Manhattan-Ogden USD 383 Manhattan, Kansas
Building foundations for dynamic futures.
Board of Education Meeting Agenda June 30, 2021 Robinson Education Center Kirmser Conference Room 2031 Poyntz Avenue
6:30 p.m. Regular Business Meeting
Est. Time 6:30 1.0 Roll Call 2.0 Adoption of Agenda (A) (A=Action Item, D=Discussion Item, I=Information Item) 3.0 Pledge of Allegiance 4.0 Special Recognition 4.1 Manhattan High School Spring Student Athletes (page 3) 4.2 National Forensics Tournament (page 4) 4.3 Karla Hagemeister – Board President 2020 5.0 Recognition of Visitors and Citizen Comments 6.0 Consent Agenda (A2) 6.1 Minutes 6.1.1 June 2, 2021 (page 5) 6.1.2 June 22, 2021 (page 11) 6.2 Consideration of Bills (page 12) 6.3 Financial Reports – May 2021 6.3.1 Clerk’s Report (page 22) 6.3.2 Treasurer’s Report (page 23) 6.3.3 Activities Report (page 25) 6.4 Human Resources Report (page 30) 6.5 Donations & Grants (page 35) 6.6 Early Learning Program 6.6.1 Monthly Report (page 36) 6.6.2 Parent Handbook (page 44) 6.6.3 Program Handbook (page 73) 6.7 Elementary Handbook (page 158)
6:45 7.0 Reports 7.1 Written 7.1.1 Manhattan High School Student Athletic & Activities Participation Annual Report (I) (Mike Marsh, Larry Myers) (page 202) 7.1.2 Manhattan Alternative High School Annual Report (I) (Roger Christian) (page 205) 7.1.3 Warehouse Annual Report (I) (Jaime Gregory) (page 208) 7.1.4 2020-2021 Graduates (I) (Diane Denison) 7.1.4.1 Manhattan High School (page 209) 7.1.4.2 Manhattan Virtual Academy (page 213) 7.1.4.3 Manhattan Alternative High School (page 214) 7.2 Spoken 7.2.1 Construction Update 7.2.2 Superintendent 7.2.3 NEA-Manhattan-Ogden
1 JUNE 30, 2021 AGENDA PAGE 2
7.2.4 Board of Education
8.0 Old Business 8.1 FY 22 Budget Planning (D) (Lew Faust)
9.0 New Business 9.1 Licensed and Managerial Employees Salary Supplement (A2) (Eric Reid, Lew Faust) (page 215) 9.2 Amended and End of Year Transfers (A2) (Lew Faust)
10.0 Next Regular Meeting Items – July 7, 2021 10.1 District Annual Report 10.2 Library Furniture Purchase 10.3 Manhattan High School Photography Lab Equipment Purchase 10.4 Early Learning MacBook Purchases 10.5 Diversity, Equity, and Inclusion in Teaching and Learning 10.6 Budget Development 2020-21 10.7 Manhattan-Ogden Public Schools Foundation Annual Report 10.8 Board Organizational Business 10.9 KASB Membership 10.10 KASB Legal Assistance Fund
11.0 Future Meeting Items
12.0 Meeting & Events 12.1 Board of Education Regular Meeting Wednesday, July 7, 6:30 p.m., Robinson Education Center 12.2 Board of Education Regular Meeting Wednesday, July 21, 6:30 p.m., Robinson Education Center 12.3 Board of Education Regular Meeting Wednesday, August 4, 6:30 p.m., Robinson Education Center 12.4 Board of Education Regular Meeting Wednesday, August 18, 6:30 p.m., Robinson Education Center
13.0 Adjourn
https://www.usd383.org/district/board-of-education/agenda-and-minutes 2 ITEM 4.1
Manhattan-Ogden Unified School District 383
Special Recognition Form
Name of individual/group to be recommended: MHS Student Athletes
Date: June 30, 2021
Description of this individual’s/group’s achievement or accomplishment:
Congratulations to the following Manhattan High School student athletes:
Reagan Geisbrecht o All-Centennial League Girls Soccer First Team o Centennial League Player of the Year o Tied for the MHS single season record for number of goals scored at 27 Dan Harkin o All-Flint Hills Athlete of the Year o 6A Boys State Tennis Individual Champion o First individual state tennis champion at MHS since 1982 Darius O’Connell o 6A Boys State Shot Put Champion with a throw of 59-6 o Broke the 44 year old school record in that event o Second straight state title in shot put MHS Boys Track Team o 6A State Champions o The team scored 66.5 points, 12.5 points ahead of the second place team o MHS also won the title in 2018
Congratulations again to Reagan, Dan, Darius and the MHS Boys Track Team– we are proud of you! And a special thank you to the coaches, parents and teammates who supported you all season!
3 ITEM 4.2
Manhattan-Ogden Unified School District 383
Special Recognition Form
Name of individual/group to be recommended: MHS Forensics Team
Date: June 30, 2021
Description of this individual’s/group’s achievement or accomplishment:
The Manhattan High Forensics team was able to qualify 8 students to the National Forensics tournament. Anvesha Sharda in Congressional Debate. JB Brock in Lincoln Douglas Debate. Sam Delong in Program of Oral Interpretation. Jonah Dorsett in Dramatic Interpretation. Nicole Savage in Humorous Interpretation. Allina Dougherty, Jordyn West, and Helinna Bontrager in World School Debate.
Anvesha Sharda was recognized as a National semi-finalist. This makes her top 50 in the nation and one of only two freshmen to make it to the semi-final round.
Allina Dougherty was recognized as a "Top 64" elimination round competitor with her team representing the Flint Hills "Flint Hills-Yellow."
The National Speech and Debate Association's National Tournament is the world's largest academic competition. This year, it gathered over 6000 competitors from around the world.
The Manhattan High Forensics Team also qualified 16 entries and 14 students to the KSHSAA State Forensics Tournament.
JB Brock in Lincoln Douglas Debate and Domestic Extemporaneous Speaking. Eszter Chikan in Original Oratory (ending in 3rd place). Allie Cloyd in Program of Oral Interpretation (ending 5th place). Sam Delong in Domestic Extemporaneous Speaking and Program of Oral Interpretation (ending 6th and 4th place respectively). Jonah Dorsett in Dramatic Interpretation (ending as a state semi-finalist). Allina Dougherty in Original Oratory. Lasirra Hines in Original Oratory (ending as a state semi-finalist). Drew Hutchinson in Humorous Interpretation. KJ Jones in Original Oratory. Megan Long in Original Oratory. Jack McCornack in Lincoln Douglas Debate. Nicole Save in Impromptu Speaking (ending as a state semi-finalist). Anvesha Sharda in International Extemporaneous Speaking. Ryan Ward in Humorous Interpretation (ending as a state semi-finalist). Kate Ward in Program of Oral Interpretation.
This is Manhattan High's strongest showing at State and Nationals in many years.
Congratulations again to the MHS Forensics Team and Coaches – we are proud of you!
4 ITEM 6.1.1
Board of Education Meeting Manhattan-Ogden Unified School District 383 Wednesday, June 2, 2021, 6:30 p.m. Minutes – Regular Meeting Robinson Education Center – Manhattan, Kansas
1.0 Roll Call Members present: Brighton, Kristin Edie, Darell Hagemeister, Karla Herrman, Curt Lewison, Katrina Santos, Brandy Coleman, Jurdene (President – presiding) Denison, Diane (Clerk)
Also present were Superintendent Dr. Marvin Wade, Assistant Superintendent Eric Reid, District administrators, staff, and media.
2.0 Adoption of Agenda Edie moved to approve the agenda. Brighton seconded.
Motion passed 7/0.
3.0 Pledge of Allegiance
4.0 Special Recognition 4.1 2021 History Day Winners The following students were recognized for their achievements at the State History Day Competition: Dwight D. Eisenhower Middle School – Brady Inman and Emmaly Hagemeister Frank Bergman Elementary – Dharitri Betha Susan B. Anthony Middle School – Advith Natarajan Woodrow Wilson Elementary – Lucy Martinie and Bailey Busch
4.2 Janet Hanson – Tri-Valley Chapter of the Kansas Society of Professional Engineers Outstanding Teacher Award Manhattan High School Gifted Education Teacher Janet Hanson was recognized for being named the Outstanding Teacher (High School). The Tri-Valley Chapter awards one teacher annually as their Outstanding Teacher. The award winner has creative/innovative teaching techniques; outside of classroom activities that increase student interest in engineering, science or math; involvement in activities such as MathCounts, Future Cities, Introduce a Girl to Engineering; active involvement in teaching associations/organizations; rapport with students; and other teaching awards.
4.3 Robert Gonzales – State of Kansas Senate Tribute Manhattan High School Wrestling Coach Robert Gonzales, upon his retirement from coaching, was recognized by Senator Tom Hawk with a Tribute from the Kansas Senate for his 44 years of dedication to young male athletes.
5.0 Recognition of Visitors and Citizen Comments The following district patrons spoke to the Board regarding BetterLesson for Culturally Responsive Teaching and Learning Training: John Ball Jonalu Johnstone Jayme Morris-Hardeman Barbara Murphy Kim Zito Jody O’Malley
5 JUNE 2, 2021 MINUTES PAGE 2
Judy Kay Bieber Lorn Clement Melissa Poll Ava Reese Barbara Anderson Rachel Levitt Megan Hartford Mac Phrommany Sam DeLong Larry Weaver Clancey Livingston Lorenza Lockett Christine Weixelman Bruce Grover Philip Nel John Matta Kerri Keller Kathy Swenson Teresa Parks Lisa Tatonetti Sylvia Beeman
6.0 Consent Agenda President Coleman reviewed Consent Agenda items.
Edie moved to approve the Consent Agenda. Hagemeister seconded.
Motion passed 7/0.
6.1 Approved May 19, 2021 Minutes
6.2 Approved Payment of Bills in the amount of $3,180,321.92
6.3 Approved Human Resources Report CERTIFIED STAFF FOR 2021-2022 Lucas Aslin, Physical Education, Eisenhower Middle School $53,425 Cheryl Bennett, Teacher, Lee Elementary School $46,180 Aubrey Borcherding, Math Lab Intervention Teacher, Eisenhower Middle School $41,585 Charlotte Fathi, Art Teacher, Lee Elementary School $41,000 Robert Hamilton, Science Teacher, Manhattan High School $43,925 Heidi Peoples, Elementary ESOL Teacher, Lee Elementary School $43,515
LEAVE OF ABSENCE Kristen Toll
RESIGNATIONS Alexys Anguiano James Callahan Richard Carlson Samantha Carpenter Larke Edelman Eric Everley Emallie Gowens-Finch Richard Gutierrez Elizabeth Hernandez Moreno Grace Johnson Zachary Martin Mallory Mattingly Sydney McNorton Haydnn Neufeld Debbie Ortiz Molly Sanderson Joy Spickelmier Kirsten Votaw Morghan Wise Malone Laura West
6.4 Approved Donations & Grants $2,520 cash donation from Frank Bergman Elementary PTO to Frank Bergman Elementary for Reading Counts License. Total: $2,520
6.5 Approved Warehouse Bid Moved to give final approval to the low, as specified bid for paper and supplies from Contract Paper Group for $28,158, School Specialty for $37,662, Staples Advantage for $28,779, and J Resource for $1,496.
6.6 Approved College and Career Academy Moved to give final approval for at least one board member and two administrators to serve on a committee during the summer of 2021 with representatives of Manhattan Area Technical College and Manhattan area businesses to explore the possibility of creating a college and career academy.
6.7 Approved Funding Adult Education Moved to give final approval for the transfer of $138,542.92 from the USD 383 Adult Basic Education Tax Levy Fund to the Manhattan Area Technical College Adult Education Fund.
6 JUNE 2, 2021 MINUTES PAGE 3
6.8 Approved Disposal of Curriculum Resources
7.0 Reports 7.1 Spoken 7.1.1 Health Services Annual Report Mindi Sturm, Lead District Nurse, presented the Health Services Annual Report. Discussion.
7.1.2 Superintendent Commented on: COVID still being an issue, and Public comments received earlier in the meeting.
Andrea Tiede, Executive Director of Special Services, updated the Board regarding the Executive Business Industry Leadership Team meeting regarding the Career Academy.
Eric Reid updated the Board on construction progress.
Lew Faust, Director of Business Services, updated the Board regarding the status of the Kansas Association of School Boards’ KJUMP Gas Consortium Coalition.
7.1.3 NEA-Manhattan-Ogden Lisa Heller, NEA-Manhattan-Ogden President, updated the Board regarding the end of the school year, summer school, staff taking courses and vacations.
7.1.4 Professional Learning and Collaboration Annual Report Dr. Paula Hough, Executive Director of Teaching and Learning, and Andrea Tiede, Executive Director of Special Services, presented the Professional Learning and Collaboration Annual Report. Discussion.
7.1.5 Board of Education Brighton thanked the public for their comments, shared an email from a parent, and suggested a retreat with the Committee for Diversity and Inclusion to help better understand the information out there. Hagemeister enjoyed recognizing students and teachers and commented that the district should be looking for ways to make ourselves and others better. Santos commented that the Board is obligated to meeting our district goals, owe it to the teachers to give them the tools they need, and students deserve the opportunity to be in inclusive classrooms. Herrman thanked the ten candidates for filing for the board election, thanked Coleman and Lewison for their service, and he commented on supporting diversity for all students in the district. Lewison commented on opportunities to serve this community, diversity and inclusion being a process that has been worked on for many years, the need for community education, the training she received at the United States Military Academy at Westpoint, and her appreciation for all of tonight’s public speakers. Edie thanked everyone for their comments at the last meeting and tonight, and appreciated all the recognitions. Coleman commented on being the only person of color in the room - for the ability to speak to it, personal experience is needed to understand it - and mentioned the discrimination form created by the Committee for Diversity and Inclusion.
7 JUNE 2, 2021 MINUTES PAGE 4
8.0 Old Business 8.1 Oliver Brown Elementary – Cox Business Services Herrman moved to give final approval for the bid from COX Business for needed phone lines and cabling for Oliver Brown in the amount of $40,822. Hagemeister seconded.
Motion passed 7/0.
8.2 Eisenhower Middle School Amended Guaranteed Maximum Price Hagemeister moved to give final approval for the amended guaranteed maximum price for Eisenhower Middle School for the requested changes listed in PCCO #007 for McCown Gordon in the amount of $105,727, making the new guaranteed maximum price $14,433,093. Herrman seconded.
Motion passed 7/0.
8.3 Manhattan High School Amended Guaranteed Maximum Price Lewison moved to give final approval to move forward with prime contract change order #006 for Manhattan High School West campus additions in the amount of $104,516 from McCown Gordon Construction and increasing the guaranteed maximum price to $27,563,479. Hagemeister seconded.
Motion passed 7/0.
9.0 New Business 9.1 Adoption of Girls Wrestling Santos moved to give final approval to add the girls wrestling program for the 2021-2022 school year at Manhattan High School. Edie seconded.
Motion passed 7/0.
9.2 Transportation Tracking App Purchase Brighton moved to give final approval for the purchase of the Here Comes the Bus application for a 60 Month Agreement for 70 Buses and three White Fleet Transport Vehicles from Synovia Solutions through the NJPA National Contract 022217-SSL in the amount of $25,224 per year. Hagemeister seconded.
Motion passed 7/0.
9.3 Administrator Contract Extensions Herrman moved to give final approval to the administrator contracts for the 2021-2022 school year as presented. Hagemeister seconded.
Motion passed 7/0.
The following administrator are recommended for two (2) year contracts:
ADAMS ANDREA DIRECTOR OF TRANSPORTATION BAMMES ERICA PRINCIPAL LEE ELEMENTARY BLANCK BROOKE MANHATTAN VIRTUAL ACADEMY ADMINISTRATOR CHRISTIAN ROGER ASSISTANT DIRECTOR OF SPECIAL SERVICES DAVIS MATTHEW DIRECTOR OF MAINTENANCE DELFORGE CHRISTOPHER ASSISTANT PRINCIPAL FB .5 DENISON DIANE EXECUTIVE ASSISTANT TO THE SUPERINTENDENT DORST MICHAEL MHS PRINCIPAL
8 JUNE 2, 2021 MINUTES PAGE 5
FAUST LEWIS DIRECTOR OF BUSINESS SERVICES HOCKER DARCY ASSISTANT PRINCIPAL MR .5 HOLLOWAY DAVID ASSISTANT PRINCIPAL MHSE HOUGH PAULA EXECUTIVE DIRECTOR OF TEACHING AND LEARNING HUTCHINSON ANDREW ASSISTANT DIRECTOR OF EARLY LEARNING JIMENEZ BENJAMIN ASSISTANT PRINCIPAL MHS JONES MICHELE DIRECTOR OF COMMUNICATIONS AND SCHOOL SAFETY KARL MICAH DIRECTOR OF INFANT TODDLER SERVICES KELLY BRAD ASSISTANT PRINCIPAL AMS KIRK BRANDY DIRECTOR OF PARENT EDUCATION PARTNER KLINE VICKIE PRINCIPAL AMS KOCH STEPHEN PRINCIPAL FB DIRECTOR OF LIBRARY AND INSTRUCTIONAL MEDIA LOUGHMILLER LUCAS SERVICES MARSH MICHAEL ASSISTANT PRINCIPAL MHS MARTINEZ DAVID ASSISTANT PRINCIPAL/ACTIVITIES DIRECTOR EMS NEITZEL BETH PRINCIPAL BL NELSON BRANDEY ASSISTANT PRINCIPAL NV .5 NELSON ELISABETH DIRECTOR OF EARLY LEARNING PROGRAMS NEWELL TRACY PRINCIPAL EMS PLATT JACK CO-ASSISTANT DIRECTOR OF MAINTENANCE ASSISTANT SUPERINTENDENT FOR ADMINISTRATIVE REID ERIC SERVICES RIBBLE MICHAEL DIRECTOR OF TECHNOLOGY SEIRER TROY CO-ASSISTANT DIRECTOR OF MAINTENANCE SHIVERS LUCAS DIRECTOR OF ELEMENTARY EDUCATION SHUMAKER- JANELLE ASSISTANT PRINCIPAL MHS WALTERS SMITH STEPHANIE DIRECTOR OF CHILD NUTRITION SMITH ASHLEY PRINCIPAL TR STEPHENS SHEILA PRINCIPAL MR STITT KATHRYN PRINCIPAL AA STOUS DARIN ASSISTANT PRINCIPAL LE .5 TATUM JILL BUDGET & GRANT ACCOUNTANT TIEDE ANDREA EXECUTIVE DIRECTOR OF SPECIAL SERVICES
The following administrators are recommended for one (1) year contracts:
BOWEN ABBY ASSISTANT PRINCIPAL AA .5 BROOKE- PATRICIA CONSTRUCTION OWNERS REP FRUENDT DIBBINI TRINA DIRECTOR OF SECONDARY EDUCATION GOOS NICHOLAS PRINCIPAL NV KABRIEL STEPHANIE PRINCIPAL CHELC MONTGOMERY DREW DIRECTOR OF HUMAN RESOURCES MYERS LARRY ASSISTANT PRINCIPAL MHS SIMON DANIEL PRINCIPAL WW
9 JUNE 2, 2021 MINUTES PAGE 6
WEDEL ABBIE PRINCIPAL EFELC
9.4 ESSER II Budget Plan Lew Faust, Director of Business Services, presented information regarding the ESSER II Budget Plan. Discussion.
No action was required by the Board.
9.5 Personalized Learning Purchase Brighton moved to give final approval for the purchase of contractual services with the Institute for Personalized Learning in the amount of $25,950 for access to the self-paced modules and professional learning around Personalized Learning. Lewison seconded.
Motion passed 7/0.
9.6 Personalized Learning K-5 Math iReady License Purchase Lewison moved to give final approval for the purchase of i-Ready from Curriculum Associates for elementary students not to exceed $268,896. Edie seconded.
Motion passed 7/0.
10.0 Next Regular Meeting Items – June 30, 2021 Items reviewed.
11.0 Future Meeting Items
12.0 Meeting & Events
13.0 Executive Session 13.1 Negotiations Edie moved to go into executive session for 15 minutes to discuss current negotiations pursuant to the exception for employer-employee negotiations under Kansas Open Meetings Act and return to open session at 10:20 p.m. Herrman seconded.
Motion passed 7/0.
Dr. Wade and Eric Reid joined the Board in executive session.
13.2 Personnel Not needed.
14.0 Adjourn Hagemeister moved to adjourn the meeting at 10:20 p.m. Herrman seconded.
Motion passed 7/0.
Respectfully submitted,
Diane L. Denison, Clerk USD 383 Board of Education
Jurdene Coleman, President USD 383 Board of Education
10 ITEM 6.1.2
Board of Education Meeting Manhattan-Ogden Unified School District 383 Tuesday, June 22, 2021, 7:30 a.m. Minutes – Special Meeting Robinson Education Center – Manhattan, Kansas
1.0 Roll Call Members present: Edie, Darell Herrman, Curt Santos, Brandy Hagemeister, Karla (Acting President – presiding) Denison, Diane (Clerk)
Members absent: Brighton, Kristin Coleman, Jurdene Lewison, Katrina
Also present were Assistant Superintendent Eric Reid, district administrators, and media.
Herrman moved to appoint Hagemeister as acting president. Edie seconded.
Motion passed 4/0.
2.0 Head Start Budget Revision for 2020-2021 Andy Hutchinson, Assistant Director of Early Learning, presented the proposal for reallocation of equipment costs.
Herrman moved to give final approval for the Head Start Budget Revision for equipment costs in the 2020-2021 budget period. Edie seconded.
Motion passed 4/0.
2.0 Adjourn Herrman moved to adjourn the meeting at 7:37 a.m. Edie seconded.
Motion passed 4/0.
Respectfully submitted,
Diane L. Denison, Clerk USD 383 Board of Education
Karla Hagemeister, Acting President USD 383 Board of Education
11 ITEM 6.2
MANHATTAN-OGDEN USD 383 CHECK REGISTER TOTALS BY FUND June 30, 2021
FUND 12 GENERAL FUND 259,543.28 FUND 13 SUPPLEMENTAL GENERAL 152,902.81 FUND 16 CAREER AND POST SECONDARY EDUCATION 6,500.07 FUND 18 AT RISK FUND 6,940.09 FUND 19 PARENT EDUCATION PROGRAM 12,828.68 FUND 30 SPECIAL EDUCATION 56,547.62 FUND 35 FOOD SERVICE 74,941.64 FUND 40 ADULT BASIC EDUCATION 50,000.00 FUND 45 MANHATTAN VIRTUAL ACADEMY 38,909.32 FUND 48 DRIVERS TRAINING 2,119.60 FUND 54 PROFESSIONAL DEVELOPMENT 13,459.17 FUND 55 CAPITAL OUTLAY 1,022,749.70 FUND 70 HEAD START 15,089.85 FUND 71 ESSER-SCHOOL EMERGENCY RELIEF 280,606.38 FUND 72 KLINK STRIVING READERS 36,758.50 FUND 73 CONCURRENT ENROLLMENT 4,690.00 FUND 77 COLLEGE HILL PRESCHOOL 657.80 FUND 80 TITLE I 724.47 FUND 86 DODEA MILITARY IMPACT 17,403.64 FUND 87 TITLE I I A TEACHER QUALITY 19,025.47 FUND 90 ALCOHOL PREVENTION 14.99 FUND 93 KS EARLY LEARNING COLL 572.33 FUND 94 CHILDCARE/PRE-SCHOOL 26,358.94 FUND 96 YES GRANT 14,246.08 FUND 97 BOND CONSTRUCTION 2,852,956.49 FUND 99 MINI GRANTS 14,514.02 REPORT TOTAL 4,981,060.94
12 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 1 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181613 422.92 06/02/21 601217 AMAZON CAPITAL SERVICES, INC. C 01 00181614 6,452.59 06/02/21 5093 CITY OF MANHATTAN C 01 00181615 76.94 06/02/21 773 CITY OF OGDEN C 01 00181616 46.30 06/02/21 33299 COX BUSINESS C 01 00181617 496.73 06/02/21 40518 COX COMMUNICATIONS C 01 00181618 87,906.60 06/02/21 610640 EVERGY C 01 00181619 6,221.36 06/02/21 10604 HOWIES ENTERPRISES C 01 00181620 8,770.60 06/02/21 616940 SYMMETRY ENERGY SOLUTIONS, LLC C 01 00181621 735.40 06/02/21 997528 VERIZON WIRELESS C 01 00181622 200.00 06/30/21 540315 ADVANCE EDUCATION, INC. C 01 00181623 50.60 06/30/21 601675 ALBIN, COURTNEY C 01 00181624 1,321.00 06/30/21 8887 AMERICAN PEST MANAGEMENT, INC. C 01 00181625 526.00 06/30/21 8887 AMERICAN PEST MANAGEMENT, INC. C 01 00181626 71.68 06/30/21 578380 ANDERECK, KRISTA C 01 00181627 63.56 06/30/21 28969 APGAR, DAVID C 01 00181628 3,987.00 06/30/21 16695 APPLE INC. C 01 00181629 73.83 06/30/21 574872 BAILEY, LEIGH C 01 00181630 45.93 06/30/21 35888 BAKER DISTRIBUTING C 01 00181631 7,146.63 06/30/21 7145 BEN E KEITH CO C 01 00181631 -7,146.63 06/29/21 7145 BEN E KEITH CO CV 01 00181632 2,518.00 06/30/21 920489 BLUE CHIP ATHLETIC, INC. C 01 00181633 138.88 06/30/21 579408 BROCE, REBECCA ANNE C 01 00181634 279.00 06/30/21 9439 BUREAU OF EDUCATION & RESEARCH INC. C 01 00181635 94.67 06/30/21 922369 CARQUEST OF MANHATTAN C 01 00181636 225.00 06/30/21 581429 CHIROPRACTIC FAMILY HEALTH CENTER C 01 00181637 52.70 06/30/21 605697 JOHN CHRISTIE C 01 00181638 178.84 06/30/21 33299 COX BUSINESS C 01 00181639 13.80 06/30/21 621447 CRUBEL, THERESA C 01 00181640 3,284.00 06/30/21 5594 CYTEK MEDIA SYSTEMS, INC. C 01 00181641 216.00 06/30/21 30566 DAWDY, TED C 01 00181642 632.19 06/30/21 1860 DEMCO, INC. C 01 00181643 645.00 06/30/21 10690 ESSDACK C 01 00181644 21,409.09 06/30/21 1343 F & A SALES, INC. C 01 00181645 81.86 06/30/21 20114 FASTENAL COMPANY C 01 00181646 28,942.50 06/30/21 35923 FLORIDA VIRTUAL SCHOOL C 01 00181647 799.07 06/30/21 1536 GLENN'S MUSIC C 01 00181648 102.50 06/30/21 26197 GONZALES, ROBERT C 01 00181649 34.16 06/30/21 585734 HANNAN, LAURA C 01 00181650 95.20 06/30/21 92929 HESS, DON C 01 00181651 984.50 06/30/21 622788 HINKLE LAW FIRM C 01 00181652 187.03 06/30/21 568716 HUFF, MELISSA (EMPLOYEE REIMBURSEMENT) C 01 00181653 1,000.00 06/30/21 602531 JHS SOLUTIONS, LLC C 01 00181654 38.88 06/30/21 43980 JOSTEN'S C 01 00181655 85.00 06/30/21 24011 KANSAS DEPARTMENT OF AGRICULTURE C 01 00181656 1,075.00 06/30/21 7075 KSHSAA C 01 00181657 448.00 06/30/21 623750 LACTATION EDUCATION RESOURCES INC C 01 00181658 916.68 06/30/21 572187 LAWRENCE BATTERY CO. C 01 00181659 1,551.11 06/30/21 573612 LEARNING TREE INSTITUTE AT GREENBUSH C 01 00181660 12,600.00 06/30/21 17929 MANHATTAN BROADCASTING CO. INC C 01 00181661 1,050.00 06/30/21 598402 MANHATTAN REPTILE WORLD C 01 00181662 1,123.13 06/30/21 31867 MANHATTAN WINNELSON C 01 00181663 4,000.00 06/30/21 598763 MANNING MUSIC, INC. C 01 00181664 40.60 06/30/21 621617 MARRERO, LUIS C 01 00181665 28.00 06/30/21 7661 MARSH, MIKE C 01 00181666 191.85 06/30/21 94784 THE MASTER TEACHER C 13 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 2 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181667 317.13 06/30/21 9516 MATHESON TRI-GAS, INC. C 01 00181668 87.23 06/30/21 35912 MCKEE, LENA C 01 00181669 21,501.97 06/30/21 570648 MID KANSAS COOPERATIVE ASSOCIATION C 01 00181670 188.13 06/30/21 597 MIDWEST ACE HARDWARE C 01 00181671 87.54 06/30/21 559920 MIDWEST TRANSIT EQUIPMENT, INC. C 01 00181672 69.04 06/30/21 1134 NASCO ARTS & CRAFTS C 01 00181673 42.25 06/30/21 24946 NETWORK COMPUTER SOLUTIONS C 01 00181674 32.95 06/30/21 559059 PECORARO, KELLY C 01 00181675 5,470.73 06/30/21 4291 PUR-O-ZONE C 01 00181676 80.85 06/30/21 996688 QUADIENT, INC C 01 00181677 32.31 06/30/21 585580 RANSOM, JOSHUAH (EMPLOYEE REIMBURSEMENT) C 01 00181678 44.63 06/30/21 4357 REEVES-WIEDEMAN CO., INC. C 01 00181679 12.94 06/30/21 579890 RODRIGUEZ, VIRGINIA C 01 00181680 20.00 06/30/21 921686 SALINA-SMOKEY HILL LEARNING CENTER C 01 00181681 5,796.80 06/30/21 745 SCHOOL SPECIALTY C 01 00181682 130.42 06/30/21 745 SCHOOL SPECIALTY, LLC C 01 00181683 5,565.00 06/30/21 555371 SMARTSIGN C 01 00181684 400.00 06/30/21 623776 SPORTS LINE SOFTWARE C 01 00181685 89.90 06/30/21 1031 STANION WHOLESALE ELEC. CO. C 01 00181686 606.00 06/30/21 562360 STRATACA C 01 00181687 1,000.00 06/30/21 598160 STUKENT, INC C 01 00181688 57.24 06/30/21 36466 SUMMIT TRUCK GROUP C 01 00181689 3,425.58 06/30/21 27688 SYSCO OF KANSAS CITY C 01 00181690 235.00 06/30/21 595357 TECH ELECTRONICS C 01 00181691 926.00 06/30/21 608734 TECHCYCLE SOLUTIONS C 01 00181692 750.00 06/30/21 563390 TINY-K ALLIANCE C 01 00181693 46.71 06/30/21 321 TOLL, AMY C 01 00181694 500.00 06/30/21 30944 U.S. POSTAL SERVICE/ASCOM HASLER, CMRS-T C 01 00181695 54.19 06/30/21 561959 UNIFIRST CORPORATION C 01 00181696 5,808.00 06/30/21 861 USD #383 - ACTIVITIES C 01 00181697 8,275.32 06/30/21 859 USD #383 TRANSPORTATION C 01 00181698 140.00 06/30/21 32017 VALIDITY SCREENING SOLUTIONS C 01 00181699 100.00 06/30/21 883 WASHBURN RURAL HIGH SCHOOL C 01 00181700 74.44 06/30/21 5094 WATERS TRUE VALUE HARDWARE C 01 00181701 45.19 06/30/21 608602 WATKINS, GRANT C 01 00181702 29.16 06/30/21 5113 WEST MUSIC COMPANY C 01 00181703 4,000.00 06/30/21 5134 WIBW C 01 00181704 289.00 06/30/21 621943 WILSON LANGUAGE TRAINING CORPORTATION C 01 00181705 37.30 06/30/21 561908 WOLLENBERG, JANAE C 01 00181706 629.00 06/30/21 7322 WOODWIND & THE BRASSWIND, THE C 01 00181707 24,443.83 06/09/21 31117 CARD CENTER C 01 00181708 1,134.70 06/09/21 601217 AMAZON CAPITAL SERVICES, INC. C 01 00181709 372.69 06/09/21 40518 COX COMMUNICATIONS C 01 00181710 407.75 06/09/21 1334 SEATON, SEATON, & DIERKS, LLP C 01 00181711 258.00 06/09/21 32005 UNDERGROUND VAULT AND STORAGE INC C 01 00181712 32,129.49 06/09/21 36288 UNITE PRIVATE NETWORKS C 01 00181713 1,620.00 06/30/21 571652 ALBERTO, JAMES C 01 00181714 270.00 06/30/21 8887 AMERICAN PEST MANAGEMENT, INC. C 01 00181715 56.43 06/30/21 22924 AMERIPRIDE LINEN AND APPAREL SERVICES C 01 00181716 257.00 06/30/21 23559 ANIXTER KANSAS CITY C 01 00181717 149.00 06/30/21 16695 APPLE COMPUTER, INC. C 01 00181718 1,222.00 06/30/21 16695 APPLE INC. C 01 00181719 500.00 06/30/21 623830 AVILA, FRANKIE J C 01 00181720 2,997.00 06/30/21 40879 BARNES & NOBLE INC. C 01 00181721 263.93 06/30/21 7987 BD4 DISTRIBUTING C 14 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 3 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181722 7,678.98 06/30/21 7145 BEN E KEITH CO C 01 00181723 3,256.35 06/30/21 7145 BEN E KEITH CO C 01 00181724 59.98 06/30/21 43755 BLICK ART MATERIALS C 01 00181725 88.62 06/30/21 567 BROOKS YAMAHA, INC. C 01 00181726 111.44 06/30/21 571164 BRUMMETT, KELLEY C 01 00181727 1,620.00 06/30/21 608181 BURENHEIDE, BRADLEY J C 01 00181728 7,200.00 06/30/21 540757 CBS MANHATTAN C 01 00181729 230.30 06/30/21 9022 CENTURY BUSINESS SYSTEMS C 01 00181730 1,620.00 06/30/21 551554 CONWAY, TRACEY C 01 00181731 25,950.00 06/30/21 4874 CESA #1 C 01 00181732 800.00 06/30/21 921462 COPIES-4-LESS C 01 00181733 263.00 06/30/21 5594 CYTEK MEDIA SYSTEMS, INC. C 01 00181734 570.64 06/30/21 36824 DORST, MIKE C 01 00181735 3,600.00 06/30/21 25514 ECONOMY CARPENTRY & PAINTING C 01 00181736 6.27 06/30/21 601187 EDER, AMBER C 01 00181737 126.30 06/30/21 7984 EDUCATIONAL THEATRE ASSOCIATION C 01 00181738 3,421.60 06/30/21 7511 EMBERS, PATRICIA C 01 00181739 8,255.94 06/30/21 1343 F & A SALES, INC. C 01 00181740 500.00 06/30/21 577537 FICKBOHM, MARCELLA C 01 00181741 1,391.91 06/30/21 558516 FOLEY INDUSTRIES C 01 00181742 7,627.75 06/30/21 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00181743 184.30 06/30/21 552585 FREY, MACIE C 01 00181744 5,995.00 06/30/21 622400 GLOWFORGE, INC C 01 00181745 3,000.00 06/30/21 570664 GOODSON, LORI A. C 01 00181746 194.60 06/30/21 36693 GROSNICK, CHRISTINE C 01 00181747 31.36 06/30/21 23537 HIGGINS, SUSIE C 01 00181748 1,858.27 06/30/21 25099 HILAND/STEFFENS DAIRY COMPANY C 01 00181749 900.00 06/30/21 10604 HOWIES ENTERPRISES C 01 00181750 2,140.14 06/30/21 43980 JOSTEN'S C 01 00181751 6.75 06/30/21 4138 J.W. PEPPER & SON, INC C 01 00181752 750.00 06/30/21 6096 KANSAS SCHOOL FOR THE DEAF C 01 00181753 342.17 06/30/21 36324 KARL, MICAH C 01 00181754 3,547.44 06/30/21 6271 KASB C 01 00181755 250.00 06/30/21 32150 KOCH, BRIAN C 01 00181756 250.00 06/30/21 599719 KOCH, MICHELLE C 01 00181757 216.00 06/30/21 7075 KSHSAA C 01 00181758 24.42 06/30/21 620068 LEON, ARIBEL C 01 00181759 2,854.75 06/30/21 593770 LIBERTY FRUIT CO. C 01 00181760 1,000.00 06/30/21 599727 MACKEPRANG, MICHELLE C 01 00181761 760.31 06/30/21 31867 MANHATTAN WINNELSON C 01 00181762 500.00 06/30/21 623814 MAPLE, GARY C 01 00181763 50,000.00 06/30/21 11228 MATC ADULT EDUCATION C 01 00181764 367.06 06/30/21 27520 MEAD LUMBER C 01 00181765 291.82 06/30/21 597 MIDWEST ACE HARDWARE C 01 00181766 189.43 06/30/21 13752 MUSIC K-8 C 01 00181767 151.95 06/30/21 7239 NAPA AUTO PARTS OF MANHATTAN C 01 00181768 110.00 06/30/21 24946 NETWORK COMPUTER SOLUTIONS C 01 00181769 11.20 06/30/21 564575 NEWELL, TRACY C 01 00181770 500.00 06/30/21 623857 NITTLER, JAREN C 01 00181771 350.00 06/30/21 577553 OHMES, RACHEL C 01 00181772 175.00 06/30/21 623849 ORTEGA, DARREN S. C 01 00181773 97.16 06/30/21 31355 PAYNE, AMY C 01 00181774 669.59 06/30/21 4291 PUR-O-ZONE C 01 00181775 149.41 06/30/21 571962 RAFFERTY, HEATHER C 01 00181776 1,059.78 06/30/21 7921 REALLY GOOD STUFF, LLC C 15 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 4 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181777 241.61 06/30/21 4357 REEVES-WIEDEMAN CO., INC. C 01 00181778 263.77 06/30/21 588326 SALINA STEEL SUPPLY INC C 01 00181779 364.31 06/30/21 29638 SCHOLASTIC INC C 01 00181780 86.57 06/30/21 4537 SCHOOL HEALTH CORPORATION C 01 00181781 303.20 06/30/21 745 SCHOOL SPECIALTY C 01 00181782 3,200.90 06/30/21 745 SCHOOL SPECIALTY, LLC C 01 00181783 69.44 06/30/21 23850 SCHWARTZ, JEANETTE C 01 00181784 1,784.84 06/30/21 1641 SIR SPEEDY C 01 00181785 60.15 06/30/21 588083 SMITH, BRANDI C 01 00181786 350.00 06/30/21 623822 STANFIELD, RODNEY LEWIS C 01 00181787 529.04 06/30/21 1031 STANION WHOLESALE ELEC. CO. C 01 00181788 22.31 06/30/21 1031 STANION WHOLESALE ELECTRIC CO INC. C 01 00181789 959.05 06/30/21 544426 STAPLES ADVANTAGE C 01 00181790 3,873.04 06/30/21 27688 SYSCO OF KANSAS CITY C 01 00181791 2,329.00 06/30/21 592838 TEACH ME TO TALK/LAURA MIZE GROUP, THE C 01 00181792 574.73 06/30/21 1427 THERMAL COMFORT AIR C 01 00181793 13.64 06/30/21 555789 TRIANA, JOSE C 01 00181794 7,175.13 06/30/21 857 USD #383 FOOD SERVICE C 01 00181795 2,564.03 06/30/21 859 USD #383 TRANSPORTATION C 01 00181796 135.21 06/30/21 5094 WATERS TRUE VALUE HARDWARE C 01 00181797 1,500.00 06/30/21 599808 WEESE, CHELSEA C 01 00181798 495.50 06/30/21 5127 WHITE STAR MACHINERY & SUPPLY C 01 00181799 635.00 06/30/21 8941 WILDCAT TREE SERVICE C 01 00181800 250.00 06/30/21 616710 WILLIAMS, MARILEA C 01 00181801 372.78 06/30/21 24329 WORLD OF READING C 01 00181802 2,453.50 06/30/21 22918 ASSOCIATION FOR CAREER & TECHNICAL EDUCA C 01 00181803 313.63 06/30/21 35888 BAKER DISTRIBUTING C 01 00181804 132.91 06/30/21 548472 BAMMES, ERICA C 01 00181805 59.98 06/30/21 43755 BLICK ART MATERIALS C 01 00181806 163.01 06/30/21 16692 BORDER STATES INDUSTRIES C 01 00181807 27.20 06/30/21 567 BROOKS YAMAHA, INC. C 01 00181808 104.93 06/30/21 595 BURNETT AUTOMOTIVE C 01 00181809 850.00 06/30/21 622770 DELTA INNOVATIVE SERVICES C 01 00181810 1,776.19 06/30/21 11416 DEPCO, INC. C 01 00181811 540.00 06/30/21 623920 GARTNER, SUSAN C 01 00181812 752.65 06/30/21 610496 HOUGH, PAULA C 01 00181813 96.90 06/30/21 562491 HYVEE - CATERING (MHS) C 01 00181814 101.00 06/30/21 26107 LASER TECH SERVICES C 01 00181815 69.55 06/30/21 599727 MACKEPRANG, MICHELLE C 01 00181816 35.25 06/30/21 578983 MEYER, KATHY C 01 00181817 188.62 06/30/21 597 MIDWEST ACE HARDWARE C 01 00181818 42.25 06/30/21 24946 NETWORK COMPUTER SOLUTIONS C 01 00181819 1,567.60 06/30/21 6533 BSN SPORTS LLC C 01 00181820 132.97 06/30/21 22629 O'REILLY AUTO PARTS C 01 00181821 377.95 06/30/21 24166 PARSONS COMMUNICATIONS C 01 00181822 34.74 06/30/21 745 SCHOOL SPECIALTY, LLC C 01 00181823 49.00 06/30/21 553115 SWEETWATER MUSIC EDUCATION TECHNOLOGY C 01 00181824 20.38 06/30/21 32663 THILGES, LAURA C 01 00181825 5,422.50 06/30/21 609668 TURNER VISION AND MOBILITY SERVICES C 01 00181826 198.41 06/30/21 563846 WEFALD, FANI C 01 00181827 4,000.00 06/30/21 5134 WIBW C 01 00181828 32.31 06/30/21 608270 ADAMS, KETURAH C 01 00181829 1,851.15 06/30/21 14900 AIR FILTER PLUS C 01 00181830 5.82 06/30/21 623938 MARIA I APONTE C 01 00181831 3,844.00 06/30/21 16695 APPLE INC. C 16 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 5 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181832 58.91 06/30/21 576913 ARAMOUNI, MARY C 01 00181833 73.20 06/30/21 991074 B.E. PUBLISHING C 01 00181834 22.38 06/30/21 35888 BAKER DISTRIBUTING C 01 00181835 108.60 06/30/21 7987 BD4 DISTRIBUTING C 01 00181836 1,586.84 06/30/21 7145 BEN E KEITH CO C 01 00181837 3,500.00 06/30/21 16827 BG CONSULTANTS INC. C 01 00181838 28.56 06/30/21 607991 BOYD, TESSA C 01 00181839 8.62 06/30/21 623946 REBECCA RANA BROWN C 01 00181840 38.08 06/30/21 571164 BRUMMETT, KELLEY C 01 00181841 25.00 06/30/21 23991 BUILT SO WELL, LLC C 01 00181842 7.06 06/30/21 572233 BUNDY, JAMIE C 01 00181843 1,085.00 06/30/21 709 CENTRAL MECHANICAL CONSTRUCTION CO., INC C 01 00181844 91.92 06/30/21 9022 CENTURY BUSINESS SYSTEMS C 01 00181845 92.67 06/30/21 561258 CHARLES D. JONES & COMPANY, INC. C 01 00181846 430.20 06/30/21 583910 COSMOSPHERE C 01 00181846 -430.20 06/29/21 583910 COSMOSPHERE CV 01 00181847 2,597.00 06/30/21 29972 E3 DIAGNOSTICS INC. C 01 00181848 6,014.63 06/30/21 1343 F & A SALES, INC. C 01 00181849 73.40 06/30/21 20114 FASTENAL COMPANY C 01 00181850 435.00 06/30/21 557137 FLINT HILLS DISCOVERY CENTER C 01 00181851 377.19 06/30/21 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00181852 20.33 06/30/21 552585 FREY, MACIE C 01 00181853 127,593.38 06/30/21 621471 GARLAND C 01 00181854 898.11 06/30/21 623768 GOLDEN PRAIRIE HONEY FARMS C 01 00181855 199.72 06/30/21 26197 GONZALES, ROBERT C 01 00181856 682.90 06/30/21 1176 GOPHER SPORT C 01 00181857 4.26 06/30/21 35915 GRIFFITH, MYRNA C 01 00181858 71.40 06/30/21 36693 GROSNICK, CHRISTINE C 01 00181859 762.89 06/30/21 580961 HAEFELE, LORI C 01 00181860 1,561.19 06/30/21 25099 HILAND/STEFFENS DAIRY COMPANY C 01 00181861 187.04 06/30/21 36088 HOLLOWAY, DAVE C 01 00181862 314.98 06/30/21 43887 IDVILLE C 01 00181863 125.00 06/30/21 25098 IKON C 01 00181864 1,495.20 06/30/21 623806 J RESOURCE COMPANY C 01 00181865 47.04 06/30/21 22930 JACKSON, PAMELA C 01 00181866 4,260.00 06/30/21 538876 JAYHAWK FIRE SPRINKLER INC. C 01 00181867 271.98 06/30/21 32247 JONES, MICHELE C 01 00181868 89.74 06/30/21 36324 KARL, MICAH C 01 00181869 86.87 06/30/21 4575 KIRK, BRANDY C 01 00181870 200.00 06/30/21 2214 KMAN-KMKF RADIO STATION MANHATTAN BROADC C 01 00181871 7,600.00 06/30/21 575089 FRANCIS KOOPMAN III PA-L C 01 00181872 160.52 06/30/21 572187 LAWRENCE BATTERY CO. C 01 00181873 1,530.38 06/30/21 573612 LEARNING TREE INSTITUTE AT GREENBUSH C 01 00181874 1,192.25 06/30/21 593770 LIBERTY FRUIT CO. C 01 00181875 420.42 06/30/21 31867 MANHATTAN WINNELSON C 01 00181876 54.12 06/30/21 597 MIDWEST ACE HARDWARE C 01 00181877 67.31 06/30/21 7239 NAPA AUTO PARTS OF MANHATTAN C 01 00181878 40.10 06/30/21 32634 NEWELL, KIM C 01 00181879 6,528.32 06/30/21 616923 OLIVER PACKAGING AND EQUIPMENT COMPANY C 01 00181880 16.66 06/30/21 10563 PARENTS AS TEACHERS C 01 00181881 73.19 06/30/21 31355 PAYNE, AMY C 01 00181882 2,700.00 06/30/21 5338 PHONE CONNECTION C 01 00181883 565.77 06/30/21 32251 PRAIRIELAND PARTNERS, LLC C 01 00181884 8.50 06/30/21 4291 PUR-O-ZONE C 01 00181885 1,111.20 06/30/21 4357 REEVES-WIEDEMAN CO., INC. C 17 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 6 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181886 233.96 06/30/21 28080 SALISBURY SUPPLY CO INC C 01 00181887 9,500.00 06/30/21 4537 SCHOOL HEALTH CORPORATION C 01 00181888 3,010.90 06/30/21 31513 SECURITY SOLUTIONS C 01 00181889 361.52 06/30/21 1641 SIR SPEEDY C 01 00181890 798.18 06/30/21 1031 STANION WHOLESALE ELEC. CO. C 01 00181891 1,036.22 06/30/21 544426 STAPLES ADVANTAGE C 01 00181892 476.68 06/30/21 27688 SYSCO OF KANSAS CITY C 01 00181893 37.94 06/30/21 6346 TEACHER CREATED RESOURCES C 01 00181894 2,725.04 06/30/21 31436 TEACHER DIRECT C 01 00181895 361.00 06/30/21 595357 TECH ELECTRONICS C 01 00181896 5,965.81 06/30/21 859 USD #383 TRANSPORTATION C 01 00181897 12.28 06/30/21 5094 WATERS TRUE VALUE HARDWARE C 01 00181898 25.15 06/30/21 5113 WEST MUSIC COMPANY C 01 00181899 652.50 06/30/21 8941 WILDCAT TREE SERVICE C 01 00181900 669.00 06/30/21 7322 WOODWIND & THE BRASSWIND, THE C 01 00181901 8,579.60 06/16/21 601217 AMAZON CAPITAL SERVICES, INC. C 01 00181902 5,116.32 06/16/21 5093 CITY OF MANHATTAN C 01 00181903 5,372.45 06/16/21 40518 COX COMMUNICATIONS C 01 00181904 381.77 06/16/21 36064 RICOH USA, INC. C 01 00181905 20.00 06/18/21 50064 SHAWNEE HEIGHTS USD #450 CENTRAL ADMINIS C 01 00181906 3,000.00 06/18/21 4208 US POSTAL SERVICE C 01 00181907 4,983.00 06/30/21 622257 ACOUSTICS FIRST CORPORATION C 01 00181908 125.00 06/30/21 8887 AMERICAN PEST MANAGEMENT, INC. C 01 00181909 56.43 06/30/21 22924 AMERIPRIDE LINEN AND APPAREL SERVICES C 01 00181910 11,018.00 06/30/21 16695 APPLE INC. C 01 00181911 527.08 06/30/21 35888 BAKER DISTRIBUTING C 01 00181912 504.00 06/30/21 992828 BATTERIES PLUS C 01 00181913 75.00 06/30/21 96322 BAYER CONSTRUCTION CO INC C 01 00181914 813.51 06/30/21 7145 BEN E KEITH CO C 01 00181915 168.00 06/30/21 9034 BLANCK, BROOKE C 01 00181916 168.04 06/30/21 553638 BLANTON, CHRIS C 01 00181917 3,136.22 06/30/21 13431 BRACKER'S GOOD EARTH CLAYS INC C 01 00181918 117.14 06/30/21 8888 BRIGGS AUTO GROUP, INC. C 01 00181919 387.94 06/30/21 567 BROOKS YAMAHA, INC. C 01 00181920 1,035.43 06/30/21 595 BURNETT AUTOMOTIVE C 01 00181921 257.36 06/30/21 922369 CARQUEST OF MANHATTAN C 01 00181922 834.00 06/30/21 6905 CDW GOVERNMENT LLC C 01 00181923 1,320.51 06/30/21 5496 CHAMPION TEAMWEAR AR C 01 00181924 263.72 06/30/21 561258 CHARLES D. JONES & COMPANY, INC. C 01 00181925 592.79 06/30/21 583642 CLASS C SOLUTIONS GROUP C 01 00181926 1,010.98 06/30/21 879 CONSTRUCTIVE PLAYTHINGS, LLC C 01 00181927 636.00 06/30/21 5594 CYTEK MEDIA SYSTEMS, INC. C 01 00181928 1,260.00 06/30/21 29972 E3 DIAGNOSTICS INC. C 01 00181929 1,665.00 06/30/21 583227 EDUCATIONAL DESIGN SOLUTIONS, INC. C 01 00181930 7.46 06/30/21 20114 FASTENAL COMPANY C 01 00181931 2,318.44 06/30/21 566012 FILM AT ELEVEN INC. C 01 00181932 280.02 06/30/21 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00181933 6,131.55 06/30/21 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00181934 12.95 06/30/21 578460 GILLER, JODIE C 01 00181935 116.08 06/30/21 1176 GOPHER SPORT C 01 00181936 879.51 06/30/21 1176 GOPHER SPORT C 01 00181937 27.84 06/30/21 43980 JOSTEN'S C 01 00181938 15,361.45 06/30/21 603015 K-STATE ATHLETICS, INC C 01 00181939 430.00 06/30/21 2305 KANSAS STATE STUDENT UNION C 01 00181940 10.00 06/30/21 4575 KIRK, BRANDY C 18 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 7 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181941 76.41 06/30/21 597 MIDWEST ACE HARDWARE C 01 00181942 1,188.84 06/30/21 24833 MIDWEST CONCRETE MATERIALS C 01 00181943 311.30 06/30/21 559920 MIDWEST TRANSIT EQUIPMENT, INC. C 01 00181944 133.51 06/30/21 7239 NAPA AUTO PARTS OF MANHATTAN C 01 00181945 808.18 06/30/21 6533 BSN SPORTS LLC C 01 00181946 24.50 06/30/21 22629 O'REILLY AUTO PARTS C 01 00181947 233.92 06/30/21 994847 PRESTON, SANDY C 01 00181948 130.00 06/30/21 23954 PROFESSIONAL CLEANING SYSTEMS, INC. C 01 00181949 5,674.68 06/30/21 32154 QUALITY COLLISION REPAIR, INC. C 01 00181950 28.62 06/30/21 579122 REID, ERIC C 01 00181951 80.00 06/30/21 13702 RILEY COUNTY HEALTH DEPARTMENT C 01 00181952 175.00 06/30/21 577588 SCHACHT, MATTHEW C 01 00181953 424.00 06/30/21 4537 SCHOOL HEALTH CORPORATION C 01 00181954 6.23 06/30/21 745 SCHOOL SPECIALTY, LLC C 01 00181955 8,002.65 06/30/21 31513 SECURITY SOLUTIONS C 01 00181956 208.58 06/30/21 567450 SITSPOTS C 01 00181957 2,046.52 06/30/21 1031 STANION WHOLESALE ELECTRIC CO INC. C 01 00181958 155.97 06/30/21 580066 STEVENSON, TIFFANY C 01 00181959 618.00 06/30/21 562360 STRATACA C 01 00181960 7,688.55 06/30/21 595357 TECH ELECTRONICS C 01 00181961 471.94 06/30/21 44125 ULINE C 01 00181962 418.98 06/30/21 561959 UNIFIRST CORPORATION C 01 00181963 512.00 06/30/21 4369 UNITED RENTALS (NORTH aMERICA), INC C 01 00181964 2,200.51 06/30/21 859 USD #383 TRANSPORTATION C 01 00181965 4,095.00 06/30/21 5823 GEARY COUNTY SCHOOLS C 01 00181966 31.77 06/30/21 5094 WATERS TRUE VALUE HARDWARE C 01 00181967 2,250.00 06/30/21 8941 WILDCAT TREE SERVICE C 01 00181968 66,530.00 06/30/21 29880 ABCREATIVE INC C 01 00181969 9,516.00 06/30/21 23559 ANIXTER KANSAS CITY C 01 00181970 135.00 06/30/21 5622 ASSOCIATED INSULATION INC. C 01 00181971 24,161.08 06/30/21 16827 BG CONSULTANTS INC. C 01 00181972 1,102,063.31 06/30/21 457 BHS CONSTRUCTION C 01 00181973 9,748.57 06/30/21 622710 COLEMAN WORLDWIDE MOVING LLC C 01 00181974 346.05 06/30/21 610640 EVERGY C 01 00181975 7,382.39 06/30/21 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00181976 48,128.21 06/30/21 996769 GOULD EVANS ASSOCIATES C 01 00181977 1,217,726.79 06/30/21 612235 HUTTON CORPORATION C 01 00181978 8,887.39 06/30/21 578843 K12 ITC, INC. C 01 00181979 874,044.60 06/30/21 610356 MCCOWNGORDON CONSTRUCTION C 01 00181980 12,443.50 06/30/21 541117 OLSSON, INC. C 01 00181981 1,958.89 06/30/21 24166 PARSONS COMMUNICATIONS C 01 00181982 12,375.00 06/30/21 5338 PHONE CONNECTION C 01 00181983 12,954.68 06/30/21 745 SCHOOL SPECIALTY C 01 00181984 8,781.94 06/30/21 745 SCHOOL SPECIALTY C 01 00181985 11,869.60 06/30/21 31513 SECURITY SOLUTIONS C 01 00181986 12,953.36 06/30/21 44125 ULINE C 01 00181987 13.50 06/30/21 859 USD #383 TRANSPORTATION C 01 00181988 4,434.13 06/23/21 601217 AMAZON CAPITAL SERVICES, INC. C 01 00181989 12,828.91 06/23/21 31117 CARD CENTER C 01 00181990 315.46 06/23/21 610640 EVERGY C 01 00181991 1,596.00 06/30/21 16695 APPLE INC. C 01 00181992 53.06 06/30/21 35888 BAKER DISTRIBUTING C 01 00181993 556.13 06/30/21 7987 BD4 DISTRIBUTING C 01 00181994 4.56 06/30/21 16692 BORDER STATES INDUSTRIES C 01 00181995 36.45 06/30/21 13431 BRACKER'S GOOD EARTH CLAYS INC C 19 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 8 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00181996 803.01 06/30/21 595 BURNETT AUTOMOTIVE C 01 00181997 26.65 06/30/21 922369 CARQUEST OF MANHATTAN C 01 00181998 90.00 06/30/21 543101 CAT CAN PORTABLE SERVICES OF MANHATTAN C 01 00181999 183.50 06/30/21 566713 CE WATER MANAGEMENT, INC C 01 00182000 2,390.00 06/30/21 9022 CENTURY BUSINESS SYSTEMS C 01 00182001 454.10 06/30/21 583910 COSMOSPHERE C 01 00182002 268,896.35 06/30/21 614270 CURRICULUM ASSOCIATES C 01 00182003 750.00 06/30/21 5594 CYTEK MEDIA SYSTEMS, INC. C 01 00182004 66.48 06/30/21 31602 DANIEL, DIANE C 01 00182005 194,147.10 06/30/21 1823 DANKER ROOFING & SIDING INC C 01 00182006 25,548.00 06/30/21 549606 DASH MEDICAL GLOVES, INC. C 01 00182007 7.48 06/30/21 473 KROGER C 01 00182008 5,680.00 06/30/21 1218 ECONOMY ELECTRIC, INC. C 01 00182009 42.85 06/30/21 20114 FASTENAL COMPANY C 01 00182010 10.84 06/30/21 624012 FELDKAMP, ANDREA LYNN C 01 00182011 156.66 06/30/21 577073 FISCHER, HEATHER C 01 00182012 283.00 06/30/21 557137 FLINT HILLS DISCOVERY CENTER C 01 00182013 29,806.01 06/30/21 569089 FOLLETT SCHOOL SOLUTIONS, INC. C 01 00182014 1,457.65 06/30/21 1567 GRAINGER INC C 01 00182015 347.88 06/30/21 23885 LEARNING WITHOUT TEARS C 01 00182016 39.54 06/30/21 2141 KANSAS TRUCK EQUIP CO C 01 00182017 1,243.65 06/30/21 7732 KAPLAN EARLY LEARNING COMPANY C 01 00182018 15.00 06/30/21 4575 KIRK, BRANDY C 01 00182019 1,877.49 06/30/21 6320 LAKESHORE LEARNING MATERIALS C 01 00182020 75.91 06/30/21 36690 LANDER, SHANA C 01 00182021 936.33 06/30/21 31867 MANHATTAN WINNELSON C 01 00182022 19.44 06/30/21 27520 MEAD LUMBER C 01 00182023 32,872.00 06/30/21 22879 MID-CONTINENTAL RESTORATION C 01 00182024 19.99 06/30/21 597 MIDWEST ACE HARDWARE C 01 00182025 180.37 06/30/21 597 MIDWEST ACE HARDWARE C 01 00182026 919.21 06/30/21 597 MIDWEST ACE HARDWARE C 01 00182027 20.98 06/30/21 597 MIDWEST ACE HARDWARE C 01 00182028 514.94 06/30/21 559920 MIDWEST TRANSIT EQUIPMENT, INC. C 01 00182029 2.99 06/30/21 7239 NAPA AUTO PARTS OF MANHATTAN C 01 00182030 1,800.28 06/30/21 31012 NOODLE SOUP OF WEINGART DESIGN C 01 00182031 25.98 06/30/21 22629 O'REILLY AUTO PARTS C 01 00182032 274.66 06/30/21 4357 REEVES-WIEDEMAN CO., INC. C 01 00182033 59.78 06/30/21 4357 REEVES-WIEDEMAN CO., INC. C 01 00182034 232.65 06/30/21 4488 RILEY COUNTY SOLID WASTE C 01 00182035 738.00 06/30/21 28080 SALISBURY SUPPLY CO INC C 01 00182036 664.41 06/30/21 745 SCHOOL SPECIALTY C 01 00182037 110.37 06/30/21 1071 SHERWIN WILLIAMS C 01 00182038 2,042.66 06/30/21 1031 STANION WHOLESALE ELEC. CO. C 01 00182039 208.52 06/30/21 36466 SUMMIT TRUCK GROUP C 01 00182040 2,771.00 06/30/21 604267 TOP 20 TRAINING C 01 00182041 238.00 06/30/21 32017 VALIDITY SCREENING SOLUTIONS C 01 00182042 38.54 06/30/21 36525 VOYAGER FLEET SYSTEMS, INC. C 01 00182043 138.72 06/30/21 5094 WATERS TRUE VALUE HARDWARE C 01 00182044 67.60 06/23/21 601217 AMAZON CAPITAL SERVICES, INC. C 01 00182045 6,697.38 06/23/21 5093 CITY OF MANHATTAN C 01 00182046 67,727.44 06/24/21 584568 US BANK EQUIPMENT FINANCE C 01 00182047 300.00 06/30/21 16827 BG CONSULTANTS INC. C 01 00182048 1,554.55 06/30/21 94784 THE MASTER TEACHER C 01 00182049 108.54 06/30/21 745 SCHOOL SPECIALTY C 01 00182050 1,539.00 06/30/21 1031 STANION WHOLESALE ELEC. CO. C 20 Report Date 06/24/21 12:22 PM UNIFIED SCHOOL DISTRICT #383 Page No 9 A/P Summary Check Register FPREG01A Bank Check No Amount Date Vendor Type 01 00182051 49.95 06/30/21 5113 WEST MUSIC COMPANY C Total Bank No 01 4,981,460.94
Total Manual Checks .00 Total Computer Checks 4,989,037.77 Total ACH Checks .00 Total Other Checks .00 Total Electronic Checks .00 Total Computer Voids -7,576.83 Total Manual Voids .00 Total ACH Voids .00 Total Other Voids .00 Total Electronic Voids .00
Grand Total 4,981,460.94 Number of Checks 441
Batch Yr Batch No Amount 21 001735 3,442,019.86 21 001750 158,399.79 21 001751 111,129.44 21 001786 34,302.63 21 001787 24,443.83 21 001799 188,795.60 21 001809 19,450.14 21 001811 19,511.12 21 001815 208,764.29 21 001841 94,526.11 21 001862 3,020.00 21 001877 17,578.50 21 001888 581,475.17 21 001909 6,764.98 21 001917 67,727.44 21 001918 3,552.04
21 ITEM 6.3.1
22 ITEM 6.3.2
23 24 ITEM 6.3.3
25 26 27 28 29 ITEM 6.4
HUMAN RESOURCES AGENDA BACKGROUND JUNE 30, 2021
The administration recommends the following individuals for employment with USD 383:
CERTIFIED STAFF Elynn Brady, Art Teacher, Frank Bergman Elementary School $42,755 Richard Carlson, Resource Teacher, Anthony Middle School $41,000 Kelsey Crawford, Elementary Librarian, Frank Bergman Elementary $46,075 Jamie Crivello, Elementary Teacher, Ogden Elementary School $53,425 Stephanie Cullimore, First Grade Teacher, Northview Elementary School $53,425 DeAnna Frost, MTSS Coordinator, Oliver Brown Elementary School $53,425 Devra Harden, English Language Arts Teacher, MHS West $44,155 Emma Irvine, Speech Language Pathologist, District $44,155 Roseann Merrick, Elementary Teacher, Ogden Elementary School $47,955 Lori Rice, K-2 Teacher, Manhattan Virtual Academy $47,940 Abby Ross, Third Grade Teacher, Frank Bergman Elementary School $41,000 Scott Schreiner, Title Math Teacher, Woodrow Wilson Elementary School $53,425
CLASSIFIED STAFF Brooke Barret, Assistant Teacher, Eugene Field Early Learning Center $10.50 Sahra Bennett, FHSFC Teacher, Northview Elementary School $18.00 Jessica Bilgrad, FHSFC Teacher, Northview Elementary School $18.00 Alecia Boyer, Classroom Support, Eugene Field Early Learning Center $10.50 Estela Brittain, Classroom Support, Eugene Field Early Learning Center $10.50 Caleb Donaldson, Night Custodian, Maintenance $12.50 Angelika Hagedon, Classroom Support, Eugene Field Early Learning Center $10.50 Catie Hawkins, Paraprofessional, Northview Elementary School $10.50 Sarah McLaughlin, Jump Start Teacher, Northview Elementary School $18.00 Valerie Morgenstern, Jump Start Teacher, Woodrow Wilson Elementary School $18.00 Vanessa Moreno, Family Education Partner, College Hill Early Learning Center $16.50 Gretchen Renyer, Family Education Partner, College Hill Early Learning Center $18.00 Kirsten Smallwood, FHSFC Teacher, Northview Elementary School $18.00
RESIGNATIONS
Danielle Adams, Bus Monitor, Transportation, has submitted her resignation effective June 25, 2021. Ms. Adams has been with the district since December 2020.
