process The student or parent/guardian of the student who was reported to the Department of Public Safety as withdrawn from school may appeal the principal’s report. The appeal shall be filed, in writing, within fifteen (15) days addressed to the Executive Director of the Division of Student Support Services.

The individual requesting the appeal shall be notified in writing of the Executive Director’s decision. If the individual does not agree with the decision, he/she may appeal to the Superintendent within five (5) days. The Superintendent shall review the decision, make a determination and notify the individual orally or in writing of his decision.

MAINTENANCE OF ATTENDANCE RECORDS

School attendance records are legal documents and must be kept accurately. Attendance must be documented daily in Information Now immediately following the tardy bell.

The default code for all absences is “X”. The correct code must be entered within three (3) days following the student’s return to school.

Attendance codes are: X = Default code, Excuse pending FT = Field Trip P = Parent note T = Tardy excused D = Doctor’s note Z = Tardy unexcused O = Other COE = Check out excused U = Unexcused absence COU = Check out unexcused S = Suspension C = Class tardy NR = Retract/In house suspension

Responsibility of Teachers 1. Post attendance in Information Now classroom immediately following the tardy bell. 2. Print, verify, and sign the 20-day attendance report, retain a file copy and turn in the original to the registrar/attendance clerk. 3. Leave instructions for the substitute regarding local school procedures for recording student attendance.

19 4. Maintain a file of student’s parent/guardian’s written notes and/or doctor’s excuses.

Responsibility of Registrars/Attendance Clerks 1. Check attendance records to verify homeroom teachers have posted attendance. 2. Notify the principal of homeroom teachers who have not posted attendance. 3. Disseminate a list of students who are absent, assigned to retract, or suspended. 4. Notify parents daily of students’ absences using school messenger. 5. Monitor local school procedures for recording student attendance when teachers are absent. 6. Check each teacher’s twenty (20) day report for accuracy. Notify teacher for corrections if applicable. Maintain a file of all twenty (20) day reports for five (5) years. 7. Coordinate with Attendance Officer/Social Worker in developing local school procedures for identification of students with attendance issues. 8. Tardies and early dismissals must be posted daily in Information Now.

Responsibility of Administrators It is the responsibility of the local school administrator to monitor teachers’ recordkeeping to ensure accuracy of attendance and maintenance of records.

STUDENT ENROLLMENT / WITHDRAWAL

Compulsory Attendance Age Code of Alabama, Section 16-28-3 Every child between the ages of seven (7) and seventeen (17) years shall be required to attend a public school, private school, church school, or be instructed by a competent private tutor for the entire length of the school term in every scholastic year except that every child attending a church school as defined in Section 16-28-1 is exempt from the requirements of this section, provided such child complies with enrollment and reporting procedure specified in Section 16-28-7.

Minimum Age at Which a Child May Enter School A child who is five (5) years of age on or before September 1 or the date on which school begins in the enrolling district shall be entitled to admission to kindergarten in the public elementary schools at the opening of such schools for that school year or as soon as practicable thereafter. A child who is under six (6) years of age on September 1 or the date on which school begins in the enrolling district shall not be entitled to admission to the first grade in the public elementary schools during that school year; except, that an underage child who transfers from the first grade of a school in another state may be admitted to school upon approval of the board of education in authority, and an underage child who has moved into this state having completed or graduated from a mandated kindergarten program in another state shall be entitled to admission to the public elementary schools regardless of age. A child who becomes six years of age on or before February 1 may, on approval of the board of education in authority, be admitted at the beginning of the second semester of that school year to schools in school systems having semiannual promotion of pupils.

Late Enrollment 1. Any late enrollee under the age of 17 shall be enrolled at the student’s assigned school. 2. Any late enrollee 17 years of age or older, without a valid reason, (i.e. documented medical excuse, death in immediate family, new resident, etc.) will be denied admission to school after the fourth day of a semester. The student will be eligible for enrollment at the beginning of the following semester. 3. Any late enrollee over the age of 17 receiving special services may not be denied enrollment.

20 NOTE: DO NOT REFER LATE ENROLLEES TO THE DIVISION OF STUDENT SUPPORT SERVICES.

Documents Required for School Admission Any student entering the Mobile County Public School System, regardless of grade level, shall be asked to submit the following: 1. Parent/guardian photo ID – driver license or non-driver license (a copy to be maintained in student’s Permanent Record Folder). 2. Student’s Social Security Card – highly suggested for admission (a copy of student’s Social Security Card to be maintained in student’s Permanent Record Folder). However, if the student does not have a Social Security Card, a student identification number will be assigned by staff in the Division of Student Support Services by calling 221-4277. 3. Student’s Certified Birth Certificate  Only birth certificates with original raised or colored seal can be accepted. Some copies of certified out-of-state birth certificates may be accepted at the discretion of the principal.  School personnel will copy the birth certificate, and the original returned to the parent/guardian. The copy will be filed in the student’s permanent record folder.  If obtaining a birth certificate for a foreign student seems impractical, his/her passport may be copied and accepted as his/her birth certificate.  Sometimes a student in the custody of the Department of Human Resources (DHR) does not have an available birth certificate. A DHR declaration showing student’s date of birth will be accepted.  A new enrollee who was born outside Mobile County is allowed thirty (30) days, after enrollment, to submit a birth certificate. Any student born within Mobile County is required to have his/her birth certificate upon enrollment.  A new enrollee from another Mobile County Public School System school will be conditionally enrolled pending receipt of school records containing a copy of his/her birth certificate. 4. Certificate of Immunization (IMM 50)  A valid immunization form is required for every student enrolled in Alabama public schools. Only Alabama issued immunization certificates are acceptable.  A new enrollee from another Mobile County Public School System school will be conditionally enrolled pending receipt of school records containing a proper immunization certificate. If the records are not received within thirty (30) days, notify the Division of Student Support Services.  If, upon the receipt of the student’s records, there is no evidence that the immunization form has been submitted to the previous school, the student and parent/guardian shall be notified immediately.  If no immunization certificate is presented at the time of enrollment, all other registration materials should be completed and the parent should be directed to the Mobile County Health Department.  If a student transfers out of the system, school personnel will copy the immunization form and return the original to the parent/guardian. The copy will be filed in the student’s Permanent Record Folder.  Immunization information must be kept current in Information Now.

5. Proof of Residence

21  Two proofs of residence are required annually at registration from all students (see Acceptable Proofs of Residence).  Each time a student enrolls at a school for the first time or changes his/her address, new proofs of residence should be provided.  Any student without proofs of residence should be enrolled and time allowed for parent/guardian to provide required proofs.  Old proofs of residence are to be removed whenever new proofs are provided.  If a parent/guardian wishes to use the SS-405 Student Enrollment Information Card which contains a Certificate of Residence section as one of the documents, the Certificate of Residence portion must be notarized.  Residence information must be kept current in Information Now. 6. Student Enrollment Information Card (SS-405)  All sections of the Student Enrollment Information Card must be completed by the parent/guardian annually.  A copy of the Student Information Enrollment Card must be placed in the First Aid Room within the first two (2) weeks of school.  A new Student Enrollment Information Card must be completed when a student enrolls in a different school during the school year.  The information on the Student Enrollment Information Card must be kept current in Information Now.  The completed card must be returned within five (5) school days following enrollment. 7. Health Assessment Record  All sections of the Health Assessment Record must be completed by the parent/guardian annually.  Immediately following the enrollment of a student, the Health Assessment Record shall be given to the school nurse.  The information on the Health Assessment Record must be kept current in Information Now by the school nurse. 8. Student Residence Questionnaire  The Student Residence Questionnaire is to be completed by the parent/guardian annually.  The TS code must be kept current in Information Now.  If a TS code is indicated a copy of the questionnaire should be sent to the Division of Student Support Services.  Each time a student enrolls at a school or changes his/her address, a new Student Residence Questionnaire is required. 9. Home Language Survey  The Home Language Survey is completed once during the student’s school career.  The original Home Language Survey shall be placed in the student’s cumulative folder.  If a parent/guardian indicates any language other that English, a copy of the survey must be sent to the ESL office.  The completed survey must be completed within five (5) days after enrollment.  If the Home Language Survey is not in the student’s Cumulative Folder, a new survey form must be completed by the parent/guardian.

Acceptable Proofs of Residence (Two (2) Proofs Required)

22 Required: One proof that reflects physical residence. (Example: Deed/Property Tax or Mortgage Tax Statement/Lease/Rental Receipts). 1. Property Tax Records or Deeds (please blacken out any personal financial information). Tax receipt record or deed. 2. Apartment or house lease. Rent receipts / lease. 3. Mortgage statement.

Required: One (1) proof from one of the following: 1. Utility bills Water/Gas/Telephone/Electric/Cable bills or deposit receipts/garbage service bill. 2. Income Tax Records From IRS to Parent/Guardian Copy of check /correspondence from IRS. 3. Certificate of Residence Section on Form #SS-405 – Student Enrollment Information Card (must be notarized). 4. Other Official Proofs Check or correspondence from the Social Security Office, Department of Human Resources. (DHR), Food Stamp Office or Temporary Assistance to Needy Families (TANF). 5. Bank Records Checking/Savings/Loan statement. Investment certificate. 6. Employment Records Company check/Verification from employer. 7. Two Credit Card Accounts (counts as one (1) proof) Any two (2) major credit card account statements.

Withdrawal of Students Students (grades K-12) can only be withdrawn from school by the parent/guardian or written authorization from the Division of Student Support Services (Board Policy 5.09). Persons listed as emergency contacts may not withdraw a student from school. Students whose parents/guardians move from one attendance zone to another during the school year, have a choice to attend the school that serves the new residence or remain on roll until the end of the school year in the school of origin (Board Policy 5.08).

If the reason for withdrawal is loss of housing or unaccompanied youth, the school’s staff must contact the Homeless Education Social Worker at 221-4275.

Withdrawal/Enrollment during Testing Periods If a student moves from one attendance zone to another immediately before or during any testing period, the sending school should discuss with the parent/guardian the feasibility of allowing the student to remain until testing is completed. However, if circumstances prohibit this arrangement the student should be withdrawn. The receiving school must enroll the student immediately and complete testing.

HOMELESS STUDENTS AND YOUTH

23 Enrollment Records for Homeless Students The enrollment of homeless children and youth shall NOT be denied or delayed due to any barriers including the lack of the following enrollment requirements:  Legal guardianship/custody requirements.  Parent/Guardian’s photo ID.  Birth certificate.  School records and/or transcripts.  Immunization or health records.  Proofs of residence.*  Transportation.  Second Party Residence Documentation Form.

If a homeless student does NOT have a student identification number when enrolling, please call the Division of Student Support Services at 221-4277 and one will be assigned. If you have any additional questions about enrolling a homeless child or youth, please call the Health and Social Services Supervisor at 221-4292 or 221-4275. The Homeless Education Social Worker will assist the Health and Social Services Supervisor in securing documentation needed for the student’s record and answering questions about homeless student enrollment. However, the student MUST be enrolled immediately while awaiting documentation/records.

*Homeless parents/guardians may use the SS-405 Student Enrollment Information Card as a proof of residence without having it notarized.

Withdrawal of Homeless Students Before withdrawing a homeless student from a school, contact the system’s Homeless Education Social Workers at 221-4292 or 221-4275 for assistance. The McKinney-Vento Homeless Assistance Act requires the district to maintain the student in his/her “school of origin” (i.e., the school the student attended when homelessness began) to the extent that it is feasible. Feasibility is to be determined by the Health and Social Services Supervisor.

ENGLISH LANGUAGE LEARNERS (ELL), MIGRANT, AND IMMIGRANT STUDENTS’ REGISTRATION

Registration Procedures for English Language Learners (ELL) , Migrant, and Immigrant Students A parent/guardian should be present at the time of registration to provide signatures required by law. (In rare cases, an acceptable child advocate may substitute for a legal guardian.) It is recommended that the following items be available at the time of registration or enrollment: 1. Parent/guardian photo ID – driver license or non-driver license (a copy to be maintained in student’s Permanent Record Folder). 2. Student’s Social Security Card – If the student does not have a Social Security Card or the parent/guardian does not care to give a social security number, a student identification number will be assigned by staff in the Division of Student Support Services (221-4277). 3. Proof of Age – Usually this will be a valid birth certificate; occasionally it may be a valid passport or some other acceptable document. If a valid birth certificate is not available, the parent/guardian may request a 90-day birth certificate extension. 4. Proof of Immunization – The only acceptable proof of immunization is the State of Alabama Certificate of Immunization that is issued by the Alabama Department of Public Health. If the

24 student or the parent/guardian indicates that the immunization form was submitted to a prior school, the student should be accepted on a temporary basis, not to exceed thirty (30) school days, pending the receipt of the student’s records to verify that the form is included in the record. The process should be monitored closely until the certificate is obtained. 5. Two documents that verify residence - Evidence that the student resides within an attendance area in the district. Under usual circumstances, a parent/guardian should provide two documents that verify residence. A student may be admitted to a Mobile County Public School System school on the basis of a sworn affidavit from a landlord certifying that the student’s parent/guardian resides in the Mobile County Public School System district. If clear evidence of permanent residence is not available, a designated school district official should determine a valid reason for lack of evidence, e.g., the student may be homeless, and that the request for enrollment at a particular school is reasonable and acceptable. 6. Student Enrollment Information Card All sections of the Student Enrollment Information Card must be completed by the parent/guardian annually. 7. Health Assessment Record All sections of the Health Assessment Record must be completed by the parent/guardian annually. 8. Student Residence Questionnaire The Student Residence Questionnaire must be completed by the parent/guardian annually. 9. Home Language Survey – The Home Language Survey must be completed at grade K-1; grade 6; grade 9; and/or registration transfer to a new school. The survey should be completed by the parent/guardian of students in grades K-5, but can be completed by the student or parent/guardian in grades 6-12. The survey identifies the first language spoken by the student, the language spoken in the home, and the language the child speaks most often. The original survey should be filed in every student’s cumulative folder and a copy of the survey will be sent to the ESL Office (see Appendix).

Exceptions to these provisions will be made for English Language Learners (ELL), Migrant, and Immigrant Students residing in the district. System staff will work with these students to secure the necessary documents.

All language minority children must be allowed to attend school, regardless of their ability to produce a birth certificate, social security number, or immigration documentation. Children may not be excluded from school because they do not have a social security number.

In 1982, the Supreme Court ruled that the Fourteenth Amendment prohibits states from denying access to undocumented immigrant children regardless of their immigrant status. All children, without regard to status – e.g., homeless, limited English proficient, migrant – will be provided a free and appropriate education.

According to Plyler vs. Doe (1982) public schools are prohibited at any time from:  Denying undocumented students admission to school on the basis of their undocumented status;  Requiring students or parents to disclose or document their immigration status;  Making inquiries of students or parents that may expose their undocumented status; and  Requiring social security numbers of all students, as it may expose the undocumented status of students or parents.

25 Equity Statement All children, without regard to status – e.g., homeless, limited-English proficient, migrant – will be provided a free and appropriate education; including equal and appropriate education opportunities and support services to enable them to achieve state and local content and achievement standards.

ATTENDANCE REPORTING

Attendance Procedures for Outside Agencies Listed below are the agencies that are approved by the Alabama State Department of Education to record the attendance of students who are enrolled in their programs. Please withdraw the students from the Mobile County Public School System once the agency contacts your school for records.

Alabama Correctional School – State School

Juvenile Court of Mobile County . Strickland Youth Center 2315 Costarides Street Contact Person: Mobile, AL 36617 Beverly Grisby Telephone: 574-1450 FAX: 574-5290

. P.O.I.N.T.E. Academy State Code #0267 461 Donald Street Contact Person: Mobile, AL 36617 Beverly Turner Telephone: 221-5373 FAX: 221-5376

The Bridge, Inc. State Code #0133 3401 Newman Road Contact Persons: Mobile, AL 36695 Jeremy Blair/Tim Naugher Telephone: 633-0475 FAX: 633-6653 / 635-1057

Learning Tree (K-12) State Code #0425 4979 Lott Road Contact Persons: Eight Mile, AL 36613 Jennifer Williams Telephone: 649-4420 FAX: 649-1164 Easter Seals (Ages 3-5 years) State Code #0280 10 Westminster Way Contact Persons: Mobile, AL 36608 Tennille Thomas/Ann Falkenhagen Telephone: 342-3122 FAX: 344-6322

AltaPointe Health Systems State Code #0505 5800 Southland Dr. Contact Person: Mobile, AL 36693 Debra Outlaw Telephone: 661-0153 FAX: 662-8066 . Hospital – See section below regarding medical facilities . BayPointe – Residential (K-12) State Code #0505 . Child & Adolescent Day Treatment/LeMoyne Center State Code #0505 Listed below are the agencies that are NOT approved by the Alabama State Department of Education to record the attendance of students who are enrolled in their programs. Please count the students

26 present while they are enrolled in these programs and the school’s personnel must assist with providing academic assignments to the facility. Juvenile Court of Mobile County . Crisis Center 2315 Costarides Street Contact Person: Mobile, AL 36617 Liz Bartlett Telephone: 574-3222 FAX: 574-3250 St. Mary’s Home - Assessment and Residential Programs State Code #9426 4350 Moffat Road Contact Person: Mobile, AL 36618 Sandy Roberts Telephone: 344-7733 FAX: 344-9753 Count the student absent if not in school using the O code unless otherwise informed by the teacher from St. Mary’s. Medical Facilities and Drug/Alcohol Treatment Programs Examples: . USA’s Women and Children’s Hospital . AltaPointe Hospital . Bradford Drug Treatment Program

STUDENT DISCIPLINE AND PLACEMENT DEPARTMENT Executive Director’s Areas of Responsibility  Coordinates the development of the Student Handbook and Code of Conduct as approved by the Board of School Commissioners.  Ensures each school has a uniform policy.  Monitors administrators’ compliance to the Student Handbook and Code of Conduct, including due process guidelines.  Serves as Chairman of the Superintendent’s Discipline Committee for suspension appeal hearings.  Serves as the Expulsion Hearing Officer for students recommended for expulsion and/or returning from expulsion.  Supervises the placement of general education students on long-term suspension to alternative programs. Tips for Principals  The Student Handbook and Code of Conduct should be closely reviewed at the beginning of each school year.  The teachers must thoroughly review the Student Handbook and Code of Conduct with all students during the first two weeks of school.  When an offense has a minimum and maximum disciplinary action listed in the Student Handbook and Code of Conduct, the principal has a range of disposition choices for punishment; do not limit choices to either end of the range.  Prior to the initial contact with the parent/guardian regarding a suspension, a thorough investigation should have occurred. The parent conference may be at the time of suspension or upon return from suspension.

27  Upon rendering a decision to suspend a student, the parent/guardian shall be notified by a school administrator.  Refer to the Discipline Management with Information Now booklet for correct procedures for entry of discipline infractions.  For each suspension there must be an “S” entry.  When writing a suspension description, do not simply repeat the offense code; describe exactly what occurred. A properly written example follows. (Ex.: B-5 / Act of willful disobedience. James Jones refused to enter the classroom when requested three times by his teacher, Pat Cross. )  The administrator shall post the suspension immediately to the student’s attendance.  In dealing with an upset parent, take time to listen. Many times, the parent/guardian knows the child is guilty of the offense; he/she just needs to vent. Do not be offended if the parent/guardian calls the central office.  If the principal recommends expulsion, the student must first be suspended for ten (10) days. Guidelines for expulsion should be followed exactly as written in the Student Handbook and Code of Conduct. Call for assistance if needed.  Principals receive a semi-annual list of students who are under expulsion. The list should be checked carefully prior to enrollment of students; do not enroll any student whose name is on the expulsion list.

Effective Parenting Initiative For students in grades K-12, principals have an option of referring a student and his/her parent/guardian to the Effective Parenting Initiative (EPI) in an effort to assist the parent/guardian with parenting skills that will ultimately be of benefit to the student. On a student’s second “B” offense, the school’s administrator will make an EPI referral for the parent/guardian. If the parent/guardian registers for the EPI, the student’s suspension will be decreased to the minimum days allowed based on the offense in accordance with the Student Handbook and Code of Conduct. Failure to attend all four (4) sessions of EPI will result in the suspension being fully reinstated in accordance with the Student Handbook and Code of Conduct.

Administrators must inform parents/guardians and students about EPI including time, location, requirements and consequences of not attending. The administrator must complete an EPI referral form and send it to the Parent Specialist in the Division of Federal and Special Programs.

Discipline Protocol The Mobile County Public School System, in collaboration with the Mobile County District Attorney’s Office, the Juvenile Court System, and Strickland Youth Center implemented a Truancy / Discipline Program. Parent/guardian and student will be referred to the Early Warning Truancy / Discipline Program when the student continues to exhibit disruptive behaviors following local school intervention. Discipline Protocol Flowchart Please refer to Discipline Protocol Flowchart on page 29.

LETTER C LET T ER A HELPING FAMILIES INITIATIVE (HFI) REFERRAL 1st I-NOW discipline entry. 2nd B out-of-school suspension or subsequent I-NO W 2nd C offense or 1st D or E O ffense discipline entries Letter from school administrator.Non-adjudicated Letter from Executive Director of Division of StudentPhone Support call from school. (Adjudicated Youth Center notified) Services. Parent conference per MCPSS Student Code of Conduct. Parent conference per MCPSS Student Code of Conduct. IEP team convenes. * Parenting Sessions (completionLETTER of allB modules to avert long- Behavior specialistHELPING reviews FAMILIES Functional INITIATIVE Behavior (HFI) Assessment Subsequentterm suspension). I-NOW discipline entries or 1 st B out-of-school 1st(FBA). C offense * - WARNING LET T ER suspension.Invitation to Early Warning T ruancy/Discipline Program LetterDevelop/Revise from HFI. Behavior Intervention Plan (BIP). * Letter(EWT from DP). DA. Parent conference per MCPSS Student Code of Conduct. Following discipline protocol for SPED notification process Parent conference per MCPSS Student Code of Conduct. Following discipline protocol for SPED notification process for suspensions. * for suspensions. * Following discipline protocol for SPED notification process for IEP T eam convenes. * IEP team convenes. * suspension. * 28 Behavior InterventionImprovement Plan (BIP) reviewedSubsequent and/or revised.Office * Behavior Intervention Plan (BIP) developed. * IEP * = T Sp. eam Ed. convenes. StudentsEarly * Warning Only Attends T ruancy / Discipline ProgramStudentSentencedLegalAdmit Notice Referred – Petitionto DA’s toOffice JuvenileSentenced forGuiltyDenyT rial Review.Court. with Judge or BlindNot Plea Guilty Behavior Intervention Plan developed. * Referrals School Completes Student Discipline Folder & Sends it to Student Support Services for Review.

Juvenile System Preliminary Hearing with Judge. • Right to an attorney Right to enter a plea.

Alabama State Department of Education’s Guidelines for the Search of Digital Device Seized during the Administration of a Secure Test. The possession of a digital device (including but not limited to cell phones, MP3 players, cameras, or other telecommunication devices capable of capturing or relaying information) is strictly prohibited during the administration of a secure test. If a student is observed in possession of a digital device during the administration of a secure test, the device will be confiscated.

29 If a student is observed using a digital device during the administration of a secure test, testing for the student will cease, the device will be confiscated and is subject to search, the student will be dismissed from testing, and the student’s test will be invalidated.

Guidelines are as follow. 1. If a student is observed in the possession of or use of a digital device during the administration of a secure test, the device will be confiscated by the test administrator. “Smart phones” should temporarily be turned off to prevent any remote-access data-wipe. 2. The test administrator should deliver the device, as soon as practicable, to a school administrator. 3. A “chain of custody” list should be kept to record everyone who had possession of the device and when the device was transferred to someone else. The device should be stored by the school administrator in a secure location until the next step is taken. 4. For the purpose of determining whether a search of a digital device should take place, the school administrator should: a. Learn the facts regarding the seizure of the device from the test administrator, and b. Determine whether it is reasonable under all the circumstances to believe that the student could have been using the device to cheat or for some other unpermitted purpose. 5. If the school administrator determines that the student was merely in possession of the digital device, then it may be returned in accordance with the school’s policy. 6. If the school administrator believes that it is reasonable to suspect that the student was using the device for an impermissible purpose then he/she may search the device, limiting the search to only what is necessary to reasonably determine whether the student was cheating, copying secure test information, or violating a school rule. The school administrator should follow procedures in the Student Handbook and Code of Conduct Section IV – General Policy Statements (Searches) regarding the search of student property. 7. If no wrongful activity is discovered on the device then it may be returned to the student in accordance with the school’s policy. 8. If wrongful activity is discovered on the device regarding the test at issue or if other wrongful activity is inadvertently discovered on the phone, then the school administrator should secure the device in accordance with the school’s policy and notify the system test coordinator, school system attorney, or superintendent as appropriate. 9. Following a search in which wrongful activity is discovered, and when the device is a “Smart phone,” the device should be turned off after the search to prevent a potential remote-access data- wipe. 10. Any disciplinary action should be taken in accordance with the Student Handbook and Code of Conduct. 11. Test irregularity reports should be completed in accordance with the Alabama State Department of Education’s Student Assessment Handbook and in consultation with the Alabama State Department of Education’s section of Assessment and Accountability to ensure that no secure test information has been recorded or distributed. 12. In any situation involving the search and seizure of a student’s property, a school administrator should consult with his/her supervisor.

Crisis Intervention Center The Mobile County Public School System, in collaboration with the Mobile County District Attorney’s Office, the Juvenile Court system, and Strickland Youth Center, implemented a Crisis

30 Intervention Center. Students may be transported to the Crisis Intervention Center when they cause a major disruption or commit a misdemeanor offense at school.

Please refer to the Crisis Intervention Center (C.I.C.) Protocol Flowchart on page 32.

Mobile County Public Schools’ Student Support Services and Mobile County Juvenile Court Crisis Intervention Center (C.I.C.) Protocol Flowchart

31 Child Commits a Misdemeanor Offense or Causes a Major Disruption Child sent to the office.

School Administrator Calls Resource Officer. Proposes suspension. Contacts parent/guardian.

Resource Officer Law Enforcement Not Involved Determines if law enforcement is School follows the Student Handbook & Code of Conduct. notified. Parent/Guardian comes to school and picks up child.

Law Enforcement Agency Contacted

Parent/Guardia Parent/Guardian Not Child Arrives at Crisis Intervention Center n Comes for Available Child is received by Intake Officer. Conference and Law Enforcement Agency Background check is performed for prior Picks Up Child Escorts child to Crisis record. Intervention Center. A JU-2 Complaint filled out BUT will not be signed. School Administrator If Child Has No Child on Probation attaches a completed Prior Record Probation Officer Referral form, Student Intake Officer notified Demographic Profile with contacts immediately to contact information, current parent/guardia come to the grades, attendance and n. C.I.C. disciplinary records. Makes an Probation officer assessment. decides if a Parent/Guardian VOP (Violation Principal/Teacher Pursues arrives at of Parole) Court Intervention C.I.C. should be Principal/Teacher must appear filed. at the Strickland Youth Center Intake Office within seven days to sign the JU-2 Determination and file a formal complaint. Intake Office will make referrals to the appropriate agencies/programs. Parent/Guardian and child sign referral form. If formal complaint is filed the case will be processed and entered into the juvenile justice system and subject to court intervention. After the third appearance at C.I.C. by a juvenile, the District Attorney’s office will be notified for referral to Helping Families Initiative. Parents may face the possibility of having a “Failure to Compel Child to Behave” petition filed against them.

Student Handbook and Code of Conduct

32 Annually, the Student Handbook and Code of Conduct is reviewed by a committee appointed by the Executive Director of the Division of Student Support Services. Upon approval by the Board, the Student Handbook and Code of Conduct becomes policy. Principals receive copies of the Student Handbook and Code of Conduct for distribution to all students and staff. The Student Handbook and Code of Conduct states that teachers have the responsibility of reviewing the Student Handbook and Code of Conduct in classes during the first two weeks of school. It is REQUIRED that parent/guardian sign an acknowledgement of receipt that is a part of the Student Enrollment Information Card.

Unsafe School Choice Option In compliance with the No Child Left Behind Act of 2001, the Alabama Board of Education adopted guidelines for the unsafe school choice option on March 13, 2003. The complete policy is located on the Division of Student Support Services’ website in the document section. It is also contained in the Student Handbook and Code of Conduct.

This option defines violent criminal offenses in the following manner: homicide; robbery; assault in the first and/or second degree; sexual battery (including rape) and use of a handgun, firearm component, explosive, knife, and other “unknown weapons” as defined by the Student Incident Report (SIR). The Student Handbook and Code of Conduct lists each of these offenses separately in Group C, D or E offenses.

The NCLB federal requirement provides options for student transfers under two categories: 1. Transfer Option School (TOS) A school will be designated a TOS if the school expels at least 1% of the student population for designated offenses for three consecutive years. Students at a TOS will be notified by Student Support Services regarding their right to a transfer. Note: TOS status is based on the number of expulsions per year and does not currently apply to any MCPSS school. 2. Victim of Violent Criminal Offense in School A student who becomes a victim of a violent criminal offense (defined above) at school (or school-sponsored activity) shall be given an opportunity to transfer to another school. Regulations provide that parents be notified of this option after the written investigative report is completed. In Mobile County, the Security Department’s written investigative report will be used as the basis for this determination. This transfer process is handled through the Division of Student Support Services.

ALTERNATIVE SCHOOL PROGRAMS

Refer to the Safeguard Opportunities for Academic and Social Success Handbook.

STUDENT PLACEMENT

Executive Director’s Areas of Responsibility  Projects student enrollment for schools impacted by new construction.  Maintains system drop-out data.  Determines placement for out-of-zone transfers, international exchange students, non- resident students, students returning from correctional institutes and other special enrollment cases.

33  Processes applications for attendance zone transfers, permission for emergency enrollment and non-residents.  Conducts placement interviews for applicants to the Phoenix Alternative Program.  Counsels, on a daily basis, with principals and parents regarding discipline issues, transfers, guardianships, other parental concerns.  Completes the system’s annual Office of Civil Rights Compliance Report.  Completes the system’s annual Federal Impact Aid Survey.  Coordinates the annual Student Insurance bid process.  Monitors local school safety plans.  Remains abreast regarding Board policies, state and federal laws, legal opinions rendered by the Attorney General and/or the system’s legal counsel in areas of assigned duties.

Attendance Zone Transfers Attendance zone transfers from are issued in accordance with the guidelines governing transfer procedures. If a student is on transfer, the principal should pay close attention to attendance and discipline. When the principal notes a problem in one of these areas, he/she must hold a conference with the parent/guardian and student to discuss the concerns. The parent/guardian must be informed that any future problems may result in a recommendation to revoke the student’s transfer. A recommendation to revoke a student’s transfer must be submitted, in writing, outlining the concerns and corrective measures attempted. Recommendations are sent to the attention of the Executive Director of the Division of Student Support Services. NOTE: Requests to revoke transfers will not be granted after February 1 st due to continuity of instruction and Spring test preparation.

Blount, Davidson, LeFlore, Murphy, and Vigor High Schools offer themed programs that are available to all students regardless of their address. However, students who choose to enroll in these programs must remain in the program until they graduate from high school. If the student decides to withdraw from the themed programs offered at one of these schools, the student will be required to return to the high school in his/her district.

Parent/Custody Issues Due to the overwhelming number of custody issues involving students, all Mobile County Public School System employees will follow the same procedure as outlined below relating to noncustodial parents’ access to student records and visitation. School system employees should not be placed in the position of reading and attempting to interpret divorce decrees and/or other legal documents to resolve custody issues.

The Student Enrollment Information Card, as completed, by the enrolling parent, should govern issues relating to pick up, visitation, etc. of students at school. The custodial parent, who completes the Student Enrollment Information Card at the time of enrollment, may complete the Parent/Legal Guardian #2 section of the enrollment card for the noncustodial parent. Visitation of children at school, by the noncustodial parent, is not allowed unless the noncustodial parent’s name is on the enrollment card in the Guardian #2 section or written permission is given by the custodial parent. This includes lunch, field trips, class parties, etc. All other contacts should be placed in the Emergency Contact section of the enrollment card.

The noncustodial parent has the right to receive copies of their child/children’s educational records including, but not limited to, a copy of report cards, unless such rights have been

34 specifically revoked by a court order or other legally binding document. The noncustodial parent shall be allowed to conference with administrators and teachers at the child/children’s school. The primary role of our schools is to provide a safe learning environment for all students in which their attention can focus on instruction. The schools will not become the environment for parental custodial disputes. These types of issues must be dealt with away from school campuses.

Guardianship The Division of Student Support Services no longer issues school guardianship. Only legal guardianship, obtained through the Court system, will be accepted. Guardianships previously issued by the Division of Student Support Services are no longer valid.

Permission for Emergency Enrollment On a limited basis, permission to enroll a student in school will be given to an adult who does not have legal custody of the student if one or more of the following conditions/circumstances are present: 1. Removal of a student from his/her home, by the Department of Human Resources, with placement in a relative’s home or in a shelter/assessment setting. 2. Incarceration of parent/guardian (The Division of Student Support Services’ staff must be able to verify this situation). 3. Death of parent/guardian (copy of obituary, funeral program and/or death certificate required). 4. Military service which requires out-of-town/out-of-country placement (documentation from military required). 5. Long-term hospitalization of parent/guardian (doctor’s statement required). 6. Issues relating to student’s primary care (appropriate documentation required). 7. Circumstances related to natural disaster.

Permission for Emergency Enrollment is valid for the current school year only. Applications must be completed in the Division of Student Support Services. Applicants must bring photo identification and appropriate documentation as listed above in order to complete the application.

Non-Resident Students Students who reside out-of-county or out-of-state may apply for enrollment, provided space is available. The parent/guardian must pay a fee for the student to attend a school in the Mobile County Public School System. Current rates are listed below. Out-of-County $2,200.00 per year. Out-of-State $2,200.00 per year. Out-of-Country $2,200.00 per year.

Advanced Enrollment If a family plans to move into a particular attendance zone within three months, advanced enrollment may be requested through the Division of Student Support Services. Prior to approval, documentation must be provided (lease agreement, purchase agreement, etc.).

Youth Correctional Facilities

35 Students returning from correctional facilities (boot camp, youth center, state school, etc.) must report to the Division of Student Support Services prior to enrolling in the regular school program.

In general, all students in these programs must spend one grading period at P.O.I.N.T.E Academy before returning to the regular school program. See previous information related to alternative school programs. The student’s academic and behavioral record is considered in the placement process.

OTHER AREAS OF RESPONSIBILITY Zoning  Directs all zoning projects and rezones areas as a result of new construction, shifts in population or other redevelopment needs.  Remains abreast of new building developments in Mobile County to make appropriate school zone recommendations.  Prepares zoning information upon request from housing authorities.

School Dropouts Students who are considering dropping out of school must be interviewed and strongly encouraged to remain in school. Dropout information is obtained electronically from the schools’ computers.

Fire Drills In accordance with State law, principals shall conduct monthly fire drills and document date/time for review by local, state and/or fire department officials. Fire drill exits/plans must be available and posted (Alabama Administrative Code Section 36-19-10). (See Appendix A-1 for State Fire Marshall Regulations). Documentation of monthly fire drills must be submitted to the Division of Student Support Services by the last day of each month. Fire escape plans are also required to be submitted prior to the first day of school.

Severe Weather Drills State law requires two (2) seasonal severe weather drills, with one (1) during the period September – November and one (1) during the period January – March. Principals should keep accurate records of date and time of drills (State Fire Marshall Regulation Chapter 482-2-102). See Appendix A-1 for State Fire Marshall Regulations. Documentation of severe weather drills must be submitted to the Division of Student Support Services by November 30th and March 31st each school year.

School Safety Plans School safety plans must be approved by the State Department of Education and must be revised annually. Revised plans must be submitted to the Executive Director of the Division of Student Support Services by the last Monday in September of each school year. The plan is only as effective as the planning and practice by the school’s staff. Practice your plan regularly.

Safety Plan Checklist

36 The Alabama State Department of Education has provided a Safety Plan Checklist that each school’s administrator should complete at the beginning of each school year when revising the safety plan. See Appendix A-2 through A-6 for State Department of Education checklists.

Requisition for Division of Student Support Services’ Forms Form SS-400 – Requisition for Division of Student Support Services’ Forms is sent to all schools in April each year for school personnel to order needed forms for the next school year. Upon completion, school personnel should fax Form SS-400 directly to the Forms’ Room in the Print Shop at 221-5130.

State Code Numbers All schools in the Mobile County Public School System are assigned a four-digit code number by the State Department of Education.

Non-Discrimination Statement The statement below must be placed on all Mobile County Public School System publications not limited to but including local school handbooks, yearbooks, publications of students’ work, teacher handbooks, school web sites, etc.

The Mobile County Public School System does not discriminate in its education and employment programs on the basis of religion, age, race, sexual orientation, color, national origin, gender, marital or parental status, or disability. This district complies with all federal and state laws and regulations regarding discrimination. Any inquiries regarding compliance and/or grievance procedures may be directed to Bryan Hack, Executive Manager, Human Resources Division, P.O. Box 180069, Mobile, AL 36618 or call (251) 221-4543.

The non-discrimination statement is located on the Division of Student Support Services’ website in the documents’ section and is available for copying to use on local school publications.

GUIDANCE SERVICES / STUDENT RECORDS DEPARTMENT

Supervisor’s Areas of Responsibility  Coordinates Comprehensive Counseling and Guidance Program.  Coordinates Counseling Curriculum.  Coordinates Mobile County Public School System’s College and Career Day.  Coordinates and disseminates annually the Educational Planning Guide for High School Students.  Facilitates Counselor In-service Training.  Assists with Transfers from Non-Accredited Schools/School Settings.  Serves as Liaison to Curriculum and Instruction.  Verifies High School Credit for Courses Taken Prior to Grade 9.

37  Monitors Diplomas/Certificates Issued.  Monitors Diploma/Certificate Status Advisement.  Monitors Diploma Requirements/Types.  Monitors Graduation Requirements.  Monitors Weighting of Grades.  Verifies Ranking of Students.  Verifies Valedictorian and Salutatorian Selection.

 Monitors Grade Enhancement.  Monitors School Accreditation Information (SACS).  Disseminates General Information About Alabama High School Graduation Exam.  Coordinates NCAA Approved Courses.  Disseminates Student Directory Information.  Facilitates Registrar In-service Training.  Manages Student Records (Active and Archive).  Manages Student Transcripts / Duplicate Diplomas.

GUIDANCE SERVICES

Comprehensive School Counseling and Guidance Program The comprehensive school counseling and guidance program is an integral part of the total educational process in the school and must be accessible to all students. The counseling and guidance program must consist of activities that address and meet students’ various educational and developmental needs. The program is a vital component to enhancing and sustaining student achievement. School counselors must show that each activity implemented as a part of the school counseling and guidance program is developed as a result of a thorough analysis of student needs, desired achievement goals, and related data.

As required by the Comprehensive Counseling and Guidance Model for Alabama Public Schools and the Comprehensive Counseling and Guidance Plan for the Mobile County Public School System, school counselors must develop a written local individual school counseling and guidance plan. This plan must outline the counseling and guidance activities implemented at that individual school site. Copies of each local school’s comprehensive counseling and guidance plan must be available at the school and in the Guidance Services Office at the Central Office.

Careful evaluation of all factors affecting the counseling and guidance program will result in model programs that serve all students and their parents/guardians and that are staffed by active, involved school counselors who work closely with the entire school community. As a result of such efforts, the counseling and guidance program becomes an integral and valuable component of the total school program through which students have maximum opportunity for academic, career, and personal/social development. Such a program better prepares students to meet the challenges and demands of the school setting as well as preparing them for success beyond high school.

A comprehensive school counseling and guidance program must ensure that every student has multiple opportunities to acquire competencies in three domains: academic development, career

38 development, and personal/social development. A combination of the following four program delivery components are utilized in assisting students:  School Guidance Curriculum includes structured experiences presented systematically through classroom and large or small group counseling and guidance activities from pre- kindergarten through twelfth grade.  Individual Student Planning includes counseling activities that provide every student with an opportunity to plan, monitor, and manage their academic, career, and personal/social development.  Responsive Services include counseling or referral activities that meet the immediate needs and concerns of students.

 System Support includes indirect guidance management activities that maintain and enhance the total counseling and guidance program.

It is imperative that the Counseling and Guidance Program is a balanced program. The counselor should spend time in all program delivery components. The suggested distribution of total counselor time is as follows: Percentage Rate Elementary Middle High School School School School Guidance Curriculum 35-45 25-35 15-25

Individual Student Planning 5-10 15-25 25-35

Responsive Services 30-40 30-40 25-35 System Support 10-15 10-15 15-20

As stated in the Comprehensive Counseling and Guidance Model for Alabama Public Schools, Bulletin 2003, No. 89, the minimum requirements for school counseling and guidance programs in Alabama include the following mandates that:  Every school system and school must implement a comprehensive counseling and guidance program that ensures that each counselor: o Develops and follows a planned calendar of activities. o Spends 100 percent of his/her time in providing guidance services through the four delivery components: School Guidance Curriculum, Individual Student Planning, Responsive Services, and System Support. o Participants in professional development opportunities to strengthen identified needs of the counseling and guidance program.  Every school system and school must provide performance-based evaluations based on the duties and responsibilities of the counselor as stated in the Comprehensive Counseling and Guidance State Model for Alabama Public Schools (The State Plan.)  Every school system and school must implement a comprehensive counseling and guidance program that ensures that every student has the opportunity to achieve the minimum competencies at each appropriate grade level.  Every school system and school must implement a comprehensive counseling and guidance program that ensures that each counselor: o Engages in counseling with students in small groups to influence responsible student behavior and enhance student academic achievement.

39 o Implements a planned sequential program of large group guidance activities to teach students the competencies identified in the three domains of Academic Development, Career Development, and Personal/Social Development to enhance the instructional program and focus on increasing student achievement.  Every school system and school must implement a comprehensive counseling and guidance program that ensures that each counselor: o Engages in counseling with students individually to facilitate responsible student behavior and enhance student achievement. o Guides students in grades 8-12 in the development and annual revision of a high school four-year educational plan and requires students to maintain an educational/career planning portfolio. o Demonstrates accurate and appropriate interpretation of assessment data and the presentation of relevant, unbiased information.

o Provides equal access and appropriate placement for all students by utilizing test data and other available information that identifies interests, achievement levels, and aptitudes.  Every counselor must assist in the early identification of students at risk of school failure and must facilitate in the delivery of preventive and deterrent services.  Every counselor must consult with students, parents, teachers, community agencies, and other support personnel regarding strategies to help students achieve personal and academic advancement.  Every school system and school must implement a comprehensive counseling and guidance program that ensures that each counselor: o Organizes and manages a program to provide equal access and the most effective delivery of services to students, staff, parents, and the community. o Conducts systematic evaluations and follow-up studies to determine the need for program revision. o Coordinates guidance services with all aspects of the school program.

School Counselors  Every school within the system is assigned a counselor or counselors to serve the students and parents/guardians. For staffing allocations, contact Human Resources.  All concerns pertaining to school counselors should be directed to the Guidance Supervisor at 221-4310.  Counselors are required to attend in-service training programs during the school year. Attendance at some in-services is mandatory while attendance at others is suggested or optional.

Crisis Management and Intervention It is understandable, in large groups of people, that situations arise that call for crisis management and intervention. Each school should have a Crisis Intervention Plan to assist staff members in meeting the emotional needs of both students and staff members when a significant crisis occurs. Information regarding the development of a Crisis Management and Intervention Plan is available in the Appendix. When the situation warrants, the Guidance Services Supervisor should be notified at 221-4310 by the principal or his/her designee to secure additional counselors to assist with grief and/or crisis counseling. Please do not send personnel to assist unless notified by the Division of Student Support Services.

40 The following topics are also addressed in the Appendix:  Child Abuse and Neglect – All school professional personnel shall report abuse or neglect of children according to the Alabama Code, 1975, Title 26, Chapter 14.  Death of Student or Staff Member – The death of a student or staff member must be dealt with openly at school. The developmental stage of the students must be considered. Sample intercom announcement and sample letter are available in the Appendix.  Traumatic Death or Event - These situations may require significant management and intervention.  Death of a Student’s Family Member – The death of a student’s family member may affect other students in the class or school.  Suicide / Homicide – Any suggestion of suicidal / homicidal ideation, whether written, oral, or action, is considered serious and should be treated very seriously. The Mobile County Public School System’s Suicide Protocol can be ordered using Form SS-400 – Requisition for Student Support Services’ Forms.

 A copy of DHR’s Protocol for Notifying Mobile County Public Schools of the Department of Human Resources Involvement with Children and Families is located on the Division of Student Support Services’ website in the documents section.

Accredited Schools The State Department of Education states that accredited schools in Alabama are those that are accredited by SACS through all of its stated accreditation recognition methods. Therefore, a school that is not accredited by SACS is considered a non-accredited school. The list of SACS accredited schools, state-wide and/or nationally, can be accessed by visiting the SACS website at www.sacscasi.org (click on schools on left side, click on the state in which you are interested).

Grade placement for a student transferring form a non-accredited school in grades K – 8 should be validated. In grades K – 5, the elementary department of the Division of Curriculum and Instruction (C&I) have provided schools with core subject tests to be used in validating placement. In grades 6 – 8, the middle school department in the Division of Curriculum and Instruction will administer the test used for validation. Personnel at the local school must complete and fax to Curriculum and Instruction the Request for Validation Testing form which is available in the C&I Procedures and Guidelines Manual for Middle Schools. After testing is complete, school personnel will receive a return fax with the student’s score.

A high school student transferring from a non-accredited school must validate (pass an exam) for all core courses from that institution prior to grade/credit and course placements. See pages 47 – 49 of the Educational Planning Guide for clarification. The validation testing will be administered in the Division of Curriculum and Instruction at the Central Office. Personnel at the local school must complete and fax to C&I the Request for Validation Testing form which is available in the C&I High School Manual. After testing is complete the school personnel will receive a return fax with the student’s scores.