Kristen Adams, Paraeducator, Amanda Arnold Elementary School, has submitted her resignation effective May 14, 2021. Ms. Adams has been with the district since August 2019.
Mary Allison Adkins, Teacher, Eisenhower Middle School, has submitted her resignation effective August 31, 2021. Ms. Adkins has been with the district since May 2009.
Laura Ball, ESOL Teacher, Eugene Field Early Learning Center, has submitted her resignation effective August 31, 2021. Ms. Ball has been with the district since August 2014.
Megan Bayless, Teacher, Marlatt Elementary School, has submitted her resignation effective August 31, 2021. Ms. Bayless has been with the district since August 2018.
30
Amy Bishoff, Teacher, Amanda Arnold Elementary School, has submitted her resignation effective August 31, 2021. Ms. Bishoff has been with the district since January 2018.
Seth Bitikofer, Paraeducator, Manhatt High School, has submitted his resignation effective May 14, 2021. Mr. Bitikofer has been with the district since January 2017.
Jean Brunson, Teacher, Northview Elementary School, has submitted her resignation effective August 31, 2021. Ms. Brunson has been with the district since August 2017.
Breah Butler, Teacher, Amanda Arnold Elementary School, has submitted her resignation effective August 31, 2021. Ms. Butler has been with the district since August 2009.
James Callahan, Teacher, Manhattan High School, has submitted his resignation effective August 31, 2021. Mr. Callahan has been with the district since August 2019.
Haylee Capstick, Paraeducator, Theodore Roosevelt Elementary School, has submitted her resignation effective May 14, 2021. Ms.Capstick has been with the district since August 2020.
Hannah Clemons, Speech Language Pathologist, Eugene Field Early Learning Center, has submitted her resignation effective August 31, 2021. Ms. Clemons has been with the district since August 2017.
Teresa Cragg, Teacher, College Hill Early Learning Center, has submitted her resignation effective August 31, 2021. Ms. Cragg has been with the district since June 1992.
Alicia DeHerrera, Classroom Support, Eugene Field Early Learning Center, has submitted her resignation effective June 22, 2021. Ms. DeHerrera has been with the district since February 2021.
Felicia Edson, Paraeducator, Frank Bergman Elementary School, has submitted her resignation effective May 14, 2021. Ms. Edson has been with the district since January 2021.
Anna Francis, Paraeducator, Amanda Arnold Elementary School, has submitted her resignation effective May 14, 2021. Ms. Francis has been with the district since December 2019.
Kevin Frasier, Bus Driver, Transportation, has submitted his resignation effective May 14, 2021. Mr. Frasier has been with the district since August 2020.
Kristar Fry, Teacher, Flint Hills Job Corp, has submitted her resignation effective June 30, 2021. Ms. Fry has been with the district since July 2018.
Dora Gallo Quezada, ESOL Aide, Manhattan High School, has submitted her resignation effective May 14, 2021. Ms. Gallo Quezada has been with the district since August 2020.
Sabrina Gragg, Paraeducator, Amanda Arnold Elementary School, has submitted her resignation effective July 22, 2021. Ms. Gragg has been with the district since September 2020.
Jerry Gregory, Skilled Grounds Maintenance, Maintenance, has submitted his resignation effective July 7, 2021. Mr. Gregory has been with the district since December 2020.
Jonathan Hastings, Teacher, Eisenhower Middle School, has submitted his resignation effective August 31, 2021. Mr. Hastings has been with the district since August 2019.
31 Abigail Herrick, Paraeducator, Eisenhower Middle School, has submitted her resignation effective May 5, 2021. Ms. Herrick has been with the district since January 2021.
Pearson Hinderliter, Technology Support Summer Assistant, Manhattan High School East, has submitted his resignation effective June 25, 2021. Mr. Hinderliter has been with the district since February 2021.
Rachel Hoeme, Teacher, Amanda Arnold Elementary School, has submitted her resignation effective August 31, 2021. Ms. Hoeme has been with the district since November 2005.
Makinzie Hogan, Teacher, Northview Elementary School, has submitted her resignation effective August 31, 2021. Ms. Hogan has been with the district since May 2016.
Jennifer Jiminez, Speech Language Pathologist, Anthony Middle School, has submitted her resignation effective August 31, 2021. Ms. Jiminez has been with the district since August 2019.
Kim Keller, Bus Driver, Transportation, has submitted his resignation effective May 25, 2021. Mr. Keller has been with the district since September 2015.
Amber Kriley, Teacher, Ogden Elementary School, has submitted her resignation effective August 31, 2021. Ms. Kriley has been with the district since August 2014.
Ariel Larson, Paraeducator, Theodore Roosevelt Elementary School, has submitted her resignation effective May 14, 2021. Ms. Larson has been with the district since August 2019.
Natacha Mally, Teacher, Manhattan High School, has submitted her resignation effective August 31, 2021. Ms. Mally has been with the district since August 2020.
Megan Maness, At-Risk Aide, Theodore Roosevelt Elementary School, has submitted her resignation effective May 14, 2021. Ms. Maness has been with the district since November 2020.
Lori Manthe, Paraeducator, Amanda Arnold Elementary School, has submitted her resignation effective May 14, 2021. Ms. Manthe has been with the district since January 2020.
Tiffany Martin, Teacher’s Aide, Eisenhower Middle School, has submitted her resignation effective February 24, 2021
Shannon McCarty, At-Risk Aide, Northview Elementary School, has submitted her resignation effective May 14, 2021. Ms. McCarty has been with the district since October 2019.
Gina Meredith, Teacher, Lee Elementary School, has submitted her resignation effective August 31, 2021. Ms. Meredith has been with the district since 2010.
Haley Miller, Paraeducator, Theodore Roosevelt Elementary School, has submitted her resignation effective May 14, 2021. Ms. Miller has been with the district since December 2019.
James Neff, Teacher, Manhattan High School, has submitted his resignation effective August 31, 2021. Mr. Neff has been with the district since August 2006.
Kolloh Nimley, Office Professional, Manhattan High School, has submitted her resignation effective June 7, 2021. Ms. Nimley has been with the district since January 2021.
32 Jessica Nuessen, Teacher, Manhattan High School, has submitted her resignation effective August 31, 2021.
Jenna Park, Paraeducator, Flint Hills Christian School, has submitted her resignation effective May 19, 2021. Ms. Park has been with the district since January 2021.
Celia Perez, Family Education Partner, College Hill Early Learning Center, has submitted her resignation effective July 9, 2021. Ms. Perez has been with the district since November 2018.
Hope Perry, Teacher, Marlatt Elementary School, has submitted her resignation effective August 31, 2021. Ms. Perry has been with the district since August 2019.
Miranda Robinson, Teacher, Ogden Elementary School, has submitted her resignation effective August 31, 2021. Ms. Robinson has been with the district since February 2012.
Diana Rose, Paraeducator, Amanda Arnold, has submitted her resignation effective May 14, 2021. Ms. Rose has been with the district since September 2018.
Annessa Rutkowski, Speech Language Pathologist, Theodore Roosevelt Elementary School, has submitted her resignation effective August 31, 2021. Ms. Rutkowski has been with the district since September 2020.
Jaime Sanchez, Teacher, Frank Bergman Elementary School, has submitted her resignation effective August 31, 2021. Ms. Sanchez has been with the district since December 2020.
Marcia Schreiner, MTSS Coordinator, Ogden Elementary School, has submitted her resignation effective August 31, 2021. Ms. Schreiner has been with the district since August 2011.
Laura Singhisen, Teacher, Northview Elementary School, has submitted her resignation effective August 31, 2021. Ms. Singhisen has been with the district since August 2019.
Karsyn Smith, Paraeducator, Eisenhower Middle School, has submitted her resignation effective May 20, 2021. Ms. Smith has been with the district since September 2019.
Janalea Then, Teacher, Woodrow Wilson Elementary School, has submitted her resignation effective August 31, 2021. Ms. Then has been with the district since April 2014.
Sara Warrick, Teacher, Northview Elementary School, has submitted her resignation effective August 31, 2021. Ms. Warrick has been with the district since August 2018.
Rhiannon Wilhite, Paraeducator, Amanda Arnold Elementary School, has submitted her resignation effective May 14, 2021. Ms. Wilhite has been with the district since January 2020.
Abigail Williamson, Teacher, Amanda Arnold Elementary School, has submitted her resignation effective August 31, 2021. Ms. Williamson has been with the district since November 2018.
Makenzie Woods, Teacher, Northview Elementary School, has submitted her resignation effective August 31, 2021. Ms. Woods has been with the district since August 2019.
It is the recommendation of the administration to approve these resignations.
33 TERMINATIONS
Breanna Baggett, Night Custodian, Maintenance, has been recommended for termination effective May 12, 2021. Ms. Baggett has been with the district since November 2020.
Justin Dearmond, Paraeducator, Amanda Arnold Elementary School, has been recommended for termination effective May 14, 2021. Mr. Dearmond has been with the district since May 2005.
Aaron Doolittle, Custodian, Northview Elementary School, has been recommended for termination effective May 3, 2021. Mr. Doolittle has been with the district since October 2006.
Caleb Doolittle, Custodian, Theodore Roosevelt Elementary School, has been recommended for termination effective May 3, 2021. Mr. Doolittle has been with the district since March 2006.
Amy Jensen, Custodian, Maintenance, has been recommended for termination effective May 12, 2021. Ms. Jensen has been with the district since November 2020.
Ashiqullah Mamond, Custodian, Manhattan High School West, has been recommended for termination effective June 17, 2021. Mr. Mamond has been with the district since April 2019.
Elsa Perez, ESOL Aide, Lee Elementary School, has been recommended for termination effective May 3, 2021. Ms. Perez has been with the district since August 2019.
Laura Bailey West, At-Risk Aide, Bluemont Elementary School, has been recommended for termination effective March 2, 2021. Ms. West has been with the district since January 2021.
Aaron Zachry, Paraeducator, Northview Elementary School, has been recommended for termination effective June 7, 2021. Mr. Zachry has been with the district since August 2018.
It is the recommendation of the Administration to approve these terminations.
34 ITEM 6.5
Manhattan-Ogden USD 383 Manhattan, Kansas
Donations & Grants Approval (A2) to Accept 6-30-21
$500 cash donation from Manhattan-Ogden Public School Foundation, Waller Memorial Fund, to Marlatt Elementary for classroom supplies.
$3,819.74 cash donation from Eisenhower Middle School PTO to Eisenhower Middle School for picnic tables in the commons area.
Total: $4,319.74
35 ITEM 6.6.1
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Early Learning Report for June 2021
Prepared by: Andy Hutchinson, Assistant Director of Early Learning
Background Information: The Manhattan-Ogden USD 383 Board of Education is the Governing Board for the Head Start and Early Head Start programs. Programs are required to submit monthly Program Information Reports to the Governing Board, in addition to other program reports or documents that require board review and acceptance.
Current Considerations: We are submitting our regular report and accompanying documents required for Head Start and Early Head Start.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation.
District Objectives and Strategies: 1. Provide every student equitable access to learner-centered curriculum, instruction, assessment and interventions. 2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working. c. Align non-instructional operations in support of students, staff and schools. 3. Develop and enhance mutually beneficial relationships where schools, families and community partners share a commitment to student success. b. Expand and strengthen community partnerships to enrich student learning.
Board of Education Policy: IDAA Special Programs
Recommendation: The administration respectfully recommends that the Board give final approval (A2) to the early learning report for June 2021.
Recommended Motion: “I move to give final approval to the early learning report for June 2021.”
36
USD 383 Early Learning Community
Monthly report for May 2021 – to ensure the sharing of accurate and regular information about program planning, policies, and operations
Monthly Financial Statements Financial statements are included in monthly USD 383 Board of Education packets. o Attachment: Procurement Card Purchasing Log Enrollment & Attendance Enrollment Attendance IEPs Wait List College Hill 65 93.2% 24 - Eugene Field 116 92.2% 23 - Remote 19 100% 7 - ELC Total 200 93.3% 54 7 Head Start 96 94.4% 8 1 Home-based Total 93 - 10 9 Parents As Teachers 83 91% 5 8 Early Head Start 10 84% 5 1
Communication & Guidance from the Secretary of DHHS Announcements, Information Memorandums (IMs), Program Instructions (PIs), Policy Clarifications, and other information can be found on the Office of Head Start’s Early Childhood Learning and Knowledge Center (ECLKC) online at: http://eclkc.ohs.acf.hhs.gov. • 5/20/2021: ACF-PI-HS-21-04 Office of Head Start (OHS) Expectations for Head Start Programs in Program Year (PY) 2021–2022 (attached) • 6/2/2021: ACF-IM-HS-21-02 Group Health Insurance Plan Premiums for Furloughed Employees (attached)
Recent and upcoming opportunities for the Early Learning Community: Community Collaborations: • Flint Hills Wellness Coalition – May 13th and July 8th Other activities: • Early Childhood Community Screening – May 7th • Group Connection: Meet Me at the Zoo – May 4th • Policy Council – May 6th • Preschool Registration – May 11th-13th
Early Learning Staffing Vacancies: 2
37 USD #383 MONTH: April-May YEAR: 2021 PROCUREMENT CARD PURCHASE LOG STATEMENT DATE: 5/25/21
Andy Hutchinson ______-______EMPLOYEE NAME ACCOUNT NUMBER: The product/services listed below are for the use of USD #383 and are being expended against an established account with available funds.
DATE VENDOR NAME RECEIPT DESCRIPTION ACCOUNT NUMBER AMOUNT 04/23/21 Walmart 1 Paper 070-82300-800-33-900-00 $ 28.88 05/12/21 Walmart 2 Paper 070-82300-800-33-900-00 $ 29.84
TOTAL CHARGES CARDHOLDER SIGNATURE: DATE: APPROVED BY: DATE: PURCHASE AUDIT: $ 58.72 Cardholder must reconcile statement with the purchasing log, secure Administrator approval and return to the Accounting Dept within five days of ACCOUNTING AUDIT: receipt of the statement. Original sales documents for all items listed on the monthly statement MUST be attached to the statement.
38 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
ACF 1. Log No. ACF-PI-HS-21-04 2. Issuance Date: 05/20/2021 Administration for Children and Families 3. Originating Office: Office of Head Start 4. Key Words: ERSEA; Recruitment; Selection; Enrollment; Virtual and Remote Services; In-person Services
PROGRAM INSTRUCTION
TO: Head Start and Early Head Start Grantees and Delegate Agencies
SUBJECT: Office of Head Start (OHS) Expectations for Head Start Programs in Program Year (PY) 2021–2022
INSTRUCTION:
Since the onset of the COVID-19 pandemic, Head Start programs — inclusive of Head Start, Early Head Start, Migrant and Seasonal Head Start, American Indian and Alaska Native Head Start, and Early Head Start-Child Care Partnership programs — have faced unprecedented challenges. Beginning in spring 2020 and throughout PY 2020–2021, all of our directors, staff, and families have demonstrated resiliency, innovation, and perseverance. To date, OHS has provided needed flexibilities and guidance that allowed programs to adapt services based on the changing health conditions in their communities. Now, as programs prepare for PY 2021–2022, OHS is providing updated guidance.
This Program Instruction (PI) outlines OHS’s expectations for Head Start programs to begin working toward full enrollment and providing in-person comprehensive services for all enrolled children, regardless of program option. The PI also addresses whether virtual or remote services are an allowable, long-term, locally designed option (LDO).
By virtual, OHS means services for children provided through technology. Remote refers to services provided via the delivery of supports and resources, such as educational materials or food boxes.
Operating Status and Enrollment
OHS expects Head Start programs to provide comprehensive services in their approved program options beginning in PY 2021–2022, to the extent possible, as local health conditions allow.
OHS acknowledges programs are in different stages of fully returning to in-person services. Many programs continued to provide in-person services for children and families throughout the COVID-19 pandemic. These programs are expected to continue serving children in person, as local health conditions allow.
39 Other Head Start programs have been alternating between in-person services, virtual or remote services, or some combination of the two, due to community health conditions. These programs are expected to move to in-person services, as local health conditions allow.
OHS expects programs to work toward full enrollment and full comprehensive services, contingent upon U.S. Centers for Disease Control and Prevention (CDC) guidelines and state and local health department guidance and in consideration of local school districts’ decisions.
In September 2021, OHS will begin reviewing monthly enrollment in the Head Start Enterprise System (HSES) and discuss program plans for moving to full enrollment. Programs should build toward full enrollment and provide comprehensive services for all enrolled children as soon as possible. Programs must communicate with their Regional Office and be able to demonstrate why they are unable to be fully enrolled or serve children in person in their approved programs options. All programs must have plans in place that allow for adaptation to changing guidance and to changes in community conditions, which may affect achieving full enrollment or cause programs to temporarily suspend in-person services.
Beginning January 2022, OHS will reinstate pre-pandemic practices for tracking and monitoring enrollment. OHS will also resume evaluating which programs enter into the Full Enrollment Initiative in January 2022. All programs will start fresh, including those participating in the Full Enrollment Initiative prior to the pandemic. Reported enrollment in January 2022 is the first month of enrollment that OHS will evaluate for the under-enrollment process.
Virtual and Remote Services
Virtual and remote services for children are considered an interim strategy in the presence of an emergency or disaster and will not be approved as an LDO.
OHS has supported the implementation of virtual and remote services over the past 13 months. However, they are not an acceptable replacement for in-person comprehensive services. For PY 2021–2022, it is unallowable to have a program option run entirely by technology or delivering educational material, for example. OHS may still support some portion of services to continue remotely, as necessary.
OHS also recognizes that programs have discovered new virtual strategies for engaging families and reinforcing early learning and development at home. Innovations in virtual practice should be used as enhancements rather than substitutes for previously approved program options and service delivery.
Given their increased capacity to conduct virtual and remote services, programs may establish policies and procedures for temporary, weather-related virtual and remote services.
Head Start grantees have significant one-time funds and layered mitigation strategies available to support a return to in-person services. This includes access to the COVID-19 vaccine for adults.
Recruitment and Selection
40 As grantees look to summer programming and PY 2021–2022, OHS expects programs to prioritize recruiting eligible children and families.
Almost one third of children served in Head Start programs before the pandemic — approximately 250,000 — have not received any services to date.
The pandemic has created and exacerbated long-standing disparities and inequities for families who have been marginalized for decades. The number of children and families in poverty has grown significantly. All grantees should update their community assessments to guide their intensive recruitment efforts and to ensure they are reaching families most in need of services. If a program determines that their pre-pandemic approved program option will not meet the needs of the community, they must submit an updated community assessment and request approval for a change in scope.
Programs should also revisit their established selection criteria based on findings from their updated community assessment. As always, programs must include specific efforts to actively locate and recruit all eligible children and, in particular, those whose families are English language learners, experiencing homelessness, or affected by substance misuse, as well as children with disabilities and children in foster care.
The funds grantees have received from the Coronavirus Aid, Relief, and Economic Security (CARES) and Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Acts, as well from the American Rescue Plan, can and should be used to support enhanced community partnerships and related recruitment efforts. Per OHS guidance in ACF-PI-HS-21-03 FY 2021 American Rescue Plan Funding Increase for Head Start Programs, grantees have flexibility to determine which one-time investments best support the needs of staff, children, and families, while adhering to federal, state, and local guidance. This includes using funds to purchase services, materials, and technology to ramp up recruitment efforts, as well as to provide vaccine outreach and support as one layer of mitigation and protection for staff, children, and families.
Program planning for a full return to in-person services should include new and returning families at every step. Clear communication with families and regular invitations for input ensure Head Start services are most responsive to families, children, and the community.
Additional Information
OHS will support grantees through webinars and guidance as programs continue and return fully to in-person services. Additional resources and information are available on the Early Childhood Learning and Knowledge Center (ECLKC) website.
Please direct any questions regarding this PI to your Regional Office.
Thank you for your work on behalf of children and families.
41 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
ACF 1. Log No. ACF-IM-HS-21-02 2. Issuance Date: 06/02/2021 Administration for Children and Families 3. Originating Office: Office of Head Start 4. Key Words: Insurance; Layoff; Furlough; Group Health; Premiums; COBRA; Unemployment
INFORMATION MEMORANDUM
TO: All Head Start and Early Head Start Agencies and Delegate Agencies
SUBJECT: Group Health Insurance Plan Premiums for Furloughed Employees
INFORMATION:
Most Head Start grantees provide health insurance coverage to employees eligible under the terms of their group health plan. Eligibility for coverage generally includes several factors, such as length of employment, hours worked, and full- or part-time status. Premiums may be paid entirely by the employer or shared between employer and employee, in accordance with the employer’s policies and procedures. When a covered employee no longer meets the criteria for group health plan coverage, they experience a continuation of health coverage (COBRA) qualifying event.
In this Information Memorandum (IM), the term furlough refers generally to a change in employment status, not to exceed 90 days, that results in a loss of coverage eligibility under the terms of the employer’s group health plan. This IM applies only to furloughed employees expected to return to work.
Summer Program Closures
Program schedules for many grantees include a summer closure. Employees are furloughed, laid off, or placed on unpaid leave until they are recalled when services resume in the fall.
COVID-19 Furloughs
As a result of the COVID-19 pandemic, some programs have implemented furloughs in addition to their usual summer closures. The American Rescue Plan Act, 2021, includes COBRA premium assistance. This tax credit is available to eligible employers for the cost of premium assistance provided for periods of health coverage on or after April 1, 2021, through September 30, 2021.
Group Health Premium Payment During Furloughs
42 The Office of Head Start recognizes that payment of group health insurance premiums by furloughed employees may create a financial burden. Such issues decrease the likelihood that qualified staff will return when needed for fall services. Uninterrupted availability of insurance coverage may assist a grantee’s recruitment and retention efforts.
Grantees may, subject to supportive policies and procedures, pay the partial or entire cost of group health premiums for employees subject to furlough for up to 90 days. Failure of a furloughed employee to return to work when recalled by the employer does not render costs paid for their group health premiums unallowable. This policy applies to covered furloughs in general and is not specific to COVID-19 or time-limited in relation to COVID-19.
Considerations
Grantees choosing to implement policies and procedures for payment of group health premiums on behalf of furloughed employees should consult with their insurance carrier to make sure their group health plan allows for such payments, and that coverage will continue for furloughed employees. Depending on each group health plan, coverage may be continued through direct payment of premiums by the employer or payment of premiums by the employer after a COBRA election by the furloughed employee.
State unemployment compensation insurance requirements should also be reviewed to determine the impact on eligibility and benefits, if any, resulting from employer premium payments for furloughed employees. While the Internal Revenue Code, Sec. 106, contains language that excludes employer-paid premiums from gross income, payments may impact unemployment compensation insurance eligibility status or benefits in some states.
Grantees are encouraged to consider the budget impact and potential benefits of paying all or part of group health premium costs for furloughed employees. If a plan for payment of premiums for furloughed employees is developed, it must be supported by written policies and procedures that clearly describe the eligibility, terms, and conditions of the plan.
Thank you for your work on behalf of children and families.
/ Dr. Bernadine Futrell /
Dr. Bernadine Futrell Director Office of Head Start
43 ITEM 6.6.2
DATE: June 30, 2021 TO: Board of Education FROM: Superintendent Marvin Wade RE: Early Learning Parent Handbook for 2021-2022
Prepared by: Elisabeth Nelson, Director of Early Learning Stephanie Kabriel, Principal of College Hill Early Learning Center Abbie Wedel, Principal of Eugene Field Early Learning Center
Background Information: Communication with parents, students, community, and staff members is accomplished, in one way, through the distribution of handbooks. The handbooks are written to include: district strategic plan; guidelines for student success, safety and achievement; parent involvement and communication; and student activities.
During the 2012-2013 school year, a committee of individuals that included district administration, principals with preschool classrooms, and teachers, worked together to create an abbreviated version of the elementary handbook to be more specific to the needs of families of preschool students.
Since the adoption of the first handbook in 2013 there have been many changes within the realm of early learning. One major shift is the unification of our preschool program to include students who are funded through special education, 4 year old at-risk, and Head Start. Unification of our district early learning and Head Start handbook was identified as a need by our early learning taskforce.
The parent handbook has been amended over the years to reflect our unified early learning program and has been designed to meet district guidelines, as well as the requirements set forth by Head Start performance standards, in regards to communicating with families.
Current Considerations: Student handbooks are brought to the Board in the spring of each year for approval in order for the schools to meet the printing and distribution timelines for the upcoming school year.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social- emotional development, and postsecondary preparation.
District Strategies: 1. Provide every student equitable access to learner-centered curriculum, instruction, assessment and interventions (a-f). 2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working (a-d). 3. Develop and enhance mutually beneficial relationships where schools, families and community partners share a commitment to student success (a-c).
Board of Education Policy: KB Public Information Program
Financial Implications: The cost for printing the early learning parent handbook is estimated to be $0.95 based on last year’s printing cost. Handbooks are purchased with each preschool’s printing budget. The following list shows the number ordered for each early learning site and the projected total cost for 2021-2022. These handbooks will be copied at the bid price all other handbooks are using. Handbooks will also be posted on the district’s website.
Amanda Arnold 50 for a cost of $ 47.50 College Hill Early Learning Center 300 for a cost of $ 285.00 Ogden 50 for a cost of $ 47.50 Theodore Roosevelt 50 for a cost of $ 47.50 Total $ 427.50
44 Recommendation: The administration respectfully recommends the Board give final approval (A2) to the early learning parent handbook for the 2021-2022 school year.
Recommended Motion: “I move to give final approval to the early learning parent handbook for the 2021-2022 school year.”
45 TABLE OF CONTENTS INTRODUCTION Vision, Mission, Core Beliefs ...... 1
GENERAL INFORMATION Admission to Preschool ...... 2 Special Education ...... 2 Proof of Identity for Children Enrolling in School ...... 2 Fees ...... 3 Attendance ...... 3 Arrival and Departure ...... 3 Transportation ...... 4
PROGRAM DESCRIPTION Curriculum...... 4 Daily Schedule ...... 5 Child Assessments ...... 5 Multi-Tiered Systems of Support ...... 5
RESPONSE TO MISBEHAVIOR Misbehavior as a Learning Opportunity ...... 5 Building Wide Expectation Matrix ...... 5 Positive Behavior Supports ...... 6 Children in Need of Intensified Supports ...... 6 Emergency Safety Interventions ...... 7 Suspensions/Expulsions ...... 11
SAFETY & SECURITY Building/Premises Safety ...... 11 First Aid/CPR ...... 11 Incident/Injury Report ...... 12 Mandatory Reporting ...... 12 Early Dismissal of School/Weather ...... 12 Fire, Tornado, and Other Emergencies ...... 12 Crisis Communication ...... 13
HEALTH Health Assessments and Physicals ...... 13 Inoculations/Immunizations...... 13 Health Programs ...... 14 School Health Policy ...... 15 Required Quarantine Period ...... 15 Illness and Injury Procedures...... 17 Medication ...... 17 Toilet Training ...... 17 Student Insurance ...... 17
PARENT/FAMILY ENGAGEMENT & COMMUNICATION Parent and Family Engagement and Empowerment at Home ...... 18 Parent and Family Engagement and Empowerment at School...... 18 Home/School Communication ...... 19 Confidentiality ...... 20 Child Custody ...... 20 Student Improvement Team ...... 20
QUESTIONS AND ANSWERS Clothing ...... 20 Items from Home ...... 20 Gifts ...... 20 Libraries ...... 21 Field Trips ...... 21 Birthdays and Celebrations ...... 21 Nutrition ...... 21 Kindergarten Transitions ...... 21
BOARD OF EDUCATION INFORMATION USD 383 Strategic Action Plan ...... 23 District Telephone Numbers...... 24 Manhattan-Ogden USD 383 Board of Education ...... 25 Board of Education Meetings ...... 25 Statewide Safety Hotline Number ...... 25 Notice of Non-Discrimination ...... 26 46
VISION, MISSION, CORE BELIEFS
Vision:
Children and their families are prepared to be thriving, contributing members of the community.
Mission:
To provide high-quality educational experiences and comprehensive services for young children and their families as a foundation for continuous learning.
Core Beliefs:
We believe children need an environment where they feel physically and emotionally safe and secure, valued, and cared for, in order to nourish and grow.
We believe children learn best through play.
We believe competent educators, working together, serve a crucial role in ensuring children enter kindergarten ready to succeed.
We believe in educating the whole child.
We believe it takes an entire community working together to ensure the needs of every child are met and children enter school ready to succeed.
Civil Rights Notification:
USD 383 Early Learning Community shall not discriminate on the basis of sex, sexual orientation, gender, race, color, national origin, handicap or disability in the educational
programs or activities, which it operates.
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ADMISSION TO PRESCHOOL All families seeking admittance to preschool must reside within the USD 383 school district boundaries or Head Start service area (Riley County). Preschool classrooms are open to children who are three or four years old on or before August 31. Children who have met the age of eligibility for kindergarten (five on or before August 31) are not eligible for admission to preschool. Children who qualify for special education services are served in the least restrictive classroom environment on or before their third birthday.
SPECIAL EDUCATION Special Education services are available in Manhattan-Ogden USD 383. Services are provided for individuals who qualify in one or more of the following areas: autism, developmental delay (age 9 and younger), emotional disturbance, gifted, intellectual disability, learning disability, multiple disabilities, orthopedic impairment, other health impairment, hearing impairment/deafness, blindness/visual impairment, deaf-blindness, speech or language impairment.
Kansas regulations require each school district to implement screening procedures that meet the following requirements:
• For children younger than five years of age, observations, instruments, measures, and techniques that disclose any potential disabilities or developmental delays that indicate a need for evaluation, including hearing and vision screening.
• Implement procedures ensuring the early identification and assessment of disabilities in children.
Kansas child find process is intended to identify children who may be in need of special education services. Child find includes early childhood screening for young children from birth to age 5, and general education interventions (GEI) for children enrolled in kindergarten through 12th grade.
In determining the educational placement of a child with an exceptionality, each school district must ensure that the placement decision is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options.
In USD 383, the Preschool Coordinator works with the Special Education team to place preschool aged children with disabilities in programs that are least restrictive environments. The Individual Education Plan team determines the services and goals that are necessary for the student to make progress. Early Childhood Special Education certified teachers provide services for children with disabilities. Related service providers such as Speech Therapists, Occupational Therapists, and Physical Therapists provide services as determined through evaluation, eligibility and need.
Parents who have questions about special education services for their child should contact the building principal. Special services records will be maintained for five years after exit from active enrollment or graduation from Manhattan-Ogden USD 383. Copies are available upon request and after such time, they will be destroyed.
The Kansas State Department of Education maintains a toll-free number (1-800-332-6262), which may be called for additional information or resource materials on special education services, rights, and procedures.
PROOF OF IDENTITY FOR CHILDREN ENROLLING IN SCHOOL Whenever a child enrolls in school for the first time, the district is required to secure proof of identity of the child. The proof of identity for students enrolling for the first time in the district may include, but not be limited to, such items as the student’s birth certificate, a copy of a court order placing the student in the custody of the Kansas Department for Children and Families, a baptismal certificate, or other documentary evidence that the Board considers satisfactory. Efforts will be made to enroll the student efficiently. Those students who are
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48 homeless shall be provided services comparable to other district students and shall be enrolled immediately as outlined in BOE policy JBCA.
FEES Fees are dependent upon whether or not your family meets certain eligibility criteria and/or are eligible for additional scholarships. A copy of the criteria form will be provided when enrolling. You will receive a monthly invoice regarding your fees. Fees are due by the end of the first week of each month. Prompt payment is appreciated. Families who fall behind on fees will be contacted by the director/principal to help resolve the issue. Unresolved issues could result in removal from the program.
ATTENDANCE Making sure your child attends school every day is one of the most important things you can do to help your child succeed in school. Contact the school office before 9:00 AM if your child will be absent. If your child is not in attendance, and the school has not received parent/guardian notification, the absence will be recorded as unexcused. For the safety of the child, an attempt will be made to contact the parent.
In order to ensure your child receives a total academic experience, they need to arrive on time and stay for the duration of their class time. Tardies will be recorded and monitored. If the student has missed more than 90 minutes of class time at the beginning of the school day, it will be recorded as a half-day absence. If a student misses less than 90 minutes, it is considered a tardy.
All absences will be recorded as excused or unexcused. If your child is gone for a health reason and is seen by a medical professional, you should bring a note from the attending physician to the front office upon your child’s return. Absences documented by a medical physician will not count against your child’s attendance.
Attendance reports are ran monthly to monitor program attendance. If your child is at risk for missing 10% or more of total program days, you will receive a letter from the administrator and will be referred to a family education partner to work on an individualized plan to support you in improving your child’s attendance. Unresolved attendance issues may result in dismissal from the program.
ARRIVAL AND DEPARTURE Each preschool site has specific drop-off and pick-up parking lot etiquette. Please refer to your site for further details. Handicapped spaces are reserved for individuals who have a handicapped permit clearly displayed on their vehicle and should not be utilized by other patrons.
Children should be dropped off in the classroom no earlier than the classroom start time and should be picked up promptly from the classroom at dismissal time. A late fee of $1.00 per minute will be added to your monthly invoice for late pick up. Frequent attempts to drop off early, or pick up late, may result in dismissal from the program.
Transitions can be difficult for some children, especially when those transitions involve separation from parents. You can best support your child through those transitions by being engaged and focused on easing your child’s anxiety with kind, reassuring words and gestures such as hugs or high fives. In order to be engaged and focused on your child during these times we recommend that you avoid using your cell phones during drop off and pick up times.
Children will be released from the classroom only to those individuals who are included on the authorized to pick-up form located in the office. This form is completed at the time of enrollment, but can be altered at your request. Individuals on the pick-up form must be old enough to hold a government issued photo identification. If a parent wishes to have the child picked up by someone other than those individuals listed on the form, permission must be given IN WRITING and include the date and parent signature. For the safety of the children we serve, the staff will apply caution, even to the point of detaining the departure of a child, until they are sure the person has the necessary parental authorization. In order to ensure child safety, classroom staff will ask for proof of identification from individuals with whom they are unfamiliar, even if the individual is the 3
49 parent or legal guardian. It is recommended that all individuals picking up carry proof of identification with them into the classroom should the need for verification arise.
TRANSPORTATION Transportation is provided to students in our Early Learning Community on a limited basis. The needs of the family and/or child, the distance of the child’s home from the assigned early learning site, and the family’s access to transportation are considered when determining whether the child is eligible for program provided transportation. Students who qualify for transportation, but ride inconsistently, may be removed from the bus route. Students whose families choose to participate in the extended care program are not eligible for transportation.
Getting children to school on time, and home in a timely fashion, is a very important aspect of the program and requires the cooperation of everyone. Please be at your designated bus stop ten minutes prior to your scheduled pick-up and drop-off time to help us stay on schedule.
Children must be accompanied to and from the bus stop by an adult. Children will only be released from the bus to individuals who are listed on the child’s authorization to pick-up list, and upon showing of photo identification, if the person’s identity is unknown. Children will not be released at areas that are not a designated bus stop.
If you or an authorized adult is not at your child's bus stop, your child will be brought back to the Early Learning Site. It is the parent responsibility to pick up from the Early Learning Site and a $1.00 per minute late charge will be assessed. Future violations may result in loss of transportation.
Bus Rules No food or toys are allowed on the bus. Please leave them at home so they don't get lost or broken. Children must remain in their safety restraint system while riding in the bus. Children must listen to the bus driver and bus monitor at all times, as they are responsible for their safety while on the bus.
Contact the transportation department at 587-2190 if your child will not be riding the bus for any reason. If your child is going to be absent from school, it is also necessary to notify the office of your child’s absence after contacting transportation.
CURRICULUM Our early learning classrooms utilize the Connect4Learning (C4L) interdisciplinary early childhood pre- kindergarten curriculum. Using research-based and classroom-tested foundations in literacy, science, social-emotional, and mathematics learning, Connect4Learning weaves all four together to ensure that each subject is addressed meaningfully and comprehensively with each child.
Connect4Learning recognizes the following: a) play and academic instruction can work synergistically in early childhood, b) early academic skills are essential to later school success, c) current approaches to early education too often provide superficial math and science experiences that neither support the richness within these domains nor the interconnectedness between them, and d) a more multifaceted and intentional approach to social-emotional, language, and literacy development is critical to school readiness.
Connect4Learning is organized into six units of instruction with culminating projects that incorporate and build upon skills from math, science, literacy, and social/emotional development. In order of implementation, these six units include:
1. Connecting with School and Friends 2. Our Environment 3. How Structures Are Built 4. Exploring Museums 4
50 5. Growing Our Garden 6. How We’ve Grown
Parent Support with the Curriculum: As your child’s first teacher, we encourage you to reinforce the skills being taught at school. The classroom newsletter will let you know which topics are being covered during the day. These are topics we would like for you to review and discuss with your child at home.
DAILY SCHEDULE The daily schedule is predictable and follows a regular routine. There is a balance between teacher directed activities (small group/whole group) and student selected activities (free play). Whole group and small group gatherings are kept short and transitions are limited.
Our teacher directed activities are broken into four types of lessons each day: Welcome and read-aloud, connect, small group, and fast focus. Extended blocks of time are provided to engage children in play and to allow for investigations and explorations. Play areas are referred to in our classrooms as learning centers because for young children play IS learning. Learning centers include: art center, book nook, computer center, construction zone, dramatic play center, exploration station, games and puzzle center, listening center, show what you know center, and writing center.
CHILD ASSESSMENTS Connect 4 Learning Formative Assessments (on-going) my Igdi’s (Individual Growth and Development Indicators—literacy/numeracy) SRSS-EC (Student Risk Screening Scale—Early Childhood Version—social/emotional/behavioral) ASQ:3 (Ages and Stages Questionnaire) ASQ-SE:2 (Ages and Stages Questionnaire-Social/Emotional) Curriculum Based Assessment
MULTI-TIERED SYSTEMS OF SUPPORT (MTSS) The Kansas Multi-Tier System of Supports Integrated Framework (MTSS) is a set of evidence-based practices implemented to meet the needs of all learners. MTSS builds a system of prevention, early intervention, and supports to ensure all students are learning from the instruction. MTSS establishes a system that intentionally focuses on leadership, professional development, and an empowering culture, as well as the content areas of reading, mathematics, behavior, and social emotional learning. MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic, behavioral, and social emotion needs with frequent data-based monitoring for instructional decision making to empower each Kansas student to achieve high standards. The focus of the Kansas MTSS Integrated Framework is system-level change across the classroom, school, district and state.