New Courses To add new courses to the valid file for scheduling purposes, contact the Secondary Coordinator in the Division of Curriculum and Instruction to request Form C-148 - Request for Approval for New Course. The coordinator will explain details upon request.

41 Educational Planning Guide Each of the topics listed below are discussed and explained within the first section of the Educational Planning Guide. Every student in grades 8 – 11 receives the guide during the registration process. For more specific questions, contact any local high school counselor or the Guidance Services Department. - Diploma types. - Graduation requirements. - Class rank. - Valedictorian/Salutatorian. - Credits earned prior to grade 9.

STUDENT RECORDS Education Records The Mobile County Public School System provides for the creation and maintenance of education records necessary for the education of students. Education records are those records, files, documents, and other materials which contain information directly related to a student and as further defined by the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C.A. §1232g. Education records are confidential and access to them is protected by federal law.

The following guidelines apply to the release of student education records:  Parents shall be provided on request with a list of the types of records directly related to students which are maintained by the school system.  If the education records of a student contain information on more than one student, the parent/guardian or eligible student may inspect and review or be informed of only the specific information about that student.

FERPA affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's education records.

These rights are:  The right to inspect and review the student's education records within 45 days of the day the school receives a request for access. Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to inspect. The principal or his/her designee will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.  The right to request the amendment of the student’s education records that the parent or eligible student believes is inaccurate. Parents or eligible students may ask the school to amend a record that they believe is inaccurate. They should write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate. If the school decides not to amend the records as requested by the parent or eligible student,

42 the school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.  The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school Board; a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the school discloses education records without consent to officials of another school district in which a student seeks or intends to enroll.

 The right to file a complaint with the U.S. Department of Education concerning alleged failures by the Board of School Commissioners of Mobile County to comply with the requirements of FERPA. The name and address of the office that administers FERPA are: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605 Survey Information The Protection of Pupil Rights Amendment (PPRA) affords parents and students who are 18 or emancipated minors ("eligible students") certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to:  Consent before students are required to submit to a survey that concerns one or more of the following protected areas ("protected information survey") if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED): 1. Political affiliations or beliefs of the student or student's parent. 2. Mental or psychological problems of the student or student's family. 3. Sex behavior or attitudes. 4. Illegal, anti-social, self incriminating, or demeaning behavior. 5. Critical appraisals of others with whom respondents have close family relationships. 6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers. 7. Religious practices, affiliations, or beliefs of the student or parents. 8. Income, other than as required by law to determine program eligibility.  Receive notice and an opportunity to opt a student out of: 1. Any other protected information survey, regardless of funding.

43 2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screening, or any physical exam or screening permitted or required under State law. 3. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.  Inspect, upon request and before administration or use: 1. Protected information surveys of students. 2. Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes. 3. Instructional material used as part of the educational curriculum. The Board of School Commissioners of Mobile County will also directly notify parents and eligible students at least annually at the start of each school year of the specific or approximate dates of the following activities and provide an opportunity to opt a student out of participating in:  Collection, disclosure, or use of personal information for marketing, sales or other distribution.  Administration of any protected information survey not funded in whole or in part by ED.  Any non-emergency, invasive physical examination or screening as described above.

Parents/eligible students who believe their rights have been violated may file a complaint with: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605

Military Recruiters The Board of School Commissioners of Mobile County allows military recruiters the same access to secondary school students as it provides to colleges and universities or to prospective employers. Additionally, the Board of School Commissioners of Mobile County will provide student's names, addresses and telephone listings, when requested by military recruiters.

Parents/guardians have the right to request that this information not be released to military recruiters for their children. Parents/guardians electing to "opt-out" of the release of information on their children to military recruiters must make that request in writing to the Executive Manager of Technology Services, Mobile County Public School System, Post Office Box 180069, Mobile, AL 36618, within thirty days of the beginning of the school year or within thirty days of the student's admission if the student is admitted after the beginning of the school year. Parents/ guardians must indicate in their written request whether the “opt-out” applies to military recruiters. Otherwise, the Mobile County Public School System will allow military recruiters access to the student’s directory information. Such inquiries should be referred to the Guidance Services Supervisor.

44 Directory Information The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that the Board of School Commissioners of Mobile County, with certain exceptions, obtain parental written consent prior to the disclosure of personally identifiable information for your child's education records. Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent's prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks.

The Board of School Commissioners of Mobile County has designated the following information as directory information: - Student's name. - Dates of attendance. - Address. - Grade level. - Telephone listing. - Participation in officially recognized activities and sports. - Electronic mail address. - Weight and height of members of athletic teams. - Photograph. - Degrees, honors, and awards received. - Date and place of birth. - The most recent education agency or institution attended. - Major field of study.

The school system is not required to release student directory information to the public. The decision to authorize release of student directory information shall be discretionary with the Superintendent or his/her designee. Any release of student directory information shall exclude information that has been requested by parents or guardians not to be released, provided the request has been made in writing to the Executive Manager of Technology Services.

All of the rights listed above may be subject to certain restrictions or constraints. Such rights are transferred from parent/guardian to the student once the student has attained the age of eighteen or is attending an institution of postsecondary education. For more information regarding the above, contact the Division of Student Support Services, Supervisor of Guidance and Records. 20 U.S.C. § 7908, as amended by No Child Left Behind Act of 2001 (P.L. #. 107-110); 10 U.S.C. § 503, as amended by § 544 of the National Defense Authorization Act for fiscal year 2002 (P.L. #. 107)

RECORDS PROCEDURES

Student Cumulative Folder Contents Label the cumulative folder with the student’s legal name, birth date (as it appears on birth certificate), and Social Security number.  Permanent Record Card (C-155) / Copy of Transcript.  Test Data Card (SS-523).  Copy of student’s most recent end-of-year Report Card.  Two proofs of residence.  Copy of parent/guardian’s photo ID.  Cumulative School Health Record Card (SS-518).  Copy of Certified Birth Certificate.  IMM-50.  Copy of the student’s Social Security Card.

45  ESL Home Language Survey. See page A-16 in Appendix for specific order of contents for cumulative folders.

Guidelines for Student Cumulative Folder 1. It shall be the responsibility of the principal to establish and implement an effective checkout procedure for releasing student folders from the office area to teachers and other authorized personnel. The procedures must include a statement that all cumulative folders are returned to the file cabinets before the end of the school day. Such procedure will reflect the accountability for the movement of the records from one place to another within the school. All cumulative folders should be kept in metal file cabinets in the school’s office. All precautions should be taken to make sure the cabinets are secure and fireproof. File cabinets and rooms housing permanent folders should be kept locked after school hours. 2. The cumulative folder of each Special Education student shall be filed in the school’s office in metal file cabinets, same as other students. Whenever documents from the cumulative folder are needed in the Special Education record, copies may be made and placed with the Special Education records. It is imperative that a copy of the Special Education student’s Cumulative School Health Record (SS-518) be made and placed in the Special Education file each time the health record is updated. Special Education records must be kept locked and may be maintained in the Special Education classroom. All records must be returned to the student’s cumulative folder when the Special Education student leaves the school during the year and at the end of each school year. The Special Education teacher (or designated office personnel) will update the Permanent Record Card (C-155) at the end of each year, and whenever the student leaves the school during the year (see transfer of records during the school year). 3. All updating of the records will be done at the school.

4. Elementary folders will be filed alphabetically by homeroom or grade. Middle and high school folders will be filed alphabetically by grade. 5. Each school will maintain logs for sending and requesting records. Forms SS-442 (New Enrollee Log) and SS-443 (Student Withdrawal Log) are available from the Print Shop’s Forms Room (221-5128) and are to be used by all schools.

Student Transcript Report - Grades K-12 The Permanent Record Card (C-155) and/or Transcript Report are legal documents. Keep all information accurate. Attendance must always be recorded on the Permanent Record Card and/or Transcript Report. Each student on roll at the end of the term and withdrawals whose records are still at school should have records posted through date of withdrawal. The date of withdrawal and late entry should be indicated.

Each Transcript Report should be accurate and include the following: 1. Complete legal name of student as it appears on the birth certificate 2. Complete legal name of the parent/guardian as recorded on the most recent registration card. 3. Social Security and/or student number. 4. Address and telephone number. 5. Date of grading term. 6. Attendance (days on roll and absences) must correspond with student’s report card.

46 7. Grade level of student. 8. The name of the school. 9. Graduates final transcript must list grade point average, class rank, total number of credits, date of graduation, diploma type, graduation exams results, and non-graduated (if applicable).

Transfer and Storage of Records/Transfer of Records During School Year The permanent record folder shall not be sent to the school until the student is actually enrolled and a formal request has been made. If a verbal request is made, it should be followed by a written request. However, the verbal request should be entered on the logs of both schools.

The request for records must be processed within five school days. Under no circumstances should a Mobile County Public School withhold records from another Mobile County Public School after a request has been received. 1. The receiving school should be notified at first contact if a student is in Special Education. All Special Education records must be included when sending permanent records. 2. When a student withdraws/transfers during the school year, the permanent folder shall be checked for completeness and accuracy. The supporting data showing academic progress and attendance data should be attached to the Permanent Record Card. 3. The school that has the cumulative folder at the end of the term is responsible for total year attendance data and academic grades. 4. Only copies of school records should be sent for students transferring out of Mobile County Public School System. Never send the originals.

Storage of Inactive Records 1. Permanent records of students shall be filed in an orderly manner according to local school procedure. These files should be housed in the administrative office area, by years, unless permission to do otherwise is granted.

These records will be transferred to the Student Records Department at the Central Office on the time schedule as specified by Executive Director of the Division of Student Support Services. 2. These records must be checked prior to the “inactive” filing, for completeness of each student’s attendance and academic progress. Inactive special education student records must be kept in schools until the Special Education Coordinator states that they can be destroyed. Special Education records/folders are not sent to the Student Records Department. 3. Upon graduation or withdrawal from school, the Immunization Certificate (IMM50) should be given to the parent or student. A copy must be retained in student’s permanent record. 4. Relevant discipline records on file in the administrative section of the Division of Student Support Services will be retained on microfilm. Once a record is forwarded to the Student Records Department, the principal should destroy the student’s discipline folder. This purging must be by shredding. When records are purged, confidentiality must be protected.

Instructions for Preparation of Records for the Student Records Department 1. Inactive student record files for students withdrawing or graduating shall be retained in the school until requested by the Student Records Department.

47 2. Each school will purge their inactive records. Documents to send to the Student Records Department are: CUMULATIVE RECORD CARD AND/OR FINAL CUMULATIVE TRANSCRIPT REPORT / TEST DATA CARD / HEALTH CARD / LEGAL DOCUMENTS (if any). Final Cumulative Transcript Report must contain grade point average, class rank, total number of credits, date of graduation, diploma type earned. If the student did not graduate, the indication of non-graduate must be on transcript. Record of Alabama High School Graduation Exams must also accompany final transcript. Send only original IMM50 if not given to parent/guardian or student. IMM50 should go in graduation packet or with withdrawn student. In purging files, please check grade slips, report cards, test results, and attendance records against the Permanent Record Card before destroying each item to be sure that the data has been recorded. 3. Questionable documents should be left in the students’ folders. Routine discipline reports should be purged. Special Education testing is not kept in Student Records Department. Schools may contact the Special Education Department or Psychological Services for information. 4. If more than one box is required, the boxes shall be numbered in proper order. For example: If five (5) boxes are required, the first box beginning with the A’s would be numbered 1 of 5. The next box would be 2 of 5, etc. The alphabet included in each box should be noted. 5. The school principal or registrar will be notified of the date records will be requested as far in advance as possible. 6. It is imperative that these records be complete and accurate. Former students, graduates, potential employers, and post-secondary educational institutions request records, transcripts, and duplicate diplomas years after students withdraw or exit from our system.

Transcripts Currently, all Cumulative Records through the school year of 2004-05 are housed at the Central Office in the Student Records Department. An individual may request a copy of his/her transcript either by coming to the Central Office or by sending a written request and two dollars ($2.00) (cash or money order – no personal checks accepted). The following information must be provided: student’s name while in school, date of birth, student’s current name, Social Security Number, parent/guardian on school record, last school attended, last year attended.

A picture I.D. is required. If mailing a request for records, a legible copy of the picture I.D. should be included.

Duplicate Diplomas The same information is needed for a request for a duplicate diploma as a transcript with the exception of the fee. The fee for a duplicate diploma is ten ($10) dollars (cash or money order – no personal checks accepted).

Records Disposition (System-wide) The Functional Analysis and Records Disposition Authority document provides explicit instructions regarding disposition of records throughout the district (copy included in Appendix).

HEALTH AND SOCIAL SERVICES DEPARTMENT

Supervisor’s Areas of Responsibility  Directs the Nursing Services Program.

48  Coordinates the Homeless Education Program.  Collaborates with PEEHIP offering an Employee Health and Wellness Program.  Oversees the Employee Drug Testing Program.  Ensures compliance with DOT health regulations for employees.  Coordinates the Drug Free Schools Program (Student Drug Testing).  Oversees the system’s School Wellness Plan.

HEALTH SERVICES

The Health Services Department provides assistance to students and staff in the areas of health services, health education, and a healthy environment. The role of the school nurse within this program is to strengthen the educational process of children and youth by assisting them to improve or adapt to their health status. The school nurse will promote wellness and disease prevention by early intervention and identification of health problems that interfere with learning.

The Mobile County Public School System employs registered nurses (RNs), licensed practical nurses (LPNs), and an audiologist. The RNs are responsible for supervising the LPNs to ensure healthy outcomes for children.

The nurses are responsible for the following: Health Assessment and Care  Vision screening.  Hearing screening.  Dental screening.  Scoliosis screening.  Blood pressure screening.  Growth and development screening.  Illness and injury assessment and interventions.  Nursing procedures such as: tracheotomy care, gastrostomy feeding, catheterizations, blood sugar testing, insulin administration, nebulizer treatments, diastat administration.

 Chronic disease management and education.  Identification, assessment, intervention and evaluation of student health concerns.  Emergency and individual health care plans for special needs students.  Physical exams.  Referrals to parents, agencies, and medical providers as needed.  Assessment, interventions and referral for students with mental health needs.  Attention Deficit Hyperactivity Disorder assessment.  Medication administration and training.  Delegation of the task of administering medications to students.

First Aid and Safety  First Aid room inspection.  First Aid and CPR training.

49  Identification of health and safety concerns in the school environment.  Sports physical review – completed before tryouts/practice for each sport.  First Aid support for ROTC activities.  Accident reporting review.

Communicable Disease Control  Distribution of Regulations for Communicable Disease Control to all schools for each teacher and First Aid rooms.  Screening, assessment and intervention for communicable diseases.  Review Communicable Disease Weekly Reports.  Liaison between the school system, Mobile County Health Department, parents/guardians, and health care providers.  Monitoring of compliance with the State of Alabama immunization law.

Health Education All health classes can be adjusted to the development and grade level of the students. Mandatory classes and dates are listed below.  Communicable disease prevention.  Hand washing K and 1st grade by Oct 1.  Hygiene 3rd grade.  Growth and Development 5th grade.  Dental Health 1st and 3rd grade in early February.  Standard Precautions all employees by Oct 1st.  HIV / AIDS all employees by Oct 1st – all students in grades 5th – 12th.  Scoliosis 5th – 9th grade before screening in December.  Nutrition.  Other Health related topics as needed and on request. Crisis Intervention  Accidents.  Child abuse.  Threatened suicide.  Rape.  Threatened violence.

 Medication overdoses.  Serious illnesses.  Grief counseling.

Special Education Support  Vision and hearing clearance before psychological testing.  MEDT and IEP meeting participation and consultation.  OHI participation and consultation.  504 meeting participation and consultation.  Special Olympics: assisting with physicals and first aid support.  Special Procedures.

50  Bus transportation and field trips with medically fragile students. Personnel Programs  Bus driver physicals.  Drug testing for employees.  Blood pressure screening and referrals.  On-The-Job Injury Program.  Drug education for employees.  Health concerns counseling.

INFORMATION RELATING TO HEALTH SERVICES Communicable Disease All faculty and staff must complete a mandatory in-service regarding Universal/Standard Precautions each year, which is available to your school via video, CD and/or on the Mobile County Public School System’s website. Please communicate with your school nurse regarding this in-service.

Children with Health-Related Needs Many children have medical conditions that require nursing services during the school day or at any time during a school-related function. Please keep an open line of communication with your school nurse in regard to meeting the needs of these children.

If you have any questions regarding any health-related issue, you may call Health and Social Services Supervisor, Wanda Hannon, at 221-4292.

Medical Leave Students absences due to planned or emergency medical leave (i.e. surgery, pregnancy, accident) are required to complete a Medical Leave Contract. The parent/guardian and student are responsible for completing the Medical Leave Contract and notifying the school within 48 hours once the student’s absence begins. The parent/guardian and student should make arrangements with the school’s administrator and teachers regarding make-up work. It is the responsibility of the parent/guardian and student to pick up and return make-up work to and from the school.

Pregnancy Pregnant students are required to have a physician’s statement to attend school. Please notify the school nurse when a pregnant student is identified so that the nurse can connect the student and family to community resources and follow-up on the student’s care. The school system shall not discriminate against any student, or exclude any student from its education program or activity, including any class or extracurricular activity, on the basis of such student’s pregnancy, childbirth, false pregnancy, termination of pregnancy or recovery there from, unless the student requests voluntarily to participate in a separate program or activity that is offered for students who are pregnant or have given birth to a child or have had a false pregnancy, or terminated pregnancy or are recovering there from.

The school may require any student who is pregnant or has given birth to a child or has had a false pregnancy, or a terminated pregnancy or is recovering there from to obtain the certification

51 of a physician that she is physically and emotionally able to continue participation in the normal education program or activity so long as such a certification is required of all students for other physical or emotional conditions requiring the attention of a physician. Any student who is pregnant or has given birth to a child or has had a false pregnancy, or a terminated pregnancy or is recovering there from shall be treated in the same manner as any other student who is absent for medical reasons.

Chronic Ailment Statement The parent/guardian of any student who has a chronic ailment that may cause the child to miss school during the year is required to provide the school with a doctor’s statement/chronic ailment letter verifying the child’s condition. A new doctor’s statement/chronic ailment letter must be provided at the beginning of each school year. A copy of the doctor’s statement/chronic ailment letter should be forwarded to the classroom teacher, Attendance Officer, and the school’s nurse and the original filed in the student’s cumulative folder. A parent/guardian note is still required within three (3) school days for any chronic ailment absence to be coded as a doctor’s excuse. Failure of the parent/guardian to provide the school with a chronic ailment doctor’s statement and/or parent/guardian’s note can result in unexcused absence accumulation and referral to Juvenile Court. If the student’s attendance appears to be excessive, please notify the school’s nurse for verification.

Special Medical Diagnosis or Medical Procedures Any child who has a medical condition should be referred to the school nurse for evaluation as soon as possible. The School Nurse is responsible for maintaining a special procedure folder (purple) with physician orders, medication log, release of information consent, and an individual student care plan for each student. This plan of care will incorporate health care and emergency plans for school days, field trips, emergencies, etc.

When a child requires any medical procedures while at school, such as tracheotomy care or rectal seizures medication (diastat), the Health Services Supervisor must be notified prior to enrollment. Students with medical conditions may require a licensed nurse to be present on the school campus at all times, as well as on the school bus, and on field trips.

Medications for Students at School The procedures for providing medications at school have been revised to coincide with the Alabama Board of Nursing Regulations. The assigned school nurse and the principal will review system procedures and the school nurse will conduct training classes for employees designated to administer medications. The school nurses are responsible for delegating the task of medication administration to unlicensed personnel and are responsible for the supervision of such task.

No volunteers may be assigned to administer medications. Medication daily records (SS 417-C1) may be obtained in Graphic Arts.

General Medication Regulations:  Proper paperwork must be filled out completely.  Physician signature required if student will be keeping medication with them example: an inhaler for asthma or an epi pen for allergic reactions.  Medication must be transported to and from school by an ADULT.

52  Medication must be counted by the person dropping off the medication and the designated person receiving the medication. This count should then be documented on the medication log form.  Any time medication is picked up for a student, the medication should be recounted and documented on the medication log the amount of medication returned.  Every time a dosage of medication is given, it MUST be documented on the medication record.

Accidents - School-Related All emergencies that require 911 assistance should be called in immediately to the Central Office – Health Services Department at 221-4292 or the Security Department at 221- 4108. Any serious injury should be reported to your school nurse as soon as possible. All accidents involving students and visitors are to be reported to Chuck Harben at the Central Office by mailing or faxing (221-4448) completed Student Accident Form SS402. Employee accidents should be reported to the Central Office Nurse, Mary Montgomery, by faxing (221-4298) completed MCPSS Employee Report of Injury/Accident Form HS002.

Insurance Packets - Students Student insurance packets should be received in your school no later than July 2. If you did not receive them, please call 1-800-326-1745. Remember that all student athletes should have insurance (Medicaid, ALLKids, school insurance, or private insurance). The local contact person is the Central Office Nurse, Mary Montgomery, at 221-4296.

Insurance - Athletic Athletic insurance packets are mailed directly to schools in the summer. Head football coaches are responsible for forwarding a roster of players, followed by payment to the company. Discuss this issue with the head coach; problems have arisen in the past when an accident occurs and premiums have not been paid.

Insurance – ALL Kids ALL Kids order forms may be obtained from the following web site: www.adph.org/allkids. Additional flyers and packets may be obtained by contacting your school nurse and/or by ordering from ALL Kids by faxing the order form to 1-334-373-5437. ALL Kids information needs to be placed in the school newsletter at each school as soon as possible.

Board of Adjustment Claim Forms Parents/guardians are responsible for their child’s medical bills even if their child gets sick or hurt at school. If a child does not have insurance, school insurance is available from the school at the beginning of each school year. Parents/guardians may file for reimbursement from the State Board of Adjustment for any out-of-pocket expenses.

The State Board of Adjustment meets twice a year to review claims. The claim must be filed within one year of the accident. Forms may be obtained from the Health Services Department.

Sports Physicals All middle school and high school sports physicals must be reviewed by the school nurse before the student is cleared to play sports. The Athletic Director of each school must collect all sports

53 physicals and make them available to the school nurse for review before practice begins for that sport.

Dental Program Dental inspections are planned for all first and third graders in February to coincide with the “National Children’s Dental Health Month”. The school nurse will work with the principal and grade level chairman for first and third grade to make arrangements for this program. The classroom teacher or school nurse should complete a dental teaching session during the month of February. Volunteer members of the Mobile Area Dental Society perform the dental inspections. The School Dental Health Chairman makes plans for these inspections with the cooperation of the Supervisor of Health and Social Services.

Hearing Program Hearing is screened on all students at the elementary schools every other year. Middle and high school students are screened at the discretion of the principal and the school nurse. The audiologist for the Health Services Department coordinates this program. The principal will be notified in advance of the screening date. The school’s library must be reserved for testing.

Teachers must pull the students’ Cumulative School Health Record (SS-518) and have them available for the audiologist before the screening date. The school’s speech therapist will be required to participate in the screening process.

Scoliosis Program The Senate Joint Resolution 62, adopted pursuant to Section 16-29-1, Code of Alabama 1975 mandates that the Department of Education and the State Board of Health provide screening for spinal deformities of public school students on an annual basis for ages 11 through 14 (grades 5,6,7,8, and 9). The initial screening is to be performed by the physical education teachers at the beginning of the school year. Students with suspected problems are to be referred to the school nurse for re-screening and or referral. The spinal screening program should be completed by December on all students in 5th - 9th grades. Ninth graders who take physical education in the spring quarter should be screened by February 1.

Vision Research Vision Research is a State of Alabama mandated program that screens kindergarten, second and fourth grade students for vision acuity and problems. The Vision Research schedule will be announced by the Supervisor of Health Services and Vision Research. A room large enough to accommodate one class plus the camera and two screeners will be needed. The room must be darkened for testing. Vision Research will send letters to all teachers explaining the screening process along with parent information letters and forms. The school nurse will plan with the principal and teachers on how to carry out this program. The Alabama Department of Education has contracted with Sight Savers for follow up as needed.

Attention Deficit Hyperactivity Disorder (ADHD) Attention Deficit Hyperactivity Disorder packets may be obtained by contacting your school nurse. Your school nurse will then notify the parent/guardian to explain the process of the ADHD packet. An ADHD information packet is

54 provided for the parent/guardian to give consent for the evaluation and input on the parent rating scale. Once consent is received, a teacher packet is provided for teachers.

To complete the packet you will need:  three teacher evaluations.  a teacher narrative of positive and negative behaviors with interventions used for negative behaviors.  samples of the student’s work.  psychological evaluation if available.  copy of the student’s grades.  copy of the student’s discipline records.  any other pertinent information.

Once the packet has been completed, the school nurse will review the packet with parent/guardian. Parents/guardians will be instructed to take the completed packet to their physician for diagnosis as the ADHD packet is only information gathered to help the physician make an appropriate diagnosis.

Communicable Disease Control - Regulations Copies of the Regulations for Communicable Disease Control, SS Guide 1, may be ordered from the Print Shop’s Forms Room (221-5128).

Communicable Disease Report According to the Alabama Code, Title 22, Chapter 51 (1096): Teachers are required to report suspected cases of communicable disease. Teachers or other persons employed in, or in charge of public, or private schools shall report immediately to the County Health or State Health Officer, such noticeable disease in persons attending or employed in their schools.

Telephone reports are necessary for the following conditions: - Hepatitis. - Rubella (German or 3-day measles). - Measles (Rubeola). - Salmonellosis. - Meningitis, Meningococcal. - Whooping Cough (Pertussis). - Varicella (Chickenpox).

Other diseases need only be reported on the written report submitted on Form SS-427 each Monday. A written report must be filed each week whether you have any cases or not. If no cases of communicable disease have been reported, write NONE across the report.

Meningococcal Vaccine The Senate Joint Resolution 26 (Act No. 2006-54), urges the education of parents of sixth, tenth, and twelfth grade students regarding meningococcal disease and vaccine. Please include the following information in your student handbook every year, as instructed by Dr. Morton. The bacteria that causes meningococcal disease are very common.

55 The disease is most common in children and people with certain medical conditions that affect their immune system. The disease is spread through exchange of respiratory droplets or saliva with an infected person including kissing, coughing, sneezing, and sharing drinking glasses and eating utensils. In a few people, the bacteria overcome the body’s immune system and passes through the lining of the nose and throat into the blood stream where it causes meningitis. Meningitis is a term that describes inflammation of the tissues surrounding the brain and spinal cord. The symptoms of the disease are:  Fever.  Headache.  Stiff neck.  Red Rash.  Drowsiness.  Nausea and vomiting.

MCV4, the meningococcal vaccine, is recommended for all children 11-12 years of age and for unvaccinated adolescents at high school entry (age 14-15). High school seniors should also consider obtaining the vaccine prior to entering college, especially if they are planning on living in a dormitory. Please consult your physician or local health department for more information. For more information on this and other vaccine recommendations go to: www.adph.org/immunization

Immunization Law - Mandatory The Mobile County Health Department, in accordance with the Alabama Department of Public Health, audits immunization records in all public schools in order to ensure a healthy and safe school environment. The directive, Guidelines for Implementation of the Mandatory Immunization Law, requires that all children need the following immunizations to attend school:  PreK – three (3) and four (4) year old children must show proof of at least one (1) Pneumococcal Conjugate Vaccine (PCV).  Diphtheria/Tetanus/Pertussis (DTaP): - Four (4) doses are required for admission. One (1) dose has to be given after the 4 th birthday. If not, the student must receive a fifth (5th) dose. - One (1) booster must be given at age 11-12/before admission into the 6th and 7th grades. - One (1) booster must be given at age 14-15.  Three (3) doses of either the Oral Polio Vaccine (OPV) or the Inactivated Poliomyelitis Vaccine (IPV): One (1) dose has to be given after the 4th birthday; if not the student must receive a fourth (4th) dose of the OPV or IPV.  Two (2) doses of Measles/Mumps/Rubella (MMR): Must have two (2) doses before entering school, NO booster shot needs to be given for the vaccine.  One (1) dose of Varicella (Chicken Pox): Must have vaccine, a doctor/clinic documentation with date of disease or lab test immunity. It is required for children entering pre-school through 9th grades for the 2010-11 school year.

There is now only one form for immunizations – a BLUE - Form IMM-50. The front contains all the immunizations and the back lists the exemptions. The old forms you have in your files on immunizations continue to be valid. DO NOT send anyone for a new form if his or her immunizations are up-to-date.

56 If you have any questions regarding immunizations and/or forms, you should consult with your assigned school nurse; the Central Office Nurse, Mary Montgomery, at 221-4296; or the Immunization Department at the Mobile County Health Department at 690-8821.

Certificates of Immunization for Students Leaving System When students are leaving the system, principals will provide the parent/guardian, upon request, the Certificate of Immunization on file in the student’s Cumulative Folder when they withdraw the student. A copy of the form shall be retained in the student’s Cumulative Folder.

Head Lice and Protocol Schools with continuing problems with head lice may wish to have a school-wide head check on the first day of school. This may prevent a head lice problem within the student body after school begins. During the school year a head lice check may be conducted class-wide or grade- wide if a problem is suspected. Students that are identified as having head lice must be sent home from school that day. The student can return to school when he/she has been treated for head lice.

While head lice do not fly or jump, they do crawl. Children “catch” head lice from contact with others with head lice. The only way to control the spread is to send children home for treatment. Each student is allowed up to three days excused absences to allow time for head lice treatment and nit removal. For questions on the problem of head lice, contact your school nurse or call the Central Office Nurse, Mary Montgomery, at 221-4296.

Drug Free Schools Program (Student Drug Testing) Use of substances such as alcohol, illegal drugs, and abuse of prescription drugs interferes with the daily education of students. Therefore, in an effort to promote drug free lifestyles while providing a safe school environment, the Mobile County Public School System began a student drug testing program during the 2008-09 school year. In order to achieve program objectives, the Mobile County Public School System reserves the right to require all students who participate in extra curricular activities, park on drive on campus, and/or whose parent/guardian volunteers them, are subject to random drug tests. Pursuant to Board Policy and regulations, identified students may be tested prior to the beginning of a seasonal activity, during the season of the activity, or prior to granting parking privileges. Once a student is placed in the random testing pool, the student is subject to testing for the remainder of the school year (see web site for policies and procedures).

HEALTH SERVICES FOR EMPLOYEES Flu Shots Each year the Department of Health Services arranges Flu Shot Clinics for employees. Information will be provided as the flu season approaches.

Breast Cancer October is breast cancer month. The American Cancer Society has breast cancer information available. If the principal would like to provide teachers with this information, please contact the Central Office Nurse, Mary Montgomery, at 221-4296.

57 Drug Testing The Drug and Alcohol Testing for School Employees Policy was adopted April, 2000. This drug policy applies to the following school employees not subject to Commercial Driver’s License requirements:  All prospective employees after being offered employment.  All employees who drive system vehicles or motorized equipment.  All employees under reasonable suspicion of drugs/alcohol.

All principals and assistant principals will participate in a Supervisor’s Drug Training Class or update class and will be contacted regarding these classes. In regard to suspected drug or alcohol abuse of an employee, please refer to the packet of information, “Troubled Employee.” You may contact the Central Office Nurse, Mary Montgomery, at 221-4296; the Assistant Superintendent of Human Resources at 221-4543; or the Personnel Administrator for Employee Relations at 221-4531 prior to confronting the employee.

For Bus Drivers: The Central Office Nurse, Mary Montgomery, will work with the Transportation Department staff to contact bus drivers regarding drug testing. The principal or designated local school contact person may be called if the bus driver cannot be reached.

Medicaid Administration Claim (MAC) Reimbursement Program This program is designated to recover the funds the system spends helping children and families deal with health-related issues. This program targets activities at your school that will:  Identify at-risk students.  Refer students to community resources.  Offer public awareness regarding health issues.  Plan, monitor, and coordinate health-related program services.  Network with community health providers.

Employees, who work with special education children or at-risk students, qualify as participants in the program. The program consists of selected employees completing a time study each quarter. The Health and Social Services Supervisor will notify identified employees of the training and time study schedule. Upon notification, the training and time study are mandatory.

Health Professionals Offering Screening Assistance in Schools Various health professionals have been contacting schools directly, offering services primarily in vision and scoliosis screening. Principals should clear these offers through the Health and Social Services Supervisor at 221-4292.

Employee Emergency Card Employee Emergency Cards (SS-418) are available through the Graphic Arts Department. It is suggested that these cards be maintained in a file box located in the main office in order for them to be centrally located should an emergency occur.

Wellness Program

58 Each school district was responsible for implementing a Wellness Program at the beginning of the 2006-07 school year. A committee of interested community members and school representatives is responsible for making recommendations and overseeing the program (Public Law 108-265) – Section 204). In February 2006, a Wellness Policy Committee was formed and a Comprehensive Wellness Plan has been established for the district. Each school is now required to establish a Wellness Committee and adopt a Wellness Plan that meets the individual needs of the school’s population. All faculty and staff must complete a mandatory in-service regarding nutrition each year.

Several resources are available on the Child Nutrition Program’s website. For additional information, you may call Judy Lovelace at 221-4303.

SOCIAL SERVICES EDUCATION FOR HOMELESS CHILDREN AND YOUTH The McKinney-Vento Homeless Assistance Act The Education for Homeless Children and Youth Program is funded under the McKinney – Vento Homeless Assistance Act to ensure that homeless children and youth have access to the same free, appropriate public education that is provided to all children. It further requires that attendance laws not be used to keep homeless children and youth from attending school. All faculty and staff must complete a mandatory in-service regarding homeless education each year which is available to your school as a PowerPoint presentation on the MCPSS website or via In- Service Training by request.

Who is Homeless? The McKinney-Vento Act (Section 725) defines “homeless children and youth” (school-age and younger) as: A. Children and youth who lack a fixed, regular, and adequate nighttime residence, including children and youth who are: 1. Sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (i.e. “doubled-up”). 2. Living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations. 3. Living in emergency or transitional shelters (i.e., Penelope House, Salvation Army, etc). 4. Abandoned in hospitals. 5. Awaiting foster care placement (i.e., DHR has removed the children from the home and placed them in a transitional/temporary setting such as a relative’s home or an assessment unit). B. Children and youth who have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. C. Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings. D. Migrant/ESL/ELL children who qualify as homeless if they are living in circumstances described above. E. The term unaccompanied youth includes a young person not in the physical custody of a parent or guardian. This would include runaways living in runaway shelters, abandoned buildings, cars, on the streets, or in other inadequate housing; children and youth denied

59 housing by their families (sometimes referred to as “throwaway children and youth”); and school-age unwed mothers living in homes for unwed mothers because they have no other housing available. Determinations of homelessness will be made on a case-by-case basis by the homeless education staff (221-4275).

Enrollment Records The enrollment of homeless children and youth shall NOT be denied or delayed due to any barriers including the lack of the following enrollment requirements:  Legal guardianship/custody requirements.  Parent/Guardian’s photo ID.  Birth certificate.  School records and/or transcripts.  Immunization or health records.  Proofs of residence.*  Transportation.  Second Party Residence Documentation Form. If a homeless student does NOT have a student identification number when enrolling, please call the Division of Student Support Services at 221-4275 and one will be assigned. If you have any additional questions about enrolling a homeless child or youth, please call the Homeless Education staff at 221-4275 or 221-4292. The Homeless Education Social Worker will assist with securing documentation needed for the student’s record. However, the student MUST be enrolled immediately and attend classes while awaiting documentation/records. Withdrawal of Homeless Students Before withdrawing a homeless student from a school, contact the system’s Homeless Education Social Workers at 221-4275 or 221-4292 for assistance. The McKinney-Vento Homeless Assistance Act requires the district to maintain the student in his/her “school of origin” (i.e., the school the student attended when homelessness began) to the extent that it is feasible. Feasibility is to be determined by the Health and Social Services Supervisor. Child Nutrition Program - Free Meal Eligibility for Homeless Children Homeless children are entitled to free meals (breakfast and lunch). To expedite the delivery of these services, school officials may accept documentation that children are homeless from the Homeless Education Program’s staff. Documentation to substantiate free meal eligibility must consist of the child’s name or a list of names, effective date(s) and the signature of the Homeless Education Program’s staff. This documentation is acceptable in lieu of a free/reduced price meal application. If the household does not complete an application for the child, school officials are authorized to complete an application on behalf of the homeless student. If you have any questions regarding free meal eligibility, you may call the Homeless Education staff at 221-4275. Parents/Guardians/Students Rights Homeless children have the right to: A. Enroll immediately without providing transcripts/school records, immunization/health records, proofs of residence, guardianship/custody requirements, birth certificates, and/or social security cards/numbers.

60 B. Attend school, no matter where they live or how long they have lived there. The student must be given access to the same public education, including preschool education and special education services provided to other children. C. Remain in the school in which they were enrolled prior to becoming temporarily housed OR enroll in the school that serves the address of the temporary housing. The school choice decision is based upon parental choice and/or feasibility as determined by the district.

D. Request a written explanation of school placement and the right to appeal an enrollment decision if system personnel attempt to send the student to a school other than the one the parent requests. E. Request a written dispute resolution process. During this process, the student has the right to remain in his/her current school. F. Receive transportation to school and to school-related programs. G. Attend school and participate in school programs with children who are not homeless. Children cannot be separated from the regular school program because they are homeless. H. Enroll in school without giving a permanent address. Schools cannot require proof of residence that might prevent or delay school enrollment. I. Enroll and attend classes while the school arranges for the transfer of school and immunization records or any other documents required for enrollment. J. Receive free meal eligibility through the Child Nutrition Program (CNP). K. Obtain a student identification number by calling 221-4277 if the student’s social security card/number is unavailable.

Services Provided to Homeless Students The Health and Social Services Supervisor and Homeless Education staff can be reached at 221- 4275 or 221-4292 to access the following referral services for homeless students and their parent/guardians:  Uniforms and school supplies.  Medical, dental or mental health services.  Domestic violence prevention information and/or crisis telephone numbers to access domestic violence counselors and/or shelters.  Transportation assistance.  Tutoring assistance.  Referral to other community agencies as determined by Homeless Education staff.

Posting of Homeless Information Homeless Education posters must be visibly posted in the vicinity of the main office. The two posters contain the Rights of Parents and Rights of Students who are homeless as well as information on how to access services provided to homeless children and youth. The posters may be ordered using Form SS-400 - Requisition for Division of Student Support Services Forms. Form numbers for the posters are SS-505 and SS-506.

Social Workers

61 In order to provide social services to all students, licensed social workers are employed by the Mobile County Public School System.

Social Workers’ Areas of Responsibility  Provide support to parents/guardians/students by providing crisis prevention/intervention; conflict resolution strategies; case service coordination; individual, family, and/or group counseling; development and assessment of student assistance plans; agency referral and collaboration; appropriate documentation of services rendered; home visits; training; assistance with special education services.  Provide support to school personnel by providing consultation with school professionals; program monitoring and evaluating program success; staff in-service training; educational system assessment and program development; multidisciplinary services.  Strengthen the connections between home, school, and community by identifying, linking and/or advocating for essential services to remove barriers to learning and ensure students’ academic success.

McKinney-Vento (Homeless Education) Dispute Resolution Procedure The dispute resolution process begins at the time a school/district challenges the right of either a parent/guardian to enroll a child or to continue a child’s enrollment in school. This also applies to an unaccompanied youth and his/her right to enroll or continue enrollment. If there is a dispute regarding a student’s homeless status, school selection/enrollment and/or request for transportation, the student must be immediately enrolled in the school where enrollment is sought and provided with transportation services (if requested).

The district then must follow the procedures it has established to resolve disputes. However, the district’s procedures must provide the parent/guardian/ unaccompanied youth with an opportunity to submit information before it makes a final determination regarding the student’s homeless status. If the district makes a final determination that a student is not homeless, it must provide the parent/guardian/unaccompanied youth with written notice that the student is not entitled to attend the requested school. This written notice must also: 1) state the rationale/basis for the district’s determination; 2) state the date as of which the student will be withdrawn from the requested school; 3) advise that the district’s final determination may be appealed to the Alabama State Department of Education; 4) provide the name and contact information for the district’s homeless liaison; 5) inform the parent/guardian/unaccompanied youth that the district’s homeless liaison is required to assist him/her in filing such an appeal; and 6) include the appropriate form needed to file an appeal to the Alabama State Department of Education.

The student must remain enrolled and provided with transportation (if requested) until the district makes a final determination and for a minimum of 30 days after the determination to give the parent/guardian/unaccompanied youth the opportunity to appeal to the Alabama State Department of Education. The Homeless Liaison is available to assist the parent/guardian/unaccompanied youth with the appeal’s process and may be contacted at 251-221-4275. See Appendix A-18 for specific guidelines and forms.

62 TRANSPORTATION SERVICES DEPARTMENT

Coordinator’s Areas of Responsibility  Monitors development and revision of bus routes.  Monitors maintenance/repairs of Mobile County Public School System’s bus fleet.  Monitors bus/vehicle use for field trips and extra-curricular activities.  Keeps abreast of current fuel cost and usage.  Monitors certification of bus drivers.  Coordinates driver certification classes.  Provides in-service for all Transportation Department employees.

IMPORTANT INFORMATION Bus Stops Transportation is provided to all students in accordance with system policy. Bus stops are established for students by the Transportation Department.  To request a new bus stop, a parent must submit a written request to the Transportation Department along with home address, daytime phone number, bus stop location and school. Note: The child’s name, bus number and driver’s name are optional.  Written permission from the local school administrator is required in order for a driver to allow a student to get on or off the bus at any bus stop other than the regularly assigned stop.  Written permission from the local school administrator is required before a student is allowed to ride any bus other than their regularly assigned bus.

There is a difference between Regular, Magnet, School Choice Transfer, and Special Needs transportation.  Regular bus stops are normally established by the Transportation Department outside a two-mile driving distance from the districted school and are normally two-tenths of a mile apart.  Magnet bus stops are established by the Transportation Department at the middle school nearest the student’s home.  School Choice Transfer bus stops are established by the Transportation Department at the student’s sending school.  Special Needs transportation is established by the Transportation Department based on the individual need of the special needs student.

Route Information Route information will be available from one of the following sources on July 19, 2010:  Local schools.  All Transportation Department sites.  Mobile County Public School System’s Website: www.mcpss.com .  Central Office – Lobby in Division of Student Support Services’ building.

63 The principal shall maintain a transportation file for his/her respective school. The file should contain the following bus information.  Bus number.  Driver’s name and telephone number.  List of students assigned to each bus.  Route stops for each bus.  Time schedule for each bus.

Driver and Transportation Aide’s Absences  All absences must be reported to the respective route specialist(s), principal(s) and Sub- Finder.  If a driver knows he/she will be absent, the driver is responsible for securing a substitute driver. This can be a certified substitute driver (if one is available), a co-worker who can assist by making an additional run, or a utility worker from the Transportation Department (if one is available).  If a substitute driver cannot be secured, the driver must notify their respective Route Specialist and their schools.

After hours, the driver will contact the Security Department at 221-5367. The operator will notify the appropriate Route Specialist.  If a driver does not show up, the school should send another driver back for the students or request assistance from the Transportation Department. Transportation can cover a route only if notified at time of emergency and if utility drivers are available.

Driver Performance  Reports of unsafe driving should be forwarded to the Transportation Department. It is necessary to provide the location, time and bus number in order to identify the driver involved. If the problem persists, please notify law enforcement in your area as well as the Transportation Department.  If a bus is consistently late arriving on your campus, the principal can address the issue with the driver and/or request assistance from the Transportation Department.  Complaints regarding bus drivers that are route or traffic related should be directed to the Transportation Department.  If a child has a problem on the bus or at the bus stop, the parent/guardian should contact the principal. This is a student discipline issue that should be handled by the principal.  Complaints regarding student discipline issues should be handled at the local school level.

Educational Excursions Relating to Transportation  All requests for educational excursions are to be submitted from the local school administration to the Transportation Department.  In order for your drivers to be paid in a timely manner, special payrolls need to be submitted to the Transportation Department no later than the 20th of each month.  Excursions which interrupt the regular route schedules shall not be authorized unless principal can give assurance that satisfactory provisions have been made to cover regular

64 routes. Drivers experiencing difficulties with this problem will contact the Transportation Department immediately.  All educational excursions shall be made by regular drivers unless approved by principal.  Hourly rate of pay for educational excursions will be the rate set forth by the Board of School Commissioners of Mobile County. Drivers will be paid from the starting time of excursion to return time. For buses traveling from base school to school sponsoring trip, driver will be paid from base school and return to base school/park site. Every effort should be made by the local schools to utilize drivers based on-site for excursions.  It is extremely important for local school administrators/teachers sponsoring excursion to adhere to pre-arranged schedule for excursion.  It is necessary for bus driver to be notified if his/her bus has been utilized by other system personnel (other regular driver, coach, etc.). Mileage should be recorded and provided for monthly bus report. Sufficient fuel should be provided for regular runs. Bus MUST be cleaned after each trip before returning to regular driver/park site.

Emergency Evacuation Drill  An emergency evacuation drill for all school buses is required during the months of September and January of each school year.  The drill is to be conducted ON CAMPUS with a school administrator present. This is absolutely necessary in order to train your students in case of a real emergency.  There are three types of evacuations: front door evacuation, rear floor-level door evacuation, and front and rear floor-level door evacuation.

 The purpose of this drill is not to see how fast the drill can be done – the purpose is to train the students to leave the bus safely and in an orderly manner.

Student Handbook and Code of Conduct Students need an environment that is conducive to providing a safe means of transportation to and from school and approved school activities.

The Student Handbook and Code of Conduct applies to the school bus settings and all transported students are expected to adhere to this code while waiting, boarding, riding, and disembarking the school bus. The bus driver is in charge and should be respected and obeyed at all times.

The Student Handbook and Code of Conduct provides guidelines that:  Describe a positive school environment.  Describe conduct which is disruptive.  Strive to standardize procedures used in responding to disruptive situations.  State the rights and responsibilities of administrators, teachers, parents/guardians and students.  Specify the rights and responsibilities of students.  Allow for annual distribution of required information to parents/guardians as prescribed by federal and state regulations.