RESPONSE TO MISBEHAVIOR
Misbehavior as a Learning Opportunity It is our goal at the preschool level to help children learn to solve problems and develop appropriate behaviors in a loving, nurturing manner. We believe that all misbehavior is a learning opportunity and teachers in our center work to guide children toward appropriate behaviors, rather than punishing them for misbehaving. Educators use the “Love and Logic” program by Jim and Charles Faye as a guide for preventing and responding to misbehavior.
Building Wide Expectation Matrix Because we value the individuality of each child in our program, guidance approaches to misbehavior are handled in an individual manner. Expectations are consistent so children can easily identify appropriate and inappropriate behaviors and are stated in a positive manner. Explanations are given as to why some behaviors are unacceptable. To ensure continuity between classrooms and sites, we have created an early learning behavior expectation matrix that is taught to all students. 5
51 Settings Arrival/ Dismissal Learning Whole Meal Hallway Restroom Playground Bus Expectations Centers Group Time
Eyes watching Be in Body calm Wash Walking Flush the Be in control Keep your control of hands feet toilet of your body seatbelt on Ears listening your body before Be Safe eating Wash Stay in play hands with area Use a soap utensil to serve yourself food
Say hi and bye Clean up Eyes Use kind Soft voice Allow Use Soft voice (verbal or non- after watching words to others equipment Be verbal) yourself ask for Hands to privacy as it has Listen and Respectful Ears what you self or been respond to listening need holding Keep explained to adults on the partner’s restroom you bus Voices quiet hand clean Listen and respond to teachers
Put your things in / Use Participate Use Follow Take turns Use Use friendship take things out of friendship in the friendship your friendship skills Be a Team your cubby skills activity as it skills teacher skills Player is explained Take care of Participate in the Take care to you Clean up your things morning routine as of toys your it is explained to and dishes you materials
Friendship Skills: Ask to play, Help a friend, Give a toy, Give a compliment, Give a play idea, Give friendly touches, Use kind words
Positive Behavior Supports Both our curriculum and our Multi-Tiered Systems of Support, follow the pyramid model in regards to addressing challenging behavior and supporting children in developing social and emotional competence. We use targeted social emotional supports to prevent challenging behaviors. These supports are as follows: 4:1 positive attention ratio Teach behavioral expectations Teach peer related social skills Provide predictable schedules Provide predictable routines within routines
To encourage positive supports within classrooms, when students exhibit desirable behaviors from the expectation matrix, they are given linking chains to contribute to a clear jar that is provided to each classroom. When the class container is full, the classroom has a “celebration of success”. Links are always given as positive reinforcement and are never taken from a child, or removed from the jar.
Children in Need of Intensified Supports In cases of extreme misbehavior, an individualized plan will be created for the student. The plan will include intensification of targeted social emotional supports. In some situations, it may be necessary to refer the student to the student intervention team so that a more detailed plan can be developed with parent support.
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52 Emergency Safety Interventions If a child presents an immediate danger to self or others, seclusion or restraint may be necessary to keep everyone safe. Positive behavioral supports are ALWAYS put in place to ensure these interventions are minimized. If an Emergency Safety Intervention is used, the state process for documenting the incident and notifying families is followed (see detailed board policy below).
EMERGENCY SAFETY INTERVENTION GAAF The board of education is committed to limiting the use of Emergency Safety Interventions (“ESI”), such as seclusion and restraint, with all students. Seclusion and restraint shall be used only when a student's conduct necessitates the use of an emergency safety intervention as defined below. The board of education encourages all employees to utilize other behavioral management tools, including prevention techniques, de-escalation techniques, and positive behavioral intervention strategies.
This policy shall be made available on the district website with links to the policy available on any individual school pages. In addition, this policy shall be included in at least one of the following: each school’s code of conduct, school safety plan, or student handbook. Notification of the online availability of this policy shall be provided to parents during enrollment each year.
Definitions “Campus Police Officer” means a school security officer designated by the board of education of any school district pursuant to K.S.A. 72-6146, and amendments thereto.
“Chemical Restraint” means the use of medication to control a student’s violent physical behavior or restrict a student’s freedom of movement.
“Emergency Safety Intervention” is the use of seclusion or physical restraint, but does not include physical escort of the use of time-out.
“Incident” means each occurrence of the use of an emergency safety intervention.
“Law enforcement officer” and “police officer” mean a full-time or part-time salaried officer or employee of the state, a county, or a city, whose duties include the prevention or detection of crime and the enforcement of criminal or traffic law of this state or any Kansas municipality. This term includes a campus police officer.
“Legitimate law enforcement purpose” means a goal within the lawful authority of an officer that is to be achieved through methods or conduct condoned by the officer’s appointing authority.
“Mechanical Restraint” means any device or object used to limit a student’s movement.
“Parent” means: (1) a natural parent; (2) an adoptive parent; (3) a person acting as a parent as defined in K.S.A. 72-1046(d)(2), and amendments thereto; (4) a legal guardian; (5) an education advocate for a student with an exceptionality; (6) a foster parent, unless the student is a child with an exceptionality; or (7) a student who has reached the age of majority or is an emancipated minor.
“Physical Escort” means the temporary touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location.
“Physical Restraint” means bodily force used to substantially limit a student’s movement, except that consensual, solicited or unintentional contact and contact to provide comfort, assistance or instruction shall not be deemed to be physical restraint.
“School resource officer” means a law enforcement officer or police officer employed by a local law enforcement agency who is assigned to a district through an agreement between the local law enforcement agency and the district. 7
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“School security officer” means a person who is employed by a board of education of any school district for the purpose of aiding and supplementing state and local law enforcement agencies in which the school district is located, but is not a law enforcement officer or police officer.
“Seclusion” means placement of a student in a location where all of the following conditions are met: (1) the student is placed in an enclosed area by school personnel; (2) the student is purposefully isolated from adults and peers; and (3) the student is prevented from leaving, or reasonably believes that he or she will be prevented from leaving the enclosed area.
“Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being secluded.
Prohibited Types of Restraint All staff members are prohibited from engaging in the following actions with all students: Using face-down (prone) physical restraint; Using face-up (supine) physical restraint; Using physical restraint that obstructs the student’s airway; Using physical restraint that impacts a student’s primary mode of communication; Using chemical restraint, except as prescribed by a licensed healthcare professional for treatment of a medical or psychiatric condition; and Use of mechanical restraint, except: ○ Protective or stabilizing devices required by law or used in accordance with an order from a person appropriately licensed to issue the order for the device; ○ Any device used by law enforcement officers to carry out law enforcement duties; or ○ Seatbelts and other safety equipment used to secure students dung transportation.
Use of Emergency Safety Interventions ESI shall be used only when a student presents a reasonable and immediate danger of physical harm to such student or others with the present ability to effect such physical harm. Less restrictive alternatives to ESI, such as positive behavior interventions support, shall be deemed inappropriate or ineffective under the circumstances by the school employee witnessing the student’s behavior prior to the use of any ESI. The use of ESI shall cease as soon as the immediate danger of physical harm ceases to exist. Violent action that is destructive of property may necessitate the use of an ESI. Use of an ESI for purposes of discipline, punishment or for the convenience of a school employee shall not meet the standard of immediate danger of physical harm.
ESI Restrictions A student shall not be subjected to ESI if the student is known to have a medical condition that could put the student in mental or physical danger as a result of ESI. The existence of such medical condition must be indicated in a written statement from the student’s licensed health care provider, a copy of which has been provided to the school and placed in the student’s file.
Such written statement shall include an explanation of the student’s diagnosis, a list of any reasons why ESI would put the student in mental or physical danger, and any suggested alternatives to ESI. Notwithstanding the provisions of this subsection, a student may be subjected to ESI, if not subjecting the student to ESI would result in significant physical harm to the student or others.
Use of Seclusion When a student is placed in seclusion, a school employee shall be able to see and hear the student at all times. All seclusion rooms equipped with a locking door shall be designed to ensure that the lock automatically disengages when the school employee viewing the student walks away from the seclusion room, or in case of emergency, such as fire or severe weather.
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54 A seclusion room shall be a safe place with proportional and similar characteristics as other rooms where students frequent. Such room shall be free of any condition that could be a danger to the student and shall be well-ventilated and sufficiently lighted.
Training All staff members shall be trained regarding the use of positive behavioral intervention strategies, de- escalation techniques, and prevention techniques. Such training shall be consistent with nationally recognized training programs on ESI. The intensity of the training provided will depend upon the employee’s position. Administrators, licensed staff members, and other staff deemed most likely to need to restrain a student will be provided more intense training than staff who do not work directly with students in the classroom. District and building administration shall make the determination of the intensity of training required by each position.
Each school building shall maintain written or electronic documentation regarding the training that was provided and a list of participants, which shall be made available for inspection by the state board of education upon request.
Notification and Documentation The principal or designee shall notify the parent, the same day as an incident. The same-day notification requirement of this subsection shall be deemed satisfied if the school attempts at least two methods of contacting the parent. A parent may designate a preferred method of contact to receive the same-day notification. Also, a parent may agree, in writing, to receive only one same-day notification from the school for multiple incidents occurring on the same day.
Documentation of the ESI used shall be completed and provided to the student’s parents no later than the school day following the day of the incident. Such written documentation shall include (A) The events leading up to the incident; (B) student behaviors that necessitated the ESI; (C) steps taken to transition the student back into the educational setting; (D) the date and time the incident occurred, the type of ESI used, the duration of the ESI, and the school personnel who used or supervised the ESI; (E) space or an additional form for parents to provide feedback or comments to the school regarding the incident; (F) a statement that invites and strongly encourages parents to schedule a meeting to discuss the incident and how to prevent future incidents; and (G) email and phone information for the parent to contact the school to schedule the ESI meeting. Schools may group incidents together when documenting the items in subparagraphs (A), (B) and (C) if the triggering issue necessitating the ESIs is the same.
The parent shall be provided the following information after the first and each subsequent incident during each school year; (1) a copy of this policy which indicates when ESI can be used; (2) a flyer on the parent’s rights; (3) information on the parent’s right to file a complaint through the local dispute resolution process (which is set forth in this policy) and the complaint process of the state board of education; and (4) information that will assist the parent in navigating the complaint process, including contact information for Families Together and the Disability Rights Center of Kansas. Upon the first occurrence of an incident of ESI, the foregoing information shall be provided in printed form, or upon the parent’s written request, by email. Upon the occurrence of a second or subsequent incident, the parent shall be provided with a full and direct website address containing such information.
Law Enforcement, School Resource, and Campus Security Officers Campus police officers and school resource officers shall be exempt from the requirements of this policy when engaged in an activity that has a legitimate law enforcement purpose. School security officers shall not be exempt from the requirements of this policy.
If a school is aware that a law enforcement officer or school resource officer has used seclusion, physical restraint, or mechanical restraint on a student, the school shall notify the parent the same day using the parent’s preferred method of contact. A school shall not be required to provide written documentation to a parent, as set forth above, regarding law enforcement use of an emergency safety intervention, or report to 9
55 the state department of education any law enforcement use of an emergency safety intervention. For purposes of this subsection, mechanical restraint includes, but is not limited to, the use of handcuffs.
Documentation of ESI Incidents Except as specified above with regard to law enforcement or school resource officer use of emergency safety interventions, each building shall maintain documentation any time ESI is used with a student. Such documentation must include all of the following: Date and time of the ESI, Type of ESI, Length of time the ESI was used, School personnel who participated in or supervised the ESI, Whether the student had an individualized education program at the time of the incident, Whether the student had a section 504 plan at the time of the incident, and whether the student had a behavior intervention plan at the time of the incident.
All such documentation shall be provided to the building principal, who shall be responsible for providing copies of such documentation to the superintendent on at least a biannual basis. At least once per school year, each building principal or designee shall review the documentation of ESI incidents with appropriate staff members to consider the appropriateness of the use of ESI in those instances.
Reporting Data District administration shall report ESI data to the state department of education as required.
Parent Right to Meeting on ESI Use After each incident, a parent may request a meeting with the school to discuss and debrief the incident. A parent may request such meeting verbally, in writing, or by electronic means. A school shall hold a meeting requested under this subsection within 10 school days of the parent’s request. The focus of any such meeting shall be to discuss proactive ways to prevent the need for emergency safety interventions and to reduce incidents in the future. For a student with an IEP or a Section 504 plan, such student’s IEP team or Section 504 team shall discuss the incident and consider the need to conduct a functional behavioral assessment, develop a behavior intervention plan or amend the behavior intervention plan if already in existence.
For a student with a section 504 plan, such student’s section 504 plan team shall discuss and consider the need for a special education evaluation. For students who have an individualized education program and are placed in a private school by a parent, a meeting called under this subsection shall include the parent and the private school, who shall consider whether the parent should request an individualized education program team meeting. If the parent requests an individualized education program team meeting, the private school shall help facilitate such meeting.
For a student without an IEP or Section 504 plan, the school staff and the parent shall discuss the incident and consider the appropriateness of a referral for a special education evaluation, the need for a functional behavioral assessment, or the need for a behavior intervention plan. Any such meeting shall include the student’s parent, a school administrator for the school the student attends, one of the student’s teachers, a school employee involved in the incident, and any other school employees designated by the school administrator as appropriate for such meeting.
The student who is the subject of such meetings shall be invited to attend the meeting at the discretion of the parent. The time for calling such a meeting may be extended beyond the 10-day limit if the parent of the student is unable to attend within that time period. Nothing in this section shall be construed to prohibit the development and implementation of a functional behavioral assessment or a behavior intervention plan for any student if such student would benefit from such measures.
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56 Local Dispute Resolution Process If a parent believes that an emergency safety intervention has been used on the parent’s child in violation of state law or board policy, the parent may file a complaint as specified below.
The board of education encourages parents to attempt to resolve issues relating to the use of ESI informally with the building principal and/or the superintendent before filing a formal complaint with the board. Once an informal complaint is received, the administrator handling such complaint shall investigate such matter, as deemed appropriate by the administrator. In the event that the complaint is resolved informally, the administrator must provide a written report of the informal resolution to the superintendent and the parents and retain a copy of the report at the school. The superintendent will share the informal resolution with the board of education and provide a copy to the state department of education.
If the issues are not resolved informally with the building principal and/or the superintendent, the parents may submit a formal written complaint to the board of education by providing a copy of the complaint to the clerk of the board and the superintendent within thirty (30) days after the parent is informed of the incident.
Upon receipt of a formal written complaint, the board president shall assign an investigator to review the complaint and report findings to the board as a whole. Such investigator may be a board member, a school administrator selected by the board, or a board attorney. Such investigator shall be informed of the obligation to maintain confidentiality of student records and shall report the findings of fact and recommended corrective action, if any, to the board in executive session.
Any such investigation must be completed within thirty (30) days of receipt of the formal written complaint by the board clerk and superintendent. On or before the 30th day after receipt of the written complaint, the board shall adopt written findings of fact and, if necessary, appropriate corrective action. A copy of the written findings of fact and any corrective action adopted by the board shall only be provided to the parents, the school, and the state department of education and shall be mailed to the parents and the state department within 30 days of the board’s receipt of the formal complaint.
If desired, a parent may file a complaint under the state board of education administrative review process within thirty (30) days from the date a final decision is issued pursuant to the local dispute resolution process.
Approved: 8/13; Revised 1/14; 7/15; 6/16; 8/18
Suspensions/Expulsions Our program does not condone the practice of suspending or expelling young children from the early learning setting. In rare situations, when a child cannot be deescalated at school, a parent/guardian may be called to assist with the situation. Once calm, the child may remain at school, or the team may decide that it is best to try again the next day. Families may be asked to consider shortening the length of the child’s day permanently to lessen the stress on the child, if the child is attending the childcare program before and/or after school. In all situations, building administrators will work with the family to determine a plan that best meets the needs of the child and the family.
BUILDING/PREMISES SAFETY For the safety of our students, our program utilizes one main entrance in and out of the building. The main entrance is locked, except for during drop-off and pick-up and requires visitors to be “buzzed” into the building at other times of day. The playground is gated and locked to prevent intruders. All parents are required to use the main entrance upon entering and leaving the building for student security.
FIRST AID/CPR All staff maintain current certifications in first aid and CPR. In situations of child injury, staff will utilize their training on best practices and respond accordingly.
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57 INCIDENT/INJURY REPORT If your child is injured at school you will receive documentation with the details of the incident on the same day. If another student injures your child, the name of the child who inflicted the injury will not be included in the report. If there are on-going injuries inflicted by a particular child, the building administrator will work with the classroom to create a safety plan to protect others from harm.
MANDATORY REPORTING According to Kansas reporting law (K.S.A. 38-2223) mandated reporters are required to report child abuse or neglect. If teachers, school administrators, or other employees of an educational institution which the child is attending and persons licensed by the secretary of health and environment to provide child care services or the employees of persons so licensed at the place where the child care services are being provided to the child has reason to suspect that a child has been harmed as a result of physical, mental, or emotional abuse, neglect, or sexual abuse, the person shall report the matter promptly.
EARLY DISMISSAL OF SCHOOL/WEATHER When school is to be dismissed at times other than regular dismissal times, the announcement will be made several ways – USD 383 social media accounts, USD 383 website, Manhattan-Ogden Messages, local media (radio and print), and/or Parent Portal email.
Parents should determine, however, whether it is safe for their own children to attend school. Parents choosing to keep their children home because of severe weather conditions should call the school and let them know of their intent not to send their child to school.
As a general policy, once students are at school, school will not be dismissed early because of weather conditions, except in situations of extreme emergency. Parents may choose to pick up their children at any time if they feel it is appropriate.
FIRE, TORNADO AND OTHER EMERGENCIES (SCHOOL SAFETY) Every school (early learning – high school) in Manhattan-Ogden USD 383 designates a school safety week during the school year. Coordinated drills are an excellent way for staff and students to practice what they would do during a real emergency or crisis. Remaining calm can make a big difference in safety and security, so we are making time to practice these drills with our community partners.
We also want to make sure that parents/guardians know what is going on when your kids talk with you about the drills. We appreciate your patience and understanding if our drills interfere with your coming to and going from our building! You are welcome to join us.
Generally, this is what will happen during school safety weeks: Drill 1 - Fire Drill in partnership with Manhattan Fire Department The fire department watches and evaluates a fire drill. Sometimes the fire department sets up their smoke machine and we block off an exit route. Students and staff practice exiting the building using their primary and secondary routes. We make sure that all students and staff are accounted for once they are in a safe zone. Fire personnel check to make sure that students and staff are far enough away from the building so that fire engines and other vehicles can easily get to the hydrants. Fire personnel also learn where all of the controls for the building are located and take a tour of school at the end of the drill.
Drill 2 - Tornado/Severe Weather Drill in partnership with Riley County Emergency Management Riley County Emergency Management observes a tornado drill at each location. The emergency manager will walk around the school with the principal to take a look at where we are putting students and staff. They will help us determine if we are putting students and staff in the most secure locations within the school and give us tips for tweaking our plans if necessary. All students and staff are accounted for once they are in a secure location.
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58 Drill 3 - Evacuation Drill in partnership with the community Each school will evacuate to their primary or secondary evacuation site. All students and adults in the building will evacuate. Once at the evacuation site, parent reunification will be set up and practiced. This is a great logistical drill – how to get all students and staff from point A to point B and back – and make sure that everyone is accounted for. All of our schools are blessed with wonderful evacuation locations that welcome our students and staff.
Drill 4 - Secure Campus Drill Secure Campus means that something is happening outside of our school building and we want to keep it outside. Students and staff that are outside are brought back into the building and all doors are locked and secured. No one leaves or enters the building until the situation is over. Activities inside the building remain normal.
Drill 5 - Lock Down Drill in partnership with the Riley County Police Department Riley County Police Department will present education about lock down drills. RCPD will talk with students (age-appropriate) about why a police officer might be in their school and that the most important thing that kids can do is listen to the instructions of their teacher. RCPD will also go around to each classroom and talk with teachers about the best location for students to be in the classroom and other things that teachers can do to increase the safety for themselves and their students. After the education from RCPD on lock downs, we practice a lock down drill.
School safety week is not meant to frighten students, staff and parents. This week is not meant to demean or punish schools if something goes wrong during one of the drills. This is a week of education. We want to give our students and staff the best safety foundation that we can. We are fortunate to have great community partners that also feel strongly about drills and practicing.
If you have questions about our School Safety Weeks, please contact Michele Jones, Director of Communications and School Safety at 785-587-2000.
CRISIS COMMUNICATION If a crisis occurs at a building, details of the situation and updates will be available through USD 383 social media accounts, USD 383 website, Manhattan-Ogden Messages, local media (radio and print), and/or Parent Portal email. Telephone calls to the school building slow down the notification and communication with emergency personnel by school officials.
HEALTH ASSESSMENTS AND PHYSICALS All students up to the age of nine (9) shall submit evidence they have undergone a health assessment prior to entering kindergarten or before enrolling in the district for the first time. Students who fail to provide the documentation required by law may be excluded from school by the superintendent until statutory requirements are satisfied. Principals shall work cooperatively with local, county, and state health agencies to disseminate materials related to the availability of health assessments and inoculations.
*As per state and federal grant guidelines, preschool children are required to submit a yearly health assessment to document that they are up to date with well-child exams and immunizations. A documented hemoglobin level and lead level (if the child is determined to be at-risk) are also required.
INOCULATIONS JGCB (Immunizations) Unless provided otherwise herein, all students enrolling in any district school shall provide the building principal with proof of immunization of certain diseases or furnish documents to satisfy statutory requirements. Booster shots required by the Secretary of the Department of Health and Environment are also required.
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59 A copy of this policy and the applicable state law shall be distributed to students, prospective students or their parents on or before May 15th of each school year. Information shall be included in enrollment information each August explaining the required inoculations and booster shots. Parents may delegate in writing their authority to consent to immunizations. If the parent is not reasonably available, and the authority to consent has not been denied as provided in law, individuals other than the parent may consent to the immunizations as provided for in current law.
At the beginning of each school year, information on immunizations applicable to school age children shall be provided to parents and guardians. The information on immunizations shall include: (1) A list of sources for additional information; and (2) related standards issued by the national centers for disease control and prevention.
Students who fail to provide the documentation required by law may be excluded from school by the superintendent until statutory requirements are satisfied. Notice of exclusion shall be given to the parents/guardians as prescribed by law. Students who are not immunized against a particular disease(es) may be excluded from school during any outbreak. JGCB Inoculations JGCB-2
The above requirements are not to serve as barriers to immediate enrollment of students designated as homeless or foster children as required by the Every Student Succeeds Act (ESSA) and the McKinney- Vento Act as amended by ESSA. The district shall work with the Department for Children and Families, the school last attended, or other relevant agencies to obtain necessary documentation of inoculations.
Each principal shall forward evidence of compliance with the inoculation law to other schools or school districts when requested by the school or by the student's parents/guardians and shall work cooperatively with local, county, and state health agencies to disseminate materials related to the availability of inoculations. Approved: 7/08; 4/17;12/19 HEALTH PROGRAMS (a) In each school year, every student enrolling or enrolled in any school for the first time shall present to the appropriate school board certification from a physician or local health department that the student has received such tests and inoculations as are deemed necessary by the secretary by such means as are approved by the secretary. Students who have not completed the required inoculations may enroll or remain enrolled while completing the required inoculations if a physician or local health department certifies that the student has received the most recent appropriate inoculations in all required series. Failure to timely complete all required series shall be deemed non-compliance. (b) As an alternative to the certification required about subsection (a), a student shall present: (1) An annual written statement signed by a licensed physician stating the physical condition of the child to be such that the tests of inoculations would seriously endanger the life or health of the child, or (2) A written statement signed by one parent or guardian that the child is an adherent of a religious denomination whose religious teachings are opposed to such tests or inoculations. (a) On or before May 15 of each school year, the school board of every school affected by this act shall notify the parents or guardians of all known students who are enrolled or who will be enrolling in the school of the provision of this act and any policy regarding the implementation of the provisions of this act adopted by the school board. (b) If a student transfers from one school to another, the school from which the student transfers shall forward with the student’s transcript the certification or statement showing evidence of compliance with the requirements of this act to the school to which the student transfers. Kansas Statue 72-5209
*As per state and federal grant guidelines, dental exams and vision/hearing screenings are required for preschool students each year. Dental exams are the responsibility of the parent/guardian, and should be
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60 completed by a registered dental physician. Vision and hearing screenings will be conducted at the school. A parent can opt out of screenings by contacting the school nurse.
If your family needs assistance in meeting the health requirements of the early learning program, please contact the school so you can be connected with a family education partner.
SCHOOL HEALTH POLICY The Riley County Health Department and the School Health Committee have assisted in establishing school health policies regarding the readmission of children to school following an illness: 1. Written permission is required from a physician for any child who has been ill with a contagious disease and returns to school before the end of the quarantine period. 2. Written permission to return to school is not required for a child who is absent due to a contagious disease who has completed the quarantine time or whose illness was not a contagious disease.
REQUIRED QUARANTINE PERIOD Following are the quarantine guidelines used to determine when a child may return to classes. These are the guidelines published by the Kansas Department of Health and Environment.
COVID-19: Riley County Health Department verifies quarantine time for COVID and students must follow the RCHD quarantine guidelines.
Chicken Pox: May return to school on the 6th day after the onset of the first lesion and no new lesions for 24 hours, and when all lesions are crusted.
Impetigo: May return to school 24 hours after treatment has started.
Head Lice: Parent encouraged to treat hair with pediculicide, infected clothing cleaned, home must also be cleaned to reduce the chance of re-infestation.
Pinkeye: May return to school 24 hrs. after prescription eye drops have been started and discharge from the eye has stopped.
Ringworm: May return to school immediately after beginning treatment with a fungicide. Keep area covered while at school.
Shingles: Actively draining lesions should be covered by clothing or a dressing until lesions have crusted. If lesions cannot be covered children should remain home until lesions are dried and crusted.
Strep Throat, Scarlet Fever, Scarlatina: May return to school after being on an antibiotic for 24 hrs. and when fever free for 24 hrs. without fever reducing medication.
Scabies: May return to school 24 hours after treatment has started and clothing is disinfected.
Fevers: May return to school when fever free for 24 hrs. without the use of medication to lower the temperature.
Vomiting: May return after being vomiting free for 24 hours without the use of medication. Exception: If health care provider determines illness not communicable due to other factors or child is not in danger of dehydration.
Diarrhea: May return after being diarrhea free for 24 hours without the use of medication. Exception: If health care provider determine illness due to dietary changes, medication, or hard stools, and student is not in danger of dehydration. 15
61 Influenza: Stay home for five days from the onset of symptoms and may not return to school until fever-free for 24 hours without fever-reducing medication.
Rashes: If rash associated with a fever, may not return until fever free without fever reducing medications and health care provider note stating that rash is not contagious.
Fifths Disease: Greatest period of communicability is before the onset of the rash. Not contagious after rash onset. May return to school if no fever associated with presence of a rash.
Pertussis (whooping cough): May return to school after completion of antibiotic treatment or after 3 weeks if untreated with antibiotics.
Measles: May return to school 4 days after the onset of rash.
Mumps: May return to school 9 days after the onset of symptoms.
Rubella: May return to school 7 days after the onset of rash.
Please notify the school if your child has any of the above illnesses.
If there is a confirmed case of pertussis (whooping cough), chickenpox or other disease that vaccines are available for, in your child’s classroom and they are not current on their vaccinations, you will be asked to get the vaccine within 24 hours or keep your child home for 21 days after the onset of the last reported illness in the school. Please keep your school nurse informed of any immunization updates.
Signs and Symptoms of Illness Pertussis (Whooping Cough): is a very contagious bacterial infection. It is usually mild in older children and adults, but is often serious in very young children, those with an immune disorder and frail elderly. Symptoms include: runny nose, sneezing, fever, cough lasting 1 to 2 weeks. The cough gradually becomes worse leading to uncontrolled coughing spells followed by a whooping noise when a person breathes in. During these severe coughing spells a person may vomit or their lips or face may look blue. Adults, teens and vaccinated children often have milder symptoms that mimic bronchitis or asthma.
Strep Throat: Strep infections are spread by inhalation or direct contact with nose and throat secretions of an infected person. An untreated strep throat may stop hurting after a few days, and a child may appear well, however, bacteria can still be in the body and can cause serious complications such as rheumatic fever, kidney inflammation, heart disease and arthritis. Symptoms may include sore throat, fever, headache, abdominal pain, body aches. It is important to treat a strep infection properly. See your primary care physician and take all medication that is prescribed.
Chicken Pox: Signs of this disease are fever over 100, body aches and skin rash. The rash starts as a red bump, develops into a blister, an indentation occurs in the center of the blister and then a scab forms. The first eruption often occurs on the scalp. Several crops of blisters over several days will develop all over the body. Children should stay home from school for 6 days after the first eruptions begin. ASPIRIN should NOT be given during this viral illness. Complications such as coughing, chest pain, high fever or severe vomiting should be treated by a doctor. The illness spreads easily. Symptoms may develop within 2 weeks after exposure. The Varicella vaccine is now a required vaccine for school attendance. While the vaccine may not prevent your child from getting chicken pox, it has proven to lessen the severity of the symptoms. Vaccinated children generally only have a few lesions and do not always have a fever and body aches.
Why do we ask your child’s symptoms when you call the school to let us know your child is sick? Riley County Health Department asks that we report what symptoms are keeping children at home. We do not
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62 report your child’s name only symptoms. This helps the Riley County Health Department and the school nurses keep track of communicable illnesses in the community.
ILLNESS AND INJURY PROCEDURES When children become ill and it is necessary for them to leave school, parents will be notified. Every attempt will be made to contact the parents, sitter or emergency number listed on the enrollment sheet. For the wellbeing of your child it is important to keep this information updated. If no one can be reached, the child will be kept at school.
A school nurse is on duty on a part-time basis in the building and is on call for emergencies.
In the event of a serious accident, parents will be notified immediately. Should the school be unable to locate the parent, an attempt will be made to locate the person listed on the enrollment sheet as the person to notify. If this person cannot be located, school personnel will exercise their best judgment in contacting emergency medical services.
MEDICATION Kansas regulations require medication forms be on file in the nurse's office for any medication a student has at school. Medication forms must be signed by a parent for over the counter medication (this includes cough drops) and by a parent and physician for prescription medications. These forms are available from the nurse’s office and they can be printed from the school’s web page. Medications must be in their original labeled containers and not expired.
TOILET TRAINING Our program serves a diverse population of children and do not require that children be toilet trained prior to enrolling in our program, regardless of age. As long as there are no developmental or physical delays, our goal for children approaching or extending past the age of three, is to achieve toilet training as quickly as possible. When promoting toilet training, an individualized plan will be developed with the family to support cohesiveness between school and home.
Based on the unique design of our braided program, and funding differences between our part day and full day models, parents of children attending our part day classrooms are required to provide diapers to the center as needed/requested when a child is not yet toilet trained.
STUDENT INSURANCE Manhattan-Ogden USD 383 has secured a supplemental accident policy for its students for injuries received during school. This policy has been helpful to many families. It is important to note that since this policy is supplemental it may not cover all expenses. The policy outlines limitations. Request a copy of the policy from your school if you do not have a copy. Information listed below will assist in better understanding the policy. Each family should read the entire policy limitations for complete information.
Upon injury, an accident/insurance form should be attained from the school nurse. The injury must be treated by a licensed physician within 60 days. Claims must be filed with Student Assurance Services, within 90 days of the injury. There are limitations to the total amount the policy will pay. There are limitations to the amount the policy will pay for specific services. Please read the policy. This policy is supplemental and is to assist families. It is insufficient to serve as primary insurance coverage. There are a number of exclusions; please read the policy carefully. Parents are responsible for filing claims with the insurance company. Parents may request claim forms from their school. Assume this policy will not cover all expenses. Assume this policy will not cover any/all personal health insurance policy deductible. Amount of coverage is subject to change each policy year. 17
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PARENT & FAMILY ENGAGEMENT & EMPOWERMENT AT HOME
Teacher Home Visits Teachers set up individualized times to visit each of their student’s home prior to the start of school and at the conclusion of the school year. These visits allow the family and child to get to know the teacher in their natural environment. Approximately 30 minutes is allotted for each family.
Family Partnership Parent engagement is important to our program. We support parents as their child’s teacher, nurturer, and advocate. We encourage all of our families to engage in a family partnership with us. Families who choose to engage in a family partnership receive assistance with setting and reaching goals for their family. Support is provided through family education partners who follow up three times per year. Families who choose to participate in home visits will have bi-monthly or monthly follow-ups.
Home Visiting Program (PAT) Our program utilizes the Parents as Teachers (PAT) curriculum to support families in the home and to provide educational resources on how children grow and learn. Families who choose to enroll in home visits receive either a monthly or bi-monthly visit. The frequency of visits is based on the need of the family. Visits are individualized to meet the needs of the family and the growth and developmental needs of the child. Developmentally appropriate activities are provided at each visit, while also providing support with obtaining access to needed community resources.
PARENT & FAMILY ENGAGEMENT & EMPOWERMENT AT SCHOOL
Family Nights Family nights provide opportunities for families to work together with staff in the education, health, nutrition, and development of their children—all while having fun! These events provide opportunities for families to meet other parents who share common goals for their children. Our program provides at least four structured “family nights” each year.
Parent-Teacher Conferences Parent-Teacher conferences are scheduled twice annually, once each semester. At this time, the teacher and parent work together to create a plan of success for the child based upon his/her current strengths and areas of need. Daily, informal conversations between families and teachers are encouraged.
Volunteering The grants that fund our program stipulates that we must receive in-kind services from parents and the community to maintain funding. In-kind is the dollar amount given for people volunteering their time and donations to our early learning program.
Parents are welcome to visit the classroom, attend a special activity/field trip, or volunteer to share a special talent, activity, or cultural custom. Please note that your prolonged presence might be disruptive to the learning of your child. In an effort to best meet the needs of our students and classrooms, volunteer opportunities may not be in your child’s own classroom.
When volunteering, it is important you are able to focus on our students, therefore you are asked to leave younger siblings at home during volunteer opportunities. Parents are required to sign in to the office and get a visitors’ tag when volunteering.
All extended volunteers are provided with an orientation and volunteer handbook, prior to beginning their volunteer time. 18
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Father/Male Involvement (Strong Fathers) Our Early Learning Community believes that a child with a loving, involved father and mother is a child who has a great head start in life. We involve any significant male in a child's life, so dads, grandpas, uncles, step-dads, and friends are all welcome to participate! This group meets throughout the year for father-child activities, discussion groups, and/or community service projects.
Parent Committee Our program values input from parents. Every Early Learning Community parent is encouraged to be a member of the parent committee. This is an opportunity to assist in planning parent and family activities. Each early learning center will have their own parent committee that will meet bi-monthly. A parent committee is very similar to a PTO at an elementary school.
Policy Council Policy council is made up of parent representatives from each of our Early Learning Community Sites. The purpose of this group is to help guarantee an Early Learning Community of maximum quality for both children and parents/guardians.
At the bi-monthly meetings representatives have the opportunity to make suggestions and offer ideas for program improvements, assist in the development of hiring policies and procedures, plan agency wide activities for parents, and work with other parents and the community to recruit volunteers. This group is empowered to participate in the decision-making process. All parents are welcome to attend the meetings. Officers are elected early in the fall and serve a one-year term.
Health Services Advisory Committee The Greater Manhattan Area Interagency Coordinating Council serves as the Health Services Advisory Committee (HSAC) for USD 383. The GMAICC is made up of early learning community parents, staff, and community health professionals who are interested in promoting good health care and health education for families. This committee makes suggestions to the policy council, which votes on their ideas.
HOME/SCHOOL COMMUNICATION
Day-To-Day Parents are encouraged to engage in day-to-day correspondence with the lead teacher, as they are able, during drop-off and pick-up. If the parent is picking up at a time of day when the lead teacher is unavailable, they should e-mail or call the school to leave a message. The teacher will contact the parent in a timely fashion.
Changes in personal information for preschool students should be communicated directly from the family to the administrative assistant at the site the child attends.
Electronic Communication Parents are encouraged to sign-up for USD 383 Intouch, to receive important school announcements and updates via email. Manhattan-Ogden Messages sends school announcements to a cell phone number. For more information about registering for Intouch, E-Notificaitons contact the school office. Manhattan-Ogden Messages sign-up is available at www.usd383.org.
Teachers use class DoJo as a digital means of connecting with families. This electronic app allows families the opportunity to receive information via text if they choose to enroll. Teachers will post newsletters, special events, and pictures of children throughout the school year using these digital platforms. Building administrators will also post school-wide information to individual teacher accounts when applicable.
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65 Newsletters Teachers create monthly newsletters to share updates from the classroom, information about the learning trajectories for the week, and to share any news of upcoming events and activities.
Each early learning site compiles a monthly “school” newsletter to share events and activities that are happening program wide or in the community. Website Our program maintains an early learning website as a resource to the families in our program and the community.
CONFIDENTIALITY We strive to protect the confidentiality of students in every area. Therefore, staff will not discuss anything of a personal nature regarding a student with anyone other than the parent or legal guardian of the child.
CHILD CUSTODY Good communication with the teacher and the principal are imperative to the school’s ability to honor any special custodial arrangements. Copies of documentation of legal arrangements and/or restraining orders need to be filed with the principal in order for the school to deny access to children by their biological parents.
STUDENT IMPROVEMENT TEAM The Student Improvement Team (S.I.T) meets monthly to support children who are struggling to make progress or have missing skills. This is a regular education process that occurs in the child’s classroom with their teacher providing extra support planned by the S.I.T team. The Student Improvement Team consists of the child’s parent/guardians, the child’s teacher, the school psychologist, special education staff, and building administrators.
CLOTHING Children should be dressed for active play. Our curriculum includes painting, play-doh, shaving cream and many other messy materials for children to explore. While on the playground children will be running, climbing, riding bicycles, and digging in sand. Outdoor play is a part of our daily activity and is only interrupted due to rain, when the wind chill is below twenty-one degrees, or the heat index is at dangerous levels. It is important during warm weather that cool, loose-fitting clothing be worn. During the winter months your child should attend school with a winter hat, gloves or mittens, and coat. Each of these articles of clothing should be labeled with the child’s name in permanent marker.
Sandals, flip-flops, or other slip-on shoes are not considered appropriate footwear for preschoolers. It is also difficult to run and climb in “floppy” shoes.
Parents must provide a set of extra clothing to leave at the facility in the event of a toileting accident or spill. This set of clothing should include underwear, socks, pants or shorts, and a shirt. To minimize the spread of disease, the teachers will not rinse clothing soiled by toilet accidents. The soiled items will be placed and sealed in a plastic bag and returned to you at the end of the day. When your child has used his/her extra set of clothing, you will need to send a new set to school the following day.
ITEMS FROM HOME We ask that toys or other personal items from home, please be left at home. Any items that are brought from home on other days will be asked to stay in the child’s backpack or cubby to eliminate problems amongst children. It is appropriate for children to bring items from home on show-and-tell day. When the item is not being shown it will be kept in the child’s backpack. For a variety of safety, nutritional, and allergy issues, we ask that no food be brought into the building, including snack and birthday treats.
GIFTS JL Gifts The Board of Education policy on gifts is as follows: 20
66 The giving of gifts between students and staff members is discouraged. Approved: 5/05
LIBRARIES Each of our Early Learning Community sites features a children’s library. Each child will have the opportunity to check out books to bring home to share with their families. In order to check out, students must have all books returned to the library. We appreciate families working with us to care for our books, so they can be enjoyed by all.
FIELD TRIPS Field trips are considered an extension of the school’s curriculum and permission forms are signed at enrollment. Parents will be notified of specific field trips as they are planned. Parents who do not wish to have their child participate in a specific field trip should notify the school.
BIRTHDAYS & CELEBRATIONS In order to meet guidelines set forth by federal funding sources, and because of a variety of safety, nutritional, and allergy issues, our Early Learning Community has a policy that no food, (home-made or store bought) may be brought into the building. This includes birthday treats.
Our Early Learning Community provides an environment of acceptance that supports and respects culture, gender, language, ethnicity, religion, disability status, and family composition and avoids activities and materials that stereotype or limit the involvement of children and families. Program activities are inclusive and support appreciation and respect for child, family, community, and staff diversity.
Party invitations may be distributed at school only if they are given to all students in the classroom.
NUTRITION Providing nutritious and appropriate food choices to our students during meal times is of the utmost importance to us. USD 383 Child Nutrition department follows the CACFP guidelines when developing our monthly menus. The menus are posted monthly in each classroom and available to parents as requested. Family style meals are served during lunch for children attending our full day program.
The following meals are served daily: Part Day: Snack Full Day: Breakfast, Lunch, Afternoon Snack
USD 383 is committed to the safety and health of all students. Many of our students suffer from environmental, medical, or food-related allergies. We strive to provide a safe and healthy learning environment for students with allergies and reduce the likelihood of severe or potentially life-threatening allergic reactions. Requirements for meal modification requests through child nutrition vary depending on whether a student has a disability or whether it is a food allergy or intolerance that does not rise to the level of a disability. Child Nutrition will make meal modifications prescribed by a licensed physician when a student has a disability. (See the definition of disability on the meal modification form). When a student has a food allergy or intolerance, or other medical condition that does not rise to the level of a disability, child nutrition department has the option of making a meal modification requested by a medical authority. Meal modifications will continue until the licensed physician or medical authority requests that it be changed or stopped (Form 19-C Discontinuation of School Meal Modifications Form). For more information regarding meal substitutions please visit our webpage at https://www.usd383.org/departments/child- nutrition/resources
KINDERGARTEN TRANSITIONS Transition procedures between our early learning classrooms and district kindergarten classrooms begin the spring prior to the child’s kindergarten year. For our students with special services, the process includes a transitional meeting between early childhood staff and staff at the child’s district zoned elementary school of 21
67 attendance. Parents/guardians of all kindergarten eligible students will receive information about the district kindergarten open house, and are encouraged to attend. At open house, parents/guardians will complete paperwork to pre-register their child for kindergarten.
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68 Manhattan-Ogden Unified School District 383 STRATEGIC ACTION PLAN
MISSION STATEMENT Building foundations for dynamic futures
Vision Manhattan-Ogden USD 383 is a public school system nationally recognized for the success of all students.
Core Beliefs Acceptance: We create a climate that values diverse thinking, mutual respect, and working as a team for the betterment of the whole organization.
Accountability: We hold one another accountable for increasing student and staff success.
Courage: We support courageous actions in an environment that embraces ethical and thoughtful risk- taking.
Joy: We enjoy our work and recognize that happiness contributes to organizational health and generates more opportunities for success.
Trust: We presume the good intentions of others in a culture of openness for honest input and creative ideas.
Guiding Principles System Perspective: Stakeholders respect that all components of the organization are interdependent and must be managed as a unified whole in order to achieve ongoing success and performance excellence.
Engaged Learning: Stakeholders share a collaborative responsibility for implementing intentionally designed holistic and engaging learning experiences.
Encouraging Environment: Stakeholders promote a framework encouraging grit and the courage for students to become the best version of themselves.
Relationship Building: Stakeholders facilitate connection and growth through safe, inclusive, compassionate, and empathetic interactions with others.
Foundational Skills: Stakeholders provide dynamic learning experiences to build a strong foundation of skills necessary to be competitive in local, regional, and global economies.
Societal Contributions: Stakeholders demonstrate a well-rounded ability to make respectful and ethical decisions.
Pillars USD 383 is committed to continuous improvement through dedication to four foundational pillars: teaching and learning, culture and environment, employee talent, and partner relations—with outcomes measured in both traditional and non-traditional ways.
Goal Students are well equipped for lifelong success at increasingly higher levels of academic growth, social emotional development, and postsecondary preparation.
Adopted by BOE, 7-1-2020
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Manhattan-Ogden Unified School District 383 ADDRESSES AND PHONE NUMBERS
Amanda Arnold Elementary 1435 Hudson Avenue 587-2020
Anthony Middle School 2501 Browning Avenue 587-2890
College Hill Early Learning 2600 Kimball Avenue 587-2830 Center
Eisenhower Middle School 800 Walters Drive 587-2880
Frank Bergman Elementary 3430 Lombard 587-2865
Bluemont Elementary 714 Bluemont 587-2030
Child Nutrition 1112 Hayes Drive 587-2851
Eugene Field Early Learning 1700 Leavenworth 587-2045 Center
Lee Elementary 701 Lee Street 587-2050
Manhattan High School West 2100 Poyntz Avenue 587-2100 Campus
Manhattan High School East 901 Poyntz Avenue 587-2150 Campus
Marlatt Elementary 2715 Hobbs Drive 587-2060
Northview Elementary 300 Griffith Drive 587-2070
Ogden Elementary 210 Elm Street 587-2080
Oliver Brown Elementary 4787 Jackies Way 587-2823
Robinson Education Center 2031 Poyntz Avenue 587-2000
Theodore Roosevelt 1401 Houston Street 587-2090 Elementary
Transportation 1120 Hayes Drive 587-2190
Woodrow Wilson Elementary 312 N. Juliette Ave. 587-2170
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70 Manhattan-Ogden Unified School District 383 BOARD OF EDUCATION
Kristin Brighton [email protected] 785-341-1250
Jurdene Coleman [email protected] 785-341-1481
Darell Edie [email protected] 785-532-8760
Karla Hagemeister [email protected] 785-410-0132
Curt Herrman [email protected] 785-410-6846
Katrina Lewison [email protected] 785-477-0762
Brandy Santos [email protected] 785-410-7991
BOARD OF EDUCATION MEETINGS Meetings of the Board of Education are held twice a month. The Board calendar is available on the website at www.usd383.org. The public is invited to attend these meetings.
STATEWIDE SAFETY HOTLINE NUMBER A statewide school safety hotline, staffed by the Kansas Highway Patrol, has been established. This hotline is available 24 hours per day, 365 days a year, to report impending school violence to the Kansas Highway Patrol.
The hotline, enacted by House Bill 2489, connects to the Kansas Highway Patrol central dispatch center. From there, information is transferred to local law enforcement who will relay information to the local school administrator. The hotline number is: 1-877-626-8203.
We encourage parents to talk with their children and for those young people to feel comfortable expressing concerns to their parents or school employees. If your child reports a concern to you, please contact the school principal, or use the hotline that provides another avenue for reporting.
********************************** This handbook is meant to be an abbreviated version of Manhattan-Ogden USD 383 policies, rules and regulations. Should a discrepancy between board policy and any language in this handbook arise, district policy supersedes this handbook.
Board of Education policies referenced in this handbook can be found at the district website www.usd383.org
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71 Manhattan-Ogden Unified School District 383 NOTICE OF NON-DISCRIMINATION
The District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination polices:
Executive Director of Special Services, Robinson Education Center, 2031 Poyntz Avenue, Manhattan, Kansas, 66502, 785-587-2000, has been designated to coordinate compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Director of Human Resources, Robinson Education, 2031 Poyntz Avenue, Manhattan, Kansas 66502, 785- 587-2000, has been designated to coordinate compliance with all other non-discrimination policies.
Inquiries may also be directed to:
Equal Employment Opportunity Commission Gateway Tower 400 State Avenue, Suite 905 Kansas City, KS 66101 (913) 551-5655
Kansas Human Rights Commission 900 SW Jackson, Suite 568-S Topeka, KS 66612-1258 (785) 296-3206
United State Department of Education Office for Civil Rights One Petticoat Lane 1010 Walnut Street, Suite 320 Kansas City, MO 64106 (816) 268-0550
Revised 7-2-14; Reaffirmed 7-1-20
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72 ITEM 6.6.3
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Early Learning Program Handbook
Prepared by: Elisabeth Nelson, Director of Early Learning Andy Hutchinson, Assistant Director of Early Learning Brandy Kirk, Coordinator of Family Education
Background Information: Board policy states that in addition to the basic educational program, the district shall provide programs to meet special needs. Board policy requires that these special programs be outlined in appropriate handbooks or other documents following review and approval by the Board. Early learning operations fall underneath this policy, as the children in our program have not yet reached the “age of eligibility” for admittance to school as defined by the Kansas State Department of Education. KSDE has defined “age of eligibility” to mean five on or before August 31st.
While children under the age requirement are not eligible for admittance to kindergarten, Kansas State Department of Education (KSDE) has mandated early childhood special education services through the public schools for eligible children beginning at age three to be in compliance with IDEA. Our district has been in compliance with this requirement since 1991.
Current Considerations: Each year the early learning program handbook is reviewed and edited to ensure program practices follow state and federal guidelines and to address any areas of concern that are brought forth during our Head Start monitoring reviews.
Upon approval, this Early Learning program handbook will replace any pre-existing Early Learning Handbooks.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation.
District Objectives and Strategies: 1. Provide every student equitable access to learner-centered curriculum, instruction, assessment and interventions (a-f). 2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working (a-d). 3. Develop and enhance mutually beneficial relationships where schools, families and community partners share a commitment to student success (a-c).
Board of Education Policies: IDAA Special Programs
Future Considerations: More logistics regarding Infant/Toddler Services and Family Education Services should be considered for additions to the early learning program handbook as we continue forward with our integration of early learning services. . Recommendation: The administration respectfully recommends that the Board give final approval (A2) to the Early Learning Program Handbook.
Recommended Motion: “I move to give final approval to the Early Learning Program Handbook.”
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Manhattan-Ogden USD 383 Early Learning Program Handbook Board Adopted—June 30, 2021
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Manhattan-Ogden USD 383 Manhattan, Kansas
Notice of Non-Discrimination
The District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination policies:
Executive Director of Special Services, Robinson Education Center, 2031 Poyntz Avenue, Manhattan, Kansas 66502, 785-587-2000, has been designated to coordinate compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Director of Human Resources, Robinson Education, 2031 Poyntz Avenue, Manhattan, Kansas 66502, 785-587-2000, has been designated to coordinate compliance with all other non-discrimination policies.
Inquiries may also be directed to:
Equal Employment Opportunity Commission Gateway Tower 400 State Ave., Suite 905 Kansas City, KS 66101 (913) 551-5655
Kansas Human Rights Commission 900 SW Jackson, Suite 568-S Topeka, KS 66612-1258 (785) 296-3206
United State Department of Education Office for Civil Rights One Petticoat Lane 1010 Walnut Street, Suite 320 Kansas City, MO 64106 (816) 268-0550
Revised 7-2-14; Reaffirmed 7-1-20
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Section 1 Enrollment
1. Eligibility for Enrollment
Zoning
In order to be considered for placement in the district preschool program, the child must reside within USD 383 zoning boundaries. Exceptions to this policy are as follows:
• Children of district employees, who may request an out of district placement following the policies set forth by the district • Admittance to Head Start where regulations require that children within the Head Start service area (Riley County) be admitted
Age
In order to be considered for placement in the district preschool program, the child must be three or four on or before August 31 and must NOT be kindergarten eligible (5 by August 31). Exceptions to this policy are as follows:
• Children qualifying for an I.E.P. for whom law requires services start on or before their 3rd birthday • Children on an I.E.P. (with multiple areas of delay) for whom an additional year of preschool prior to kindergarten may be necessary (even if 5 by August 31). In such cases, I.E.P. teams must submit required documentation to the executive director of special services to review prior to admittance.
2. Recruitment
Recruitment is a systematic year-round process to reach eligible families in our service area. We work to ensure program information is available to local service agencies who may have on-going contact with potentially eligible families and use data provided to us through service organizations to target families who could benefit from having their child enrolled in the program. Our program utilizes the district website, brochures, post cards, banners, and radio broadcasts to advertise and provide information on the services we provide to potential families. Recruitment information is provided in multiple languages. A list of “potential students”, and our efforts to recruit these students, is maintained throughout the school year.