Student Discipline Issues

65 Student discipline issues are handled by the local school administrator. Board policy has provided the following guidelines in dealing with student discipline issues on school buses:  First Offense – Student/administrator conference with Bus Conduct Report sent to parents.  Second Offense – Student/parent/administrator conference.  Third Offense – Suspension from school bus. Some violations of bus rules will result in automatic suspension of bus privileges. The violations are: o Fighting. o Weapons on bus. o Damage to the bus parents/guardians are responsible for cost of the damage to the bus). o Any other offense the principal may deem reasonable to fall within this category of acts of misconduct.

Students suspended from the bus three (3) times will receive a long-term suspension if a fourth (4th) discipline referral is turned in on that student. Suspensions are of varying time lengths.  First suspension – 3 days.  Second suspension – 5 days.  Third suspension – 10 days.  Fourth Suspension – long-term.

Since it is unsafe to drive under chaotic circumstances, a bus driver has the authority to require a reasonable degree of quiet; to assign seats; require that students remain seated; and prevent unsafe and disruptive behavior. Students are expected to follow the directions of the bus driver or face disciplinary action which may include the possibility of losing the privilege of riding the bus. All incidents of misconduct shall be reported to the principal by the bus driver.

In order for our drivers to safely operate their school buses, discipline issues should be dealt with IMMEDIATELY by the school administrator. Parents/guardians and students should be told that riding a school bus is a PRIVILEGE that can be revoked at any time if safety is compromised. Bus drivers should receive notification of any action taken by the local school administrator as a result of their discipline referrals.

Supervision of Bus Drivers/Bus Aides  The Transportation Coordinator and respective Route Specialists are designated as the first-line supervisors of all bus drivers and bus aides.  Principals are designated as second-line supervisors of bus drivers and bus aides assigned to their respective schools.  School bus drivers and bus aides are accountable to the principal at each school served.  The Route Specialist is the primary evaluator of bus drivers and bus aides; principals will provide input regarding performance.

Student Items Left on Buses If a child leaves an item on the bus, the parent/guardian should contact the Transportation Department. The driver and bus will be located in order to make arrangements for the parent/guardian to pick up the property.

66 Transportation Department’s Sites Halls Mill Lillie Ray, Route Specialist 221-5260

Howells Ferry Misty Sullivan, Route Specialist 221-5242

International Drive Pat Mitchell, Coordinator 221-5260 Bob Brunson, Fleet Manager Karen Slater, Route Specialist

Padgett Switch Michael Simon, Route Specialist 957-1231

Shaw-Clark Campus Mary Ann Gill, Route Specialist 221-5260

Whistler Site Duane Tucker, Route Specialist 221-5248

STUDENT ASSISTANCE DEPARTMENT

Coordinator’s Areas of Responsibility  Develops a leadership system that guides all activities related to the At-Risk, Children First, High Hopes and Safe and Drug-Free programs.  Serves as the facilitator and member of the planning teams.  Communicates information to stakeholders on federal and state assessment requirements that support school/classroom goals in assigned programs.  Coordinates on-site assistance to assigned programs.  Assists assigned programs to improve the overall instructional program.

 Prepares and assists with the development of the Alabama Student Assistance Plan (ASAP) including distributing and collecting applications for 20% non-profit, non- governmental community agency involvement.  Supervises all facets of the implementation of the Safe and Drug-Free and ASAP, including expenditure of 20% at-risk funds and establishing and maintaining contracts and/or memorandums of agreement with non-profit, non-governmental community agencies providing at-risk program services.  Develops federal and state reports related to assigned programs.  Coordinates and prepares Request for Proposals for At-Risk 20% Community Agencies.  Disseminates information regarding drug and violence prevention programs.  Develops a plan for a safe, orderly, and drug-free learning environment that supports academic achievement in assigned programs.  Participates in on-going Quality Training.  Coordinates and maintains appropriate federal and state reporting and record keeping for assigned programs.  Supervises assigned staff.

67 At-Risk

Purpose of Program At-risk students shall be defined as those students who score at level 1 or level 2 (not proficient/partially proficient) in reading or mathematics on the current state assessments (ACT No. 2010-610) or students defined as at risk in the Code of Alabama (1975), §16-6B-3.

The SDE recognizes that students may be at risk of not experiencing school success and are in danger of school failure and/or non-completion. This may be due to situations, circumstances, and/or conditions (e.g., environment, family, and health) that they may have limited control. By providing focused attention and assistance in identified areas of need, students will be given opportunities to experience school success. Many of these students may be served at the local level through alternative programs.

Observable indicators used to identify students who are at risk may include, but are not limited to, the following:  Academics (e.g., poor reading skills, inadequate communication skills, readiness to learn, poor performance, low test scores, or retention).  Attendance (e.g., excessive tardiness and/or absences, truancy, or dropouts).  Behavior (e.g., inadequate social/emotional adjustment, discipline problems, or juvenile court involvement).  Environment (e.g., family, school, or community):  Adverse or chronic health conditions.  Attempted suicide.  Homelessness/family mobility.  Limited literacy in family.  Poverty.  Student neglect and/or abuse.  Student pregnancy/parenthood.  Substance abuse.  Traumatic experiences (e.g., family violence, death of family member, or victim of natural disasters).  Other.

20% Non-Profit, Non-Governmental Agency Suggested Responsibilities It is the intent of the Alabama Legislature that schools and school systems involve the community in planning and implementing at-risk programs. Therefore, schools shall expend at least 20% of the at-risk funds to partner with non-profit community organizations in planning and implementing at-risk programs, which directly assist in improving academic performance. Based upon the current LEA plan needs assessment, the ASAP planning team will determine which applications best enhance the LEA’s current plan. The LEA may select one agency or multiple agencies based upon the LEA needs assessment and available funding.

Alabama Laws: State At ‐Risk Planning and Funding Code of Alabama (1975), §16-6B-3, Assistance Programs. Alabama Administrative Code, Chapter 290-2-1-.05. ACT No. 2010-610, Education Trust Fund: No. 9 State Board of Education – Local Boards of Education

Children First

68 Purpose of Program The appropriation for Children First funds may be allocated to public school programs serving students in Grades K-12. The funds may be expended for multiple-tier alternative education programs, school safety enhancement programs/activities, including the employment of school nurses and school social workers. The purposes of the programs funded through the ASAP are as follows:  To keep students in school.  To encourage regular attendance and punctuality.  To better prepare students for the world of work.  To prepare students for further educational opportunities.  To promote and to provide greater safety and security for schools.  To promote greater parental and family support.

All program prototypes should follow state and federal laws and regulations as well as rules of the State Board of Education in the Alabama Administrative Code. Children First funds must adhere to the Individuals with Disabilities Education Act (IDEA) for all students receiving special education services. To respond to this application for Children First, school system personnel should consider their decisions and descriptions of programs to include as many of the components described in this document as can be reasonably managed administratively or financially. Your allocation may be expended in one or more of the following categories according to your needs:  Alternative Education Programs  School Safety Enhancement Programs

Alabama Laws: Children First Planning and Funding Code of Alabama (1975), §41-15B-2.2(b)(2)

Governor’s High Hopes Planning and Funding

Purpose of Program The Governor’s High Hopes for Alabama’s students is a school/community-based program that will assure every Alabama high school student an opportunity to pass the Alabama High School Graduation Exam (AHSGE). The purpose of the High Hopes grant is to allow schools to develop remediation programs and to collaborate with community colleges, universities, and nonprofit community-based organizations in developing a tutoring and mentoring program for high school students who are “in danger” of failing any part of the AHSGE. Only school systems that have identified students in danger of failing any part of the AHSGE are eligible to apply for High Hopes grants. The award amount is to be determined by dividing the sum allocated by the number of students in the state who fail any section of the exam. The sum derived shall then be multiplied by the number who failed any section of the exam in each school. That amount shall then be allocated by each school system to that high school to be used to provide immediate assistance to students who failed.

69 Alabama Laws: Governor’s High Hopes Planning and Funding Alabama Administrative Code, Chapter 290-4-2-.02(5)

Title IV, Part A - Safe and Drug-Free Schools and Communities

Purpose of the Program The purpose of the Safe and Drug Free Schools Program is to foster a safe and drug-free learning environment that supports academic achievement. The Safe and Drug Free Schools Program (SDFS) is a federally funded initiative which supports programs that prevent violence in and around schools; that prevent the illegal use of alcohol, tobacco, and other drugs; that involve parents and communities; and that are coordinated with related Federal, State, school, and community efforts and resources.

Funds may be used for drug prevention and education programs (Pre-K-12); violence prevention; comprehensive health education, early education, and pupil services; mentoring programs and rehabilitatative referrals; professional development for drug, alcohol, and violence prevention (schools personnel, parents, community, etc.); implementation of strategies (i.e., intervention, family counseling, community services, service learning); security measures such as safe zones of passages, metal detectors, and hiring security personnel; drug abuse resistance education programs; program evaluations; and conflict resolution programs.

All of these efforts together form a comprehensive plan to promote peaceful resolution to conflict and to reduce the demand for and use of alcohol, tobacco, marijuana and other drugs by school-age children.

It is our hope that every school in Mobile County will be free of drugs and violence and the unauthorized presence of firearms and offer a disciplined environment that is conducive to learning.

Services and Activities  Substance abuse prevention and violence prevention classes are taught to students by the classroom teacher and counselors. The curriculums used are the

 LifeSkills Training Program and Smart Choices.  Character Education is also a large part of the Safe and Drug Free Schools Program. Counselors and teachers have been trained in the Character Counts! curriculum.  Classes in drug education, anger management, conflict resolution, character education, and school site safety are offered to teachers and other school personnel.  Parent Awareness programs are offered through the school Parent Organizer.  The Chemical Abuse Prevention Program -CAPP I- is an education program which is mandatory for alcohol/drug policy violators and their parents.  The Conflict and Anger Prevention Program -CAPP II- is an education program for violence policy violators and their parents. (Grades 6 – 12)  The Conflict and Anger Prevention Program -ECAPP II- is an education program for violence policy violators and their parents. (Grades K – 5)  All schools have a Comprehensive School Safety Plan which assures a safe plan of action is in place for any emergency on the school site. All school personnel are trained and ready to assure the safety of all students, teachers and staff.

70  The following Drug Awareness Activities are offered in the schools through the school year: o Red Ribbon Week o Great American Smoke-Out o Prom Promise o Underage Anti-Drinking Campaign

Red Ribbon Week - October 22-30, 2011 Red Ribbon Week is the oldest and largest drug prevention campaign in the country. Although the start end dates can vary slightly depending on the organization and source, Red Ribbon Week generally takes place the last full week in October, with the weekends before and following the last full week included as appropriate celebration dates. This year Red Ribbon Week will be celebrated October 22-30, 2011.

Red Ribbon Week serves as a vehicle for communities and individuals to take a stand for the hopes and dreams of our children through a commitment to drug prevention and education and a personal commitment to live drug free lives with the ultimate goal being the creation of drug free America.

And, perhaps more importantly, Red Ribbon Week commemorates the ultimate sacrifice made by DEA Special Agent Enrique "Kiki" Camarena, who died at the hands of drug traffikers in Mexico while fighting the battle against illegal drugs to keep our country and children safe.

71

APPENDIX

13 STUDENT DISCIPLINE &

13 PLACEMENT DEPARTMENT

74 Section 36-19-10

Regulation of fire drills and doors and exits in schools, factories, hospitals, etc.

The Fire Marshal, his deputies and assistants shall require officials and teachers of public and private schools and educational institutions to have at least one fire drill each month and to have all doors and exits at such schools and educational institutions open out and that all such doors and exits shall be unlocked during school hours and that the doors and exits of factories, asylums, hospitals, churches, halls, theatres, amphitheatres and-other places in which numbers of persons live, work or congregate from time to time, for any purpose or purposes, shall open out.

(Acts 1919, No. 701, p. 1013, § 13; Code 1923, §981; Code 1940, T. 55, §55.)

S T A T E F I R E M A R S H A L R E G U L A T I O N Chapter 482-2-102

482-2-102-.01. School Buildings. All buildings occupied and used as schools shall meet the following safety standards: (a) All buildings must have approved fire exits from every floor as required by the codes and standards adopted by the State Fire Marshals Office. (a) Flammable materials and hazardous supplies must be stored in fire retardant cabinets/rooms or in outside storage buildings/areas. (b) Severe weather drills must be held seasonally, with one during the period of September through November and one during the period of January through March. (c) Fire escape diagrams and safe-place (areas of refuge) diagrams for severe weather must be posted in all rooms that house students. (b) Fire extinguishers must be provided and mounted in every building as required by the codes and standards adopted by the State Fire Marshals Office, must have a current tag showing the last date of inspection and maintenance, and must be kept in proper working order. (0 Regular inspections for fire hazards must be conducted by school officials and the dangers removed. (g) Panic hardware on exit doors must be in proper working order. Author: State Fire Marshal Statutory Authority: Code of Alabama 1975, §§ 27-2-17 & 36-19-9

13 A-1 History: New September 11, 2003, Effective October 1, 2003

76 SDE SAFETY PLAN CHECKLIST Checklists Information

The checklists below are designed to assists the SDE, LEA, and individual school personnel with the Safety Planning and Management monitoring process. Each checklist contains a list of items that are either checked or not checked. Checked items are those that are required to be in an individual school safety plan. Items that are not checked are optional. Optional items may be utilized to describe emergency procedures that may be identified as potential hazards near an individual site. For example, schools near active railroad tracks would use the "Train/Railway Accident" option under the Incident Checklist and provide procedures in the individual safety plan on the corresponding page(s).

SDE Standardized Order of Information

The order in which the checklist appears is the order in which the SDE would like for system and individual school safety plans to be organized. This standardized order of information assists in making all safety plans and programs user-friendly from site to site and supports new and/or secondary administrator safety planning and management effectiveness.

In addition, incident procedures have been placed in specific categories to assist in the rapid retrieval of incident procedure information in the event that a supervising individual is not familiar with a given site's safety protocol. The SDE recommends that incident procedure information be tabbed or marked in the safety document by the categories that have been provided.

Required Items

Using the checklists on pages 102 through 110, identify checked components that are utilized in your system's/school's safety plan. Place a page number or range of pages in the "Page" box on the right side that corresponds to the page in the individual safety plan. Use the "Comments" box as needed.

The Central Office does not have the same population or physical building structure as individual schools. Therefore, the system safety plan may or may not be assessable to all components of the checklist. The components that are applicable should be marked if SDE assistance is desired in evaluating the content of the plan.

Optional Items For items that are optional, please be sure to check the box next to the item and provide a page number or range of pages in the "Page" box on the right side that corresponds to the page in the individual safety plan. Use the "Comments" box as appropriately needed. Please consider optional components by utilizing information from the hazard assessment, analysis and improvement worksheets in the safety planning, and management sections of this document.

13 A-2 SDE REQUIRED COMPONENTS CHECKLIST

System/School Information

School System School

Principal Phone

Planning and Management Checklist

Contents Planning and Management Components Required Forms SP-01 2 Step One (Forms SP-01 and SP-02) El System/School Safety Planning Committee

2 Step Two (Form SP-03) 01 Statement of Commitment SP-03 SP-04 El Step Three (Forms SP-04 through El Identification of Hazard SP-08) (Comprehensive Floor Plans)

2 Step Four (Form SP-09) 0 Analysis of Identified Hazards SP-09 SP-10 and SP-41 El Step Five (Forms SP-10, SP-41 ,and El Incident Command System Roles SP-11 throughSP-36)

El Step Five (Form SP-37) 2 Emergency Telephone List(s) SP-37 li'_I Step Five (Form SP-38) 2 List of Materials and Equipment SP-38

El Step Six (Part III, pages 51 through El Improve and Make Corrections to Part IV, pages 102 59; Part IV, pages 102 through 110; Existing Plans (General Emergency through 110, SP- and Form SP-39) Procedures) 39

El Step Seven (Form SP-40) 2 Basic Resources Needed SP-40

El Step Eight (Part III, pages 84 El Provide Training and Implement SP-42 through 86 and Form SP-42) Exercises

El Annual Multi-Drill Response Report El Appendix D: Annual Multi-Drill SP-43 Response Report SP-44 2 Collecting, Reporting, and Analyzing El Appendix E: Collecting, Reporting, Suspicious Incidents and Analyzing Suspicious Incidents

13 A-3

79 IZEMIEL..1111111•1=11111=1.1111167421 SDE INCIDENT PRECEDURES CHECKLIST

Incident Checklist

General Emergency Procedures Comments Page

El Abduction of Student

0 Animals in School (Wild or Domestic)

El Bomb Threat

El Death of a Student/Staff Person

Z Drug/Alcohol Abuse

Ei Drug/Alcohol Distribution

El Emergency Supervision of Students

121 Field Trips

El Fighting/Disruptions

El Irate Individual

El Lost/Runaway Student

El Reporting of Suspicious Incidents/Activities

El Riot

El Serious Accidents On/Off Campus m Serious Incidents On/Off Campus

El Sexual Assault/Harassment

0 Suicide On/Off Campus

O Terrorists Activities

0 Train/Railway Accidents

El Truck/Trailer Incident

13 A-4 O Vandalism

81 __ SDE INCIDENT PRECEDURES CHECKLIST

Emergency Evacuation Comments Page

RI Air Disaster

RI Chemical Spills

EI Explosion

El Fire

El Floods

RI Serious Weapon-Related Incident

13 SDE EMERGENCY PROCEDURES CHECKLIST Incident Checklist

Emergency Lockdown/Lockout Comments Page

2 Hostage Situation

2 Intruders

2 Individual with Firearm/Weapon

Ed Shooting Incident

Take Shelter Comments Page

2 Earthquake

2 Severe Weather

2 Floods

2 Chemical Spill

2 Tornado

Utility Emergency Procedures Comments Page

2 Natural/Propane Gas Leak

2 Electrical Power Failure

2 Water Line Break

El Telephone/Communication Loss

13 A-5 Medical Procedures Comments Page

RI Communicable Diseases

12 Chronic Diseases

2 Medical Emergencies

12 Distribution of Medication

2 Pandemic Preparedness

13 SDE GENERAL SAFETY PROGRAM CHECKLIST Safety Program/Curriculum Checklist

Prevention and Curriculum Comments Page

0 School Climate and Culture

El Student/Staff

El Discipline Plan

El Drug/Alcohol Abuse

El Drug/Alcohol Distribution

El Alcohol/DrugNiolence Programs

2 Law-Related Education

El Science Safety

El Health Education

2 Visitor Access Control

El Suspicious Incident Categories

El First Aid Procedures and Equipment

0 Pandemic Preparedness

El Personal Safety

El Bicycle/Bus/Pedestrian Safety

El Community Assistance

El Student Identification Plans/Procedures

13 A-6 Buildings and Ground Security Comments Page

Ei Hazard Identification

El Alarm System

EI School Location and Traffic Patterns

El Exterior Parking and Lighting/Pay Phones

El Visual Access Inside and Outside

EC Limitations of Building Design

El Exits

Et Electrical Safety and Appropriate Machinery and Equipment Use (OSHA Standards)

El Signs/Directions to Safety

IZI Hall Passes

IZ Security

13 SDE GENERAL SAFETY PROGRAM CHECKLIST Safety Program/Curriculum Checklist

Communications Comments Page

El Building Communication

RI Communication Equipment

Lockdown/Lockout Procedures Comments Page

EZ1Soft Lockdown

El Hard Lockdown

Ef Building Lockout

El Portable Building Lockdown Procedures

Athletic/Extracurricular Activities Venue Comments Page

RI Equipment and Supplies

RI Emergency First-Aid Trauma Kits

2 Staff Training Certification

Supervision of Students Comments Page

RI Daily Supervision Procedures

El Distribution System/School Rules

EJ Daily Movement/Monitoring Procedures

13 GUIDANCE SERVICES & STUDENT RECORDS

13 DEPARTMENT

89 Crisis Management and Intervention

In any large group of human beings, situations eventually arise that call for crisis management and/or intervention. These procedures involve working with a student, family, or staff member who may be experiencing an urgent and immediate problem that requires decisive action, either to solve a problem or to create a less critical environment. The situation may occur as the result from child abuse or neglect, suicide, death of a student or staff member, or environmental disaster. "Crisis" implies that the situation has arisen quickly, is intense, affects the emotional stability of a large number of people, and/or needs to be handled immediately and effectively.

In spite of the best prevention and early identification methods utilized by the school district or the local school, it is possible that, at some point, a crisis situation by occur. Whatever the circumstances of the crisis may be, the system or school must be prepared to respond in a purposeful and effective manner. From a very practical point of view, it is important to have clearly understood procedures for reacting to crisis situations, either as they occur, in the process of happening, or immediately after the event. The local school should have an annually updated School Safety Plan on file. The faculty and staff must understand their individual roles during various crisis and emergency situations.

School System Crisis Management Team The Division of Student Support Services (SSS) system employees (counselors, nurses, social workers, and attendance officers) are members of the Mobile County Public School System (MCPSS) Crisis Management Team. The purpose of the MCPSS Crisis Management Team is to support and assist the local school's Crisis Management Team when needed.

The Division of Student Support Services at the Central Office coordinates the MCPSS Crisis Management Team. The Guidance Services Supervisor (or Health Services Supervisor, as needed) works with the administration from the local school-in-crisis and SSS personnel in securing the assistance of additional personnel when the situation warrants additional grief counseling. Organization, coordination, and collaboration are critical in a time of crisis.

The following protocol should be followed when assistance of the MCPSS Crisis Management Team is requested and needed: 1. The principal or designee notifies the Guidance Services Supervisor of the crisis situation by calling Guidance Department at 221-4310 or main Student Support Services number at 221- 4245 2. Guidance supervisor or designee contacts identified MCPSS Crisis Management Team members 3. Contacted team members notify their principals of the assignment to the MCPSS Crisis Management Team. 4. Contacted team members report to the main office of the local school-in-crisis as soon as possible. 5. Contacted team members assist local school personnel in addressing the immediate needs of the students and faculty/staff. 6. Local school-in-crisis coordinator assigns contacted team members to area(s) for crisis/grief support. 7. Contacted team members debrief, as needed, with the local school-in-crisis coordinator or school crisis team. 8. Central Office personnel will assess crisis situation with local school personnel regarding additional needs.

13 A-7 A-7

91 The following procedures must be observed: · Personnel from the local school-in-crisis should not assume the responsibility of arranging system team members without permission from a supervisor in the Division of Student Support Services. · Personnel from other schools should not report to the local school-in-crisis without being contacted by the Division of Student Support Services. · Contacted team members should report immediately to the local school-in-crisis except in very rare explained emergencies. · Contacted team member should report to assigned support area immediately and remain in that area until the assignment is changed.