3. Selection Priorities According to funding guidelines, we are responsible for ensuring high quality programming is available to children who meet the following eligibility requirements:
• Children who meet the definition of having an exceptionality (3-5 yrs.) • Children who meet one of eight at-risk eligibility requirements o Income at or below 130% of federal poverty guidelines (qualify for free lunch) o Single parent o Teen parent o Either parent lacks a high school diploma or GED o Limited English Proficiency o A written referral from the Department of Children and Families o Migrant agriculture program o Student developmentally delayed (but not eligible for an I.E.P.)
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• Children in foster care, homeless children, and children from families receiving public assistance (Temporary Assistance for Needy Families or Supplemental Security Income)
According to funding guidelines, the highest priority for enrollment should be given to children who meet the following eligibility requirements:
• Those who meet the definition of having an exceptionality • Children in foster care, homeless children, and children from families receiving public assistance (Temporary Assistance for Needy Families or Supplemental Security Income) • Those with an income at or below 130% of federal poverty guidelines (qualify for free lunch) • Children who are 4 by August 31st and not eligible for kindergarten
A selection criteria matrix, based upon community needs assessment data, is reviewed annually and is subject to policy council and board approval. The selection criteria matrix is completed with families during the application process in order to identify children with the highest need. In situations of equal need, the child whose application was received first will be given the priority.
In order to promote inclusive services, a limited number of slots are reserved for children who do not meet the eligibility requirements listed above. Priority enrollment for these “community slots” is given to children of USD 383 employees.
4. Enrollment Process
Application/Selection
Returning families interested in continuing in the program must complete the on-line returning student application, beginning in February, to secure a slot for the following year. Head Start eligible students, who continue to meet zoning requirements, will be re-enrolled for subsequent years, pending their returning student application is submitted. Once the returning student application is received, the family will receive information regarding registration for the upcoming year. In order to be guaranteed a slot the following year, returning families must complete the application and registration process by the end of March. This timeline allows the program the opportunity to accurately identify the number of slots available for new students.
New families interested in being a part of the district early learning program complete an on-line application, beginning in February. Applications are sorted based upon whether or not the preliminary information provided potentially qualifies the child for a funding source (Head Start, State Pre-K, or Special Education). The application/selection process flowchart outlines remaining steps of the process (See Appendix). Upon completion of the application process, the appropriate eligibility verification forms for Head Start and State Pre-K are completed for auditing purposes.
Applications are accepted throughout the year until thirty days prior to the last day of school. Students enrolling after the beginning of school complete the application, registration, and developmental screening prior to placement at an early learning center.
Registration
Once a child is selected for a slot, the family must complete registration to complete the enrollment process. Registration includes: 77 4
• Completing ALL enrollment forms • Verification of ORIGINAL birth certificate (copy will be placed in child’s file once verified) • Documentation of health: o Proof of current immunizations (copy will be placed in child’s file) o Health assessment form completed by a physician; Lead Questionnaire completed by parent o Oral health form completed by a dentist o Copy of current medical card (copy will be placed in child’s file for emergencies) • $50 Deposit (fee paying families only)
For students completing registration prior to the start of the following school year, three days in May are designated as program-wide registration events. Students, who are accepted into the program throughout the school year, will complete the registration process at the early learning site they are slated to attend with support from the building administrative assistant. The administrative assistant should notify the building administrator, family education coordinator, and school nurse of any new student completing registration, including an official start date.
Developmental Screening
New and returning students attend a developmental screening in July. At this event, families are able to return any missing enrollment forms, participate in the ASQ-3/ASQ:SE-2 developmental screening with their child, complete CACFP enrollment paperwork, and receive information regarding special health days set aside by the health department to assist families still missing required health documentation. This is also an opportunity for parents and children to tour the school.
Students who are accepted into the program throughout the school year, will have the developmental screening completed by a family education partner during the school day within 30 days of enrollment.
Home Visits
Prior to the start of school, teachers set up individualized times to visit each of their student’s homes. These visits allow children the opportunity to get to know their teacher in their natural environment. Approximately 30 minutes is allotted for each family. Families who desire the visit to take place in a different environment, other than their home, will be provided an alternative location.
5. Roster Creation Classroom rosters are designed with intentionality to braid students from each of our funding sources: Head Start, At-Risk, Special Education, and Community Peers. Other factors considered when developing classroom rosters includes: the individual needs of students (special education and/or ESOL services), the need for access to before/after school programming, boy/girl ratios, age of students, and certification(s) of classroom teachers. Rosters are developed by the program level administrative assistant and reviewed by the director of early learning/building administrators prior to finalization.
Students who are returning to the program will be slated with the same teacher for subsequent years, unless a team decision is reached that a change in placement is in the best interest of the student. In these rare situations, the parent is to be included as a part of the team recommending a change of placement for subsequent years.
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6. Exiting Enrollment
Notification
Any parent desiring to un-enroll their child in the early learning community should notify the front office at the site of attendance. The administrative assistant will notify the building administrator, the classroom teacher, the family education coordinator, and the school nurse, of the intent to un-enroll. The building administrator will notify the early learning program administrative assistant of the opening so the position can be filled with the next eligible student on the wait list.
7. Summer Enrollment Families with children already enrolled in our full day extended care program have the option to enroll in our summer program if they are working or in school full time. The purpose of our summer program is to provide continuity of care to children who may have no other alternatives for summer care. Summer programming is structured to provide a fun and enriching experience, and it is not to be an extension of the school year or to provide extended learning for children. Families who meet the qualifications for participating in summer programming must complete all enrollment forms prior to the deadline. There are fees associated with summer programming unless the fees are covered through other funding sources.
Section 2 Service Delivery Models
1. Full Day Model The Full Day Service Delivery Model:
• Operates Monday-Friday • Provides childcare before and after regular school hours for parents who are working or are in school • Provides childcare on days that certified teachers are contracted to perform other duties for parents who are working or are in school • Provides breakfast, lunch, and snack
2. Part Day Model The Part Day Service Delivery Model:
• Operates Monday-Friday • Operates during regular school hours o Students attend EITHER a morning or an afternoon session (3 hours each) • Follows the school district calendar with few exceptions • Provides snack Exceptions to this policy would be:
• Children on I.E.P.’s who may require extended services to reach their goals. In such cases, these students may be dual enrolled (meaning they attend BOTH the morning and afternoon session, if there are no other options to provide their extended services).
Section 3 Fees Program fees are reviewed annually and are subject to board approval (See Appendix). Fees are dependent on whether or not families meet certain eligibility criteria and/or are eligible for additional scholarships. Families are
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provided the selection criteria matrix upon enrollment to assist with determining fees (See Appendix). Fees generated by the preschool program are used only for preschool program operations.
Section 4 Attendance
1. Educating Families
Prior to Enrollment
The expectations for attendance are reviewed with interested families prior to enrollment. A handout is provided to each potential family, which clearly outlines the expectation that children attend school every day our program is in session, with the exception of student illness or other absences that would be considered excused (See Appendix).
Parent Handbook
Each parent receives a parent handbook upon enrollment, which is distributed during home visits prior to the start of the school year. Children who enroll mid-year will receive their parent handbook from the front office. The parent handbook outlines the importance of regular attendance and its impact on success in school, as well as our process for addressing attendance concerns.
Monthly Attendance “Fun Fact”
In order to provide ongoing education to families on the importance of regular attendance, monthly “fun facts” will be distributed to families. “Fun Facts” are facts about attendance that are linked to a “catch” phrase and attached to an item. For example: Did you know that students can fall behind if they miss just a day or two every few weeks? Make your kid a SMARTIE by getting him/her to school each day (attached to a Smarties candy).
Parent Teacher Conferences/Plans for Success
To promote the importance of attendance and its link to success in school, our early learning Plans for Success have been designed so that each child’s attendance data is shared with families three times per year: fall and winter parent/teacher conferences and at the end of the year home visit. The plan for success shows the total number of days the child has been absent or tardy, and is marked green if the child is not at-risk for chronic attendance, yellow if the child is at-risk for moderate chronic attendance and red if the child is at-risk for severe chronic attendance (See Appendix). A handout on establishing good attendance habits is also provided (See Appendix).
2. Safety of Children
Daily Attendance Documentation
Classroom teachers are responsible for entering attendance for their students in the electronic database within the first ½ hour of each session. If a student is absent and a teacher knows the reason for the absence, he/she should document this in the notes section in the electronic database (See Appendix). If the parent indicates the child will see a medical professional, the parent should be instructed to bring a doctor’s note upon the child’s return.
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Process for Contacting Families of Students Not in Attendance
After the first hour of each session, the office professional will begin contacting the families of absent students for whom we have not received parent/guardian notification to ensure each child’s well-being. Office professionals will keep a log of the families they have contacted indicating whether they were able to make contact. Emergency contacts and text messaging will be utilized to increase the likelihood of making contact with families (See Appendix).
If we are unable to make contact with a family by the end of the school day, the building administrator will determine whether a home visit should be conducted. If the building administrator determines that a home visit should be conducted, he/she will either assign an individual from the school to conduct the visit, or contact the local police department to conduct a well-child check. If a child misses two consecutive school days, and we are unable to make contact with the family to determine the reason for the absence, a home visit will be conducted. The building administrator will determine whether or not it is most appropriate to assign someone from the school to conduct the home visit, or if the local police department should be contacted to conduct a well-child check.
3. Supporting Families
Attendance Letters
The building administrator will print monthly attendance reports and determine which students need to have attendance letters sent home. The wording of attendance letters varies depending on whether or not the student’s attendance is determined to be not moderate chronic (10-19% of program days missed) or severe chronic (20% or more of program days missed). (See Appendix)
Referral to a Family Education Partner
Students who have been identified as at risk for moderate chronic attendance are referred by the building administrator to the family education coordinator. The family education coordinator will ensure that a Family Education Partner is assigned to each of these families, regardless of whether or not they are receiving home based services.
The Family Education Partner will contact families assigned to them to share program attendance expectations and to establish an individualized plan to support the family in improving their child’s attendance (See Appendix). Family Education Partners will document time spent with families that is directly related to promoting better attendance (See Appendix).
Referral to Building Administrator
The building administrator will meet with the families of students who have been identified as at risk for severe chronic attendance. The meeting will include a review of the program attendance policy and the individualized plan that has been created to support the family. The administrator will work to identify additional supports that may be needed by the family, while clearly outlining the possibility of dismissal from the program, should attendance fail to improve.
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Recognizing Efforts to Improve Attendance
Recognizing the efforts of families to improve attendance is important. When it is evident that a family who has previously been identified for having moderate or severe chronic attendance issues shows improvement, the building administrator will make personal contact with the family to acknowledge their efforts (card, phone call, etc.). The Family Education Partner assigned to the family will also acknowledge the family’s efforts in an individualized manner (See Appendix).
4. Dismissal from Program
When a child accumulates a total number of absences (excused and unexcused combined) that exceeds 10% of total program days, he/she may be dismissed from the program. Absences that are documented by a medical professional, or that are covered under the Family Medical Leave Act (FMLA) will not be included in the count.
Every attempt will be made to help families improve their attendance prior to dismissal. The purpose of this dismissal process is our program’s acknowledgement that we do not have enough slots to serve all eligible students and when we retain a child who is not attending; we are denying another child a quality learning experience.
When it is determined that a child should be dismissed from the program, the building administrator will mail a letter to the child’s home the Friday before the child’s last day (one week’s notice). If the parents of the child share joint custody, but reside in separate locations, a letter will be mailed to both addresses (See Appendix). The building administrator will be responsible for notifying the assistant director of the student’s dismissal so the vacant slot can be filled. Children who are dismissed from the program due to attendance concerns will not be eligible for re-admittance during the same academic year but may be considered for re-enrollment in subsequent years.
5. Monitoring Program Attendance
During the Program Year
The assistant director will be responsible for running monthly program attendance reports to ensure the program’s absentee rate does not fall below 85%. If the program’s attendance rate falls below 85%, the assistant director will set up a meeting with building administrators and the family education coordinator to devise a plan to improve program attendance.
Goal Setting to Improve Program Attendance in Subsequent Years
The early learning administrative team, in conjunction with building leadership teams, will be responsible for analyzing yearly attendance data and setting program goals for the following year. Program goals will be written following Multi-Tiered Systems of Support recommendations and will support district wide attendance initiatives and plans for improvement. All goals will be written to maintain compliance with Head Start performance standards.
Section 5 Transportation
1. Eligibility
Transportation is provided on a limited basis. The need of the family, the distance of the child’s home from the assigned early learning site, and the family’s access to transportation are considered when determining whether the child is eligible for program provided transportation using the transportation needs assessment form (See 82 9
Appendix). To help families be less reliant on school provided transportation, flexible drop-off and pick-up times are provided to children in full time care if both parents are working or are in school. Children cannot be enrolled in both “extended care” and transportation. Parents must choose which of these options best meets the needs of their family. Children who qualify for special education services or F.I.T. may qualify for transportation through other funding sources.
2. Process for Requesting Transportation
Before School Starts
Families who express a need for transportation should complete the transportation needs assessment form during registration. Forms will be reviewed by the assistant director and families may be contacted to provide clarifying information if it is unclear if there is a true “need” for transportation. Applicants that do not demonstrate a clear “need” will be denied. Applicants that qualify for special education and/or FIT will be re- routed through the appropriate channels.
Effort will be made to design bus routes to include all students who demonstrate a high level of need for transportation. When routes are too long or are not feasible, the director of transportation along with early learning administration, will determine which requests should be denied. Once final decisions are made, families will be contacted with notification regarding whether their request has been approved or denied.
A comprehensive list of students (grant funded, SPED, & FIT) qualifying for transportation will be sent to building administrators, along with bus assignments and route details, so that students can be added to the bus check- in/check-out sheets. Photographs of the students are obtained prior to home visits (ideally during registration or developmental screening events), so that backpack tags and bus name/photo labels can be generated. The backpack label, along with route details are provided to the family by the classroom teacher during the home visit.
After School Starts
If the family of a current, or potential student (acceptance of a slot is contingent upon the availability of transportation), expresses a need for transportation after the start of the school year, the family should complete the transportation needs assessment form in the front office. The building administrator should review the form to determine whether or not the request should be routed through special education, FIT, or the early learning assistant director.
The needs assessment will be cross-referenced with existing routes by the assistant director to determine feasibility of adding the student. If it is determined the addition is unfeasible, the application will be denied and the family will be notified. If the addition of the student is feasible, the family may be contacted to provide clarifying information regarding the “need” for transportation. If need is determined, the child will be added to the bus route and the family and building administrator will be contacted with route details.
It is the responsibility of the building administrator to ensure the child is added to the bus check-in/check-out sheets and that a backpack label and bus name/photo label is generated prior to the child riding the bus. Bus routes for new students will begin three business days after approval, or the following Monday.
3. Safety of Students
Identifying/Tracking Students
Because early learning students are not always able to verbalize their name to the bus driver/monitor, students are provided with a photo identification label that is affixed to the backpack to ensure proper identification of
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students. Bus drivers/monitors utilize a check-in/check-out sheet to track students as they load and unload the bus.
Release of Students to Authorized Person
Children are required to be accompanied both to and from the bus stop by an adult. Children will only be released from the bus to individuals who are listed on the child’s authorization to pick-up list, and upon showing of photo identification, if the person’s identity is unknown. Children will not be released at areas that are not a designated bus stop.
If an authorized person is not at the bus stop, the child will be returned to his/her assigned early learning site where the individual on duty will contact the family and notify them of the child’s whereabouts. A $1.00 per minute late charge will be assessed. It is the responsibility of the building administrator to follow-up on recurrent incidents of failure to pick-up and/or late pick-up, in order to develop a plan of improvement with the family. Future violations may result in loss of transportation.
Precautions when Transporting Students
Vehicles used to transport children receiving transportation services are equipped for use of height-and-weight appropriate child safety restraint systems. A bus monitor is provided in addition to the bus driver to help monitor the needs of students while traveling.
Emergency Preparedness
Our program follows all procedures and policies as outlined by the USD 383 department of transportation while ensuring children have the opportunity to practice three bus evacuation drills each year.
Section 6 Curriculum and Assessments
1. Kansas Early Learning Standards & Head Start Early Learning Outcomes
The Kansas Early Learning Standards and the Head Start Early Learning Outcomes Framework are used as the basis to inform instruction in all of our classrooms. Our curriculum (Connect4Learning) is aligned to the aforementioned standards and framework to assist us in meeting the standards and benchmarks set forth for preschool students.
2. Core Curriculum
All early learning classrooms utilize the Connect4Learing (C4L) interdisciplinary early childhood pre-kindergarten curriculum. Using research-based and classroom-tested foundations in literacy, science, social-emotional, and mathematics learning, Connect4Learning weaves all four together to ensure that each subject is addressed meaningfully and comprehensively with each child.
Connect4Learning recognizes the following: a) play and academic instruction can work synergistically in early childhood, b) early academic skills are essential to later school success, c) current approaches to early education too often provide superficial math and science experiences that neither support the richness within these domains nor the interconnectedness between them, and d) a more multifaceted and intentional approach to social-emotional, language, and literacy development is critical to school readiness.
Connect4Learning is organized into six units of instruction with culminating projects that incorporate and build upon skills from math, science, literacy, and social/emotional development. In order of implementation, these six units include:
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1. Connecting with School and Friends 2. Our Environment 3. How Structures Are Built 4. Exploring Museums 5. Growing Our Garden 6. How We’ve Grown
3. Intervention Curriculum
Read It Again—PreK!
Children who are determined to need additional literacy support, per their myIGDI data, are provided interventions twice per week for 20-25 minutes in a small group or through one-on-one instruction. Read it Again—PreK is a scientifically based curricular support designed to develop and strengthen young children’s early foundations in language and literacy. Lessons are organized around adult-child readings of high-quality storybooks.
Everyday Math (Condensed)
Children who are determined to need additional numeracy support, per their myIGDI data, are provided interventions twice per week for 20-25 minutes in a small group or through one-on-one instruction. Everyday Math is a research based curricular support that focuses on developing children’s understandings and skills in ways that produce life-long mathematical power.
4. Assessments
ASQ-3/ASQ:SE-2
Our program utilizes the ASQ-3 and ASQ:SE-2 to screen and assess the developmental performance of children in the areas of communication, gross motor skills, fine motor skills, problem solving, and personal-social skills. The data gathered is used to monitor students who show a need for more opportunities to develop certain skills, as well as to identify those who may need further screening or evaluation for developmental delays.
This developmental assessment is conducted with children and families at our developmental screening in July. The information is stored so that building administrators, teachers, and school psychologists have access to the information. The information is shared with families at fall parent-teacher conferences.
The school psychologist facilitates the process of monitoring students who show a possible delay by following up with the classroom teacher three times per year. If the teacher indicates on-going concerns, the child may be referred to the student improvement team to determine next steps. All students flagged for monitoring will have the ASQ-3 re-administered in the spring and results will be shared with families at spring parent-teacher conferences.
C4L Formative Assessment
The C4L formative assessment helps educators determine what to do next to help a child move along his or her learning trajectory. It consists of ongoing monitoring of each child’s learning so teachers can determine where the child stands developmentally. Once monitoring has occurred, teachers modify their teaching in response to what they have learned about the child. This assessment piece primarily occurs during small group learning but may also occur throughout other aspects of the day.
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myIGDIs (Literacy & Numeracy)
myIGDIs (Individual Growth and Development Indicators) is a standardized universal screener that evaluates young children’s development in the areas of literacy and numeracy in order to identify children who are at-risk of poor learning outcomes. The myIGDIs assessment is given to all children in our program three times per year: fall, winter, spring.
The literacy assessment assesses children’s oral language development (sub-tests: picture naming, which One Doesn’t Belong), sound awareness knowledge (sub-tests: rhyming & alliteration), and alphabet knowledge (sub- test sound identification). The numeracy assessment assesses children’s development in counting and cardinality (sub-tests: oral counting, quantity comparison, number naming, 1-to-1 correspondence).
SRSS-EC (Student Risk Screening Scale for Early Childhood)
SRSS for early childhood is a screening tool that examines externalizing and internalizing behaviors of young children. Given three times per year (fall, winter, and spring), the SRSS helps to identify students who may be in need of additional supports to acquire age appropriate social/emotional skills.
COR (Child Observation Record)
The Kansas State Department of Education requires that an assessment be given to children who have been identified with a disability upon entry into a school district and upon exit. The state provides a list of approved assessments. Our program has chosen to utilize the COR to meet this state requirement.
Section 7 Multi-Tiered Systems of Support
1. Purpose
MTSS (Multi-Tiered Systems of Support) is a systemic, continuous improvement framework in which databased problem solving and decision-making is practiced across all levels of the educational system for supporting students.
2. Support for Students
The Three Tiers of MTSS
In Tier 1, all students receive high quality curriculum and instruction in the general education classroom. In Tier 2, supplemental support is provided to students who need additional instruction other than what is being provided through the general curriculum. This additional support is typically provided in the form of small group or one-on- one instruction using specific intervention curriculum. In Tier 3, additional support is provided to the family through focused activities and family education partners, in order to support the child’s learning in the home.
Student Intervention Team
If a teacher or parent have on-going concerns for a student (social/emotional, behavioral, or academic) that are not being resolved through the MTSS process, the student intervention team provides support. SIT will not prevent prompt referral for screening/evaluation if a disability is suspected. The process for referral is as follows:
• Concerned teacher contacts the SIT chair to initiate a referral for intervention • SIT chair provides referral form for completion (1.1 Referral Form-Pre-K). • Once referral form is completed and returned to SIT chair, the SIT chair will provide the teacher with a date and time to meet with the SIT team. 86 13
• Once a date and time have been provided to the teacher, he/she should contact the parent(s) and invite them to attend the meeting. The teacher should also ensure family input form is completed (1.4 Family Input Form). It is strongly encouraged that families ask these questions to parents over the phone, but it is appropriate to have the parent fill out the form on their own if desired. • At the meeting, the team will review information about the student and write a plan (2.1 Student Intervention Plan Pre-K) to: a) Proceed with possible strategies for intervention b) Consider need to gather additional information/data (observation, time on task data, “etc.”) c) Proceed with a screening or evaluation. i. If it is determined to proceed with a screening, the parent will need to give written permission (permission to screen pre-k). ii. If it is determined to proceed with evaluation, special education protocols should be followed. • A follow-up meeting date will be set to discuss and document progress made towards goal or to make modifications to the SIT plan (3.1 Intervention Follow-Up-Pre-K)
3. Self-Correcting Feedback Loop • Collaborative Team (Classroom Level)
The purpose of collaborative teams is to provide teachers with structured time weekly where they can review data related to student improvement with the purpose of refining instructional methods to yield the HIGHEST possible results when implementing the Tier 1 and Tier 2/3 protocols. Teachers are divided into teams of no more than four teachers and teams are rotated at semester.
Building Leadership Team (Program Level)
The purpose of the building leadership team is to provide structured time monthly where building level data related to student improvement can be reviewed with the purpose of identifying building needs (professional learning, resources, teacher empowerment, family engagement, etc.).
District Leadership Team (District Level)
The purpose of the district leadership team is to track the program’s progress towards school readiness goals, identify program wide areas of need (professional learning, resources, teacher empowerment, family engagement, etc.), and ensure fidelity implementation of the MTSS system. The district leadership team is also responsible for establishing bi-directional communication and collaboration between teams.
Section 8 Response to Misbehavior
1. Misbehavior as a Learning Opportunity
It is our goal at the early learning level to help children learn to solve problems and develop appropriate behaviors in a loving, nurturing manner. We believe that all misbehavior is a learning opportunity and educators in our program work to guide children toward appropriate behaviors, rather than punishing them for misbehaving. Educators use the “Love and Logic” program by Jim and Charles Faye as a guide for preventing and responding to misbehavior. Practices that maltreat or endanger children are prohibited in our program, this includes corporal punishment.
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2. Building Wide Expectation Matrix
Because we value the individuality of each child in our program, guidance approaches to misbehavior are handled in an individual manner. However, expectations are consistent so children can easily identify appropriate and inappropriate behaviors. Expectations are stated in a positive manner and explanations are given as to why some behaviors are unacceptable. To ensure continuity between classrooms and sites, we have created an early learning behavior expectation matrix that is taught to all students (See Appendix).
3. Positive Behavior Supports
Pyramid Model
Both our curriculum and our Multi-Tiered Systems of Support, follow the pyramid model in regard to addressing challenging behavior and supporting children in developing social and emotional competence. The pyramid model is a conceptual framework of evidence-based practices that describes three tiers of intervention practice: universal promotion for all children; secondary preventions to address the intervention needs for children at risk of social emotional delays; and tertiary interventions needed for children with persistent challenges.
Targeted Social Emotional Supports
In our program, we use targeted social emotional supports to prevent challenging behaviors. These supports are as follows: • 4:1 positive attention ratio • Teach behavioral expectations • Teach peer related social skills • Provide predictable schedules • Provide predictable routines within routines
Link Recognition System
To encourage positive supports within classrooms, when students exhibit desirable behaviors from the expectation matrix, they are given linking chains to contribute to a clear jar that is provided to each classroom. When the class container is full, the classroom has a “celebration of success”. Links are always given as positive reinforcement and are never taken from a child or removed from the jar.
4. Children in Need of Intensified Supports
In cases of extreme misbehavior, an individualized plan will be created for the student. The plan will include intensification of targeted social emotional supports (See Appendix). In some situations, it may be necessary to refer the student to the student intervention team so that a more detailed plan can be developed with the support of the family.
5. Emergency Safety Interventions
If a child presents an immediate danger to self or others, seclusion or restraint may be necessary to keep everyone safe. Positive behavioral supports are ALWAYS put in place to ensure these interventions are minimized. Educators are trained in proper techniques to restrain a child should the need arise (MANDT). If an Emergency Safety Intervention is used, the state process for documenting the incident and notifying families is followed.
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6. Suspensions/Expulsions
Our program does not condone the practice of suspending or expelling young children from the early learning setting. In rare situations, when a child cannot be deescalated at school, a parent/guardian may be called to assist with the situation. Once calm, the child may remain at school, or the team may decide that it is best to try again the next day. Families may be asked to consider shortening the length of the child’s day permanently to lessen the stress on the child if the child is attending the childcare program before and/or after school.
In all situations, building administrators will work with the family to determine a plan that best meets the needs of the child and the family. Under no circumstances will a child be terminated from the program due to behaviors.
Section 9 Safety and Security
1. Active Supervision
Keeping children safe is a top priority for our program. Our program utilizes “Active Supervision” to create a safe environment and to prevent injuries to the children in our care. When practicing “Active Supervision”:
• Educators set up the environment so that they can supervise children and be accessible at all times. • Educators carefully position themselves in the environment to prevent children from harm. • Educators are always able to account for the children in their care. • Educators are aware of specific sounds or the absence of sounds that may signify reason for concern. • Educators use what they know about each child’s individual interests/skills to predict what he/she will do. • Educators use what they know about each child’s individual needs and development to offer support.
2. Building/Premises Safety
For the safety of students, our program utilizes one main entrance in and out of the building. The main entrance is locked, except for during drop-off and pick-up and requires visitors to be “buzzed” into the building at other times of day. The playground is gated and locked to prevent intruders.
In order to ensure the playground is safe and free of hazards for children, the custodian does a daily check of the playground and surrounding building area upon reporting to work. The safety check includes looking for fallen limbs, broken glass, trash, pet feces, electrical issues, faulty equipment, or other issues that may cause harm to children. If the custodian is not on site prior to the first classroom going out for recess, the administrative assistant or building administrator will walk the premises of the playground to ensure it is safe for children.
3. First Aid/CPR
All staff maintain current certifications in first aid and CPR. In situations of child injury, staff are expected to utilize their training on best practices and respond accordingly.
4. Incident/Injury Report
If a child is injured at school, the parent will receive documentation with the details of the incident on the same day (See Appendix). If another student injures the child, the name of the child who inflicted the injury will not be included in the report. If there are on-going injuries inflicted by a particular child, the building administrator will work with the classroom to create a safety plan to protect others from harm.
When injuries involve the eyes or head, the parent will be notified of the injury by phone, prior to receiving the paper documentation.
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5. Authorization to Pick-Up
Each classroom has a form that parents must sign when dropping off or picking up a student. A legal adult (not young siblings) must accompany the child into the classroom in the morning and sign them in with a staff member. At the end of the day, any individual picking up a child must sign them out and show proper photo identification, if unknown by the staff member on duty.
If an individual does not appear on the authorization to pick-up form present in the classroom, the staff member should immediately contact the building administrator for assistance. If a parent wishes to add someone to their authorized to pick-up list, they should do so in the front office. Phone calls are not an acceptable manner for making changes. If changes are made to a student’s list, the classroom authorization to pick up form will be updated by the administrative assistant and provided to the teacher as soon as possible.
6. Late Pick-Up
Children should be picked up promptly from the classroom at dismissal time. Our program recognizes that sometimes things happen outside of a parent’s control, which may result in an occasional late pick-up. For this reason, families who are less than five minutes late picking up will be given one verbal warning, followed by a written letter if the incident occurs again. After two late pick-ups, families will be charged $1 per minute. If a child is not picked up from our program within thirty minutes of dismissal, and a legitimate family emergency has not been reported to the school, the local police department will be contacted and will be notified of a “child in need of care.” The building administrator will determine if a DCF report should be filed following the incident. It is the responsibility of the building administrator to follow-up on recurrent incidents of failure to pick-up and/or late pick-up, in order to develop a plan of improvement with the family. Future violations may result in loss of extended care, or in extreme cases, dismissal from the program.
7. Mandatory Reporting
According to Kansas reporting law (K.S.A. 38-2223) mandated reporters are required to report child abuse or neglect. Annual training is provided to staff to make them aware of their responsibility to promptly report any suspicions that a child has been harmed because of physical, mental, or emotional abuse, neglect, or sexual abuse. While it is not required, it is encouraged that any staff member who makes a report to the Department of Children and Families share that information with the building administrator.
8. Emergency Preparedness
Crisis Management Plans
In addition to practicing monthly drills as required by state legislation, our program sets aside one week each year to practice the following drills: fire, tornado, secure campus, lock down, and evacuation. Each early learning site has a comprehensive crisis management plan for circumstances of unusual origin (weather, fire, acts of violence). These crisis plans are periodically reviewed and updated. Plans are specific to each early learning location, taking into account the building’s location and floor plan, evacuation procedures, and other procedures to protect students and staff from harm. Detailed crisis plans are not publicized to ensure the probability of success. Building administrators participate in discussions at the district level to better formulate building level plans and to communicate with the local police department and department of fire services.
Emergency Backpack/Notebook
Each classroom has a backpack equipped with supplies needed in case of an emergency. Inside each backpack is a notebook that includes: 90 17
• Student enrollment forms • Family enrollment forms • Authorization to pick-up forms • Student health information • Emergency medical care information • Parental release information
Each notebook includes a set of colored cards that allow us to quickly scan to see that all children are accounted for, determine which classrooms need immediate medical attention, and identify classrooms that may have useful information to share with authorities.
Section 10 Health
1. Enrollment Requirements
Health Documentation
Children attending our program are required to have documentation of the following:
• Annual well child exam • Annual blood lead test (Head Start Eligible Students) OR risk questionnaire completed indicating there is no need (Non-Head Start Eligible Students Only) • Hemoglobin blood test (Record of within normal limits between 12 months and/or time of enrollment) • Up-to-date immunization record • Annual dental exam
Supporting Families in Meeting Requirements
At our registration event in May, families are provided with a brochure that outlines the importance of the health documentation that is required for admittance into our program along with a list of medical and dental providers in our area (See Appendix). The program nurse meets with families at the registration event to review their immunization records and to document vaccinations that may be missing or not up-to-date. Families complete a lead-risk questionnaire to determine whether a blood lead draw is necessary, and a staff member council them on the importance of following through with the testing if the questionnaire shows their child is at risk. If a family indicates they are uninsured, and the family’s income indicates they may be eligible for Medicaid, the family is provided with contact information to the health department to start the application process. Our program strives to have Medicaid present at our registration events to streamline the process for families. Our home based services contact information is also provided to families, should they need additional support over the summer months to complete the health requirements.
At our July developmental screening event, families return any missing health documentation they did not have at the registration event. The program nurse meets with families to review their immunization records and to document vaccinations that may be missing or not up-to-date. Families that are still missing health requirements are provided with contact information to the health department to attend health days set aside specifically for our program with the intention of assisting families in meeting the enrollment requirements.
After the start of school, a folder is maintained at the front office by the administrative assistant for families turning in health documentation after the start of school. The program nurse reviews this folder regularly.
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Failure to Meet Requirements
Within the first 30 days of school, the program nurse reviews each child’s health record and documents areas of compliance/non-compliance on a document that is shared with the family education coordinator (See Appendix). The nurse sends letters to families outlining missing health documentation. The family education coordinator works with family education partners to reach out to families to provide assistance in helping them meet the requirements. Family education partners document their attempts to contact families to provide support (See Appendix). If a family is non-responsive, a family education partner will visit the home.
Our program strives to help empower families and encourage families to return any missing documentation to the front office at the site his/her child attends. In rare instances our program may have a family complete a medical release of information if it has been determined the family is unable to get the information to the school.
After 60 days in school, the program nurse will send updates to families whose children are still non-compliant with program health requirements. The family education coordinator will update family education partners on families still needing to reach compliance at this time.
Any child who is still non-compliant after 75 days of school, will have the opportunity to receive medical services provided through the health department during an on-site medical clinic, pending parent permission. Parents are not required to be present but are encouraged. Children who remain out of compliance on immunizations and physicals, despite our attempts to provide support, will be excluded from school after 90 days, per district regulations. Families who lack dental exams throughout the school year will have continued support through family education partners in order to meet this requirement.
Community Networking
Our program nurse maintains ongoing communication with local medical and dental offices to provide them with current information on the health requirements of our program. Communication involves phone calls, e-mails, and personalized visits to discuss requirements and forms. The Greater Manhattan Area Interagency Coordinating Council (serving as the Health Services Advisory Committee) is also used as a means of advertising to the community our program health requirements and to elicit support in helping families meet the requirements.
2. Health Screenings
Our program provides annual vision, hearing, and dental screenings. A parent can opt-out of these screenings by contacting the program nurse.
3. Illness Policies
Our program follows illness policies as outlined by our local health department and school district.
4. Medication
Prescription medication that can be administered before or after school will be the responsibility of the parent to administer. If a licensed physician indicates that the prescription medication must be administered during the school day, the physician will be required to sign the program form providing instructions on how it is to be administered. The program nurse will review the physician’s statement and in most cases administer the medication directly from their office. In cases where the classroom teacher, or other assigned educator, may be responsible for administering the medication (typically emergency medications), the program nurse will provide training to the classroom staff.
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Over the counter medication that can be administered before or after school will be the responsibility of the parent to administer. If the parent feels the medication must be administered during the school day, the parent will complete the required form and will be contacted by the program nurse to discuss details.
5. Toilet Training
Our program serves a diverse population of children and do not require that children be toilet trained prior to enrolling in our program, regardless of age. As long as there are no developmental or physical delays, our goal for children approaching or extending past the age of three, is to achieve toilet training as quickly as possible. When promoting toilet training, an individualized plan will be developed with the family to support cohesiveness between school and home.
Based on the unique design of our braided program, and funding differences between our part day and full day models, parents of children attending our part day classrooms are required to provide diapers to the center as needed/requested when a child is not yet toilet trained. Diapers are provided in our full day classrooms.
6. Building Practices to Promote Health
Hand Washing
All children and staff must wash their hands upon entering the school, before serving or eating food, after toileting (or assisting with toileting/diapering), after blowing one’s nose (or assisting with a runny nose), and after outside exploration time. For sanitary purposes, the sink should be turned off with a paper towel after cleaning hands.
Tooth Brushing
Oral health hygiene is promoted by ensuring all children are assisted by staff in brushing their teeth with toothpaste containing fluoride daily.
Sanitizing of Tables
All tables will be sanitized prior to meals being served to children. Solution will be sprayed on the table and wet- wiped using paper towels to spread solution over surface. Solution should be left for ten minutes prior to being wiped up using paper towels, to ensure proper sanitation.
Sanitizing of Toys
Toys that are put in a child’s mouth should be immediately removed from play and sanitized during teacher planning and preparation. Toys that are rotated between classrooms should be cleaned and sanitized prior to returning them to storage.
7. Nutrition
Variety of Foods
Providing nutritious and appropriate food choices is important to our program. Our Child Nutrition department follows CACFP guidelines when developing our monthly menus. The menus are posted monthly in each classroom and are available to parents as requested.
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Meals
Our early learning program provides breakfast, lunch, and snack to children attending full day and a morning or afternoon snack to children attending half day. Lunch is served family style. This is a wonderful opportunity to help the children with correct table manners and language, as well as to practice skills such as pouring and serving oneself.
Allergies/Restrictions
Each child has a name card with his/her picture listing any food allergies or restrictions set at his/her table spot during each meal of the day. Parents who indicate their child has allergies or restrictions should fill out the meal modification form in the front office so that modifications can be provided.
Food and Physical Activity
Our program strives to support the health of each of our students. For this reason, food and physical activity are not used as punishments, or rewards.
Section 11 Parent and Family Engagement
1. Engagement and Empowerment at Home
Teacher Home Visits
Teachers set up individualized times to visit each of their student’s home prior to the start of school and at the conclusion of the school year. These visits allow the family and child to get to know the teacher in their natural environment. Approximately 30 minutes is allotted for each family.
Family Partnership
Parent engagement is important to our program. We support parents as their child’s teacher, nurturer, and advocate. We encourage all of our families to engage in a family partnership with us (See Appendix). Families who choose to engage in a family partnership receive assistance with setting and reaching goals for their family. Support is provided through family education partners who follow up three times per year. Families who choose to participate in home visits will have bi-monthly or monthly follow-ups.
Home Visiting Program (PAT)
Our program utilizes the Parents as Teachers (PAT) curriculum to support families in the home and to provide educational resources on how children grow and learn. Families who choose to enroll in home visits receive either a monthly or bi-monthly visit. The frequency of visits is based on the need of the family. Visits are individualized to meet the needs of the family and the growth and developmental needs of the child. Developmentally appropriate activities are provided at each visit, while also providing support with obtaining access to needed community resources.
2. Engagement and Empowerment at School
Family Nights
Family nights provide opportunities for families to work together with staff in the education, health, nutrition, and development of their children—all while having fun! These events provide opportunities for families to meet other parents who share common goals for their children. Our program provides at least four structured “family nights” each year. 94 21
Parent-Teacher Conferences
Parent-Teacher conferences are scheduled twice annually, once each semester. At this time, the teacher and parent work together to create a plan of success for the child based upon his/her current strengths and areas of need. Daily, informal conversations between families and teachers are encouraged.
Volunteering
The grants that fund our program stipulates that we must receive in-kind services from parents and the community to maintain funding. In-kind is the dollar amount given for people volunteering their time and donations to our early learning program. Parent volunteer time is logged in the classroom by the teacher and turned in three times per year (See Appendix).
Family members can be involved in their child’s education at the early learning level in many ways. Parents are welcome to visit the classroom, attend a special activity/field trip, or volunteer to share a special talent, activity, or cultural custom. Parents should be advised that their prolonged presence might be disruptive to the learning of their child. In an effort to best meet the needs of our students and classrooms, parent volunteer opportunities may not be in their child’s own classroom.
When parents are volunteering, it is important that they be focused on our students, therefore they are asked to leave younger siblings at home during volunteer opportunities. Parents are required to sign in to the office and get a visitors’ tag when volunteering.
All extended volunteers are provided with an orientation and volunteer handbook, prior to beginning their volunteer time.
Father/Male Involvement (Strong Fathers)
Our early learning community believes that a child with a loving, involved father and mother is a child who has a great head start in life. We involve any significant male in a child’s life, so dads, grandpas, uncles, step-dads, and friends are all welcome to participate! This group meets throughout the year for father-child activities, discussion groups, and/or community service projects.
Parent Committee
Our program values input from parents. Every early learning community parent is encouraged to be a member of the parent committee. This is an opportunity to assist in planning parent and family activities. Each early learning center will have their own parent committee that will meet bi-monthly. A parent committee is very similar to a PTO at an elementary school.
Policy Council
Policy council is made up of parent representatives from each of our early learning sites and home-based programs. The purpose of this group is to help guarantee an early learning community of maximum quality for both children and parents/guardians.
At the bi-monthly meetings, representatives have the opportunity to make suggestions and offer ideas for program improvements assist in the development of hiring policies and procedures, plan agency wide activities for parents, and work with other parents and the community to recruit volunteers.
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This group is empowered to participate in the decision-making process. All parents are welcome to attend the meetings. Officers are elected early in the fall and serve a one-year term. A separate handbook outlines the bi- laws of this council.
Health Services Advisory Committee
The Greater Manhattan Area Interagency Coordinating Council serves as the Health Services Advisory Committee (HSAC) for USD 383. The GMAICC is made up of early learning community parents, staff, and community health professionals who are interested in promoting good health care and health education for families. This committee makes suggestions to the policy council, which votes on their ideas.
3. Home/School Communication
Day-To-Day
Parents are encouraged to engage in day-to-day correspondence with the lead teacher, as they are able during drop-off and pick-up. If the parent is picking up at a time of day when the lead teacher is unavailable, they should e-mail or call the school to leave a message. The teacher will contact the parent in a timely fashion. Teachers maintain contact logs with families to document on-going correspondence (See Appendix).
Changes in personal information for preschool students should be communicated directly from the family to the administrative assistant at the site the child attends. Changes in personal information for children enrolled in Early Head Start or Parents as Teachers should be communicated directly from the family to the family education coordinator.
Electronic Communication
Our program uses infinite campus message builder to send important updates/announcements via e-mail to families. Parents can also choose to sign-up for the district’s messaging system which allows them to receive texts related to school closures and other emergency information.
Newsletters
Teachers create monthly classroom newsletters to share updates from the classroom, information about the learning trajectories for the week, and to share any news of upcoming events and activities.
Each early learning site compiles a monthly “school” newsletter to share events and activities that are happening program wide or in the community.
Website
Our program maintains an early learning website as a resource to the families in our program and the community.
4. Parent, Family, Community & Engagement Committee (PFCE)
The parent, family, and community engagement committee meets four times per year and is comprised of nine members which include:
• Family Education Coordinator (1) • Director of Early Learning (1) • Assistant Director of Early Learning (1) • Administrative representative from each site (2) • Teacher representative from each site (2) 96 23
• Family education partner representative from each site (2)
Committee responsibilities include assisting in recruitment activities for parent volunteers and committee members, planning and preparing family events, communicating with teachers regarding family engagement events, and developing PFCE goals for the program.
Each spring a family satisfaction survey is distributed to families. Once the data is collected it is reviewed by the PFCE committee and shared back with parent committee, policy council, and teachers. Information gained from the satisfaction survey, along with parent participation data and feedback that is gathered after each family event, is used in guiding the committee’s planning for the following year.
Section 12 Professional Learning
1. Orientation/Annual Trainings
Program Wide
All staff within the program participate in annual orientation that provides guidance on key areas that are specific to the role they play within the organization. In addition to these departmentalized orientations, all staff receive training on the following health and safety guidelines:
• Recognizing the Signs of Abuse and Neglect (Mandatory Reporting) • Confidentiality in Schools (FERPA) • Emergency Safety Interventions • Suicide Awareness • McKinney Vento • Blood-Borne Pathogens • Harassment • Bullying • CACFP (civil rights) • Culturally Responsive Practices § Working with students/families from diverse backgrounds § Supporting dual language learners with native language development • Supporting Students with Childhood Trauma
Teaching Staff
Any educator who is new to the early learning program, including building administrators, lead teachers, assistant teachers, and paraprofessionals, report to work three days earlier than returning educators. During these three days, professional development is provided on key elements of our program such as our core curriculum (C4L), introduction to the Kansas Early Learning Standards and Head Start Outcomes, the district MTSS process, our early learning plan for behavioral expectations and social/emotional supports for students (pyramid model), and educator evaluations. We also ensure all new educators have received the minimum trainings required by childcare licensing which may not be required of returning educators. All educators, new and returning, are required to obtain, and maintain, current CPR and first aid certification.
All educators (new and returning), including building administrators, lead teachers, assistant teachers, and paraprofessionals, receive training on the following:
• Professionalism • Classroom Responsibilities
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• Professional Responsibilities • Curriculum & Assessments • Multi-Tiered System of Support • School/Student Safety & Security § Building/Premises Safety § Active Supervision § Precautions When Transporting Children § Emergency Preparedness • Health § Building Practices to Promote Health § Administering Medication • Parent/Family Engagement • Technology
Information is provided in handbook form to certified and classified staff, while also being presented orally, so that the information can be referenced as needed throughout the year.
Family Education Partners
Family Education Partners join our team from a variety of backgrounds. Family Education Partners are oriented on the philosophy of our Early Learning Community, as well as the expectations of their new position through training in the following:
• Professionalism • Confidentiality • Parents as Teachers National Center Foundational curriculum (prenatal to age 3) • Parents as Teachers National Center Foundational 2 curriculum (ages 36 months to kindergarten entry) • Model fidelity for Parents as Teachers or Early Head Start respectively • ASQ:3 and ASQ:SE administration • Hearing and vision screening procedures • Born to Learn Brain Development series • Strengths based approach to parenting • Challenging parenting topics • Home visitor safety planning • Safe Sleep for Infants • Period of Purple Crying (shaken baby prevention) • Orientation to state and federal professional organizations • Orientation to supplemental curriculum available to support home visiting • Observation and mentorship with experienced family education partners
Information is provided in handbook form, while also being presented orally, so that the information can be referenced as needed throughout the year.
ERSEA (Eligibility, Recruitment, Selection, Enrollment, Attendance) Staff
All staff members who play a role in determining eligibility and placement of students in the early learning program receive initial and on-going training regarding ERSEA guidelines.
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Administration
In addition to participating in the individualized trainings targeting their department, all early learning administrators participate in an annual review of the program handbook to ensure cohesiveness of policy implementation.
2. Varied Professional Learning Opportunities
Trainings for the remainder of the year vary depending on the role each educator plays in the classroom, but professional development consistently connects to the Kansas Early Learning Standards and Head Start outcomes and allows time for teachers, assistant teachers, and paraprofessionals to explore and understand how these learning continuums affects the instructional decisions they make in the classroom. Specific attention is paid to “classroom teams” (lead teachers, assistant teachers, and paraprofessionals) developing developmentally appropriate classroom environments where expectations of students are explicitly taught, and positive behaviors are encouraged and enforced through a recognition system.
We provide training for lead-teachers, independent of their support staff, in order to help take foundational skills to a higher level, but also provide combined professional development opportunities where lead teachers and support staff learn and collaborate together to strengthen outcomes in the classroom.
We utilize monthly teaming, on-line training modules provided by our C4L curriculum, KCCTO classes, and book studies to individualize the professional development needs of our lead teachers, assistant teachers, and paraprofessionals. We have found that these flexible professional development opportunities allow us to differentiate learning at a greater level than district wide professional development days often allow. 3. Determining Program Needs for Professional Learning
Our Building Leadership Teams and Early Learning Administrative team, work together to analyze program data over time in order to inform curriculum decisions, establish program goals, and determine professional development needs for the upcoming year. A professional needs calendar is established in the spring of each year and includes professional learning opportunities for administrators, teachers, support staff, and family education partners. Data sources used when making these decisions include the following:
• Program wide CLASS data • myIGDI data (literacy & numeracy) • SRSS data (social/emotional/behavioral) • ASQ-3/ASQ:SE-2 data • SIT referral data • Student attendance data • Teacher needs assessment data • Family education partner needs assessment data • Head Start monitoring reviews • Family satisfactions surveys • Family partnership agreements and participation • Teacher retention data • Parent teacher conference attendance data
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Section 13 Instructional Coaching
1. Coaching Model
Practice Based Coaching (PBC) has been adopted as the evidence-based instructional coaching model to be used throughout our program. PBC is a professional development strategy that uses a cyclical process. This process supports teachers' use of effective teaching practices that lead to positive outcomes for children (See Appendix).
Our program has utilized the Multi-Tiered Systems of Supports to help identify which classroom practices will be utilized throughout our early learning classrooms.
2. Teacher Self-Assessment
All teachers will complete the USD 383 Early Learning Classroom Practices Self-Assessment in the fall for the purpose of creating an individualized action plan equipped with SMART goals and objectives (See Appendix). Teachers will also have an opportunity to self-select professional learning experiences they would be interested in throughout the course of the year.
All teachers will complete the USD 383 Early Learning Classroom Practices Self-Assessment again in the spring for the purpose of identifying areas of individual growth, as well as to assist with planning program wide professional learning for the following year.
3. Selecting Techers for Intensive Coaching (Expert Coaching)
Administrators will conduct teacher evaluations using the Danielson framework following procedures as outlined by the negotiated agreement for teachers. Administrators will identify teachers who could benefit from intensive coaching and create a “growth plan” for the teacher using district provided forms and guidelines.
4. Instructional Coaching Process
Intensive Coaching (Expert)
Once a teacher has been identified as needing expert coaching, the building administrator will set up a meeting to review the teacher’s individualized action plan and adjust SMART goals and objectives as needed to align with the “growth plan”. The building administrator will provide coaching that may include modeling of lessons, observing lessons and offering feedback, recommending observations in other classrooms, attending a professional development conference, etc.
The director of early learning is available to provide more intensive coaching as determined through a collaborative process with the teacher and building administrator. When providing coaching, the director of early learning will review the teacher’s individualized action plan and meet with the teacher to review the coach/coachee agreement with the intent of establishing rapport and building trust (See Appendix). The director of early learning will establish a framework for what the instructional coaching process will look like based on the teacher’s individualized needs. At a minimum, intensive coaching will include focused classroom observations using the USD 383 Early Learning Classroom Practices Observational tool, followed by the director of early learning and the teacher completing the reflection and feedback log together. A copy of the completed reflection log will be provided to the teacher and the director of early learning will complete a self-evaluation after each session (See Appendix).
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Other Forms of Coaching (Self, Peer, Group, Distance)
Teachers who have not been identified as needing intensive coaching by administrators can still take advantage of other professional learning opportunities. The director of early learning will review each early learning teacher’s individualized action plan and support them in meeting their SMART goals and objectives by providing them with the appropriate form of coaching and/or connecting them to additional resources.
5. Establishing Program Wide Coaching Priorities
The early learning administrative team, in conjunction with building leadership teams, will be responsible for analyzing program data on an annual basis to determine which teaching practices should be emphasized the following year. Instructional practices will be chosen with the intent of improving child outcomes. Identified practices will be the framework for developing teacher SMART goals, will assist with planning professional development, and will help determine how coaching is best provided to educators.
Section 14 Program Management
1. Commitment to High Quality Services
The Early Learning Administrative Team is responsible for program management to ensure the delivery of effective, high-quality services and child safety through ongoing monitoring and continuous improvement. The team consists of the Director of Early Learning, Assistant Director of Early Learning, Principal of College Hill Early Learning Center, Principal of Eugene Field Early Learning Center, Coordinator of Family Education, and the Coordinator of Infant-Toddler Services.
2. On-going Monitoring
The Early Learning Administrative Team is responsible for ongoing monitoring of program operations and submitting status reports in November and March with the Board of Education, Policy Council, Executive Council, and Building Leadership Teams. Data shall include progress towards meeting program and school readiness goals and objectives, compliance oversight and correction, and continuous improvement. Ongoing monitoring results shall inform the annual program self-assessment.
3. Program Goals and Annual Self-Assessment
The Early Learning Administrative Team is responsible for establishing program goals and measurable objectives in collaboration with the Board of Education and Policy Council. Ongoing assessment of program goals shall be part of the annual self-assessment. Results are submitted to the Board of Education in September. The timeline for program goals aligns with the five-year funding cycle for federal Head Start grant opportunities.
4. Fiscal Responsibilities
The Board of Education has the legal and fiscal responsibility to administer and oversee Early Learning programs. The Early Learning Community (and Administrative Team) shall comply with the USD 383 Board of Education Policies and the “Business and Accounting Policies and Procedures Handbook.”
5. Human Resources and Oversight of Staff
Staff Qualifications
• Directors and Principals have, at a minimum, a baccalaureate or advanced degree relevant to the disciplines they oversee and a valid Kansas teaching certificate with building leadership endorsement (early childhood certification preferred), when applicable. 101 28
• Teachers have, at a minimum, a baccalaureate or advanced degree and a valid Kansas teaching certificate (early childhood certification preferred). • Assistant teachers have, at a minimum, a CDA credential or are enrolled in a CDA credential or post- secondary education program that will lead to an associate or baccalaureate degree in early childhood education. • Classroom support teachers have, at a minimum 48 hours of college credits or have obtained an associate’s degree or have passed a state approved assessment that assesses the ability to assist in instructing reading, writing, and mathematics. • Paraprofessionals have, at a minimum 48 hours of college credits or have obtained an associate’s degree or have passed a state approved assessment that assesses the ability to assist in instructing reading, writing, and mathematics. • Family Education Partners have, at a minimum, a baccalaureate or advanced degree in early childhood education, family or human services, social work, or a related field. • Specialized staff (Coordinators, Nurse, and Social Worker) have, at a minimum, a baccalaureate or advanced degree and are licensed or certified professionals in their field.
Salary Schedules
Teachers and contracted professional employees are bound to the negotiated agreement between the Board of Education and NEA Manhattan-Ogden and shall be placed on the salary schedule accordingly. As part of the annual budget approval process for Early Learning grants and USD 383, the Early Learning Administrative Team (Asst. Program Director) and Human Resources Department (Director) shall review applicable cost of living adjustments (COLAs) and wage adjustments for USD 383 administrators and classified employees. Recommendations for Early Learning wage adjustments are determined by the Board of Education.
Recruitment and Retention of Staff
Our program recognizes the diverse population of students and families we serve and strives to recruit and retain a diversified staff.
Certified staff within the Early Learning Community are eligible for a discounted center-based preschool slot, based on availability at the time of employment. Classified employees within the Early Learning Community are eligible for a free center-based preschool slot, based on availability at the time of employment.
Classified educators within the Early Learning Community have priority for advancement opportunities, based on availability at the time of their eligibility AND based on the timing the position becomes available. While our goal is to allow classified educators within the Early Learning Community priority for advancement opportunities, movement of staff between classrooms during the school year is discouraged and will be minimized in order to provide continuity of care for as many students as possible, as well as to minimize disruptions to the dynamics of already established classroom teams.
Early Learning resources are available to support achievement of the Child Development Associate credential (for classified educators following a recommendation from certified and administrative staff.
Background Checks
The Early Learning Administrative Team is responsible for ensuring timely background checks. Prospective Early Learning employees authorize USD 383 to conduct a reference and background check during the application process. Early Learning Administration completes interviews, verifies references, and submits hiring recommendations to the Human Resources Director. A Human Resources Specialist completes a background check prior to a new employee orientation. The building administrator is responsible for verifying with the Human Resources Department that the background check process is complete for each new hire and documenting its 102 29
completion on the staff spreadsheet, prior to starting employment within the Early Learning Community. Complete background checks are obtained at least once every five (5) years for Early Learning employees.
Staff Evaluations/Growth Process
Our program acknowledges the vital role we play in strengthening the workforce of qualified educators. Therefore, we utilize professional learning and our staff evaluation and goal setting process to support our staff in meeting program expectations. Our program follows the process as outlined in the district-negotiated agreement for teachers when conducting evaluations for certified teachers. Support staff evaluations are conducted within 90 days of the start of school (full evaluation for new staff/goal setting portion for returning staff) and again in the spring (full evaluation for all staff).
Termination
Building administrators/department coordinators are responsible for following up with the appropriate disciplinary notices and developing plans of improvement for staff who demonstrate inconsistencies with following program policies or state/federal regulations, despite the proactive approach set forth through our evaluation/growth process. Documentation of disciplinary notices and improvement plans should be submitted to both the Director of Early Learning and the Human Resources Director. Termination will be considered in situations of continued non-improvement and/or situations where the actions of the staff member poses a risk of imminent harm to children.
6. Protection of Student Data/Confidentiality
The USD 383 Early Learning Community is subject to the confidentiality provisions under the Family Educational Rights and Privacy Act (FERPA) and applicable confidentiality provisions in Parts B and C of IDEA for children eligible for services.
7. Maintaining Educational/Financial Records
All records will be maintained for five years in case of need of review by state/federal audits.
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Manhattan-Ogden USD 383 Early Learning Program Appendix
104 USD 383 Early Learning—Application/Selection Process
Beginning First Week of February and Ongoing: Interested families complete on-line application
Applications are sorted based on whether or not the preliminary information provided potentially qualifies the child for a funding source.
Potentially Qualifies for a Funding Source: Does Not Qualify for a Funding Source:
(Head Start, State Pre-K, or SPED) (Fee Paying Community Slot)
Families are contacted and offered either an on-site, Families are contacted and asked to complete a in home, or alternative option for completing the developmental screener on their child. application process.
Applications are prioritized based on the needs of On-site and in home application process is the program. completed. (selection criteria matrix and income eligibility matrix)
A panel sorts applications into those who will STEPS ABOVE REPEAT UNTIL MAY proceed to registration and those who will not.
A panel sorts applications into funding sources: Head Families are contacted as their child is selected to Start, State Pre-K, and SPED. Applications are rank attend the program. ordered according to points on the selection criteria.
STEPS ABOVE REPEAT UNTIL ALL SLOTS ARE FILLED Families selected for a slot are notified with instructions for completing the registration process the first week of May.
After All Slots Have Been Filled: Families not selected for a slot are mailed a letter notifying them they have been waitlisted. 105 USD 383 EARLY LEARNING Selection Criteria
Child Na e ______Date of Birth: ______/______/______
Parent/Guardian Name(s): ______
AGE: PARENT STATUS: Prenatal 60 Foster family 35 0 to 3 months 45 Single parent 20 3 to 12 months 30 Two parents 0 12 to 24 months 20 Other: 30 18 to 24 months 10 24 to 36 months 5 PARENT EDUCATION: 3 years (by August 31) 20 < High school diploma 80 4 years (by August 31) 40 High school graduate or GED 70 Post-secondary degree/certificate 0 ELIGIBILITY: N/A (foster care) 35 CATEGORICAL: Foster Care 100 OTHER FACTORS: McKinney-Vento 100 Continuity of service (USD 383) 10 Public Assistance (TANF or SSI) 70 Public assistance (last 12 mo.) 10 INCOME: DCF referral 20 75% below poverty 65 Direct referral 10 50% below poverty 60 Teen parent(s) 35 25% below poverty 55 Tee a e a child bi h 20 0% below poverty 50 Multiple children <5 years 10 30% above poverty (Free) 10 English Language Learner (child) 10 85% above poverty (Reduced) 5 Migrant (child) 25 >85% above poverty 0 Military (active duty or veteran) 10 Special considerations: 20* Family disability/health concerns 20 Homeless 25 SPECIAL EDUCATION NEEDS: Traumatic family situation: 40 Active IFSP/IEP 40 Developmental concerns 20 No concerns 0 TOTAL:
SELECTION NOTES:
STAFF SIGNATURE: ______DATE: ______/______/______
106 USD 383 EARLY LEARNING Selection Criteria Guidance
Mark only ONE set of boxes for each of the following sections: o Age o Eligibility Income Equivalencies: Selection Criteria: Poverty Guidelines: 75% below poverty < 25% of poverty 50% below poverty 26-50% of poverty 25% below poverty 51-75% of poverty 0% below poverty 76-100% of poverty 30% above poverty (Free) 101-130% of poverty 85% above poverty (Reduced) 131-185% of poverty >85% above poverty > 185% of poverty *Special considerations can be checked in addition to a categorical or income box. Situations may represent a current situation that is significantly different than the last year. Examples include, but are not limited to, the impact of a pandemic, disaster, or other emergency. o Special Education Needs o Parent Status o Parent Education Parent Status: o E a le f O he i cl de temporary or permanent custody placements with family or others Ma k all ha a l de O he Fac o Continuity of service in USD 383 includes Early Head Start (EHS), Infant Toddler Services (ITSN), and/or Parents As Teachers (PAT). o Public assistance in the last 12 months includes SSI, TANF, Medicaid, Food Assistance (SNAP), Public Housing, WIC, and/or DCF. o Direct referrals should be documented (letter, email, etc.). o Teen parent is defined as under age 20. o Family disability or health concerns include mental illness, severe illness, and/or disability. This applies to a family member other than the child (applicant). o Homeless situations other than sharing housing with others (family and/or friends). Examples include, but are not limited to, living in an emergency or transitional shelter, a location due to a lack of adequate accommodations, or a public/private space not designed for or ordinarily used for people. o Traumatic family situations include, but are not limited to, abuse, neglect, substance abuse, death, domestic violence, and/or other crisis situations.
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USD 383 EARLY LEARNING INCOME ELIGIBILITY 2021-2022 SCHOOL YEAR
Child Name: ______Date of Birth: ______
GROSS INCOME BEFORE ANY DEDUCTIONS (Net for self-employed)
W=Weekly E2=every 2 weeks 2M=Twice monthly M=Monthly Y=Yearly Pensions, Earnings Child Support All Other SUB- Name Retirement, No from work or Alimony Income Income TOTAL Social Security
1. 2. 3. 4.
5.
6. 7. 8. TOTAL INCOME
FAMILY SIZE
I certify that the information provided in support of this application is accurate and truthful to the best of my knowledge. Misrepresentation and/or falsification may result in termination of enrollment.
Primary Parent name:______
Parent signature:______Date: _____/_____/______
Secondary Parent name:______
Parent signature:______Date: _____/_____/______
I have examined the income information provided by this family.
Staff name: ______Date of verification: ____/____/______
Staff signature: ______Title: ______108
USD 383 EARLY LEARNING STATEMENT OF NO INCOME / NON-VERIFIABLE INCOME
What is the parent/guardian/authorized caregiver claiming?
NO INCOME INABILITY TO PRODUCE DOCUMENTATION
For what time frame is the parent/guardian/authorized caregiver claiming this? Previous Calendar Year (January to December 2020) Most recent 12 months
IF FAMILY IS REPORTING NO INCOME COMPLETE THE FOLLOWING: N/A
How have they been meeting their living expenses? Examples include, but are not limited to: Rent, Utilities, Food, Clothing, Household and other personal necessities, Car Expenses
What was the most recent source of income and when was it?
IF FAMILY IS REPORTING INABILITY TO PRODUCE DOCUMENTATION COMPLETE THE FOLLOWING: N/A
Why is the family unable to produce income documentation?
What is/was the source of income?
Parent/Guardian Signature: ______Date: ______
------How did staff calculate the total income?
I have interviewed this family, made reasonable efforts to verify their income and determined that they are a low income family based upon the information above.
Staff Name: ______Date: ____/____/______
Staff Signature: ______Title: ______
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USD 383 Early Learning Program Fees
Service Delivery Monthly Fee Description COMMENTS Model
Children whose Determined based Individualized Education upon Individualized No Charge Plan (IEP) requires a Education Plan classroom placement. (IEP)
Half Day Children whose families (M-F) No Charge are at or below 130% of Or
poverty (free lunch) Full Day (M-F) Children who meet an At- Half Day Documentation verifying at- $152 Risk Qualifier other than (M-F) risk qualifier is required free lunch Children who do not meet Half Day $250 an At-Risk qualifier (M-F) Children who meet an At- Full Day Documentation verifying at- $350 Risk qualifier other than (M-F) risk qualifier is required. free lunch Children who do not meet Full Day $625 an At-Risk qualifier (M-F)
Monthly Discounts
USD 383 Employee: Half Day ($50) Full Day ($100)
Active Duty Military: Half Day ($50) Full Day ($100)
Family in Need (Family qualifies for reduced lunch): Half Day ($76) Full Day ($175)
110
Making sure your child attends school every day is one of the most important
things you can do to help your child
succeed in school. Because we are a
preschool program, on time, regular
attendance is required. Children are
expected to attend all days our program is in session.
DID YOU KNOW: Ø Missing even one day of preschool every few weeks can make it harder to develop early reading & math skills
Ø Children who attend preschool regularly are significantly more likely to be ready for kindergarten Ø Preschool attendance helps reduce crime & teen birth rates later in life
Ø If your child arrives even 30 minutes late or leaves school early, they are missing important parts of the day
HOW CAN YOU HELP YOUR CHILD SUCCEED IN SCHOOL?
Ø Attend school every day and be on time Ø Make sure they get 10-13 hours of sleep in a 24 hour period Ø Set a regular bed time Ø Don’t keep your child home unless he or she is truly sick Ø Have a back-up plan to get your child to school if your transportation falls through Ø Schedule doctors’ appointments when they are not in school Ø Plan vacations for when school is not in session
111 ______.’s Plan for Success ☐Fall ☐Winter ☐Spring Teacher: ______. School Year: ______.
Attendance:
My Current Skills (Teacher Observations/C4L Assessments)
• • • • • • • • • • • •
My Universal Screening Scores Social/Emotional My IGDIs Literacy My IGDIs Numeracy Risk Screening Scale Picture Naming Oral Counting Rhyming Number Naming
Sound ID Quantity Comparison Strong Moderate At-Risk Alliteration 1 to 1 Correspondence Progress Progress Progress Which one doesn’t belong?
My Area(s) for Growth
•
My Plan for Support
At School At Home • •
112
Understanding Your Child’s Assessment Data
Manhattan-Ogden USD 383 is committed to ensuring every child reaches his/her upmost potential. In order to ensure student success, we have implemented a district wide (preK-12) Multi-Tiered Systems of Supports (MTSS). This multi-tiered system utilizes assessment data to create plans for success tailored to the individual needs of each student. These plans are created in partnership with families. We have provided a brief description of the various assessment data we collect to give you a better understanding of how all of the information gathered helps us create student pathways to success.
Teacher Observations/Connect 4 Learning (C4L) Assessments
Our C4L curriculum incorporates assessment as a regular part of daily small group lessons. During these lessons, teachers interact one-on-one with children and are able to closely observe each child. Small group lessons include guidance on the skills to observe and questions to ask to elicit children’s understanding.
Universal Screening my IGDIs literacy/numeracy
My IGDIs is a preschool standardized assessment that looks at a variety of indicators that have been found to be predicative of later school success. It provides us with a “snapshot” of where students are at a given point in time. Given three times per year (fall, winter, and spring), my IGDIs looks at how student scores compare nationally to other children their age. For each skill assessed, scores are generated and students are identified as either making strong progress (green), making moderate progress (yellow), or making at-risk progress (red). Knowing this information early, helps preschool teachers and parents partner together to fill critical gaps in learning that may otherwise be overlooked.
Student Risk Screening Scale (SRSS) for Early Childhood
SRSS for early childhood is a screening tool that examines externalizing and internalizing behaviors of young children. Given three times per year (fall, winter, and spring), the SRSS helps to identify students who may be in need of additional supports to acquire age appropriate social/emotional skills.
113 114 115 How to Enter Notes Regarding Attendance on Infinite Campus
When a staff member receives notification that a child will be absent from school, the staff member receiving the information should document the absence in infinite campus as follows:
Category of absence/Person notifying you of absence/Details of absence
Category of Absence:
Choose ONE of the following:
• Illness/Injury • Family Issue • Transportation Issue Person Notifying You of Absence:
Choose one of the following:
• Name of Parent/Guardian • Drs. Note • School Staff Details of Absence:
Any additional information to help define the cause of absence. This information is used to create individual plans of support with families in order to improve attendance. Examples Include:
• Stomach Flu • Head Lice • Missed Bus • Out of Town for Funeral
Example Notes:
Illness/Dr. Note/Stomach Flu Illness/Nurse/Head Lice Family Issue/Mom/Out of Town Funeral Family Issue/Foster parent/Visitation Transportation/Babysitter/Missed Bus Transportation/Dad/Car Wouldn’t Start
**If the school receives notification of a student absence, the absence will be marked as excused. If notification is not received the absence will be recorded as unexcused.**
116 Daily Absence Contact Log
Date:
Made Made Student Name Time/Person Contacted Time/Person Contacted Notes: Contact Contact
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
Y N Y N
**If the building administrator decides that a home visit is warranted indicate in the note section the time of the visit, person conducting the visit, and whether or not contact was made.** 117 Attendance Letter Moderate Chronic (10-19% days missed)
Dear Parent/Guardian,
Providing your family with quality educational opportunities is a priority for our district. Good attendance has a significant impact on your child’s academic success starting in preschool and continuing through high school. Our records indicate a concern with your child’s attendance. See below for a current absence report.
We would like to emphasize that children should be in their classrooms and ready to begin learning at the start of each session. Each time your child arrives late they are missing part of their instructional day. If a child arrives 90 minutes after school begins or leaves 90 minutes before school is out, it is counted as a half-day absence. It is a family’s responsibility to ensure that their child is in attendance and on time daily. If your child is gone for a health related issue and is seen by a medical professional, you are reminded to bring a note from the attending physician to the front office upon his/her return.
Our district’s primary goal in addressing tardies and absences is to ensure your child obtains an optimum education. Research indicates a student with just 10 days of absence in a school year are at a moderate risk of dropping out of High School. Because we have limited preschool slots available, our program requires regular school attendance for enrolled preschool students.
A family education partner will contact you to create an individualized plan for your family to improve your child’s attendance. Failure to improve your child’s attendance could result in termination from the early learning program.
Respectfully,
Building Principal
118 Attendance Letter Severe Chronic (20% or more days missed)
Dear Parent/Guardian,
Early Learning program policy states that when a child accumulates a total number of absences (excused and unexcused combined) that exceeds 10% of total program days, he/she will be dismissed from the program. Absences that are documented by a medical professional, or that are covered under the Family Medical Leave Act (FMLA) are not included in the count.
Our district’s primary goal in addressing tardies and absences is to ensure your child obtains an optimum education. Research indicates a student with just 10 days of absence in a school year are at a moderate risk of dropping out of High School. Because we have limited preschool slots available, our program requires regular school attendance for enrolled preschool students.
We would like to emphasize that children should be in their classrooms and ready to begin learning at the start of each session. If your child is gone for a health related issue and is seen by a medical professional, you are reminded to bring a note from the attending physician to the front office upon his/her return.
I will be in contact to set up a time to review program guidelines regarding attendance and to establish a plan for support moving forward. If your child exceeds the allowed number of absences, your child may be terminated from our early learning program.
Respectfully,
Building Principal
119
MY CHILD’S ATTENDANCE SUCCESS PLAN
POSSIBLE STRATEGIES TO REACH MY CHILD’S ATTENDANCE GOALS AND HELP MY CHILD GAIN THE SKILLS TO DO WELL IN SCHOOL. § Make sure my child is in bed by p.m. and the alarm clock is set for a.m. § Find a relative, friend or neighbor who can take my child to or from preschool if I can’t. § Set up medical and dental appointments for weekdays after preschool. § Use sound judgment about mild medical complaints: § If my child complains of a stomachache or headache, and medical concerns have been ruled out, I will send him/her to preschool and ask the program to check in with my child during the day. § If my child has a cold but no fever (less than 100 degrees), I will send him/her to preschool. If I don’t have a thermometer, I’ll let someone know I need help getting one.
To improve ______’s attendance, I commit to the following: 1. ______
2. ______
We will review progress to meet this goal in one month
Family Signature: Date:
Program Signature: Date:
To learn more, please visit www.attendanceworks.org Adapted from materials created by Early Works at Earl Boyles Elementary School in Portland, Oregon (http://www.childinst.org/our-initiatives/early-works)
120 MY FAMILY’S HELP BANK
1. My Family: List who lives in your house. MY FAMILY 2. Everyday Helpers: Identify who you can POTENTIAL call on to help drop your child off or who HELPERS can pick him or her up when you cannot. EVERYDAY These are people like friends, neighbors and HELPERS relatives who can help regularly. 3. Occasional Helpers: Identify people who probably cannot help every day, but can OCCASIONAL help in a pinch. Maybe it’s a godparent, a HELPERS relative or a friend who lives outside your neighborhood but can be there for short 1. My stints. Family: 4. Potential Helpers: Identify people who are part of your school community, church 2. Everyday Helpers: or neighborhood who are able to help if you ask.
3. Occasional Helpers:
4. Potential Helpers:
If I need help getting my child to and from school, I will ask the following people to be our back-up:
Name: Best Contact Number:
Name: Best Contact Number:
Name: Best Contact Number:
121 Attendance Success Plan Contact Log
Child Name: ______
Parent Name: ______
Date Type of contact Notes on contact
122
CERTIFICATE OF ACHIEVEMENT
FOR IMPROVED ATTENDANCE
Date Issued ______
Name Name
123 ATTENDANCE LETTER Dismissal (16 days missed)
Dear Parent/Guardian,
This letter is notification that your child will be dismissed from the USD 383 Early Learning program effective one week from the date of this letter.
Our records indicate that your child has accumulated a total number of absences (excused and unexcused) that exceeds 10% of total program days, despite our attempt to support your family through an individualized attendance plan. Absences that were documented by a medical professional or covered under FMLA were not included in the count.
With a number of families in the community needing an opportunity for affordable preschool for their child, our program can not fill slots with students who are not actively participating in our program on a daily basis. Children who are dismissed from our program due to attendance concerns are not eligible for re-admittance during the same academic year, but can reapply in subsequent years.
Please let me know if you have questions. Thank you.
Respectfully,
Building Principal
124 USD 383 EARLY LEARNING COMMUNITY Transportation Needs Assessment
Student Name: ______Date of Birth: ______School: ______
Parents are responsible for providing transportation to/from the early learning site. Transportation is provided on a VERY limited basis and is not guaranteed.
I can provide transportation for my child. ( ) Yes ( ) No
**If you marked “no” please complete the bottom portion of this form.**
1. What forms of transportation do you have access to? (mark all that apply)
( ) Private vehicle (please indicate quantity below)
( ) one ( ) two
( ) Friend or relative’s vehicle
( ) ATA bus
( ) None of the Above
2. Is anyone else able to transport your child to school?
( ) yes ( ) no
3. Briefly describe the reason you are unable to provide transportation:
4. Will your child need to be picked up or dropped off at a location other than their primary address?
( ) yes ( ) no
Pick-Up Address (To School): ______
Drop-Off Address (Home): ______
I understand the information gathered from this assessment will be used to determine my family’s transportation needs. If transportation is not approved, I am responsible for my child’s transportation and attendance.
______Parent Signature Date 125
For Office Use ONLY
Completed by School Official or Assistant Director (if not a currently enrolled student):
Student Name: ______Student ID #: ______School: ______
Parent Name: ______Phone #: ______
Student Status: ( ) current student ( ) potential student
Extended Care: ( ) eligible ( ) not eligible
Utilizing extended care (yes/no): ______
Attendance: ( ) concern ( ) no concern
Other Factors: ( ) I.E.P. ( ) F.I.T
If I.E.P. OR F.I.T. building administrator should follow-up on alternative transportation options prior to forwarding to assistant director.
Completed by District Official:
Selection Criteria: ( ) low <160 ( ) medium <190 ( ) high >190
Transportation Address: ( ) busing address same as primary ( ) busing address different from primary
Distance from school: ______(mi.)
Bus Logistics: ( ) existing route available ( ) existing route UNAVAILABLE
( ) bus capacity available ( ) bus capacity UNAVAILABLE
( ) <15 min. impact on routes ( ) >15 min. impact on routes
( ) new route within 1 hr. limit ( ) new route exceeds 1 hr. limit
Additional Notes:
( ) REQUEST APPROVED ( ) REQUEST DENIED
( ) PARENT NOTIFIED ( ) ADMINISTRATOR NOTIFIED (approvals only)
Signature of District Official Reviewing Request ______Date: ______
Route Information:
Pick-Up (To School): Bus #: ______Time: ______Location: ______
Drop-Off (Home): Bus #: ______Time: ______Location: ______
Transportation Start Date: ______126
Early Learning Behavior Expectation Matrix Settings Arrival/ Learning Whole Group Meal Time Hallway Restroom Playground Bus Expectations Dismissal Centers Read-Aloud, Connect, Fast Focus
Eyes watching Be in control Body calm Wash hands Walking feet Flush the Be in control Keep your of your body before eating toilet of your body seatbelt on Ears listening Be Safe Use a utensil to Wash hands Stay in play serve yourself with soap area food
Say hi and bye Clean up Eyes watching Use kind words Soft voice Allow others Use Soft voice (verbal or non- after yourself to ask for what privacy equipment as Be Respectful verbal) Ears listening you need Hands to it has been Listen and self or Keep explained to respond to Voices quiet holding restroom you adults on the partner’s clean bus hand Listen and respond to teachers
Put your Use Participate in the Use friendship Follow your Take turns Use Use things in / take friendship activity as it is skills teacher friendship friendship Be a Team things out of skills explained to you skills skills Player your cubby Clean up your Take care of dishes Take care of Participate in toys and your things the morning materials routine as it is explained to you Friendship Skills: Ask to play, Help a friend, Give a toy, Give a compliment, Give a play idea, Give friendly touches, Use kind words
Updated 7-19-2018
127 Early Learning—Social/Emotional/Behavioral Support 5 Preventative Classroom Practices—Guidance Sheet
What it Looks Like: Menu of Options: Classroom Practice Whole Class Intensified • Classroom wide recognition system at a • Increase positive attention ratio (think 4:1 ratio (links) 8:1) Build Relationships • Celebration jar with reward visible on • Individual recognition system (penny front board—individual reinforcer) (4:1 positive attention ratio) • Behavior specific praise • Choice boards/cards • Individualized opportunities are provided • Conduct frequent data checks on to engage in child centered conversations classroom staff to ensure 4:1 ratio • Behavior expectation matrix with whole • Individualized behavior expectation class visuals hung cards for difficult times of day (on ring) • Whole class teaching opportunities (role • Individualized social story Teach behavioral expectations play, Conrad, social story, explicit • Individualized supports (bite toy, fidget, modeling, practicing) special chair, lap bag, weighted vest) • Active supervision • Consider social work support • Problem solving center • Active supervision • Individualized social story • Friendship skills are taught/visual support • Individualized solution suitcase (start available with fewer solutions and build up) Teach peer related social skills • Solution suitcase is taught/visual support • Clearly marked social boundaries available • Consider social work support • Visual system for turn taking (when centers are full) • Class schedule aligns with MTSS • Individual picture schedule requirements • “First this—Then this” board (for Provide a predictable schedule • Class picture schedule with simple, difficult times of day) with reinforcer removable pictures • Each portion of the day has a clear • Individual picture schedule beginning, middle, and end • 1st, 2nd, 3rd….visuals for tasks • Transitional routines are limited, have a • “First this—Then this” board (for Have predictable routines within routines clear beginning, middle, and end, and are difficult times of day) with reinforcer well-rehearsed • Visual signals for transitions (timers/five minute glove, etc.) 128 4:1 Positive to Corrective Ratio School Social Worker Support(s):
Providing positive attention to a child is like making a Ø Focused Observations/Data Collection “deposit” into their piggy bank. Correcting a child can o Student observations to help determine triggers or function of similarly be viewed as a “withdrawal”. current behavior(s), as well as frequency of occurrence. o Staff observations to conduct 4:1 ratio checks or responses to behavior(s). Ø Play Based Learning o Push-in support during center play to support children in their use and development of friendship skills, problem solving skills, and the solution suitcase. Ø Supplementary Skill Building Lessons--Utilizing Evidence Based Curriculums So what all counts? It’s more than JUST what we say… o Whole Group—when a large number of students are struggling to develop certain skills despite the use of the provided classroom Positive (+) Corrective (-) curriculum. o Small Group—when a small number of students are struggling to smiles stern look develop certain skills despite the use of the provided classroom hugs crossed arms curriculum. high fives ignoring Ø Access to Preventative Classroom Resources thumbs up thumbs down o Social Stories greetings/departures tone of voice/raising voice o This/Then Boards engaging in child’s play interfering with child’s play o Picture Schedules crouching to child’s level turning back from student o Penny Boards behavior specific praise focusing on misbehavior o Etc. handing out “links” giving consequences Ø One-on-One Student Support showing empathy lack of empathy o With parental consent, the social worker can provide individualized providing wait time re-stating expectations lessons to support the development of new skills and/or providing comfort infringing on child’s space replacement behaviors in a non-classroom environment. This level meeting basic needs failure to meet basic needs of support requires administrator, school psychologist, and SIT chair involvement. When children are exhibiting challenging behaviors in the classroom, our first line of defense should be to INCREASE the ratio of positive interactions to corrective. To initiate support, reach out to the school social worker via e-mail. 129
CCL. 028a Kansas Department of Health and Environment 12/2019 Bureau of Family Health Child Care Licensing Program 1000 SW Jackson Street, Suite 200 Topeka, KS 66612-1274 Phone: (785) 296-1270 Fax: (785) 559-4244 Website: www.kdheks.gov/kidsnet
Critical Incident Report This form, for License and Group Day Care Homes, Child Care Centers and Preschools, and School Age Programs is to be used when reporting an injury, death, critical incident or occurrence that jeopardizes the safety of any child in care pursuant to K.A.R. 28-4-133 and K.A.R. 28-4-592. *This form may be used for Drop in Programs reporting to KDHE.
Name of Facility (exactly as it appears on the license): License # Date Completed:
Street Address of Facility: City and County:
Section 1: Type of Notification
Indicate type of report:
Injury Death Vehicle Collison Fire Missing Child Other (identify)
Date of Incident: Time of Incident:
Section 2: Individuals Involved in the Incident
First and Last Name of Child(ren) or Adult: Sex: Date of Birth:
Section 3: Adult(s) Providing Supervision
Adult(s) responsible and/or observing the incident: Affiliation to the Facility: (staff member, volunteer, observer, etc.)
Section 4: Incident Details
Incident Occurred On/In:
Classroom Playground Gym Stairs Hallway Kitchen Living Room
Gym Bathroom Bedroom Outside Play Area Other:
Was playground equipment involved in injury? Yes No Was there any apparent malfunction of equipment? Yes No Was the equipment age appropriate? Yes No
Incident involved: Collision with person Exposure to cold/heat Collision with obstacle Bitten by Child Eating or choking Insect sting/bite Hit or pushed by child Animal bite Fall from running or tripping Vehicle Fall to surface; estimated height of fall feet; type of surface:
Other: 130 P a g e 1 | 2 Body part injured: Please indicate left, right or both if applicable
Head Trunk Extremities
Ear Scalp/Head Abdomen Hand Foot Eye Teeth Back Finger Toes Face Neck Chest Thumb Ankle Tongue Shoulder _ Wrist Hip Groin Arm Knee Leg Other:
Critical Incident Details (be specific):
Section 5: Action Taken and Comments
CPR was administered by program staff First Aid was administered by program staff EMS (911) was called Parent took child to doctor/clinic Parent took child to ER Parent took child home Other:
Section 6: Corrective Action Taken to Prevent Reoccurrence and/or Comments:
Section 7: Parent/Guardian Notification
Name of Person Notified: Date and Time of Notification:
I attest that to the best of my knowledge, the information provided on this form is true and correct.
Print First and Last Name of Primary Care Provider/Program Director Completing this Form:
Signature: Date Signed (MM/DD/YYYY)
SUBMIT FORM ONE OF THE FOLLOWING WAYS (PLEASE SUBMIT ONLY ONE TIME) Email- [email protected] Mail: 1000 SW Jackson, Suite 200, Topeka, KS 66612 Fax- [785] 559-4244
131 P a g e 2 | 2
Guide to If your family Health h needs a assistance Requirementsk meeting the for USD 383 Preschool health requirements or needs information on services available in our If your child needs help community, call our Early establishing health insurance,
Learning and you believe your family may Program’s be eligible for Medicaid, you can Family
apply online at Education www.applyforKanCare.ks.gov Partners at Good health builds a 785-587-2058! strong foundation for or growth and learning.
contact one of our Family We are committed to Education Partners for helping your family meet assistance. your healthcare needs!
132
Blood Lead testing
WHY IS IT • Lead poisoning can slow IMPORTANT? down growth and WHAT IS REQUIRED TO development, damage ATTEND? hearing and speech, while making it hard for your child to pay attention and learn. Well Child Exam • Lead can be found in • Annual well child exam • Benefits include scheduled pottery, soil, makeup, toys, • Annual dental exam immunization administration to jewelry, and activities such • Up-to-date immunization prevent illness, tracking growth as fishing and hunting. and development, a time to raise Hemoglobin blood testing record concerns about your child and a • Documented blood lead test team approach that helps develop • Iron Deficiency can have optimal physical, mental and social long-term health or lead questionnaire health of your child. implications for children’s indicating low risk Dental Health development, health, and • Documented hemoglobin behavior. • Dental decay in baby teeth can • Iron-rich foods include blood test negatively affect permanent teeth chicken, lean red meats, and lead to future dental fish, green leafy vegetables, problems. The best way to protect dairy and iron-fortified them is to teach good dental cereals. habits and have a regularly
scheduled dental exam. -The American Academy of Pediatrics
Up-to-date Immunization Record • Immunizations give children the protection they need to live long and healthy lives and help prevent the spread of disease in our community.
133
HEALTH TRACKING
Student Last Name First Name Birthdate Grade Start Date End Date Compliant Physical Immunizations Dental Lead Anemia Vision Hearing BMI Doctor Dentist Insurance 1 Last Name First Name 8/31/18 P/R 3/4 8/24/21 5/12/22 Y/N (date) Y/N (date) Results Results Status Status % Doctor Dentist Insurance 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1
134 Health Tracking Contact Log
Child Name: ______
Parent Name: ______
Date Type of contact Notes on contact
135 FAMILY PARTNERSHIP PLAN CHILD’S NAME(S): ______DATE OF BIRTH: ______PARENT/GUARDIAN NAME(S): ______HOME ADDRESS: ______PHONE NUMBER: ______E-MAIL: ______IS YOUR CHILD ON AN IEP? (PLEASE CIRCLE ONE) YES NO This information will be used by your Family Education Partner to recognize your family’s strengths and needs. Please complete the form below. For each item, please CIRCLE the NUMBER that best describes your family. RARELY 1 2 3 4 5 ALWAYS
MY FAMILY: COMMENTS HAS ADEQUATE HOUSING AND UTILITIES 1 2 3 4 5 HAS ADEQUATE FOOD 1 2 3 4 5 HAS DEPENDABLE TRANSPORTATION 1 2 3 4 5 HAS A GOOD JOB FOR YOURSELF OR PARTNER 1 2 3 4 5 HAS ENOUGH EDUCATION/TRAINING FOR YOURSELF OR PARTNER 1 2 3 4 5 HAS CHILD CARE 1 2 3 4 5 HAS ADEQUATE CLOTHING & DIAPERS 1 2 3 4 5 FEELS COMFORTABLE MANAGING MONEY 1 2 3 4 5 FAMILY WELL-BEING HAS TIME AND OPPORTUNITIES FOR FAMILY FUN 1 2 3 4 5 HAS COMMUNITY CONNECTIONS 1 2 3 4 5 HEALTH ACCESS FOR CHILD HAS HEALTH INSURANCE 1 2 3 4 5 HAS MEDICAL DOCTOR NAME OF DOCTOR: 1 2 3 4 5 SEES DENTIST AND EYE DOCTOR 1 2 3 4 5 HEALTH ACCESS FOR PARENTS HAS HEALTH INSURANCE 1 2 3 4 5 HAS MEDICAL DOCTOR NAME OF DOCTOR: 1 2 3 4 5 SEES DENTIST AND EYE DOCTOR 1 2 3 4 5 SAFETY SAFETY NEEDS: (PLEASE CIRCLE) I FEEL SAFE IN HOME, WORK, & SCHOOL 1 2 3 4 5 CAR SEATS CHILD PROOFING HELMETS FIRE SAFETY SAFETY GEAR My family receives the following assistance: (Check all that apply) ____ WIC ____ KanCare ____ SSI ____ TANF ____ MEDICAID ____ FOOD STAMPS
PLEASE COMPLETE BOTH136 SIDES OF THE PAGE
FAMILY PARTNERSHIP GOAL FAMILY, CHILD OR PARENT GOAL: ______
STEPS TO REACH THIS GOAL: TARGET DATES FOR STEPS:
1. 1.
2. 2.
3. 3.
CHALLENGES IN MEETING THIS GOAL: ______
WHAT COULD MY FAMILY DO TO OVERCOME THESE CHALLENGES? ______
PARENT SIGNATURE: ______DATE: ______
FEP SIGNATURE: ______DATE: ______
USD 383 Early Learning Community’s Home Based Services are available to families who are expecting a child, or who have children five years or younger. Our goal is to ensure all families have the connections and resources they need to support their early learners at home. Family Education Partners provide home visits once or twice a month where they focus on individualized child development and support.
MY FAMILY IS INTERESTED IN HOME VISITS (PLEASE CIRCLE ONE) YES NO I’D LIKE MORE INFO
PLEASE COMPLETE BOTH137 SIDES OF THE PAGE
Volunteer Service Log (Aug-Oct)
Teacher Name:
# of hours Teacher's Date Parent Name Student Name Volunteer Service (Brief Description) completed Initials
138 Volunteer Service Log (Nov.-Jan.)
Teacher Name:
# of hours Teacher's Date Parent Name Student Name Volunteer Service (Brief Description) completed Initials
139 Volunteer Service Log (Feb-Apr)
Teacher Name:
# of hours Teacher's Date Parent Name Student Name Volunteer Service (Brief Description) completed Initials
140 Parent/Guardian Contact Log
Date Person Contacted Manner of Contact Reason Response (email,phone,in person)
141
Coaching
Cycle
142
Coaching Formats and Delivery Methods
143 USD 383 Early Learning Community--Classroom Practices Teacher Self-Assessment
Need Teaching Practice Observations/Evidence
seldom Support? consistently occasionally
Designing a Supportive Environment 3 2 1 YES NO C4L learning centers are arranged with clearly defined boundaries A problem solving area is available for children to deescalate or be alone
A predictable, daily visual schedule is posted and follows district recommendations
Visuals throughout the classroom support student learning C4L literature is availabe in various centers Classroom materials, shelves, and learning centers are labeled for easy access and understanding Computer center utilizes sign-up sheet and limits each student's use to 15 minutes daily A clear system is in place to help children visualize when a center is "full" Classroom helper chart, if used, is limited to 3-5 classroom jobs Transitions are smooth and used as learning opportunities I explicitly teach desired behaviors from expectation matrix Comments:
Building Positive Relationships 3 2 1 YES NO I focus on acknowledging children who are exhibiting the desired behaviors, rather than "correcting" students who are not (using "links") I use behavior specific praise when acknowledging students who are following the expectations I maintain a 4:1 ratio of positive to corrective feedback with all students I provide students with frequent choices throughout the day Comments:
144 USD 383 Early Learning Community--Classroom Practices Teacher Self-Assessment
Need Teaching Practice Observations/Evidence
seldom Support? consistently occasionally
Teaching Peer Related Social Skills 3 2 1 YES NO I model expected behavior I provide visual supports when teaching social-emotional skills I label children's feelings, functions, and actions I explicitly teach and encourage children to use friendship skills
I explicitly teach and encourage children to use the problem solving steps
I utilize solution suitcase strategies to help children solve problems Comments:
Instructional Strategies 3 2 1 YES NO I ask, "How do you know?" to promote children's thinking I ask open-ended questions throughout the day I utilize the CAR quest method for questioning during read-alouds I utilize pictures or other visuals when introducing vocabulary I use "Think-Pair-Share" in whole group situations I encourage children to use the science journal as intended
I introduce new activities or materials through modeling and demonstration
I use Lila, Conrad, and Tucker as relevant and when suggested in the C4L unit manuals
I incorporate literacy and numeracy activities into all aspects of my day Comments:
145 USD 383 Early Learning Community--Classroom Practices Teacher Self-Assessment
Need Teaching Practice Observations/Evidence
seldom Support? consistently occasionally
Lessons-in-Action 3 2 1 YES NO I utilize the C4L curriculum with fidelity I familiarize myself with the lesson prior to implementation I scaffold C4L lessons to meet the unique needs of my learners I gather necessasry materials prior to beginning the lesson I embedd routines within routines to ensure success of students
I use voice (pace, volume, inflection) and enthusiasm to engage children in learning I ensure children are attentive and engaged during structured learning activities by following their lead and adjusting as needed Small group instruction is limited to a maximum of five students Comments:
Using Data/Intervention Curriculum to Inform Instruction 3 2 1 YES NO
I familiarize myself with each student's ASQ/ASQ:SE data upon enrollment
I gather C4L assessment data during teacher directed learning times I utilize myIGDI data to group students for interventions and to develop growth plans (Plans for Success) I adapt my use of the 5 classroom practices for individual students based on SRSS data
I am comfortable utilizing Read it Again and Everyday Math for tiered interventions I utlize C4L and progress monitoring data to plan for "Day 5" instruction Comments:
146 Please check professional learning opportunities that interest you: Questions/Comments: Expert Coaching **** required professional learning opportunities**** Observation and feedback Modeling of lessons Co-teaching Self-Coaching Shared goals and action planning **** Attending a workshop to help me improve in an area of need Video taping myself with the purpose of reflection Peer Coaching Participation on a collaborative team to analyze data, share, & reflect **** Focused observations in another teacher's classroom Group Coaching Book study on a topic I need more support Group coaching on an area of common need (Year-Long Institute) Distance Coaching Utilizing digital forms of learning to enhance my practice (HUDL) Comments:
Teacher Name: Early Learning Location:
147 What Makes a Goal SMART? Specific: Concrete, tangible evidence of improvements; targeting specific groups of students Measurable: Multiple measures; focus our efforts on what gets measured; (summative and formative) Attainable: Goals that motivate us to strive higher; almost but not quite within reach; we address goals through data conversations Results-Based: Motivating, concrete benchmarks against which to measure our efforts; not process goals Time-Bound: Builds internal accountability and commitment—a specific time frame
What data should be used to help me write my goals and objectives? • Classroom myIGDI/SRSS data • 4:1 positive/corrective data logs • CLASS scores • c4L fidelity checklist • Early Learning classroom practices teacher self- • Instructional coaching feedback assessment • Evaluation feedback • Pyramid model self-assessments • Parent participation in classroom events
148 A GUIDE TO OBJECTIVE SETTING
In Practice-Based Coaching, goal setting is a reflective process. Teachers write goals based on student data and set objectives based on self- assessment in order to improve teaching practices and achieve their goal. Starting with a clearly stated objectives can help teachers and instructional leaders understand the specific behaviors to focus on during the coaching process.
Below are different ways to write objectives based on teachers’ knowledge and skill with the teaching practice.
Learn more and try it out Do it more often Do it better Do it differently
You want to learn more about the You use this practice sometimes, You know about this practice, but You use this practice, but want to practice or different ways to use but would like to do more within you think you could do it better or try out a different way of using it. the practice and then try using it or across classroom activities use it more efficiently. in the classroom.
Following are examples of teaching practices and objectives written for teachers based on their knowledge and skill with the teaching practice.
Teaching Practice: Teacher provides a predictable schedule.
EXAMPLE OBJECTIVES:
I will learn about how to make a visual schedule for specific classroom activities and routines and will help children use these Learn more and types of schedules to complete activities and tasks. try it out.
I will use the visual schedule to remind children of daily activities during morning circle, before centers, after lunch, and Do it more often. before we go outside.
I will go over the daily schedule at the beginning of the day and briefly review the schedule to show the children what we are Do it better. about to do and what we will do next so children will know what to expect.
My visual schedule has pictures and words, but it is fixed. I will make a visual schedule that can be changed as needed so Do it differently. that activities can be removed or turned over when they are finished.
149 TEACHER GOAL(S) & ACTION PLAN
Goal (SMART):
Objective (What Practice Will You Improve?):
Steps to achieving objective Resources needed Due date Person responsible
How will I know when my objective has been achieved?
150 TEACHER GOAL(S) & ACTION PLAN
Goal (SMART): At the end of the 2018-2019 school year, less than 15% of my students will be at-risk in oral language development as documented by the myIGDIs assessment subtests, picture naming and which one doesn’t belong.
Objective (What Practice Will You Improve?): I will encourage language during group by asking open-ended questions about topics of interest to the children and support children to answer questions if they have trouble.
Steps to achieving objective Resources needed Due date Person responsible
1. Post open-ended question starters in group Open-ended question starter Monday Janet (coach) time area. poster
2. Follow the children’s lead during group time. n/a Monday Elise (teacher)
3. Use three open-ended questions during group Open-ended question starter Wednesday Elise (teacher) time. poster
4. Post support cues poster in group time area. Support cues poster Friday Janet (coach)
5. Provide increasing supports for children when Support cues poster Friday Elise (teacher) they have difficulty answering questions (e.g. ask the question in a different way, give choices, give example answers)
How will I know when my objective has been achieved? I will use three open-ended questions during circle time. Children will answer the questions with my help as needed. Multiple children will have opportunities to answer questions, and I will call on a variety of children during circle. Children will be engaged and want to answer because the questions will be interesting to them (most of the children, most of the time).
151 Practice Based Coaching Partnership Responsibilities
The Instructional Coach will:
• Be respectful and supportive of the coachee by being punctual and prepared. • Develop goals and action plans with the coachee based on needs that have been identified. • Schedule, plan, and facilitate focused observations and coaching sessions. • Provide support by: 1. Sharing resources 2. Providing models of effective practice 3. Observing the coachee’s current practices 4. Providing supportive and constructive feedback • Remain supportive rather than evaluative.
The Coachee will:
• Be respectful of the coach by being punctual and prepared. • Actively engage in coaching sessions by: 1. Assessing my strengths and needs 2. Asking questions 3. Sharing pertinent information 4. Reflecting, listening, and identifying goals • Be open to being observed and /or video recorded, and receiving feedback. • Be open to changing and learning. • Apply and analyze new practices with the support of my coach.
152 USD 383 Early Learning Community--Classroom Practices Observational Tool Teacher Name: Observer Name: Obsevation Date:
Need Teaching Practice Observations/Evidence
seldom Support? consistently occasionally Designing a Supportive Environment 3 2 1 YES NO C4L learning centers are arranged with clearly defined boundaries A problem solving area is available for children to deescalate or be alone
A predictable, daily visual schedule is posted and follows district recommendations
Visuals throughout the classroom support student learning C4L literature is availabe in various centers Classroom materials, shelves, and learning centers are labeled for easy access and understanding Computer center utilizes sign-up sheet and limits each student's use to 15 minutes daily A clear system is in place to help children visualize when a center is "full" Classroom helper chart, if used, is limited to 3-5 classroom jobs Transitions are smooth and used as learning opportunities Teacher explicitly teaches desired behaviors from expectation matrix Comments:
Building Positive Relationships 3 2 1 YES NO Teacher focus on acknowledging children who are exhibiting the desired behaviors, rather than "correcting" students who are not (using "links") Teacher use behavior specific praise when acknowledging students who are following the expectations Teacher maintains a 4:1 ratio of positive to corrective feedback with all students
Teacher provides students with frequent choices throughout the day Comments:
153 USD 383 Early Learning Community--Classroom Practices Observational Tool
Need Teaching Practice Observations/Evidence
seldom Support? consistently occasionally Teaching Peer Related Social Skills 3 2 1 YES NO Teacher models expected behavior Teacher provides visual supports when teaching social-emotional skills Teacher labels children's feelings, functions, and actions
Teacher explicitly teaches and encourages children to use friendship skills
Teacher explicitly teaches and encourages children to use the problem solving steps
Teacher utilizes solution suitcase strategies to help children solve problems Comments:
Instructional Strategies 3 2 1 YES NO Teacher asks, "How do you know?" to promote children's thinking Teacher asks open-ended questions throughout the day Teacher utilizes the CAR quest method for questioning during read-alouds
Teacher utilizes pictures or other visuals when introducing vocabulary Teacher uses "Think-Pair-Share" in whole group situations Teacher encourages children to use the science journal as intended
Teacher introduces new activities or materials through modeling and demonstration Teacher uses Lila, Conrad, and Tucker as relevant and when suggested in the C4L unit manuals Teacher incorporates literacy and numeracy activities into all aspects of the day Comments:
154 USD 383 Early Learning Community--Classroom Practices Observational Tool
Need Teaching Practice Observations/Evidence
seldom Support? consistently occasionally Lessons-in-Action 3 2 1 YES NO Teacher utilizes the C4L curriculum with fidelity Teacher familiarizes him/herself with the lesson prior to implementation
Teacher scaffolds C4L lessons to meet the unique needs of his/her learners Teacher gathers necessasry materials prior to beginning the lesson Teacher embedds routines within routines to ensure success of students Teacher uses voice (pace, volume, inflection) and enthusiasm to engage children in learning Teacher ensures children are attentive and engaged during structured learning activities by following their lead and adjusting as needed Small group instruction is limited to a maximum of five students Teacher gathers assessment data during teacher directed learning times to inform instruction Comments:
Using Data/Intervention Curriculum to Inform Instruction 3 2 1 YES NO
Teacher becomes famiiar with each student's ASQ/ASQ:SE data upon enrollment
Teacher gathers C4L assessment data during teacher directed learning times Teacher utilizes myIGDI data to group students for interventions and to develop growth plans (Plans for Success) Teacher adapts use of the 5 classroom practices for individual students based on SRSS data Teacher is comfortable utilizing Read it Again and Everyday Math for tiered interventions Techer utlizes C4L and progress monitoring data to plan for "Day 5" instruction Comments:
155 USD 383 Early Learning
Reflection and Feedback Coachee: Coach: Observation Date: Reflection & Feedback Date: Coachee Action Plan Goal/Objective(s):
Reflection from Coachee: Feedback from Coach:
Planned Actions:
Next Observation/Feedback Date(s):
Coachee Questions/Concerns:
156 Coach Self-Evaluation Coaching Components Yes No N/A Notes Reflection
I encouraged the coachee to consider his or her actions by asking reflective questions. Feedback I reviewed the current action plan goal.
I shared data on the relevant action plan goal. I provided supportive feedback on coachee's use of strategies related to the relevant action plan goal. Feedback was positive and highlighted coachee's strengths. I provided constructive feedback which was non- judgmental and included suggestions for improvement related to the relevant action plan goals. Planned Actions I directed coachee to examples or materials that might help the coachee address the relevant action plan goal. Scheduling Together, the coachee and I determined days/times to conduct next observations.
Together, the coachee and I determined days/times to conduct next coaching session. Checking In I asked the coachee if he or she had any questions or concerns. I answered any questions.
Notes
157 ITEM 6.7
Dear Parents and Families,
This letter is to inform you that USD 383 receives federal Title I funding and will comply with the “Parents Right to Know Information” required by the Every Student Succeeds Act (ESSA) / Public Law Number 114-95. ESSA reauthorizes the Elementary and Secondary Education Act of 1965 “to ensure that every child achieves.” ESSA is the nation’s general education law and, as such, has been revised by Congress many times over the years. The last reauthorization took place in 2001 and was called the No Child Left Behind Act (NCLB).
We are very proud of our teachers and programs to support student growth. Our educators are ready and prepared to give your child a high-quality experience to advance their skills, experiences and learning. Federal guidelines give you the right to know about your child’s teachers’ credentials and school performance. We are happy to provide this information to you.