Local School Crisis Management Team Every school should have a crisis intervention plan to assist staff members in meeting the emotional needs of students and staff when a significant crisis occurs. A well planned response to a crisis diffuses the excitement and confusion and facilitates the healing process. The Local School Crisis Management Team should be composed of staff members who have knowledge of the students and the community. The counselor(s) should always be part of the Local School Crisis Management Team. The purpose of the team is to identify students or staff members who are at-risk, facilitate the adjustment process, and arrange follow-up services. Specific steps to ensure that all necessary information is gathered are:

1. Identify the persons affected and/or involved. 2. Verify as much information as possible regarding the situation. 3. Notify the various agencies and persons in accordance with the system's policies regarding each crisis. 4. Respond to the situation with a support services action plan; i.e., counseling, support groups, referrals, etc. 5. Follow-up with information, referrals, school services for parents and/or students.

Responsibilities of the Local School Crisis Management Team are to: · work with principal or designee in planning a response strategy. · establish areas in the building for grief counseling. · serve as a management team. · cover specific issues pertinent to the particular situation. · maintain a list of students counseled. · notify parents about follow-up counseling for students who need more services. · be available to consult with the staff when needed. · meet with staff regularly to assess the effectiveness of the plan and to identify future needs of students/staff. The following session provides information regarding: · Child Abuse and Neglect · Death of Student or Staff Member · Traumatic Death or Event

13 · Death of a Student's Family Member · Suicide

93 Child Abuse and Neglect Alabama Code, 1975, Title 26, Chapter 14 All professional personnel shall report suspected physical abuse or neglect of children according to the Alabama Code. Said code provides immunity from liability for persons reporting suspected abuse or neglect.

Definition An abused or neglected child shall be any child less than eighteen years of age whose parents or other persons responsible for his/her care: 1. creates or inflicts, threatens to create or inflict, or allows to be created or inflicted upon such child a physical or mental injury by other than accidental means, or creates a substantial risk of death, disfigurement, impairment, or impairment of bodily or mental function; 2. neglects or refuses to provide care necessary for his health; provided, however, that no child who in good faith is under treatment solely by spiritual means through prayer in accordance with the tenets and practices of a recognized church or religious denomination shall for that reason alone be considered to be abused or neglected child; 3. abandons such child; or 4. commits or allows to be committed any sexual act upon a child in violation of the law.

Reporting Procedures 1. All school employees shall report child abuse or neglect cases to the school principal or the counselor. If assistance is needed, the school nurse should be contacted. Note: School officials are cautioned not to delve too deeply into the situation. The school personnel's role is that of reporting suspected child abuse or neglect, not investigating. The investigation role is undertaken by the Department of Human Resources (DIM) or the appropriate law enforcement agency. 2. The principal or counselor should immediately phone (450-9100) in the report to the Department of Human Resources (DHR), Child Protective Services, during regular office hours. Note: In the absence of the principal, designated administrator, or counselor, any school system employee suspecting child abuse or neglect should report it by calling the DHR, Child Protective Services, or the local law enforcement agency, if appropriate. This employee should inform the principal as soon as possible after the report is made. All school system employees are mandatory reporters. 3. The following statistical/demographic information should be furnished, if possible: · Name of victim, sex, age, and date of birth; · Parent's name and/or custodian's name address, race, martial status, and phone number; · Name of alleged perpetrator, race, sex, date of birth, and relation to the victim; · Description of the incident and any visible marks on victim. 4. Following the phoned report, the person making the report should immediately send a written report of the incident to DEW, using the "Written Report of Suspected Child Abuse Neglect" form, DHR-DFC-1593. A copy of this report should be retained at the school and a copy should be sent to the Division of Student Support Services' Health Services Department. 5. Shortly after receipt of the written report, DEER should provide the referring school with appropriate information regarding the referral; i.e., case worker assigned, investigation pending, case inappropriate for assessment, etc.

13 6. If the emergency takes place after office hours, reports should be made through the local law enforcement agency.

95 13

7. Additional information: Information regarding the investigation is not to be released to anyone except persons authorized to investigate the matter. Confidentiality is most critical in cases of suspected child abuse or neglect. Persons filing reports are granted civil and criminal immunity from liability. If it is determined that the Domestic Violence Law is to take precedence in the matter, the local law enforcement agency must be contacted in order to preserve evidence and meet the time requirement. Contacting the law enforcement agency, by statue, relieves the staff from reporting the incident to DHR. Note: In order for the law enforcement agency to use the Domestic Violence Law, there must be evidence of, or an allegation of, physical harm (e.g., bruises, welts, abrasions). This must be documented. Additionally, there is a requirement that the arrest must follow the assault within 24 hours.

Report child abuse and/or neglect to Department of Human Resources — 450-9100 / 450-9152 / 450-9160 / 450-9168 / 450-9176 / 450-9178.

Report sexual abuse to Department of Human Resources at 450-9100 and the numbers listed above.

Sexual abuse may also be reported to the Child Advocacy Center at 432-1101.

Report suspected abuse by employee(s) to the Superintendent's Office immediately at 221-4394. CHILD ABUSE AND NEGLECT

Categories of Child Abuse and Neglect

1. Physical Abuse Physical Abuse is any non-accidental physical injury which impairs or threatens to impair the child's physical functioning. Types of physical abuse considered are: a. Death of a child b. Bruises, cuts, and lacerations c. Bone fractures d. Internal injury e. Bums/scalds a. Dislocation, sprains, shaking f. Poisioning

2. Physical Neglect Physical Neglect is the continuing or periodic failure to provide for a child's physical survival needs to the extent that there is a hazard or threatened hazard to the child's health or safety. Types of physical neglect considered are: a. Lack of supervision/unattended b. Lack of food, clothing, shelter c. Malnutrition

3. Sexual Abuse Sexual Abuse includes any act which is committed, or allowed to be committed, upon a child by his/her parents, guardians, acquaintances, or strangers. Types of sexual abuse considered are: a. Incest --sexual intercourse between persons who are prohibited by law to marry a. Other sexual abuse/exploitation--all other prohibited sexual behaviors including intercourse other than incest.

4. Bizarre Discipline Bizarre Discipline is any action in which the caregivers use markedly unusual, eccentric, irrational, or grossly inappropriate procedures or devices to modify a child's behavior. Examples are: a. Locking the child in a closet for hours a. Forcing the ingestion of food or liquid b. Acts of torture

5. Mental Abuse Mental Abuse includes emotional, intellectual, or psychological functioning abuse. The caregiver inflicts or threatens to inflict injury to the mental functioning of the child. The

13 A-8 caregiver allows or does not prevent the infliction of mental harm or injury to the child.

98 INDICATORS OF CHILD ABUSE AND NEGLECT (See previous page "Categories")

Type Physical Indicators Behavioral Indicators Physical Wary of adult contacts. Abuse Unexplained bruises and welts: - on face, lips, mouth. Apprehensive when other children cry. - on torso, back, buttocks, thighs. - in various stages of healing. Behavioral extremes: - clusters, forming regular patterns. - aggressiveness. - reflecting shape of article used to - withdrawal. inflict (electric cord, belt buckle). - on several different surface areas. Frightened of parents. - regularly appear after absence, weekend or vacation. Afraid to go home. Unexplained burns: - cigar, cigarette burns, especially on Reports injury by parents. soles, palms, back or buttocks. - sock-like, glove-like, doughnut shaped on buttocks or genital. Unexplained fractures: - to skull, nose, facial structure. - in various stages of healing. - multiple or spiral fractures. Unexplained lacerations or abrasions: - to mouth, lips, gums, eyes. - to external genitalia.

Physical Consistent hunger, poor hygiene, Begging, stealing food. Neglect inappropriate dress. Stays at school; early arrival and Consistent lack of supervision, late departure. especially in dangerous activities Constantly falling asleep in class. or long periods. Alcohol or drug abuse. Constant fatigue or listlessness. Delinquency: thefts, graffiti. Unattended physical problems or States there is no caretaker. medical needs. Abandonment.

13 Sexual Difficulty in walking or sitting Unwilling to change for gym or Torn, stained, or bloody underclothing participate in P.E. Pain or itching in genital area Withdrawal, fantasy or infantile behavior Bruises or bleeding in external genitalia, Bizarre, sophisticated, or unusual sexual vaginal, or anal areas behavior Venereal disease, especially in pre-teens Poor peer relationships Pregnancy Delinquent or run away Reports sexual assault by caretaker Emotional Habit disorders: sucking, biting, Behavior extremes: Maltreatment rocking -complaint, passive/aggressive, or Conduct disorders: antisocial- demanding destructive Overly adaptive behavior: Neurotic traits: sleep disorders- -inappropriately adult speech disorders, inhibition of play -inappropriately infant Psychoneurotic reactions: hysteria Developmental lags: physical, mental obsession, compulsion, phobias, emotional hypochondria Attempted suicide

13 13 A-9 EXP L A NA TIO N O F C ER TA IN P R O V IS IO NS O F THE C HIL D A B U S E A ND NEGL EC T R EP O R TING L A W

fCode of Alabama 1975. Sections 26-14-1 through 26-14-13)

The purpose of this law is to protect children whose health and welfare may be adversely affected through abuse and neglect, by providing for the reporting of such cases to duly constituted' authorities. Certain persons and institutions are required by law to report known or suspected child abuse or neglect under a penalty of a misdemeanor, fine or sentence. Those who are required by law to report are hospitals, clinics, sanitariums, doctors, physicians, surgeons, medical examiners, coroners, dentists, osteopaths, optometrists, chiropractors, podiatrists, nurses, school teachers and officials, peace officers- law enforcement officials, pharmacists. social workers, day care workers or employees, mental health professionals, or any other person called upon to render aid or medical assistance to a known or suspected victim of child abuse or neglect. Besides those persons who are required by Law to report child abuse and neglect, any person may make such a report if such person has reasonable cause to suspect that a child is being abused or neglected. The Jaw also contains immunity provisions so that any person making a report pursuant to the statute is immune from any civil or criminal liability that might otherwise be incurred or imposed.

Instructions for the Written Report of Child Abuse/Neglect Section 1— Victims Child Victims —List name, sex, ethnicity. Birth date, or approximate age of all child victims who live within the same household as a family. If victims are identified as living in separate households or as a separate family within the same household, a separate report must be completed. Section II — Parents/Custodians (Household) Father — List the name, ethnicity, birth date or approximate age of the child's father or other male caretaker in the household. Indicate the relationship of this person to the child victim. If the child lives with a custodian, give the specific relationship of the custodian to the child victim. Check NA (not applicable) if no male caretaker lives in the child's home.

Mother— List the name, ethnicity. birth date or approximate age of the child’s mother or other female caretaker in the household. Indicate the relationship of this person to the child victim. If the child lives with a custodian, give the specific relationship of the custodian to the child victim. Check NA (not applicable) if no female caretaker lives in the child's home.

Address — List the street address for the household. List the telephone number for the household.

If the child victim(s) is not presently residing in the home of the parent or custodian, list the address where the child may be contacted. Section III — Alleged Perpetrators) List the name, sex, ethnicity, birth date or approximate age, and relationship to victirn(s) of the person(s) believed to be responsible for the suspected child abuse/neglect. Section IV — Abuse/Neglect Allegations Describe specifically how the child was abused or neglected. Describe any physical injury or behavior exhibited by the child which is believed to be a result of suspected abuse/neglect. Give the date of the abusive/neglectful incident, if known.

Provide information on how the reporter was made aware of the suspected abuse/neglect. List the name. address, telephone number and relationship to victim of anyone who may have knowledge of the abuse/neglect or the victim's family situation, if the child victim was taken to the doc tor or hospital for treatrnent or evaluation, provide the identifying information on the doctor/hospital (assuming that the doctor/hospital is not the reporting source) Section V — Other Pertinent Information Space is provided for the reporter to indicate any other information which he/she believes will be helpful in completing the investigation of child abuse/neglect. For example, any emotional or family stress problems, knowledge of prior incidents of child abuse/neglect, name of child victim's school, employment and working hours of parents, other adults or children living in the household, possible physical danger to investigative DHR worker, etc. Section VI — The Reporter Check whether a verbal report, either by phone or in person, was made on these same allegations to either the local Department of Human Resources or the local law enforcement agency, If a verbal report was given, identify the specific person and name the agency to which the report was made, i.e., County DHR and/or Police, Sheriff. Give the date of the verbal report. The reporter of the suspected abuse/neglect is requested to sign and date this reporting form. The reporter is requested lo provide his address and telephone-number, as well as, title, agency or relationship to the victim. It is often helpful during the course of an investigation of child abuse/neglect to clarify information with the reporter. Identifying information on the reporter is confidential and is not released unless so directed by a court order. 13 MOBILE COUNTY

DEPARTMENT.OF HUMAN RESOURCES

FAMILY & CHIVES'S SERVICES

POST OFFIC E B OX 1 9 0 6

MOBILE ALABAMA 36633-1905 EXP L A NA TIO N O F C ER TA IN P R O V IS IO NS O F THE C HIL D A B U S E A ND NEGL EC T R EP O R TING L A W

fCode of Alabama 1975. Sections 26-14-1 through 26-14-13)

The purpose of this law is to protect children whose health and welfare may be adversely affected through abuse and neglect, by providing for the reporting of such cases to duly constituted' authorities. Certain persons and institutions are required by law to report known or suspected child abuse or neglect under a penalty of a misdemeanor, fine or sentence. Those who are required by law to report are hospitals, clinics, sanitariums, doctors, physicians, surgeons, medical examiners, coroners, dentists, osteopaths, optometrists, chiropractors, podiatrists, nurses, school teachers and officials, peace officers- law enforcement officials, pharmacists. social workers, day care workers or employees, mental health professionals, or any other person called upon to render aid or medical assistance to a known or suspected victim of child abuse or neglect. Besides those persons who are required by Law to report child abuse and neglect, any person may make such a report if such person has reasonable cause to suspect that a child is being abused or neglected. The Jaw also contains immunity provisions so that any person making a report pursuant to the statute is immune from any civil or criminal liability that might otherwise be incurred or imposed.

Instructions for the Written Report of Child Abuse/Neglect Section 1— Victims Child Victims —List name, sex, ethnicity. Birth date, or approximate age of all child victims who live within the same household as a family. If victims are identified as living in separate households or as a separate family within the same household, a separate report must be completed. Section II — Parents/Custodians (Household) Father — List the name, ethnicity, birth date or approximate age of the child's father or other male caretaker in the household. Indicate the relationship of this person to the child victim. If the child lives with a custodian, give the specific relationship of the custodian to the child victim. Check NA (not applicable) if no male caretaker lives in the child's home.

Mother— List the name, ethnicity. birth date or approximate age of the child’s mother or other female caretaker in the household. Indicate the relationship of this person to the child victim. If the child lives with a custodian, give the specific relationship of the custodian to the child victim. Check NA (not applicable) if no female caretaker lives in the child's home.

Address — List the street address for the household. List the telephone number for the household.

If the child victim(s) is not presently residing in the home of the parent or custodian, list the address where the child may be contacted. Section III — Alleged Perpetrators) List the name, sex, ethnicity, birth date or approximate age, and relationship to victirn(s) of the person(s) believed to be responsible for the suspected child abuse/neglect. Section IV — Abuse/Neglect Allegations Describe specifically how the child was abused or neglected. Describe any physical injury or behavior exhibited by the child which is believed to be a result of suspected abuse/neglect. Give the date of the abusive/neglectful incident, if known.

Provide information on how the reporter was made aware of the suspected abuse/neglect. List the name. address, telephone number and relationship to victim of anyone who may have knowledge of the abuse/neglect or the victim's family situation, if the child victim was taken to the doc tor or hospital for treatrnent or evaluation, provide the identifying information on the doctor/hospital (assuming that the doctor/hospital is not the reporting source) Section V — Other Pertinent Information Space is provided for the reporter to indicate any other information which he/she believes will be helpful in completing the investigation of child abuse/neglect. For example, any emotional or family stress problems, knowledge of prior incidents of child abuse/neglect, name of child victim's school, employment and working hours of parents, other adults or children living in the household, possible physical danger to investigative DHR worker, etc. Section VI — The Reporter Check whether a verbal report, either by phone or in person, was made on these same allegations to either the local Department of Human Resources or the local law enforcement agency, If a verbal report was given, identify the specific person and name the agency to which the report was made, i.e., County DHR and/or Police, Sheriff. Give the date of the verbal report. The reporter of the suspected abuse/neglect is requested to sign and date this reporting form. The reporter is requested lo provide his address and telephone-number, as well as, title, agency or relationship to the victim. It is often helpful during the course of an investigation of child abuse/neglect to clarify information with the reporter. Identifying information on the reporter is confidential and is not released unless so directed by a court order. MOBILE COUNTY

DEPARTMENT.OF HUMAN RESOURCES

Death of Student or Staff Member

Reporting Procedures The principal or designee verifies that the loss has occurred and ascertains the facts. The principal or designee notifies the Superintendent's Office. The principal or designee notifies Guidance Services Department, Student Support Services, 221-4310, to request a Crisis System Support Team thrFoAugMhI LthYe &C eCnHtrIaVl EOSf'Sfi cSeE iRf VaIdCdEitSional staff is needed to meet the school's needs. The principal meets with local school crisis team to review or revise intervention plans depending on the situation. The principal or designee personally contacts the family, offers support, and determines the special needs and wishes of the family. Ongoing communication is useful for keeping school officials informed of any changes or needs the family may have. The principal appoints a media contact person; no other person, other than this identified person, should have media contact. POST OFFIC E B OX 1 9 0 6 Procedures in Helping Students Deal or Cope with the Death When a student or staff member has died, it must be dealt with openly at school. Students, depending upon developmental age, may use art, written, or oral expression to communicate their thoughts and feelings. The shock and grief must be addressed. Children, as well as adults, progress through the stages of grief : shock, denial, anger, fear, bargaining, depression, and acceptance. Remember that progressing through these stages is a very individual progression. People, in the grieving process, need supportive, caring people to listen and help them. A sample statement which could be made over the intercom and a sample parent letter are included in this sMesOsiBoInL.E ALABAMA 36633-1905

The goals when dealing with death should be to acknowledge the death honestly, allow people to vent their feelings, and offer an outlet for people to help. The following principles are important when dealing with situations of death: Tell the truth. Before telling the class, get as much information as possible about how the person died. Tell the class what happened in terms that are appropriate to the student's own cognitive and developmental levels. Accurate information is central to the student's ability to analyze events and draw personally relevant conclusions. Avoid giving unnecessary information. Unnecessary details may distress or confuse the students. Avoid creating mental images of frightening or horrifying sights. Dispel any "Halloween-type" myths, which are common among elementary age children since they think more concretely. Explain in concrete terms what happened. Hearing the truth may help stop rumors. Out of their own anxiety, students will need to talk about death, and if they don't have accurate information, they may distort the truth. Get as much information as possible from the family. Ask their permission to share it with the class. Ask if they have any objectives to having students attend the funeral. In the case of student's or staff's death, his/her desk should not removed. Leaving it as it was for several days helps acknowledge the death. Students may wish to discuss how the desk reminds them of the deceased. Some classrooms have voted to keep the desk through the remainder of the school year. The students, then, may periodically leave items such as flowers or notes on the desk as memorials. Allow students opportunities to appropriately express grief. After telling the students, set aside at least 30 minutes of time and offer them the opportunity to share their feelings about it. If they seem 13 reluctant to express their grief, ask them to draw a picture or write a paragraph about their feelings. Allow time for the students to share their drawings or writings. Some students may want to show photos, tell stories, talk about fond memories, or draw pictures. These expressions of grief may generate sadness and start tears. Tears offer opportunities to affirm the cleansing and healing nature of grief. Some students will be too numb to reminisce because they are so preoccupied with the death. Encourage expression of feelings, but do not force anyone to share his/her feelings. A-10 · Affirm all expressions of grief. Putting each adjective or phases describing a feeling on the chalkboard may help the students feel that their expressions are acceptable. A student may say, "I'm glad it did not happen to me." Some may focus more on their personal loss, such as the child who, after his teacher suddenly died, asked, 'Why couldn't she wait until after the field trip?" Such statements are genuine expressions of loss. They should be affirmed, not as being self-centered, but as honest. If a student begins to cry, let him/her know that it is very normal to feel sad at a time like this. Sending a tearful student to the office or restroom to regain control may make him/her feel that crying is wrong. Be sensitive to the needs of the students. Some students are reluctant to talk about their feelings because they fear no one else feels the way they do. · The next day, focus on the feelings of the students themselves. Ask for adjectives or phrases to describe how they feel. Affirm all feelings as described above. Some guilt may be expressed for not always having treated the student or teacher kindly. Acknowledge these feelings, but gently encourage the students to think rationally about their guilt. Assure them that their behavior or thoughts had nothing to do with the death. · Provide time for written expression for the bereaved family. Notes, letters, or pictures created for the bereaved family mean a lot. The class can decide how or if they want their notes and pictures to be delivered to the home. When a student or staff member dies, point out that many of the students' memories are unknown to the family because they happened at school. The family will treasure these memories. The school professional should ALWAYS screen these projects before delivering them. · Students should be allowed to attend the funeral. Discuss what the students will see and hear if they attend the funeral. Help guide the parents with the process of helping their students grieve. · Watch for trouble signs among the students. Some elementary age students will want to stay home following a death, possibly out of fear. "Will I die?" or "Will someone else I love die?" are common fears. Staying home should be discouraged. The school professional should assure the student that most people live to be very old, much older than they are now. Bereaved students are easily distracted, and they are frequently confused and forgetful. Emotional

13 outbursts of anger are common. Stomachaches, headaches, eating and sleeping disorders may increase because grief is physical as well as emotional. When these things happen, children need acceptance and support more than discipline. They need to feel that they are loved in spite of their behavior.

105 SAMPLE STATEMENT WHICH CAN BE MADE OVER THE INTERCOM

As you may be aware,______, a student (teacher, staff member, etc.) at our school died this morning in a car accident. We are deeply saddened by his/her death and extend our sympathy to his/her family and friends.

As details become available regarding funeral arrangements, we will inform you. Support staff will be available in the guidance area to meet with students.

13 SAMPLE LETTER WHICH COULD BE PLACED ON SCHOOL LETTERHEAD AND SENT HOME TO PARENTS

Dear Parents,

As you know, our school community experienced a death this week. (e.g., John Doe was killed in an automobile accident yesterday.) As a result of his death, our school's schedule has been modified to provide an opportunity for students and staff to discuss and work through issues related to the grief process.

Your child will have the option to participate in either group or individual counseling provided by the school's crisis team. Participation in these activities is optional.

Staff members will continue to be available as needed to help students deal with their grief. You may want to pay particular attention to your child's emotional needs during the next few weeks, especially if he/she was close to the deceased. A few suggestions follow for helping your child:

1. Encourage your child to talk with you about the feelings he/she is experiencing concerning death. Sharing similar experiences which you have had may be very useful. Let your child know you are available to talk about the death and to answer questions. 2. Be aware that your child may not feel like "business as usual" for a while. Talk about ways to feel better. 3. Initiate a discussion of the death with your child. Research shows that this helps in the healing process. 4. If your child expresses a desire to attend the funeral or participate in a memorial service, it is strongly suggested that you accompany your child. 5. Watch for ongoing signs of difficulty which indicate your child may need additional help. Some of the signs to watch for are; prolonged sadness, withdrawal from social contact, change in eating or sleeping habits, or other behavior atypical to your child.

If you need assistance, please contact the school. Our counselor(s) can provide additional information on school and community resources.

Sincerely,

Principal

107 Traumatic Death or Events

Students who witness the death or physical injury of another person may have repetitive thoughts and images of the sights and sounds of their experience. These students may react with heightened emotional or physical complaints as they think about the experience. They may lose interest in their usual activities and may feel very alone with their feelings. Helplessness is a common response both during and after such an experience. Students' expectations and decisions about the future may be altered. They have acute difficulty concentrating in school. Students may feel guilt for being alive when their friend is no longer alive, for having endangered someone in some way, or for not being able to intervene. Guilt has been shown to increase the number of traumatic symptoms and to complicate recovery.

Studies have shown that students whose close friends are killed and students who directly witnessed the crime are more likely to have an aggravated and prolonged grief reaction. The interaction of trauma and grief makes recovery more complex. Children not only grieve, but are frightened and disturbed by the intensity of their own grief reaction. Thoughts of the decreased may become reminders of the trauma surrounding the death. Sadly, many are not invited to talk about what happened, because their ability to alternate play or activities with grieving causes people to assume they are coping better than they really are.

In children anxiety over the trauma, takes a psychological priority over mourning. For example, disturbing intrusions of specific, vivid images or sounds may disturb normal life experiences. Those who witnessed injury or death and/or heard cries for help are especially vulnerable. Traumatic dreams of the event can include repetitions of life threat and may interfere with restful sleep or make the child afraid to go to sleep. Young children may repeat traumatic themes in play. Between high anxiety intrusions, traumatized children may show a decrease in participation in enjoyable activities. They can become distant and withdrawn. They may fear being overwhelmed by their feelings; therefore, they may avoid allowing themselves to feel at all. Other behaviors may include exaggerated startle responses, nervousness, and clinging. They may avoid reminders of the event, such as the location where the death or injury occurred.

Suggestions for Administrators/Counselors Dealing with Traumatic Death After the initial emergency response, administrators/counselors need to meet immediately with mental health professional to review what happened. Responding to the psychological needs of both staff and students as soon as possible is the best prevention for the development of post traumatic stress. Mental health professionals or crisis response teams trained to handle trauma can be very beneficial in enabling the school staff to ventilate their own grief and face personal repercussions. Open communication among all school staff and sensitivity to the impact of the trauma is critical to the implementation of a school- wide program.

Suggestions for Teachers Dealing with Traumatic Death Children carefully observe their teacher's response to a traumatic event. Therefore, teachers need opportunities offered by counselors to ventilate their own grief and frustration. Proper safeguards need to be implemented to reduce the concern that these debriefing opportunities will be ill-thought of by supervisors.

In order for teachers to provide accurate information to their students and offer opportunities for ventilation of feelings, they must be informed as new information is available. Teachers need to be aware of post traumatic symptoms so that appropriate referrals may be made to counselors. The most common reaction in children may be unexpected aggressive behaviors which, if not linked with the trauma, could lead to premature labeling of a student as having a conduct disorder. Nonparticipation and avoidance behaviors can also be cause for referrals.

A-11

13 No one formula will fit all children all the time. School professionals must be patient and flexible. They must understand that grief and recovery from trauma take along time. Expect some children to exhibit trouble signs for weeks or months. Above all, continue to communicate honestly and provide the students with a model for expressing their feelings openly.

The following charts indicate responses to traumas and "first aid" based on developmental needs:

Preschool through Second Grade

Response to Trauma First Aid 1. Helplessness and passivity. 1. Provide support, rest, comfort, food, 2. Generalized fear. opportunity to play or draw. 3. Cognitive confusion (e.g., do not understand) 2. Reestablish adult protective shield. 4. Difficulty identifying what is bothering them. 3. Give repeated, concrete clarifications 5. Lack of verbalizations - selective mutism, that the danger is over. repetitive nonverbal traumatic play, unvoiced 4. Provide emotional labels for common questions. reactions. 6. Attributing magical qualities to traumatic 5. Help to verbalize general feelings and reminders. complaints. 7. Sleep disturbances (night terrors and nightmares; 6. Separate what happened from physical fear of going to sleep; fear of being alone, reminders such as the place where the especially at night). trauma occurred. 8. Anxious attachment (e.g., clinging to parents) 7. Encourage them to let their parents 9. Regressive symptoms (thumb sucking, enuresis, know. regressive speech) 8. Provide consistent caretaking (e.g., 10. Anxieties related to incomplete understanding assurance of being picked up from about death; fantasies of "fixing up" the dead; school). expectations that a dead person will return. 9. Tolerate regressive symptoms in a

13 time-limited manner. 10. Give explanations about the physical reality of death..

110 Third through Fifth Grade

Response to Trauma First Aid

1. Preoccupation with their own actions 1. Help to express their secretive during the event; issues of responsibility imaginings about the event. and guilt. 2. Help to identify and articulate traumatic 1. Specific fears, triggered by traumatic reminders. reminders and anxieties; encourage them 2. Retelling and replaying of the event not to generalize. (traumatic play) 3. Permit them to talk/act out; address 3. Fear of being overwhelmed by their feelings distortions, and acknowledge normality (of crying, of being angry). of feelings and reactions. 4. Impaired concentration and learning. 4. Encourage expression of fear, anger, 5. Sleep disturbances (bad dreams, sadness in your supportive presence. fear of sleeping alone) 5. Encourage to let teachers know when 6. Concerns about their own and others safety. thoughts and feelings interfere with 7. Altered and inconsistent behavior, (e.g., learning. unusually aggressive or reckless behavior, 6. Support them in reporting dreams; inhibitions). provide information about why we 1. Somatic complaints. have had dreams. 8. Hesitation to disturb parent with own anxieties. 7. Help to share worries; reassure with 2. Concern for other victims and their families. realistic information. 9. Feeling disturbed, confused and frightened by 8. Help to cope with the challenge to their own their grief responses; fear of ghosts. impulse control (e.g., acknowledge, "It must be hard to feel so angry"). 1. Help identify the physical sensations they felt during the event and link when possible. 1. Offer to meet with children and parent(s), to help children let parents know how they are feeling. 2. Encourage constructive activities on behalf of the injured or deceased.

13 3. Help to retain positive memories as they work through the more intensive traumatic memories.

112 Adolescents (Sixth Grade and Up)

Response to Trauma First Aid

1. Encourage discussion of the event, feelings about 1. Detachment, shame, and guilt. it, and realistic expectations of what could have 2. Self-consciousness about their fears, sense of been done vulnerability; fear of being labeled abnormal. 2. Help them understand the adult nature of these 3. Post-traumatic acting out behavior (e.g., drug feelings, encourage peer understanding and use, delinquent behavior, sexual acting out). support. 4. Life threatening reenactment, self-destructive 3. Help to understand the acting out behavior as an or accident-prone behavior. effort to numb their responses to, or to voice 5. Abrupt shifts in interpersonal relationships. their anger over the event. 6. Desires and plans to take revenge. 4. Address the impulse toward reckless behavior in the 7. Radical changes in life attitudes which influence acute aftermath; link it to the challenge to identity formation. impulse control associated with violence. 8. Premature entrance into adulthood (e.g., 5. Discuss the expectable strain on relationships leaving school or getting married) or with family and peers. reluctance to leave home. 6. Elicit their actual plans of revenge; address the realistic consequences of these actions; encourage constructive alternatives that lessen the traumatic sense of helplessness. 7. Link attitude changes to the event's impact. 8. Encourage postponing radical decisions in order

13 to allow time to work through their responses to the event and to grieve.

114 Death of a Student's Family Member

Death of a close family member is a very devastating event in a student's life. Children, as well as adults, progress through the stages of grief: shock, denial, anger, fear, bargaining, depression, and acceptance at their own individual rate. Most youth do not talk about their grief at home, especially when the loss was a family member or family friend, because they do not want to upset others. They may feel that they have to be strong and take care of other family members who may be more open with their grief. Therefore, supportive adults at school are very important in the grieving process. A teacher, nurse, or counselor who is especially close to the bereaved student may tell him/her privately that they would like to talk. It is not enough to say, "If you need to talk, let me know." Try, "I know what has happened, and I know this must be very difficult for you. Even though you may not agree, I think it's important that we talk about it to be sure you're going to be okay. These are the times I can spend with you. Which do you prefer?" If the student is reluctant to talk about his/her feelings, the counselor or teacher might take a back door approach by asking how the student's parent, sibling, other relatives, or friends are handling the situation. If the student continues to be reluctant to express his/her grief at school, encourage him/her to talk with another trusted adult. Older students are often not as open with their feelings about death and grief as younger students. They may be embarrassed about expressing their feelings, especially boys.

The death of a student's family member can affect other students in the classroom. If necessary, allow students opportunities to appropriately express grief. Some students will want to show photos, tell stories, or draw pictures. These expressions of grief may generate sadness and start tears. Tears offer opportunities to affirm the cleansing and healing nature of grief. Students should be allowed to attend the funeral if they desire. Allow students the opportunity to express their feelings in notes, letters, or drawing to the bereaved student and family. The school professional should ALWAYS screen these projects before delivering them.

Plan for the return of the bereaved student by helping the other students prepare in what to say and how to act when he/she returns to school. The subject should not be ignored, yet not every student should expect the bereaved student to want to talk about it. In addition to the death in the family, it is devastating for the bereaved student to be abandoned by friends at school, thus experiencing another psychological loss. Students might acknowledge the death with a statement like, "I am glad you are back, and I am really sorry your mother died," and then treat the child as they did before the death. Closer friends might say, "I feel so bad for you and would like for you to tell me about it when you feel up to it."

Helping the bereaved student to readjust to school is an important part of life returning to some degree of normality. Discipline should not be relaxed during bereavement, nor should it be enhanced. Teachers should expect and accept a regression in the quality of work of a bereaved student. A graduated curriculum may be necessary. This means that the student will do the same work as the other students but less of it. This tactic helps the student maintain his self-esteem despite his inability to concentrate. If the quality of work is seriously diminished for more than a short period of time, after school tutoring may become necessary. Remember that the student may need to tell the story of what happened over and over. Retelling the story helps to process it, piece by piece, until the student can form his/her own developmentally realistic understanding of it.

115 A-12 The teacher and other school personnel should watch for trouble signs with the bereaved student. Some elementary age students will want to stay home following a death, possibly out of fear. "Will someone else I love die?" is a common fear. Staying home should be discouraged. The school professional should assure the student that most people live to be very old. Bereaved students are easily distracted, and they are frequently confused and forgetful. Emotional outbursts of anger are common. Stomachaches, headaches, eating/sleeping disorders may increase because grief is physical as well as emotional. When these tings happen, children need acceptance and support more than discipline. They need to feel they are loved in spite of their behavior.

The following chart outlines ways to handle grief:

Ways to Handle Grief

Do: Don't: 1. Remember that grief lasts a long time, Tell them not to cry typically 13-25 months or longer. Let your own discomfort get in the way. 2. Say you're sorry about the loss. Be frightened when people go" a little crazy" 3. Allow them to talk as much as they want after a major loss. about the loss. Assume that all losses are of equal magnitude for 4. Listen as they retell it over and over. It's all people or that all people grieve in the part of the grief. same way. 5. Accept what may seem like inappropriate Say: "Everything happens for the best. I anger or guilt. 6. Make an effort to put bereaved people back know just how you feel." in touch with religious or spiritual traditions Avoid mentioning the loss. that have helped them in the past. Underestimate the importance of peer 7. Strongly encourage people to say good-bye. support groups. 8. Prepare people for what to expect, both Assume that people, no matter what their age before and after the loss. or physical/mental condition, are unaware of 9. Assure people that they are not going crazy their situation. when grief goes on and on. 10. Offer support after the immediate loss, when others may have forgotten. 11. Share your own grief. Cry if you want. 12. Allow people to use their own support systems. 13. Comfort and protect those grieving.

116 Suicide

All school employees should report potentially suicidal students to the school principal and/or school counselor. Any suggestion of suicidal ideation, whether written, oral, or action, is considered serious and should be treated very seriously. During the 2004-05 school year, a committee of school counselors, school nurses, and school social workers developed a procedure for dealing with persons who present suicidal ideations. The procedure outlines request for assistance, assessment, parental notification, and follow-up. The protocol provides step by step procedures for the counselor and/or administrator to follow. Documentation instruments are also provided in the protocol. When a student presents any suggestion of suicidal thoughts or intentions, the MCPSS Suicide Protocol must be followed and documented. The MCPSS Suicide Protocol is included in this section.

The following information may be helpful when talking with a potentially suicidal student: 1. Listen. A person in mental crisis needs someone who will listen. Every effort should be made to understand the problems behind the statements. Do not assume that the student is simply trying to get attention. Do not tease the student about the seriousness of his/her stress. Do not preach. Do not impose guilt, because the student has enough self-created guilt already. Just listen and encourage him/her to talk. Listen and empathize with what is said. 2. Take every compliant and expression of feelings seriously. Do not dismiss or undervalue what he/she is saying. In some instances, the student may minimize the difficulty. Beneath an apparent calm, the student may have some profound feelings. 3. Trust your own knowledge and judgment. Do not let others misled you into ignoring suicide signals. Any ideation of suicide is serious and should be acted on. 4. Ask questions. "Are you thinking about suicide?" Sometimes just hearing those words can be a relief to a student. "How are you thinking about doing this? Do you have pills, a gun, or etc.?" 5. Do not act shocked or upset. Get rid of the means of suicide, if possible. Inform parents about potential threats and means. 6. Do not be misled by the student's comments that he/she is past the emotional crisis or that he/she was just kidding. Often the student will feel initial relief after talking about suicide, but the suicidal thoughts may return. Do not allow yourself to be sworn to secrecy. 7. Be affirmative and supportive. Strong, stable adults are essential in the life of a distressed student. Provide emotional strength by assuring the student that you will do everything possible to assist him/her. More importantly, show the student that you care. Help him/her feel worthwhile and wanted. 8. Do not debate or argue with the student. Do not give false assurances that "everything will be all right." 9. Do not leave the student alone or with another student. 10. Obtain appropriate assistance and notify appropriate persons. Do not handle the problem alone. Follow the MCPSS Suicide Protocol.

117 A-13 SUICIDE CLUES AND WARNINGS The following lists indicates signs that a suicidal person might exhibit. If you observe any of these signs, be sure to get help immediately.

Things a person might do: Things a person might feel: 1. Give away prized possessions. 1. Depression, apathy, ("don't care" attitude). 2. Possess or get a weapon such as a knife or gun. 2. Irritability, restlessness, agitation, inability 3. Make a plan for committing suicide to relax. 4. Show sudden mood swings (be very happy 3. Fatigue, low energy nearly every day. after being very depressed). 4. Hostility, desire for revenge. 5. Have attempted suicide before. 1. Indecision. 6. Make a will and put personal affairs in order. 5. Lack of concentration. 7. Be self-destructive physically or in other ways. 2. A sense of being a failure or worthlessness. 1. Show a change in eating habits (eating too 3. Hopelessness, helplessness. much or too little). 6. Dissatisfaction with everything and everyone. 2. Show belligerent, acting-out, or destructive, 4. A sense of being unloved, unwanted. behavior. 5. Extreme stress. 3. Neglect to take care of physical appearance 6. A lack of control. 4. Complain about physical problems (e.g., 7. A lack of support from any source. headaches). 5. Get in trouble with the law. 6. Break up with a boyfriend or girlfriend. 7. Write poems or make drawings about death. 8. Drive while drinking. 9. Show a drop in grades or have frequent absences from school.

Things that might have happened: 2. Finding out about a medical illness. 3. Experiencing parents divorce. 1. Losing a relative or friend to death, divorce, or moving away. Things a person might say: 2. Having family problems such as job loss or alcohol drug abuse. 1. Talk openly about committing suicide ("I 3. Losing money or prestige, having to move to think I'll just end it all. "). a less desirable house or apartment. 2. Ask questions about suicide (what would it 4. Failing in a class or being held back a grade be like, etc.) in school. 3. Talk about not being around in the future. 1. Having a boyfriend or girlfriend break off a 4. Talk about different ways to commit suicide. relationship. 5. Say things that don't make sense or are

118 confused. 1. Say that things that used to be fun aren't fun anymore. 6. Talk about revenge, "getting even" with someone. 2. Say negative things about self, express self-blame, and guilt.

119 MOBILE COUNTY PUBLIC SCHOOL SYSTEM SUICIDE/HOMICIDE PROTOCOL REQUEST FOR ASSISTANCE · Once a student has expressed suicidal/homicidal ideation, the counselor will be notified immediately. · If the counselor is not available, the nurse will be contacted. · Each school will designate a staff member (designee) trained to provide services if the counselor and nurse are unavailable. School social workers will be contacted only if no one is available at the school to complete an assessment or if additional assistance is needed. · If student presents self-harm, the nurse will be notified immediately.

ASSESSMENT 1. Counselor/designee will complete a suicide/homicide assessment utilizing the Suicidal/Homicidal Assessment Form. 2. The Documentation of Emergency Form and the Safety Contract will be implemented and reviewed with the student and the parents/guardian. 3. The student will be told that thoughts of killing or hurting oneself or others are very serious and cannot be treated as confidential. The staff person is required to disclose this information to the student's parent/custodial guardian and selected authorities.

PARENTAL NOTIFICATION 1. The counselor/designee will contact and meet with the parents/guardian immediately. They will discuss the suicidal/homicidal ideation and outline a plan to meet the student's immediate psychological and safety needs, including supervision. Topics to be discussed should include: a) current status of student. b) student's exact reference to suicide/homicide. c) importance of parental role in providing supervision. d) steps to be taken to supervise the student — to ensure safety, which would include: supervision, removing all means of suicide/homicide (e.g. removal of weapons, pills, knives, etc.) from the student's access, importance of continuous observation, etc. e) assist the student/family in seeking counseling as needed. 2. If the counselor/designee cannot reach a parent/guardian by phone, they will call the emergency contacts that were provided by the parent/guardian. If counselor/designee is unable to reach either parent/guardian or designated emergency contacts, the parent organizer/manager, resource officer, or school social worker may be contacted to assist in locating parent/guardian. If the parent/guardian in unable to be located, the counselor/designee will call 208-7211 (non- emergency police department – Mobile Police Department) or 574-8633 (non-emergency Sheriff Department) for assistance in locating parent/guardian. 3. If the student is taken to the hospital, the counselor/designee will accompany the child. Once the parent/guardian arrives, the counselor/designee may choose to remain but it is no longer required. 4. The Safety Contract will be given to the parent/guardian with indentified places to seek help. The parent/guardian will be advised that it is in the best interest of the student to be evaluated/assessed by a medical doctor/mental health professional before returning to school to ensure that he/she is no longer at risk of harming self or others. 5. If a student does not live with his/her legal guardian, the primary caregiver and/or adult in the household must also must be contacted, notified of the student's status and asked to assist the student in seeking medical/mental health assistance. 6. The parent/guardian will be asked to sign the Notice of Emergency Conference Form which documents

120 the need to seek medical/mental health assistance. The parent/guardian will also be asked to indicate whether they will seek medical/mental health assistance for their child.

This form acknowledges that the parent/guardian has been notified of his/her child's suicidal/homicidal ideation and/or behaviors and the recommendations for treatment options. The form will be kept in a confidential file at the school. 7. If the parent/guardian agrees to seek medical/mental health assistance, the counselor/designee will assist parent/guardian with making an appointment BEFORE allowing student and parent/guardian to leave the school campus. 8. If a student expresses suicidal/homicidal ideation to a peer or staff members, and cannot be located in class or on campus, the counselor/designee will immediately be notified, and will make every effort to find the student. The principal/available administrator and parent/guardian will, also, be notified immediately. 9. All phone calls/conferences/attempts to notify are to be documented on the Suicidal/Homicidal Disposition Form. 10. When the student returns to school, the counselor/designee will conduct a MANDATORY readmit conference with the student and parent/guardian. At that time, appropriate clearance documentation (i.e., discharge form, doctor’s note, mental health clearance form, etc.) will be collected from the parent/guardian. A copy of this documentation should be attached to the school’s copy of the Suicide/Homicide Protocol and be sent to Central Office, Student Support Services, Guidance Department.

ASSESSMENT

1. The student will be told that suicidal/homicidal thoughts cannot be treated as confidential. The staff member is required to disclose this information to the student’s parent/guardian and selected authorities. 2. Counselor/designee will complete a suicide/homicide assessment utilizing the Suicide/Homicide Assessment Interview Form. 3. The Notice of Emergency Conference Form and the Safety Contract will be completed and reviewed with the student and the parent/guardian.

FOLLOW-UP  The counselor/designee will send a copy of the completed packet to the Guidance Department at the Central Office immediately.  If a designee, rather than the counselor, meets with the student and parent/guardian in the mandatory readmit conference, the counselor will conduct a follow-up conference with the student as soon as the counselor returns to campus.  The counselor will continue to monitor the student once a week for four weeks and as needed through contact with student/teacher and/or observation.

121

MOBILE COUNTY PUBLIC SCHOOL SYSTEM SUICIDE PREVENTION Suicide Warning Signs · Gives away personal items · Is very moody · Family problems · Loss of energy · Peer rejection · Drug use · Neglect of appearance · Sudden change (in anything) · Asks legal questions about death · Loss of interest in activities · Talks of life after death · Ends a relationship · Death of friend/family member

Major Warning Signs · Previous suicide attempt · Current talk of suicide or making a plan · Strong wish to die, preoccupation with death · Recent suicide attempt by a friend/family member · Impulsiveness and taking unnecessary risks Ways to Respond: DO 1. Listen (not lecture). Listening will decrease the probability of going through with suicide. 2. Assess suicide potential. Ask specific questions. - Do you have a plan? - Are the means available? - Have you attempted suicide in the past? How? What happened? - How do you see yourself in the future? (shows hope) 3. Be supportive. Let student know you care and help can be sought. 4. Talk openly and honestly about any statements the student has made.

DON’T 1. Ignore the problem (it won’t just “go away”)

122 2. Keep the information secret. Verbal threats and plans are signals for help. 3. Believe that if suicide is talked of, the threat won’t be carried out. Suicide is very often talked about before it is committed. 4. Be judgmental. 5. Laugh it off.

123 M O B I L E C O U N T Y P U B L I C S C H O O L S Y S T E M

EMERGENCY GUIDANCE REFERRAL

DATE______

STUDENT______

GRADE______

REFERRING PERSON______

NATURE OF REFERRAL ______DEPRESSION (SUICIDAL)

______VERBAL THREATS OF HARM TO ONES SELF OR OTHERS

______WRITTEN THREATS OF SUICIDE/HOMICIDE IDEATION

______WRITTEN THREAT OF INTENT TO HARM SELF OR OTHER

______SUSPECTED ABUSE OR NEGLECT

OTHER WARNING SIGNS (Circle Any That Apply) Gives away personal items Is very moody Family problems Loss of energy Peer rejection Drug abuse Neglect of appearance Sudden change (in anything) Asks legal questions about death Poor grades Talks of life after death Ends a relationship Death of friend/family

124 MOBILE COUNTY PUBLIC SCHOOL SYSTEM SAFETY CONTRACT

I, ______, promise (commit) that I will not kill, harm, or injure myself or anyone else.