At any time, you may ask: whether your child’s teacher met state qualifications and certification requirements for the grade level and subject he/she is teaching;
whether your child’s teacher received an emergency or conditional certificate through which state qualifications were waived; and
what degrees your child’s teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.
You may ask whether your child receives help from a paraprofessional and, if your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications. Title I schools are also required to notify every parent when a student is being taught for four or more consecutive weeks by a classroom teacher who is not highly qualified.
As part of our commitment to keep you informed, you may also request information at any time on your child’s achievement on district and State assessments as well as your school’s performance as reflected on Kansas State Department of Education building report cards and Kansas State Assessment results. Our staff is committed to helping your child develop the academic knowledge and critical thinking needed to succeed in school and beyond.
If you have any questions about these matters or anything else concerning your child’s education, please contact your building principal.
Thank you.
1 158 Manhattan-Ogden Unified School District 383 STRATEGIC FRAMEWORK
Mission Building foundations for dynamic futures
Vision Manhattan-Ogden USD 383 is a public school system nationally recognized for the success of all students.
Core Beliefs Acceptance: We create a climate that values diverse thinking, mutual respect, and working as a team for the betterment of the whole organization.
Accountability: We hold one another accountable for increasing student and staff success.
Courage: We support courageous actions in an environment that embraces ethical and thoughtful risk-taking.
Joy: We enjoy our work and recognize that happiness contributes to organizational health and generates more opportunities for success.
Trust: We presume the good intentions of others in a culture of openness for honest input and creative ideas.
Guiding Principles System Perspective: Stakeholders respect that all components of the organization are interdependent and must be managed as a unified whole in order to achieve ongoing success and performance excellence.
Engaged Learning: Stakeholders share a collaborative responsibility for implementing intentionally designed holistic and engaging learning experiences.
Encouraging Environment: Stakeholders promote a framework encouraging grit and the courage for students to become the best version of themselves.
Relationship Building: Stakeholders facilitate connection and growth through safe, inclusive, compassionate, and empathetic interactions with others.
Foundational Skills: Stakeholders provide dynamic learning experiences to build a strong foundation of skills necessary to be competitive in local, regional, and global economies.
Societal Contributions: Stakeholders demonstrate a well-rounded ability to make respectful and ethical decisions.
Pillars USD 383 is committed to continuous improvement through dedication to four foundational pillars: student success, culture and environment, workforce talent, and partner relations - with outcomes measured in both traditional and non-traditional ways.
Goal Students are well equipped for lifelong success at increasingly higher levels of academic growth, social emotional development, and postsecondary preparation.
Adopted by BOE, 7-1-20
2 159 Manhattan-Ogden Unified School District 383 ADDRESSES AND PHONE NUMBERS
Amanda Arnold Elementary 1435 Hudson Avenue 587-2020
Anthony Middle School 2501 Browning Avenue 587-2890
College Hill Early Learning 2600 Kimball Avenue 587-2830 Center
Eisenhower Middle School 800 Walters Drive 587-2880
Frank Bergman Elementary 3430 Lombard 587-2865
Bluemont Elementary 714 Bluemont 587-2030
Child Nutrition 1112 Hayes Drive 587-2851
Eugene Field Early Learning 1700 Leavenworth 587-2045 Center
Lee Elementary 701 Lee Street 587-2050
Manhattan High School West 2100 Poyntz Avenue 587-2100 Campus
Manhattan High School East 901 Poyntz Avenue 587-2150 Campus
Marlatt Elementary 2715 Hobbs Drive 587-2060
Northview Elementary 300 Griffith Drive 587-2070
Ogden Elementary 210 Elm Street 587-2080
Oliver Brown Elementary 4787 Jackies Way 587-2823
Robinson Education Center 2031 Poyntz Avenue 587-2000
Theodore Roosevelt 1401 Houston Street 587-2090 Elementary
Transportation 1120 Hayes Drive 587-2190
Woodrow Wilson Elementary 312 N. Juliette Ave. 587-2170
3 160 Manhattan-Ogden Unified School District 383 NOTICE OF NON-DISCRIMINATION
The District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination polices:
Executive Director of Special Services, Robinson Education Center, 2031 Poyntz Avenue, Manhattan, Kansas, 66502, 785-587-2000, has been designated to coordinate compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Director of Human Resources, Robinson Education, 2031 Poyntz Avenue, Manhattan, Kansas 66502, 785- 587-2000, has been designated to coordinate compliance with all other non- discrimination policies.
Inquiries may also be directed to:
Equal Employment Opportunity Commission Gateway Tower 400 State Avenue, Suite 905 Kansas City, KS 66101 (913) 551-5655
Kansas Human Rights Commission 900 SW Jackson, Suite 568-S Topeka, KS 66612-1258 (785) 296-3206
United State Department of Education Office for Civil Rights One Petticoat Lane 1010 Walnut Street, Suite 320 Kansas City, MO 64106 (816) 268-0550
Revised 7-2-14; Reaffirmed 7-1-20
4 161 Manhattan-Ogden Unified School District 383 BOARD OF EDUCATION
Kristin Brighton [email protected] 785-341-1250
Jurdene Coleman [email protected] 785-341-1481
Darell Edie [email protected] 785-532-8760
Karla Hagemeister [email protected] 785-410-0132
Curt Herrman [email protected] 785-410-6846
Katrina Lewison [email protected] 785-477-0762
Brandy Santos [email protected] 785-410-7991
BOARD OF EDUCATION MEETINGS Meetings of the Board of Education are held twice a month. The Board calendar is available on the website at www.usd383.org. The public is invited to attend these meetings.
STATEWIDE SAFETY HOTLINE NUMBER A statewide school safety hotline, staffed by the Kansas Highway Patrol, has been established. This hotline is available 24 hours per day, 365 days a year, to report impending school violence to the Kansas Highway Patrol.
The hotline, enacted by House Bill 2489, connects to the Kansas Highway Patrol central dispatch center. From there, information is transferred to local law enforcement who will relay information to the local school administrator. The hotline number is: 1-877-626-8203.
We encourage parents to talk with their children and for those young people to feel comfortable expressing concerns to their parents or school employees. If your child reports a concern to you, please contact the school principal, or use the hotline that provides another avenue for reporting.
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This handbook is meant to be an abbreviated version of Manhattan-Ogden USD 383 policies, rules and regulations. Should a discrepancy between board policy and any language in this handbook arise, district policy supersedes this handbook.
Board of Education policies referenced in this handbook can be found at the district website www.usd383.org
5 162 ADMISSION TO FIRST GRADE Children who will be six years old on or before August 31 of the current year may be admitted to first grade. All those entering first grade that have not attended Manhattan schools must present a birth certificate; a social security number would be helpful. A transfer student who does not meet the age requirement is allowed to enroll if the child, while a resident of another state, had completed an accredited kindergarten course or had entered a state accredited first grade.
ADMISSION TO KINDERGARTEN Children who will be five years old on or before August 31 of the current year will be enrolled in kindergarten. All children must present a birth certificate; a social security number would be helpful. A transfer student who does not meet the age requirement is allowed to enroll if the child has been in attendance in a state accredited kindergarten while being a legal resident of that state.
ARRIVAL Children should arrive at school as near the actual starting time as possible. Students who arrive after the start time will be counted as tardy. Students eating breakfast should arrive 20 minutes prior to the start of school.
ATTENDANCE Making sure your child attends school every day is one of the most important things you can do to help your child succeed in school.
Procedure Contact the school office before 9:00 a.m. if your child will be absent. If your child is not in attendance, and the school has not received parent/guardian notification, the absence will be recorded as unexcused. For the safety of the child, an attempt will be made to contact the parent.
Tardies Tardies will be recorded and monitored. Students who arrive late must report to the office. If a student misses less than 90 minutes, it is considered a tardy.
Any time the student arrives during school-time, parent/guardian should sign them in – if they do not it is an unexcused tardy.
Absences If the student misses more than 90 minutes of class time at the beginning or end of the school day it will be recorded as a half-day absence.
All absences will be recorded as excused or unexcused. If your child accumulates three (3) unexcused absences or seven (7) total absences (except for school events or verified by medical personnel), a letter may be sent home regarding student attendance. Your child may also be referred to the Student Improvement Team to address attendance issues.
Truancy Reports According to Kansas Compulsory Attendance Law, when a student has unexcused absences on three (3) consecutive school days or five (5) school days in a semester or seven (7) school days in a school year, whichever occurs first, a report of truancy will be made to the Department for Children and Families (DCF) for legal action.
6 163 ABSENCES AND EXCUSES (Board Policy JBD) When a student is absent from school an attempt shall be made to contact the parent or guardian to determine the reason for the absence. The principal has been designated to determine the acceptability and validity of excuses presented by the parent(s) or the student. Approved: 5/05
EXCUSED/UNEXCUSED ABSENCES (Board Policy JBD-R) Procedures for notifying parents on the day of a student’s absence shall be published in the student handbook. 1. Personal illness and professional appointments. 2. Serious illness or death of a member of the family. 3. Emergencies calling for the student’s services or presence at home. 4. Obligatory religious observances. 5. Participation in a district-approved or school-sponsored activity. 6. Absences prearranged by parents and approved by the principal.
Make-Up Work It is the student’s responsibility to obtain make-up assignments from teachers following an excused or unexcused absence. Homework is for the practice of mastery and is not a replacement of instruction.
Approved: 5/05
TRUANCY (Board Policy JBE) The building principal shall report students who are inexcusably absent from school to the appropriate authority.
Truancy is defined as any three consecutive unexcused absences, any five unexcused absences in a semester or seven unexcused absences in a school year, whichever comes first. Students who are absent for a significant part of any school day shall be considered truant.
Prior to reporting to either Department for Children and Families (DCF) (if the student is under 13) or the county or district attorney (if the student is 13 or over), a letter shall be sent to the student’s parent(s) or guardian notifying them that the student’s failure to attend school without a valid excuse shall result in the student being reported truant.
Waiver of Compulsory Attendance Requirements Students 16 or 17 years of age may be exempted from compulsory attendance regulations if the parent(s) or person acting as parent attend(s) the counseling session required by law and signs the appropriate consent and waiver form; if the student earns a GED; or if the student is exempted from compulsory attendance requirements pursuant to a court order.
Involvement of Law Enforcement Law enforcement officers may return truant children to the school where the child is enrolled, to the child’s parent or guardian or to another location designated by the board to address truancy issues.
Reporting to Parents If a truant child is returned to school by a law enforcement official, the principal shall notify the parent or guardian.
Approved: 10/12
7 164 BICYCLES, SCOOTERS and SKATEBOARDS and other modes of Transportation K-2 grade students may ride bicycles to school when accompanied by an older sibling, parent, guardian or adult responsible for the student. 3-5 grade students can ride independently. All bicycles and scooters should be parked in the racks provided. Only bike and scooter riders should be in the bike parking area. Children are encouraged to provide locks for their bicycles and scooters. For your child’s safety, wearing a helmet is highly recommended.
A child riding a bicycle should know all the rules of the highway. Riders should observe the following rules: 1. I will always ride singly. 2. I will have my bicycle in good working condition. 3. I will use hand signals. 4. I will observe all traffic rules. 5. I will ride single file.
Children who fail to comply with these rules may be denied permission to ride bicycles or scooters to school. Skateboards, rollerblades, and shoes with inserted wheels are not to be brought to school. Hoverboards are not allowed.
BULLYING (Board Policy JDDC) The board of education prohibits bullying in any form by any student, staff member, or parent towards a student or a staff member on or while using school property, in a school vehicle or at a school-sponsored activity or event. For the purposes of this policy, the term “bullying” shall have the meaning ascribed to it in Kansas law.
The administration shall propose, and the board shall review and approve a plan to address bullying as prohibited herein. The plan shall include provisions for the training and education of staff members and students and shall include appropriate community involvement as approved by the board.
Students who have bullied others in violation of this policy may be subject to disciplinary action, up to and including suspension and/or expulsion. If appropriate, students who violate the bullying prohibition shall be reported to local law enforcement Approved: 11/07; Revised: 8/13; 1/16
BULLY PREVENTION HOTLINE Anonymous Resources for Bullying Prevention 24-Hour Parent & Youth Resource Hotline 1-800-332-6378 Email or text [email protected]
BULLYING BY PARENTS (excerpt Board Policy KGC) Parents participating in prohibited bullying conduct aimed at district students and/or staff members may jeopardize their access to district facilities; district property; school sponsored activities, programs, and events; and/or district students and/or staff members through the district’s communication systems. As appropriate, reports to local law enforcement will be filed to report criminal bullying behaviors. Approved: 8/13; 1/16
CHILD CUSTODY Good communication with the teacher and the principal are imperative to the school’s ability to honor any special custodial arrangements. Copies of current documentation of legal arrangements and/or restraining orders need to be filed with the principal in order for the school to deny access to children by their biological parents.
8 165 CHILD NUTRITION USD383 recognizes that a child’s nutrition is very important to the successful learning experience. Students are encouraged to participate in school breakfast and lunch programs to receive healthy and nutritious meals that meet USDA standards. School meals for the 2021- 2022 school year will be provided to all students free of charge.
The full board approved meal charge policy can be found online at https://www.usd383.org/departments/child-nutrition/resources
Applications for free or reduced price meal benefits and a set of detailed instructions can be found online or at your child’s school. You may also contact the Child Nutrition Department at 785-587-2851 or [email protected] with questions or to request an application be sent. Free and reduced meal applications for the current school year are available after July 1, an application must be completed each new school year if a family wishes to continue to receive these benefits.
USD 383 is committed to the safety and health of all students. Many of our students suffer from environmental, medical, or food-related allergies. We strive to provide a safe and healthy learning environment for students with allergies and reduce the likelihood of severe or potentially life-threatening allergic reactions. Requirements for meal modification requests through child nutrition vary depending on whether a student has a disability or whether it is a food allergy or intolerance that does not rise to the level of a disability. Child Nutrition will make meal modifications prescribed by a licensed physician when a student has a disability. (See the definition of disability on the meal modification form). When a student has a food allergy or intolerance, or other medical condition that does not rise to the level of a disability, child nutrition department has the option of making a meal modification requested by a medical authority. Meal modifications will continue until the licensed physician or medical authority requests that it be changed or stopped (Form 19-C Discontinuation of School Meal Modifications Form). For more information regarding meal substitutions please visit our webpage at https://www.usd383.org/departments/child-nutrition/resources
COMMUNICATION WITH SCHOOL Communication between teachers, students, and parents is crucial to overall student success.
Schools will work with parents to: plan and implement effective parent involvement; build the capacity for strong parent involvement; provide full opportunities for parents who are disabled or who have limited English proficiency; help parents understand the state’s content and performance standards, state and local assessments, and other information to improve their children’s achievement; coordinate and integrate parental involvement strategies with other district and community-based programs and, participate in an annual evaluation of the effectiveness of parent involvement.
At the elementary school, we offer many ways for students and parents to stay informed about student progress and school activities. These include: Back-to-School Night, Parent-Teacher Conferences, school websites/social media, monthly newsletters, classroom newsletters, and daily announcements. Parents may also contact teachers and administrators via email or telephone. All staff email addresses are listed on the school website. In addition, all parents will register for access to Infinite Campus Parent Portal. This district web-based student information system allows parents/guardians to check on their child's attendance and grades. Parents are also encouraged to sign-up for USD 383 communications, to receive important school
9 166 announcements and updates via email or text. For more information about registering for Parent Portal or E-Notifications refer to the Notifications tab at www.usd383.org.
CRISIS COMMUNICATIONS If a crisis occurs at a building, updates will be available through USD 383 social media accounts, USD 383 website, Manhattan-Ogden Messages, local media (radio and print), and/or Parent Portal email. Telephone calls to the school building slow down the notification and communication with emergency personnel by school officials.
DISTRIBUTION OF MATERIALS USD 383 no longer accepts paper flyers/posters for events for distribution through our schools. Please do not bring paper flyers/posters to our schools. USD 383 has created a community events page on the USD 383 website where we will list opportunities available for kids and families in the Manhattan and Ogden area. Events must be directly related to Kindergarten - grade 12 students and families.
DRUG FREE SCHOOLS (Board Policy JDDA) Maintaining drug free schools is important in establishing an appropriate learning environment for the district’s students. Unless otherwise specified in this policy, the possession, use, sale, distribution, and/or being under the influence of illicit drugs, controlled substances, designer drugs, and/or alcohol by students at school, on or in school property, or at school sponsored activities or events is prohibited. Unauthorized use of over-the-counter medications or inhalants is similarly prohibited in the aforementioned locations.
Definitions: “Designer drug” means a synthetic version of a controlled substance (such as, but not limited to, heroin) that is produced with a slightly altered molecular structure to avoid having it classified as an illicit drug.
“Unauthorized use” means use in a greater quantity, at a higher frequency, or for purposes other than as specified on the product’s label.
Possession, use and/or being under the influence of a controlled substance by a student for the purposes of this policy shall only be permitted if such substance was: 1. Obtained directly from, or pursuant to a valid prescription or order, issued to such student from a person licensed by the state to dispense, prescribe, or administer controlled substances; 2. In the case of use or possession, approved and administered, if administered at all, in accordance with board policy JGFGB and/or board policy JGFGBA; and 3. Used, if at all, in accordance with label directions. Approved: 5/05; Revised: 4/07; 5/15
DRUG FREE SCHOOLS (Board Policy JDDA-R) Curriculum All the district’s students shall be made aware of the legal, social and health consequences of drug and alcohol use. Students shall be instructed on effective techniques for resisting peer pressure to use illicit drugs, non-medically authorized prescription drugs, non-medically authorized inhalants, alcohol, and that the unlawful possession and use of these items is both wrong and harmful.
The Board has adopted a comprehensive drug and alcohol abuse and prevention program as part of the district’s curriculum. The curriculum is age-appropriate and developmentally based to reach students at all ages and levels of education within the district.
10 167 Student Conduct As a condition of continued enrollment in the district, students shall abide by the terms of this policy.
Students shall not manufacture, distribute, dispense, possess, use, sell, or be under the influence of illicit drugs, controlled substances, designer drugs, or alcoholic beverages nor engage in unauthorized use of over-the-counter medications or inhalants at school on or in district property, or at any school activity, program, or event. Any student violating the terms of this policy shall be reported to the appropriate law enforcement officials, and will be subject to the following sanctions (offenses are cumulative within each of K-5, 6-8, and 9-12 grades):
A student who is found to be in violation of this policy will be subjected to one or more of the following consequences: suspension, expulsion, and/or revocation of the privilege to participate in and/or attend school activities. Upon returning to school, the student will be required to meet with the Drug and Alcohol Prevention Coordinator, Social Worker, or Counselor for mandatory education.
Students who are suspended or expelled under the terms of this policy will be afforded the due process rights contained in board policies and Kansas statutes, K>S>A. 72-8901, et seq. Nothing in this policy is intended to diminish the ability of the district to take other disciplinary action against the student in accordance with other policies governing student discipline. Drug and alcohol education and rehabilitation programs are available for district students. If a student agrees to enter and complete a drug education or rehabilitation program, the cost of such program will be borne by the student and his or her parents.
A list of available programs along with names and addresses of contact persons for the program is on file in the principal’s office. Parents or students should contact the directors of the programs to determine the cost of and length of the program.
A copy of this policy will be provided to all students, and the parents of all students. Parents of all students will be notified that compliance with this policy is mandatory.
Approved: 5/05; Revised: 4/07; 5/15; 8/18
EARLY DISMISSAL OF SCHOOL/WEATHER When school is to be dismissed at times other than regular dismissal times, the announcement will be made several ways – USD 383 social media accounts, USD 383 website, Manhattan- Ogden Messages, local media (radio and print), and/or Parent Portal email.
Parents should determine, however, whether it is safe for their own children to attend school. Parents choosing to keep their children home because of severe weather conditions should call the school and let them know of their intent not to send their child to school.
As a general policy, once students are at school, school will not be dismissed early because of weather conditions, except in situations of extreme emergency. Parents may choose to pick up their children at any time if they feel it is appropriate.
EMERGENCY SAFETY INTERVENTIONS (Board Policy GAAF) The board of education is committed to limiting the use of Emergency Safety Interventions (“ESI”), such as seclusion and restraint, with all students. Seclusion and restraint shall be used only when a student's conduct necessitates the use of an emergency safety intervention as defined below. The board of education encourages all employees to utilize other behavioral
11 168 management tools, including prevention techniques, de-escalation techniques, and positive behavioral intervention strategies.
This policy shall be made available on the district website with links to the policy available on any individual school pages. In addition, this policy shall be included in at least one of the following: each school’s code of conduct, school safety plan, or student handbook. Notice of the online availability of this policy shall be provided to parents during enrollment each year.
Definitions “Campus police officer” means a school security officer designated by the board of education of any school district pursuant to K.S.A. 72-6146, and amendments thereto.
“Chemical Restraint” means the use of medication to control a student’s violent physical behavior or restrict a student’s freedom of movement.
“Emergency Safety Intervention” is the use of seclusion or physical restraint, but does not include physical escort or the use of time-out.
“Incident” means each occurrence of the use of an emergency safety intervention.
“Law enforcement officer” and “police officer” mean a full-time or part-time salaried officer or employee of the state, a county, or a city, whose duties include the prevention or detection of a crime and the enforcement of criminal or traffic law of this state or any Kansas municipality. This term includes a campus police officer.
“Legitimate law enforcement purpose” means a goal within the lawful authority of an officer that is to be achieved through methods or conduct condoned by the officer’s appointing authority.
“Mechanical Restraint” means any device or object used to limit a student’s movement.
“Parent” means: (1) a natural parent; (2) an adoptive parent; (3) a person acting as a parent as defined in K.S.A. 72-1046(d)(2), and amendments thereto; (4) a legal guardian; (5) an education advocate for a student with an exceptionality; (6) a foster parent, unless the student is a child with an exceptionality; or (7) a student who has reached the age of majority or is an emancipated minor.
“Physical Escort” means the temporary touching or holding the hand, wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location.
“Physical Restraint” means bodily force used to substantially limit a student’s movement, except that consensual, solicited or unintentional contact and contact to provide comfort, assistance or instruction shall not be deemed to be physical restraint.
“School resource officer” means a law enforcement officer or police officer employed by a local law enforcement agency who is assigned to a district through an agreement between the local law enforcement agency and the district.
“School security officer” means a person who is employed by a board of education of any school district for the purpose of aiding and supplementing state and local law enforcement agencies in which the school district in located.
“Seclusion” means placement of a student in a location where all of the following conditions are met: (1) the student is placed in an enclosed area by school personnel; (2) the student is
12 169 purposefully isolated from adults and peers; and (3) the student is prevented from leaving, or reasonably believes that he or she will be prevented from leaving the enclosed area.
“Time-out” means a behavioral intervention in which a student is temporarily removed from a learning activity without being confined.
Prohibited Types of Restraint All staff members are prohibited from engaging in the following actions with all students: Using face-down (prone) physical restraint;
Using face-up (supine) physical restraint;
Using physical restraint that obstructs the student’s airway;
Using physical restraint that impacts a student’s primary mode of communication;
Using chemical restraint, except as prescribed by a licensed healthcare professional for treatment of a medical or psychiatric condition; and
Use of mechanical restraint, except:
○ Protective or stabilizing devices required by law or used in accordance with an order from a person appropriately licensed to issue the order for the device; ○ Any device used by law enforcement officers to carry out law enforcement duties; or ○ Seatbelts and other safety equipment used to secure students dung transportation.
Use of Emergency Safety Interventions ESI shall be used only when a student presents a reasonable and immediate danger of physical harm to such student or others with the present ability to effect such physical harm. Less restrictive alternatives to ESI, such as positive behavior interventions support, shall be deemed inappropriate or ineffective under the circumstances by the school employee witnessing the student’s behavior prior to the use of any ESI. The use of ESI shall cease as soon as the immediate danger of physical harm ceases to exist. Violent action that is destructive of property may necessitate the use of an ESI. Use of an ESI for purposes of discipline, punishment or for the convenience of a school employee shall not meet the standard of immediate danger of physical harm.
ESI Restrictions A student shall not be subjected to ESI if the student is known to have a medical condition that could put the student in mental or physical danger as a result of ESI. The existence of such medical conditions must be indicated in a written statement from the student’s licensed health care provider, a copy of which has been provided to the school and placed in the student’s file.
Such written statement shall include an explanation of the student’s diagnosis, a list of any reasons why ESI would put the student in mental or physical danger, and any suggested alternatives to ESI. Notwithstanding the provision of this subsection, a student may be subjected to ESI, if not subjecting the student to ESI would result in significant physical harm to the student or others.
Use of Seclusion When a student is placed in seclusion, a school employee shall be able to see and hear the student at all times. All seclusion rooms equipped with a locking door shall be designed to ensure that the lock automatically disengages when the school employee viewing the student walks away from the seclusion room, or in case of emergency, such as fire or severe weather. 13 170
A seclusion room shall be a safe place with proportional and similar characteristics as other rooms where students frequent. Such rooms shall be free of any condition that could be a danger to the student, well-ventilated, and sufficiently lighted.
Training All staff members shall be trained regarding the use of positive behavioral intervention strategies, de-escalation techniques, and prevention techniques. Such training shall be consistent with nationally recognized training programs on ESI. The intensity of the training provided will depend upon the employee’s position. Administrators, licensed staff members, and other staff deemed most likely to need to restrain a student will be provided more intense training than staff who do not work directly with students in the classroom. District and building administration shall make the determination of the intensity of training required by each position.
Each school building shall maintain written or electronic documentation regarding the training that was provided and a list of participants; which shall be made available for inspection by the state board of education upon request.
Notification and Documentation The principal or designee shall notify the parent the same day as an incident. The same-day notification requirement of this subsection shall be deemed satisfied if the school attempts at least two methods of contacting the parent. A parent may designate a preferred method of contact to receive the same-day notification. Also, a parent may agree, in writing, to receive only one same-day notification from the school for multiple incidents occurring on the same day.
Documentation of the ESI used shall be completed and provided to the student’s parents no later than the school day following the day of the incident. Such written documentation shall include: (A) The events leading up to the incident; (B) student behaviors that necessitated the ESI; (C) steps taken to transition the student back into the education setting; (D) the date and time the incident offered, the type of ESI used, the duration of the ESI, and the school personnel who used or supervised the ESI; (E) space or an additional form for parent to provide feedback or comments to the school regarding the incident; (F) a statement that invites and strongly encourages parents to schedule a meeting to discuss the incident and how to prevent future incidents; and (G) email and phone information for the parent to contact the school to schedule the ESI meeting. Schools may group incidents together when documenting the items in subparagraphs (A), (B), and (C) if the triggering issue necessitating the ESIs is the same.
The parent shall be provided the following information after the first and each subsequent incident in which an ESI is used during each school year: (1) a copy of this policy which indicates when ESI can be used; (2) a flyer on the parent’s rights; (3) information on the parent’s right to file a complaint through the local dispute resolution process (which is set forth in this policy) and the complaint process of the state board of education; and (4) information that will assist the parent in navigating the complaint process, including contact information for Families Together and the Disability Rights Center of Kansas. Upon the first occurrence of an incident involving ESI, the foregoing information shall be provided in printed form and upon the parent’s written request, by email. Upon the occurrence of a second or subsequent incident, the parent shall be provided with a full and direct website address containing such information.
Law Enforcement, School Resource, and Campus Security Officers Campus police officers and school resource officers shall be exempt from the requirements of this policy when engaged in an activity that has a legitimate law enforcement purpose. School security officers shall not be exempt from the requirements of the policy.
If a school is aware that a law enforcement officer or school resource officer has used seclusion, physical restraint, or mechanical restraint on a student, the school shall notify the parent the 14 171 same day using the parent’s preferred method of contact. A school shall not be required to provide written documentation to a parent, as set forth above, regarding law enforcement use of an emergency safety intervention, or report to the state department of education any law enforcement use of an emergency safety intervention. For purposes of this subsection, mechanical restraint includes, but is not limited to, the use of handcuffs.
Documentation of ESI Incident Except as specified above with regard to law enforcement or school resource officer use of emergency safety interventions, each building shall maintain documentation any time ESI is used with a student. Such documentation must include all of the following: Date and time of the ESI,
Type of ESI,
Length of time the ESI was used,
School personnel who participated in or supervised the ESI,
Whether the student had an individualized education program at the time of the incident,
Whether the student had a section 504 plan at the time of the incident, and whether the student had a behavior intervention plan at the time of the incident.
All such documentation shall be provided to the building principal, who shall be responsible for providing copies of such documentation to the superintendent on at least a biannual basis. At least once per school year, each building principal or designee shall review the documentation of ESI incidents with appropriate staff members to consider the appropriateness of the use of ESI in those instances.
Reporting Data District administration shall report ESI data to the state department of education as required.
Parent Right to Meeting on ESI Use After each incident, a parent may request a meeting with the school to discuss and debrief the incident. A parent may request such meeting verbally, in writing, or by electronic means. A school shall hold a meeting request under the subsection within 10 school days of the parent’s request. The focus of any such meeting shall be to discuss proactive ways to prevent the need for emergency safety interventions and to reduce incidents in the future, For a student with an IEP or a Section 504 plan, such student’s IEP team or Section 504 team shall discuss the incident and consider the need to conduct a functional behavioral assessment, develop a behavior intervention plan or amend the behavior intervention plan if already in existence.
For a student with a Section 504 plan, such student’s Section 504 plan team shall discuss and consider the need for a special education evaluations. For students who have an individualized education program and are placed in a private school by a parent, a meeting called under the subsection shall include the parent and the private school, who shall consider whether the parent should request an individualized education program team meeting. If the parent requests an individualized education program team meeting, the private school shall help facilitate such meeting.
For a student without an IEP or Section 504 plan, the school staff and the parent shall discuss the incident and consider the appropriateness of a referral for a special education evaluation, the need for a functional behavioral assessment, or the need for a behavior intervention plan. Any such meeting shall include the student’s parent, a school administrator for the school the student attends, one of the student’s teachers, a school employee involved in the incident, and
15 172 any other school employees designated by the school administrator as appropriate for such meeting.
The student who is the subject of such meetings shall be invited to attend the meeting at the discretion of the parent. The time for calling such a meeting may be extended beyond the 10- day limit if the parent of the student is unable to attend within that time period. Nothing in this section shall be construed to prohibit the development and implementation of a functional behavior assessment or a behavior intervention plan for any student if such student would benefit from such measures.
Local Dispute Resolution Process If a parent believes that an emergency safety intervention has been use on the parent’s child in violation of state law or board policy, the parent may file a complaint as specified below.
The board of education encourages parents to attempt to resolve issues relating to the use of ESI informally with the building principal and/or the superintendent before filing a formal complaint with the board. Once an informal complaint is received, the administrator handling such complaint shall investigate such matter, as deemed appropriate by the administrator. In the event that the complaint is resolved informally, the administrator must provide a written report of the informal resolution to the superintendent and the parents and retain a copy of the report at the school. The superintendent will share the informal resolution with the board of education and provide a copy to the state department of education.
If the issues are not resolved informally with the building principal and/or the superintendent, the parents may submit a formal written complaint to the board of education by providing a copy of the complaint to the clerk of the board and the superintendent within thirty (30) days after the parent is informed of the ESI.
Upon receipt of a formal written complaint, the board president shall assign an investigator to review the complaint and report findings to the board as a whole. Such investigator may be a board member, a school administrator selected by the board, or a board attorney. Such investigator shall be informed of the obligation to maintain confidentiality of student records and shall report the findings and recommended action to the board in executive session.
Any such investigation must be completed within thirty (30) days of receipt of the formal written complaint by the board clerk and superintendent. On or before the 30th day after receipt of the written complaint, the board shall adopt written findings of fact and, if necessary, appropriate corrective action. A copy of the written findings of fact and any corrective action adopted by the board shall be provided to the parents, the school, and the state department of education and shall be mailed to the parents and the state department within 30 days of the board’s receipt of the formal complaint.
If desired, a parent may file a complaint under the state board of education administrative review process within thirty (30) days from the date a final decision is issued pursuant to the local dispute resolution process. Approved: 8/13; Revised 1/14; 7/15; 6/16; 8/18
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) affords parents of minor-age students and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. They are:
1. The right to inspect and review the student’s education records within 45 days of the day the district receives a request for access. 16 173
Parents of eligible students should submit to the school principal a written request that identifies the record(s) they wish to inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
2. The rights to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate or misleading.
Parents or eligible students may ask Manhattan-Ogden USD 383 to amend a record that they believe is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading.
If the District decides not to amend the record as requested by the parent or eligible student, the District 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.
3. 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 that permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff member (including health or medical staff and security personnel); a person serving on the School Board; a person or company with whom the District has contracted to perform a special task (such as an attorney, auditory, medical consultant, or therapist); or a parent or student serving on an official 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 District discloses educational 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 District to comply with the requirements of FERPA. The name and address of the office that administers FERPA is:
U.S. Department of Education Student Privacy Policy Office 400 Maryland Ave, SW Washington, DC 20202-8520
DIRECTORY INFORMATION For purposes of FERPA, Manhattan-Ogden USD 383 has designated certain information containing educational records as directory information, which may be disclosed for any purpose without your consent. The following information is considered directory information: the student’s name, address, telephone number, date and place of birth, major field of study, weight, height, participation in and eligibility for officially recognized activities and sports, dates of attendance or grade placement, honors and awards received, the most recent educational agency or school attended by the student, and photographs.
17 174 You have a right to refuse to permit the designation of any or all of the above information as directory information. If you refuse, you must file written notification to this effect with Manhattan- Ogden USD 383 at Robinson Education Center, 2031 Poyntz Avenue, Manhattan, Kansas 66502, on or before September 1 of the current year. If a refusal is not filed, Manhattan-Ogden USD 383 assumes you have no objection to the release of the directory information designated.
FIELD TRIPS Field trips are considered an extension of the school’s curriculum and permission forms are signed at enrollment. Parents will be notified of specific field trips as they are being planned. Parents who do not wish to have their child participate in a specific field trip should notify the school.
FIGHTING/BATTERY Fighting / battery on another person will not be tolerated in Manhattan-Ogden USD 383 schools. Students who fight with or batter others on or near school property or at school functions will be disciplined. ANY student who encourages or engages in fighting/battery may be disciplined. The district will cooperate with law enforcement in security matters and shall, as required by law, report felonies and misdemeanors committed at school, on school property or at school-sponsored activities. If a weapon is involved law enforcement will be notified.
FIRE, TORNADO AND OTHER EMERGENCIES (SCHOOL SAFETY) Every school (early learning – high school) in Manhattan-Ogden USD 383 designates a school safety week during the school year. Coordinated drills are an excellent way for staff and students to practice what they would do during a real emergency or crisis. Remaining calm can make a big difference in safety and security, so we are making time to practice these drills with our community partners.
We also want to make sure that parents/guardians know what is going on when your kids talk with you about the drills. We appreciate your patience and understanding if our drills interfere with your coming to and going from our building! You are welcome to join us.
Generally, this is what will happen during school safety weeks:
Drill 1 - Fire Drill in partnership with Manhattan Fire Department The fire department watches and evaluates a fire drill. Sometimes the fire department sets up their smoke machine and we block off an exit route. Students and staff practice exiting the building using their primary and secondary routes. We make sure that all students and staff are accounted for once they are in a safe zone. Fire personnel check to make sure that students and staff are far enough away from the building so that fire engines and other vehicles can easily get to the hydrants. Fire personnel also learn where all of the controls for the building are located and take a tour of school at the end of the drill.
Drill 2 - Tornado/Severe Weather Drill in partnership with Riley County Emergency Management Riley County Emergency Management observes a tornado drill at each location. The emergency manager will walk around the school with the principal to take a look at where we are putting students and staff. They will help us determine if we are putting students and staff in the most secure locations within the school and give us tips for tweaking our plans if necessary. All students and staff are accounted for once they are in a secure location.
Drill 3 - Evacuation Drill in partnership with the community Each school will evacuate to their primary or secondary evacuation site. All students and adults in the building will evacuate. Once at the evacuation site, parent reunification will be set up and practiced. This is a great logistical drill – how to get all students and staff from point A to point B
18 175 and back – and make sure that everyone is accounted for. All of our schools are blessed with wonderful evacuation locations that welcome our students and staff.
Drill 4 - Secure Campus Drill Secure Campus means that something is happening outside of our school building and we want to keep it outside. Students and staff that are outside are brought back into the building and all doors are locked and secured. No one leaves or enters the building until the situation is over. Activities inside the building remain normal.
Drill 5 - Lock Down Drill in partnership with the Riley County Police Department Riley County Police Department will present education about lock down drills. RCPD will talk with students (age-appropriate) about why a police officer might be in their school and that the most important thing that kids can do is listen to the instructions of their teacher. RCPD will also go around to each classroom and talk with teachers about the best location for students to be in the classroom and other things that teachers can do to increase the safety for themselves and their students. After the education from RCPD on lock downs, we practice a lock down drill.
School safety week is not meant to frighten students, staff and parents. This week is not meant to demean or punish schools if something goes wrong during one of the drills. This is a week of education. We want to give our students and staff the best safety foundation that we can. We are fortunate to have great community partners that also feel strongly about drills and practicing.
If you have questions about our School Safety Weeks, please contact Michele Jones, Director of Communications and School Safety at 785-587-2000.
GIFTS (Board Policy JL) The giving of gifts between students and staff members is discouraged. Approved: 5/05
GRIEVANCE PROCEDURE - DISCRIMINATION Students in matters regarding discrimination on the basis of sex, race, or handicap may utilize the following grievance procedure.
1. Definition: A “Grievance” shall mean a complaint which has been filed by a student or by a student’s parent or guardian, on his or her behalf, claiming discrimination on the basis of his or her sex (including any violation of Title IX or the regulations adopted under it), race, or handicap. Normal channels of communication, from student to teacher to administrator to Board of Education, shall be used whenever feasible, in seeking clarification of questions of concern to the student, before the grievance procedure is utilized.
2. Purpose: The primary purpose of this procedure is to secure, at the earliest level possible, equitable solutions to justifiable complaints. The proceedings shall be kept confidential at each level of this procedure.
3. Time: The number of days indicated at each level shall be regarded as a maximum and every effort shall be made to expedite the process. However, the time limits specified may be extended by mutual agreement of the complainant and the administration. In the event a complaint is filed on or after May 1, the time limits stated hereafter should include all calendar days so that the matter may be resolved before the close of the school term or as soon as possible thereafter.
19 176 4. Level One: A student with a complaint shall first (Level One-A) present it orally and informally to his/her teachers. If the complaint is not promptly resolved, he/she may (Level One-B) present a formal claim in writing (including all supporting statements and evidence) to his/her school principal or the principal’s designate. Within five (5) school days after receiving the written complaint, the principal or the principal’s designate shall state his/her decision in writing, with all supporting reasons and evidence.
5. Level Two: Within five (5) school days after receiving the decision at Level One, the complainant may appeal the decision to the district Affirmative Action chairperson/Title IX Office. The appeal shall be in writing and shall be accompanied by the original complaint and copies of all previous supporting statements, evidence, and decisions. The district Affirmative Action chairperson/Title IX Officer shall evaluate the evidence and decisions, and shall render his/her decision within five (5) school days after receiving the appeal.
6. Level Three: If the complainant deems it desirable to carry the complaint beyond the decision reached in Level Two, he/she may within five (5) school days file his/her complaint with the Superintendent. The appeal shall be in writing and shall be accompanied by the original complaint and copies of all previous supporting statements, evidence and decisions. The Superintendent shall evaluate the evidence and render his/her decision within five (5) school days after receiving the appeal.
7. Level Four: If the complainant deems it desirable to carry the complaint beyond the decision reached in Level three, he/she may within ten (10) school days file his/her complaint with the Board of Education. The appeal shall be in writing and shall be accompanied by the original complaint and copies of all previous supporting statements, evidence and decisions. Upon receiving the complaint, the matter shall be placed upon the agenda of the Board of Education, for consideration at the next regular meeting of the Board and a final determination at the next regular meeting of the Board. A final determination shall be made within twenty (20) calendar days from said meeting.
8. Withdrawal: the complainant at any level without prejudice or record may withdraw a complaint.
9. Hearings and Decisions: At each of the above four levels, the complainant shall be given the opportunity to be present and to be heard. A student’s parents or guardian may serve as the student’s representative(s) and be present at all proceedings. All decisions at each level (with the exception of Level One-A) shall be in writing and shall include supporting reasons. Copies of all decisions and recommendations shall be furnished promptly.
10. Reprisals: No reprisal of any kind shall be taken by or against any part in interest or any participant in the grievance procedure by reason of such participation.
11. Preservation of Records: All proceedings external to the decision of the Board of Education shall be destroyed. However, any complainant who wishes the proceedings (relative to his/her own complaint) to be placed in his/her school records may achieve such action by filing a written request.
12. Disclaimer: In the implementation of this grievance procedure, it shall be understood that the Board of Education is not a court of law and that formal legal rules, including the rules of evidence, shall not apply.
13. Notice of Complaint: The party or parties complained against shall be notified promptly of any complaint and shall have the right to be present at all stages of the grievance procedure. 20 177
GRIEVANCE PROCEDURE - STUDENT Definition Complaints by a student or by a student's parent, on his/her behalf, claiming discrimination on the basis of sex, handicap or race should follow the procedures outlined in the Title IX student grievance procedure.
A "grievance" shall mean a complaint which has been filed by a student or by a student's parent, on his or her behalf claiming discrimination on the basis of sex, handicap or race (including any violation of Title IX or the regulations adopted under it). Normal channels of communication, from student to teacher to administrator to Board of Education, shall be used.
HEALTH ASSESSMENTS AND PHYSICALS (Board Policy JGC) Unless otherwise provided herein, all students up to the age of nine shall submit evidence they have undergone a health assessment prior to entering kindergarten or before enrolling in the district for the first time. Students who fail to provide the documentation required by law may be excluded from school by the superintendent until statutory requirements are satisfied.
The above requirement is not to serve as a barrier to immediate enrollment of students designated as homeless or foster children as required by the Every Student Succeeds Ace (ESSA) and the McKinney-Vento Act as amended by ESSA. The district shall work with the Department for Children and Families, the school last attend, or other relevant agencies to obtain necessary documentation of health assessments.
All students engaged in activities covered by appropriate KSHSAA rules shall provide the building principal with proof of a physical examination and clearance to participate.
Principals shall work cooperatively with local, county and state health agencies to disseminate materials related to the availability of health assessments and inoculations.
Approved: 12/08; 4/17
HEALTH PROGRAMS a) In each school year, every student enrolling or enrolled in any school for the first time shall present to the appropriate school board certification from a physician or local health department that the student has received such tests and inoculations as are deemed necessary by the secretary by such means as are approved by the secretary. Students who have not completed the required inoculations may enroll or remain enrolled while completing the required inoculations if a physician or local health department certifies that the student has received the most recent appropriate inoculations in all required series. Failure to timely complete all required series shall be deemed non-compliance. b) As an alternative to the certification required about subsection (a), a student shall present: a. An annual written statement signed by a licensed physician stating the physical condition of the child to be such that the tests of inoculations would seriously endanger the life or health of the child, or b. A written statement signed by one parent or guardian that the child is an adherent of a religious denomination whose religious teachings are opposed to such tests or inoculations. c) On or before May 15 of each school year, the school board of every school affected by this act shall notify the parents or guardians of all known students who are enrolled or who will be enrolling in the school of the provision of this act and any policy regarding the implementation of the provisions of this act adopted by the school board. d) If a student transfers from one school to another, the school from which the student transfers shall forward with the student’s transcript the certification or statement showing
21 178 evidence of compliance with the requirements of this act to the school to which the student transfers. Kansas Statue 72-5209
SCHOOL HEALTH The Riley County Health Department has assisted in establishing school health policies regarding the readmission of children to school following an illness: 1. Written permission is required from a physician for any child who has been ill with a contagious disease and returns to school before the end of the quarantine period. 2. Written permission to return to school is not required for a child who is absent due to a contagious disease who has completed the quarantine time or whose illness was not a contagious disease.
QUARANTINE TIMES: Following are the quarantine guidelines used to determine when a child may return to classes. These are the guidelines published by the Kansas Department of Health and Environment.
COVID-19: Riley County Health Department verifies quarantine time for COVID and students must follow the RCHD quarantine guidelines. Chicken Pox: May return to school on the 6th day after the onset of the first lesion and no new lesions for 24 hours, and when all lesions are crusted. Impetigo: May return to school 24 hours after treatment has started. Head Lice: Parent encouraged to treat hair with pediculicide, infected clothing cleaned, home must also be cleaned to reduce the chance of re-infestation. Pinkeye: May return to school 24 hrs. after prescription eye drops have been started and discharge from the eye has stopped. Ringworm: May return to school immediately after beginning treatment with a fungicide. Keep area covered while at school. Shingles: Actively draining lesions should be covered by clothing or a dressing until lesions have crusted. If lesions cannot be covered children should remain home until lesions are dried and crusted. Strep Throat, Scarlet Fever, Scarlatina: May return to school after being on an antibiotic for 24 hrs. and when fever free for 24 hrs. without fever reducing medication. Scabies: May return to school 24 hours after treatment has started and clothing is disinfected. Fevers: May return to school when fever free for 24 hrs. without the use of medication to lower the temperature. Vomiting: May return after being vomiting free for 24 hours without the use of medication. Exception: If health care provider determines illness not communicable due to other factors or child is not in danger of dehydration. Diarrhea: May return after being diarrhea free for 24 hours without the use of medication. Exception: If health care provider determine illness due to dietary changes, medication, or hard stools, and student is not in danger of dehydration. Influenza: Stay home for five days from the onset of symptoms and may not return to school until fever-free for 24 hours without fever-reducing medication. Rashes: If rash associated with a fever, may not return until fever free without fever reducing medications and health care provider note stating that rash is not contagious.
22 179 Fifths Disease: Greatest period of communicability is before the onset of the rash. Not contagious after rash onset. May return to school if no fever associated with presence of a rash. Pertussis (whooping cough): May return to school after completion of antibiotic treatment or after 3 weeks if untreated with antibiotics. Measles: May return to school 4 days after the onset of rash. Mumps: May return to school 9 days after the onset of symptoms. Rubella: May return to school 7 days after the onset of rash.
Please notify the school if your child has any of the above illnesses.
If there is a confirmed case of pertussis (whooping cough), chickenpox or other disease that vaccines are available for, in your child’s classroom and they are not current on their vaccinations, you will be asked to get the vaccine within 24 hours or keep your child home for 21 days after the onset of the last reported illness in the school. Please keep your school nurse informed of any immunization updates.
Signs and Symptoms of Illness
Pertussis (Whooping Cough): is a very contagious bacterial infection. It is usually mild in older children and adults, but is often serious in very young children, those with an immune disorder and frail elderly. Symptoms include: runny nose, sneezing, fever, cough lasting 1 to 2 weeks. The cough gradually becomes worse leading to uncontrolled coughing spells followed by a whooping noise when a person breathes in. During these severe coughing spells a person may vomit or their lips or face may look blue. Adults, teens and vaccinated children often have milder symptoms that mimic bronchitis or asthma.
Strep Throat: Strep infections are spread by inhalation or direct contact with nose and throat secretions of an infected person. An untreated strep throat may stop hurting after a few days, and a child may appear well, however, bacteria can still be in the body and can cause serious complications such as rheumatic fever, kidney inflammation, heart disease and arthritis. Symptoms may include sore throat, fever, headache, abdominal pain, body aches. It is important to treat a strep infection properly. See your primary care physician and take all medication that is prescribed.
Chicken Pox: Signs of this disease are fever over 100, body aches and skin rash. The rash starts as a red bump, develops into a blister, an indentation occurs in the center of the blister and then a scab forms. The first eruption often occurs on the scalp. Several crops of blisters over several days will develop all over the body. Children should stay home from school for 6 days after the first eruptions begin. ASPIRIN should NOT be given during this viral illness. Complications such as coughing, chest pain, high fever or severe vomiting should be treated by a doctor. The illness spreads easily. Symptoms may develop within 2 weeks after exposure. The Varicella vaccine is now a required vaccine for school attendance. While the vaccine may not prevent your child from getting chicken pox, it has proven to lessen the severity of the symptoms. Vaccinated children generally only have a few lesions and do not always have a fever and body aches.
23 180 Medication Policy Kansas regulations require medication forms be on file in the nurse's office for any medication a student has at school. Medication forms must be signed by a parent for over the counter medication (this includes cough drops) and by a parent and physician for prescription medications. These forms are available from the nurse’s office and they can be printed from the school’s web page. Medications must be in their original labeled containers and not expired.
Why do we ask your child’s symptoms when you call the school to let us know your child is sick? Riley County Health Department asks that we report what symptoms are keeping children at home. We do not report your child’s name only symptoms. This helps the Riley County Health Department and the school nurses keep track of communicable illnesses in the community.
ILLNESS AND INJURY PROCEDURES When children become ill and it is necessary for them to leave school, parents will be notified. Every attempt will be made to contact the parents or the emergency number(s) listed in the Student Information System. For the wellbeing of your child, it is important to keep this information updated.
In the event of a serious accident, parents or the emergency number listed in Infinite Campus will be contacted immediately. If no one can be reached, school personnel will exercise their best judgment in contacting emergency medical services.
INOCULATIONS (IMMUNZATIONS) (Board Policy JGCB) Unless provided otherwise herein, all students enrolling in any district school shall provide the building principal with proof of immunization of certain diseases or furnish documents to satisfy statutory requirements. Booster shots mandated by the Secretary of the Department of Health and Environment are also required.
A copy of this policy and the applicable state law shall be distributed to students, prospective students or their parents on or before May 15th of each school year. Information shall be included in enrollment information each August explaining the required inoculations and booster shots. Parents may delegate in writing their authority to consent to immunizations. If the parent is not reasonably available, and the authority to consent has not been denied as provided in law, individuals other than the parent may consent to the immunizations as provided for in current law.
At the beginning of each school year, information on immunizations applicable to school age children shall be provided to parents and guardians. The information on immunizations shall include:
(1) A list of sources for additional information; and (2) related standards issued by the national centers for disease control and prevention.
Students who fail to provide the documentation required by law may be excluded from school by the superintendent until statutory requirements are satisfied. Notice of exclusion shall be given to the parents/guardians as prescribed by law. Students who are not immunized against a particular disease(es) may be excluded from school during any outbreak.
The above requirements are not to serve as barriers to immediate enrollment of students designated as homeless or foster children as required by the Every Student Succeeds Act (ESSA) and the McKinney-Vento Act as amended by ESSA. The district shall work with the Department for Children and Families, the school last attended, or other relevant agencies to obtain necessary documentation of inoculations.
24 181 Each principal shall forward evidence of compliance with the inoculation law to other schools or school districts when requested by the school or by the student's parents/guardians and shall work cooperatively with the local, county, and state health agencies to disseminate materials related to the availability of inoculations. Approved: 7/08; 2/16; 12/19
LEAVING SCHOOL Children are allowed to leave the school grounds with parent permission. Parents/guardian are required to sign students out before the student will be dismissed from class.
Any parent or adult designated on the registration form who wants to pick up a child during the school day must do so at the school office. The principal will require identification from any adult whom he or she does not recognize. School officials reserve the right not to release the child to anyone other than the custodial parent. Where there is doubt, the custodial parent will be contacted to confirm that someone else has been authorized to pick up a student.
LOST AND FOUND Many items (clothing, lunchboxes, glasses, etc.) are placed in “Lost and Found” each year. Parents can help their children avoid such losses by carefully marking the child’s name on clothing, boots, lunchboxes, etc. for easy identification. Encourage your child to look for lost articles in “Lost and Found.”