If I am having thoughts of harming myself/others or committing suicide/homicide, I will do the following:

Get assistance from a trusted adult(s). Name and phone number of trusted adult(s): ______

______

I acknowledge that I have received the name and phone number of professional organizations that can be reached 24 hours a day.

AGENCY PHONE 1. AltaPointe Crisis Line (251) 450-2211

2. Suicide Prevention Lifeline 1-800-SUICIDE (1-800-784-2433)

3. National Prevention Lifeline 1-800-273-TALK (1-800-273-8255)

I understand this contract. I am signing it willingly and agree to abide by it. ______Student’s Signature Date Time ______Counselor’s Signature Date Time

______Student refused to sign Safety Contract.

125 MOBILE COUNTY PUBLIC SCHOOL SYSTEM SUICIDAL/HOMICIDAL ASSESSMENT FORM

Name ______Phone ______Date ______

School ______Parent/Guardian ______LOW MODERATE HIGH Plan ___ none ___ vague ___ specific* *What is the plan? ______Method What is the method? ______Method available ___ no ___ yes When ___ unplanned ___ vague ___ specific Where ___ unplanned ___ vague ___ specific Previous attempt ___ no ___ yes Method ______Alcohol/drug use ___ none ___ sporadic ___ chronic Recent loss ___ none ___ yes Family or significant other ___ none ___ known attempt history of suicidal/homicidal ___ known suicide or behavior several attempts ___ known homicide PLEASE INDICATE IF YOU ARE AWARE OF ANY OF THE FOLLOWING SITUATIONS OR CONCERNS: LOW MODERATE HIGH *Bullying and/or Cyber bullying ___ no ___ recent ___ ongoing *Physical assault ___ no ___ recent ___ ongoing *Sexual assault ___ no ___ recent ___ ongoing *Witness to violent behavior/ trauma ___ no ___ recent ___ ongoing *Beating/humiliation by others ___ no ___ recent ___ ongoing Disturbed sleep ___ no ___ recent ___ ongoing Preoccupied with death/dying ___ no ___ recent ___ ongoing Weight loss ___ no ___ recent ___ ongoing *Poor impulse control ___ no ___ recent ___ ongoing *Fear of losing control ___ no ___ recent ___ ongoing Loss of concentration ___ no ___ recent ___ ongoing *Constricted thinking ___ no ___ recent ___ ongoing Somatic complaints ___ no ___ recent ___ ongoing *Expression of guilt/shame ___ no ___ recent ___ ongoing *Expression of hopelessness ___ no ___ recent ___ ongoing *Chronically depressed parent ___ no ___ yes *Turning against self (verbally) ___ no ___ yes Perceived support of others ___ several supports ___ one/two ___ none *Refuses to contract ___ no ___ yes *Represents high risk ___ no ___ yes

Comments ______MOBILE COUNTY PUBLIC SCHOOL SYSTEM

126 SUICIDAL/HOMICIDAL DISPOSITION FORM

Student Name ______Date ______Time ______

School ______Referred by ______

Parent ______Phone ______(home) ______(work)

Counselor/Nurse/Designee ______

State the nature of the suicidal/homicidal state ______Check all of the procedures used in this crisis situation. ____ Police/Sheriff contacted (as needed – in case of dire emergency) ____ Teacher/Counselor/Administrator was with the student at all times – Student is not to be sent to the office or left alone ____ Student was interviewed privately in order to assess risk level (Suicidal/Homicidal Assessment Form) ____ Student signs Safety Contract ____ Principal, Counselor, and other appropriate school personnel were contacted and consulted as needed ____ Attempts to contact parent/guardian by telephone was (circle one) successful/unsuccessful ____ Request made for parent/guardian to come to school to participate in Emergency Conference ____ Parents/guardian advised that their child is 1) high suicide risk: 2) moderate suicide risk; 3) low suicide risk (Circle one) ____ Concerns were verbalized to parents/guardian and request made that they be alert to signs of increased stress, isolation, failure, etc. ____ Parents/guardian and student sign and are given a copy of the Notice of Emergency Conference Form ____ Professional therapy for student advised and parents/guardian assisted in making arrangements for prompt assessment of student, prior to student and parents/guardian leaving campus ____ Referral made to outside agency or hospital – Agency/hospital name ______Agency alerted to expect arrival of parents/guardian and student ____ Follow-up call was made to agency to verify arrival of parents/guardian and student to facility ____ Follow-up call was made to determine whether parents/guardian carried out recommendations Date of call ______Date re-admit conference Held ______Copy of Potential Suicidal/Homicidal Disposition Form sent to Central Office (Health Services) Date Sent ______Other ______

Documentation – An effort was made to contact the parent/guardian by phone at the following times: Date______Time______Results______No answer Left message Contacted ______

127 ______

______

______Counselor/Designee Signature Date

NOTICE OF EMERGENCY CONFERENCE

I, ______, the parent/guardian of______, was involved in a conference with school personnel on (date)______. I have been notified that my child’s actions prompted an emergency assessment on the available information, he/she appears to pose the following risk of suicide/homicide (Check one):

______Low risk ______Moderate risk ______High risk

I have been further advised that I should seek medical/mental health consultation immediately from the community. School personnel have clarified the school district’s response and role. I have been told that the school will follow-up with my child after the re-admit conference to support his/her transition back to the classroom. Finally, I have been given an opportunity to ask questions regarding the assessment results, my child’s needs, and the type of support I can receive in the community for my child.

______Parent/Guardian School Personnel, Title

Or (check if applicable)______Parent refused to sign

IF PARENT CANNOT BE CONTACTED: An effort was made to contact the parent/emergency contact by phone at the following times:

Date Time Result

128 No Answer Left Message Contacted

______

______

______

______

The parent/guardian could not be reached OR refused to come to get his/her student. The student was not allowed to leave or go home unescorted and the following action was taken: (Check the appropriate option)

______Contacted law-enforcement agency:______

______Contacted emergency services (mental health, hospital, paramedics)

129 HEALTH AND SOCIAL SERVICES DEPARTMENT

McKinney-Vento (Homeless Education) Dispute Resolution Procedure

The dispute resolution process begins at the time a school/district challenges the right of either a parent/guardian to enroll a child or to continue a child’s enrollment in school. This also applies to an unaccompanied youth and his/her right to enroll or continue enrollment. If there is a dispute regarding a student’s homeless status, school selection/enrollment and/or request for transportation, the student must be immediately enrolled in the school where enrollment is sought and provided with transportation services (if requested). The district then must follow the procedures it has established to resolve disputes. However, the district’s procedures must provide the parent/guardian/ unaccompanied youth with an opportunity to submit information before it makes a final determination regarding the student’s homeless status.

130 If the district makes a final determination that a student is not homeless, it must provide the parent/guardian/unaccompanied youth with written notice that the student is not entitled to attend the requested school. This written notice must also: 1) state the rationale/basis for the district’s determination; 2) state the date as of which the student will be withdrawn from the requested school; 3) advise that the district’s final determination may be appealed to the Alabama State Department of Education; 4) provide the name and contact information for the district’s homeless liaison; 5) inform the parent/guardian/unaccompanied youth that the district’s homeless liaison is required to assist him/her in filing such an appeal; and 6) include the appropriate form needed to file an appeal to the Alabama State Department of Education.

The student must remain enrolled and provided with transportation (if requested) until the district makes a final determination and for a minimum of 30 days after the determination to give the parent/guardian/unaccompanied youth the opportunity to appeal to the Alabama State Department of Education.

The Homeless Liaison is available to assist the parent/guardian/unaccompanied youth with the appeal’s process and may be contacted at 251-221-4275.

A-18

SS-504 Mobile County Public School System

Dispute Resolution

131 Parent/Guardian/Unaccompanied Youth Appeal Form

This form is to be completed by the parent/guardian/unaccompanied youth when a dispute arises over school enrollment. The information may be shared verbally with the Homeless Liaison instead of completing this form. The Homeless Liaison can be contacted at 251-221-4275.

Student(s): ______Name of person completing form: ______Relation to student(s): ______I may be contacted at (telephone or e-mail address): ______I wish to appeal the enrollment decision made by: ______School: ______

I have been provided with a written explanation of the school’s decision (check one): ____ Yes ____No

You may include a written explanation to support your appeal in this space, or you may provide your explanation verbally by calling the Homeless Liaison at 251-221-4275. ______

______Signature of Parent/Guardian/Unaccompanied Youth Date

Return completed form to school or deliver to: Mobile County Public School System Division of Student Support Services Homeless Education Program 1 Magnum Pass Mobile, AL 36618

Completed form may also be faxed to 251-221-4280.

Distribution: Fax a copy of this completed form to the Homeless Liaison at 251-221-4280. Give a copy to the parent/guardian or unaccompanied youth.

132 For Official Use Only

Date received by Homeless Liaison: ______A-19

STUDENT ASSISTANCE DEPARTMENT

133

Revised October 1, 2010

Chemical Abuse Prevention Program

CAPP I and Tobacco CAPP

 CAPP I is a mandatory program where students suspended for drug and alcohol violations must attend. Failure to attend will result in a three-day suspension. Students suspended to the alternative program must complete CAPP before returning to regular school. (See Discipline Policy).  If a student is arrested and sent to the Youth Center for a Group “D” violation at your school, please assign them to the School System’s CAPP Program.  The administrator suspending the student is responsible for assigning the CAPP Program to the student at the time of the suspension. Please notify the parents of the location, date, and time that they should report to CAPP.  The school administrator, at the time of suspension, shall assign the family to the next CAPP session. (CAPP I and Tobacco-CAPP only, CAPP II requires a reservation).  The program will run the same as last year on every Thursday night except holidays and school closings from 5:30 p.m. - 7:30 p.m. at Davidson High School.  The appropriate CAPP form (enclosed) shall be used to assign parents to each of the CAPP Programs. Please return a copy of the form to the Drug Free Schools and Communities Office at the Division of Student Support Services office at Central Office., to the attention of Ms. Rachael Davis, after the parent has signed.  Give a copy of the form to the parent. Remind them that it contains the information on time, date, and location. Remind them that CAPP I is mandatory.  Students must be accompanied by a parent for each of the four consecutive 2-hour sessions. (It is recommended that the same parent attend all four sessions; both parents for all four sessions are ideal.) (Tobacco CAPP is one 2-hour session). Please advise parents not to bring younger siblings under the age of six (6).

134  As always, the Drug Education Council will follow through to let you know if your student has completed the CAPP Program.  CAPP I: CHEMICAL ABUSE PREVENTION PROGRAM, SECTION "D" DISCIPLINE SUSPENSIONS (ALCOHOL AND OTHER DRUG VIOLATIONS), (4 SESSIONS).  TOBACCO CAPP: TOBACCO EDUCATION COMPONENT (1 SESSION).  CAPP II: Conflict and Anger Prevention Program is held at Davidson High School on Tuesday nights from 5:30 p.m. – 7:30 p.m. (Do not assign the student, parents will be contacted about when to attend.)  ECAPP II: Elementary Conflict and Anger Prevention Program is held at Craighead Elementary School on Saturdays from 9:30 a.m. – 11:30 a.m. (Do not assign the student, parents will be contacted about when to attend.)

** If at anytime you have questions, comments or concerns about CAPP I, II, ECAPP II and TOBACCO CAPP, please call Ms. Rachael Brannon-Davis at 221-5224 or email at [email protected].

A-20

Revised October 1, 2010 OVERVIEW OF CAPP 1 Administrators’ Implementation Guidelines

The Chemical Abuse Prevention Program (“CAPP”) is designed to inform parents and students of the scope of drug abuse in America and the legal aspects of drug abuse. It develops and strengthens communication skills between parent and child and enhances parenting skills.

CAPP is now mandatory for all students who violate the drug and alcohol policy of the school system. Failure to attend CAPP will result in a three-day suspension. Students suspended to the Alternative school must complete CAPP before returning to the regular school.

The principal shall assign the CAPP Program to every student who violates a Group “D” infraction (alcohol and drug violation). The principal will inform the parents of the date, time, and location of the CAPP Program. The Principal shall assign the parents to the next CAPP session. CAPP is held every Thursday at Davidson High School from 5:30 to 7:30 p.m., beginning the first Thursday in September and ending the last Thursday in May. CAPP is not held on school holidays or school closings.

135 Successful completion of the CAPP Program is defined as attendance by the student and at least one parent at each of the four consecutive 2-hour evening sessions. (It is recommended that the same parent attend all four sessions; both parents for all four sessions are ideal.)

The school district has contracted with the Drug Education Council to implement the CAPP Program and is responsible for keeping attendance records. The principal will be informed when a family enrolls in the program. Likewise, the principal will also be notified by the Drug Education Council when the family either completes or fails to complete the CAPP Program. The Drug Education Council also offers Follow-up Intervention Services to students who violate the Alcohol and other Drug Policy of the School System.

The Chemical Abuse Prevention Program (“CAPP”) is intended to provide help for families with problems of chemical abuse. It is not only for those students who have a serious problem of abuse, but it is also meant for those students who have just begun to experiment with alcohol and other drugs. Likewise, it is not limited to students who have been suspended for alcohol and other drug violations. Parents may request admission to the program. Participation of at least one parent is always mandatory. Hopefully, CAPP will act as a deterrent to further involvement for students.

If a student is arrested and sent to the Youth Center for a Group “D” violation at your school, please assign them to the school system’s CAPP Program.

*If you need further information, please call Ms. Rachael Brannon-Davis at 221-5224 or email at [email protected].

Revised October 1, 2010

OVERVIEW OF TOBACCO CAPP Administrators’ Implementation Guidelines

In order to assist principals in enforcing the Mobile County Public School System’s Discipline Policy with regards to possession and use of tobacco products (smoking, dipping, chewing), the Drug Free Schools and Communities Program has implemented a one-session, two-hour Tobacco Education Component to the Chemical Abuse Prevention Program (CAPP I).

This one-session, two-hour Tobacco Education component (Tobacco CAPP) will be available on the same schedule as the School CAPP Program (offered every Thursday at Davidson High

136 School from 5:30 to 7:30 p.m.). Students must attend with a parent or guardian. All other CAPP Policies and procedures will be in effect.

The Tobacco Education Component is offered to students and their parents/ guardians as an alternative or in addition to other disciplinary procedures you may enforce. The curriculum for this session includes instruction on the physiological, behavioral, and emotional impact of tobacco addiction, as well as a cessation information and support component.

Hopefully, this program will be a deterrent for your repeat offenders as well as your first-time offenders. It should be used more as an education tool rather than a discipline process. We want to help students come to the realization of the harmful effects of tobacco on their body and give them an incentive to kick the habit.

If you need further information, please call Ms. Rachael Brannon-Davis at 221-5224 or email at [email protected].

137 Revised October 1, 2010

CHEMICAL ABUSE PREVENTION PROGRAM (CAPP I) STUDENT ENROLLMENT FORM Directions: Please give a copy to the parents.

The Mobile County Public Schools Drug Free Schools and Communities Program has implemented a Chemical Abuse Prevention Program (CAPP I) for students and their parents. *This program is mandatory for students who have violated the drug and alcohol section of the discipline policy. Failure to complete CAPP I will result in a three-day suspension. Students suspended to the alternative program must complete the CAPP Program before returning to their regular school. CAPP I is held every Thursday night (except on school holidays, closings and summer) at Davidson High School from 5:30 – 7:30 p.m. Successful completion of CAPP I is defined as attendance by the student and at least one parent at each of the four consecutive 2-hour evening sessions. (It is recommended that the same parent attend all four sessions; both parents attending all four sessions are ideal.) Principals will be notified of a student’s completion or non-completion of the program. You may be contacted by an Intervention Counselor from the Drug Education Council offering additional services. Please do not bring younger siblings under the age of 6 to the sessions. BE ON TIME. NO ONE WILL BE ADMITTED 10 MINUTES AFTER CLASSES HAVE BEGUN. I UNDERSTAND THAT MY CHILD MUST ATTEND CAPP I BEFORE RETURNING TO REGULAR SCHOOL. *My signature below indicates that I understand that my child must attend CAPP I as a term of suspension for a drug or alcohol violation.

______PRINT Parent’s Name Parent’s Telephone Number (Home)

______Parent’s Signature Parent’s Telephone Number (Work)

______PRINT Student’s Name School

138 ______Student’s Signature Administrator’s Signature

______Student’s I.D. Number Anticipated Date of Attendance

PLEASE RETURN A COPY OF THIS FORM THROUGH THE MAILBAG TO: MS. RACHAEL B. DAVIS DIVISION OF STUDENT SUPPORT SERVICES

Revised October 1, 2010 TOBACCO CAPP

CHEMICAL ABUSE PREVENTION PROGRAM (CAPP) TOBACCO EDUCATION COMPONENT STUDENT ENROLLMENT FORM

DIRECTIONS: Please give a copy to parents. The Mobile County Public Schools Drug Free Schools and Communities Program has implemented a Chemical Abuse Prevention Program (CAPP) for students and their parents. The Tobacco Education Component of this program is offered to students who have violated the tobacco possession and use section of the Discipline Policy. Principals may choose to use the Tobacco Education CAPP Program as an alternative or in addition to other disciplinary procedures for students who violate the tobacco policy. Tobacco-CAPP is a one-session, two-hour class held every Thursday night (except on school holidays, closings, and summer) at Davidson High School from 5:30 – 7:30 p.m. Students must be accompanied by at least one parent or guardian. Principals will be notified of student’s completion or non-completion of the program. Please do not bring younger siblings under the age of six to the sessions. BE ON TIME. NO ONE WILL BE ADMITTED 10 MINUTES AFTER CLASSES HAVE BEGUN. I UNDERSTAND THAT MY CHILD MUST ATTEND TOBACCO CAPP BEFORE RETURNING TO REGULAR SCHOOL. *My signature below indicates that I understand that my child must attend TOBACCO CAPP as a term of suspension for a tobacco violation.

______PRINT Parent’s Name Parent’s Telephone Number (Home)

139 ______Parent’s Signature Parent’s Telephone Number (Work)

______PRINT Student’s Name School

______Student’s Signature Administrator’s Signature

______Student’s I.D. Number Anticipated Date of Attendance

PLEASE RETURN A COPY OF THIS FORM THROUGH THE MAILBAG TO: MS. RACHAEL B. DAVIS DIVISION OF STUDENT SUPPORT SERVICES

CAPP II / ECAPP II Conflict and Anger Management Prevention Program Administrators Implementation Guidelines

In order to assist principals in enforcing the Mobile County Public School System’s Student Handbook and Code of Conduct in regard to violence, the Drug-Free Schools and Communities Program has added the Conflict and Anger Prevention Program. The Conflict and Anger Prevention Program can be offered to students and their parents/guardians, at the principal’s discretion, in addition to other disciplinary procedures prescribed by the Mobile County Public School System. The CAPP II/ECAPP II Program is designed to address the needs of students in grades K – 12.

The ECAPP II Elementary Program consists of two (2) two-hour sessions offered every Saturday at Craighead Elementary School 9:30 a.m. – 11:30 a.m. Students must attend with a parent or guardian. (Craighead is located at 1000 South Ann Street off Michigan Avenue.)

The CAPP II Secondary Program consists of two (2) two-hour sessions offered every Tuesday night at Davidson High School 5:30 p.m. – 7:30 p.m. Students must attend with a parent or guardian. (Davidson is located on 3900 Pleasant Valley Road off Azalea Road.)

The parent will be notified by Ms. Angela Rodgers as to when to attend the sessions at Davidson High School or Craighead Elementary School after the form is sent to Ms. Rachael Brannon- Davis at Student Support Services (Fax: 251-221-5473) and Ms. Angela Rodgers, ECAPP/CAPP II Facilitator (Fax: 251-824-1324) or call Ms. Rodgers at 251-824-4134 Ext.

140 40105. Give a copy of the form to the parent to bring to the session. Students are not to attend any session until notified by Ms. Rodgers.

The curriculum for this program includes decision-making skills, non-violent conflict resolution, communication skills, and the impact of behavior on self and others, and the consequences of violent behavior. Hopefully, this program will be a deterrent for those students who have difficulty with conflict resolution and anger management. It should be used more as an educational tool than as a discipline process. We want to help students realize the serious consequences of violent or threatening behavior.

If at any time you need assistance concerning the ECAPP II or CAPP II program, please call Ms. Rachael Brannon-Davis at 221-5224 or email [email protected] or Quinthia Alexander at 221- 5388 or [email protected].

A-21 Revised January 3, 2011 CAPP II CONFLICT AND ANGER PREVENTION PROGRAM (CAPP II / ECAPP II) ENROLLMENT FORM DIRECTIONS: Please give a copy to parents. Administrators please retain a copy and send copies of this form via fax to Ms. Rachael Brannon-Davis at 221- 5473 at Central Office and Ms. Angela Rodgers, CAPP II Program Facilitator at 251-824-4134 Ext. 40105. Parents must bring a copy of this enrollment form to the session. The Mobile County Public Schools Drug-Free Schools and Communities Program has implemented a Conflict and Anger Prevention Program (CAPP II) for students and their parents. This program is offered to students who have violated the Student Code of Conduct as it relates to violence. CAPP II/ECAPP II may be used, at the principal’s discretion, in addition to other disciplinary procedures prescribed by the Student Code of Conduct. ECAPP II Elementary Program (K -5th grades) will be held at CRAIGHEAD ELEMENTARY SCHOOL on Saturdays from 9:30 a.m. – 11:30 a.m. The parent will be notified by the Program Facilitator as to when to attend the sessions at Craighead Elementary School.

141 CAPP II Secondary Program (6th -12th grades) will be held at DAVIDSON HIGH SCHOOL on Tuesday nights from 5:30 p.m. – 7:30 p.m. The parent will be notified by the Program Facilitator as to when to attend the sessions at Davidson High School. Successful completion of CAPP II/ECAPP II is defined as attendance by the student and at one least one parent at each of the two consecutive 2-hour evening sessions. (It is recommended that the same parent attend all sessions; both parents attending all sessions are ideal.) Principals will be notified of a student’s completion or non- completion of the program.

My signature below indicates that my child has been offered CAPPII/ECAPP II Program as a term of discipline for violation of the anti-violence policy. ___ I choose to attend ECAPP II (Elementary) ___ I choose not to attend ECAPP II (Elementary) ___ I choose to attend CAPP II (Secondary) ___ I choose not to attend CAPP II (Secondary)

Please do not bring younger siblings under the age of 6 to the sessions. BE ON TIME. NO ONE WILL BE ADMITTED 10 MINUTES AFTER CLASSES HAVE BEGUN. I UNDERSTAND THAT MY CHILD MUST ATTEND CAPP II/ECAPP II BEFORE RETURNING TO REGULAR SCHOOL. *My signature below indicates that I understand that my child must attend CAPPII/ECAPP II as a term of suspension for Anger Management. ______PRINT Parent's Name Parent's Telephone Number (Home) ______Parent’s Signature Parent’s Telephone Number (Work)

______PRINT Student’s Name School ______Student’s Signature Administrator’s Signature ______Student’s I.D. Number Anticipated Date of Attendance

PLEASE RETURN A COPY OF THIS FORM THROUGH THE MAILBAG TO: MS. RACHAEL B. DAVIS DIVISION OF STUDENT SUPPORT SERVICES

142

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