MANDATORY REPORTING According to Kansas reporting law (K.S.A. 38-2223) mandated reporters are required to report child abuse or neglect. If teachers, school administrators or other employees of an educational institution which the child is attending and persons licensed by the secretary of health and environment to provide childcare services or the employees of persons so licensed at the place where the childcare services are being provided to the child have reason to suspect that a child has been harmed as a result of physical, mental or emotional abuse or neglect or sexual abuse, the person shall report the matter promptly.
MAKE-UP WORK Assignments and work missed should be made up if possible, though many lessons and activities can only be completed through class participation. Student absence deprives students of such opportunities. Students will be given two days to make up assignments given on any day absent. Any exceptions to this should be discussed with and agreed to by the student’s teacher and the student. Requests for assignments, due to absences, may be made by contacting the school or the student’s teacher.
Parents who know in advance that their student is going to be absent, it is important to notify the office before their absence and work may be completed when the students return to school, but if possible, students can complete their work prior to their absence. It is important to remember that homework does not replace instruction.
MEDICATION The school medication policy is in compliance with Kansas regulations. 1. Written permission from one of the following professionals - physicians, dentists, nurse practitioners, or physician assistants, and from the parent or guardian must be received before any prescription medication can be given at school. The forms for prescription and non-prescription medication are available on the district website: www.usd383.org or at the school office. 2. All medications must be stored in the nurse’s office. Students may carry an inhaler, epipen, or insulin if required to do so by parent and physician and proper technique of use has been demonstrated to the school nurse.
25 182 3. Prescription and over-the-counter medication must be in the original, appropriately labeled container. 4. Medications will be given as indicated in writing by the physician for prescription medication or parents for over-the-counter medication. 5. A form must be completed and signed by the physician (for prescription medication) or parent (for over-the-counter medication) for each different series of medication, either prescription or non-prescription, a child takes. 6. A new form must be completed for each school year. 7. A new form must be signed by the physician (for prescription medication) or parent (for over-the-counter medication) whenever the dosage is changed.
PLAYGROUND SUPERVISION Whenever the weather permits, play periods are held outside. Should your child have a health condition which makes it necessary to limit strenuous activity, please provide his/her teacher with a doctor’s permit. Supervision is provided on the playground during all recesses.
PROGRESS REPORTS/PARENT TEACHER CONFERENCES USD 383 has established goals that promote high academic standards, lifelong learning, thinking skills, civic responsibilities, basic skills, and an integrated curriculum. Reporting the progress each student is making toward these goals is the responsibility of each child’s classroom teacher. Parents can access up-to-date information through the Parent Portal in Infinite Campus and Canvas.
Progress reports are sent home three times a year. Parent teacher conferences are held twice during the school year. Check the district’s yearly calendar for the exact dates of the parent conferences. Parents may also request to schedule a meeting with their child’s teachers or principal at any time. Grades, attendance, and information can be found in the Infinite Campus Parent Portal.
Charting the progress and growth of a child’s learning includes a multitude of information. Parents are a teacher’s first resource. They are their child’s first and most influential teacher. Upon learning about the child, classroom teachers are then expected to inform parents of the materials that were presented, the academic and behavioral expectations, the progress each child made toward the goals, and the assessments that were used to ascertain the grades given.
Each year the state of Kansas requires schools to assess themselves. These reports inform the public of the progress the entire school and district are making toward meeting the requirements toward school improvement. While the reports from the state are reported as a building or a district, there are also individual student reports. Parents will be informed of any scores their child has attained on the state’s assessments.
PROMOTION AND RETENTION Elementary students who meet the requirements of the grade level are promoted to the next grade. When it is necessary for a student to be retained in a grade because requirements are not met the parent will be contacted as early as the situation is apparent. The principal will make the final decision.
PROOF OF IDENTITY FOR CHILDREN ENROLLING IN SCHOOL Whenever a child enrolls in school for the first time, the district requires proof of identity of the child. The proof of identity for students enrolling for the first time in the district may include, but not be limited to, such items as the student’s birth certificate, a copy of a court order placing the student in the custody of the Kansas Department for Children and Families (DCF), a certified transcript of the student, a baptismal certificate, or other documentary evidence that the Board considers satisfactory. Efforts will be made to enroll the student efficiently. Those students who
26 183 are homeless shall be provided services comparable to other district students and shall be enrolled immediately as outlined in BOE policy JBCA.
PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) Notification of Rights under the Protection of Pupil Rights Amendment The district abides by the Protection of Pupil Rights Amendment (PPRA) which 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:
1. 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 United States Department of Education: 1.1 Political affiliations or beliefs of the student or student’s parent; 1.2 Mental or psychological problems of the student or student’s family; 1.3 Sex behavior or attitudes; 1.4 Illegal, anti-social, self-incriminating, or demeaning behavior; 1.5 Critical appraisals of others with whom respondents have close family relationships; 1.6 Legally recognized privileged relationships, such as with lawyers, doctors, or ministers; 1.7 Religious practices, affiliations, or beliefs of the student or parents; or 1.8 Income, other than as required by law to determine program eligibility. 2. Receive notice and an opportunity to opt a student out of: 2.1 Any other protected information survey, regardless of funding; 2.2 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 screenings, or any physical exam or screening permitted or required under State law; and 2.3 Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others. 3. Inspect, upon request and before administration or use: 3.1 Protected information surveys of students; 3.2 Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and 3.3 Instructional material used as part of the educational curriculum.
The right to file a complaint with the United States Department of Education concerning alleged failures by the school to comply with requirements of PPRA. The office that administers PPRA is the following:
U.S. Department of Education Student Privacy Policy Office 400 Maryland Ave, SW Washington, DC 20202-8520
QUESTIONS/CONCERNS An open line of communication creates a positive partnership between home and school. Questions and/or concerns are best addressed by the parties most directly involved. Thus we encourage a communication process that begins at the most direct level.
In the event where the matter cannot be resolved you are asked to follow the steps listed below: 1. Issue taken to child’s teacher directly involved in matter. 2. If not resolved contact the principal. 3. If still not resolved contact the Director of Elementary Education, then the Executive Director of Teaching and Learning or Assistant Superintendent, and then the Superintendent. 4. Should a matter not be resolved at the Central Office, contact the Board of Education.
27 184 Please be willing to put your concerns in writing and allow adequate time for the matter to be carefully researched and resolved.
RACIAL AND DISABILITY HARASSMENT: STUDENTS (Board Policy JGECA) The board of education is committed to providing a positive and productive learning and working environment, free from discrimination, including harassment, on the basis of race, color, national origin, or disability. Discrimination or harassment on the basis of race, color or national origin (“racial harassment”) or on the basis of disability (“disability harassment”) shall not be tolerated in the school district. Racial or disability harassment of employees or students of the district by board members, administrators, certificated and support personnel, student, vendors, and any others having business or other contact with the school district is strictly prohibited.
Racial harassment is unlawful discrimination on the basis of race, color or national origin under Titles VI and VII of the Civil Rights Act of 1964, and the Kansas Acts Against Discrimination. Disability harassment is unlawful discrimination on the basis of disability under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. All forms of racial or disability harassment are prohibited at school, on school property, and at all school- sponsored activities, programs or events. Racial or disability harassment against individuals associated with the school is prohibited, whether or not the harassment occurs on school grounds.
It shall be a violation of this policy for any student, employee or third party (visitor, vendor, etc.) to racially harass any student, employee or other individual associated with the school. It shall further be a violation for any employee to discourage a student from filing a complaint, or to fail to investigate or refer for investigation, any complaint lodged under the provisions of this policy.
Prohibited conduct under this policy includes racially or disability-motivated conduct which: Affords a student different treatment, solely on the basis of race, color, national origin, or disability, in a manner which interferes with or limits the ability of the student to participate in or benefit from the services, activities or programs of the school; Is sufficiently severe, pervasive or persistent so as to have the purpose or effect of creating a hostile academic environment; or Is sufficiently severe, pervasive or persistent so as to have the purpose or effect of interfering with a student’s academic performance or ability to participate in or benefit from the services, activities or programs of the school.
Racial or disability harassment may result from verbal or physical conduct or written graphic material.
The district encourages all victims of racial or disability harassment and persons with knowledge of such harassment to report the harassment immediately. The district will promptly investigate all complaints of racial or disability harassment and take prompt corrective action to end the harassment.
Any student who believes he or she has been subject to racial or disability harassment or has witnessed an act of alleged racial or disability harassment, should discuss the alleged harassment with the building principal, another administrator, the guidance counselor, or another certified staff member. Any school employee who receives a complaint of racial or disability harassment from a student shall inform the student of the employee’s obligation to report the complaint and any proposed resolution of the complaint to the building principal. If the building principal is the alleged harasser, the complaint shall be reported to the district compliance coordinator. The building principal shall discuss the complaint with the student to determine if it can be resolved. If the matter is not resolved to the satisfaction of the student in this meeting, the student may initiate a formal complaint under the district’s discrimination complaint procedure.
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Complaints received will be investigated to determine whether, under the totality of the circumstances, the alleged behavior constitutes racial or disability harassment under the definition outlined above. Unacceptable student conduct may or may not constitute racial or disability harassment, depending on the nature of the conduct and its severity, pervasiveness and persistence. Behaviors which are unacceptable but do not constitute harassment may provide grounds for discipline under the code of student conduct. The discipline of a student for violation of any provision of the code of student conduct may be enhanced if the conduct is racially or disability motivated.
An employee who witnesses an act of racial or disability harassment shall report the incident to the building principal. Employees who fail to report complaints or incidents of racial or disability harassment to appropriate school officials may face disciplinary action. School administrators who fail to investigate and take appropriate corrective action in response to complaints of racial or disability harassment may also face disciplinary action.
When a complaint contains evidence of criminal activity or child abuse, the compliance coordinator shall report such conduct to the appropriate law enforcement or Department for Children and Families (DCF) authorities. To the extent possible confidentiality will be maintained throughout the investigation of a complaint. The desire for confidentiality must be balanced with the district’s obligation to conduct a thorough investigation, to take appropriate corrective action or to provide due process to the accused.
The filing of a complaint or otherwise reporting racial or disability harassment shall not reflect upon the student’s status or grades. Any act of retaliation against any person who has filed a complaint or testified, assisted, or participated in an investigation of a racial or disability harassment complaint is prohibited. Any person who retaliates is subject to immediate disciplinary action, up to and including expulsion for a student or termination of employment for an employee.
False or malicious complaints of racial or disability harassment may result in corrective or disciplinary action against the complainant.
A summary of this policy and related materials shall be posted in each district facility. The policy shall also be published in student, parent and employee handbooks as directed by the district compliance coordinator. Notification of the policy shall be included in the school newsletter or published in the local newspaper annually. Approved: 10/12; Revised: 10/13
REPORTING TO LAW ENFORCEMENT (Board Policy JDDB) Whenever a student engages in conduct which constitutes the commission of any misdemeanor or felony at school, on school property, or at a school supervised activity and/or has been found 1) in possession of a weapon, 2) in possession of a controlled substance or illegal drug, or 3) to have engaged in behavior at school which has resulted in or was substantially likely to have resulted in serious bodily injury to others, the principal or superintendent shall report such act to the appropriate law enforcement agency. Approved: 11/08; 2/16
SCHOOL DRESS Student appearance will be neat, appropriate, and not disruptive. If a student’s clothing contains sexually suggestive words or swear words, advertises alcohol or drug use or endorses violence, the student shall be required to change it. Hats or caps are not to be worn inside during instructional time. Students will be required to wear footwear for health reasons. Halters, bare midriff tops, spaghetti strap, mesh shirts, men’s boxer underwear, sports bras, sagging pants, and
29 186 bandanas are examples of clothing not considered acceptable. Students should wear weather appropriate attire. Students should wear or bring appropriate shoes for physical education.
SEXUAL HARASSMENT (Board Policy JGEC) The board of education is committed to providing a positive and productive learning and working environment, free from discrimination on the basis of sex, including sexual harassment. Sexual harassment shall not be tolerated in the school district. Sexual harassment of employees or students of the district by board members, administrators, certificated and support personnel, students, vendors, and any others having business or other contact with the school district is strictly prohibited.
Sexual harassment is unlawful discrimination on the basis of sex under Title IX of the Education Amendments of 1972, Title VII of the Civil Rights Act of 1964, and the Kansas Acts Against Discrimination. All forms of sexual harassment are prohibited at school, on school property, and at all school-sponsored activities, programs or events. Sexual harassment against individuals associated with the school is prohibited, whether or not the harassment occurs on school grounds.
It shall be a violation of this policy for any student, employee or third party (visitor, vendor, etc.) to sexually harass any student, employee, or other individual associated with the school. It shall further be a violation for any employee to discourage a student from filing a complaint, or to fail to investigate or refer for investigation, any complaint lodged under the provisions of this policy.
Sexual harassment is unwelcome sexual advances, requests for sexual favors and other inappropriate oral, written or physical conduct of a sexual nature when made by a member of the school staff to a student or when made by any student to another student, or any student to an employee, when: (1) submission to such conduct is made, explicitly or implicitly, a term or condition of the individual’s education; (2) submission to or rejection of such conduct by an individual is used as the basis for academic decisions affecting that individual; or (3) such conduct has the purpose or effect of interfering with an individual’s academic or professional performance or creating an intimidating, hostile or offensive academic environment.
Sexual harassment may result from verbal or physical conduct or written or graphic material. Sexual harassment may include, but is not limited to: verbal harassment or abuse; pressure for sexual activity; repeated remarks to a person, with sexual or demeaning implication; unwelcome touching; or suggesting or demanding sexual involvement accompanied by implied or explicit threats concerning a student’s grades, participation in extra-curricular activities, etc.
The district encourages all victims of sexual harassment and persons with knowledge of such harassment to report the harassment immediately. The district will promptly investigate all complaints of sexual harassment and take prompt corrective action to end the harassment.
Any student who believes that he or she has been subjected to sexual harassment should discuss the alleged harassment with the building principal, another administrator, the guidance counselor, or another certified staff member. Any school employee who receives a complaint of sexual harassment from a student shall inform the student of the employee’s obligation to report the complaint and any proposed resolution of the complaint to the building principal. If the building principal is the alleged harasser, the complaint shall be reported to the district compliance coordinator. The building principal or district compliance coordinator shall discuss the complaint with the student to determine if it can be resolved. If the matter is not resolved to the satisfaction of the student in this meeting, the student may initiate a formal complaint under the district’s discrimination complaint procedure.
Complaints received will be investigated to determine whether, under the totality of the circumstances, the alleged behavior constitutes sexual harassment under the definition outlined above. Unacceptable student conduct may or may not constitute sexual harassment, depending 30 187 on the nature of the conduct and its severity, pervasiveness and persistence. Behaviors which are unacceptable but do not constitute harassment may provide grounds for discipline under the code of student conduct.
An employee who witnesses an act of sexual harassment shall report the incident to the building principal. Employees who fail to report complaints or incidents of sexual harassment to appropriate school officials may face disciplinary action. School administrators who fail to investigate and take appropriate corrective action in response to complaints of sexual harassment may also face disciplinary action.
When a complaint contains evidence of criminal activity or child abuse, the building principal or district coordinator shall report such conduct to the appropriate law enforcement or Department for Children and Families (DCF) authorities.
To the extent possible, confidentiality will be maintained throughout the investigation of a complaint. The desire for confidentiality must be balanced with the district’s obligation to conduct a thorough investigation, to take appropriate corrective action or to provide due process to the accused.
The filing of a complaint or otherwise reporting sexual harassment shall not reflect upon the individual’s status or grades. Any act of retaliation against any person who has filed a complaint or testified, assisted, or participated in an investigation of a sexual harassment complaint is prohibited. Any person who retaliates is subject to immediate disciplinary action, up to and including expulsion for a student or termination of employment for an employee.
False or malicious complaints of sexual harassment may result in corrective or disciplinary action against the complainant.
A summary of this policy and related materials shall be posted in each district facility. The policy shall also be published in student, parent, and employee handbooks as directed by the district compliance coordinator. Notification of the policy shall be included in the school newsletter or published in the local newspaper annually. Approved: 10/12
SPECIAL EDUCATION Special Education services are available in Manhattan-Ogden USD 383. Services are provided for individuals who qualify in the following areas: physical/other health impaired, gifted, learning disabled, traumatic brain injury, intellectual disabled, autism, emotionally disturbed, developmentally delayed, speech/language, hearing impaired, severely multiply disabled, deaf- blind, and visually impaired.
Related services are also available and include school psychology, school social work, occupational therapy, physical therapy, vision and hearing consultants, assistive technology, and adaptive physical education.
Parents who have questions about special education services for their child should contact the building principal. Special services records will be maintained for five years after exit from active enrollment or graduation from Manhattan-Ogden USD 383. Copies are available upon request and after such time, they will be destroyed.
The Kansas State Department of Education maintains a toll-free number (1-800-332-6262), which may be called for additional information or resource materials on special education services, rights, and procedures.
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STUDENT INSURANCE Manhattan-Ogden USD 383 has secured a supplemental accident policy for its students for injuries received during school. This policy has been helpful to many families. It is important to note that since this policy is supplemental it may not cover all expenses. The policy outlines limitations. Request a copy of the policy from your school if you do not have a copy. Information listed below will assist in better understanding the policy. Each family should read the entire policy limitations for complete information.
Upon injury, an accident/insurance form should be attained from the school nurse. The injury must be treated by a licensed physician within 60 days. Claims must be filed with Student Assurance Services, within 90 days of the injury. There are limitations to the total amount the policy will pay. There are limitations to the amount the policy will pay for specific services. Please read the policy. This policy is supplemental and is to assist families. It is insufficient to serve as primary insurance coverage. There are a number of exclusions; please read the policy carefully. Parents are responsible for filing claims with the insurance company. Parents may request claim forms from their school. Assume this policy will not cover all expenses. Assume this policy will not cover any/all personal health insurance policy deductible. Amount of coverage is subject to change each policy year.
SUSPENSION AND EXPULSION OF PUPILS - GUIDELINES The Board of Education of any school district may suspend or expel, or by regulation authorize any certificated employees to suspend or expel, any pupil or student guilty of any of the following: A) Willful violation of any published regulation for student conduct adopted or approved by the Board of Education, or B) Conduct which substantially disrupts, impedes, or interferes with the operation of any public school, or C) Conduct which substantially impinges upon or invades the rights of others, or D) Conduct which has resulted in conviction of the pupil or student of any offense specified in Chapter 21 of the Kansas Statutes Annotated or any criminal statute of the United States, or E) Disobedience of an order of a teacher, peace officer, school security officer, or other school authority, when such disobedience can reasonably be anticipated to result in disorder, disruption, or interference with the operation of any public school or substantial and material impingement upon or invasion of the rights of others.
Length – Notice Hearing Duration of suspension or expulsion; notice and hearing; reports of hearings. A) No suspension shall extend beyond the current school semester and no expulsion shall extend beyond 186 school days. A suspension may be for a short term not exceeding five school days, or an extended term exceeding five school days. B) Except as authorized in subsection (C), no suspension for a short term shall be imposed upon a pupil or student without giving the pupil or student a hearing thereon. The notice may be oral or written, and the hearing may be held immediately thereafter. The hearing may be conducted informally but shall include the following procedural due process requirements: 1) The right of the student or pupil to be present at the hearing, and 2) The right of the student or pupil to be informed of the charges, and 3) The right of the student or pupil to be informed of the basis for the accusation, and 4) The right of the student or pupil to make statements in defense or litigation of the 32 189 charges or accusations. C) A short-term suspension may be imposed upon a pupil or student forthwith, and without affording the pupil or student or the parents or guardians thereof of a hearing if the presence of the pupil or student endangers other persons or property or substantially disrupts, impedes, or interferes with the operation of the school. A written notice of any short-term suspension and the reason therefore shall be given to the pupil or student involved and to the parents or guardians after the suspension has been imposed and, in the event the pupil or student has not been afforded a hearing prior to any short-term suspension, an informal hearing shall be provided as soon thereafter as practicable but in no event later than 72 hours after such short-term suspension has been imposed. D) No suspension for an extended term and no expulsion shall be imposed upon a pupil or student until an opportunity for a formal hearing on the suspension or expulsion shall be afforded to the pupil or student. A written notice of any proposal to suspend for an extended term or to expel and the charges upon which the same is based shall be given to the pupil or student proposed to be suspended or expelled and to the parents or guardians thereof. Any notice of a proposal to suspend for an extended term or to expel shall state the time, date, and place that the pupil or student will be afforded an opportunity for a formal hearing, and the hearing shall be held not later than ten days after the date of this notice. The notice shall be accompanied by a copy of this act and the regulations of the Board of Education adopted under K.S.A. 72-8903. E) Upon the conclusion of any formal hearing which results in a suspension for an extended term or an expulsion, the person or committee which conducts the hearing shall make a written report of the findings and results of the hearing. The report shall be directed to the Board of Education of the school district and shall be open to the inspection of the pupil or student who is suspended or expelled and if the pupil or student has not attained 18 years of age, to the parents or guardians and counsel or other advisor of the pupil or student. If the pupil or student has attained 18 years of age, the report shall be open to the inspection of the parents or guardians and counsel or other advisor of the pupil or student only upon written consent of the pupil or student. F) Whenever any formal hearing results in suspension for an extended term or expulsion, the person or committee conducting the hearing may make a finding that return to classes by the student or pupil, pending any appeal or during the period allowed for notice of appeal, is not reasonably anticipated to cause continuing repeated material disorder, disruption, or interference with the operation of any public school or substantial and material impingement upon or invasion of the rights of others, in which case the student or pupil may return to regular classes until the period for filing a notice of appeal has expired with no notice filed, or until the determination of any appeal if a notice of appeal is filed. Whenever the person or committee conducting a hearing fails to make the findings specified in this subsection, the report of the hearing shall provide that the suspension shall continue until appeal there from is determined or until the period of suspension or expulsion has expired, whichever is the sooner. G) Whenever any written notice is required under this act to be given to parents or guardians of any student or pupil, it shall be sufficient if the same is mailed to the residence of the parents or guardians at the address on file in the school records of the student or pupil. In lieu of mailing the written notice, the same may be personally delivered.
Due Process Procedural due process requirements; "counsel" defined. The formal hearing provided for in K.S.A. 1977 Supp. 72-8902 shall be conducted in accordance with regulations relating hereto adopted by the Board of Education. Such regulations shall afford procedural due process including but not limited to, the following: A) The right of the student or pupil to have counsel of his or her own choice present and to receive the advice of such counsel or other person whom he/she may select, and B) The right of the parents or guardians of the student or pupil to be present at the hearing, 33 190 and C) The right of the student or pupil and his/her counsel or advisor to hear or read a full report of testimony of witnesses against him or her, and D) The right of the student or pupil, and his/her counsel to confront and cross-examine witnesses who appear in person at the hearing, either voluntarily or as a result of the issuance of a subpoena, and E) The right of the student or pupil to present his/her own witnesses in person or their testimony by affidavit, and F) The right of the student or pupil to testify in his/her own behalf and give reasons for his/her conduct, and G) The right of the student or pupil to have an orderly hearing, and H) The right of the student or pupil to a fair and impartial decision based on substantial evidence.
For the purposes of this act and the act of which this section is amendatory, "counsel" means any person a student or pupil selects to represent and advise him or her at all proceedings conducted pursuant to the provisions of Article 89 of Chapter 72 of the Kansas Statutes Annotated.
Appeals Appeal to Board of Education; procedure; record. A) Written notice of the result of any hearing resulting in a long-term suspension or an expulsion shall be given to the pupil or student suspended or expelled and to his parents or guardians within twenty-four (24) hours after determination thereof. Any pupil or student who has been suspended for an extended term or expelled, or one of his parents or guardians, may appeal such suspension or expulsion to the Board of Education of the school district by filing a written notice of appeal with the clerk of the Board of Education not later than ten (10) calendar days after receiving the written notice specified in this section. Any such appeal shall be heard by the Board of Education, or by a hearing officer appointed by such board, not later than twenty (20) calendar days after such notice of appeal is filed. The pupil or student and his parents or guardians shall be notified in writing of the time and place of the appeal hearing at least five (5) days prior thereto. Such appeal shall be conducted under rules which are consonant with K.S.A. 1970 Supp. 72-8903. In all expulsion or extended term suspension cases, there shall be made a record of the appeal hearing by mechanical or electronic recording or by an official court reporter, and the costs thereof shall be paid by the school district. The Board of Education shall render its decision on any such appeal not later than five (5) days after the conclusion of the appeal hearing.
B) For the purpose of hearing any appeal under this section, the Board of Education may appoint one or more hearing officers. Any such hearing officer shall be a member of the Board of Education or a certified employee of the school district. Any such appointment shall apply to a particular hearing or to a set or class of hearings as specified by the Board of Education in making such appointment. Whenever a hearing officer appointed under authority of this section hears any appeal, he shall, after hearing the same, prepare a written report thereon to the Board of Education. After receiving any such report, the Board of Education shall determine the appeal with or without additional hearing.
Any appeal determined by the Board of Education in accordance with this subsection (B) shall be valid to the same extent as if the matter were fully heard by the Board of Education without a hearing officer.
SUSPENSION OF COMPULSORY SCHOOL ATTENDANCE LAW Non-application of compulsory attendance law. The provisions of K.S.A. 1969 Supp. 72-1111 shall not apply to any pupil while subject to suspension or expulsion pursuant to the provisions of 34 191 this act.
OATHS Power and duties of persons conducting hearings; "principal witness" defined. Any person, hearing officer or any member of a committee or the Board of Education holding a hearing under Article 89 of Chapter 72 of Kansas Statutes Annotated may: A) Administer oaths for the purpose of taking testimony therein; B) Call and examine witnesses and receive documentary and other evidence; and C) Take any other action necessary to make the hearing accord with procedural due process.
Any hearing officer, any member of a committee or the Board of Education holding a formal hearing or an appeal hearing under Article 89 of Chapter 72 of the Kansas Statutes Annotated may, and upon the request of any student or pupil for whom any such hearing is held or his or her parent or counsel shall, petition the administrative judge of the judicial district in which the school district is located requesting that the clerk of the district court be authorized to issue subpoenas for the attendance and testimony of the principal witness or witnesses and the production of books, records, reports, papers, and documents relating to the proposed suspension or expulsion in the same manner as the issuance of subpoenas in civil actions pursuant to K.S.A. 60-245. For the purposes of this section, "principal witness" means any witness whose testimony is of major importance in support of the charges upon which the proposed suspension or expulsion is based or in determination of material questions of fact.
TECHNOLOGY In the 2021-22 school year, all students will be issued an iPad for instructional use. At the K-3 grade levels, these iPads will remain in the school and secured by the classroom teacher or other responsible staff member.
Appropriate Usage Users are responsible for maintaining an environment free of malicious, inappropriate or illegal acts. The user of the Internet is held responsible for his/her actions and activity within his/her account. Unacceptable uses of the Internet will result in the revoking of these privileges. Examples of unacceptable use are (but not limited to): 1. Using the network for any illegal activity, including violation of copyright or other contracts. Transmitting of any material in violation of any U.S. or state regulation, threatening or obscene material or material protected by trade secret. 2. Using the computing resources of another organization’s network in violation of its rules. 3. Using the network for financial or commercial gain. 4. Degrading or disrupting equipment or system performance. 5. Vandalizing the data of another user. 6. Wastefully using finite resources. 7. Gaining unauthorized access to resources or entities. 8. Invading the privacy of individuals. 9. Using an account owned by another user. 10. Posting personal communications without the author’s consent. 11. Posting anonymous messages. 12. Using school “inappropriate” language, pictures, text, or other data on the computer or network. 13. Obtaining a file transfer without permission.
Users are responsible for maintaining an environment conducive to learning: 1. Users are responsible for maintaining an environment in which resources and responsibilities are shared equitably between users. 2. Users will use only software that has been assigned by staff. 3. Users will agree that the computer systems are set up by the system administrator and will not alter them in any way. 35 192 4. Users will agree that use of the Internet is a privilege, not a right, and inappropriate use will result in the cancellation of those privileges.
CHILDREN’S INTERNET PROTECTION ACT (Board Policy IIBGA) The district shall implement the Children’s Internet Protection Act (CIPA). The superintendent shall develop a plan to implement the Children’s Internet Protection Act. Such plan shall include measures to address the following issues: (1) Access by minors to inappropriate matter on the Internet and World Wide Web, (2) The safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications, (3) Unauthorized access, including so-called “hacking,” and other unlawful activities by minors online, (4) Unauthorized disclosure, use, and dissemination of personal information regarding minors; and (5) Measures designed to restrict minors’ access to materials that may be harmful to them. For purposes of this policy, “minor” shall be defined to mean any student who is 18 years of age or under. The board charges the superintendent to develop the CIPA implementing plan so that all of the protections provided by this policy and the corresponding plan may be afforded to all district students.
This plan shall be on file with the board clerk and in each school office with Internet access, and copies shall be available. The superintendent shall ensure compliance with CIPA by completing Federal Communication Commission forms as required. Approved: 2/13
Digital Ethics To be prepared for a future characterized by change, students must learn to think rationally and creatively, solve problems, manage and retrieve information, and communicate effectively. By mastering information problem-solving skills students will be ready for an information-based society and a technological workplace.
The Internet is a worldwide computer network. The most basic functions provided by the Internet are access to remote informational facilities, file transfer, and electronic mail. Manhattan-Ogden USD 383 is committed to making advanced technology and increased access to learning opportunities available to all of our students. Our goal in providing this access to teachers and students is to promote educational excellence in schools by facilitating resource sharing, innovation, and communications.
The purpose of computer usage and on-line services is to support research and education in and among academic institutions in the U.S. by providing access to unique resources and the opportunity for collaborative work. The use of computers, the Internet and other on-line services must be in support of education and research consistent with the educational objectives and the Learner Outcomes of USD 383.
Digital Safety Users are responsible for maintaining a safe environment: 1. Users will keep passwords secure. 2. Users will change passwords when directed by the network administrator. 3. Users will agree that the administration, faculty, and staff can request that the network administrator close a student’s account when inappropriate behavior by a student occurs.
Digital Privacy Rights District issued computer systems and electronic devices (including, but not limited to, Smartboards, iPads, iTouches, iPhones, eReaders, and eBooks) are for district educational and 36 193 professional use only. All information created by staff shall be considered district property and shall be subject to unannounced monitoring by district administrators. The district retains the right to discipline any student, up to and including expulsion, and any employee, up to and including termination, for violations of this policy.
Copyright Any request for new software shall be submitted on the district’s Software Approval form and signed as approved by the Director of Technology (or designee). Software acquired by staff, using either district or personal funds installed on district computers or electronic devices must comply with copyright laws. Proof of purchase (copy or original) must be filed in the district office.
Hardware/Software The Director of Technology (or designee) will approve the purchase of hardware or software. Staff shall not install unapproved hardware on district computers or make changes to software settings that support district hardware.
Installation No software, including freeware and shareware, or other applications may be installed on any district computers or electronic device until cleared by the Director of Technology (or designee). The Director of Technology (or designee) will verify the compatibility of the software or application with existing software and hardware, and prescribe installation and de-installation procedures. Students shall not install software on district computers or computer systems. Program files must have the Director of Technology’s (or designee) approval to be installed on any district server or computer.
Equipment Connected to the Network Non-approved district equipment (e.g., laptop, e-reader or other wireless device) will not be connected to the network or computing system without the signed Technology Code of Conduct by parent/guardian or responsible adult. This Code of Conduct will outline the responsibilities of the user and the district with respect to these devices. Any network device (e.g., printer, server, access point, hub/switch) is not to be installed without the prior approval of the Director of Technology (or designee).
Audits The Director of Technology or designee may conduct periodic audits of hardware or software installed within the district to verify legitimate licensing and use.
Privacy Rights Employees and/or students shall have no expectation of privacy when using district e-mail systems or other official district communication systems. Any district e-mail, computer application, information in district computers, or computer systems is subject to monitoring by the administration. Only district business shall be conducted on district e-mail systems.
The district Information Technology department may remove faculty/staff information from district systems without notice (e.g., computers, laptops or servers) to allow for proper functioning of these systems. It is the responsibility of the faculty/staff member to maintain a backup of their information.
Ownership of Employee Computer Materials Computer materials, devices, software, or applications created as part of any assigned district responsibility or classroom activity undertaken on school time shall be the property of the board. Employees covered by the negotiated agreement shall follow procedures outlined in that document.
Lost, Stolen, or Damaged Computers and/or Equipment 37 194 Students and staff members may be responsible for reimbursing the district for replacement of, or repair to, district issued computers or electronic devices which are lost, stolen, or damaged while in the students’ or staff members’ possession.
Electronic Devices Students shall not use cell phones, wearables, audio or visual recording devices, or other electronic devices during school hours, except as authorized by the principal or teacher. Recordings, audio or visual, made in violation of board policy or school rules are the sole property of USD 383, and may be used only with permission of the Superintendent of the district.
Students are responsible for their electronic devices (cell phones) they bring to school. The district shall not be responsible for loss, theft or destruction of devices brought onto school property.
Students shall comply with any additional rules developed by the school concerning the appropriate use of cell phones or other electronic devices.
Electronic Devices – Bring your own Device Purpose: Students’ lives today are filled with media that gives them mobile access to information and resources at all times. The opportunities are limitless, borderless, and instantaneous. In an effort to empower students to engage actively in their own learning, Manhattan-Ogden USD 383 provides the opportunity for students to use technology devices (both district and personally owned) within district locations or in connection with a school sponsored event. Students wishing to use the technology must do so in a responsible manner as stated in the Computer Use Policy (IIBG - http://www.usd383.org/home/showdocument?id=1016) as well as in accordance with the following requirements. Issues surrounding personally owned devices are addressed in the student handbooks at each school. (see Addendum at the end of this Code of Conduct).
Device Types: For the purpose of this Code of Conduct, the word “device” refers to any district or privately owned digital electronic equipment that includes but not limited to: laptops, netbooks, e-readers, tablets/slates, iPod Touches, cell, Smart phones and wearable technology. Devices created specifically for gaming are not allowed (e.g., Nintendo Switch, PlayStation Portable PSP, etc.) unless otherwise approved by an administrator.
Requirements: Students using an electronic device (personal or district owned) within Manhattan-Ogden USD 383 buildings or at district events need to read and check that they understand the information in this document.
1. A student may only use a device if permitted by Manhattan-Ogden USD 383 faculty or staff. Permission may be withdrawn at the teacher or administrator’s discretion. Flagrant and/or repeated violations will be reported to the principal or appropriate administrator for further action, if needed.
2. The student takes full responsibility for the electronic device at all times. The district is not responsible for the security of the device while being used by the student.
3. The student is responsible for the proper care of the device (with the possibility of: costs of repair or replacement) needed to use during school hours or activities. Students provided devices are responsible for their care during the time they are issued/checked out to them.
38 195 4. Programs, applications, apps, and sites used within district classrooms have been evaluated and identified for their educational value to students and alignment with the curriculum. A review of the resources has identified the equipment or materials appropriate for students and are necessary for the educational process. Students will utilize these programs, applications, apps, sites as a classroom resource in a manner required to meet curricular objectives. Students needing modifications will need to submit requests to administration and responsible staff.
5. Students using digital devices will be provided resources for the appropriate use of the technology and good digital citizenship. Teachers will make all efforts possible to direct students to online resources that address curricular needs. Students that come across inappropriate materials, or witness others on these sites, should contact a teacher or other responsible staff immediately.
6. The district reserves the right to inspect a student’s device or district accounts at any time if there is reason to believe that the student has violated Board policies, administrative procedures, school rules, or has engaged in other misconduct involving other students or staff while using the device. These devices or accounts may also be inspected if there is a concern for the health, safety or welfare of district students.
7. Violations of any Board policies, administrative procedures, or school rules involving a student’s use of a device may result in the suspension of technology access within the district and/or disciplinary action, up to and including suspension or expulsion. If there are curricular requirements for technology use then adjustments will be made by the administrator and staff.
8. The student must comply with a teacher’s request when using technology. If directed, students will shut down or close a device.
9. Any recordings or photographs made at school, on school or related property, or in connection with a school sponsored event may become the property of Manhattan-Ogden USD 383. If students transmit, or post content in violation of any Board policies, administrative procedures, or school rules, it is understood that Manhattan-Ogden USD 383 has discretion over the use of such recordings and photographs.
10. While on school grounds a technology device should be used for school approved activities, unless otherwise directed.
11. The student must only use his/her own username and password when accessing district network, sites or apps (including but not limited to the wireless network, Student Information System, Learning Management System, district drives, or other resources). Use of another student/staff usernames and passwords may result in the loss of technology privileges and/or disciplinary action.
Electronic media, games and toys Students should leave toys, trading cards, media players and electronic games at home, unless permission is granted by teacher and/or administrator for instructional purposes.
Students are responsible for electronic devices they bring to school. The district shall not be responsible for loss, theft or destruction of personal items brought onto school property.
Guidelines for Computer Safety 1. Any user identified as a security risk or having a history of problems with other computer systems may be denied access.
39 196 2. Manhattan-Ogden USD 383 makes no warranties of any kind, whether expressed or implied for the access it is providing. Manhattan-Ogden USD 383 will not be responsible for any damages suffered. This includes loss of data resulting from delays, non-deliveries, mis- deliveries or service interruptions caused by its own negligence or user errors or omissions. Use of any information obtained via the Internet is at your risk. Manhattan-Ogden USD 383 specifically denies any responsibility for the accuracy or quality of information obtained through its system. 3. Vandalism is defined as any unauthorized access and/or malicious attempt to harm or destroy data of another user. This includes, but is not limited to, the uploading or creating of computer viruses. Users will be assessed the cost of damage to the computer or computer application. 4. Users may encounter material that is controversial which users, parents, teachers, or administrators may consider inappropriate or offensive. However, on a worldwide network it is impossible to control effectively the content of data and an industrious user may discover controversial material. It is the user’s responsibility not to initiate access to such material. 5. Any statement of personal belief is implicitly understood to be representative of the author’s individual point of view, and not that of Manhattan-Ogden USD 383, its administrators, teachers, staff, or the participating schools. 6. Manhattan-Ogden USD 383 firmly believes that the valuable information and interaction available on this worldwide network far outweighs the possibility that users may procure material that is not consistent with the educational goals of the district. When using this learning tool, users must understand and practice proper and ethical use.
TEXTBOOK RENTAL AND MATERIALS FEES Textbook rental and student materials fees include student textbooks, workbooks, and materials supplemental to the textbooks. These fees for each grade level are collected at enrollment. The Board of Education annually reviews fees and makes changes accordingly. Fee amounts are listed on the district’s webpage – www.usd383.org.
Refund Policy Refunds for student withdrawals are given out on Textbook Rental/Student Materials fees only: Full refund during first full week of class attendance. Refund of second semester fees through first full week of second semester. No refunds after first full week of second semester.
Delinquent fees will be collected through the district Business Services Department.
TOBACCO AND ELECTRONIC CIGARETTES USE (Board Policy JCDAA) Smoking by students and/or the possession and use of any other tobacco product or electronic cigarette is prohibited in any district facility; in school vehicles; at school-sponsored activities, program, or events and on school owned or operated property.
“Electronic cigarette” means a battery-powered device, whether or not such devise is shaped like a cigarette that can provide inhaled doses of nicotine by delivering a vaporized solution by means of cartridges or other chemical delivery systems.
Administrators shall report students under the age of 18 who are in violation of K.S.A. 79-3321 to the appropriate law enforcement agency.
Vaping by students and/or the possession of a vaping device or vaping paraphernalia, is prohibited in any district facility; in school vehicles; at school-sponsored activities, program, or events and on school owned or operated property.
Administrators shall report students under the age of 18 who are in violation of this policy to the appropriate law enforcement agency.
40 197 Approved: 5/05; Revised 12/13; 12/14
TRANSFER TO OTHER SCHOOLS USD 383 board policy JBC-Enrollment states, “Any student desiring to attend a school outside the attendance area in which the student resides may do so only with the prior written permission of the superintendent.” Any parent wishing to transfer his/her child must secure the appropriate form from a building principal or the Education Center and return it to the Office of the Superintendent. When transfers are approved, the parent is responsible for the transportation of the child to and from school.
TRANSPORTATION (Board Policy JGG) Bus transportation shall be provided to and from school for those students who qualify. Transportation may be provided by the district for all school activities. Transportation may be denied to students who are detained after school for disciplinary reasons.
All rules shall be published in the student handbook. Approved 5/05
TRANSPORTATION (Board Policy JGG-R) Students who use school-provided transportation shall be under the jurisdiction of the vehicle driver while in the vehicle. Students shall be subject to the district's student behavior code and other regulations developed by the superintendent and approved by the board.
Bus drivers shall report violations of the rules to the Director of Transportation who may discipline students. The principal may suspend or revoke the transportation privilege of a student who violates any rule or regulation.
When the district provides transportation to an activity, participating students are prohibited from driving personal automobiles to and from district-sponsored activities held during or after the school day unless authorized in writing by the student’s parent or guardian.
Approved: 5/05
BUS RULES AND EXPECTATIONS 1. The following rules and regulations are defined by the Kansas Department of Transportation and Manhattan-Ogden USD 383. Parents are expected to review these rules with their child. Violations of these rules will result in suspension of bus riding privileges. 2. The driver shall be in charge of all passengers while they are riding, loading onto or unloading from the bus. 3. The bus driver shall have the authority to assign a seat to each passenger. 4. Students shall not stand in the traveled portion of the roadway while waiting for the bus. 5. Students shall not extend any part of their bodies out of the bus windows. 6. Students shall not get on or off the bus or move about while the bus is in motion. 7. No smoking or chewing of tobacco or lighting matches/lighters on the bus. 8. No alcoholic beverages or illegal drugs shall be consumed or carried in a bus. 9. Animals or insects shall not be transported on a bus. 10. No weapons of any type – knives, guns, tear gas, flammable liquids, or any object or material that may harm another student – shall be carried on the bus. 11. No eating or drinking is permitted on the bus. 12. No vandalizing of the bus or tampering with its equipment is permitted. 13. Students may not open or close any doors, except in cases of emergency. 14. Students shall not disembark except at authorized stops without the written permission of the parent or guardian on file at Transportation.
41 198 15. District transportation is an extension of the school, which means school rules apply on the bus.
Transportation Services has in place a Board-approved Discipline Plan that lists the consequences of misbehavior on the school bus. Parents are welcome to contact Transportation to request a copy of this plan.
Items too large to be safely held while students remain seated may be stored in a designated area. If seating arrangements do not allow room for these items to be safely stored without blocking aisles or exits, the students will be asked to make other arrangements for transporting these items.
From time to time, parents request that their children be permitted to get off the school bus at some place other than their designated stop. The school district policy and Kansas State law for these special situations is as follows:
WRITTEN PERMISSION FROM THE PARENT OR GUARDIAN OF THE STUDENT WISHING TO MAKE A CHANGE MUST BE RECEIVED IN THE TRANSPORTATION OFFICE AT LEAST ONE DAY IN ADVANCE OF THE CHANGE. 1. The stop requested must be a designated stop on an existing route. 2. If the request involves the student riding another bus, the request will only be granted if there is adequate room for the additional rider. 3. If a student delivers a letter to the driver on the afternoon of the request, the request may be denied.
USE OF FACILITIES School buildings and grounds may be available for use by community groups outside of the school day. Rental of these facilities may be made by calling the building desired to check on the availability of the date desired. Following this, appropriate paperwork must be completed and submitted within a minimum of seven working days prior to the requested use. An estimate of the charges will be provided prior to usage.
VISITING SCHOOLS Parents are welcome to visit school and become acquainted with their child’s teacher and classroom. Teachers appreciate it if parents let them know ahead of time when they would like to visit. Children should not visit school unless accompanied by an adult who is responsible for them. When you come to visit school please go to the office to sign in and get a visitors’ tag.
WEAPONS (Board Policy JCDBB) A student shall not knowingly possess, handle or transmit any object that can reasonably be considered a weapon at school, on school property or at a school-sponsored event. This shall include any weapon, any item being used as a weapon or destructive device, or any facsimile of a weapon.
Weapons and Destructive Devices As used in this policy, the term “weapon” and/or destructive device shall include, but shall not be limited to: any item being used as a weapon or destructive device; any facsimile of a weapon; any weapon which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; the frame or receiver of any weapon described in the preceding example; any firearm muffler or firearm silencer;
42 199 any explosive, incendiary or poison gas, bomb, grenade, rocket having a propellant charge of more than four ounces, missile having an explosive or incendiary charge of more than 1/4 ounce, mine or similar device; any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than 1/2 inch in diameter; any combination of parts either designed or intended for use in converting any device into a destructive device described in the two immediately preceding examples, and from which a destructive device may be readily assembled; any bludgeon, sand club, metal knuckles or throwing star; any knife, commonly referred to as a switchblade, which has a blade that opens automatically by hand pressure applied to a button, spring or other device in the handle of the knife, or any knife having a blade that opens or falls or is ejected into position by the force of gravity or by an outward, downward or centrifugal thrust or movement; any electronic device designed to discharge immobilizing levels of electricity, commonly known as a stun gun.
Penalties for Possession Possession of a firearm or other weapon listed under the “Weapons and Destructive Devices” heading above shall result in expulsion from school for a period of one calendar year, except the superintendent may recommend this expulsion requirement be modified on a case-by-case basis.
Possession of a weapon of a type other than described under the “Weapons and Destructive Devices” heading above or a facsimile of a weapon may result in disciplinary action up to and including suspension and/or expulsion. Expulsion hearings for possession of a weapon shall be conducted by the superintendent or the superintendent’s designee.
Students violating this policy shall be reported to the appropriate law enforcement agency(ies) and if a juvenile to the Department for Children and Families (DCF) or the Commissioner of Juvenile Justice. Approved: 10/12; Revised 10/13
43 200 INDEX
ADMISSION TO FIRST GRADE ...... 6 ADMISSION TO KINDERGARTEN ...... 6 ARRIVAL ...... 6 ATTENDANCE ...... 6 BICYCLES, SCOOTERS AND SKATEBOARDS ...... 8 BOARD OF EDUCATION – BOARD OF EDUCATION MEETINGS ...... 5 BULLYING ...... 8 CHILD CUSTODY ...... 8 CHILD NUTRITION ...... 9 COMMUNICATION WITH SCHOOL ...... 9 CRISIS COMMUNICATIONS...... 10 DISTRIBUTION OF MATERIALS ...... 10 DRUG FREE SCHOOLS ...... 10 EARLY DISMISSAL OF SCHOOL/WEATHER ...... 11 EMERGENCY SAFETY INTERVENTIONS ...... 11 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) ...... 16 FIELD TRIPS ...... 18 FIGHTING/BATTERY ...... 18 FIRE, TORNADO AND OTHER EMERGENCIES ...... 18 GIFTS ...... 19 GOALS ...... 2 GRIEVANCE PROCEDURE – DISCRIMINATION ...... 19 GRIEVANCE PROCEDURE – STUDENT ...... 21 HEALTH ASSESSMENTS AND PHYSICALS ...... 21 HEALTH PROGRAMS ...... 21 ILLNESS AND INJURY PROCEDURES ...... 24 INOCULATIONS (IMMUNIZATIONS) ...... 24 LEAVING SCHOOL ...... 25 LOST AND FOUND ...... 25 MANDATORY REPORTING ...... 25 MAKE-UP WORK ...... 25 MEDICATION ...... 25 MISSION STATEMENT ...... 2 PLAYGROUND SUPERVISION ...... 26 PROGRESS REPORTS/PARENT TEACHER CONFERENCES ...... 26 PROMOTION AND RETENTION ...... 26 PROOF OF IDENTITY FOR CHILDREN ENROLLING IN SCHOOL ...... 26 PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) ...... 27 QUESTIONS/CONCERNS ...... 27 RACIAL AND DISABILITY HARRASSMENT ...... 28 REPORTING TO LAW ENFOREMENT ...... 29 SCHOOL HEALTH ...... 22 SCHOOL DRESS ...... 29 SEXUAL HARASSMENT ...... 30 SPECIAL EDUCATION ...... 31 STATEWIDE SAFETY HOTLINE NUMBER ...... 5 STUDENT INSURANCE ...... 32 SUSPENSION AND EXPULSION OF PUPILS – GUIDELINES ...... 32 TECHNOLOGY ...... 35 TELEPHONE NUMBERS ...... 3 TEXTBOOK RENTAL AND MATERIALS FEES ...... 40 TOBACCO AND ELECTRONIC CIGARETTES USE ...... 40 TRANSFER TO OTHER SCHOOLS ...... 41 TRANSPORTATION ...... 41 USE OF FACILITIES ...... 42 VISITING SCHOOLS ...... 42 WEAPONS ...... 42
44 201 ITEM 7.1.1
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan High School Student Athletics & Activities Participation
Prepared by: Mike Marsh, MHS Athletic Director Larry Myers, Activities Director Dr. Jung Howard, Research and Evaluation Specialist
Background: The high school administration has been monitoring participation in activities and athletics for several years. The 2003-2004 school year was the first comprehensive participation study done.
Current Considerations: Manhattan High School offers 62 student activities that include ten co-curricular clubs, 17 extra- curricular clubs, 22 visual/performing arts & co-curricular activities, three academic & support groups and five interest groups. We have 58 athletic teams of which there are 12 varsity-level teams (12 boys teams and 12 girls teams). The 62 student activities plus the 58 athletic teams at Manhattan High School create 120 opportunities in which students can participate.
Sports Participation per individual sport:
Fall 2020: Football 122, Volleyball 34, Cross Country 66, Girls Golf 16, Girls Tennis 30, Boys Soccer 49, Cheerleading 30, Dance 12
Winter 2020: Boys Basketball 36, Girls Basketball 35, Wrestling 44, Boys Bowling 16, Girls Bowling 7, Boys Swim 30, Cheerleading 28, Dance 12
Spring 2021: Baseball 45, Softball 28, Girls Soccer 36, Track B/G 230, B. Tennis 28, B. Golf 14, Girls Swim 35
Sports Concussion per individual sport: Football 4 and Wrestling 1
Administration believes that the drop in participation this calendar school year from 65% in 2019-2020 to 58% in 2020-20221 relates directly to the recent pandemic and lower enrollment for in-person vs remote course work.
Activities/Athletics Participation Research Summary: Student participation in school-based activities/athletics was 58% during the 2020-2021 calendar school year. Building research indicates student participation levels in school activities and athletics ranged from 56-61% at the four grade levels: 9thgrade 59%, 10th grade 61%, 11th grade 56% and 12th grade 56%. Building research indicates participation levels in school activities are higher with females than males (60% - 56%). Building research indicates participation levels in school athletics are higher with males than females (40% - 33%). Building research indicates that participation levels in school activities/athletics by Minority Status is Minority 55% and Non-Minority 62%. Building research indicates participation levels in school activities/athletics by socio- economic status are highest among students on full lunch pay status 68%, and less participation by those students on reduced or free lunch status 42%.
202 Building research indicates participation levels in school activities/athletics continue to average between the range of 58-84.9%. Previous years participation levels were:
2001-2002 (69.5%) 2002-2003 (NA%) 2003-2004 (70%) 2004-2005 (72%) 2005-2006 (78%) 2006-2007 (79%) 2007-2008 (71% - does not include club participation) 2008-2009 (79.1%) 2009-2010 (79.2%) 2010-2011 (84.9%). 2011-2012 (79.7%) 2012-2013 (83.9%) 2013-2014 (76%) 2014-2015 (72%) 2015-2016 (65%) 2016-2017 (66%) 2017-2018 (68%) 2018-2019 (66%) 2019-2020 (65%) 2020-2021 (58%)
The following is a list of interventions that the teachers, counselors, sponsors and administration have implemented and supported to help encourage and increase student involvement at Manhattan High School:
Implementation of the Peer Mentors program where student ambassadors and counselors work with new students in their acclimation to Manhattan High School. The freshmen orientation that provides freshmen students with information on how they can join and be successful in academics, athletics and activities. There are multiple activity periods throughout the year when co-curricular and extra- curricular organization officers and members meet during the school day. The staff at Manhattan High School identifies, encourages and assists students in locating and discovering opportunities in areas of student interest. Student/grade level principal and student/grade level counselor meetings where academics, student involvement and post-secondary planning is discussed. The counseling office reports updates to the PLT periodically on any changes on NCAA and NIAA rules affecting student’s academic requirements for eligibility. At both East/West Campus Back to School Nights individual booths are set up representing individual clubs and organizations to promote participation. Weekly implementation of advisory class at both East/West Campuses.
Final Summary: In the first two years of collecting data, MHS students averaged 69.5% participation in school activities/athletics and, more recently, these numbers have averaged between 58% to 80% or higher. These results, accompanied by the continued success in our activities and athletics and excellent performances in many state and national venues, are an indication of our dedicated and talented students, coaches and sponsors. The trend of participation, though, in the past six years reveals that fewer students are participating in athletics and activities. We will continue to work to establish programs that will encourage involvement and participation at Manhattan High. For an example in June 2021, that Board of Education accepted the proposal from the High School Administration for the adoption of a girls wrestling program.
203 USD 383 is committed to offering as many opportunities as possible for the students of Manhattan High School. Manhattan High School feels there is a direct correlation as it relates to participation in athletics/activities compared to grade point average and overall school spirit, small learning communities and a sense of pride and ownership in the school. Manhattan High School encourages all students to participate in some type of school or community activity and believes that participation contributes greatly to the development of well-rounded citizens.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development and postsecondary preparation.
District Strategy: 3C. Construct educational choice options to meet student and community needs and interests.
Board of Education Policy: DK Student Activity Fund Management JH Student Activities
Benchmarking: This 2020-2021 study can be used as a benchmark of student involvement at Manhattan High School. It is the recommendation of the administration of Manhattan High School that this report be used for a benchmark for student participation for future studies. We believe it is an excellent tool to be used for current knowledge as it relates to the athletic/activity programs at Manhattan High School. It also should be used as an instrument to assist us in the future as we try meeting the needs and expectations of all of the students, faculty, staff, parents, and community relating to Manhattan High School.
Financial Implications: Information gained through this report will help in the future with efficiency of the athletic/activity departments. Manhattan High School operates quite efficiently when it comes to the amount of funds that are appropriated from the General Fund. Most of the funds that are appropriated are geared towards salaries of the various coaches/sponsors. Approximately $600,000 of budgeted district funds and gate receipts are spent annually on athletics and activities at Manhattan High School. In addition, approximately $125,000 was raised by students and donated by community businesses, parents and the Manhattan High Booster Club for MHS athletics and activities.
Future Considerations: This study can be used for benchmarking in future reports for student participation in athletics/activities at Manhattan High School.
Recommendation: This report is for information purposes only.
204 ITEM 7.1.2
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan Alternative High School Annual Report
Prepared by: Dr. Roger Christian, Assistant Director of Special Services/Director of Manhattan Alternative High School
Background Information: Manhattan Alternative High School (MAHS) is located at the Flint Hills Job Corps Center (FHJCC) and serves the students enrolled in Job Corps. Serrato Corporation currently has primary responsibility for overseeing operations of the site. MAHS has served students on the Job Corps site since it opened in 1993.
MAHS is accredited by KSDE in conjunction with Manhattan High School. Currently, MAHS has five certified teachers including a special education teacher, a part-time counselor, and an ELL tutor. We also have a secretary/registrar, two paraprofessionals, and a part-time administrator.
Current Considerations: MAHS typically serves about 215 students within the Job Corps program. A significant number of the students entering Job Corps have not been successful in school. They often enter with negative perceptions of school. Many of them enter the Job Corps program as high school dropouts. Academic skills are frequently below their peers. It is not unusual for these students to have been placed in special education in their previous school experience.
Because of the needs of many of the students at Job Corps, we provide a highly individualized level of instruction. Instructors must carefully monitor the instructional methods, and academic progress of our population.
Many credits are earned through computer-assisted instruction. However, in recognizing that not all students learn effectively through this model, reading, math, special education, and ELL services are provided by instructional staff of USD 383. Elective credits are earned through completion of the specific trade program in which the student is enrolled. Trade programs that are currently offered through Job Corps include Carpentry, Cement Masonry, Dental Assistant, Health Occupations, Construction Craft Laborer, Building Construction Technologies, and Plumbing.
MAHS graduating students receive a Manhattan High School diploma, so MAHS works closely with MHS staff to ensure that the diploma awarded through FHJCC aligns with the standards set by the district.
Due to the coronavirus, all Job Corps sites were closed on March 17, 2020. All sites remained closed and all sites moved to a distance learning approach as of May 1. The MAHS staff made a seamless transition to this approach. Beginning on November 9, 2020, the Department of Labor initiated a gradual reintegration of students to the local Job Corps sites. This has been an extremely slow, on-again-off- again process. The result has been that many of the students who were on the local site before the pandemic have dropped out of the program. The Department of labor and the local site have made extensive efforts to get the students to return to the program. However, many of the students experienced financial hardships and took employment in order to be able to support themselves. Thus, a significant number of them have elected to remain employed and not return to the program. The Department of Labor will not allow the admission of new students until they complete the process of determining which students intend to return to the program. This process should be completed by the end of June. While we still have some students participating in the remote environment, a significant number of them have stopped participating due to their decision not to return to Job Corps. Our current on-site capacity is 215 students. To date, we have about 47 students who have returned to the site. Of that number, 28 are enrolled in the high school. That fact, paired with the gradual decline in students participating in the remote environment (currently 7 students) has had a serious impact on our MAHS
205 enrollment. Our funding is based solely on the three student counts that are authorized and required by K.S.A. 72-8187 (Juvenile Detention and other Designated Facilities). Our highest student count during the 20-21 school year was approximately 59 students. A reasonable estimate of our typical highest annual count would be approximately 100 students, which would cover all operational expenses. We took all proactive measures available to minimize the anticipated deficiency. We diverted some funds into pre-purchasing equipment and licenses necessary to remain operational during the pandemic shutdown. However, with the significant drop in student participation, we fell short of meeting our reduced operational expenses by approximately $150,000. This required funding support from the district for the first time since the program began in 1993, and hopefully, this will never occur again. Our best information we have from the Department of Labor, suggests that the site will be able to begin enrolling new students this coming July.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social- emotional development, and postsecondary preparation.
District Strategies: 1. Provide every student equitable access to learner-centered curriculum, instruction, assessment and interventions. 1A. Align curriculum with content standards and assessment framework. 1B. Identify and implement evidence-based instructional practices. 1D. Implement a trauma-responsive structure to support mental health needs of the school community. 1E. Implement a framework for personalized learning. 1F. Identify and implement technology to enhance teaching and learning. 2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working. 2A. Identify and implement policies and practices to promote diversity, inclusion and equity. 2B. Enact policies and practices to attract, develop, empower and retain high quality employees. 2C. Align non-instructional operations in support of students, staff and schools. 2D. Identify and implement technology to promote operational productivity. 3. Develop and enhance mutually beneficial relationships where schools, families and community partners share a commitment to student success. 3A. Engage and empower families as stakeholders. 3B. Expand and strengthen community partnerships to enrich student learning. 3C. Construct educational choice options to meet student and community needs and interests.
Board of Education Policy: LB School-Community Cooperation
Benchmarking: FHJCC is the only Job Corps in Kansas, which puts USD 383 in a unique position to use our local partnership to enhance learning opportunities for students. The Department of Labor uses an extensive Outcomes Management System to measure and benchmark all Job Corps Centers’ program quality across the United States. FHJCC currently ranks 8th out of 123 Job Corps centers nationally.
For the 2020-21 fiscal year, as of May 31, 2021, 24 students have completed graduation requirements for an MHS diploma.
Financial Implications: MAHS is totally funded under K.S.A. 72-8187 (Juvenile Detention and other Designated Facilities) and uses no money from the USD 383 general fund. The funding formula awards each FTE student count
206 with double the state award amount ($9,138 per student). By statute, the money awarded must be used for program operational costs for MAHS. Excess funds do not transfer over from year-to-year. The management of Flint Hills Job Corps pays USD 383 $100,000 that is used for administrative, technology and business management support.
Future Considerations: As with the rest of the school district, budget issues will likely be a significant concern. We have dealt with funding cuts fairly often over past years and have worked hard to retain the integrity of the program. We have reduced staff by two certified teaching positions over the past seven years. Flint Hills Jobs Corps began the policy of focusing on recruiting post high school graduates four years ago. We have seen fewer students on site needing their high school diploma. This has resulted in MAHS having a reduced student count. While the budget cuts and subsequent reconfiguration of our staffing presents a continued challenge, MAHS staff continue to anticipate and be prepared to meet this challenge.
Recommendations: This report is for informational purposes only.
207 ITEM 7.1.3
Date: June 30, 2020 To: Board of Education From: Superintendent Marvin Wade RE: Warehouse Report
Prepared by: Jaime Gregory, Purchasing Accountant Lew Faust, Director of Business Services
Background The warehouse moved into its previous location in the summer of 1993. The warehouse staff has now fully moved into the new location at 810 Levee Dr. Each delivery driver delivers mail and supplies to the district. They also transport equipment and furniture throughout the district, based on availability. The construction that is happening in the district currently greatly affects the staff at the warehouse. The warehouse staff, along with maintenance when necessary, is responsible for the movement of furniture that is being displaced due to construction. This has increased the work for the staff exponentially over the last few months. This trend will continue for the duration of the bond. The staff at the warehouse work diligently to stay ahead of the construction teams, while maintaining their daily duties. We currently have a new warehouse supervisor, after the retirement of a long-time supervisor in December 2019. We also have one additional staff member that covers the daily mail route and deliveries.
Current There are approximately 240 different items in stock at the warehouse, excluding food supplies. A physical inventory was completed in May 2021, and the inventory valuation of the warehouse at that time was $83,694. Approximately, 3% was art supplies, 5% custodial supplies, 2% forms, 50% general supplies (batteries, binders, envelopes, etc.), and 37% paper supplies. With the purchase of the new warehouse, the warehouse has added 66 new items to the warehouse stock. These items include things such as paint, tape, markers, pens, and glue. These items could not be stored at our previous location because it was not climate controlled. Adding these carefully selected items back into the warehouse stock will eliminate schools and departments from purchasing these from outside sources. The warehouse is able to purchase these items at a significant discount because we purchase in bulk.
Supplies, such as paper, are being bid when needed or purchased from the Greenbush/School Specialty supply bid. The warehouse completed a bid that was presented to the board in late May so that we can get our additional items in and get our stock back up to the optimal level. This bid is good for all items for the next year. We will be able to purchase from these sources at current prices for the next school year. This should be a significant savings for the district as the current prices for most products are facing supply chain issues and increase cost. The new warehouse is currently awaiting bid items so that the warehouse will be fully stocked and prepared for the new school year. In addition to the school supplies, we also stock excess furniture that is not currently in use throughout the district. Over the past year we have had a couple of auctions to clear out furniture that no longer meets district standard or that is no longer of use to the district. The warehouse also purchased a new inventory control system for both the warehouse and our fixed assets, with the plan to take over the inventory process currently being completed by an outside company.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social- emotional development and postsecondary preparation.
District Strategy: 2C. Align non-instructional operations in support of students, staff and schools.
Board of Education Policy DJE PURCHASING DJEE LOCAL PURCHASING
Recommendations This report is for informational purposes only.
208 ITEM 7.1.4.1
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan High School 2020-21 Graduates
Prepared by: Diane Denison, Executive Assistant to the Superintendent
The following 434 students have fulfilled the requirements to graduate from Manhattan High School by the end of the 2020-21 school year. Mid-year graduates are included.
Maggie Mae Adams Desiree A. Cain Dawson K. Alesna Lucas Smith Caldas Armando Alicea-Perez Sakinah Kianna Campbell Sean T. Anderson Vanessa Susanne Carlson Koen P. Arthaud-Day Brianna M. Carmack Dayne H. Aschenbrenner Cameron Levi Carr-Thompson Taraletha Atchison Cade Michael Carson Jose Julian Avila-Vargas Chloe Elizabeth Carson Gillian Chae Awbrey Chalice Danielle Carter Haley Bailey Carrie Monet Cave Jonas Weldon Balman Mario R. Caycedo Maxwell Barbe Francisco Ceja Riley Douglas Barnett Isai Ceja Makayla Baruth Eric James Challacombe Hailey M. Bean Isabel Chavez Christopher F. Bedros Jacob Choi Indigo Rae Belanger Jana Cieslak Jeremiah J. Belin Xochitl Cisneros Portillo Kiandra Diane Bell Talia Elizabeth Clanton Austin Ryan Bender Ayla Clark Faith Alissa Beyer Michael Dean Clark Hannah Mae Blodgett Bethany V. Clauss Brityn Taylor Bobo Taylor Jean Claussen Brandon Anthony Book Melia Ashley Clements Chloe Madison Boutte Richelle Collado Hunter Cole Boyer Anna M. Cornett Austin M. Braddock Luke M. Craft Alyson K. Braun Kimberly C. Crawforth Brooke Elizabeth Braun Jaylen Zlane Cruse Owen Luke Braxmeyer Reagan Eileen Danker Kevin D. Breeden Laila Aliest Darden-Simmons Baileigh Rose Brenner Jesse J. Davila Caden Maddox Brown Naaji'a Ajanee Dasent-Depusoir Crysteen H. Brown Cainan Isaiah Davis Joydan Mckalle Brown Haylee G. Davis Kendric Neil Bruce Mikaiya Kamil Davis As'Syria Ruth Nadinia Bryant Ashlyn M. Dechant Cheyenne Alacia Bryant Taylor Dawn Decker Elanor Grace Bryant Hugo Benjamen DeJesus Reece Phillip Bunning Caleb B. DeLoach Kinley Burch Zachery Alan Demercurio, III Paris E. Burgess Kalani Dissanayake Jaqwan Jermain Burney Xavier H. Dolezal Adib F. Bustos Jaime Dosal Demera Butler Brianna Leanne Dowling Donovan Jacoby Butler Nash Kenneth Downie Madasyn Elizabeth Byrne-Benko Abigail Vera Drew
209 Nadia K. Dupree Fogle Ellie K. Hacker Alanna Rae Edwardson Mason G. Hafliger Gabriel Joseph Effiong Madeline Suzanne Hagedorn Leah N. Ehm Jakob Daniel Hagemeister Megan Elizabeth Emery Tatyana Christina Hall Sarah Anemone Emme Joseph A. Hargett Gavin Paul Erickson Daniel John Harkin Samuel August Erker Dante Jermaine Harper Amir Eshar Jamia Latrice Harper Jeramiah Vincent Eustaquio Bryceson Anthony Harris Ethan D. Evans Tessarae Dawn Harris Reece T. Fairchild Sebastian Harrison Yabdiel M. Fargas Drake Michael Hartwick Ja'Sona MaKay Farmer Jackson Sloan Harvey Tyler Floyd Faught Catherine Elizabeth Hawkins Jill Mariah Fehr Cole D. Hayden Rylee J. Felice Rachel Elizabeth Hayden Abigail Paige Finnell EmmaRae Catherine Hayes Brogan Scott Flint Abigail Leigh Hebl Riley Michael Fong Christina Marie Heckman Azera M. Forsythe Bonnie Kate Hegarty Emmilyn Rose Fox Trey M. Heinz Isaiah Fox Mason J. Henry Dakeal Franco-Allen Mitchell Thomas Henry Danicha Marie Franco-Allen Jacklyn Hernandez Dijana Denise Franco-Allen Nicole Faith Sabanto Hetland Talia Renee Francois Sydney Elizabeth Hicks Colton Wayne Frieling Kellen R. Hight Kylie Sue Frieling Teagan Raye Hitchings Danny Galitzer Heidi E. Hoff Dorothy Gallegos Colin James Hohenbary Jazmin Renee Gantt Pierce James Holborn Larena Margarita Garcia Ahren R. Holden Brenda Garcia-Reyes Gabriela Goldberg Howard Ethan Hall Garren Kylie J. Huffman Gavin Tanner Gaston Grace Nicole Hughes Anna Gaume Hannah Ann Humes Reagan Laine Geisbrecht Wyatt C. Hummel Kimberley Grace Genandt Mohammed Hashim Husien Haley Nicole George Marleigh Hutchinson MacKenzie J. Gieber Nicholas Hwang Karli G. Gillam Kathryn Marie Hyde Alyx Rayanne Glessner Rebecca Ann Hyde Johannes Will Sterling Glymour Damian Otusi Ilalio Devon Omar Goodridge Kiara Irizarry-Perez Delaney Marie Goscha Tre'Ghen Da'Realis Jackson Isaiah T. Green Ty’Zhaun Da’Sun Jackson Keith Allen Gregg Samson D. Jimenez Emma Rose Gregory Christian Johnson Logan Jeane Greim Colton L. Johnson Emma Belle Griffee Luke Patrick Johnson Brooklynn Skye Grogg Phearious L. Johnson Bryan Anthony Gross Claire Jones Tyrin E. Gross Geoffrey Carl Jones Jonathan Emery Grove Kailitri Jones Ethan Scott Gruber Charles L. Jones, Jr Samantha Kathryn Grynkiewicz Clayson C. Joyce Axel Moises Gutierrez Jesus Antonio Juarez Sean Patrick Hackenberg Avery Kannady
210 Blaine W. Kearns Nichole Marie Morehead Jamis Nolte Keithley Kassandra Moreno Joseph Jay Kildow Hailey Rene Morgan Jamen Richard Kinman Alvie Ray Morton Alissa LeAnn Kohls Gabrielle Rae Mosier Josie Lyn Koppes Jackson P. Mulberry Tatum R. Kraus Tray William-Allen Murphy Keely Nicole Kridner Joseph Wayne Myers Zachary J. Kroll Scarlett Elaine Adora Napier Khan Madison Anne Kuntz Brandon Xavier Neal Lucas P. Kvasnica Tori Faye Neilson Corbijn Davis Lamb Omarion Bishop Nesbitt-Wescott Tushar P. Lanka Israel Markeem Newby Douglas Lawrence Elleri S. Nichols Joshua H. Lee Jesse Thomas Norton Kayla Lei Cole David Nowakowski Jacob C. Leisy Joshua Jeremiah Delacruz Nunez Lakeisha Shamira Levins Raven Michelle Nyberg Hailee K. Lewis Tanner Dalton Oberhelman Stephen Anton Lind Darius L. O'Connell Veronica Liu Michael Phillip Ohler Sophia Hailey Livengood Frank Ortiz Cooper Maya Lohman Katelynn Ashley Page Cydney Rose Loveless William Alexander Palenske Jaden Lee Magana Dominic Michael Palmieri Natalie Magaña Zachary M. Paquette Dombagaha Pathiranage Kasundie Manulya Audrey Elizabeth Parish Kameron Grant Maranville Chanae Ann Parker Arthur T. Marihugh Aaliyah S. Parks Keaton Alphonso Marshall Joshua James Patanaittikul Rita Eileen Marshall Everett J. Pearsall Eadon L. Marstall Jade Peralta-Dosal Giojanni G. Martes Esteban Ivan Perez Anthuan Emilio Martinez Sebastian Ivan Perez Nancy Paola Martinez Guerrero Koston Luke Peterson Kennady Elizabeth Martinie Du Dang Truong Phan Nooran Abdullah E. Masmali Rhys Margaret Phipps Jayden Dillan Matias Zane Ethan Pierson Lauryn Rene Maxwell Isabel Alani Porres John James Mayes Bernice Kathryn Poulter Helen Ferguson Mayfield Sierra S. Powell Carson Lee McCune-Wall Hannah R. Pruss Jaylei Raine Meares Mani Gail Marie Quick Stone Everett Medaris Autumn Elizabeth Race Evan David Megaw Ashley Ramos Olivia R. Mehl Truse Alexander Ramos Madison Lynn Meis Cole Alexander Ramsey Daniel Paul Meng Dilanka R. Ranaweera Aurora Rose Mercado Eleanor Karen Lu Rankin David Matthew Milan Mary Frances Ou Rankin Kyle Millett Chase Robert Rauch Faith Abigail Milligan Spencer D. Raw Payton D. Mills Thomas R. Reader Calina Erika Mingo Mason J. Reid Destiny Paige Mitchell Lane Michael Religa Malachi R. Mitchell Calvin James Renter Jaden D. Moon Karina Dolores Reyes Elijah Zachary Morales Maggie Marie Rickel-Morrill Jason D. Moran Semija Anthoinette Rose Ried
211 Alejandro Rivera Hernandez Uriel Torres-Venegas Easton J. Roberts Connor Laben Turner Jared B. Roberts Rita Claire C. Turner John Eric Robinson Jorge A. Valenzuela Thesiaus K. Robinson, II Seth B. Van Becelaere Chloe S. Robison Nechelle Van Meter Morgan L. Rogers Rylie Ruth Vardiman Jo Beth Rose Olivea Brieanne Vest Avery Marie Rozinek Marccus Dean Wallace Joel Christopher Ruiz-Pineda Jonathan Wayne Walter Aben J. Ryan Emily Rebecca Ward Jennifer Lynn Sadler Bayleigh Reed Warry Bryant Yahir Salas Makayla Monique Washington Elijah Matthew Salazar Tamayia L. Washington Joseph Tarek Salem Evan Xavier Wasinger Christopher M. Salinas Lauren Elizabeth Weber Isabella Grace Sanchez Guwan Sheran Weerawarna Nilaweera Shakiaya K. Sanders Guwin S. Weerawarna Nilaweera Edison A. Santos, Jr Jarrod Wege, Jr Libby Hannah Sauer Jeremiah E. Weisbender Nicole Savage Jaiden Faith Weixelman Ashley Nicole Schafer Brinna Keegan Wellington Michael J. Schmidt, II Joseph M. Weltsch, II Cole J. Schmitt Connor James Weyand Igor Aleksey Sheshukov Cheyenne Rae Whitman Rachel L. Shurtz Megan Jane Whitson Andi Lynn Siebert Benjamin Harrison Whitten, III Chaylen Rayne Simar Brett Thomas Wilcoxson Gage A. M. Smith Tiara Nicole Wildman Lauryn Anne Smith Alorrah M. Wileman Payton Alexander Smith Lorenzo J. Wilhoite Tristen Smith William Wilkins-Little Brent Cameron Sol Macey Rosemarie Willard Alma Amelia Soto Haley Anne Willbanks Ayanna M. Spruill TriNae L. Williams-Woodson Nathan Isaiah Staatz Blythe L. Wilson Isabella Celeste Stearns Cade Merritt Wilson Renee N. Steger Emma Taylor Wilson Jehvios Cycadrion Stevenson Lindsey Nicole Wilson Delayne Stevenson-Clark Thomas Asher Wilson TáDeja M. Stewart AnaCristina G. Wilson Ryane Michele Stipe Randall Lee Wilson Gracie Marie Stone Johnathan Muir Woods Jacob Andrew Streeter Megan Marie Wuggazer Brandy R. Sullivan Emily Nicole Yerman Josephine Marie Summers Daniel Taroh Tamura Andrea Dale Tanner Ekaterina Tarabrina Payton Maxine Taylor Michael Tesfaalem Tekleghiorghis Rachel Marie Tesene Brent Michael Thein Cantrell Thomas Jaydon Anthony Thomas William Hayes Thomas Mia D. S. Thompson Sophia Jolie Thurston Aubrey Jane Topham
212 ITEM 7.1.4.2
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan Virtual Academy 2020-21 Graduates
Prepared by: Diane Denison, Executive Assistant to the Superintendent
The following 50 students have fulfilled the requirements to graduate from Manhattan Virtual Academy by the end of the 2020-21 school year.
Connor Dave Aggson Brayleigh Ann McGinley Laci Nicole Ast Ian Michael Menzie Chloe Begnoche Sienna Marie Miller Jesse Nicholas Boos Maverick Reed Mills Kynadi R. Busick Matthias Daniel Moore Merissa Faith Christensen Kaiton Padget William Cunha Elizabeth Powell Amelia María Dalton Landrie Price Lakin Davis Sydney Clare Regnier Juliana L. Davison Prairie Rose Elizabeth Robbins Zoe Julianne Dyer Ryelee Grace Rockers Ashton Hunter Ebert Constance Alexandria Maria Rose Robert M. Fairbank Bryna Lin Schlepp Jillian Gustin Tabitha Jo Schneider Chloe Harmon Trinity L. Schoenhofer Conner Wayde Harrell Annika Shankwitz Natalie Ryann Harris Dexter Ladd Small Jaidyn L. Heiman Zoe L. Smith Madisyn D. Heiman Hayden Joseph Thiel Destiny Anne Henry Tylor Racheal Todd Abigail Rose Jeanneret Jacinta C. Traul Alexis R. Lamb Jackson Ward Halie Marie Lewis Theona Jade Vaughn Allie Ann Long Luke A. Weiser Quiryath Sarai López Brianna Lynn Younkin
213 ITEM 7.1.4.3
Date: July 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Manhattan Alternative High School 2020-21 Graduates
Prepared by: Diane Denison, Executive Assistant to the Superintendent
The following 24 students have fulfilled the requirements to graduate from Manhattan Alternative High School at Flint Hills Job Corps Center during the 2020-21 school year through June 22, 2021.
Areonna Abraham Nimrod Kimeu Mark Ackerman Dominick Koberstein James Bird Daniel Lara Jason Caulkins Christopher McLeod Ellie Cutler Juan Medrano-Medrano Mapenzi Ekela Kaneidra Mills Mark Ford Santino Minala Tiera Guyton Leatitia Mutoni Chance Iradukunda Damacien Nsengiyunva Ma’Kyah Jackson Johnathan Portley Seraphin Kaunge John Simonelli IV Maraya Killssmall Benjamin Tatum
214 ITEM 9.1
Date: June 30, 2021 To: Board of Education From: Superintendent Marvin Wade Re: Licensed and Managerial Employees Salary Supplement
Prepared by: Eric Reid, Assistant Superintendent Lew Faust, Director of Business Services Drew Montgomery, Director of Human Resources
Background Information: During the negotiations process for 2020-21 the district did not give a base salary increase to employees covered under the Negotiated Agreement. The limited salary increase was due to the unknown costs that loomed in reopening schools during a pandemic. Salary adjustments for the administrative, coordinator and managerial groups were also limited due to the uncertain financial conditions. The district was unaware at the time of additional federal payments through SPARKS and ESSER funds that would provide the district with resources to address operating schools during the pandemic. If the district had known with certainty the federal funds that would be available, it would be very likely that salary increases would have been addressed within these employee groups.
The district has experienced a reduction in payroll costs due to a voluntary reduction in personnel and additional federal relief funds becoming available as a result of the COVID-19 pandemic. At the November 18, 2020 Manhattan-Ogden USD 383 Board of Education meeting a recommendation was presented to increase classified wages effective December 6, 2020. The salary adjustment for classified personnel was designed to improve district efforts to recruit and retain quality personnel within this employee group.
The remaining employee groups in the district continued to work during the pandemic striving to meet the needs of our students and families. This period has been and will continue to be a unique challenge for all employees. Extra time and effort is necessary to continually evaluate and adapt to a constantly moving set of variables that impact school and district operations. District administration is recommending a one-time salary supplement for all non-classified employees in recognition of the extra effort and unique working conditions during the 2020-21 academic year.
District Goal: Students are well equipped for lifelong success at increasingly higher levels of academic growth, social- emotional development and postsecondary preparation.
District Objective and Strategy: 2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working. 2B. Enact policies and practices to attract, develop, empower and retain high quality employees.
Board of Education Policy: CG Administrative Personnel GCA Compensation and Work Assignments
Financial Implications: The 2020-21 budget included limited increases in salaries for administrators, managers and personnel covered under the Negotiated Agreement. There are 612 licensed positions covered by the Negotiated Agreement and 82 positions within the administrative, coordinator and managerial groups. In round numbers that is 700 positions. A one-time supplement of $750 per employee in these groups would cost the district $600,000. Similar to the classified salary increase recommendation this expense would be covered by reductions in payroll and the addition of federal funds during the fiscal year.
215 Recommendation: District administration respectfully recommends the Board give final approval (A2) to a one-time salary supplement of $750/employee for personnel covered by the Negotiated Agreement and the administrator, coordinator and manager groups. This payment would be included in the payroll distribution scheduled on July 16, 2021.
Recommended Motion: “I move to give final approval to a one-time salary supplement of $750/employee for personnel covered by the Negotiated Agreement and the administrator, coordinator and manager groups. This payment would be included in the payroll distribution scheduled on July 16, 2021.”
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Manhattan-Ogden Unified School District 383 STRATEGIC FRAMEWORK July 1, 2020
Mission
Building foundations for dynamic futures
Vision
Manhattan-Ogden USD 383 is a public school system nationally recognized for the success of all students.
Core Beliefs
Acceptance: We create a climate that values diverse thinking, mutual respect and working as a team for the betterment of the whole organization.
Accountability: We hold one another accountable for increasing student and staff success.
Courage: We support courageous actions in an environment that embraces ethical and thoughtful risk-taking.
Joy: We enjoy our work and recognize that happiness contributes to organizational health and generates more opportunities for success.
Trust: We presume the good intentions of others in a culture of openness for honest input and creative ideas.
Guiding Principles
System Perspective: Stakeholders respect that all components of the organization are interdependent and must be managed as a unified whole in order to achieve ongoing success and performance excellence.
Engaged Learning: Stakeholders share a collaborative responsibility for implementing intentionally designed holistic and engaging learning experiences. Encouraging Environment: Stakeholders promote a framework encouraging grit and the courage for students to become the best version of themselves.
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Relationship Building: Stakeholders facilitate connection and growth through safe, inclusive, compassionate and empathetic interactions with others.
Foundational Skills: Stakeholders provide dynamic learning experiences to build a strong foundation of skills necessary to be competitive in local, regional and global economies.
Societal Contributions: Stakeholders demonstrate a well-rounded ability to make respectful and ethical decisions.
Pillars
USD 383 is committed to student success through dedication to four foundational pillars: teaching and learning, culture and environment, employee talent, and partner relations - with outcomes measured in both traditional and non-traditional ways.
Goal
Students are well equipped for lifelong success at increasingly higher levels of academic growth, social-emotional development and postsecondary preparation.
Indicators of Success
1. The percentage of students at or above benchmark on Individual Growth & Development Indicators (myIGDIs) and the Formative Assessment System for Teachers (FASTBridge) will increase from pre-kindergarten through third grade, overall and for each identified subgroup.
2. The percentage of students who score in Levels 3 and 4 on the English Language Arts State Assessment will increase at each grade level 3-8 and 10, overall and for each identified subgroup.
3. The percentage of students who score in Levels 3 and 4 on the Mathematics State Assessment will increase at each grade level 3-8 and 10, overall and for each identified subgroup.
4. The percentage of students identified ‘at risk’ in the Kansas Communities that Care Social-Emotional Learning Report will decrease for Character Development, Personal Development, Social Development and School Climate in grades 6, 8, 10 and 12, overall and for each identified subgroup.
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5. The graduation rate of students within the district will increase, overall and for each identified subgroup.
6. The two-year postsecondary success rate of students within the district will increase, overall and for each identified subgroup.
Objectives and Strategies
1. Provide every student equitable access to learner-centered curriculum, instruction, assessment and interventions.
A. Align curriculum with content standards and assessment framework. 1. Create a well-defined curriculum protocol that provides scope and sequence by subject area content standards. 2. Revise horizontal and vertical alignment of instructional materials based upon analysis of student performance data. 3. Create a district assessment and data analysis calendar to guide data discussions at building and district levels. 4. Provide ongoing training to support alignment of standards, curriculum and assessment. 5. Create and deliver a process for communicating about curriculum, content standards and the assessment framework. 6. Develop an accountability system to ensure timely completion of curriculum, content standards and assessment alignment.
B. Identify and implement evidence-based instructional practices. 1. Identify evidence-based instructional practices. 2. Provide ongoing training to support implementation of evidence-based instructional practices. 3. Create and deliver a process to communicate about evidence-based instructional practices. 4. Develop an accountability system to monitor impact of evidence-based instructional practices on student success indicators.
C. Institutionalize a multi-tiered system of reading, mathematics and social- emotional supports. 1. Provide core instruction consistent with adopted protocols. 2. Ensure intervention and support decisions are based upon benchmark and progress monitoring protocols. 3. Provide training in multi-tiered system of supports to promote clarity and reduce variance across the district. 4. Create and deliver a process for ongoing communication about multi- tiered system of supports.
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5. Develop an accountability system to monitor the impact of multi-tiered system of supports on indicators of student success.
D. Implement a trauma-responsive structure to support mental health needs of the school community. 1. Maintain cross-system collaboration between mental health providers and school teams. 2. Align mental health protocols across the school community. 3. Identify and implement trauma-responsive practices to promote student resilience. 4. Provide training in use of trauma-responsive practices and mental health protocols. 5. Create and deliver a process for ongoing communication about trauma- responsive practices and mental health protocols. 6. Enhance service delivery through social-emotional family engagement and empowerment. 7. Develop an accountability system to monitor the impact of trauma- responsive practices and mental health protocols within the school community.
E. Implement a framework for personalized learning. 1. Create common terminology, protocols and timelines for implementation of personalized learning throughout the district. 2. Construct a platform of essential core components and change strategies for the personalized learning framework. 3. Provide ongoing training about core components and change strategies within the personalized learning framework. 4. Create and deliver a process for personalized learning communications. 5. Develop an accountability system to monitor the impact of personalized learning on student success.
F. Identify and implement technology to enhance teaching and learning. 1. Ensure student, parent and staff access to technology. 2. Create online access to instructional materials. 3. Deliver training and support for information and instructional technology. 4. Create and deliver a process for ongoing communication about technology to enhance teaching and learning. 5. Ensure reliability and cybersecurity of information and instructional systems. 6. Develop an accountability system to monitor the impact of technology on teaching and learning.
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2. Provide a culture and environment to promote positive and productive conditions for learning, teaching and working.
A. Identify and implement policies and practices to promote diversity, inclusion and equity. 1. Update and enforce policies prohibiting discrimination, harassment and inequitable access. 2. Ensure principles and practices of diversity, inclusion and equity are promoted and enforced throughout all buildings and departments of the district. 3. Provide ongoing training to expand understanding of and commitment to diversity, inclusion and equity. 4. Create and deliver a process for consistent communication about diversity, inclusion and equity. 5. Engage and empower students, parents, employees and the community as ambassadors for diversity, inclusion and equity. 6. Develop an accountability system to monitor promotion and enforcement efforts regarding diversity, inclusion and equity.
B. Enact policies and practices to attract, develop, empower and retain high quality employees. 1. Implement a framework to increase qualified and diverse candidate pools. 2. Onboard new staff through a district orientation and support program. 3. Deliver training relevant to specific areas of responsibility, including when changes occur in knowledge or skill expectations of a position. 4. Create and deliver a process for ongoing communication about efforts to attract, develop, empower and retain high quality employees. 5. Maintain a staff incentive program that includes recognition and added compensation for established factors. 6. Develop an accountability system to monitor the impact of efforts to attract, develop, empower and retain high quality employees.
C. Align non-instructional operations in support of students, staff and schools. 1. Maintain facilities and grounds that are clean and safe. 2. Ensure safety and security of people and property within the district. 3. Maintain a communications process for two-way exchange of information. 4. Construct a human resource system to meet staffing needs within the district. 5. Maintain business practices that ensure financial security of the district. 6. Continue transportation services that are safe, comfortable and efficient. 7. Provide childhood nutrition programming to meet dietary and wellness education needs within the district.
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8. Provide training to maintain consistency of non-instructional operations across the district. 9. Develop an accountability system to monitor non-instructional support of students, staff and schools.
D. Identify and implement technology to promote operational productivity. 1. Ensure student, parent and staff access to technology. 2. Maintain a management process for collection and storage of operational data. 3. Deliver training and support for operational use of technology. 4. Ensure reliability and cybersecurity of information and operational systems. 5. Create and deliver a process to communicate about use of technology to promote operational productivity. 6. Develop an accountability system to monitor impact of technology on operational productivity.
3. Develop and enhance mutually beneficial relationships where schools, families and community partners share a commitment to student success.
A. Engage and empower families as stakeholders. 1. Implement a centralized welcome center to provide orientation and assistance to families new to the district. 2. Develop and implement a plan to increase family engagement opportunities and the number of involved families. 3. Provide ongoing training to increase staff understanding of and commitment to family empowerment. 4. Identify and implement technology to enhance two-way communication between parents and educators. 5. Collect and analyze parent satisfaction data to monitor success of stakeholder engagement and empowerment efforts.
B. Expand and strengthen community partnerships to enrich student learning. 1. Identify and engage current and potential community partners. 2. Create a framework to benefit students and meet identified needs of community partners. 3. Provide training to increase staff understanding of and commitment to community partnerships. 4. Identify and implement technology to enhance communication and collaboration with partners.
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5. Collect and analyze data to monitor the extent to which partners perceive community collaboration as mutually beneficial.
C. Construct educational choice options to meet student and community needs and interests. 1. Provide training to increase stakeholder understanding of the educational choice option process. 2. Create and deliver a method to communicate about educational choice options. 3. Develop a catalog of program choice options available within the district. 4. Ensure program choice options comply with all policy and accountability requirements of the district and state. 5. Create and enforce guidelines to ensure all families have equal access to all program choice options. 6. Establish a process to evaluate the impact of each program choice option on student success.
Glossary
Academic Engagement - Implementation of differentiated learning strategies and plans to address areas of concern.
Character Development Standard - Identify, define and live in accordance with core principles that aid in effective problem solving and responsible decision-making.
Diversity - The inclusion of different types of people, such as different races or cultures, in a group or organization.
Equity - Individuals or populations of individuals experience equal opportunity to succeed when provided additional supports needed to overcome barriers to success.
Graduation Rate - The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who entered high school as 9th graders four years earlier (adjusting for transfers in and out).
Personal Development Standard - Identify, understand and effectively manage thoughts, feelings and behaviors.
Personalized Learning - Places the whole child as an active participant at the center of instruction. Strong relationships between educators, students, family and community ensure equity and choice in time, place, path, pace and demonstration of learning.
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Postsecondary Success Rate - A student must meet one of four outcomes within two years of high school graduation: 1) earn an industry-recognized certification while in high school; 2) earn a postsecondary certificate; 3) earn a postsecondary degree; or, 4) enroll in postsecondary in both the first and second year following high school graduation.
School Climate - The quality and character of school life as it relates to norms and values, interpersonal relations and social interactions, and organizational processes and structures.
Social Development Standard - Establish and maintain positive relationships and communicate with others in various settings and situations.
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2021 Regular Board Meetings All Regular Board Meetings are held at Robinson Education Center unless otherwise notified.
STUCO Report January 6 Wednesday - 6:30 p.m. MHS January 20 Wednesday - 6:30 p.m. EMS February 3 Wednesday - 6:30 p.m. MHS February 17 Wednesday - 6:30 p.m. AMS March 3 Wednesday - 6:30 p.m. MHS March 24 Wednesday - 6:30 p.m. EMS April 7 Wednesday - 6:30 p.m. MHS April 21 Wednesday - 6:30 p.m. AMS May 5 Wednesday - 6:30 p.m. MHS May 19 Wednesday - 6:30 p.m. June 2 Wednesday - 6:30 p.m. June 30 Wednesday - 6:30 p.m. July 7 Wednesday - 6:30 p.m. July 21 Wednesday - 6:30 p.m. August 4 Wednesday - 6:30 p.m. August 18 Wednesday - 6:30 p.m. September 1 Wednesday - 6:30 p.m. MHS September 15 Wednesday - 6:30 p.m. AMS October 6 Wednesday - 6:30 p.m. MHS October 20 Wednesday - 6:30 p.m. EMS November 3 Wednesday - 6:30 p.m. MHS November 17 Wednesday - 6:30 p.m. AMS December 1 Wednesday - 6:30 p.m. MHS December 15 Wednesday - 6:30 p.m. EMS January 5 Wednesday - 6:30 p.m. MHS January 19 Wednesday - 6:30 p.m. AMS
2021 Special Meetings for Board Retreat
February 24 Wednesday - 5:30 p.m. - @ TBD October 27 Wednesday - 5:30 p.m. - @ TBD
2021 Special Meetings – Site Reports
January 27 Wednesday - 5:30 p.m. - School Site Council Reports Bluemont, Lee, Marlatt, Ogden, Theodore Roosevelt, Woodrow Wilson @ Robinson Education Center
November 10 Wednesday - 5:30 p.m. - School Site Council Reports Amanda Arnold, Frank Bergman, Northview, Anthony Middle School, Eisenhower Middle School, Manhattan High School @ Robinson Education Center
m:\BOE 20-21\BOE Meeting dates 2021
225 AGENDA PLANNING SCHEDULE 2021
7:30 a.m. (unless otherwise noted) Robinson Education Center
AGENDA PLANNING DATE TIME DAY MEETING DATE PARTICIPANTS December 17, 2020 7:30 a.m. Thursday January 6, 2021 Hagemeister Brighton January 12, 2021 7:30 a.m. Tuesday January 20, 2020 Hagemeister Lewison January 26, 2021 7:30 a.m. Tuesday February 3, 2021 Coleman Brighton February 9, 2021 7:30 a.m. Tuesday February 17, 2021 Coleman Edie February 16, 2021 (if needed) 7:30 a.m. Tuesday February 24, 2021 - retreat Coleman February 23, 2021 7:30 a.m. Tuesday March 3, 2021 Coleman Santos March 11, 2021 7:30 a.m. Thursday March 24, 2021 Coleman Herrman March 30, 2021 7:30 a.m. Tuesday April 7, 2021 Coleman Hagemeister April 13, 2021 7:30 a.m. Tuesday April 21, 2021 Coleman Edie April 27, 2021 7:30 a.m. Tuesday May 5, 2021 Coleman Lewison May 11, 2021 7:30 a.m. Tuesday May 19, 2021 Coleman Brighton May 25, 2021 7:30 a.m. Tuesday June 2, 2021 Coleman Edie June 22, 2021 7:30 a.m. Tuesday June 30, 2021 Coleman Santos June 29, 2021 7:30 a.m. Tuesday July 7, 2021 Coleman Herrman July 13, 2021 7:30 a.m. Tuesday July 21, 2021 Coleman Hagemeister July 27, 2021 7:30 a.m. Tuesday August 4, 2021 Coleman Santos August 10, 2021 7:30 a.m. Tuesday August 18, 2021 Coleman Lewison August 24, 2021 7:30 a.m. Tuesday September 1, 2021 Coleman Brighton September 7, 2021 7:30 a.m. Tuesday September 15, 2021 Coleman Edie September 28, 2021 7:30 a.m. Tuesday October 6, 2021 Coleman Santos October 12, 2021 7:30 a.m. Tuesday October 20, 2021 Coleman Hagemeister October 19, 2021 (if needed) 7:30 a.m. Tuesday October 27, 2021 - retreat Coleman October 26, 2021 7:30 a.m. Tuesday November 3, 2021 Coleman Herrman November 9, 2021 7:30 a.m. Tuesday November 17, 2021 Coleman Lewison November 18, 2021 7:30 a.m. Thursday December 1, 2021 Coleman Brighton December 7, 2021 7:30 a.m. Tuesday December 15, 2021 Coleman Edie December 21, 2021 7:30 a.m. Tuesday January 5, 2022 Coleman Santos January 11, 2022 7:30 a.m. Tuesday January 19, 2022 Coleman Herrman
The Superintendent’s office will call or e-mail a reminder to scheduled participants on Monday before the meeting.
Underscored name = Agenda setting participant also appearing on KMAN - In Focus for that meeting date.
226 Manhattan-Ogden USD 383 Board of Education Meetings 2020-2021 OPERATIONAL CALENDAR
MONTH 1ST MEETING 2ND MEETING OTHER AUGUST Budget 8-5-20 Budget Hearing 8-19-20 Compile Evaluations/Set Goals Board Operational Calendar Preliminary Enrollment President/Vice President meets w/Superintendent Authorization to Publish Budget *Donations & Grants Received Annual Report SEPTEMBER IDP Point Approval (consent) 9-2-20 Student Transfer Report 9-16-20 901 Poyntz Committee to start Future Agenda Items Review Celebration of Freedom Week Report Fall 2020 Early Learning Program Annual Report Select KASB Delegate Substance Abuse Prevention Annual Report Site Council Members & Meeting Dates (Consent) Middle School Athletic & Activity Annual Report PDC Handbook *Overtime Annual Report OCTOBER Summer Programs Summary 10-7-20 Head Start Federal Report (consent) 10-21-20 10-28-20 Board Retreat 5:30 p.m. Enrollment Report Transportation Annual Report KASB Legislative Issues Facility Use Fee Review/Revision *Maintenance Costs-Athletic Fields-Annual Report *Professional Development Annual Report *Evaluation of 2019-20 New Courses *Title and At-Risk Programs Annual Report *ESOL Annual Report NOVEMBER Facility / Capital Outlay Report 11-4-20 Course Proposals and Changes 2020-21 11-18-20 11-11-20 Site Council Reports - Manhattan Virtual Academy Annual Report Contract with City - Special Alcohol Fund AA, FB, NV, AMS, EMS, MHS State Assessment District Overview Safety and Security Annual Report @ REC 5:30 p.m. Financial Audit Report *Fort Riley Partnerships Annual Report DECEMBER 12-2-20 KASB Convention Rpt (Board Comments) 12-16-20 Legislative Work Session
JANUARY Martin Luther King, Jr. Proclamation 1-6-21 Head Start Federal Report (consent) 1-20-21 1-27-21 Site Council Reports - Diversity & Inclusion Annual Report MHS CTE Program Report BL, LE, MR, TR, OG, WW Board Member Interest in Officer Positions Board Officer Elections @ REC 5:30 p.m. BOE Meeting Dates & Times Establish Committee Assignments for BOE
*MHS Mid-Year Graduates List FEBRUARY Mid-Year Enrollment Report 2-3-21 Administrator Contracts 2-17-21 2-24-21 Board Retreat 5:30 p.m. Superintendents' Contracts District Technology Plan Annual Report - Strategic Plan Review Summer Programs 2020 Review NEA Manhattan/BOE Agreement (Ex.Ssn)
*Mentoring Program Annual Report *KSU Partnership/Financial Annual Report 227 * Written Report Only M:\\BOE 20-21\BOE Operational Calendar 20-21 Manhattan-Ogden USD 383 Board of Education Meetings 2020-2021 OPERATIONAL CALENDAR
MONTH 1ST MEETING 2ND MEETING OTHER MARCH Calendar Adoption 2020-21 3-3-21 Capital Outlay Budget Planning 2020-21 3-24-21 International Womens Day Proclamation (March 8) Legislative Work Session Worker Compensation Annual Report
APRIL Capital Outlay Summer Projects 4-7-21 Secondary Handbooks (consent) 4-21-21 Retiree Recognition at West Campus Textbook Adoption 2020-21 Student Fees &Textbook Rental 2020-21 Special Education/Gifted Ed Programs Annual Report Head Start Quarterly Report (consent) Library Media/Instr. Technology Annual Report Bully Prevention Annual Report
*Maintenance & Custodial Annual Report MAY Budget Prioritization and Preparation 5-5-21 School Meal Prices 2020-21 5-19-21 Elementary Handbooks (consent) Curriculum for Native American/Diversity Report School Start/End Times 2020-21 Teacher Contract Renewal/Nonrenewal SPED Assurances *Communications Annual Report *Evaluation of 2020-21 New Courses JUNE Budget Development 2020-21 6-2-21 Budget Development 2020-21 6-30-21 Start Superintendent Evaluation Health Services Annual Report Superintendent's District Annual Report Process Professional Learning & Collaboration Report
*Warehouse Annual Report *Early Learning Parent Handbook *MAHS Annual Report *Early Learning Program Handbook *Manhattan-Ogden Public Schools Foundation *MHS Student Athletic & Activities Participation Annual Report Annual Report *Graduation Lists-MHS, MAHS, MVA JULY Reorganization of the Board 7-7-21 Budget Development 2020-21 7-21-21 Individual Board Evaluations Audit GAAP Waiver Authorization to Publish Budget Memberships (KASB) Head Start Federal Report (consent) Vehicle Mileage Reimbursement Rate Classified Handbooks (consent) Destruction of District Financial Records Board Committee/School Assignments 21-22 *Food Service Annual Report
228 * Written Report Only M:\\BOE 20-21\BOE Operational Calendar 20-21 Manhattan-Ogden USD 383 Board of Education 2020-2021 Committee Assignments
COMMITTEE/BOARD PURPOSE Herrman District Curriculum & Assessment Council (2) Provide perspective on district curriculum Edie Lewison District Finance Committee (2) Review financial audit and special finance topics (meets after Fall Audit) Hagemeister District Wellness Committee (1) Hagemeister State regulations require a Board member on this committee (meets 9/26, 12/5, 3/6) Santos Work with administration on capital projects and construction projects (3:30 p.m. second Wed - Facilities and Growth (3) Coleman KCR) Brighton Early Learning Policy Council (1) Santos Advisory committee required by federal regulations (5:30-7:00 PM 9/10, 11/5, 1/7, 3/4, 5/13 Lewison Intergovernmental (2) Edie Discuss issues among the City, County, KSU and USD 383 (12 p.m. fourth Monday - Holiday Inn) Anyone Coleman KASB Governmental Relations Network (2) Represent the Board on KASB Governmental Relations Network (No meetings - just mail) Santos Brighton Negotiations (2 + alternate) Coleman Contract Negotiations between BOE and NEA (4 p.m. Thurs starting end of Mar - KCR) Santos (alt) Edie Parks & Recreation Advisory Board (2) Advise City Commission on Manhattan Parks & Recreation issues Lewison Professional Development Council (1) Coleman Oversees professional development and reviews IDP proposals Hagemeister Technology (2) District Technology Committee member (4:15 p.m. third Tuesday - KCR) Herrman Herrman Diversity & Inclusion (3) Brighton Community committee for diversity and inclusion (5:30 p.m. third Thursday) Hagemeister m:\\BOE 18-19\Committee Assignments 18-19 7-3-18 229 Manhattan-Ogden USD 383 Board of Education 2020-2021 School Assignments
Brighton Coleman Edie Hagemeister Herrman Lewison Santos MHS West Lee Bluemont Eisenhower Frank Bergman Amanda Arnold Ogden Northview Anthony Marlatt Woodrow Wilson Eugene Field MHS E Theodore Roosevelt College Hill
230 School Board Member Ethics (Board Policy BH)
As a member of my local Board, I will strive to improve public education, and to that end I will:
Attend all regularly scheduled Board meetings insofar as possi ble and become informed concerning the issues to be considered at those meet ings;
Recognize that I should endeavor to make policy decisions only after full discussion at publicly held Board meetings;
Render all decisions based on the available facts and my inde pendent judgment, and refuse to surrender that judgment to individuals or special inter- est groups;
Encourage the free expression of opinion by all Board members, and seek systematic communications between the Board and students, district staff, and all elements of the community;
Work with other Board members to establish effective Board poli cies and to delegate authority for the administration of the schools to the Superin- tendent;
Communicate to other Board members and the Superintendent expres- sions of public reaction to Board policies and school programs;
Support the employment of those persons best qualified to serve as district staff;
Avoid being placed in a position of conflict of interest and refrain from using my Board position for personal or partisan gain;
Respect the confidentiality of information that is privileged under ap- plicable law; and
Remember that the first and greatest concern must be the educa tional welfare of the students attending the public schools.
ADOPTED: 5/05
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